Gaetz, Lynne_ Phadke, Suneeti - The writer\'s world _ paragraphs and essays-Pearson (2015)

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Editing Checklist

Brief Contents

 Are the verb tenses correct?  Do the subjects and verbs agree?  Do the pronouns agree with their antecedents?

Preface ix

24 25 26 27 28 29 30 31 32 33 34 35 36 37

Part I The Writing Process 2

1 Exploring 4 2 Developing 15 3 Revising and Editing 34 Part II Paragraph Patterns 47

4 5 6 7 8 9 10 11 12

Illustration 49 Narration 59 Description 72 Process 83 Definition 95 Classification 109 Comparison and Contrast 123 Cause and Effect 136

Part III The Essay 163

13 14 15

38

Other Verb Forms 346 Subject–Verb Agreement 357 Tense Consistency 371 Nouns, Determiners, and Prepositions 376 Pronouns 392 Adjectives and Adverbs 410 Mistakes with Modifiers 424 Exact Language 433 Spelling and Commonly Confused Words 442 Commas 458

Enhancing Your Writing with Research 233

Simple Sentences 252 Compound Sentences 263 Complex Sentences 275 Sentence Variety 286 Fragments 297 Run-Ons 305 Faulty Parallel Structure 312 Present and Past Tenses 320

 Are the words spelled correctly? Sentences  Are the sentences complete, with a subject and verb?  Are the parts of the sentences correctly connected?  Are the ideas in the sentences expressed in a parallel way?  Are the modifiers near the words being modified?

Capitalization and Other Punctuation Marks 484

 Are punctuation marks used correctly?

Editing Paragraphs and Essays 492

 Are the words capitalized correctly?

From Reading to Writing 503

Alternate or Your Instructor’s Symbols (please –ll in)

Meaning

Chapter Reference

ad

Adjective or adverb problem

30

agr

Agreement problem (subject and verb or pronoun and antecedent do not agree)

26

Standard Symbol

cap

Capital letter is missing or is used unnecessarily

36

coh

Coherence is lacking

2, 3

cliché

Cliché, or overused phrase, should be removed

32

Combine words or sentences

17, 18, 19

dev

Development needed

2, 3, 13

Faulty logic (ideas lacking in logic or clarity)

2, 3, 13

frag

Fragment (incomplete sentence)

20

intro

Introduction needs to be added or improved

2, 13

m

Modifier error (dangling or misplaced modi–er)

31

p

Punctuation problem

34, 35, 36

pl

Plural form error

28

pro

Pronoun error

29

ro

Run-on sentence (two complete sentences are incorrectly connected)

21

shiffl

Tense or pronoun shifts illogically

27, 29

sp

Spelling error (misspelled word or look-alike, sound-alike error)

33

supp

Support is inadequate (lacks complete supporting details)

2, 3, 13

tense, vt

Verb tense error

23, 24, 25

Appendix 1

Grammar Glossary 559

trans

Transition needed

2, 3, 13

Appendix 2

Irregular Verbs 561

ts

Appendix 3

A Quick Guide to Verb Tenses 563

Topic sentence or thesis statement problem

2, 13

unity

Unity problem (sentences do not relate to the topic sentence or the thesis statement)

2, 3, 13

wc

Word choice problem (wrong choice of word)

32

w

Wordy (not concise)

32

//

Parallel structure error (parts of the sentence are not uniform)

22

Remove a word, phrase, or paragraph

2, 3, 13, 32

wo

Word order is incorrect

30, 31

?

Unclear meaning

32, 33

Appendix 4

Combining Ideas in Sentences 564

Appendix 5

Punctuation and Mechanics 565

Appendix 6

Writing Paragraphs and Essays in Exams 568

Appendix 7

Spelling, Grammar, and Vocabulary Logs 573

Credits 577 Index 579 Inside Back Cover Revising Checklist for a Paragraph Revising Checklist for an Essay Editing Checklist Revising and Editing Symbols

INSIDE FRONT COVER GAET.5126.P&E.Inside cover mech.indd 1

 Is the choice of words appropriate?

Punctuation and Mechanics

Appendices

Essay Patterns 189

 Are the verbs and pronouns consistent, with no unnecessary shifts?

The Apostrophe, Quotation Marks, and Titles 471

Writing the Essay 165

Part IV The Editing Handbook 250

16 17 18 19 20 21 22 23

Past Participles 334

Part V Reading Strategies and Selections 501

Argument 148

Revising and Editing Symbols

Words

INSIDE BACK COVER 11/8/13 4:13 PM

The

Writer’s World Paragraphs and Essays fourth edition

Lynne Gaetz

Suneeti Phadke

Lionel Groulx College

St. Jerome College

Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

Executive Editor: Matthew Wright Editorial Assistant: Laura Marenghi Senior Development Editor: Marion Castellucci Development Editor: Erica Nikolaidis Senior Supplements Editor: Donna Campion Executive Digital Producer: Stefanie Snajder Content Specialist: Erin Jenkins Digital Editor: Sara Gordus Executive Marketing Manager: Roxanne McCarley Production Manager: Denise Phillip Grant

Project Coordination, Text Design, and Electronic Page Makeup: Laserwords Private Limited Cover Designer/Manager: Wendy Ann Fredericks Cover Photos: © Shutterstock Text Permissions: Aptara Photo Researcher: Integra Senior Manufacturing Buyer: Dennis Para Printer/Binder: Courier/Kendallville Cover Printer: Lehigh-Phoenix Color Hagerstown

Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within text and on pages 579–580.

Library of Congress Cataloging-in-Publication Data Gaetz, Lynne, 1960– The writer’s world : paragraphs and essays / Lynne Gaetz, Lionel Groulx College ; Suneeti Phadke, St. Jerome College. — Fourth Edition. pages cm Previous edition: Upper Saddle River, N.J. : Pearson Education, 3rd ed., 2011. ISBN 978-0-321-89512-7 1. English language—Paragraphs—Problems, exercises, etc. 2. English language—Rhetoric—Problems, exercises, etc. 3. Report writing—Problems, exercises, etc. 4. English language—Grammar—Problems, exercises, etc. I. Phadke, Suneeti, 1961- II. Title. PE1439.G254 2014 808’.042—dc23 2013031287

Copyright © 2015, 2011, 2009 by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290.

10 9 8 7 6 5 4 3 2 1—CRK—17 16 15 14

Student Edition ISBN-13: Student Edition ISBN-10:

978-0-321-89512-7 0-321-89512-6

A la Carte Edition ISBN-13: A la Carte Edition ISBN-10:

978-0-321-89523-3 0-321-89523-1

Contents Readings Listed by Rhetorical Mode vii Preface ix

Part I The Writing Process 2

The Paragraph and the Essay 3 1 Exploring 4 What Is Exploring? 4 Topic 5 Audience 5 Purpose 5 Exploring Strategies 8 Journal and Portfolio Writing 12

2 Developing 15 What Is Developing? 15 Narrow the Topic 16 The Topic Sentence 18 The Supporting Ideas 23 The Paragraph Plan 28 The First Draft 31

3 Revising and Editing 34 What Are Revising and Editing? 34 Revise for Unity 35 Revise for Adequate Support 36 Revise for Coherence 38 Revise for Style 41 Edit for Errors 42 Write the Final Draft 44

Part II Paragraph Patterns 47

4 Illustration 49 What Is Illustration? 50 The Illustration Paragraph 50 Explore Topics 52 The Topic Sentence 52 The Supporting Ideas 53 The Paragraph Plan 54 The First Draft 55 Revise and Edit an Illustration Paragraph 56

5 Narration 59 What Is Narration? 60 The Narrative Paragraph 60

Explore Topics 61 The Topic Sentence 63 The Supporting Ideas 65 The Paragraph Plan 66 The First Draft 67 Revise and Edit a Narrative Paragraph 68

6 Description 72 What Is Description? 73 The Descriptive Paragraph 73 Explore Topics 75 The Topic Sentence 75 The Supporting Ideas 76 The Paragraph Plan 79 The First Draft 79 Revise and Edit a Descriptive Paragraph 80

7 Process 83 What Is a Process? 84 The Process Paragraph 84 Explore Topics 86 The Topic Sentence 87 The Supporting Ideas 88 The Paragraph Plan 90 The First Draft 91 Revise and Edit a Process Paragraph 91

8 Definition 95 What Is Definition? 96 The Definition Paragraph 96 Explore Topics 98 The Topic Sentence 98 The Supporting Ideas 102 The Paragraph Plan 103 The First Draft 104 Revise and Edit a Definition Paragraph 105

9 Classification 109 What Is Classification? 110 The Classification Paragraph 110 Explore Topics 112 The Topic Sentence 115 The Supporting Ideas 116 The Paragraph Plan 116 The First Draft 117 Revise and Edit a Classification Paragraph 118

iii

iv Contents

10

The Descriptive Essay 198

Comparison and Contrast 123

 “Chicken Hips” by Catherine Pigott 201

What Is Comparison and Contrast? 124 The Comparison and Contrast Paragraph 124 Explore Topics 127 The Topic Sentence 128 The Supporting Ideas 129 The Paragraph Plan 130 The First Draft 132 Revise and Edit a Comparison and Contrast Paragraph 132

11

880L/536 words

The Process Essay 203

 “Steps to Music Success” by Jake Sibley 206 1060L/628 words

The Definition Essay 208

 “What Is Luck?” by Matthew Hutson 211 1150L/696 words

The Classification Essay 213

 “The Purpose of Pets” by W. Stephen Damron 215

Cause and Effect 136

1220L/592 words

What Is Cause and Effect? 137 The Cause and Effect Paragraph 137 Explore Topics 138 The Topic Sentence 140 The Supporting Ideas 141 The Paragraph Plan 143 The First Draft 144 Revise and Edit a Cause and Effect Paragraph 145

12

Argument 148 What Is Argument? 149 The Argument Paragraph 149 Explore Topics 151 The Topic Sentence 151 The Supporting Ideas 153 The Paragraph Plan 157 The First Draft 159 Revise and Edit an Argument Paragraph 159

The Comparison and Contrast Essay 218

 “Just Say No” by Mark Milke 220 1260L/600 words

The Cause and Effect Essay 222

 “Don’t Worry, Act Happy” by Albert Nerenberg 224 1040L/654 words

The Argument Essay 227

 “Robot Ethics” 229 1200L/690 words

15

What Is Research? 233 Research for Academic Writing 233 Gather Information 234 Evaluate Sources 236 Add a Paraphrase, Summary, or Quotation 238 Cite Sources Using MLA Style 242 Sample Research Essay Using MLA Style 247

Part III The Essay 163

13

Writing the Essay 165 Explore Topics 165 The Thesis Statement 167 The Supporting Ideas 170 The Essay Plan 173 The Introduction 177 The Conclusion 180 The First Draft 182 Revising and Editing the Essay 182 The Essay Title 184 The Final Draft 185

14

Essay Patterns 189 The Illustration Essay 190

 “Guy Chores” by Tom Keenan 192 1310L/467 words

The Narrative Essay 194

 “A Lesson in Humility” by Jeff Kemp 196 1000L/506 words

Enhancing Your Writing with Research 233

Part IV The Editing Handbook 250 SECTION 1 Effective Sentences THEME: Popular Culture

16

Simple Sentences 252 Identify Subjects 252 Identify Prepositional Phrases 255 Identify Verbs 257 Identify Helping Verbs 258

17

Compound Sentences 263 Compare Simple and Compound Sentences 263 Combine Sentences Using Coordinating Conjunctions 264 Combine Sentences Using Semicolons 267 Combine Sentences Using Transitional Expressions 269

Contents v

18

19

Complex Sentences 275

SECTION 4 Verb Agreement and Consistency

What Is a Complex Sentence? 276 Use Subordinating Conjunctions 276 Use Relative Pronouns 280 Use Embedded Questions 282

26

THEME: College Life

Basic Subject–Verb Agreement Rules 357 More Than One Subject 362 Special Subject Forms 363 Verb Before the Subject 365 Interrupting Words and Phrases 366

Sentence Variety 286 What Is Sentence Variety? 286 Combine Sentences 287 Include a Question, a Quotation, or an Exclamation 288 Vary the Opening Words 289 Combine Sentences with a Present Participle 290 Combine Sentences with a Past Participle 291 Combine Sentences with an Appositive 293

SECTION 2 Common Sentence Errors

27

SECTION 5 More Parts of Speech THEME: Our Environment

28

Fragments 297 Run-Ons 305 Run-Ons 305

22

29

Faulty Parallel Structure 312

SECTION 3 Problems with Verbs THEME: Spies and Hackers

Present and Past Tenses 320 What Is Verb Tense? 320 The Simple Present Tense 321 The Simple Past Tense 322 Avoid Double Negatives 330

24

25

SECTION 6 Modifiers THEME: Health Care

30

Other Verb Forms 346 Problems with Progressive Forms (-ing Verbs) 346 Nonstandard Forms: gonna, gotta, wanna 348 Using Gerunds and Infinitives 349 Using Conditional Forms 351 Nonstandard Forms: would of, could of, should of 353

Adjectives and Adverbs 410 Adjectives 410 Adverbs 412 Comparative and Superlative Forms 416

Past Participles 334 Past Participles 334 The Present Perfect Tense: have/has + Past Participle 336 The Past Perfect Tense: had + Past Participle 338 The Passive Voice: be + Past Participle 340 The Past Participle as an Adjective 343

Pronouns 392 Pronoun Case 392 Relative Pronouns (who, whom, which, that, whose) 397 Reflexive Pronouns (-self or -selves) 399 Pronoun–Antecedent Agreement 400 Indefinite Pronouns 402 Vague Pronouns 404 Pronoun Shifts 406

What Is Parallel Structure? 312 Identify Faulty Parallel Structure 313

23

Nouns, Determiners, and Prepositions 376 Singular and Plural Nouns 376 Count Nouns and Noncount Nouns 380 Determiners 382 Prepositions 385

Fragments 298

21

Tense Consistency 371 Consistent Verb Tense 371

THEME: Psychology

20

Subject–Verb Agreement 357

31

Mistakes with Modifiers 424 Misplaced Modifiers 424 Dangling Modifiers 428

SECTION 7 Word Use and Spelling THEME: The Legal World

32

Exact Language 433 Use Specific and Detailed Vocabulary 433 Avoid Wordiness and Redundancy 435 Avoid Clichés 437 Standard English Versus Slang 438

viâ•‡â•‡â•‡ Contents

33

Spelling and Commonly Confused Wordsâ•‡â•‡442 Spelling Rulesâ•‡â•‡442 120 Commonly Misspelled Wordsâ•‡â•‡449 Look-Alike and Sound-Alike Wordsâ•‡â•‡451

SECTION 8 Punctuation and Mechanics

 “It’s Class, Stupid!” by Richard Rodriguezâ•‡â•‡518 1060L/709 words

 “The Case for Affirmative Action: An Open Letter to Five Justices” by Dave Malcolmâ•‡â•‡521 1240L/1217 words Psychology and Health Care

 “The Catcher of Ghosts” by Amy Tanâ•‡â•‡525 800L/1052 words

THEME: The Workplace

 “The Sanctuary of School” by Lynda Barryâ•‡â•‡528

34

 “Musicophilia” by Oliver Sacksâ•‡â•‡531

Commasâ•‡â•‡458 What Is a Comma?â•‡â•‡458 Commas in a Seriesâ•‡â•‡459 Commas After Introductory Words and Phrasesâ•‡â•‡460 Commas Around Interrupting Words and Phrasesâ•‡â•‡461 Commas in Compound Sentencesâ•‡â•‡462 Commas in Complex Sentencesâ•‡â•‡463 Commas in Business Lettersâ•‡â•‡465

35

The Apostrophe, Quotation Marks, and Titlesâ•‡â•‡471 The Apostrophe (’)â•‡â•‡471 Quotation Marks (“ ”)â•‡â•‡476 Punctuation of Titlesâ•‡â•‡478

36

Capitalization and other Punctuation Marksâ•‡â•‡484 Capitalizationâ•‡â•‡484 Other Punctuation Marksâ•‡â•‡486

SECTION 9 Editing Practice

37

Editing Paragraphs and Essaysâ•‡â•‡492

Part Vâ•‡ Reading Strategies and Selectionsâ•‡â•‡501

38

From Reading to Writingâ•‡â•‡503 Reading Strategiesâ•‡â•‡503 Reading Selectionsâ•‡â•‡508 Popular Culture and College Life

 “Being a Hyphenated American” by Zaina Arafat â•‡â•‡508

1020L/1290 words 920L/1052 words

 “Why We Make Mistakes” by Joseph T. Hallinanâ•‡â•‡534 900L/1066 words Our Environment and The Workplace

 “Mother Nature’s Melting Pot” by Hugh Rafflesâ•‡â•‡537 1230L/753 words

 “Aunt Tee” by Maya Angelouâ•‡â•‡540 1040L/857 words

 “Advertising Appeals” by Michael R. Solomon, Greg W. Marshall, and Elnora W. Stuartâ•‡â•‡542 1250L/455 words

 “Is Anything Private Anymore?” by Sean Flynnâ•‡â•‡545 1110L/1103 words

 “The Beeps” by Josh Freedâ•‡â•‡548 1050L/783 words Spies and Hackers and The Legal World

 “The Criminal Justice Process” by John Randolph Fullerâ•‡â•‡551 1230L/1148 words

 “How Spies Are Caught” by Anonymousâ•‡â•‡554 1310L/549 words

 “My Relentless Pursuit” by Amanda Enayati â•‡â•‡556 980L/1572 words

Appendices Appendixâ•‡1 Appendixâ•‡2 Appendixâ•‡3 Appendixâ•‡4 Appendixâ•‡5 Appendixâ•‡6 Appendixâ•‡7

Grammar Glossaryâ•‡â•‡561 Irregular Verbsâ•‡â•‡563 A Quick Guide to Verb Tensesâ•‡â•‡565 Combining Ideas in Sentencesâ•‡â•‡566 Punctuation and Mechanicsâ•‡â•‡567 Writing Paragraphs and Essays in Examsâ•‡â•‡570 Spelling, Grammar, and Vocabulary Logsâ•‡â•‡575

Creditsâ•‡â•‡579

1080L/748 words

Indexâ•‡â•‡581

 “Fads” by David A. Locherâ•‡â•‡510

Inside Back Coverâ•‡â•‡

1080L/767 words

 “This Boat Is My Boat” by Drew Hayden Taylorâ•‡â•‡513 1220L/787 words

 “Gone with the Windows” by Dorothy Nixonâ•‡â•‡516 1040L/743 words

Revising Checklist for a Paragraphâ•‡â•‡ Revising Checklist for an Essayâ•‡â•‡ Editing Checklistâ•‡â•‡ Revising and Editing Symbolsâ•‡â•‡

Readings Listed by Rhetorical Mode Illustration “Comics as Social Commentary” by Nicolas Slayton (page 190) “Guy Chores” by Tom Keenan (page 192) “Fads” by David A. Locher (page 510) “Why We Make Mistakes” by Joseph T. Hallinan (page 534) “Mother Nature’s Melting Pot” by Hugh Raffles (page 537) “Advertising Appeals” by Michael R. Solomon, Greg W. Marshall, and Elnora W. Stuart (page 542) “Is Anything Private Anymore?” by Sean Flynn (page 545) “The Beeps” by Josh Freed (page 548) “The Criminal Justice Process” by John Randolph Fuller (page 551) Narration “My Prison Story” by Yirga Gebremeskel (page 195) “A Lesson in Humility” by Jeff Kemp (page 196) “Being a Hyphenated American” by Zaina Arafat (page 508) “Gone with the Windows” by Dorothy Nixon (page 516) “The Case for Affirmative Action” by Dave Malcolm (page 521) “The Catcher of Ghosts” by Amy Tan (page 525) “The Sanctuary of School” by Lynda Barry (page 528) “Musicophilia” by Oliver Sacks (page 531) “Why We Make Mistakes” by Joseph T. Hallinan (page 534) “Aunt Tee” by Maya Angelou (page 540) Description “Roaring Waves of Fire” by Christi Lester (page 200) “Chicken Hips” by Catherine Pigott (page 201) “The Catcher of Ghosts” by Amy Tan (page 525) “The Sanctuary of School” by Lynda Barry (page 528) “Aunt Tee” by Maya Angelou (page 540) Process “The Wonders of PowerPoint” by Karine Godin (page 204) “Steps to Music Success” by Jake Sibley (page 206) “The Criminal Justice Process” by John Randolph Fuller (page 551) “How Spies Are Caught” by Anonymous (page 554) Definition “Homophobia” by Dominic Chartrand (page 209) “What Is Luck?” by Matthew Hutson (page 211) “Being a Hyphenated American” by Zaina Arafat (page 508) “Fads” by David A. Locher (page 510) “The Case for Affirmative Action” by Dave Malcolm (page 521)

“Musicophilia” by Oliver Sacks (page 531) “How Spies Are Caught” by Anonymous (page 554) Classification “Breaking Traffic Laws” by Lonzell Courtney (page 214) “The Purpose of Pets” by W. Stephen Damron (page 215) “Fads” by David A. Locher (page 510) “Advertising Appeals” by Michael R. Solomon, Greg W. Marshall, and Elnora W. Stuart (page 542) Comparison and Contrast “Two Jobs” by Adrianna Gonzalez (page 219) “Just Say No” by Mark Milke (page 220) “Being a Hyphenated American” by Zaina Arafat (page 508) “This Boat Is My Boat” by Drew Hayden Taylor (page 513) “Gone with the Windows” by Dorothy Nixon (page 516) “It’s Class, Stupid!” by Richard Rodriguez (page 518) “The Case for Affirmative Action” by Dave Malcolm (page 521) “Mother Nature’s Melting Pot” by Hugh Raffles (page 537) “Aunt Tee” by Maya Angelou (page 540) “The Beeps” by Josh Freed (page 548) Cause and Effect “Why Small Businesses Fail” by Jim Baek (page 223) “Don’t Worry, Act Happy” by Albert Nerenberg (page 224) “This Boat Is My Boat” by Drew Hayden Taylor (page 513) “Gone with the Windows” by Dorothy Nixon (page 516) “The Catcher of Ghosts” by Amy Tan (page 525) “Musicophilia” by Oliver Sacks (page 531) “Why We Make Mistakes” by Joseph T. Hallinan (page 534) “Mother Nature’s Melting Pot” by Hugh Raffles (page 537) “Is Anything Private Anymore?” by Sean Flynn (page 545) “The Beeps” by Josh Freed (page 548) “The Criminal Justice Process” by John Randolph Fuller (page 551) “How Spies Are Caught” by Anonymous (page 554) Argument “The Importance of Music” by Christine Bigras (page 228) “Robot Ethics” from The Economist (page 229) “This Boat Is My Boat” by Drew Hayden Taylor (page 513) “It’s Class, Stupid!” by Richard Rodriguez (page 518) “The Case for Affirmative Action” by Dave Malcolm (page 521) “Advertising Appeals” by Michael R. Solomon, Greg W. Marshall, and Elnora W. Stuart (page 542) “Is Anything Private Anymore?” by Sean Flynn (page 545) vii

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Preface Thank you for making the third edition of The Writer’s World a resounding success; we are delighted that the book has been able to help so many students across the country. This fourth edition, too, can help your students produce writing that is technically correct and richly detailed whether your classes are filled with students who have varying skill levels, whether students are native or nonnative speakers of English, or whether they learn better through the use of visuals. When we started the first edition, we set out to develop practical and pedagogically sound approaches to these challenges, and we are pleased to hear that the book has been helping students succeed in their writing courses. We began with the idea that this project should be a collaboration with other developmental writing teachers. So we met with more than forty-five instructors from around the country, asking for their opinions and insights regarding (1) the challenges posed by the course, (2) the needs of today’s ever-changing student population, and (3) the ideas and features we were proposing in order to provide them and you with a more effective teaching and learning tool. Pearson also commissioned dozens of detailed manuscript reviews from instructors, asking them to analyze and evaluate each draft of the manuscript. These reviewers identified numerous ways in which we could refine and enhance our key features. Their invaluable feedback was incorporated throughout The Writer’s World. The text you are seeing is truly the product of a successful partnership between the authors, publisher, and well over one hundred developmental writing instructors.

What’s New in the Fourth Edition? Deeper MyWritingLab Integration New to this edition, resources and assessments designed specifically for The Writer’s World are in MyWritingLab along with the eText and all the diagnostic, practice, and assessment resources of MyWritingLab. Students can use MyWritingLab to access media resources, practice, and assessment for each chapter of The Writer’s World. in the text, students have the option of completing the When they see practice online right in MyWritingLab. Most practice assessments will flow to your instructor gradebook in MyWritingLab, reducing grading time and allowing you to focus attention on those students who may need extra help and practice.  All Writer’s Room activities can be completed in MyWritingLab, giving students access to a wide range of customizable instruction, practice, and assessment.  Students can now answer additional reading comprehension questions for readings in Chapter 38 in MyWritingLab, offering extra practice and assessment and helping students strengthen their grasp of the readings.  All “At Work” paragraph modes appear in MyWritingLab as interactive model documents. When students mouse over the paragraph, they hear detailed explanations of how the topic sentence, supporting details, and concluding sentence exemplify the pattern of development.

ix

x Preface

A New Look A new clean and modern design streamlines instruction and increases usability, allowing students to more effectively find and retain the information covered.

New Annotated Student Essays For each of the nine essay patterns covered in Chapter 14, a new student essay has been added and annotated to highlight the components of each essay (e.g., thesis statements, topic sentences, and concluding sentences). Each student essay is followed by a professional essay and a set of questions that deepen students’ understanding of the different essay patterns.

New Readings In Chapter 38, eight new readings relate to the themes presented in the grammar chapters. Thought-provoking essays from Amy Tan, Drew Hayden Taylor, Joseph T. Hallinan, Hugh Raffles, and Amanda Enayati discuss modern notions of multiculturalism, privacy in the Internet age, and the criminal justice process.

New Images This edition presents new dynamic and vibrant images—photos of exotic locales and pop culture icons, as well as images from independent and mainstream films and television shows—that will engage students and prompt critical thinking.

New Grammar Themes and Practices Many of the grammar practices in Part IV: The Editing Handbook are new, providing updated grammar instruction through the lens of topical and culturally relevant content. In addition, two new grammar themes have been added to engage student interest: Section 3: Spies and Hackers and Section 5: Our Environment.

Updated High-Interest Paragraph Models and Practices Throughout the book you will notice new examples, sample paragraphs, writing practices, Writer’s Desk topics, and grammar practices. In fact, to make the content more topical and appealing, roughly 30 percent of the book’s content has been updated.

How The Writer’s World Meets Students’ Diverse Needs We created The Writer’s World to meet your students’ diverse needs. To accomplish this, we asked both the instructors in our focus groups and the reviewers at every stage not only to critique our ideas but to offer their suggestions and recommendations for features that would enhance the learning process of their students. The result has been the integration of many elements that are not found in other textbooks, including our visual program, coverage of nonnative speaker material, and strategies for addressing the varying skill levels students bring to the course.

Preface xi

The Visual Program A stimulating full-color book with more than 140 photos, The Writer’s World recognizes that today’s world is a visual one, and it encourages students to become better communicators by responding to images. Chapter-opening visuals in Parts I, II, III, and IV help students think about the chapter’s key concept in a new way. For example, in the Chapter 9 opener, a photograph of children’s toys sets the stage for classification. Toys are grouped by type, which helps students understand the premise of classification. In Part IV, chapter-opening photos help illustrate the theme of the examples and exercises. These visual aids can also serve as sources for writing prompts. Each At Work box in the Part II chapters features multicolored highlighting and annotations, along with content on how that particular pattern of development is used on the job. The visuals in Part II provide students with another set of opportunities to write in response to images, with Media Writing activities that encourage them to respond using particular paragraph and essay patterns. Throughout The Writer’s World, words and images work together to encourage students to explore, develop, and revise their writing.

Seamless Coverage for Nonnative Speakers Instructors in our focus groups noted the growing number of nonnative/ESL speakers enrolling in developmental writing courses. Although some of these students have special needs relating to the writing process, many of you still have a large portion of native speakers in your courses whose more traditional needs must also be satisfied. In order to meet the challenge of this rapidly changing dynamic, we have carefully implemented and integrated content throughout to assist these students. The Writer’s World does not have separate ESL boxes, ESL chapters, or tacked-on ESL appendices. Instead, information that traditionally poses a challenge to nonnative speakers is woven seamlessly throughout the book. In our extensive experience teaching writing to both native and nonnative speakers of English, we have learned that both groups learn best when they are not distracted by ESL labels. With the seamless approach, nonnative speakers do not feel self-conscious and segregated, and native speakers do not tune out detailed explanations that may also benefit them. Many of these traditional problem areas receive more coverage than you would find in other textbooks, arming the instructor with the material to effectively meet the needs of nonnative speakers. Moreover, the Annotated Instructor’s Edition provides more than seventy-five ESL Teaching Tips designed specifically to help instructors better meet the needs of their nonnative speaking students.

Issue-Focused Thematic Grammar In surveys, many of you indicated that one of the primary challenges in teaching your course is finding materials that are engaging to students in a contemporary context. This is especially true in grammar instruction. Students come to the course with varying skill levels, and many students are simply not interested in grammar. To address this challenge, we have introduced issue-focused thematic grammar in The Writer’s World. Each chapter centers on a theme that is carried out in examples and activities. These themes include topics related to popular culture, psychology, spies and hackers, college life, the environment, health care, the legal world, and the workplace.

xii Preface

The thematic approach enables students to broaden their awareness of subjects important to American life, such as understanding advertising and consumerism and thinking about health care issues and alternative medicine. The thematic approach makes reading about grammar more engaging. And the more engaging grammar is, the more likely students will retain key concepts—raising their skill level in these important building blocks of writing. We also think that it is important to teach grammar in the context of the writing process. Students should not think that grammar is an isolated exercise. Therefore, each grammar chapter includes a warm-up writing activity. Students write and edit their paragraphs, paying particular attention to the grammar point covered in the chapter. The end of each grammar section also contains paragraph and essay writing topics that are related to the theme of the section and that follow different writing patterns. In these chapters, suggestions are provided for readings in Part V that relate to the grammar themes.

Learning Aids to Help Students Get the Most from The Writer’s World Overwhelmingly, focus group participants and reviewers asked that both a larger number and a greater diversity of exercises and activities be incorporated into The Writer’s World. In response, we have developed and tested the following learning aids in The Writer’s World. We are confident they will help your students become better writers.

Hints In each chapter, Hint boxes highlight important writing and grammar points. Hints are useful for all students, but many will be particularly helpful for nonnative speakers. For example, in Chapter 12, one Hint encourages students to state an argument directly and a second Hint points out the need to avoid circular reasoning. In Chapter 22, a Hint discusses checking for consistent voice in compound sentences. Hints include brief discussions and examples so that students will see both concept and application.

Hint

Use Consistent Voice

When a sentence has two independent clauses and is joined by a coordinating conjunction, use a consistent voice. In other words, if one part of the sentence is active, the other should also be active. Not parallel The researcher conducted the experiment, and then a report was written by him. Parallel The researcher conducted the experiment, and then he wrote a report.

(Both parts use the active voice.)

Vocabulary Boost Throughout Part II of The Writer’s World, Vocabulary Boost

boxes give students tips to improve their use of language and to revise and edit their word choices. For example, a Vocabulary Boost in Chapter 4 asks students to replace repeated words with synonyms, and the one in Chapter 5 gives specific directions for how to vary sentence openings. These lessons give students concrete strategies and specific advice for improving their diction.

Preface xiii

VOCABULARY BOOST Using Varied Language 1. Underline the opening word of every sentence in your first draft. Check to see if some are repeated. 2. Replace repeated opening words with an adverb like usually, generally, or fortunately or a prepositional phrase, such as On the side or Under the circumstances. You can also begin the sentences with a phrase like Leaving the door open. In other words, avoid beginning too many sentences with a noun or transitional word. Repeated First Words We opened the door of the abandoned house. We looked nervously at the rotting floorboards. We thought the floor might collapse. We decided to enter. We walked carefully across the kitchen floor to the bedroom, one by one. Variety My cousins and I opened the door of the abandoned house. Nervously, we looked at the rotting floorboards. Thinking the floor might collapse, we decided to enter. One by one, we walked across the kitchen floor to the bedroom.

The Writer’s Desk Parts I, II, and III include The Writer’s Desk exercises that

help students get used to practicing all stages and steps of the writing process. As the chapter progresses, students warm up with a prewriting activity and then use specific methods for developing, organizing (using paragraph and essay plans), drafting, and revising and editing to create a final draft.

The Writer’s Desk

Write a Paragraph Plan

Refer to the information you generated in previous Writer’s Desk exercises and create a paragraph plan. If you think of new details that will explain your point more effectively, include them here. Topic sentence: __________________________________________________

Teachin

Remind stud can have few three suppo

__________________________________________________ Support 1: __________________________________________________

Details: __________________________________________________

__________________________________________________

Teac

__________________________________________________

Sugge their p to the paragr in The detach

Support 2: __________________________________________________

Details: __________________________________________________

__________________________________________________

__________________________________________________

Support 3: __________________________________________________

Details: __________________________________________________

__________________________________________________

__________________________________________________

xiv Preface

Paragraph Patterns at Work To help students appreciate the relevance of their

writing tasks, Chapters 4–12 highlight an authentic writing sample from work contexts. Titled Illustration at Work, Narration at Work, and so on, this feature offers a glimpse of how people use writing patterns in different workplace settings.

Illustration at Work Patti Guzman is a registered nurse at a large hospital. She was invited to speak to nursing students at a local university. In the following excerpt from her speech, she gives examples to explain why a nurse must be in good physical health. The topic sentence expresses the main idea. Supporting sentences provide details and examples. The concluding sentence brings the paragraph to a satisfying close.

Physically, the job of a nurse is demanding. On a daily basis, we must lift patients and move them. When patients are bedridden for prolonged periods, we must change their positions on their beds. When new patients arrive, we transfer them from stretchers to beds or from beds to wheelchairs. If patients fall, we must be able to help them stand up. If patients have difficulty walking, we must assist them. Patients who have suffered paralysis or stroke need to be lifted and supported when they are bathed and dressed. Keep in mind that some patients may be quite heavy, so the job requires a good level of physical strength.

Reflect On It Each Reflect On It is a chapter-review exercise. Questions prompt students to recall and review what they have learned in the chapter.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that topic. 1. What are four things that you should look for when revising? unity adequate support _____________________________ _____________________________ coherence style _____________________________ _____________________________ 2.

Circle the best answer(s). A paragraph is unified if a. there are no irrelevant supporting details. b. there are many facts and statistics. c. all details support the topic sentence.

3. Circle the best answer: Transitional words are _____ that help ideas flow in a logical manner. a. links b. sentences c. verbs 4. The Editing Handbook in Part IV includes information about grammar, spelling, and punctuation errors. In what chapter would you find information about the following topics? Look in the table of contents to find the chapter number. Chapter 36 a. capitalization _______________________

b. subject–verb agreement

c. faulty parallel structure

Chapter 26 _______________________ Chapter 22 _______________________

Preface xv

The Writer’s Room The Writer’s Room contains writing activities that correspond

to general, college, and workplace topics. Some prompts are brief to allow students to freely form ideas while others are expanded to give students more direction. There is something for every student writer in this end-of-chapter feature. Students who respond well to visual cues will appreciate the media writing exercises in The Writer’s Room in Part II: Paragraph Patterns. Students who learn best by hearing through collaboration will appreciate the discussion and group work prompts in The Writers’ Circle section of selected The Writer’s Rooms. To help students see how grammar is not isolated from the writing process, there are also The Writer’s Room activities at the end of sections 1–8 in Part IV: The Editing Handbook. In addition, all Writer’s Room exercises can be completed in MyWritingLab, giving students access to a wide range of customizable instruction, practice, and assessment.

The Writer’s Room Choose any of the following topics, or choose your own topic. Then write an illustration paragraph. General Topics

College and Work-Related Topics

1. important historical events

6. pressures faced by college students

3. mistakes parents make 4. hobbies 5. positive personality traits

writing assignments at mywritinglab.com

Writing Activity 1: Topics

2. great things in life that are free

Complete these

7. qualities that help you succeed 8. office etiquette 9. qualities of a good instructor 10. tools or equipment needed for your job

Writing Activity 2: Media Writing Watch a popular television show or movie that deals with students in a high school or college setting. Examples are the American Pie movies, High School Musical, or television programs such as Glee, The Hills, or Gossip Girl. You can even go on YouTube and type “peer pressure” into the search bar, and then watch some of the segments. Write a paragraph about the show, movie, or video segment and explain the ways that characters feel peer pressure. Provide several examples.

xvi Preface

The Writer’s World eText Accessed through MyWritingLab (www.mywritinglab

.com), students now have the eText for The Writer’s World at their fingertips while completing the various exercises and activities within MyWritingLab. Students can highlight important material and add notes to any section for further reflection and/ or study throughout the semester.

How We Organized The Writer’s World The Writer’s World is separated into five parts for ease of use, convenience, and ultimate flexibility.

Part I: The Writing Process teaches students (1) how to formulate ideas

(Exploring); (2) how to expand, organize, and present those ideas in a piece of writing (Developing); and (3) how to polish writing so that they convey their message as clearly as possible (Revising and Editing). The result is that writing a paragraph or an essay becomes far less daunting because students have specific steps to follow.

Part II: Paragraph Patterns gives students a solid overview of the patterns of

development. Using the same easy-to-understand process (Exploring, Developing, and Revising and Editing), each chapter in this section explains how to convey ideas using one or more writing patterns. As they work through the practices and write their own paragraphs and essays, students begin to see how using a writing pattern can help them fulfill their purpose for writing.

Part III: The Essay covers the parts of the essay and explains how students can apply the nine patterns of development to essay writing. This section also discusses the role research plays in writing and explains some ways that students can incorporate research in their essays.

Part IV: The Editing Handbook is a thematic grammar handbook. In each chapter, the examples correspond to a theme, such as popular culture, college life, and work. As students work through the chapters, they hone their grammar and editing skills while gaining knowledge about a variety of topics. In addition to helping build interest in the grammar practices, the thematic material provides a spark that ignites new ideas that students can apply to their writing.

Part V: Reading Strategies and Selections offers tips, readings, and follow-up questions. Students learn how to write by observing and dissecting what they read. The readings relate to the themes found in Part IV: The Editing Handbook, thereby providing more fodder for generating writing ideas.

Pearson Writing Resources for Instructors and Students Book-Specific Ancillary Material Annotated Instructor’s Edition for The Writer’s World: Paragraphs and Essays, 4/e ISBN 0-321-89522-3 The AIE offers in-text answers, marginal annotations for teaching each chapter, links to the Instructor’s Resource Manual, and MyWritingLab teaching tips. It is a valuable resource for experienced and first-time instructors alike. Instructor’s Resource Manual for The Writer’s World: Paragraphs and Essays, 4/e ISBN 0-321-89526-6 The material in the IRM is designed to save instructors time and provide them with effective options for teaching their writing classes. It offers suggestions for setting

Preface xvii

up their course; provides lots of extra practice for students who need it; offers quizzes and grammar tests, including unit tests; furnishes grading rubrics for each rhetorical mode; and supplies answers in case instructors want to print them out and have students grade their own work. This valuable resource is exceptionally useful for adjuncts who might need advice in setting up their initial classes or who might be teaching a variety of writing classes with too many students and not enough time. PowerPoint Presentation for The Writer’s World: Paragraphs and Essays, 4/e ISBN 0-321-90678-0 PowerPoint presentations to accompany each chapter consist of classroom-ready lecture outline slides, lecture tips and classroom activities, and review questions. The PPT slide set is available for download from the Instructor Resource Center. Answer Key for The Writer’s World: Paragraphs and Essays, 4/e ISBN 0-321-89521-5 The Answer Key contains the solutions to the exercises in the student edition of the text. Available for download from the Instructor Resource Center.

MyWritingLab Where practice, application, and demonstration meet to improve writing. MyWritingLab, a complete online learning program, provides additional resources and effective practice exercises for developing writers. MyWritingLab accelerates learning through layered assessment and a personalized learning path utilizing the Knewton Adaptive Learning Platform™, which customizes standardized educational content to piece together the perfect personalized bundle of content for each student. With over eight thousand exercises and immediate feedback to answers, the integrated learning aids of MyWritingLab reinforce learning throughout the semester.

What makes the practice, application, and demonstration in MyWritingLab more effective? Diagnostic Testing: MyWritingLab’s diagnostic Path Builder test comprehensively assesses students’ skills in grammar. Students are provided with an individualized learning path based on the diagnostic’s results, identifying the areas where they most need help. Progressive Learning: The heart of MyWritingLab is the progressive learning that takes place as students complete the Overview, Animation, Recall, Apply, and Write exercises along with the Post-test within each topic. Students move from preparation (Overview, Animation) to literal comprehension (Recall) to critical understanding (Apply) to the ability to demonstrate a skill in their own writing (Write) to total mastery (Post-test). This progression of critical thinking enables students to truly master the skills and concepts they need to become successful writers. Online Gradebook: All student work in MyWritingLab is captured in the Online Gradebook. Instructors can see what and how many topics their students have mastered. They can also view students’ individual scores on all assignments throughout MyWritingLab, as well as overviews by student, and class performance by module. Students can monitor their progress in new Completed Work pages, which show them their totals, scores, time on task, and the date and time of their work by module. eText: The eText for The Writer’s World is accessed through MyWritingLab. Students now have the eText at their fingertips while completing the various exercises and activities

xviii Preface

within MyWritingLab. The MyWritingLab logo ( ) is used throughout the book to indicate exercises or writing activities that can be completed in and submitted through MyWritingLab (results flow directly to the Gradebook where appropriate).

Additional Resources Pearson is pleased to offer a variety of support materials to help make teaching writing easier for teachers and to help students excel in their coursework. Many of our student supplements are available free or at a greatly reduced price when packaged with The Writer’s World: Paragraphs and Essays, 4/e. Visit www .pearsonhighereducation.com, contact your local Pearson sales representative, or review a detailed listing of the full supplements package in the Instructor’s Resource Manual for more information.

Suneeti Phadke in the Caribbean

Acknowledgments

Lynne Gaetz in the Dominican Republic

Many people have helped us produce The Writer’s World. First and foremost, we would like to thank our students for inspiring us and providing us with invaluable feedback. Their words and insights pervade this book. We also benefited greatly from the insightful comments and suggestions from over two hundred instructors across the nation, all of whom are listed in the opening pages of the Annotated Instructor’s Edition. Our colleagues’ feedback was invaluable and helped shape The Writer’s World series content, focus, and organization.

Reviewers The following reviewers provided insight and assistance in the latest revision of The Writer’s World series: Justin Bonnett, Saint Paul College Cheryl Borman, Hillsborough Community College, Ybor City Campus Adam Carlberg, Tallahessee Community College Judith L. Carter, Amarillo College Zoe Ann Cerny, Horry-Georgetown Technical College Cathy J. Clements, State Fair Community College Cynthia Dawes, Edgecombe Community College Mary F. Di Stefano Diaz, Broward College Stephanie Fischer, Southern Connecticut State University Paul Gallagher, Red Rocks Community College Kim Allen Gleed, Harrisburg Area Community College Karen Hindhede, Central Arizona College Schahara Hudelson, South Plains College Dianna W. Hydem Jefferson State Community College Stacy Janicki, Ridgewater College Patrice Johnson, Dallas County Community College District

Preface xix

Jennifer Johnston, Hillsborough Community College Julie Keenan, Harrisburg Area Community College Patricia A. Lacey, Harper College Nicole Lacroix, Red Rock Community College Ruth K. MacDonald, Lincoln College of New England Joy McClain, Ivy Technical Community College, Evansville Ellen Olmstead, Montgomery College Deborah Peterson, Blinn College Rebecca Portis, Montgomery College Sharon Race, South Plains College Stephanie Sabourin, Montgomery College Sharisse Turner, Tallahassee Community College Jody Wheeler, Saint Paul College Julie Yankanich, Camden County College Finally, we are indebted to the team of dedicated professionals at Pearson who have helped make this project a reality. They have boosted our spirits and have believed in us every step of the way. Special thanks to Erica Nikolaidis for her magnificent job in polishing this book and to Matthew Wright for trusting our instincts and enthusiastically propelling us forward. We owe a deep debt of gratitude to Yolanda de Rooy, whose encouraging words helped ignite this project. Michelle Gardner’s attention to detail in the production process kept us motivated and on task and made The Writer’s World a much better resource for both instructors and students. Finally, we would like to dedicate this book to our families who supported us and who patiently put up with our long hours on the computer. Manu, Murray, and Natalia continually encouraged us. Rebeka Pelaez Gaetz, a graphic designer, provided helpful suggestions about the visual direction of the book. We especially appreciate the support and sacrifices of Diego, Rebeka, Kiran, and Meghana. Lynne Gaetz and Suneeti Phadke

A Note to Students Your knowledge, ideas, and opinions are important. The ability to clearly communicate those ideas is invaluable in your personal, academic, and professional life. When your writing is error-free, readers will focus on your message, and you will be able to persuade, inform, entertain, or inspire them. The Writer’s World includes strategies that will help you improve your written communication. Quite simply, when you become a better writer, you become a better communicator. It is our greatest wish for The Writer’s World to make you excited about writing, communicating, and learning. Enjoy! Lynne Gaetz & Suneeti Phadke [email protected]

Call for Student Writing! Do you want to be published in The Writer’s World? Send your paragraphs and essays to us along with your complete contact information. If your work is selected to appear in the next edition of The Writer’s World, you will receive credit for your work and a copy of the book! Lynne Gaetz and Suneeti Phadke [email protected]

Part I The Writing Process An Overview

The writing process is a series of steps that most writers

follow to get from thinking about a topic to preparing the final draft. Generally, you should follow the process step by step; however, sometimes you may find that your steps overlap. For example, you might do some editing before you revise, or you might think about your main idea while you are prewriting. The important thing is to make sure that you have done all of the steps before preparing your final draft. Before you begin the chapters that follow, review the steps in the writing process.

Exploring

Developing

Revising and Editing

• Think about your topic.

• Narrow your topic.

• Revise for unity.

• Think about your audience.

• Express your main idea.

• Revise for adequate support.

• Think about your purpose.

• Develop your supporting ideas.

• Revise for coherence.

• Try exploring strategies.

• Make a plan or an outline. • Write your first draft.

2â•‡â•‡â•‡

• Revise for style. • Edit for technical errors.

The Paragraph and the Essay Most of the writing that we do—e-mail messages, work reports, college papers—is made up of paragraphs and essays. A paragraph is a series of sentences that are about one central idea. Paragraphs can stand alone, or they can be part of a longer work such as an essay, a letter, or a report. An essay is a series of paragraphs that are about one central idea. Both the paragraph and the essay are divided into three parts.

Characteristics of a Paragraph

Characteristics of an Essay

 The topic sentence introduces the subject of the paragraph and shows the writer’s attitude toward the subject.

 The introduction engages the reader’s interest and contains the thesis statement.

 The body paragraphs each support the main  The body of the paragraph contains details that idea of the essay. support the topic sentence.  The conclusion reemphasizes the thesis and  The paragraph ends with a concluding restates the main points of the essay. It brings sentence. the essay to a satisfactory close. Review the following paragraph and essay, written by college student Anthony Coffman.

The Paragraph A worthwhile place to visit is the Indianapolis Motor Speedway. Built in 1909, it is home to the greatest spectacle in racing: The Indianapolis 500 Indy races. The stadium showcases the apex in automotive design. In addition to the Indy car races, there are Brickyard 400 NASCAR races, Grand Prix events, and GP moto-race events. Races can be expensive; a more wallet-friendly alternative is to attend qualifying time trials or even take a tour and visit the museum on the grounds during the non-race times of the year. Visiting the Indianapolis Motor Speedway provides fun for the whole family.

Topic sentence Supporting ideas Concluding sentence

The Essay Born in Indiana, I’ve lived here for most of my life. Often, others mention that they are bored, yet this state has a variety of great entertainment venues that are affordable. Visitors and local citizens can visit state parks, museums, and the Indianapolis Motor Speedway. Indiana provides twenty-five recognized state parks that provide a variety of activities. Visitors can camp, fish, cycle, and see natural and historic sites. Some of the best parks include Turkey Run, Brown County, White River, Whitewater Memorial, and McCormick’s Creek. I have had the opportunity to visit the grounds of Turkey Run, Brown County, and White River and had a wonderful time while hiking. Another great activity to do in Indiana is visit museums. The Indianapolis Children’s Museum offers educational exhibits including Dinosphere and the Anne Frank Peace Park with exhibits of the Seven Wonders of the World. The Indianapolis Museum of Art has over fifty thousand artworks and is home to the Virginia B. Fairbanks Art and Nature Park, which provides an urban oasis of woodlands, wetlands, lakes, and meadows. On the museum grounds, the Oldfield’s-Lilly House gives visitors a glimpse into a country estate in the early twentieth century. A worthwhile place to visit is the Indianapolis Motor Speedway. Built in 1909, it is home to the greatest spectacle in racing: the Indianapolis 500 Indy races. The stadium showcases the apex in automotive design. In addition to the Indy car races, there are Brickyard 400 NASCAR races, Grand Prix events, and GP moto-race events. Races can be expensive; a more wallet-friendly alternative is to attend qualifying time trials or even take a tour and visit the museum on the grounds during the non-race times of the year. Visiting the Indianapolis Motor Speedway provides fun for the whole family. Certainly, there is no reason to be bored in Indiana. The twenty-five state parks offer scenic landscapes, while the museums are entertaining and educational. The Indianapolis Motor Speedway provides the spectacle of watching cars travel at nearly two hundred miles per hour. All three attractions are entertaining and inspiring.

The introduction contains a thesis statement.

Body paragraphs (Each paragraph has a topic sentence that supports the thesis statement.)

Concluding paragraph

3

1

Exploring Before creating a final image, an artist takes the time to consider what to create. Similarly, before developing a draft, a writer needs to explore the topic.

Learning Objectives LO 1 Define exploring. (p. 4) LO 2 Identify your topic. (p. 5) LO 3 Identify your audience. (p. 5)

LO 4 Identify your purpose. (p. 5)

LO 5 Practice exploring strategies. (p. 8)

LO 6 Practice journal and

portfolio writing. (p. 12)

LO 1

Define exploring.

What Is Exploring? Have you ever been given a writing subject and then stared at the blank page, thinking, “I don’t know what to write”? Well, it is not necessary to write a good paragraph or essay immediately. There are certain things that you can do to help you focus on your topic.

Teaching Tip Ask students to think about informal writing that they have done—such as e-mailing, using Facebook, texting, or writing blogs— and reinforce the idea that they are already writers. They are simply going to engage in a different type of writing in this course.

4

Understand Your Assignment As soon as you are given an assignment, make sure that you understand what your task is. Answer the following questions about the assignment.  How many words or pages should I write?  What is the due date for the assignment?  Are there any special qualities my writing should include? After you have considered your assignment, follow the four steps in the exploring stage of the writing process.

Chapter 1 Exploring 5

A Exploring STEP 1 Think about your topic. Determine what you will write about. STEP 2 Think about your audience. Consider your intended readers and what

Essay Link When you plan an essay, you should follow the four exploring steps.

interests them.

STEP 3 Think about your purpose. Ask yourself why you want to write. STEP 4 Try exploring strategies. Experiment with different ways to generate ideas.

Topic

LO 2

Your topic, or subject, is what you are writing about. When an instructor gives you a topic for your writing, narrow the topic and find an angle that interests you. For example, if your instructor asks you to write about travel, you can take many approaches to the topic. You might write about the dangers of travel or explain what people can learn when they travel. Try to narrow the topic to suit your interests. When you think about your topic, ask yourself the following questions.

Identify your topic.

Teaching Tip If you prefer, you can substitute the word subject for topic.

 What special knowledge do I have about the topic?  What subtopics are most relevant to me?  What aspect of the topic arouses my emotions?

Audience Your audience is your intended reader. Your audience might be your instructor, your classmates, your boss, your coworkers, and so on. Remember to adapt your language and vocabulary for a specific audience. For example, in a report written for your business class, you might use specialized accounting terms that would not be appropriate in an essay for your English class. When you think about your audience, ask yourself the following questions.

Copyright © 2015 by Pearson Education

 Who will read my assignment? Will the reader be my instructor, or will other students also read it?  What does my audience already know about the topic?  What information will my readers expect?  Should I use formal or informal language?

Hint

LO 3 Identify your audience. Teaching Tip To help your students understand the concept of audience, ask them what tone they would adopt in the following cases: an oral presentation for a biology class, a postcard to a child, and a letter to the editor of a publication.

Instructor as the Audience

Your instructor represents a general audience. Such an audience will expect you to use correct grammar and to reveal what you have learned or understood about the topic. Do not leave out information because you assume that your instructor is an expert in the field. Your ideas should be presented in a clear and organized manner.

Purpose Your purpose is your reason for writing. Sometimes you may have more than one purpose. When you consider your purpose, ask yourself the following questions.  Is my goal to entertain? Do I tell a personal story or anecdote?  Is my goal to persuade? Do I convince the reader that my point of view is correct?  Is my goal to inform? Do I explain something or present information?

LO 4

Identify your purpose.

6 Part I The Writing Process

Hint

Teaching Tip Group Work Students can do Practice 1 in pairs or in groups.

Teaching Tip Ask students to translate Text A into standard English. The full text reads: “What is up? How are you? I can’t see you at 3 because I forgot about a doctor’s appointment. Do you want to meet later? I’m probably free tonight. Anyway, I will talk to you later.”

Teaching Tip Ask groups of students to create very short notes of congratulations aimed at a boss, a child, a best friend, and an acquaintance. Discuss how language changes with different audiences.

Teaching Tip

Your general purpose is to entertain, inform, or persuade. Your specific purpose is your more precise reason for writing. For example, imagine that you have to write about music. You can have the following general and specific purposes. General purpose: to inform Specific purpose: to explain how to become a better musician

PRACTICE 1 Read text messages A and B. Then answer the questions that follow.

Text Message A

Text Message B

whaddup? how ru? can’t cu at 3 cuz forgot about doc appt. wanna meet later? im prob free 2nite. anyway ttyl

I will not be able to work as scheduled tomorrow afternoon because I have a medical appointment at 3:00 pm. If you would like me to work the late shift instead, I could do that. Please let me know. Thanks!

Reply

Reply

Options

Options

1.

Who is the intended audience for text message A? X ______ friend ______ boss What language clues helped you determine the audience? The language is informal: how ru, cu, cuz, doc, appt. ttyl _______________________________________________________________

2.

Who is the intended audience for text message B? X ______ friend ______ boss What language clues helped you determine the audience? The language is formal, and grammatically correct sentences are used. _______________________________________________________________

PRACTICE 2

Group Work Students can do Practice 2 in pairs or groups. You might discuss how the language style is adapted for the different audiences. Slang Slang, informal tone

General and Specific Purpose

➢ ➢

Read each selection carefully. Underline any words or phrases that help you identify its source, audience, and purpose. Then answer the questions that follow each selection. Example: I’m totally psyched about learning the drums. It’s taken me a while

to get used to keeping up a steady beat, but I think I’m getting it. My drum teacher is cool, and he’s pretty patient with me. I try to practice, but it bugs the neighbors when I hit the cymbals.

Chapter 1 Exploring 7

Teaching Tip

What is the most likely source of this paragraph?

a. Web site article

b. textbook

c. e-mail

To inform What is its purpose? ____________________________________________________ Friend or family member Who is the audience? __________________________________________________ 1. The nationalist movement in music was first felt in Russia, where music had been dominated entirely by foreign influence. Starting in the middle of the nineteenth century, Russian composers began to write operas in their own language, on Russian themes, and they often based their librettos on literary works by the great Russian writers of the time. What is the most likely source of this paragraph?

a. short story

b. textbook

c. e-mail

To inform What is its purpose? ________________________________________________ Students interested in learning about the history of music Who is the audience? _______________________________________________ 2. When dealing with club managers, it is imperative that you act professionally. Get all the details of a gig in advance. Doing so will eliminate any confusion or miscommunication that could result in a botched deal. It will also instantly set you apart from the legions of flaky musicians that managers must endure on a daily basis. That’s a good thing. What is the most likely source of this paragraph?

a. Web site article

b. novel

c. e-mail

To inform; to persuade What is its purpose? ________________________________________________ Anyone interested in pursuing a career in music Who is the audience? _______________________________________________ 3. She brought a magazine out of her purse and paged through it, and then set it down on her lap. The music changed—some piano piece that seemed tuneless, for all the notes running up and down the scale, and the whisper of a drum and brushes. She looked at the magazine. Staring at a bright picture of little girls in a grass field, she remembered something unpleasant, and turned the page with an impatient suddenness that made him look over at her. Copyright © 2015 by Pearson Education

What is the most likely source of this paragraph?

a. short story

b. textbook

c. e-mail

To entertain What is the purpose? _______________________________________________ General readers of fiction Who is the audience? _______________________________________________

PRACTICE 3 View the following cartoon. What is the topic? Who is the audience? What is the purpose? Does the cartoon achieve its purpose?

The paragraphs in Practice 2 came from these sources: 1. Understanding Music 3rd Edition, by Jeremy Yudkin, Pearson, page 297. 2. “Checklist for Booking Gigs” by Jake Sibley, from Musician’s Exchange, found on About.com. 3. “Two Altercations” by Richard Bausch, Harper Perennial (2004).

8 Part I The Writing Process

© The New Yorker Collection 1999, Amie Levin from cartoonbank.com. All Rights Reserved.

LO 5 Practice exploring strategies. User Community “Since I consider composition the most essential feature of my course, I use Parts 1–3 throughout the semester. . . . I especially emphasize exploring strategies since, regardless of the frequency of my exhortations, students still try to write the first draft immediately.” —Michael Lacky, William R. Harper College

Exploring Strategies After you determine your topic, audience, and purpose, try some exploring strategies—also known as prewriting strategies—to help get your ideas flowing. The four most common strategies are freewriting, brainstorming, questioning, and clustering. It is not necessary to do all of the strategies explained in this chapter. Find the strategy that works best for you. You can do both general and focused prewriting. If you have writer’s block and do not know what to write, use general prewriting to come up with possible topics. Then, after you have chosen a topic, use focused prewriting to find an angle of the topic that is interesting and that could be developed in your paragraph.

Hint

When to Use Exploring Strategies

You can use exploring strategies at any stage of the writing process.  To

find a topic narrow a broad topic  To generate ideas about your topic  To generate supporting details  To

ESL Teaching Tip Reassure students that their freewriting (and other exploring strategies) can be messy and will not necessarily be marked for points.

Freewriting Freewriting is writing for a limited period of time without stopping. The point is to record the first thoughts that come to mind. If you have no ideas, you can indicate that in a sentence such as “I don’t know what to write.” As you write, do not be concerned with your grammar or spelling. If you use a computer, let your ideas flow and do not worry about typing mistakes.

Sandra’s Freewriting College student Sandra Ahumada did freewriting about work. During her freewriting, she wrote everything that came to mind.

Chapter 1 Exploring 9

Work. I’ve only worked in a restaurant. Schedules are good for college students. Can work nights or weekends. Serving people so different from studying. You can relax your brain, go on automatic pilot. But you have to remember people’s orders so it can be hard. And some customer are rude, rude, RUDE. In some jobs, you get tips in addition to the salary. Should people always tip servers?

Technology Link On a computer, try typing without looking at the screen or with the screen turned off. Don’t worry about mistakes.

Sandra’s Focused Freewriting After Sandra did her general freewriting, she underlined ideas that she thought could be expanded into a complete paragraph. Then she looked at her underlined ideas to decide which one to write about. Her purpose was to persuade, so she chose a topic that she could defend. She did focused freewriting about tipping. People should always tip in restaurants. Why. I dont earn a lot, so the tips are really important. I gotta lot a bills, and can’t pay everything with minimum wage. What else? Diners should just consider the tip as a part of the cost of eating out. If they don’t wanna tip, they should cook at home. Also, lots of other service people get tips and nobody cares. And bad service. It could be the cook’s fault. We need those tips. Sure do.

Teaching Tip Students can complete paragraph- and essaylength exercises in a print or computer journal. Many of these Writer’s Desk topics come up again in Chapter 2, so ask students to save their exploring work.

The Writer’s Desk Freewriting Choose one of the following topics and do some freewriting. Remember to write without stopping. Stress

Nature

Sports

Teaching Tip Cooperative Learning (Jigsaw)

Brainstorming

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Brainstorming is like freewriting except that you create a list of ideas, and you can take the time to stop and think when you create your list. As you think about the topic, write down words or phrases that come to mind. Do not be concerned about grammar or spelling. The point is to generate ideas.

Jin’s Brainstorming College student Jin Park brainstormed about health issues. He made a list of general ideas. —lack of health care —obesity —fast food —not enough exercise

Jin’s Focused Brainstorming Jin chose “not enough exercise” as his topic, and then he did focused brainstorming. —video games, PlayStation —parents worry about dangers on streets

With the whole class, brainstorm some writing ideas for the topic “bad habits.” Then, divide the class into four groups. Assign a specific focused prewriting strategy to each group. (You can ask the entire class to work on one focused topic or assign different topics to each group.) Each team works together using an exploring strategy. Team A members do cooperative freewriting on the topic, Team B members use brainstorming, Team C members use clustering, and Team D members use questioning. One member from each team can write the strategy on the board, or one member can read aloud the team’s work.

10 Part I The Writing Process —sports activities (e.g., football) cost a lot for fees, equipment, etc. —too much sitting at school —not enough physical education time —need more community sports programs

The Writer’s Desk Brainstorming Choose one of the following topics and brainstorm. Create a list of ideas. Ceremonies

Teaching Tip Questioning is a useful strategy for auditory learners.

Gossip

Good or bad manners

Questioning Another way to generate ideas about a topic is to ask yourself a series of questions and write responses to them. The questions can help you define and narrow your topic. One common way to do this is to ask yourself who, what, when, where, why, and how questions. Like other exploring strategies, questioning can be general or focused.

Rachel’s Questioning College student Rachel Jubinville used a question-and-answer format to generate ideas about family. What is a family?

—a unit of people tied by blood or legal documents Can friends be considered —maybe long-time friends become part of like family? an extended family What are problems in families? —abuse, bankruptcy, grudges, divorce, jealousy How do families stay together? —love, patience, withholding judgment, listening to each other, acceptance of differences When can families connect —holidays, weddings, funerals, weekly dinners the best? Why is our family important? —provides support and connection, helps during times of crisis

The Writer’s Desk Questioning Choose one of the following topics and write questions and answers. Ask who, what, when, where, why, and how questions. Teaching Tip With students, brainstorm other ideas that could be added to the general cluster. Examples include types of crimes, hate crimes, well-known crimes, war crimes, how to solve crimes, agencies that fight crime, and so on. You can also ask students to use focused clustering to explore a different crime topic.

Technology

Patriotism

Celebrities

Clustering Clustering is like drawing a word map; ideas are arranged in a visual image. To begin, write your topic in the middle of the page and draw a box or a circle around it. That idea will lead to another, so write the second idea and draw a line connecting it to your topic. Keep writing, circling, and connecting ideas until you have groups, or “clusters,” of them on your page. You can use clustering to get ideas about a general or a specific topic.

Chapter 1 Exploring 11

Mahan’s Clustering College student Mahan Zahir used clustering to explore ideas about crime. He identified some main topics.

White-collar crimes Reasons people commit crimes

Who should pay for crimes?

CRIME

Celebrity criminals

How to punish criminals

Mahan’s Focused Clustering Mahan decided to write about the reasons that people commit crimes. He added clusters to that topic. stagnant minimum wage

influence of advertising

luxurious tastes

poverty greed

cuts to social services

REASONS PEOPLE COMMIT CRIMES

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gangs

drugs or alcohol

peer pressure

addicts steal to buy drugs

desire to look cool

dares

alcohol impairs judgment

The Writer’s Desk Clustering Choose one of the following topics and use clustering to explore it on a separate sheet of paper. Begin by writing the key word in the middle of the space. Then connect related ideas. Jobs

Health

Relationships

12 Part I The Writing Process

Hint

More About Exploring

When you explore a topic using any of the listed strategies, keep in mind that a lot of the ideas you generate may not be useful. Later, when you develop your ideas, be prepared to cut irrelevant information.

LO 6 Practice journal and portfolio writing.

Teaching Tip For the following pen-pal activity, students should each have a small notebook. Have students do some prewriting about a topic such as career goals, college life, or current events. Then collect the notebooks and shuffle them in a pile. Ask students to take a random notebook and write questions or comments about the entries in it. This provides students with writing practice and gives them a chance to reflect on the ideas they are reading about.

Teaching Tip Appendix 7 explains how students can keep spelling, grammar, and vocabulary logs. Advise students to refer to their logs when they revise and edit their assignments.

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

Journal and Portfolio Writing Keeping a Journal You may write for work or school, but you can also practice writing for pleasure. One way to practice your writing is to keep a journal. A journal is a book, a computer file, or a blog (Web log) where you record your thoughts, opinions, ideas, and impressions. Journal writing gives you a chance to practice your writing without worrying about your readers and what they might think about it. Journal writing also gives you a source of material when you want to write about a topic of your choice. According to author Anaïs Nin, “Keeping a diary is a way of making everyday life seem as exciting as fiction.” In your journal, you can write about any topic that appeals to you. Here are some topics for journal writing.  reflections and feelings about your personal life, your career goals, your college courses, your past and future decisions, and your work  your reactions to controversies in the world, in your country, in your state, in your city, or in your college  facts that interest you  your reflections on the opinions and philosophies of others, including your friends or people that you read about in your courses

Keeping a Portfolio A writing portfolio is a binder or an electronic file folder where you keep samples of all of your writing. The reason to keep a portfolio is to have a record of your writing progress. In your portfolio, keep all drafts of your writing assignments. When you work on new assignments, review your previous work in your portfolio. Identify your main problems, and try not to repeat the same errors.

Reflect On It Think about what you learned in this chapter. If you do not know an answer, review that topic. 1. Before you write, you should think about your topic, audience, and purpose. Explain what each one is. What you are going to write about a. topic: _________________________________________________________ Your intended reader b. audience: ______________________________________________________

Your reason for writing c. purpose: ______________________________________________________

Chapter 1 Exploring 13

2. Briefly define each of the following exploring styles. Writing without stopping a. freewriting: ____________________________________________________ Making a list b. brainstorming: _________________________________________________

Asking and answering a series of questions c. questioning: ___________________________________________________

Drawing a word map d. clustering: _____________________________________________________

The Writer’s Room Writing Activity 1 Choose one of the following topics, or choose your own topic. Then generate ideas about the topic. You may want to try the suggested exploring strategy. General Topics

1. Try freewriting about a strong childhood memory. 2. Try brainstorming about anger, listing any thoughts that come to mind.

Complete these writing assignments at mywritinglab.com

Teaching Tip Students can use their favorite exploring strategy in the Writer’s Room activities. They do not have to use the suggested strategy.

3. Try clustering. First, write “music” in the middle of the page. Then write clusters of ideas that connect to the general topic. 4. Ask and answer some questions about online addictions. College and Work-Related Topics

5. Try freewriting about a comfortable work environment. Include any emotions or other details that come to mind. 6. Try brainstorming about study habits. List any ideas that come to mind. 7. To get ideas, ask and answer questions about the best or worst jobs.

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8. Try clustering about different types of customers. First, write “customers” in the middle of the page. Then write clusters of ideas that relate to the general topic. Writing Activity 2 Look carefully at the poster on the following page. First, determine the topic, audience, and purpose. Whom is the poster trying to convince? What is the purpose? Is the purpose fulfilled? Then try exploring the topic. Use questioning as your exploring strategy. Ask and answer who, what, when, where, why, and how questions.

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

14 Part I The Writing Process

Exploring Checklist As you explore your topics, ask yourself the following questions.  What is my topic? (Consider what you will write about.)  Who is my audience? (Think about your intended reader.)  What is my purpose? (Determine your reason for writing.)  How can I explore? (You might try freewriting, brainstorming, questioning, or clustering.)

2

CHAPTER 2â•‡â•‡Developingâ•‡â•‡â•‡15

Developing After finding an idea, an artist begins to define shapes and layer on colors. Like an artist, a writer shapes ideas to create a solid paragraph or essay.

lEarning objEctivEs LO 1 Define developing. (p. 15)

LO 2 Narrow your topic. (p. 16)

LO 3 Write your topic

sentence. (p. 18)

LO 4 Generate

supporting ideas. (p. 23)

LO 5 Develop a

paragraph plan. (p. 28)

LO 6 Write the first draft. (p. 31)

LO 1

Define developing.

Essay link When you develop an essay, you follow similar steps. For details about essay writing, see Chapter 13.

What Is Developing? In Chapter 1, you learned how to use exploring strategies to formulate ideas. In this chapter, you will focus on the second stage of the writing process: developing. There are five key steps in the developing stage. A DEvEloping STEP 1 Narrow your topic. Focus on some aspect of the topic that interests you. STEP 2 Express your main idea. Write a topic sentence that expresses the main

idea of the paragraph (or a thesis statement that expresses the main idea of the essay).

STEP 3 Develop your supporting ideas. Find facts, examples, or anecdotes that

best support your main idea.

STEP 4 Make a plan. Organize your main and supporting ideas, and place your

ideas in a plan or an outline.

STEP 5 Write your first draft. Communicate your ideas in a single written piece.

15

16 Part I The Writing Process

Reviewing Paragraph Structure

Teaching Tip Ask students to number the supporting arguments in Tam’s paragraph. Point out that supporting ideas develop and prove the topic sentence. They do not simply repeat it.

Before you practice developing your paragraphs, review the paragraph structure. A paragraph is a series of related sentences that develop one central idea. Because a paragraph can stand alone or be part of a longer piece of writing, it is the essential writing model. You can apply your paragraph writing skills to longer essays, letters, and reports. A stand-alone paragraph generally has the following characteristics.  A topic sentence states the topic and introduces the idea the writer will develop.  Body sentences support the topic sentence.  A concluding sentence ends the paragraph. College student Tam Wang wrote the following paragraph. Notice how it is structured.

The topic sentence expresses the main idea.

➣

Supporting sentences provide details and examples.

➣

The concluding sentence brings the paragraph to a satisfying close.

➣

ESL Teaching Tip This hint is particularly useful for ESL students who may not have the same paragraph-writing rules in their first language. Emphasize to your nonnative students that each paragraph must contain only one idea. Explain that indentation of the first sentence of a paragraph is important because it shows the reader the start of a new idea.

LO 2

Narrow your topic.

Greenwashing occurs when companies misleadingly promote themselves as environmentally friendly. Just as whitewashing means “to make something look better than it is,” greenwashing is an attempt to look greener than one really is. Some greenwashers spend more money advertising their “green” qualities than actually doing ecological practices. For instance, an electronic device can be advertised as energyefficient even though it contains hazardous materials. Oil companies promote eco-friendly corn ethanol even though its production is energyintensive. Finally, some products have misleading labels with images of mountains and trees. Various household cleaners claim to be organic, but they were never tested by an impartial organization. In short, greenwashers make use of vague and misleading marketing.

Hint

Paragraph Form

When you write a paragraph, make sure that it has the following form.  Try

to leave a margin of an inch to an inch and a half on each side of your paragraph.  Always indent the first word of a paragraph. Put it about one inch, or five spaces, from the left-hand margin. Indent first line

The legal drinking age is an ineffective deterrent to underage drinking. 1-inch margins

Narrow the Topic A paragraph has one main idea. If your topic is too broad, you might find it difficult to write only one paragraph about it. When you narrow your topic, you make it more specific. To narrow your topic, you can use exploring strategies such as freewriting,

Chapter 2 Developing 17

brainstorming, and questioning. These strategies are explained in more detail in Chapter 1, “Exploring.” Review the following examples of general and narrowed topics. General Topic The job interview College Rituals

Hint

Narrowed Topic How to dress for a job interview My misconceptions about college life The high school prom

i d e a s

i d e a s General Topic

i d e a s

Narrowing the Topic

One way to narrow your topic is to break it down into smaller categories. Sports Steroids in sports

Team sports

Dangerous sports Narrowed Topic

Sandra’s Example of Narrowing a Topic College student Sandra Ahumada practiced narrowing a topic by thinking of ideas about work. —types of work: paid work, housework, homework —jobs I have done in the service industry: server, cashier —reasons to work in a restaurant —how to find a job —bad jobs that I have had —are online job sites useful?

The Writer’s Desk Narrow the Topic Topics 1 to 5 are very broad. Practice narrowing topics by writing three ideas for each one.

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white-collar crime Example: Crime: _____________________________________________ why people steal _____________________________________________ types of punishment _____________________________________________ 1. Stress: _____________________________________________ _____________________________________________ _____________________________________________ 2. Gossip: _____________________________________________ _____________________________________________ _____________________________________________ 3. Nature: _____________________________________________ _____________________________________________ _____________________________________________

Essay Link An essay contains several paragraphs and can have a broader topic than a paragraph.

Teaching Tip Ask students to determine which narrowed topics in Sandra’s example would make effective paragraphs. Point out that Sandra uses brainstorming to narrow the topic.

18 Part I The Writing Process

4. Sports: _____________________________________________ _____________________________________________ _____________________________________________ 5. Jobs: _____________________________________________ _____________________________________________ _____________________________________________

LO 3 Write your topic sentence. Essay Link Just as a topic sentence expresses the main point of a paragraph, the thesis statement expresses the main point of an essay. Both have a controlling idea.

The Topic Sentence After you have narrowed the topic of your paragraph, your next step is to write a topic sentence. The topic sentence has specific characteristics.  It introduces the topic of the paragraph.  It states the paragraph’s controlling idea.  It is the most general sentence in the paragraph.  It is followed by other sentences that provide supporting facts and examples. The controlling idea makes a point about the topic and expresses the writer’s opinion, attitude, or feeling. You can express different controlling ideas about the same topic. For example, the following topic sentences are about youth offenders, but each sentence makes a different point about the topic.

narrowed topic

controlling idea

Youth offenders should not receive special treatment from the correctional system.

controlling idea

narrowed topic

Rehabilitation and education are the best ways for the state to handle youth offenders. Teaching Tip To prepare students for the notion of “writing patterns,” you could discuss which type of paragraph each topic sentence could develop. You could also ask students to identify what the purpose might be for each topic. Possible answers are 1. argument (to persuade) 2. classification (to inform) 3. illustration or description (to entertain) 4. narration (to entertain) 5. description (to entertain) 6. definition (to inform) or argument (to persuade) 7. process or narration (to entertain) 8. process or cause and effect (to inform)

PRACTICE 1 Circle the topic and underline the controlling idea in each topic sentence. Example: Repair a water heater with three simple steps.

1. Physical education is essential in public schools. 2. There are three types of terrible bosses. 3. My furnished room has everything a student could need. 4. We had many problems during our camping trip. 5. Carolina Bomback has a very eccentric fashion style. 6. A serious problem in high schools is cyber bullying. 7. The Beatles went through many musical phases. 8. Learning to cook well requires practice, patience, and perseverance.

Chapter 2 Developing 19

Identifying the Topic Sentence

Teaching Tip

Before you write topic sentences, practice finding them in paragraphs by other writers. To find the topic sentence of a paragraph, follow these steps.  Read the paragraph carefully.  Look for a sentence that sums up the paragraph’s subject. Professional writers may place the topic sentence anywhere in the paragraph.  After you have chosen a sentence, see if the other sentences in the paragraph provide evidence that supports that sentence.

Class Work If possible, do Practice 1 with your students. If they have trouble determining the topic, remind them that they should ask themselves what the paragraph is essentially about.

If you find one sentence that sums up what the paragraph is about and is supported by other sentences in the paragraph, then you have identified the topic sentence.

PRACTICE 2

Teaching Tip

Underline or highlight the topic sentences in paragraphs 1, 2, and 3. Remember that the topic sentence is not always the first sentence in the paragraph. Example:

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Clever marketers have manipulated the public to equate diamonds with wedding proposals. In the 1930s, the Oppenheimer family, which controlled the diamond trade, discovered large diamond deposits in South Africa. Before then, diamonds were valuable because they were rare. The family faced the problem of marketing a product that was no longer scarce. Using clever marketing techniques, such as the creation of the slogan “Diamonds are forever,” the family entrenched the idea in people’s minds that a wedding proposal should be accompanied with a diamond ring. Oppenheimer’s company, De Beers, also paid film companies to include “diamond ring” wedding proposals in film scripts. The larger the diamond, the more a man expressed his love. Today, the average bride expects to receive a diamond ring, unaware that a diamond company created the tradition. 1. The idea of controlling music in society has been around for a long time. About 2,400 years ago, the Greek philosopher Plato said that the types of music people listened to should be controlled by the state. During the Middle Ages and the Renaissance, it was the Church that specified how music should be composed and performed. And in later centuries, secular rulers held a virtual monopoly over the music that was allowed in their realm. Often, composers had to submit a work to a committee before it was allowed to be published or performed. —Jeremy Yudkin, Understanding Music

2. A ring, a ceremony, and a joyful notice in the newspaper once demonstrated the highlights of a romance, and the bitter lowlights were usually endured in the tearful intimacy of close friends. These days, however, in a culture permeated by social networking sites like Facebook, a simple click of a button can mark the beginning and end of a relationship. For instance, about a year ago, as Jamie Barone’s relationship became serious, he had a discussion with his girlfriend about changing their relationship status from “single” to “in a relationship” on their Facebook profiles. Barone describes Facebook as a “billboard.” The negative side of romance is also publicized. When Spencer

Class Work Try doing this exercise with the entire class. In paragraph 2, the topic sentence is not the first sentence; therefore, students may need some guidance with that example.

20 Part I The Writing Process

Raymond, twenty-six, changed his Facebook status to single, he inadvertently hurt his ex-girlfriend. She was barraged with phone calls from several of his four hundred online friends, an experience he says was uncomfortable for both of them. “Relationships are hard as it is,” says Raymond. Facebook just “adds to the pain of a sensitive situation.” Teaching Tip For more practice identifying topic sentences, students could look at magazine articles or the readings in Part V. They could then highlight topic sentences in the body paragraphs.

—Zunaira Zaki, “Love and Heartbreak on Facebook,” ABCNews.com

3. Imagine a society without laws. People would not know what to expect from one another (an area controlled by the law of contracts), nor would they be able to plan for the future with any degree of certainty (administrative law); they wouldn’t feel safe knowing that the more powerful or better armed could take what they wanted from the less powerful (criminal law); and they might not be able to exercise basic rights which would otherwise be available to them as citizens of a free nation (constitutional law). —Frank Schmalleger, Criminal Justice Today

Writing an Effective Topic Sentence Technology Link If you write your paragraph on a computer, make your topic sentence bold (ctrl B). Then you and your instructor can easily identify it.

When you develop your topic sentence, avoid some common errors by asking yourself these three questions. 1. Is my topic sentence a complete sentence that has a controlling idea? You might state the topic in one word or phrase, but your topic sentence should always reveal a complete thought and have a controlling idea. It should not simply announce the topic. Incomplete

Working in a restaurant.

(This item gives a topic but is not a topic sentence. It does not contain both a subject and a verb, and it does not express a complete thought.)

Announcement

I will write about part-time jobs.

(This sentence announces the topic but says nothing relevant about it. Do not use expressions such as My topic is . . . or I will write about. . . .)

Topic sentence

ESL Teaching Tip In some cultures, topic sentences do not express a strong point of view. Remind students that in Englishspeaking cultures, it is important to be direct.

Part-time jobs help college students build self-esteem.

2. Does my topic sentence make a valid and supportable point? Your topic sentence should express a valid point that you can support with your evidence. It should not be a vaguely worded statement, and it should not be a highly questionable generalization. Vague

Beauty is becoming more important in our culture.

(Beauty is more important than what?)

Invalid point

Beauty is more important than it was in the past.

(Is this really true? Cultures throughout history have been concerned with notions of beauty.)

Topic sentence Fashion magazines do not provide readers with enough varied examples of beauty.

Chapter 2 Developing 21

3. Can I support my topic sentence in a single paragraph? Your topic sentence should express an idea that you can support in a paragraph. It should not be too broad or too narrow. Too broad

Love is important.

(It would be difficult to write a paragraph about this topic. There are too many things to say.)

Too narrow

My girlfriend was born on March 2.

(What more is there to say?)

Essay Link If you find that your topic is too broad for a paragraph, you might want to save it so you can try using it for an essay.

Topic sentence During my first relationship, I learned a lot about being honest.

Hint

Teaching Tip

Write a Clear Topic Sentence

Your topic sentence should not express an obvious or well-known fact. When you clearly indicate your point of view, your topic sentence will capture your readers’ attention and make your readers want to continue reading. Obvious

Money is important in our world. (Everybody knows this.)

Better

There are several effective ways to save money.

PRACTICE 3

Inexperienced writers may create topic sentences that state a commonly known fact. Tell students to add their own value judgments or opinions when they write topic sentences. In addition, remind students that a topic sentence sums up the point of the paragraph. Therefore, it should state the point clearly.

Choose the word from the list that best describes the problem with each topic sentence. Correct the problem by revising each sentence. Announces Broad

Incomplete Invalid

Narrow Vague

Example: This paragraph is about television advertisements. Answers will vary.

Revision:

Announces ______________________________________________________ Television advertisements should be banned ______________________________________________________

during children’s programming. ______________________________________________________

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Problem:

1. I will write about negative political campaigns. Announces Problem: ______________________ Revision: ____________________ _________________________________________________________________ 2. Pollution is a big problem. Vague and broad Problem: ______________________ Revision: ____________________ _________________________________________________________________ 3. Deciding to go to college. Incomplete Problem: ______________________ Revision: ____________________ _________________________________________________________________

Teaching Tip You can give students the following examples and ask them to explain why the sentences are invalid: Children are spoiled. Everybody wants to be famous.

Teaching Tip Pair Work Ask students to do this practice in pairs. Topic sentence 2 could have two answers: broad and vague.

22 Part I The Writing Process

4. The subject of this paragraph is cyber bullying. Announces Problem: ______________________ Revision: ____________________ ________________________________________________________________ 5. Politicians are all liars. Invalid Problem: ______________________ Revision: ____________________ ________________________________________________________________ 6. The campus coffee shop has red doors. Narrow Problem: ______________________ Revision: ____________________

________________________________________________________________

PRACTICE 4 The following paragraphs do not contain topic sentences. Read the paragraphs carefully, and write appropriate topic sentences for each. There are several steps you can take to reduce your water consumption. 1. _________________________________________________________________ _________________________________________________________________ First, take shorter showers. Five minutes is enough time to get clean. Also, do the laundry only when there is a full load. When brushing your teeth, don’t leave the water running. Just turn the water off and on as needed. Finally, ask your landlord to install toilets that use very little water. Remember that water is a precious resource. Art education is important in our schools. 2. _________________________________________________________________ _________________________________________________________________ First, art education teaches children to be creative thinkers. Early exposure to art promotes right-brain thinking. Also, art classes help children have a greater appreciation for the beauty that surrounds them daily. It helps them slow down and appreciate life. Above all, making art is fun. It provides a stress-free moment in a child’s day. Teaching Tip Cooperative Learning (Pair & Share) First, ask students to look at the Writer’s Desk topics. They should think silently and write some narrowed topics on a sheet. Then divide students into pairs. Ask each pair to share ideas and write topic sentences for the Writer’s Desk items.

The Writer’s Desk Write Topic Sentences Narrow each of the topics in this exercise. Then write a topic sentence that contains a controlling idea. You could look at the Writer’s Desk: Narrow the Topic on page 17 for ideas. Example: Crime

Why people steal Narrowed topic: _________________________________________________ Topic sentence:

People steal for several reasons. _________________________________________________

_________________________________________________

Chapter 2 Developing 23

1. Stress Narrowed topic:

_____________________________________________

Topic sentence:

____________________________________________

____________________________________________ 2. Gossip Narrowed topic: Topic sentence:

_____________________________________________ _____________________________________________

_____________________________________________ 3. Nature Narrowed topic: Topic sentence:

_____________________________________________ _____________________________________________

_____________________________________________ 4. Sports Narrowed topic: Topic sentence:

_____________________________________________ _____________________________________________

_____________________________________________ 5. Jobs Narrowed topic: Topic sentence:

_____________________________________________ _____________________________________________

_____________________________________________

The Supporting Ideas

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Once you have written a clear topic sentence, you can focus on the supporting details—the facts and examples that provide the reader with interesting information about the subject matter.

Generating Supporting Ideas You can try an exploring strategy such as brainstorming or freewriting to generate ideas. Then you can choose the best ideas. An effective paragraph has unity when all of its sentences directly relate to and support the topic sentence. Create a unified paragraph by selecting three or four ideas that are the most compelling and that clearly support your topic sentence. You may notice that several items in your list are similar; therefore, you can group them together. If some items do not support the topic sentence, remove them.

Mahan’s Supporting Ideas College student Mahan Zahir narrowed his topic and brainstormed a list of supporting ideas. Then he grouped similar ideas together and crossed out two items.

LO 4

Generate supporting

ideas. Essay Link When writing an essay, place the thesis statement in the introduction. Then each supporting idea becomes a distinct paragraph with its own topic sentence.

24 Part I The Writing Process People steal for many reasons.

Teaching Tip

– need money for food

Let students know that writing plans can have incomplete sentences, abbreviations, contractions, etc., but final drafts should not.

– want luxury items – for thrills – addiction – for drugs – minimum wage not enough to buy groceries – alcohol-related crimes – unemployment – want to consume – lack of moral code – think they deserve something for nothing – too lazy – adrenaline rush

Technology Link On a computer, you can cut (ctrl X) and paste (ctrl V) similar ideas together.

Hint

Identifying the Best Ideas

There are many ways that you can highlight your best ideas. You can circle the best supporting points and then use arrows to link them with secondary ideas. You can also use highlighter pens or asterisks (*) to identify the best supporting points.

PRACTICE 5 College student Romina Herrera brainstormed ideas about compulsory volunteer work. Her purpose was to persuade, so she created a topic sentence that expressed her opinion about the issue. Underline the three ideas from her list that you think are the most compelling and that most clearly illustrate the point she is making in her topic sentence. Then group together any related ideas under each of the main subheadings. If any ideas do not relate to her topic sentence, cross them out. Topic Sentence: Freshman high school students should be forced to do community service on weekends. Answers will vary. —in Haiti, youths helped rebuild houses after the earthquake —during last year’s floods, student volunteers could have helped in shelters —can provide assistance in times of crisis —some students are too lazy and don’t want to help anyone else —Miguel stopped littering after he cleared roadside garbage —provides a chance to learn about real-world issues with the environment, poverty, etc. —can gather food and clothing for the homeless —some students need to earn money on weekends —provides a character-building opportunity —Kelsey developed empathy when she worked at the women’s shelter —need more shelters for battered women —Ivan became more generous after working with the homeless

Chapter 2 Developing 25

The Writer’s Desk Generate Supporting Ideas Choose two of your topic sentences from the Writer’s Desk on page 22. For each topic sentence, develop a list of supporting ideas. After you have two complete lists, choose the one that you find most interesting. Then group ideas together and cross out any ideas that are not useful.

Organizing Your Ideas

Time Order When you organize a paragraph using time order (chronological order), you arrange the details according to the sequence in which they have occurred. When you narrate a story, explain how to do something, or describe a historical event, you generally use time order. then

after that

Here are some transitional expressions you can use in time-order paragraphs. after that eventually finally

first in the beginning immediately

later meanwhile months after

Cooperative Learning (Jigsaw) Divide the class into three large teams. One team will learn about emphatic order, one about time order, and one about space order. (If you have a class of more than fifteen students, then divide each large team into two smaller teams.) Students in the “Time Order” section must brainstorm and write a short paragraph using time order. Students in the “Space Order” and “Emphatic Order” sections do the same thing. Then ask representative students from each section to explain their organization strategy to the class. Another student from the section could read the paragraph aloud.

next suddenly then

The next paragraph is structured using time order. Copyright © 2015 by Pearson Education

In an essay, you can use time, space, or emphatic order to organize your ideas.

Teaching Tip

To make your ideas easy for your readers to follow, organize your ideas in a logical manner. You can use one of three common organizational methods: (1) time order, (2) emphatic order, or (3) space order. Transitional expressions help guide the reader from one idea to another. A complete list of transitional expressions appears on pages 38–39 in Chapter 3.

first

Essay Link

ESL Teaching Tip

One day, some gentlemen called on my mother, and I felt the shutting of the front door and other sounds that indicated their arrival. Immediately, I ran upstairs before anyone could stop me to put on my idea of formal clothing. Standing before the mirror, as I had seen others do, I anointed my head with oil and covered my face thickly with powder. Then I pinned a veil over my head so that it covered my face and fell in folds down to my shoulders. Finally, I tied an enormous bustle round my small waist, so that it dangled behind, almost meeting the hem of my skirt. Thus attired, I went down to help entertain the company. —Helen Keller, The Story of My Life

Emphatic Order When you organize the supporting details of a paragraph using emphatic order, you arrange them in a logical sequence. For example, you can arrange details from least to most important, from least appealing to most appealing, and so on.

You might explain who Helen Keller was. Keller (1880–1968) became blind and deaf as the result of an illness at nineteen months of age. When she was seven, her tutor, Anne Sullivan, taught Keller to communicate. Keller went on to publish several books, including The Story of My Life, and she changed people’s perceptions of the deaf and blind. You might want to point out that the paragraph also has elements of space order.

26 Part I The Writing Process

Teaching Tip Ask students to identify the topic sentence in the three sample paragraphs. In the Helen Keller paragraph, it is the second sentence, and in the other two paragraphs it is the first sentence.

most likely

least important

likely important

least likely

most important

Here are some transitional expressions you can use in emphatic-order paragraphs. above all first moreover principally clearly in particular most importantly the least important especially last of course the most important The following paragraph uses emphatic order. The writer presents the conditions from bad ones to the worst ones. The conditions experienced by the eager young volunteers of the Union and Confederate armies included massive, terrifying, and bloody battles, apparently unending, with no sign of victory in sight. First, soldiers suffered from the uncertainty of supply, which left troops, especially in the South, without uniforms, tents, and sometimes even food. They also endured long marches over muddy, rutted roads while carrying packs weighing fifty or sixty pounds. Most importantly, disease was rampant in their dirty, verminous, and unsanitary camps, and hospitals were so dreadful that more men left them dead than alive. —Adapted from John Mack Faragher et al., Out of Many: A History of the American People

Hint

Using Emphatic Order

When you organize details using emphatic order, use your own values and opinions to determine what is most or least important, upsetting, remarkable, and so on. Another writer might organize the same ideas in a different way.

Space Order When you organize ideas using space order, you help the reader visualize what you are describing in a specific space. For example, you can describe something or someone from top to bottom or bottom to top, from left to right or right to left, or from far to near or near to far. behind on top

beside

in in front

on the bottom

Chapter 2 Developing 27

Here are some transitional expressions you can use in space-order paragraphs. above behind below

beneath closer in farther out

nearby on the bottom on the left

on top toward under

In the next paragraph, the writer describes a location beginning at the beach and ending at the front of the house. Their house was even more elaborate than I expected. It was a cheerful redand-white Georgian Colonial mansion overlooking the bay. The lawn started at the beach and ran toward the front door for a quarter of a mile, jumping over sundials and brick walks and burning gardens. Finally, when it reached the house, it drifted up the side in bright vines as though from the momentum of its run. The front was broken by a line of French windows. —F. Scott Fitzgerald, The Great Gatsby

PRACTICE 6 Read each paragraph and underline the topic sentence. Then decide what order the writer used: time, emphatic, or space order. Circle any words or phrases that help you make your choice. 1. After two months of work, I realized that my job selling a health drink was actually a pyramid scheme. In the beginning, I answered an online ad promising great money in sales. I went to the initiation meeting, and there were about twenty job seekers. Enthusiastic speakers spoke to us about the enormous amounts of money we would soon be earning. The next day, after a screening process, the recruiter claimed to choose the best candidates. I now realize that she chose everybody. Then, a week later, we were asked to invest $200 in our initial samples. “Sell your drinks and the money will start rolling in,” the recruiter promised. We could also earn income by recruiting more salespeople. I was nervous, but I really needed the job, so I put almost all of my savings into those power drinks. After two months of unsuccessful sales, I understood that the only people making money were those at the top of the scheme. —Latonza Hines, student

Copyright © 2015 by Pearson Education

Time order Order: _______________________________________________________ 2. Many factors contribute to racist attitudes. First, there are often higher levels of racist incidents in societies that have historically had very little contact with different ethnic groups. According to the writer and political analyst Gwynne Dyer, such isolated societies may feel threatened when there is an influx of immigrants. Moreover, racist attitudes become more prevalent when various ethnic communities do not intermingle. If different cultural communities do not work and study together, stereotypes about other groups become entrenched. Most importantly, high levels of poverty contribute to racist reactions; immigrants become easy and available scapegoats when there is competition for limited jobs. —Eliot Mandel, student

Emphatic order Order: _______________________________________________________

28 Part I The Writing Process

3. Samuel Spade’s jaw was long and bony, his chin a jutting v under the more flexible v of his mouth. His nostrils curved back to make another, smaller, v. His yellow-grey eyes were horizontal. The v motif was picked up again by thickish brows rising outward from twin creases above a hooked nose, and his pale brown hair grew down—from high flat temples—in a point on his forehead. He looked rather pleasantly like a blond satan. —Dashiell Hammett, The Maltese Falcon

Space order Order: _______________________________________________________ Teaching Tip Pair Work In Practice 1, the students determined the topic and controlling idea of eight sentences. Now, students decide what organizational method they can use to write a paragraph. Ask students to do this activity in pairs.

PRACTICE 7 Read the following topic sentences. Decide what type of order you can use to develop the paragraph details. Choose time, emphatic, or space order. (There may be more than one correct organizational method.) Example: Repair a water heater with three simple steps.

time ________________

1. Physical education is essential in public schools.

emphatic ________________ emphatic ________________

2. There are three types of terrible bosses. 3. My furnished room has everything a student could need. 4. We had many problems during our camping trip. 6. A serious problem in high schools is cyber bullying.

space ________________ emphatic ________________

7. The Beatles went through many musical phases.

time ________________

8. Learning to cook well requires practice, patience, and perseverance.

emphatic ________________

5. Carolina Bomback has a very eccentric fashion style.

LO 5

Develop a paragraph

plan.

space ________________ time ________________

The Paragraph Plan A plan (or outline) of a paragraph is a map showing the paragraph’s main and supporting ideas. To make a plan, write your topic sentence and then list supporting points and details. Remember to use time, emphatic, or space order to organize the supporting points. In a more formal outline, you can use letters and numbers to indicate primary and secondary ideas.

Mahan’s Paragraph Plan Mahan completed his paragraph plan. He narrowed his topic, wrote a topic sentence, and thought of several supporting details. Here is his paragraph plan. Essay Link Make a plan when you write an essay. In essay plans, each supporting idea becomes a separate paragraph.

Topic Sentence: People steal for many reasons. Support 1: Details: Support 2: Details:

Poverty is a primary motivation for people to steal. —some people are unemployed —others work at low-paying jobs —need money for food, rent, clothing Some criminals are greedy. —want to live a life of luxury —crave jewels and nice cars —wish for a larger yacht or faster jet

Chapter 2 Developing 29

Support 3: Details: Support 4: Details:

Hint

Some people steal due to drug or alcohol addictions. —addicts steal to buy drugs —alcohol ruins good judgment Some people steal for the kicks. —experience the thrill —receive an adrenaline rush when stealing

Teaching Tip Ask students to discuss the importance of outlines. Explain how they help students clarify ideas and avoid writing rambling or insufficiently supported paragraphs.

Adding Specific Details

When you prepare your paragraph plan, ask yourself if the details clearly support your topic sentence. If not, then you could add details to make your points stronger. For example, when Mahan first brainstormed a list of supporting details (page 24), he did not think of specific details to support his point about greed. In his paragraph plan, however, he added a few more details (larger yacht, faster jet) to make that point stronger and more complete.

The Writer’s Desk Write a Paragraph Plan Look at the topic sentence and the organized list of supporting ideas that you created for the previous Writer’s Desk exercises. Now, in the space provided, make a paragraph plan. Remember to include details for each supporting idea. Topic sentence:

Teaching Tip You might mention that students can have more or fewer than three supporting ideas.

________________________________________________

________________________________________________ Support 1:

________________________________________________

Details: ________________________________________________ ________________________________________________ Support 2:

________________________________________________

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Details: ________________________________________________ ________________________________________________ Support 3:

________________________________________________

Details: ________________________________________________ ________________________________________________

Writing the Concluding Sentence A stand-alone paragraph may have a concluding sentence that brings it to a satisfactory close. There are several ways to write a concluding sentence.  Restate the topic sentence in a new, refreshing way.  Make an interesting final observation.  End with a prediction, suggestion, or quotation.

Essay Link Essays end with a concluding paragraph. For more information, see pages 180–181.

30 Part I The Writing Process

Hint

Problems with Concluding Sentences

To make an effective conclusion, avoid the following:

Teaching Tip

 Do

not contradict your main point or introduce new or irrelevant information.  Do not apologize or back down from your main points.  Do not end with a rhetorical question. (A rhetorical question is a question that won’t be answered, such as, “When will people stop texting while driving?”)

Tell students that not all paragraphs have a conclusion. However, if a paragraph seems to end abruptly, students should add a concluding sentence.

For example, in Mahan’s paragraph about crime, he should not end with a statement that questions or contradicts his main point. Weak

But nobody really understands why people break the law.

(This concluding sentence undermines the main point, which is that people steal for many reasons.)

Better Knowing why people steal may help social services and lawmakers deal with criminals more effectively.

(This prediction brings the paragraph to a satisfactory close.)

PRACTICE 8 The topic sentences in paragraphs 1 and 2 are underlined. For each paragraph, circle the letter of the most effective concluding sentence, and then explain why the other choice is not as effective. Example:

Games are not just for children. Adults should exercise their brains by playing games. Puzzles and games help keep a person’s mind sharp, especially as the aging process occurs. According to the New England Journal of Medicine, seniors who play cards, do board games, and solve crossword puzzles can reduce their risks of developing dementia. Marcia Wilkins, a senior living in Arlington, Virginia, plays the addictive number game Sudoku and credits the game with helping her concentration skills. a.

However, do all adults have the time or energy to play games?

b. Ultimately, people need to exercise their brains as much as they exercise their bodies. Why is the other choice not as effective? Answer “a” is a rhetorical question that sends the paragraph ___________________________________________________________________ in a different direction. ___________________________________________________________________ 1. Our state should insist that day care centers provide more flexible hours for families. Today, in many families, both parents work outside the home. These parents do not necessarily work from nine to five. For example, nurses and factory employees work in shifts. It is important for these parents to have flexible day care. Also, many parents who are in the service and retail industries work on weekends. For these parents, it is important to have adequate child care facilities during their work hours. a. The current hours of most day care centers do not meet the needs of a great number of families.

Chapter 2 Developing 31

b. However, maybe day care owners do not want to open on nights and weekends. Why is the other choice not as effective? Sentence “b” contradicts the paragraph’s main message. ___________________________________________________________ 2. College students should find part-time jobs that require them to exercise different muscles. If a business student spends hours sitting in front of a computer screen, then he should try to find a job that requires physical activity. If an engineering student has to do advanced calculus, then maybe her part-time job should allow her to rest her brain. Students who do a lot of solitary study could try to find jobs that allow them to interact socially. a. Some college students should not take part-time jobs because they need to concentrate on their studies. b. Humans need to do a variety of activities to be mentally and physically strong, so college students should keep that in mind when they look for work. Why is the other choice not as effective? Sentence “a” adds an idea that doesn’t fit with the paragraph. ___________________________________________________________

The First Draft After making a paragraph plan, you are ready to write your first draft, which is a very important step in the writing process. Your first draft includes your topic sentence, some supporting details, and a concluding sentence. It is okay if your first draft is incomplete or messy. Later, during the revising and editing stages, you can clarify your ideas and modify the organization of your paragraph.

Mahan’s First Draft

Copyright © 2015 by Pearson Education

Here is Mahan Zahir’s first draft. You may notice that his paragraph has errors. He will correct these when he gets to the revising and editing stage of the process. People steal for many reasons. Poverty is a primary motivation for people to steal. Because some people are unemployed and others may be underemployed. They may not have enough money for food, clothing rent. Stealing money or food may be very tempting. As a means of survival. Criminals do fraud because they are greedy. In fact, some extremly wealthy people steal simply because they want to acquire a larger yacht or a more better jet. Another important reason that people engage in stealing is to pay for their addictions. Finally, people also steal for kicks. Criminals get an adrenaline rush when you outwit the cops.

The Writer’s Desk Write Your First Draft In the previous Writer’s Desk on page 29, you made a paragraph plan. Now use the plan’s information to type or write your first draft paragraph.

Teaching Tip Cooperative Learning (Quick Review) Divide the class into groups of three or four. Assign a section of Chapter 2 to each group. The sections are 1) Topic Sentence, 2) Organizing Supporting Ideas, 3) Creating a Plan, and 4) Concluding Sentence. Ask each group to review the information in the section and generate two questions about that information. Then you can ask teams to read the questions aloud. Anybody in the class can answer a question. Or, as an alternative, you can ask teams to exchange questions and to answer another team’s questions.

LO 6

Write the first draft.

Teaching Tip Remind students that it is acceptable to have mistakes in the first draft. During the next step—revising and editing—students can correct errors in their work. You might ask them to identify some errors in Mahan’s paragraph or to think about ways that the paragraph could be improved.

32 Part I The Writing Process

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that topic. The topic sentence introduces the topic of the 1. What is a topic sentence? _________________________________________ paragraph and has a controlling idea. ______________________________________________________________ arranging ideas in the sequence in which they occurred 2. What is time order? _____________________________________________ ______________________________________________________________ arranging ideas in a logical sequence 3. What is emphatic order? __________________________________________ ______________________________________________________________ arranging ideas to visualize a specific space 4. What is space order? _____________________________________________ ______________________________________________________________ Are the following sentences true or false? Circle the best answer. 5. A paragraph has more than one main idea.

True

False

6. A paragraph’s details support its topic sentence.

True

False

7. A paragraph can have several supporting ideas.

True

False

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Teaching Tip Point out that this chapter ends with a developing checklist. There is also a detailed paragraph checklist at the end of the book.

Writing Activity 1 In the Writer’s Room in Chapter 1, “Exploring,” you used various strategies to find ideas about the following topics. Select one of the topics and write a paragraph. Remember to follow the writing process. General Topics

College and Work-Related Topics

1. a childhood memory

5. a comfortable work environment

2. anger

6. study or work habits

3. music

7. college life

4. online addictions

8. types of customers

Chapter 2 Developing 33

Writing Activity 2 Choose a topic that you feel passionate about, and write a paragraph. Your topic could be an activity (painting, swimming, basketball) or an interest (music, politics). Your topic sentence should make a point about the topic.

Developing Checklist As you develop your paragraph, ask yourself the following questions.  Have I narrowed my topic?  Does my topic sentence make a valid and supportable point about the topic?  Is my topic sentence interesting?  Does my paragraph focus on one main idea?

Copyright © 2015 by Pearson Education

 Do the details support the topic sentence?  Do the supporting details follow a logical order?  Does my paragraph end in a satisfactory way?

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

3

Revising and Editing

LEARNINg OBJECTIVES LO 1 Define revising and editing. (p. 34)

LO 2 Revise for unity. (p. 35) LO 3 Revise for adequate support. (p. 36)

LO 4 Revise for coherence. (p. 38)

LO 5 Revise for style. (p. 41) LO 6 Edit for errors. (p. 42) LO 7 Write a final draft. (p. 44)

FPO

FPO The revising and editing stage of the writing process is similar to adding the finishing touches to an artwork. Small improvements can make the work more solid and complete.

LO 1 Define revising and editing.

What Are Revising and Editing? After you have written the first draft of your paragraph, the next step in the writing process is to revise and edit your work. When you revise, you modify your writing to make it stronger and more convincing. To revise, read your first draft critically, looking for faulty logic, poor organization, or poor sentence style. Then you reorganize and rewrite your draft, making any necessary changes. When you edit, you proofread your final draft for errors in grammar, spelling, punctuation, and mechanics. There are five key steps to follow during the revising and editing stage. A REVISINg AND EDITINg STEP 1 Revise for unity. Ensure that all parts of your work relate to the main idea. STEP 2 Revise for adequate support. Determine that your details effectively

support the main idea.

STEP 3 Revise for coherence. Verify that your ideas flow smoothly and logically. STEP 4 Revise for style. Ensure that your sentences are varied and interesting. STEP 5 Edit for technical errors. Proofread your work, and correct errors in

grammar, spelling, mechanics, and punctuation.

34

Chapter 3 Revising and Editing 35

Revise for Unity

LO 2

Revise for unity.

Unity means that a paragraph has only one main idea. All of the sentences in the paragraph should support the topic sentence. A paragraph lacks unity if some sentences drift from the main idea or if the paragraph contains two main ideas. To check for unity, ensure that every sentence in the body of the paragraph relates to one main idea.

Paragraph Without Unity

The United States should make voting mandatory. Many past elections have seen less than 50 percent voter turnout. For democracy to work, citizens must vote. It is a person’s civic duty. Mandatory voting will ensure that a majority of the population expresses its concerns about issues. Moreover, candidates would have to develop election platforms that appeal to many groups. Such groups would include the most vulnerable, like the very poor. In addition, political candidates would spend less on campaigns because the politicians would not need to mobilize voters. Of course, some people are not interested in politics. In fact, my friend Jimmy-Lee never votes. He thinks it is not worth it. Voting is important, and the government should make it compulsory.

Every idea in a paragraph should move in the same direction just as the vehicles on this bridge need to move in the same direction to reach their destinations. There should be no forks in the road.

The writer took a detour here.

➢

In the next paragraph, the writer drifted away from her main idea. The highlighted sentences do not relate to the topic sentence. When they are removed, the paragraph has unity.

PRACTICE 1

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Paragraphs 1 and 2 contain problems with unity. Underline the topic sentence of each paragraph. Then circle the letter that indicates the type of problem, and make any necessary changes to each paragraph to ensure that it has unity. You may have to cross out sentences that do not belong, or you may have to indicate the start of a new paragraph. 1. Although parents and teachers often criticize the negative influence of video games on today’s youth, such games may actually have a positive impact on young people. First, video games help people acquire important skills, such as problem solving, hand–eye coordination, and memory skills. With “Guitar Hero” or “Wii Sports,” players improve these skills because the levels of games vary in difficulty. Also, video games improve players’ social skills. Some video games, such as “Lara Croft” and “The Sims,” teach players about leadership, friendship, and real-life rules. Lastly, video games are powerful tools to aid children who lack self-esteem. If a child attains a high level playing the “Tony Hawk’s Motion” game, he or she may feel a sense of accomplishment. My friend Joe and I often play video games at the arcade. Yesterday, we played for two hours, and then we went to the park. Thus, parents and teachers should keep a balanced perspective about video games. a. Some sentences are off topic.

b. Paragraph contains two main ideas.

2. Americans will benefit in many ways if the government raises the tax on junk food. First, a high tax rate will increase the price of items like chips and soda. Consumers will most likely have to limit the purchase of these products. By reducing their consumption of junk food, consumers will get fewer calories

Teaching Tip Remind students that the topic sentence must be supported by the supporting details in the paragraph. Essay Link When revising and editing your essay, check that the body paragraphs support the thesis statement. Also, ensure that each body paragraph has unity.

36 Part I The Writing Process

from nutritionally empty food. People will eat better to replace the empty calories, which will lead to better health. Health problems like obesity and type 2 diabetes might be reduced in the general population. Healthier Americans will consume fewer resources in the health-care system. The¶ government should also give tax rebates to people who participate in some physical exercise. People can join a gym or do an organized physical activity like tai chi for a tax credit. Exercise is one way Americans can be healthier. By encouraging citizens to engage in more exercise, the government will save money on healthcare. a. Some sentences are off topic.

LO 3 Revise for adequate support.

b. Paragraph contains two main ideas.

Revise for Adequate Support A paragraph has adequate support when there are enough details and examples to make it strong, convincing, and interesting. The following paragraph attempts to persuade, but it does not have any specific details that make a strong point.

Paragraph Without Adequate Support

A bridge is built using several well-placed support columns. Like a bridge, a paragraph requires adequate support to help it stand on its own.

Essay Link When revising your essay, ensure that you have adequately supported the thesis statement. Also ensure that each body paragraph has sufficient supporting details.

In the past, the entertainment industry stereotyped women as the weaker sex. However, women are now portrayed as tough and intelligent characters. Most comic books usually depicted males as superheroes. But comic books now embrace super heroines. Recent films have portrayed females as super heroines. Video games are also changing stereotypical gender roles. The image of women as the weaker sex in the entertainment media is definitely being redefined.

PRACTICE 2 When the preceding paragraph about female stereotypes in the entertainment media is expanded with specific details and examples, the paragraph becomes more convincing. Add details on the lines provided. You can do this practice alone or with a partner. Answers will vary.

In the past, the entertainment industry stereotyped women as the weaker sex.

However, women are now portrayed as tough and intelligent characters. Most comic books usually depicted males as superheroes. For example, ____________________ and ____________________ fought creepy scoundrels. But comic books now embrace super heroines. One of the most famous female comic book heroines is ____________________. She is beautiful, but she can fight evil as well as any man. Furthermore, recent films have portrayed females as super heroines. In the movie, ____________________, the actress ____________________ plays a strong and intelligent character who outwits her opponents. Video games are also changing stereotypical gender roles. For example, ____________________ is a super sexy heroine who is strong, determined, and intelligent. She can overcome any obstacle in her way. The image of women as the weaker sex in the entertainment industry is definitely being redefined.

Chapter 3 Revising and Editing 37

Avoiding Circular Reasoning Circular reasoning means that a paragraph restates its main point in various ways but does not provide supporting details. The main idea goes in circles and never progresses. Avoid using circular reasoning by providing a clear, concise topic sentence and by supporting the topic sentence with facts, examples, statistics, and anecdotes. Ariane’s Paragraph

Ariane Kureishi wrote the following paragraph about the modern environmental movement. In the paragraph, she repeats her main point and does not provide any details to support her topic sentence.

Circular

Many groups work hard to protect the environment. Some groups focus on a broad range of issues. There are international environmental groups that protect certain wildlife. Other groups put their efforts into protecting oceans. It takes a lot of effort to protect the environment.

In the second version of this paragraph, Ariane added specific examples to illustrate her main point.

Revised Many groups work hard to protect the environment. Some

Paragraph groups focus on a broad range of issues. For example,

Greenpeace concentrates its efforts on a variety of causes, such as climate change and nuclear power. There are international environmental groups that protect certain wildlife. The World Wildlife Fund (WWF) works with both private citizens and governments to safeguard various species from extinction. Other groups put their efforts into protecting forests and oceans. The Rainforest Action Network (RAN) pressures corporations to act responsibly toward the environment. In 1987, RAN campaigned Burger King to stop buying beef from rainforest areas that were cleared for grazing animals. It takes a lot of effort from various sources to protect the environment.

Copyright © 2015 by Pearson Education

PRACTICE 3 Paragraphs 1 and 2 use circular reasoning. Neither has specific evidence to support the topic sentence. List supporting examples for each paragraph. With numbers, indicate where you would place the supporting examples. Answers will vary. Example:

American teenagers go through several rites of passage. These rites of passage (1) help the teenager navigate the transition from childhood to adulthood. Some rites of (2) passage are shared with the community. These rites are an important part of every youth’s life. (1) The first date and the first kiss are important. The Examples: ____________________________________________________ first job is also a special step. ____________________________________________________

(2) During the high school prom, the community members ____________________________________________________

gather together. ____________________________________________________

Circular reasoning in a paragraph is like a Ferris wheel. The main idea of the paragraph does not seem to progress.

ESL Teaching Tip In many cultures, people use circular reasoning because they believe that stating a point directly is rude or aggressive. Explain to the class that in English-speaking cultures it is important to express a point up front and to support it with clear evidence.

38 Part I The Writing Process

1. The percentage of Americans who shop online is growing for a number of reasons. People are buying a lot of items from Internet sites. All ages of people shop online, so online shopping will only increase. Answers will vary. Many people shop online because it is convenient. Examples: ____________________________________________________

Online products are sometimes cheaper. ____________________________________________________

Some online shoppers don’t like crowded stores. ____________________________________________________ Some online shops provide reviews of products to guide their ____________________________________________________

customers. ____________________________________________________

2. Having a summer job teaches adolescents some valuable life lessons. There are many situations that students will experience through a summer job that will help them navigate the adult world. So students should try to get some work knowledge before graduating. Students learn about responsibility. Examples: ____________________________________________________

LO 4

Revise for coherence.

Students may acquire a professional skill. ____________________________________________________

Students learn how to deal with people. ____________________________________________________

They can become competent at managing money and time. ____________________________________________________

Revise for Coherence When you drive along a highway and you suddenly hit a pothole, that is an uncomfortable experience. Readers experience similar discomfort if they encounter potholes in a piece of writing. Make your writing as smooth as possible by ensuring that it has coherence: the sentences should flow smoothly and logically.

Transitional Expressions Just as bolts link pieces of a bridge, transitional expressions can link ideas in a paragraph.

Transitional expressions are linking words or phrases, and they ensure that ideas are connected smoothly. Here are some common transitional expressions.

Function

Transitional Word or Expression

Addition

again also besides finally first (second, third)

for one thing furthermore in addition in fact last

moreover next then

Concession of a point

certainly even so

indeed no doubt

of course to be sure

Comparison and contrast

as well equally even so however accordingly as a result consequently

in contrast instead likewise nevertheless hence otherwise then

on the contrary on the other hand similarly

Essay Link To create coherence in an essay, you can place transitional expressions at the beginning of each body paragraph.

Effect or result

therefore thus

Chapter 3 Revising and Editing 39

Function

Transitional Word or Expression

Example

for example for instance in other words above all clearly first especially

in particular namely specifically in fact in particular indeed least of all

for this purpose for this reason above behind below beneath beside beyond closer in in conclusion in other words in short generally after that at that time at the moment currently earlier eventually first (second, etc.) gradually

the most important reason farther out inside near nearby on one side/on the other side on the bottom on the whole therefore thus

Emphasis

Reason or purpose Space

Summary or conclusion

Time

Hint

immediately in the beginning in the future in the past later meanwhile months after now

ESL Teaching Tip to illustrate

most important most of all of course particularly principally

on the left/right on top outside to the north/east/ south/west under to conclude to summarize ultimately one day presently so far subsequently suddenly then these days

Use Transitional Expressions with Complete Sentences

When you add a transitional expression to a sentence, ensure that your sentence is complete. Your sentence must have a subject and a verb, and it must express a complete thought. Copyright © 2015 by Pearson Education

Incomplete For example, the rules posted on the wall. Complete

For example, the rules were posted on the wall.

PRACTICE 4 The next paragraph contains eight transitional expressions that appear at the beginning of sentences. Underline each expression, and then indicate its purpose. The first one has been done for you. The McDonaldization of society—the standardization of everyday life— does not refer just to the robot-like assembly of food. Indeed, sociologist George Ritzer points out that this process is occurring throughout society—and it is transforming our lives. First, shopping malls offer one-stop shopping in controlled environments. In addition, travel agencies offer “package” tours. They will transport tourists to ten European capitals in fourteen days. All visitors experience the same hotels, restaurants, and other

Cooperative Learning (Sharing Circle) If you have a large number of nonnative speakers in your class, do the following. Give students one minute to underline words or expressions that they do not fully understand. If some students say, “I understand all of the words,” then designate them as experts. Create teams that mix native and nonnative speakers. Those who understand the terms can teach the others by using the terms in sentences.

Teaching Tip Remind students that transitional expressions are followed by a comma. If they are placed between two independent clauses, then they are preceded by a semicolon. Read the following examples. In fact, my favorite activity is cycling. My favorite activity is cycling; however, I haven’t cycled in two months. Grammar Link For more practice using transitions in sentences, see Chapter 17, “Compound Sentences,” and Chapter 18, “Complex Sentences.”

40 Part I The Writing Process

spew: pour out

regurgitate: repeat

scheduled sites—and no one need fear meeting a “real” native. Similarly, news agencies spew out McNews—short, bland unanalytical pieces that can be digested between gulps of McShake or McBurgers. Moreover, our programmed education will eliminate the need for discussion of social issues. Accordingly, computerized courses will teach the same answers to everyone— the approved, “politically correct” ways to think about social issues. Likewise, mass testing will ensure that students regurgitate the programmed responses. Therefore, for good or bad, our lives are being McDonaldized, and the predictability of packaged settings seems to be our social destiny. —James M. Henslin, Sociology

Transitional Expression

Function

Indeed 1. _______________________

Emphasis _______________________

First 2. _______________________

Emphasis _______________________

In addition 3. _______________________

Addition _______________________

Similarly 4. _______________________

Comparison _______________________

Moreover 5. _______________________

Addition _______________________

Accordingly 6. _______________________

Effect or Result _______________________

Likewise 7. _______________________

Comparison _______________________

Therefore 8. _______________________

Effect or Result _______________________

PRACTICE 5 Add appropriate transitional expressions to the following paragraph. Choose from the following list, and use each transitional word once. There may be more than one correct answer for each blank. Answers will vary. consequently for example Teaching Tip Students may overuse transitional words. Remind them to use the words only when necessary.

furthermore first

on the other hand therefore

First Workplace gossip has both positive and negative effects. _____________________, when two colleagues share secrets about others, that helps build trust and create Furthermore intimacy. _____________________, in large organizations, gossip helps form small On the other hand social groups that provide workplace support systems. ____________________, overly negative gossip can undermine employee morale. An employee who hears malicious gossip may suspect that he or she is also the subject of office chatter. For example _____________________, Latisha Bishop, an employee at CR Industries, says that she felt devastated when she realized that her coworkers were spreading information about Consequently her private life. __________________, she seriously considered leaving her job. Therefore _____________________, when office workers gossip, they should try to do so without malice.

Chapter 3 Revising and Editing 41

Revise for Style

LO 5

Revise for style.

When you revise for sentence style, you ensure that your paragraph has concise and appropriate language and sentence variety. You can ask yourself the following questions.  Have I used a variety of sentence patterns? (To practice using sentence variety, see Chapter 19.)  Have I used exact language? (To learn about slang, wordiness, and overused expressions, see Chapter 32.)  Are my sentences parallel in structure? (To practice revising for parallel structure, see Chapter 22.) Mahan’s Revision

First, poverty

People steal for many reasons. Poverty is a primary motivation

Just as paint and lighting can make a bridge more beautiful, varied sentence style makes a paragraph more compelling. Transition

➢

On page 31 in Chapter 2, you read the first draft of student Mahan Zahir’s paragraph about crime. Look at his revisions for unity, support, coherence, and style.

for people to steal. Because some people are unemployed and others may be underemployed. They may not have enough money for food, clothing rent. Stealing money or food may be very tempting. As a means

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engage in stealing is to pay for their addictions. Finally, people also steal ^ police for kicks. Criminals get an adrenaline rush when you outwit the cops. ^

Knowing the different reasons that people steal may help social workers and lawmakers deal with criminals more effectively.

Hint

Adding Strong Support

When you revise, look at the strength of your supporting details. Ask yourself the following questions.  Are

my supporting details interesting, and do they grab the reader’s attention? Should I use more vivid words?  Is my concluding sentence appealing? Could I end the paragraph in a more interesting way?

Add statistic

Better word

➢

According to the bureau of Justice Statistics, 68 percent of jailed inmates reported that their substance abuse problems contributed to there decisions to commit crimes.

Specific example

➢

larger yacht or a more better jet. Another important reason that people ^

➢

For example, Bernie Madoff was found guilty of stealing from clients, he did not lack personal wealth.

Transition Better word

➢

perpetrate

➢ ➢

Next,

of survival. Criminals do fraud because they are greedy. In fact, some ^ extremly wealthy people steal simply because they want to acquire a

Add concluding sentence

Essay Link You should revise your essays for style, ensuring that sentences are varied and parallel. Also, ensure that your language is exact.

42 Part I The Writing Process

PRACTICE 6 In Chapters 1 and 2, you saw examples of Sandra Ahumada’s prewriting and planning. Now look at the first draft of Sandra’s paragraph, and revise it for unity, support, and coherence. Also, ask yourself what you could do to enhance her writing style. Answers will vary. First, servers Customers should always tip restaurant servers. Servers need tips to because their live. Their salary is very low. They depend on tips to pay for food, housing, Furthermore, they and other necessities. They do not get benefits such as health insurance. Even if If you do not like the service, remember that mistakes are not always the , or sometimes server’s fault. Poor service could be the cook’s fault. Sometimes there are ; therefore, not enough servers. I work as a server in a restaurant,/ I know how hard it For these reasons, always is when customers leave bad tips. Always tip your restaurant server.

LO 6

Edit for errors.

Grammar Link For more editing practice, see Chapter 37.

Technology Link Word processors have spelling and grammar checkers. Do not automatically choose the first suggestion for a correction. Make sure that suggestions are valid before you accept them.

Teaching Tip If your students are familiar with grammatical terms, you might ask them to identify the types of errors in the paragraph. (Types of errors are fragments, comma, spelling, run-on, pronoun–antecedent agreement, comparatives, and capitalization.)

Edit for Errors When you edit, you reread your writing and make sure that it is free of errors. You focus on the language, and you look for mistakes in grammar, punctuation, mechanics, and spelling. There is an editing guide at the back of this book. It contains some common error codes that your teacher may use and provides you with a checklist to proofread your text.

Editing Tips The following tips will help you proofread your work effectively.  Put your writing aside for a day or two before you do the editing. Sometimes, when you have been working closely with a text, you might not see the errors.  Begin your proofreading at any stage of the writing process. For example, if you are not sure of the spelling of a word while writing the first draft, you could either highlight the word to check later or immediately look up the word in the dictionary.  Keep a list of your common errors in a separate grammar log, such as the one in Appendix 7. When you finish a writing assignment, consult your error list, and make sure that you have not repeated any of those errors. After each assignment has been corrected, you can add new errors to your list. Mahan’s Edited Paragraph

Mahan Zahir edited his paragraph about crime. He corrected errors in spelling, capitalization, punctuation, and grammar. People steal for many reasons. First, poverty is a primary motivation for people to steal. Because some people are unemployed and others

Chapter 3 Revising and Editing 43

, they may be underemployed. They may not have enough money for food,

, and

as

clothing rent. Stealing money or food may be very tempting. As a means of survival. Next, criminals perpetrate fraud because they are

Teaching Tip This sample contains facts and statistics. Remind students that they should add adequate support to their paragraphs.

extremely

greedy. In fact, some extremly wealthy people steal simply because

faster

they want to acquire a larger yacht or a more better jet. For example,

. He

Bernie Madoff was found guilty of stealing from clients, he did not lack personal wealth. Another important reason that people engage in

B

stealing is to pay for their addictions. According to the bureau of Justice Statistics, 68 percent of jailed inmates reported that their substance

their

abuse problems contributed to there decisions to commit crimes. Finally,

they

people also steal for kicks. Criminals get an adrenaline rush when you outwit the police. Knowing the different reasons that people steal may

Tech Teaching Tip First, ask students to identify and underline any repeated adjectives, nouns, or verbs in their paragraph. Then students can go online to the Web site Dictionary.com. They can put one of their repeated words in the search bar. After looking at the meaning, they should click on the “Thesaurus” tab to find synonyms. Then, using the thesaurus, they can modify other repeated words.

help social workers and lawmakers deal with criminals more effectively.

The Writer’s Desk Revise and Edit Choose a paragraph you wrote for Chapter 2, or choose one that you have written for another assignment. Carefully revise and edit the paragraph. You can refer to the Revising and Editing Checklist at the end of this chapter.

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Peer Feedback After you write a paragraph or essay, it is useful to get peer feedback. Ask another person, such as a friend, family member, or fellow student, to read your work and make suggestions for addressing its weaknesses.

Hint

Offer Constructive Criticism

When you peer-edit someone else’s writing, try to make your comments useful. Phrase your comments in a positive way. Look at these examples. Instead of saying . . . Your sentences are boring. Your supporting ideas are weak.

You could say . . . Maybe you could combine some sentences. You could add more details here.

Teaching Tip Cooperative Learning (Sharing Circle) Choose one sample student paragraph, preferably from another class or semester, and remove the student’s name. Divide students into teams of three or four, and ask them to revise and edit the paragraph. Then put the paragraph on an overhead and revise and edit it with the whole class.

Teaching Tip Draw attention to this hint. Students should encourage each other by offering constructive criticism.

44 Part I The Writing Process

You can use the following peer feedback form to evaluate written work.

Peer Feedback Form Written by: _____________________ Feedback by: ____________________ Date: ___________________________ 1. What is the main point of the written work? ______________________________________________________________ 2. What details effectively support the topic sentence? ______________________________________________________________ ______________________________________________________________ 3. What, if anything, is unclear or unnecessary? ______________________________________________________________ ______________________________________________________________ 4. Give some suggestions about how the work could be improved. ______________________________________________________________ ______________________________________________________________ 5. What is an interesting or unique feature of this written work? ______________________________________________________________ ______________________________________________________________

LO 7

Write a final draft.

Write the Final Draft When you have finished making revisions on the first draft of your paragraph, write the final draft. Include all of the changes that you have made during the revision and editing phases. Before you hand in your final draft, proofread it one last time to ensure that you have caught any errors.

Chapter 3 Revising and Editing 45

The Writer’s Desk Write Your Final Draft You have developed, revised, and edited your paragraph. Now write the final draft. Before you offer it to readers, proofread it one last time to ensure that you have found all of your errors.

Hint

Spelling, Grammar, and Vocabulary Logs

 Keep

a spelling and grammar log. You probably repeat, over and over, the same types of grammar and spelling errors. You will find it very useful to record your repeated grammar mistakes in a spelling and grammar log. You can refer to your list of spelling and grammar mistakes when you revise and edit your writing.  Keep a vocabulary log. Expanding your vocabulary will be of enormous benefit to you as a writer. In a vocabulary log, you can make a list of unfamiliar words and their definitions. See Appendix 7 for more information about spelling, grammar, and vocabulary logs.

Reflect On It

Teaching Tip

Think about what you have learned in this chapter. If you do not know an answer, review that topic. 1. What are four things that you should look for when revising? unity adequate support _____________________________ _____________________________ coherence style _____________________________ _____________________________

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2.

Circle the best answer(s). A paragraph is unified if a. there are no irrelevant supporting details. b. there are many facts and statistics. c. all details support the topic sentence.

3. Circle the best answer: Transitional words are _____ that help ideas flow in a logical manner. a. links b. sentences c. verbs 4. The Editing Handbook in Part IV includes information about grammar, spelling, and punctuation errors. In what chapter would you find information about the following topics? Look in the table of contents to find the chapter number. Chapter 36 a. capitalization _______________________ Chapter 26 _______________________ Chapter 22 _______________________

b. subject–verb agreement

c. faulty parallel structure

Chapter 34 d. commas _______________________ Chapter 33 e. commonly confused words _______________________

With the Reflect On It activity, you can verify whether students have understood the main concepts.

46 Part I The Writing Process

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Writing Activity 1 Choose a paragraph that you have written for your job or for another course. Revise and edit that paragraph, and then write a final draft. Writing Activity 2 Choose any of the following topics, or choose your own topic. Then write a paragraph. Remember to follow the writing process. General Topics

College and Work-Related Topics

1. interesting things about yourself

5. something you learned in a college course or on campus

2. heroes in the media 3. a risky adventure 4. bad service

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

6. reasons to change jobs 7. telemarketing 8. an interesting job

Revising and Editing Checklist When you revise and edit, ask yourself the following questions. (For a more detailed editing checklist, refer to the inside back cover of this book.)

Unity  Is my paragraph unified under a single topic?  Does each sentence relate to the topic sentence?

Support  Does my paragraph have an adequate number of supporting details?

Coherence  Is my paragraph logically organized?  Do I use transitional words or expressions to help the paragraph flow smoothly?

Style  Do I use a variety of sentence styles?  Is my vocabulary concise?  Are my sentences parallel in structure?

Editing  Do my sentences contain correct grammar, spelling, punctuation, and mechanics?

Part II Paragraph Patterns FPO What Is a Paragraph Pattern?

A pattern or mode is a method

used to express one of the three purposes: to inform, to persuade, or to entertain. Once you know your purpose, you will be able to choose which writing pattern or patterns can help you to express it. Patterns can overlap, and it is possible to use more than one pattern in a single piece of writing. For example, imagine you are writing a paragraph about bullying, and your purpose is to inform the reader. You might use definition as your predominant pattern, but in the supporting details, you might use comparison and contrast to compare a bully and a victim. You might also use narration to highlight an incident in which a bully harassed a victim. Before you work through the next chapters, review the paragraph patterns.

CHAPTER 4

CHAPTER 5

CHAPTER 6

A ILLUSTRATION

A Narration

A DEsCriPtion

To illustrate or prove a point using specific examples

To narrate or tell a story about a sequence of events that happened

To describe using vivid details and images that appeal to the reader’s senses

47

CHAPTER 7

CHAPTER 8

CHAPTER 9

A Definition

A Classification

To inform the reader about how to do something, how something works, or how something happened

To define or explain what a term or concept means by providing relevant examples

To classify or sort a topic’s qualities to help readers better understand the topic.

CHAPTER 10

CHAPTER 11

CHAPTER 12

A Comparison and

A Cause and effect

A Argument*

contrast

To explain why an event happened (the causes) or what the consequences of the event were (the effects)

To argue or to take a position on an issue and offer reasons for your position

A Process

To present information about similarities (compare) or differences (contrast)

*Argument is included as one of the nine patterns, but it is also a purpose in writing.

48

Illustration

4

Learning Objectives LO 1 Define illustration. (p. 50)

LO 2 Explain how to

FPO

write an illustration paragraph. (p. 50)

LO 3 Explore topics. (p. 52) LO 4 Identify the topic sentence of an illustration paragraph. (p. 52)

LO 5 Identify the

supporting details of an illustration paragraph. (p. 53)

LO 6 Develop an

illustration paragraph plan. (p. 54)

LO 7 Write the first draft of an illustration paragraph. (p. 55)

LO 8 Revise and edit

an illustration paragraph. (p. 56)

Travel agencies use examples of attractions to sell tour packages. In illustration writing, you give examples to support your point of view.

Teaching Tip

Writers’ Exchange Work with a team of two or three other students. List at least five examples of each part of speech. Include only words that begin with the letters H or S. Do as many as you can in two minutes. Noun Verb Adjective Pronoun

Cooperative Learning (Explore & Check) The Writers’ Exchange activity can help your students understand illustration. Ask teams to generate lists. After a short timed competition, teams should exchange lists with another team. By referring to the definitions in Appendix 1, on page 561, teams can verify if other teams have correctly understood the parts of speech.

49

50 Part II Paragraph Patterns

A Exploring

LO 1

Define illustration.

Teaching Tip Divide students into small groups. Have them brainstorm real-life types of writing where giving examples would help support a point.

Teaching Tip Ask students to identify and number the examples the author has used. The topic sentence expresses the main idea. Supporting sentences provide details and examples. The concluding sentence brings the paragraph to a satisfying close.

LO 2 Explain how to write an illustration paragraph. Essay Link You can develop illustration essays with a series of examples or extended examples.

User Community “The different rhetorical modes and their step-bystep approaches are very effectively presented, and I have tried them in my classroom. Many students have seen the structure of each mode and found the differences clearly.” —Basudha Sengupta, Diablo Valley College

What Is Illustration? When you write using illustration, you include specific examples to clarify your main point. You illustrate, or give examples, any time you want to explain, analyze, narrate, or give an opinion about something. As a writer, you can use many different types of examples to help your reader acquire a deeper and clearer understanding of your subject. You can include personal experience or factual information, such as a statistic. You give examples every day. When telling a friend why you had a good day or a bad day, you might use examples to make your story more interesting. At college, you might give an oral presentation using examples that will help your audience better understand your point. At work, you might give examples to show clients where or how they might market their products.

Illustration at Work Patti Guzman is a registered nurse at a large hospital. She was invited to speak to nursing students at a local university. In the following excerpt from her speech, she gives examples to explain why a nurse must be in good physical health. Physically, the job of a nurse is demanding. On a daily basis, we must lift patients and move them. When patients are bedridden for prolonged periods, we must change their positions on their beds. When new patients arrive, we transfer them from stretchers to beds or from beds to wheelchairs. If patients fall, we must be able to help them stand up. If patients have difficulty walking, we must assist them. Patients who have suffered paralysis or stroke need to be lifted and supported when they are bathed and dressed. Keep in mind that some patients may be quite heavy, so the job requires a good level of physical strength.

The Illustration Paragraph There are two ways to write an illustration paragraph.  Use a series of examples to illustrate your main point. For example, if you are writing a paragraph about an innovative teacher that you had, you might list things that the teacher did such as wear a costume, let students teach parts of the course, and use music to make a point.  Use an extended example to illustrate your main point. The example can be an anecdote or a description. For example, in a paragraph about creativity, you might describe a time when you tried to make a sculpture.

PRACTICE 1 Read the next paragraph and answer the questions. Digital home technology is rapidly invading our lives. In Japan, Toto Ltd. has manufactured the Intelligent Toilet. This digital lavatory measures blood sugar, blood pressure, and obesity. It also carries out urine analysis, which tracks hormone levels. The toilet, which is hooked up to a home

Chapter 4 Illustration 51

computer, allows users to graph personal health trends. Furthermore, engineers are developing touch-screen technology for doorknobs, furniture, and appliances. They respond to different touches and are programmed to react. Disney researcher scientist Ivan Poupyrev says that a postman can touch the doorknob with three fingers and record a message. Moreover, the Smart Home system by Rogers Communications allows homeowners to synchronize lighting systems, carbon monoxide sensors, and alarms to their smartphones to get instant alerts. Setting up a digital home is likely to become easier and cheaper in the near future. —“Digital Life” by Julia Johnson

1. Underline the topic sentence of this paragraph. (The topic sentence expresses the main idea of the paragraph.) 2. What type of illustration paragraph is this? Circle the better answer. a. a series of examples

b. an extended example

3. List the examples that the writer gives to illustrate her point. In Japan, a company has built an intelligent toilet. The toilet can measure ________________________________________________________________ blood sugar, blood pressure, and obesity and do a urine analysis to track ________________________________________________________________ hormone levels. ________________________________________________________________

Teaching Tip Before students answer question 3, suggest that they number the main examples in the paragraph.

are developing touchscreen technology for doorknobs, furniture, and Engineers ________________________________________________________________ appliances. People can leave messages for one another by touching doorknobs. ________________________________________________________________ homeowners can synchronize lighting systems, carbon monoxide Also, ________________________________________________________________ sensors, and alarms to their smartphones to get alerts. ________________________________________________________________

PRACTICE 2

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Read the next paragraph and answer the questions. Online chatting is one way that computer viruses can be spread. For example, my friend Chelsea met someone online. She thought her new acquaintance was a polite, well-behaved young man who was a few years older than she was. They exchanged pictures at his request. However, the file he sent via e-mail was actually a virus. He was able to control my friend’s computer through his screen. Later, using Chelsea’s name, he sent threatening messages to others in chatrooms. He could even open and close my friend’s disk drawer through clicking on the Eject button on her screen. Of course, Chelsea was terrified. She was only able to get rid of the virus with the help of a computer specialist. —Nancy A. Ghaley, student

1. Underline the topic sentence. 2. What does the writer use to present her supporting details? Circle the best answer.

a. a series of examples

b. an extended example

3. What example(s) does the writer give to illustrate her point? She describes a time when her friend received a computer virus. ________________________________________________________________

User Community “I teach a Web-enhanced class, which means that students spend part of their time in online discussions. The exercises in the rhetorical portion of the text give an excellent platform for this. I can walk through them with my students online, and the chapter guides us step by step throughout the process of building paragraphs and essays.” —Sandra Block, Century College

52 Part II Paragraph Patterns

Teaching Tip If students have already studied the narrative paragraph, they may ask how Practice 2 and a narrative paragraph are different. You can point out that Practice 2 has a topic sentence that is supported by an illustration example. In a narrative paragraph, the topic sentence is part of the narrative and alludes directly to the narrative.

LO 3

Explore topics.

Teaching Tip The Writer’s Desk activities provide students with an opportunity to develop a topic through all stages of the writing process. In the Warm Up, they begin by exploring various topics. Those topics then carry on throughout the chapter.

4. What are the main events in the narrative? List them. - Chelsea chatted with a stranger. ________________________________________________________________ - The stranger suggested that they exchange photos. ________________________________________________________________ - The photo contained a virus. ________________________________________________________________ - The man was able to control the girl’s computer. ________________________________________________________________ - He sent threatening e-mails to others in chatrooms. ________________________________________________________________ - A computer specialist managed to clean out the virus. ________________________________________________________________

Explore Topics In the Warm Up, you will try an exploring strategy to generate ideas about different topics.

The Writer’s Desk

Warm Up

Think about the following questions, and write the first ideas that come to your mind. Try to think of two to three ideas for each topic. Example: What are some symbols of a child’s transition into adolescence?

getting a driver’s license ____________________________________________________________ dating ____________________________________________________________ celebrating a birthday ____________________________________________________________ 1. What are some types of body art? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. What are some traits of an effective leader? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3. What are some qualities that you look for in a mate? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

LO 4 Identify the topic sentence of an illustration paragraph. Essay Link In an illustration essay, the thesis statement expresses the controlling idea.

A Developing

The Topic Sentence The topic sentence of the illustration paragraph is a general statement that expresses both your topic and your controlling idea. To determine your controlling idea, think about what point you want to make.

Chapter 4 Illustration 53

topic

controlling idea

Part-time jobs teach students valuable skills.

controlling idea

topic

Our father overreacted when my sister started dating.

The Writer’s Desk

Write Topic Sentences

Write a topic sentence for each of the following topics. You can look for ideas in the previous Writer’s Desk. Remember to narrow your topic. Each topic sentence should contain a general statement that expresses both your topic and your controlling idea. Example: Topic: Symbols of a child’s transition into adolescence

In the United States, many important rites and rituals Topic sentence: ___________________________________________________ symbolize a child’s transition into adolescence. ___________________________________________________ 1. Topic: Types of body art Topic sentence: _______________________________________________

Teaching Tip Cooperative Learning (Pair & Share) Place students into pairs. Ask each pair to work on a single sheet of paper and to brainstorm topic sentences for the three Writer’s Desk topics. Then ask students to exchange their sheet of paper with another pair. On the new sheet, they can circle the topic and underline the controlling idea of each topic sentence.

_______________________________________________

2. Topic: Traits of an effective leader Topic sentence: _______________________________________________

_______________________________________________

3. Topic: Qualities you look for in a mate Topic sentence: _______________________________________________

_______________________________________________

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The Supporting Ideas After you have developed an effective topic sentence, generate supporting ideas. In an illustration paragraph, you can give a series of examples or an extended example. When you use a series of examples, you can arrange your examples in emphatic order. Emphatic order means that you can place your examples from the most to the least important or from the least to the most important. If you use an extended example, you can arrange your ideas using time order.

Vis u al i zi n g I llus tra t ion PRACTICE 3 Brainstorm supporting ideas for the following topic sentence. Give examples of how people risk their lives. Answers will vary.

LO 5 Identify the supporting details of an illustration paragraph.

54 Part II Paragraph Patterns Topic Sentence: Some workers risk their lives daily.

window washer

electrician

fisher

police officer

fall ____________________________

electrocution ____________________________

car accident ____________________________

smash into window ____________________________

fall ____________________________

drown ____________________________ hypothermia ____________________________

get shot ____________________________

The Writer’s Desk Generate Supporting Ideas Generate some supporting examples under each topic. Make sure your examples support the topic sentences that you wrote for the previous Writer’s Desk. Example:

Symbols of a child’s transition into adolescence

1. Body art

- celebrating a birthday ______________________________ ______________________________ - having more responsibilities ______________________________ ______________________________ - becoming interested in ______________________________ ______________________________ a romantic partner ______________________________ ______________________________ 2. Traits of an effective leader

3. Qualities you look for in a mate

______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

LO 6 Develop an illustration paragraph plan.

The Paragraph Plan A paragraph plan helps you organize your topic sentence and supporting details before you write a first draft. When you write a paragraph plan, make sure that your examples are valid and relate to the topic sentence. Also include details that will help clarify your supporting examples. Organize your ideas in a logical order.

Chapter 4 Illustration 55

Topic Sentence: In the United States, many important rites and rituals symbolize a child’s transition into adolescence.

Support 1: Celebrating a birthday signals a child’s entry into adolescence. Details: —Jewish American boys and girls celebrate bar mitzvahs and bat mitzvahs. —Mexican American girls celebrate quinceaneras. Support 2: Teenagers often look for more responsibilities to show that they are no longer children. Details: —At sixteen years old, many teens get a driver’s license. —Many people get their first job during their teen years. Support 3: Some adolescents become interested in a romantic partner. Details: —Teenagers start to date.

The Writer’s Desk

Write a Paragraph Plan

Choose one of the topic sentences that you wrote for the previous Writer’s Desk. Write a paragraph plan using some of the supporting ideas that you have generated. Include details for each supporting idea. Topic sentence: __________________________________________________

Essay Link In an illustration essay, place the thesis statement in the introduction. Then, structure the essay so that each supporting idea becomes a distinct paragraph with its own topic sentence.

Teaching Tip Suggest that students keep their plans and attach them to the final version of their paragraphs. The pages in The Writer’s World are detachable.

Teaching Tip Remind students that they do not have to have three supporting points. They can have more or fewer points.

__________________________________________________ Support 1:

__________________________________________________

Details:

__________________________________________________

__________________________________________________ Support 2:

__________________________________________________

Details:

__________________________________________________

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__________________________________________________ Support 3:

__________________________________________________

Details:

__________________________________________________

Teaching Tip Remind students that they can modify their topic sentence as they develop their paragraphs.

__________________________________________________

The First Draft After you outline your ideas in a plan, you are ready to write the first draft. Remember to write complete sentences. You might include transitional words or expressions to help your ideas flow smoothly.

Transitional Words and Expressions Transitional expressions can help you introduce an example or show an additional example. The following transitional words are useful in illustration paragraphs.

LO 7 Write the first draft of an illustration paragraph.

56 Part II Paragraph Patterns

User Community “When using Writer’s World, I enthusiastically refer to the list of transition words to guide my students through the writing process. The direct reference table in the revision and coherence section can be used, in my opinion, throughout the writing process. . . . Because the words are varied, yet categorized, they are very accessible to developing students.” —Candace Dismuke, Texas Southern University

LO 8 Revise and edit an illustration paragraph. Teaching Tip The activity of revising and editing a student paragraph should help your students understand the important link between the writing process and the grammar chapters.

Teaching Tip Cooperative Learning (Pair & Share) First, ask students to read the paragraph silently. As they read, they should circle any mistakes that they find. Then place students in pairs. They can share what they have found and answer the revising and editing questions together. As a possible third step, each pair can share their answers with another pair of students.

To Introduce an Example

To Show an Additional Example

for example for instance in other words

also first (second, etc.) furthermore

namely specifically to illustrate

The Writer’s Desk

in addition in another case moreover

Write the First Draft

For the previous Writer’s Desk, you developed a paragraph plan. Now write the first draft of your illustration paragraph. Before you write, carefully review your paragraph plan and make any necessary changes.

A Revising and Editing

Revise and Edit an Illustration Paragraph When you finish writing an illustration paragraph, review your work and revise it to make the example(s) as clear as possible to your readers. Check to make sure that the order of ideas is logical, and remove any irrelevant details. Before you work on your own paragraph, practice revising and editing a student paragraph.

PRACTICE 4 Read the next student paragraph, and answer the questions. In the United States, many important rites and rituals symbolize a child’s transition into adolescence. Celebrating a birthday often symbolizes entry into adolescence. For example, Jewish American boys and girls celebrate bar mitzvahs and bat mitzvahs. And Mexican American girls quinceaneras. Some teenagers look forward to their sweet-sixteen parties. In addition, teenagers often look for more responsibilities to show that they are no longer children. At sixteen years old, a teenager may get their driver’s license. A teen may also get a first job during this period. Furthermore, some adolescents become interested in a romantic partner. Teenagers start dating. Such rites of passage are important markers of adolescence. —Rafael Castillo, student

Revising 1. Underline the topic sentence. 2. What type of illustration paragraph is this? a. a series of examples

b. an extended example

3. List the main supporting points. - Special birthday celebrations signal entry into adolescence. ________________________________________________________________ - More responsibilities show that a teenager is no longer a child. ________________________________________________________________ - Teenagers begin to look for romantic partners. ________________________________________________________________ 4. What is the purpose of this paragraph? a. to persuade

b. to entertain

c. to inform

Chapter 4 Illustration 57

Editing

Grammar Link

5. Underline a pronoun error. Write your correction in the space below. a teenager may get his or her driver’s license Correction: _____________________________________________________ 6. This paragraph contains a fragment, which is an incomplete sentence. Underline the fragment. Then correct it in the space below. And Mexican American girls celebrate quinceaneras. Correction: _____________________________________________________

GRAMMAR Hint

Writing Complete Sentences

A fragment is an incomplete sentence. When you give an example, make sure that your sentence is complete. Avoid fragment errors. Fragment

See the following chapters for more information about these grammar topics: Pronouns, Chapter 29 Fragments, Chapter 20

For example, too many parties.

Correction For example, some students go to too many parties.

The Writer’s Desk

Revise and Edit Your Paragraph

Revise and edit the paragraph that you wrote for the previous Writer’s Desk. Make sure that your paragraph has unity, adequate support, and coherence. Also, correct any errors in grammar, spelling, punctuation, and mechanics.

VOCABULARY boost Avoid Repetition Read through the first draft of your paragraph, and identify some words that you frequently repeat. Replace those words with synonyms.

TECH Teaching Tip Ask students to look on their cell phones and determine the most useful apps or features. Then students can write a paragraph listing the most useful cell phone apps and giving examples to show why each app is useful. You can make this into a team activity, and ask students to construct a paragraph in groups.

Teaching Tip Ask students to do the Vocabulary Boost activity when they revise their paragraphs.

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

Teaching Tip

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Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that topic. give examples. 1. In an illustration paragraph, you ___________________________________ 2. There are two ways to write illustration paragraphs. Explain each of them. Many different examples a. Using a series of examples: ________________________________________

An anecdote or a description of an event b. Using an extended example: _______________________________________

3. List three transitional expressions that indicate an additional idea. Answers will vary. ______________________________________________________________

Cooperative Learning (Question Cards) Place students in teams of three or four. Each team uses cards or cuts paper into four parts. Teams brainstorm questions about the chapter’s key concepts. They write the question on one side of the paper and the answer on the other side. Teams should write four questions. Then teams can exchange cards with another team. They can look at each question, answer it as a group, and then check the answer.

58 Part II Paragraph Patterns

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Writing Activity 1: Topics Choose any of the following topics, or choose your own topic. Then write an illustration paragraph.

Writing Link More Illustration Writing Topics

General Topics

College and Work-Related Topics

1. important historical events

Chapter 16, Writer’s Room topic 1 (page 262) Chapter 17, Writer’s Room topic 1 (page 274) Chapter 20, Writer’s Room topic 1 (page 304) Chapter 25, Writer’s Room topic 1 (page 356) Chapter 28, Writer’s Room topic 1 (page 391)

2. great things in life that are free

6. pressures faced by college students

Reading Link More Illustration Readings “Comics As Social Commentary” by Nicolas Slayton (page 190) “Guy Chores” by Tom Keenan (page 192) “Why We Make Mistakes” by Joseph Hallinan (page 534) “The Beeps” by Josh Freed (page 548)

3. mistakes parents make 4. hobbies 5. positive personality traits

7. qualities that help you succeed 8. office etiquette 9. qualities of a good instructor 10. tools or equipment needed for your job

Writing Activity 2: Media Writing Watch a popular television show or movie that deals with students in a high school or college setting. Examples are the American Pie movies, High School Musical, or television programs such as Glee, The Hills, or Gossip Girl. You can even go on YouTube and type “peer pressure” into the search bar, and then watch some of the segments. Write a paragraph about the show, movie, or video segment and explain the ways that characters feel peer pressure. Provide several examples.

Illustration Paragraph Checklist Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

After you write your illustration paragraph, review the checklist on at the back of the book. Also ask yourself the following questions.  Does my topic sentence make a point that can be supported with examples?  Does my paragraph contain sufficient examples that clearly support the topic sentence?  Do I use transitions to smoothly connect my examples?  Have I arranged my examples in a logical order?

Narration

5

lEarning objEctivEs LO 1 Define narration. (p. 60)

LO 2 Explain how to

write a narrative paragraph. (p. 60)

LO 3 Explore topics. (p. 61)

LO 4 Identify the topic

sentence of a narrative paragraph. (p. 63)

When investigating a crime scene, a detective must try to find answers to the questions who, what, when, where, why, and how. You answer the same questions when you write a narrative paragraph.

LO 5 Identify the

supporting details of a narrative paragraph. (p. 65)

LO 6 Develop a narrative paragraph plan. (p. 66)

LO 7 Write the first

draft of a narrative paragraph. (p. 67)

LO 8 Revise and edit a

narrative paragraph. (p. 68)

TEaching Tip

WritErs’ ExchangE Work in a team of at least three students. First, choose a fairy tale to retell in an updated way. Next, one team member begins by saying one sentence. Then, another team member adds a sentence to the tale. Team members continue to take turns until the story is complete. Example: Yesterday, a young woman wearing a red baseball cap decided to

visit her grandmother.

Cooperative Learning (Roundtable Writing) The Writers’ Exchange activity can help your students understand narration. Ask students to form teams of three to five students. Instead of saying each sentence, you can ask teams to share ideas and write their updated fairy tales. After teams have finished, ask one member from each team to read the tale to the class. Explain that they have written narrative paragraphs.

59

60 Part ii Paragraph Patterns

LO 1

Define narration.

Teaching Tip Group Work Divide students into small groups. Have them brainstorm real-life types of writing where they would include narration. For example, in a medical dossier, the nurse may give a short narration describing the patient’s progress.

A Exploring

What Is Narration? When you narrate, you tell a story about what happened. You generally explain events in the order in which they occurred, and you include information about when they happened and who was involved in the incidents. You use narration every day. You may write about the week’s events in your personal journal, or you might send a postcard to a friend detailing what you did during your vacation. At college, you may explain what happened during a historical event or what happened in a novel that you have read. At work, you might use narration to explain an incident involving a customer or coworker. Narration is not only useful on its own; it also enhances other types of writing. For example, Jason must write an argument essay about youth crime. His essay will be more compelling if he includes a personal anecdote about the time a gang of youths attacked him in a subway station. In other words, narration can provide supporting evidence for other paragraph or essay patterns.

Narration at Work Joseph Roth, a boiler and pressure vessel inspector, used narrative writing in a memo he wrote to his supervisor. The topic sentence expresses the main idea.

Supporting sentences provide details and examples.

The concluding sentence brings the paragraph to a satisfying close.

Teaching Tip Ask students to answer who, what, when, where, why, and how questions about the “Narration at Work” paragraph.

LO 2 Explain how to write a narrative paragraph. Essay Link In a narrative essay, you can use first- or thirdperson narration.

As you know, I recently inspected the boiler and pressure vessels in the refinery on Highway 11, and I had a few problems that I would like to mention. When I first arrived, the manager of the unit was uncooperative and initially tried to stop me from examining the boiler! After much discussion, I was finally permitted into the boiler room, where I noticed several defects in the operation and condition of the equipment. Immediately, I saw that the low-water fuel cutoff chamber was filled with sludge and could not possibly function properly. Then I realized that the boiler heating surfaces were covered with scale. Finally, I found stress cracks in the tube ends and in tube seats. This is a sure sign of caustic embrittlement, which makes the boiler unsafe to operate and in danger of exploding. I have asked that the boiler be taken out of service immediately. We must follow up to make sure that measures are being taken to replace the boiler.

The Narrative Paragraph There are two main types of narrative paragraphs. 1. Use first-person narration (autobiography). In first-person narration, you describe a personal experience from your point of view. You are directly involved in the story. You use the words I (first-person singular) or we (first-person plural). For example: “When I was a child, I thought that the world began and ended with me. I didn’t know, or care, how other children felt. Thus, when schoolmates ridiculed a shy boy, I gleefully joined in.” 2. Use third-person narration. In third-person narration, you do not refer to your own experiences. Instead, you describe what happened to somebody else. The story is told in the third person using he, she, it, or they. You might tell a story about your mother’s childhood, or you might explain what happened during the last election. In this type of narration, you are

Chapter 5 Narration 61

simply an observer or storyteller; you are not a participant in the action. For example: “The students gathered to protest against the war. One student threw a chair through the window of the student center. Suddenly, people started pushing and shoving.”

Hint

Choose an Interesting Topic

When you write a narrative paragraph, try to choose a topic that will interest the reader. For example, the reader might not be interested if you write about the act of eating your lunch. However, if you write about a time when your best friend argued with a waiter during a meal, you could create an entertaining narrative paragraph. Think about a topic that you personally find very interesting, and then share it with your readers. Try to bring your experience to life so that your readers can share it with you.

Explore Topics

LO 3

Explore topics.

In the Warm Up, you will try an exploring strategy to generate ideas about different topics.

The Writer’s Desk

Warm Up

Think about the following questions, and write down the first ideas that come to your mind. Try to think of two or three ideas for each topic. Example: Can you recount an interesting or funny event that has happened to you, or have family members told you about interesting or funny events that have happened to them? I___________________________________________________________ got stuck in an elevator. My uncle Donovan taught in Japan for a year. What else? My sister brought a stray dog home. My brother and his ___________________________________________________________

Teaching Tip The Writer’s Desk activities provide students with an opportunity to use narration through all stages of the writing process. In the Warm Up, they begin by exploring various topics. Those topics then appear throughout the chapter.

band members got lost. ___________________________________________________________

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1. Have you ever done a good deed, or has someone ever helped you? If so, what happened? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 2. What are some memorable parties or celebrations that you have attended? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 3. Think about interesting true events that have happened to family members or friends. Are some stories particularly funny, sad, or inspiring? List some ideas. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

User Community “I spend more time on Chapter 5 than any other chapter in the text. Even though it is a Basic English class, the focus is on writing, so that is what I emphasize most in my course.” —Karin Russell, Keiser University

62 Part ii Paragraph Patterns

PRACTICE 1 Read the paragraph and answer the questions.

Teaching Tip Practices 1 and 2 provide students with practice identifying first- and third-person narration. Ask students to identify pronouns that are used in Practice 1. Also ask what pronouns could replace the proper nouns in Practice 2.

At eighteen years old, I was offered a scholarship to the University of South Africa. I took my first plane flight and had a very frightening experience. After the plane took off from Cameroon, I took pictures of the fields and clouds below. Suddenly, I realized there was smoke at the rear of the plane. The pilot announced an emergency landing at the international airport in Congo. At that time, Congo was in the midst of a civil war. Suddenly, the passengers who had been calm and relaxed became frantic. Some bowed their heads for their last prayers, and others moved toward the emergency exits. As soon as we landed, rebels approached our plane, and we had to run. We were hiding in a bunker when we heard loud screams from people who were being chased by horsemen with machetes. The frightened civilians stumbled into our safe location, which then exposed us to the attackers. When the rebels saw us, they looked as though they had found a gold mine. Because we were from Cameroon, they decided not to hurt us but stripped us of our possessions. As we walked to a neighboring city, we saw burning homes and running refugees. There were also child soldiers carrying big machine guns and patrolling the city center. Eventually, we made our way to Zimbabwe, and then I caught a ferry to South Africa. This experience changed my perspective on life. Every day when I wake up, I am grateful to be alive and breathe free air. —Beryl Fomundam, student

1. Underline the topic sentence. first-person narration 2. What type of narration is this paragraph? _______________________________ an eighteen-year-old student from Cameroon 3. Who is the narrator? _______________________________________________ in Congo 4. Where is the narrator? ______________________________________________ The plane she was a passenger on caught 5. Why is the narrator in that region? ____________________________________ fire and had to make an emergency landing. ________________________________________________________________ ________________________________________________________________ She has to escape from the Congo because the 6. What happens to her? ______________________________________________ country was fighting a civil war. ________________________________________________________________ ________________________________________________________________ 7. By combining your answers to questions 3 and 6, write a one-sentence summary of the paragraph. Someone who has never read the paragraph should have a clear idea of the paragraph’s content after reading your sentence. When her plane made an emergency landing in the Congo during a civil war, an ________________________________________________________________ eighteen-year-old student had to escape the violence. ________________________________________________________________ ________________________________________________________________

Chapter 5 Narration 63

PRACTICE 2

Teaching Tip

Read the next paragraph and answer the questions. On May 4, 2009, John Yettaw’s reckless and misguided action endangered his freedom and that of a Burmese activist. On that day, Aung San Suu Kyi was being held under house arrest by Burmese military authorities, and she was due to be released in two weeks. Her home in a heavily guarded lakeside compound was supposed to be impenetrable. Yettaw, a Vietnam veteran from Missouri, planned his route across the lake using Google Earth. He made the 1.2-mile swim and was approaching land when guards started throwing rocks at him. Yettaw, undeterred, arrived on shore, climbed a drainpipe, and entered Suu Kyi’s home. Two female assistants fed Yettaw. He then managed to leave the house and swim away, but he was apprehended the next day. Because Yettaw had come without authorization, the Burmese authorities claimed that Suu Kyi had violated her parole. Her prison term was extended for another eighteen months. Thus, Yettaw’s unwise adventure created severe consequences for him and Suu Kyi.

Suggest that students annotate the paragraph. They can highlight and number the events. Burma: a southeast Asian country, also known as Myanmar; under military dictatorship until 2011 Aung San Suu Kyi: a political activist and Nobel Peace Prize winner

—Mya Ne Win, student

John Yettaw, a Vietnam veteran 1. Who or what is the paragraph about? __________________________________ ________________________________________________________________ 2. Underline the topic sentence of the paragraph. The author’s point is that Yettaw’s 3. What point is the author making? _____________________________________ impulsive action endangered the life of Suu Kyi. ________________________________________________________________ third-person narration 4. What type of narration is this paragraph? _______________________________ 5. How does the author support the topic sentence? List some details. Yettaw swam to Suu Kyi’s house, climbed a drainpipe, and entered. He was ________________________________________________________________ uninvited. He was caught the next day. Authorities prolonged Suu Kyi’s ________________________________________________________________ imprisonment. ________________________________________________________________

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________________________________________________________________ 6. Do the details provide adequate support for the topic sentence? Explain your answer. Yes. They show that Yettaw’s bizarre actions caused the authorities to ________________________________________________________________

Essay Link In a narrative essay, the thesis statement expresses the controlling idea.

lengthen Suu Kyi’s imprisonment. ________________________________________________________________

A Developing

The Topic Sentence When you write a narrative paragraph, it is important to express a main point. Simply describing a list of activities is boring for the reader. To make your paragraph interesting, make sure that your topic sentence has a controlling idea.

LO 4 Identify the topic sentence of a narrative paragraph.

64 Part ii Paragraph Patterns

topic

controlling idea

When somebody broke into my house, I felt totally invaded.

controlling idea

topic

Jay learned to be responsible during his first job.

Make a Point In a narrative paragraph, the topic sentence should make a point. For help finding the controlling idea, you can ask yourself the following questions.  What did I learn?  How did I change?  How did it make me feel?  What is important about it? Example:

Topic

Moving out of the family home

Possible controlling idea

Becoming more independent

topic

controlling idea

When I moved out of the family home, I became more independent.

PRACTICE 3 Practice writing topic sentences. Complete the following sentences by adding a controlling idea. Answers will vary. 1. When I moved out of the family home, I felt ____________________________ ________________________________________________________________ 2. In my first job, I learned ____________________________________________ ________________________________________________________________ Teaching Tip Cooperative Learning (Stay & Stray) Divide students into pairs. Ask each pair to brainstorm topic sentences for the three Writer’s Desk topics. Each person should write sentences in his or her own book. Then ask one member in each pair (the person with the longer hair) to stay at his or her desk. The other partners rotate, Group A rotator going to Group B, Group B rotator going to Group C, and so on. The new sets of pairs share what they have written and analyze each other’s sentences, ensuring that there is a clear controlling idea.

3. When Tara heard the news about ____________________________________, she realized ______________________________________________________

The Writer’s Desk

Write Topic Sentences

Write a topic sentence for each of the following topics. You can look for ideas in the Writer’s Desk Warm Up on page 61. Each topic sentence should mention the topic and express a controlling idea. Example: Topic: A funny coincidence When Uncle Donovan met a fellow tourist, they turned out Topic sentence: _________________________________________________________ to have some strange things in common. _________________________________________________________ 1. Topic: A good deed Topic sentence: _______________________________________________

_______________________________________________

Chapter 5 Narration 65

2. Topic: A celebration or party Topic sentence: _______________________________________________

_______________________________________________

3. Topic: A story about someone Topic sentence: _______________________________________________

_______________________________________________

The Supporting Ideas A narrative paragraph should contain specific details so that the reader understands what happened. To come up with the details, ask yourself a series of questions. Your paragraph should provide answers to these questions.  Who is the paragraph about?  What happened?  When did it happen?  Where did it happen?  Why did it happen?  How did it happen? When you recount a story to a friend, you can add details out of order, saying, “I forgot to mention something.” When you write a narrative paragraph, however, your sequence of events should be clearly chronological so that your reader can follow your story.

Vi s u al i z i n g Na rra t ion PRACTICE 4 Brainstorm supporting ideas for the following topic sentence. Write some descriptive words and phrases. Answers will vary.

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Topic Sentence: Our camping trip exposed us to new experiences.

First, we went canoeing. Then, we went on a hike Finally, we cooked over a ____________________________ ____________________________ ____________________________ in the woods. campfire. ____________________________ ____________________________ ____________________________

LO 5 Identify the supporting details of a narrative paragraph.

66 Part ii Paragraph Patterns

The Writer’s Desk

Develop Supporting Ideas

Generate supporting ideas for each topic. List what happened. Example: A funny coincidence 1. A good deed Uncle Donovan was working in Japan ____________________________________ ____________________________

LO 6 Develop a narrative paragraph plan. Essay Link In a narrative essay, you place the thesis statement in the introduction. Each event is developed in a supporting paragraph.

went to see some temples ____________________________________

____________________________

met a stranger ____________________________________

____________________________

asked where she worked ____________________________________

____________________________

were colleagues ____________________________________

____________________________

2. A celebration or party

3. A story about someone

________________________

____________________________

________________________

____________________________

________________________

____________________________

________________________

____________________________

________________________

____________________________

The Paragraph Plan Before you write a narrative paragraph, it is a good idea to make a paragraph plan. Write down events in the order in which they occurred. To make your narration more complete, include details about each event. Topic Sentence: When Uncle Donovan met a fellow tourist, they turned out to have some strange things in common.

Support 1: My uncle was working in Japan for a year. —He went on a tour of some temples. —The only other person in the courtyard was a woman.

Support 2: He started a conversation with the woman. —He asked where she was from. —She was also American. —She was on vacation in Japan.

Support 3: He asked where she worked. —She said, “I teach at Brownfield College.” —Uncle Donovan said he did also. —He asked her which department she taught in. —She said the English department. —She had been hired while he was away. —They were colleagues.

Chapter 5 Narration 67

The Writer’s Desk

Write a Paragraph Plan

Choose one of the topic sentences that you wrote for the previous Writer’s Desk. Write a paragraph plan using some of the supporting ideas that you have generated. Include details for each supporting idea. Topic sentence: __________________________________________________

__________________________________________________

Support 1:

__________________________________________________

Details:

__________________________________________________

__________________________________________________ __________________________________________________ Support 2:

__________________________________________________

Details:

__________________________________________________

Teaching Tip Remind students that they do not have to have three supporting points. They can have more or fewer points.

Teaching Tip Suggest that students keep their plans and attach them to the final version of their paragraphs. The pages in The Writer’s World are detachable.

__________________________________________________ __________________________________________________ Support 3:

__________________________________________________

Details:

__________________________________________________

__________________________________________________ __________________________________________________

The First Draft After you outline your ideas in a plan, you are ready to write the first draft. Remember to write complete sentences. You might include transitional words or expressions to help your ideas flow smoothly.

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Transitional Words and Expressions Transitions can help you show a sequence of events. The following transitional words are useful in narrative paragraphs. To Show a Sequence of Events afterward after that eventually

finally first in the beginning

The Writer’s Desk

in the end last later

meanwhile next then

Write the First Draft

In the previous Writer’s Desk, you developed a paragraph plan. Now write the first draft of your narrative paragraph. Before you write, carefully review your paragraph plan and make any necessary changes.

LO 7 Write the first draft of a narrative paragraph. Teaching Tip Cooperative Learning (Jigsaw) To prepare for this activity, find a selection of comic strips from a newspaper. Find strips that have three or four panels. Cut each strip into separate pieces. Then in class, divide students into pairs. Each pair is given one part of a three-strip cartoon. That pair must write a couple of sentences about what is happening in the panel. Students then search for pairs who have other panels from their comic strip. The new teams of six students work together to create a complete paragraph narrating what happened in the comic strip.

68 Part ii Paragraph Patterns

Tech Teaching Tip

VOCABULARY BOOST

Ask students to go onto their Facebook pages and to track what happened recently to a friend. Then they can write a short paragraph about that friend.

Using Varied Language 1. Underline the opening word of every sentence in your first draft. Check to see if some are repeated. 2. Replace repeated opening words with an adverb like usually, generally, or fortunately or a prepositional phrase, such as On the side or Under the circumstances. You can also begin the sentences with a phrase like Leaving the door open. In other words, avoid beginning too many sentences with a noun or transitional word. Repeated First Words We opened the door of the abandoned house. We looked nervously at the rotting floorboards. We thought the floor might collapse. We decided to enter. We walked carefully across the kitchen floor to the bedroom, one by one. Variety My cousins and I opened the door of the abandoned house. Nervously, we looked at the rotting floorboards. Thinking the floor might collapse, we decided to enter. One by one, we walked across the kitchen floor to the bedroom.

A Revising and Editing

LO 8 Revise and edit a narrative paragraph. Teaching Tip The activity of revising and editing a student paragraph should help your students understand the important link between the writing process and the grammar chapters.

Revise and Edit a Narrative Paragraph When you finish writing a narrative paragraph, carefully review your work and revise it to make the events as clear as possible to your readers. Check that you have organized events chronologically, and remove any irrelevant details. Before you revise and edit your own paragraph, practice revising and editing a student paragraph.

PRACTICE 5 Read the next student paragraph and answer the questions. When Uncle Donovan met a fellow tourist, they turned out to have some strange things in common. Uncle Donovan was on leave for a year from his teaching job. He was working in Japan. One day, he went to see some Buddhist temples. There was only one other person at the temple, a woman. A few minutes later, he started a conversation with her. He asks her where she was from. Raquel was an American vacationing in Japan. Uncle Donovan then asked her where she worked. She said “I teach at Brownfield College.” Astonished, he replied that he worked at the same college. She told him that she worked in the English department. Uncle Donovan was completely dumbstruck. He told her that he also worked in the English department. She had been hired to teach during his absence. They were colleagues. After he returned home, Uncle Donovan told friends and colleagues about how he met Raquel in Japan. Everyone was amazed at the coincidence.

Teaching Tip Cooperative Learning (Pair & Share) First, ask students to read the paragraph silently. As they read, they should circle any mistakes that they find. Then place students in pairs. They can share what they have found and answer the revising and editing questions together.

—Romina Fonseca, student

Revising 1. Write down the two parts of the topic sentence.

topic

+

controlling idea

Donovan met a fellow tourist they had some strange things in common ____________________________________________________________________

Chapter 5 Narration 69

2. What type of order do the specific details follow? Circle the best answer. a. space b. time c. emphatic d. no order 3. What are some transitional expressions that the author used? One day, A few minutes later, After _____________________________________________________ 4. What type of narration is this paragraph?

a. first person

b. third person

Editing 5. This paragraph contains a tense inconsistency. The tense shifts for no apparent reason. Identify the incorrect sentence, and write the correct sentence in the space below. He asked her where she was from. _____________________________________________________ 6. The direct quotation is incorrectly punctuated. Correct the error. There should be a comma after She said. _____________________________________________________

GRAMMAR HINT

Grammar LINK See the following chapters for more information about these grammar topics: Tense consistency, Chapter 27 Quotations, Chapter 35

Using Quotations

When you insert a direct quotation into your writing, capitalize the first word of the quotation and put the final punctuation inside the closing quotation marks. O Place

a comma after an introductory phrase.

Vladimir screamed,“The kitchen's on fire!” O Place

a colon after an introductory sentence.

Vladimir watched me coldly: “We have nothing to discuss.”

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The Writer’s Desk Revise and Edit Your Paragraph Revise and edit the paragraph that you wrote for the previous Writer’s Desk. Make sure that your paragraph has unity, adequate support, and coherence. Also, correct any errors in grammar, spelling, punctuation, and mechanics.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that topic. tell a story. 1. In narrative writing, you _________________________________________ 2. What are the differences between the two following types of narration? The writer describes what happened from his or her point of First person: _____________________________________________________ view (using “I” or “we”). _____________________________________________________

Teaching Tip Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. All students should write two questions on a sheet of paper. Then, in teams, students can ask other members their questions and share answers.

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

70 Part ii Paragraph Patterns

The writer describes what happened to someone else. Third person: _____________________________________________________ _____________________________________________________

3. What are some questions that you should ask yourself when you write a narrative paragraph? who, what, when, where, why, how _____________________________________________________ 4. What organizational method is commonly used in narrative paragraphs? Circle the best answer. a. space order b. time order c. emphatic order

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Writing Link More Narrative Writing Topics Chapter 21, Writer’s Room topic 1 (page 311) Chapter 23, Writer’s Room topic 1 (page 333) Chapter 31, Writer’s Room topic 1 (page 432)

Writing Activity 1: Topics Choose any of the following topics, or choose your own topic. Then write a narrative paragraph. General Topics

College and Work-Related Topics

1. an interesting decade

6. an embarrassing incident at college or work

2. a great or disastrous date 3. an unforgettable holiday 4. a disturbing news event 5. a time when you were influenced by peer pressure

Reading Link

8. a positive or negative job interview 9. an encounter with a difficult customer 10. a proud moment at work or college

More Narrative Readings “My Prison Story” by Yirga Gebremeskel (page 195) “A Lesson in Humility” by Jeff Kemp (page 196) “The Sanctuary of School” by Lynda Barry (page 528) “My Relentless Pursuit of the Guy Who Robbed Me” by Amanda Enayati (page 556)

7. a life-changing meeting

Writing Activity 2: Media Writing Watch a popular television show or movie that shows a character overcoming a challenge. Examples are the movie Django Unchained and television programs such as Nashville, Chicago Fire, and Scandal. You can even go on YouTube and watch some videos about people who have to overcome challenges to meet their personal goals. For example, Susan Boyle surprised audiences when she sang on Britain’s Got Talent. Narrate what happened.

Chapter 5 Narration 71

Narrative Paragraph Checklist As you write your narrative paragraph, review the checklist at the end of the book. Also ask yourself the following questions.  Does my topic sentence clearly express the topic of the narration?  Does my topic sentence contain a controlling idea that is meaningful and interesting?  Does my paragraph answer most of the following questions: who, what, when, where, why, how?  Do I use transitional expressions that help clarify the order of events?

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 Do I include details to make my narration more interesting?

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

6

Description

LEARNINg OBJECTIVES LO 1 Define description. (p. 73)

When professional photographers prepare for a session, they adjust the lighting, the model, and the camera angle to make a visual impression. In descriptive writing, you use words to create a distinct image.

FPO

LO 2 Explain how to

write a descriptive paragraph. (p. 73)

LO 3 Explore topics. (p. 75) LO 4 Identify the topic sentence of a description paragraph. (p. 75)

LO 5 Identify the supporting

details of a description paragraph. (p. 76)

LO 6 Develop a descriptive

paragraph plan. (p. 79)

LO 7 Write the first draft of a descriptive paragraph. (p. 79)

LO 8 Revise and edit

a descriptive paragraph. (p. 80)

TEAChINg TIP Cooperative Learning (Nonstop Talking) The Writers’ Exchange activity helps students understand description. Give students about forty seconds to speak and flick the lights when you want the speakers to change. Students can write a team paragraph about one of the places someone described.

72

WRITERS’ EXChANgE Work with two or three students. First, think about a particular place. It can be a street, a coffee shop, a mall, a park, or any other place in your region. Describe details about that place. Describe sights, sounds, and smells. Speak nonstop about the place for about forty seconds. Your teammates must guess the place that you are describing.

Chapter 6 Description 73

LO 1

A Exploring

Define description.

User Community

What Is Description? Description creates vivid images in the reader’s mind by portraying people, places, or moments in detail. You use description every day. At home, you might describe a new friend to your family, or you might describe an object that you bought. At college, you might describe the structure of a cell or the results of a lab experiment. At work, you may describe a new product to a client, or you could describe the qualities of potential clients to your boss.

“My students appreciate how the beginning of each chapter includes a photo and an overview of the contents of the chapter. I tell them that those are the ideas they need to grasp from each chapter. The visual appeal of the text is a great motivator for my students.” —Karin Russell, Keiser University

Description at Work In this excerpt from a note sent from Dr. Pradish Chowdhury to his students, he describes chicken pox. Chicken pox, related to the herpes family, is a highly contagious virus. The first symptoms include skin that is hot to the touch. A rash, appearing like small red spots, appears on the upper part of the body. Within about twenty-four hours, the spots become fluid-filled and itchy blisters, which can appear on the face, scalp, back, chest, and even inside the nostrils and mouth. Sometimes the skin becomes darker around the blisters, which can number in the hundreds. Keep an infected child’s nails very short, as scratching can cause blisters to become infected and can leave scars. After a few days, crusty scabs form and the blisters fall off. Full recovery takes about a week to ten days.

The Descriptive Paragraph When you write a descriptive paragraph, focus on three main points.

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1. Create a dominant impression. The dominant impression is the overall atmosphere that you wish to convey. It can be a strong feeling, mood, or image. For example, if you are describing a business meeting, you can emphasize the tension in the room. 2. Express your attitude toward the subject. Do you feel positive, negative, or neutral toward the subject? For example, if you feel positive about your best friend, then the details of your paragraph about him or her should convey the good feelings you have. If you describe a place that you do not like, then your details should express how uncomfortable that place makes you feel. You might write a neutral description of a science lab experiment. 3. Include concrete details. Details will enable a reader to visualize the person, place, or situation that is being described. You can use active verbs and adjectives so that the reader imagines the scene more clearly. You can also use imagery, which is description using the five senses. Review the following examples of imagery. Sight While talking casually to her husband, Joanna absentmindedly tugs at a hangnail until the skin tears and a tiny droplet of blood appears. —Deborah Tannen, You’re Wearing That?

Sound As the glass tinkled onto the cellar floor, he heard a low growl. —Christopher Morley, The Haunted Bookshop

The topic sentence expresses the main idea. Supporting sentences provide details and examples. The concluding sentence brings the paragraph to a satisfactory close.

LO 2 Explain how to write a descriptive paragraph. Teaching Tip Group Work With students, brainstorm real-life types of writing where description is used. For example, travel brochures and advertisements include descriptions.

Teaching Tip Ask students to read the excerpt in the Description at Work box and identify details that appeal to the senses.

Essay Link In descriptive essays, you should also create a dominant impression, express your attitude toward the subject, and include concrete details.

74 Part II Paragraph Patterns

Smell

Teaching Tip

—Stewart Edward White, The Blazed Trail

Cooperative Learning (Sharing Circle) Write a topic on the board, such as the campus coffee shop. Then place students in teams of four or five. Ask half of the groups to brainstorm lists of words and phrases that depict a negative attitude about the topic. Ask the other half to brainstorm lists of words and phrases that depict a positive attitude about the topic. Have students share their ideas with the class.

Touch My heart started racing, perspiration dripped down my face causing my glasses to slide, and I had a hard time breathing. —Bebe Moore Campbell, “Dancing with Fear”

Taste I asked for fresh lemonade, and got it—delicious, and cold, and tangy with real fruit. —Mary Stewart, My Brother Michael

PRACTICE 1 Read the next paragraph and answer the questions. My biological father left before my birth, and my single mother worked three dead-end jobs. By my twelfth birthday, I was gang affiliated, and I was on a first-name basis with police. I tried medications and meditation to relieve my built-in rage, but nothing helped. My life changed, and I became tamed when I found a five-foot six-inch, sun-rotted, waterlogged surfboard in my neighbor’s garbage. Initially, learning to surf wasn’t easy. During my first hundred times, I nearly drowned. I’d swallow the salty water as I tumbled into the ocean, often banging my head on the board. Of course, there were moments of terror. I was often visited by an ancient predator, the shark. Sharks can pick up on the electromagnetic beat of the human heart and sense fear, so I learned to tame my nerves. Furthermore, I learned about balance. Sitting on the board naturally calmed my heart rate while I stared into the vast blue, aware of the swooshing waves and squawking seagulls and the fishy odors. Ultimately, surfing gave me what I had never had, a sense of real belonging. When I am in the ocean, I am in the womb, attached to the birth cord. To the naked eye, my surfboard is a dinged-up piece of foam, fiberglass, and epoxy resin. To me, it is a thousand stories of courage and joy.

Teaching Tip Cooperative Learning (Jigsaw) You can continue with the same topic, “the campus coffee shop.” Divide the class into five teams. Team A must write two to four sentences about the place using imagery that appeals to sight. Team B writes using imagery that appeals to sound, Team C about smell, Team D about touch, and Team E about taste. Give teams a few minutes to write their sentences. Then each team can share their sentences with the class.

The odor of fresh-sawed pine perfumed the air.

—Robert James Perkins, student

1. Underline the topic sentence. Be careful, as it may not be the first sentence in the paragraph. Answers will vary. 2. What is the dominant impression that the writer creates?

a. pride

b. rage

c. shock

Give examples that show the dominant impression. Surfing gave me what I never had, a sense of real belonging. / To me ________________________________________________________________ [a surfboard] is a thousand stories of courage and joy. ________________________________________________________________ 3. Provide examples from the paragraph of each type of sensory detail. Answers will vary

swallow the salty water c. taste I’d _______________________________________________________ banging my head on the board d. touch _______________________________________________________

fishy odors e. smell the _______________________________________________________

Teaching Tip Discuss the images with the students. You can ask them to find an example of a metaphor, such as when he calls the ocean a womb.

five-foot six-inch, sun-rotted, waterlogged surfboard a. sight _______________________________________________________ waves and squawking seagulls b. sound swooshing _______________________________________________________

4. How did riding a surfboard affect or change the author? It helped relieve his built-in rage. He became calmer, more courageous, and ________________________________________________________________ more joyful. ________________________________________________________________

Chapter 6 Description 75

Explore Topics

LO 3

Explore topics.

In the Warm Up, you will try an exploring strategy to generate ideas about different topics.

The Writer’s Desk

Teaching Tip

Warm Up

Think about the following questions, and write down the first ideas that come to your mind. Try to think of two or three ideas for each topic. Example: What are some strong impressions you have had at a workplace? donut shop smells ____________________________________________________________ images when I first tried welding ____________________________________________________________ the loud banging in the machine shop ____________________________________________________________

The Writer’s Desk activities provide students with an opportunity to use description and develop a topic through all stages of the writing process. In the Warm Up, they begin by exploring various topics. Those topics then carry on throughout the chapter.

1. What were some very emotional moments in your life? (Think about two or three moments when you felt extreme joy, sadness, excitement, anxiety, or other strong emotions.) ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. Describe your food quirks. What are your unusual tastes or eating habits? Which foods do you really love or hate? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3. What are some very beautiful places in or near your home?

Teaching Tip You might discuss food quirks with your students to help them get their ideas flowing. For example, ask them to think about their food preferences when they were children.

____________________________________________________________ ____________________________________________________________

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____________________________________________________________

Essay Link

A Developing When you write a descriptive paragraph, choose a subject that lends itself to description. In other words, find a subject that appeals to the senses. For example, you can describe the sounds, sights, tastes, and smells in a bakery.

The Topic Sentence In the topic sentence of a descriptive paragraph, you should convey a dominant impression about the subject. The dominant impression is the overall impression or feeling that the topic inspires.

topic

controlling idea

The abandoned buildings in our neighborhood are an eyesore.

topic

controlling idea

When the car skidded, I panicked.

In a descriptive essay, the thesis statement expresses the controlling idea.

LO 4 Identify the topic sentence of a description paragraph. ESL Teaching Tip Encourage your nonnative speakers to write about culture-specific topics. Let them know that others in the class will appreciate descriptive details about different subjects.

76 Part II Paragraph Patterns

Hint

How to Create a Dominant Impression

To create a dominant impression, ask yourself how or why the topic is important. Poor The parade was noisy.

(Why should readers care about this statement?)

topic

controlling idea

Better The parade participants loudly celebrated the arrival of the New Year.

The Writer’s Desk

Write Topic Sentences

Write a topic sentence for each of the following topics. You can look for ideas in the previous Writer’s Desk. Remember to narrow each topic. Each topic sentence should state what you are describing and contain a controlling idea. Example: Topic: Impressions at work

first attempt at arc welding filled me with awe. Topic sentence: My ______________________________________________ ____________________________________________________________ 1. Topic: An emotional moment Topic sentence: ______________________________________________ ____________________________________________________________ 2. Topic: Food quirks (unusual food habits or foods you love or hate) Topic sentence: ______________________________________________ ____________________________________________________________ 3. Topic: A beautiful place Topic sentence: ______________________________________________ ____________________________________________________________

LO 5 Identify the supporting details of a description paragraph.

The Supporting Ideas After you have developed an effective topic sentence, generate supporting details. The details can be placed in space, time, or emphatic order.

Visua liz ing D e sc ript ion PRACTICE 2 Brainstorm supporting ideas for the following topic sentence. Write some descriptive words or phrases. Answers will vary.

Chapter 6 Description 77

Topic Sentence: During my walk in the forest, the scenery fascinated me.

babbling water ____________________________ blue-green rocks ____________________________

brilliant blue feathers ____________________________

gently lapping the water ____________________________

delicate tail ____________________________

reflection in the water ____________________________

head crest ____________________________

purple flowers ____________________________

large black eyes ____________________________ Teaching Tip

Show, Don’t Tell Your audience will find it more interesting to read your written work if you show a quality of a place or an action of a person rather than just state it. Example of Telling

Recently, a snowstorm arrived and was impressive.

Example of Showing Recently, a blizzard roared off Lake Michigan and blasted our farm. The trees moaned and their branches creaked. Wind-driven snow encased pine needles, heaped into drifts, and sculpted fields. Curtains of snow-draped shrubs created small caverns where sparrows and rabbits hid. —from “Snow” by Joan Donaldson

PRACTICE 3

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Choose one of the following sentences, and write a short description that shows—not tells—the quality of the person, place, thing, or event. Answers will vary. 1. The food smelled delicious. 2. It was a hot day. 3. The child’s room was messy.

Cooperative Learning (Roundtable Writing) Give your students a list of one-line sentences such as The toddler was cranky, The park is dirty, or The schoolyard is noisy. Place students in teams, and ask them to expand on the description by writing a paragraph that shows the quality. Then teams can share what they have written with the class. Another activity is to ask students to write one sentence at the top of a sheet. Then team members rotate their sheets around their group, adding ideas to each sheet that they receive. They focus on showing the quality. Essay Link

List Sensory Details To create a dominant impression, think about your topic and make a list of your feelings and impressions. These details can include imagery (images that appeal to sight, sound, touch, taste, and smell). Topic: An abandoned building Details: —damp floors

—boarded-up windows —broken glass

—musty —gray bricks

—graffiti on the walls

—chipping paint

When you plan a descriptive essay, it is useful to list sensory details.

78 Part II Paragraph Patterns

Teaching Tip Discuss the examples in the Vocabulary Boost with students. Ask students to explain the connotations of different words such as ravenous and peckish.

VOCABULARY BOOST Using Vivid Language When you write a descriptive paragraph, try to use vivid language. Use specific action verbs and vivid adjectives to create a clear picture of what you are describing.

unpretentious

The wealthy owner was nice.

(Use a more vivid, specific adjective.)

ESL Teaching Tip Cooperative Learning (Sharing Circle) Encourage your nonnative speakers to use a thesaurus or a dictionary to find vivid vocabulary. To have students practice making lists of descriptive words and phrases, divide them into groups and give each group a photograph to describe. (You could use the photos in this book on pages 54, 65, and 77.) Because nonnative speakers may choose inappropriate words from a thesaurus, ask teams (which should include native speakers) to verify that all descriptive words are used correctly. Students can share their ideas with the class.

ESL Teaching Tip Pair Work If your nonnative speakers have trouble using descriptive imagery, ask them to work with a partner and brainstorm some ideas.

howled

The wind blew.

(Use a more vivid, specific verb or image.)

Think about other words or expressions that more effectively describe these words:

ravenous, starving, famished, peckish Hungry: ________________________________________________________________ Not friendly:

nasty, rude, ill-tempered, callous, cruel, malicious ________________________________________________________________

whimper, wail, weep, sob, sniffle, blubber, bawl Cry: ________________________________________________________________ whisper, lecture, gossip, chatter, babble Speak: ________________________________________________________________

The Writer’s Desk

List Sensory Details

Think about images, impressions, and feelings that the following topics inspire in you. Refer to your topic sentences on page 76, and make a list under each topic. Example: Impressions at work 1. An emotional moment: _______ arc welding _____________________________ flashing light _____________________________

__________________________

burning smell _____________________________ bright sparks _____________________________

__________________________

smell of rust _____________________________ bending wire _____________________________

__________________________

popping sound _____________________________

__________________________

__________________________ __________________________ __________________________

2. Food quirks: __________________ 3. A beautiful place: ____________ _____________________________

__________________________

_____________________________

__________________________

_____________________________

__________________________

_____________________________

__________________________

_____________________________

__________________________

_____________________________

__________________________

_____________________________

__________________________

Chapter 6 Description 79

The Paragraph Plan A descriptive paragraph should contain specific details so that the reader can clearly imagine what is being described. When you make a paragraph plan, remember to include concrete details. Also think about the organizational method that you will use. Topic Sentence: My first attempt at arc welding filled me with awe. Support 1: Details: Support 2: Details: Support 3: Details:

At first, the flashing lights frightened me. —popping and cracking sound —like a roaring brush fire —bright sparks The smell of burning newspaper filled the air. —oxidized metal —odor of a rusty boat hull I was able to shape the raw metal. —red-hot wire —bent like licorice

The Writer’s Desk

Write a Paragraph Plan

Choose one of the topic sentences that you wrote for the Writer’s Desk on page 76, and write a detailed paragraph plan. You can include some of the sensory details that you have generated in the previous Writer’s Desk.

LO 6 Develop a descriptive paragraph plan. Essay Link In a descriptive essay, place the thesis statement in the introduction. Then, develop each supporting idea in a body paragraph. Include descriptive details.

Teaching Tip Advise students that they may include more than three supporting ideas in their paragraph plans.

Topic sentence: _________________________________________________ _________________________________________________ Support 1: _________________________________________________ Details: _________________________________________________ _________________________________________________ _________________________________________________ Support 2: _________________________________________________

Teaching Tip Suggest that students keep their plans and attach them to the final version of their paragraphs. The pages in The Writer’s World are detachable.

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Details: _________________________________________________ Support 3: _________________________________________________ Details: _________________________________________________

The First Draft After you outline your ideas in a plan, you are ready to write the first draft. Remember to write complete sentences. You might include transitional words or expressions to help your ideas flow smoothly.

Transitional Words and Expressions You can use space order to describe a person, place, or thing. The following transitions are useful in descriptive paragraphs.

LO 7 Write the first draft of a descriptive paragraph. Teaching Tip Encourage all students to use a dictionary and thesaurus to enhance their vocabulary when they are writing descriptions.

80 Part II Paragraph Patterns

To Show Place or Position above behind below beside

beyond closer in farther out in front

The Writer’s Desk

in the distance nearby on the left/right on top

outside over there under underneath

Write the First Draft

In the previous Writer’s Desk, you developed a paragraph plan. Now write the first draft of your descriptive paragraph. Before you write, carefully review your paragraph plan and make any necessary changes.

A Revising and Editing

LO 8 Revise and edit a descriptive paragraph. Teaching Tip The activity of revising and editing a student paragraph should help your students understand the important link between the writing process and the grammar chapters.

Teaching Tip Cooperative Learning (Pair & Share) First, ask students to read the paragraph silently. As they read, they should circle any mistakes that they find. Then place students in pairs. They can share what they have found and answer the revising and editing questions together.

Revise and Edit a Descriptive Paragraph When you finish writing a descriptive paragraph, carefully review your work and revise it to make the description as clear as possible to your readers. Check that you have organized your steps logically, and remove any irrelevant details.

PRACTICE 4 Read the following student paragraph, and answer the questions. Eight years ago, my first attempt at arc welding filled me with awe. I was fearful, uncovered yet I felt as if I had uncover a great secret. At first, the flashing lights frightened me. They made a popping and crackling noise that sounded like a roaring brush fire. Imagine charging a car battery and accidentally knocking the clamps. Sparks flew, yet I could control and maintain the sparking. An odor like that of burning newspaper filled the air. Also, the oxidized metal . It smelled like a rusty boat hull after a rainfall. I felt so powerful because I could make raw metal take shape. Using I bent a vise, the red-hot steel bent as easily as a piece of licorice. ^ —Kelly Bruce, student Revising 1. Underline the topic sentence. 2. Highlight three vivid images in the paragraph. 3. The paragraph ends abruptly. Add a concluding sentence. Answers will vary. ________________________________________________________________ ________________________________________________________________

Chapter 6 Description 81

Editing

Grammar Link

4. Underline and correct one past participle error. 5. A fragment lacks a subject or verb and is an incomplete sentence. Underline and correct one fragment. Answers will vary. 6. Underline and correct a dangling modifier. See the following Grammar Hint for an explanation about dangling modifiers.

Grammar Hint

See the following chapters for more information about these topics: Past Participles, Chapter 24 Fragments, Chapter 20 Modifiers, Chapter 31

Using Modifiers

When you revise your descriptive essay, check that your modifiers are placed near the items they are modifying. Also make sure that the modifier is connected to another part of the sentence and is not dangling. Incorrect

Gazing at the sky, the clouds drifted on the horizon.

Correct Gazing at the sky, I noticed the clouds drifting on the horizon.

The Writer’s Desk Revise and Edit Your Paragraph Revise and edit the paragraph that you wrote for the previous Writer’s Desk. Check that your paragraph has unity, adequate support, and coherence. Also, correct any errors in grammar, spelling, punctuation, and mechanics.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that topic. Answers will vary.

Teaching Tip Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. All students should write two questions on a sheet of paper. Then, in teams, students can ask other members their questions and share answers.

Create a dominant 1. What are the main features of a descriptive paragraph? _________________ impression; express your attitude toward the subject; include concrete _____________________________________________________________ Copyright © 2015 by Pearson Education

details; show, not tell, the subject’s qualities or actions. _____________________________________________________________ _____________________________________________________________ description using the five senses 2. Define imagery. ________________________________________________ 3. Look at the familiar words below. Write down at least two more descriptive ways to say each word. Try to find words that are more specific. gloomy, tearful adorable, engaging a. cute _______________________ c. sad ________________________ furious, upset cruel, evil b. angry ______________________ d. mean ______________________

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

82 Part II Paragraph Patterns

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Teaching Tip Ask students to read one of the descriptive essays at the back of the book before they write a paragraph. Writing Link More Descriptive Writing Topics Chapter 20, Writer’s Room topic 2 (page 304) Chapter 22, Writer’s Room topic 1 (page 319) Chapter 23, Writer’s Room topic 2 (page 333) Chapter 27, Writer’s Room topic 1 (page 375) Chapter 36, Writer’s Room topic 1 (page 491)

Teaching Tip Have students read one of these essays in Part V. They can discuss the effectiveness of the imagery.

Writing Activity 1: Topics Choose any of the following topics, or choose your own topic. Then write a descriptive paragraph. General Topics

College and Work-Related Topics

1. an interesting house or building

6. a quiet area on campus

2. a comfortable room

7. an unusual student or coworker

3. an evening out

8. an inspiring teacher or instructor

4. a scene from nature

9. an uncomfortable uniform

5. a positive person

10. a place with a good or bad odor

Writing Activity 2: Media Writing Watch a popular television show or movie that describes the future or that depicts mysterious places. For example, you can choose the movies Looper, District 9, Gamer, The Twilight Saga, and Star Trek or television shows such as Game of Thrones, The Walking Dead, and True Blood. In a paragraph, describe the setting or main characters. Use imagery that appeals to the senses.

Reading Link More Descriptive Readings “Roaring Waves of Fire” by Christi Lester (page 200) “Chicken Hips” by Catherine Pigott (page 201) “The Catcher of Ghosts” by Amy Tan (page 525) “Aunt Tee” by Maya Angelou (page 540)

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

Descriptive Paragraph Checklist As you write your descriptive paragraph, review the checklist at the end of the book. Also ask yourself the following questions.  Does my topic sentence clearly show what I will describe?  Does my topic sentence have a controlling idea that makes a point about the topic?  Does my paragraph make a dominant impression?  Does my paragraph contain supporting details that appeal to the reader’s senses?  Do I use vivid language?

Process

7

Learning Objectives LO 1 Define process. (p. 84)

LO 2 Explain how to

write a process paragraph. (p. 84)

LO 3 Explore topics. (p. 86)

LO 4 Identify the topic

sentence of a process paragraph. (p. 87)

LO 5 Identify the

supporting ideas of a process paragraph. (p. 88)

Dancers learn new steps by following a process. Similarly, in process writing, you describe how to do something.

LO 6 Develop a process paragraph plan. (p. 90)

LO 7 Write the first

draft of a process paragraph. (p. 91)

LO 8 Revise and edit a

process paragraph. (p. 91)

Writers’ Exchange Choose one of the following topics, and have a group or class discussion. Describe the steps you would take to do that process. 1. How to write a paragraph 2. How to ruin a date 3. How to recognize when someone is lying 4. How to be a better person

Teaching Tip Cooperative Learning (Jigsaw) The Writers’ Exchange activity helps students understand process. Divide students into groups of four. Each group discusses one of the topics and brainstorms a short list of steps. Then the groups share their steps with the rest of the class.

83

84 Part II Paragraph Patterns

A Exploring

LO 1

Define process.

Teaching Tip Group Work Divide students into small groups. Have them brainstorm real-life types of writing where process is used. For example, instruction manuals use process writing.

Teaching Tip Ask students to number the steps of the process.

The topic sentence expresses the main idea.

Supporting sentences provide details and examples. The concluding sentence brings the paragraph to a satisfying close.

LO 2 Explain how to write a process paragraph. Essay Link Process essays also focus on completing or understanding a process.

What Is a Process? A process is a series of steps done in chronological order. In process writing, you explain how to do something, how an incident took place, or how something works. You explain processes every day. At home, you may explain to a family member how to use an electronic appliance, or you may need to give written instructions to a babysitter or caregiver. At college, you may explain how to perform a scientific experiment or how a new product was invented. At work, you may explain how to operate a machine or how to do a particular job.

Process at Work In this memo to fellow employees, Mawlid Abdul Aziz, a network administration assistant, uses process writing to explain how to install antivirus software on a computer. Because of a new security threat circulating on the Internet, the IT department strongly recommends that you update your antivirus software. To do so, doubleclick on the antivirus icon at the bottom right on your computer screen (system tray). The correct icon should appear at the far left of the row of icons. Then, a window will appear that is called the virus scan console. In this window, there are several items, one of which is labeled “Automatic Update.” When you double-click on that button, another window will appear that contains the button “Run Now.” Click on it, and after a minute or two, there will be a message box saying “completed.” Please do not hesitate to contact the IT department if you encounter any difficulty with this procedure.

The Process Paragraph There are two main types of process paragraphs.  Complete a process. This type of paragraph contains directions on how to complete a particular task. For example, a writer might explain how to paint a picture, how to repair a leaky faucet, or how to get a job. The reader should be able to follow the directions and complete the task.  Understand a process. This type of paragraph explains how something works or how something happens. In other words, the goal is to help the reader understand a process rather than do a process. For example, a writer might explain how the heart pumps blood to other organs in the body or how a country elects its political leaders.

PRACTICE 1 A framed painting hanging on a wall creates its own imaginary world. Understanding and responding to a painting does not have to be difficult. First, get up close. When you approach a picture, step into its universe. Put your nose up close and observe the picture as a physical object. Drink in its visual and physical properties. Next, take a step back and look at the picture as a whole. Look at the arrangement or composition of the picture’s

Chapter 7 Process 85

elements: background or foreground, implied movement, and dramatic action. Is there a story? Who are the human figures? Are there symbols? What feelings or ideas does it stimulate in you? Then, think and apply what you know. Study the picture in historical context. This knowledge can help identify the style or movement to which a picture belongs. It can tell you about the work’s patron or something significant about the artist’s life and how this work fits into that story. Finally, respond with your own thoughts and feelings. Look at what it shows you and listen to what it says and record that experience for yourself in a journal or notebook. This personal reflection fixes the impression and helps you recall this picture as something you’ve become acquainted with. —Philip E. Bishop, A Beginner’s Guide to the Humanities

understanding and responding to a 1. a. What is the topic of this paragraph? ________________________________ painting ________________________________________________________________

It is not difficult. b. What is the controlling idea in the topic sentence? _____________________ _________________________________________________________________

2. What type of process paragraph is this?

a. complete a process

b. understand a process

3. List the main steps the author suggests to help you understand a painting. Get close to the painting. ________________________________________________________________ Look at the painting as a whole from a distance. ________________________________________________________________ the picture in a historical context. Study ________________________________________________________________ Respond to the painting with your thoughts and feelings. ________________________________________________________________

PRACTICE 2

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Read the next paragraph, and answer the questions.

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Back in the early 1950s, Jim Henson created one of his first Muppets, Kermit, using his imagination and everyday materials. First, he planned the design, making a detailed sketch of a lizard-like creature. Then he proceeded to build the Muppet. Cutting up the fabric from a discarded fuzzy green coat that had belonged to his mother, Henson created Kermit’s head. According to Shanna Freeman in How Stuff Works, Henson made the lizard’s eyes by cutting a spherical toy called Wacky Stax in half and attaching the pieces to the face. Kermit’s body was built from stiff cardboard covered in the coat’s green fabric. Because the Muppet’s head was mainly built with soft material, Henson could use his hand to make Kermit’s face expressive. By tilting his hand or twisting his fingers inside Kermit’s mouth, Henson made the little creature come alive. Henson also provided Kermit with his distinctive voice. Later, Henson added a collar to Kermit’s neck, and the creature became more clearly identified as a frog. Kermit was originally a character in television commercials, but it is the children’s television series Sesame Street that ingrained Kermit in people’s minds and hearts. —Jill Chang, student

“The activities included throughout each chapter are also very good for my students. We often work through the activities together as a class or in small groups.” —Karin Russell, Keiser University

86 Part II Paragraph Patterns

1. Underline the topic sentence. 2. What type of process paragraph is this? Circle the best answer.

a. complete a process

b. understand a process

3. List the steps in the process. The first one has been done for you. made a detailed sketch ________________________________________________________________ cut up an old coat to make the head ________________________________________________________________ added eyes using a Wacky Stax toy ________________________________________________________________ covered cardboard in fabric to make the body ________________________________________________________________ used his hand to make the puppet’s face expressive ________________________________________________________________ provided Kermit with his distinctive voice ________________________________________________________________ added a collar to the neck ________________________________________________________________

PRACTICE 3 For each of the following topics, write C if it explains how to complete a process, or write U if it explains how to understand a process (how something works or how something happens).

LO 3

Explore topics.

1. How to train a pet dog

C _____

2. The stages in a child’s development

U _____

3. Three steps to making your eyes more attractive

C _____

4. How to avoid being mugged

C _____

5. How a cloud forms

U _____

Explore Topics In the Warm Up, you will try an exploring strategy to generate ideas about different topics.

Teaching Tip The Writer’s Desk activities provide students with an opportunity to use process and develop a topic through all stages of the writing process. In the Warm Up, they begin by exploring various topics. These topics are then carried throughout the chapter.

The Writer’s Desk

Warm Up

Think about the following questions, and write down the first ideas that come to your mind. Try to think of two or three ideas for each topic. Example: Explain how to do a group “flash mob” activity. Write down some

of the steps in the process.

—to make a flash mob dance, you need to find music —organize your friends and learn the steps —perform the dance in a public place

Chapter 7 Process 87

1. How do you do a particular activity at your workplace? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. What are some things you should do to succeed in college? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3. Think about a particular holiday or celebration that you enjoy. What are some things you do to prepare for that holiday? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

A Developing

Essay Link

When you write a process paragraph, choose a process that you can easily cover in a single paragraph. For example, you might be able to explain how to send an e-mail message in a single paragraph; however, you would need much more than a paragraph to explain how to use a particular computer software program.

The Topic Sentence In a process paragraph, the topic sentence states which process you will be explaining and what readers will be able to do or understand after they have read the paragraph.

topic

controlling idea

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To calm your child during a tantrum, follow the next steps.

controlling idea

topic

With inexpensive materials, you can redecorate a room in your house.

Hint

Make a Point

Your topic sentence should not simply announce the topic. It should make a point about the topic. Announces

I will describe how to do speed dating. controlling idea

topic

Correct It is surprisingly easy and efficient to meet someone using speed dating.

In a process essay, the thesis statement expresses the controlling idea.

LO 4 Identify the topic sentence of a process paragraph.

88 Part II Paragraph Patterns

Teaching Tip Cooperative Learning (Pair & Share) Divide students into pairs. Ask each pair to work on a single sheet of paper and to brainstorm topic sentences for the three Writer’s Desk topics. Then ask pairs to exchange sheets of paper. On the new sheet, they can circle the topic and underline the controlling idea of each topic sentence.

The Writer’s Desk

Write Topic Sentences

Write a topic sentence for each of the following topics. You can look for ideas in the previous Writer’s Desk on page 86. Remember to narrow each topic. Each topic sentence should state the process and should contain a controlling idea. Example: Topic: How to create a flash mob event

To create a fun flash mob dance, there are a few steps Topic sentence: ________________________________________________ you should follow. _______________________________________________ 1. Topic: How to do an activity at work Topic sentence: _______________________________________________

_______________________________________________

2. Topic: How to succeed in college Topic sentence: _______________________________________________ Essay Link In an essay, each body paragraph could describe a process. For example, in an essay about how to get rich, one body paragraph could be about buying lottery tickets and another could be about inventing a product.

LO 5 Identify the supporting ideas of a process paragraph.

Teaching Tip Explain to students that the List of Examples is a list of different products that may make someone rich, while the Steps in the Process is a list of steps to invent a product that can make someone rich. Remind students that an essay can describe more than one process, but a paragraph should explain only one process.

_______________________________________________

3. Topic: How to prepare for a holiday or celebration Topic sentence: _______________________________________________

_______________________________________________

The Supporting Ideas A process paragraph contains a series of steps. When you develop supporting ideas for a process paragraph, think about the main steps that are necessary to complete the process. Most process paragraphs use time order.

Hint

Give Steps, Not Examples

When you explain how to complete a process, describe each step. Do not simply list examples of the process. Topic: How to Get Rich List of Examples

Steps in the Process

write a best seller

do market research

win the lottery

find a specific need

invent a product

invent a product to fulfill that need

inherit money

heavily promote the product

Chapter 7 Process 89

Vi s u al i z i n g Proc e ss PRACTICE 4 Brainstorm supporting ideas for the following topic sentence. List some steps that you should take. Answers will vary. Topic Sentence: Putting in contact lenses is not a difficult procedure.

apply the lens wash hands carefully remove lens hold eyelid open ______________________ ______________________ ______________________ ______________________ rinse off the soap from the case solution gently insert lens ______________________ ______________________ ______________________ ______________________

The Writer’s Desk

List the Main Steps

Think of three or four essential steps in each process. Make a list under each topic. Example: How to create a flash mob

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event

1. How to do an activity at work

choose a song and a sound system

____________________________

contact friends using Facebook

____________________________

practice the dance moves

____________________________

meet in a public place to dance

____________________________

____________________________

____________________________

2. How to succeed in college

3. How to prepare for a holiday or a celebration

____________________________

___________________________

____________________________

___________________________

____________________________

___________________________

____________________________

___________________________

____________________________

___________________________

90 Part II Paragraph Patterns

LO 6 Develop a process paragraph plan. Essay Link In a process essay, place the thesis statement in the introduction. Then use each body paragraph to explain a step in the process.

The Paragraph Plan A paragraph plan helps you organize your topic sentence and supporting details before you write a first draft. Decide which steps and which details your reader will really need to know to complete the process or understand it. Write down the steps in chronological order. Topic Sentence: To create a fun flash mob dance, there are a few steps you should follow. Support 1: Details: Support 2: Details: Support 3: Details: Support 4: Details:

Hint

Find a song that you’d like to dance to. —Borrow a good sound system. —Choose a song that everyone will recognize. Organize the event using Facebook and Twitter. —Determine a time and place to practice. —Try to get as many people as possible. Meet somewhere to practice the dance steps. —Choreograph the steps. —Repeat until everyone knows the routine. At a planned time in a public place, do the flash mob dance. —Act like normal members of the public. —Turn on the music and start dancing. —Bystanders will stare in amazement and maybe join in.

Include Necessary Tools or Supplies

When you are writing a plan for a process paragraph, remember to include any special tools or supplies a reader will need to complete the process. For example, if you want to explain how to pack for a move, you should mention that the reader will need boxes, felt-tip markers, newsprint, twine, scissors, and tape.

The Writer’s Desk

Write a Paragraph Plan

Choose one of the topic sentences that you wrote for the Writer’s Desk on page 88, and then list the main steps to complete the process. Also add details and examples that will help to explain each step. Topic sentence: __________________________________________________ Teaching Tip Remind students that they can have fewer or more than five steps in the paragraph plan.

__________________________________________________

Supporting points:

Step 1: __________________________________________________

Details: __________________________________________________

__________________________________________________

Step 2: __________________________________________________

Details: __________________________________________________

__________________________________________________

Chapter 7 Process 91

Step 3: __________________________________________________

Details: __________________________________________________

__________________________________________________

Step 4: __________________________________________________

Details: __________________________________________________

__________________________________________________

Step 5: __________________________________________________

Details: __________________________________________________

__________________________________________________

The First Draft After you outline your ideas in a plan, you are ready to write the first draft. Remember to write complete sentences. You might include transitional words or expressions to help your ideas flow smoothly.

Transitional Words and Expressions

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Most process paragraphs explain a process using time (or chronological) order. The following transitions are useful in process paragraphs. To Begin a Process

To Continue a Process

To End a Process

(at) first

after that

later

eventually

initially

afterward

meanwhile

finally

the first step

also

second

in the end

furthermore

then

ultimately

in addition

third

The Writer’s Desk

Teaching Tip Suggest that students keep their plans and attach them to the final version of their paragraphs. The pages in The Writer’s World are detachable.

LO 7 Write the first draft of a process paragraph. Tech Teaching Tip Ask students to find a topic on the eHow Web site. They can review the top-ten list. Place students in pairs or groups, and ask them to choose the clearest or most interesting process samples in the top-ten list. You can also ask students to post their own “how to” paragraphs on the site.

Write the First Draft

In the previous Writer’s Desk, you developed a paragraph plan. Now write the first draft of your process paragraph. Before you write, carefully review your paragraph plan and make any necessary changes.

A Revising and Editing

Revise and Edit a Process Paragraph When you finish writing a process paragraph, carefully review your work and revise it to make the process as clear as possible to your readers. Check to make sure that you have organized your steps chronologically, and remove any irrelevant details.

LO 8 Revise and edit a process paragraph.

92 Part II Paragraph Patterns

Teaching Tip The activity of revising and editing a student paragraph should help your students understand the important link between the writing process and the grammar chapters.

Teaching Tip Cooperative Learning (Pair & Share) First, ask students to read the paragraph silently. As they read, they should circle any mistakes that they find. Then place students in pairs. They can share what they have found and answer the revising and editing questions together.

PRACTICE 5 Read the following student paragraph, and answer the questions. To create a fun flash mob dance, there are a few steps you should follow. First, find a song. It’s best to choose an easily recognizable song with a strong beat. You will also Then, organize need a good sound system. Organize the event using Facebook and Twitter. Determine a time and place to practice. Don’t ask others for input, or you might never agree on and a date. Try to get as many people as possible to participate, ask friends to contact their After that, meet friends. Meet somewhere to practice the steps. Repeat the steps until everyone knows the routine. You can even videotape yourself doing the steps and post it online so Finally, at others can practice at home. At a planned time in a public place, do the flash mob dance. Act like normal members of the public, start the music, and then start dancing. you’re Bystanders will stare in amazement and might even join in. For sure, your going to It’s have a fantastic time. Craig Knowles, a flash mob veteran, says, “Its the best feeling in .” the world to add some laughter and joy to a routine day”. —Amal Kahan, student

Revising 1. Underline the topic sentence. 2. The author uses “first” to introduce the first steps. Subsequent steps would be more clearly recognizable if the writer had used more transitions. Include three more transitional expressions. Answers will vary. 3. How does the writer conclude the paragraph? a. with a prediction Teaching Tip Remind students that there are several ways to correct run-on sentences.

b. with a suggestion

c. with a quotation

Editing 4. The paragraph contains a type of run-on sentence called a comma splice. Two complete ideas are incorrectly connected with a comma. Identify and correct the run-on sentence. 5. Identify and correct two pronoun errors. (For more information about pronoun errors, see the Grammar Hint below.) 6. Correct a punctuation error in the concluding quotation.

GrammAr Link See the following chapters for more information about these grammar topics: Run-Ons, Chapter 21 Pronouns, Chapter 29 Quotations, Chapter 35

Grammar Hint

Confusing Pronouns

Some possessive adjectives sound like common contractions. Be particularly careful not to confuse your with you’re, their with they’re, and its with it’s.

it’s

you’re

When its muggy outside, your more likely to get a headache.

Chapter 7 Process 93

The Writer’s Desk Revise and Edit Your Paragraph Revise and edit the paragraph that you wrote for the previous Writer’s Desk. Ensure that your paragraph has unity, adequate support, and coherence. Also correct any errors in grammar, spelling, punctuation, and mechanics.

VOCABULARY BOOST

Teaching Tip

Look at the first draft of your process paragraph. Underline the verb that you use in each step of the process. Then, when possible, come up with a more evocative or interesting verb. Use your thesaurus for this activity.

Reflect On It

With the Reflect On It activity, you can verify whether students have understood the main concepts.

Teaching Tip

Think about what you have learned in this unit. If you do not know an answer, review that topic.

Cooperative Learning (Question Cards)

1. What are the two types of process paragraphs? Briefly explain each type. Complete a process: give directions on how to complete a task. a. ______________________________________________________________

Place students in teams of three or four. Each team uses cards or cuts paper into six parts. Then the teams brainstorm questions about the chapter’s key concepts. They write a question on one side of a card and the answer on the other side. Then teams exchange cards with another team. They can look at each question, answer it as a group, and then check the answer.

______________________________________________________________ Understand a process: explain how something works or happens. b. ______________________________________________________________ ______________________________________________________________

2. What organizational method is generally used in process writing? Circle the best answer. a. space order b. time order c. emphatic order 3. Why are transitional words important in process writing? They help make the steps of the process clear, and they help ideas _________________________________________________________________ flow smoothly. _________________________________________________________________

Complete these

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writing assignments at

The Writer’s Room Writing Activity 1: Topics Choose any of the following topics, or choose your own topic. Then write a process paragraph. General Topics

College and Work-Related Topics

1. how to make your home safe 2. how to have a great weekend with $20 3. how to be a good roommate 4. how to train a pet 5. how to become famous

6. how to choose a college 7. how to prepare for a job interview 8. how to get along with your coworkers 9. how to organize your desk or tools 10. how something was discovered

mywritinglab.com

Writing Link More Process Writing Topics Chapter 17, Writer’s Room topic 2 (page 274) Chapter 28, Writer’s Room topic 2 (page 391) Chapter 29, Writer’s Room topic 2 (page 409) Chapter 30, Writer’s Room topic 1 (page 423) Chapter 32, Writer’s Room topic 1 (page 441) Chapter 34, Writer’s Room topic 1 (page 470)

94 Part II Paragraph Patterns

Reading Link More Process Reading “The Wonders of PowerPoint” by Karine Godin (page 204) “Steps to Music Success” by Jake Sibley (page 206) “The Criminal Justice Process” by John Randolph Fuller (page 551) “How Spies Are Caught” (page 554)

Writing Activity 2: Media Writing Watch a reality television show such as America’s Next Top Model, Survivor, Hell’s Kitchen, or Dancing with the Stars. Describe the process the contestants go through to win the prize.

Teaching Tip Ask students to brainstorm together and come up with ways to achieve temporary fame. Here are some possible examples: Do a heroic act. Appear on a reality TV show. Put up a billboard about yourself. Rent a plane and display banners about yourself. Make a Web site that asks people for something outrageous. Then remind students that they must choose one process to describe in a paragraph.

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered. com/essayrewards/ writingrewards.html

Process Paragraph Checklist As you write your process paragraph, review the checklist at the end of the book. Also ask yourself the following questions.  Does my topic sentence make a point about the process?  Do I include all of the steps in the process?  Do I clearly explain each step so my reader can accomplish the process or understand it?  Do I mention all of the supplies that my reader needs to complete the process?  Do I use transitions to connect all of the steps in the process?

Definition Football has specialized terms—first down, linebacker, wide receiver— that both players and fans must learn. In definition writing, you define what a term means.

8

LEARNINg OBJECTIVES LO 1 Define definition. (p. 96)

LO 2 Explain how to

write a definition paragraph. (p. 96)

LO 3 Explore topics. (p. 98)

LO 4 Identify the

topic sentence of a definition paragraph. (p. 98)

LO 5 Identify the

supporting ideas of a definition paragraph. (p. 102)

LO 6 Develop a definition paragraph plan. (p. 103)

LO 7 Write the first draft

of a definition paragraph. (p. 104)

LO 8 Revise and

edit a definition paragraph. (p. 105)

WRITERS’ EXChANgE

TEAChINg TIP

Work with a partner or a team of students. Try to define the following terms. Think of some examples that can help define each term. netiquette

chick flick

urban sprawl

a tweet (on Twitter)

The Writers’ Exchange activity can help your students understand definition. List their ideas on the board. You might draw attention to the types of definitions students use: by synonym, category, or negation.

95

96 Part ii Paragraph Patterns

LO 1

Define definition.

Teaching Tip Cooperative Learning (Nonstop Talking) As an alternative activity for the Writers’ Exchange, place students in pairs or small groups. Taking turns, students speak without stopping about one of the Writers’ Exchange topics on page 95. Give each student about 30 to 40 seconds to define the topic, and flick the lights when you want the speakers to change. You could end by having groups create a paragraph about one of the topics.

A Exploring

What Is Definition? When you define, you explain the meaning of a word. Some terms have concrete meanings, and you can define them in a few words. For example, a pebble is “a small stone.” Other words, such as culture, happiness, or evil, are more abstract and require longer definitions. In fact, it is possible to write a paragraph, an essay, or even an entire book on such concepts. The simplest way to define a term is to look it up in a dictionary. However, many words have nuances that are not necessarily discussed in dictionaries. For example, suppose that your boss calls your work “unsatisfactory.” You might need clarification of that term. Do you have poor work habits? Do you miss deadlines? Is your attitude problematic? What does your boss mean by “unsatisfactory”? The ability to define difficult concepts is always useful. At home, a friend or loved one may ask you to define commitment. If you mention that a movie was great, you may need to clarify what you mean by that word. In a political science class, you might define socialism, capitalism, or communism. At work, you might define your company’s winning strategy.

Definition at Work In the following memo to a parent, reading specialist Amanda Wong defines a common reading disorder. The topic sentence expresses the main idea.

Supporting sentences provide details and examples.

The concluding sentence brings the paragraph to a satisfying close.

As we have discussed, your daughter exhibits signs of a reading disorder commonly referred to as dyslexia, which is often found in visual learners. Such learners associate pictures with words. For example, your daughter would associate the word tiger with the animal, but she has no image to associate with words such as a or the. Therefore, she may become confused when she reads such words. A feeling of disorientation when reading the letters in words can further compound the problem. She may not perceive individual letters in sequence but might interpret them in a variety of orders and directions. Thus, a dyslexic child may see the word dog as god or bog. In our next meeting, I will give you some strategies to help your daughter with her reading.

LO 2 Explain how to write a definition paragraph. Teaching Tip Group Work Divide students into small groups. Have them brainstorm real-life types of writing where giving definitions is necessary. For example, in medical brochures, nursing manuals, or social work reports, people might use definition.

The Definition Paragraph When you write a definition paragraph, try to explain what a term means to you. For example, if someone asks you to define bravery, you might tell stories to illustrate the meaning of the word. You may also give examples of acts of bravery. You might even explain what bravery is not.

Chapter 8 Definition 97

When you write a definition paragraph, remember the following two points.  Choose a term that you know something about. You need to understand a term in order to say something relevant and interesting about it.  Give a clear definition. In your first sentence, write a definition that is understandable to your reader, and support your definition with examples. Do not simply give a dictionary definition because your readers are capable of looking up the word themselves. Instead, describe what the word means to you.

Hint

Consider Your Audience

When you write a definition paragraph, consider your audience. You may have to adjust your tone and vocabulary, depending on who reads the paragraph. For example, if you write a definition paragraph about computer viruses for your English class, you will have to use easily understandable terms. If you write the same paragraph for your computer class, you can use more technical terms.

PRACTICE 1

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Read the paragraph, and then answer the questions. Anonymous is not a tightly organized group; it is a very loose and open hacker collective. Generally, someone posts a threat on YouTube while wearing the white mask that was made famous in the film V for Vendetta. Occasionally, the members of the collective act as a unit to do a spectacular action. In the Vanity Fair article “World War 3.0,” security expert Joshua Corman says that the hacker group’s fame spread when they defended WikiLeaks. After PayPal, MasterCard, and Visa stopped accepting donations for WikiLeaks, thousands of Anonymous hackers worked in sync to temporarily shut down those companies’ Web sites. At the same time, the collective is very loose and has no clear hierarchy. Anyone can make a video and claim to be a member, so the openness can be a disadvantage. Some members dilute the group’s legitimacy when they make empty threats. For instance, in 2011, a maskwearing individual claiming to be from Anonymous threatened to take down Facebook, but it never happened. According to Joshua Corman, youthful members have the power to cause a lot of damage, but they may lack “the compassion, humility, wisdom, or restraint to wield that power responsibly.” —Romina Raminez, student Source: Gross, Michael Joseph. “World War 3.0.” Vanity Fair. Conde Nast, May 2012. Web.

1. Underline the topic sentence. the hacker collective Anonymous 2. What is the writer defining? _________________________________________ 3. What information does the writer provide to support the definition? List some key ideas. Answers may vary. Members may act as a unit and attack companies’ Web sites. ________________________________________________________________ Anyone can make a video and claim to be a member. ________________________________________________________________ Some members make empty threats. ________________________________________________________________

Teaching Tip Ask students to point out the various ways the writer defines dyslexia.

Tech Teaching Tip Ask students to investigate the “word of the year” from various dictionary Web sites. For instance, the American Dialect Society listed the word hashtag as the word of the year in 2012. Students can add some of the words to their Vocabulary Log. See Appendix 7 for more information.

Teaching Tip Point out that the student used MLA style guidelines to list the source at the bottom of her paragraph.

98 Part ii Paragraph Patterns

LO 3

Explore topics.

Explore Topics In the Warm Up, you will try an exploring strategy to generate ideas about different topics.

Teaching Tip The Writer’s Desk activities provide students with an opportunity to use definition and develop a topic through all stages of the writing process. In the Warm Up, they begin by exploring various topics. Those topics are then carried throughout the chapter.

The Writer’s Desk

Warm Up

Think about the following questions, and write down the first ideas that come to your mind. Try to think of two or three ideas for each topic. Example: What is slang? Think of some examples of slang. —words people use for effect ____________________________________________________________ —cool, dude, bro ____________________________________________________________ —different cultural groups have their own slang terms ____________________________________________________________ 1. What is a white lie? Give some examples of white lies.

ESL Teaching Tip Your nonnative speakers may not understand the connotations of the terms in the Writer’s Desk Warm Up. If you have many nonnative speakers, you could pair them with native speakers for this activity. You might ask students to explore what “binge viewing” means by searching for definitions online. (It means “to watch entire seasons of television shows in short and intense bursts.”) Remind them to provide original examples in their paragraphs.

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. What is binge viewing? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3. What are some characteristics of a blended or reconstructed family? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

 Developing

LO 4 Identify the topic sentence of a definition paragraph.

Essay Link In a definition essay, the thesis statement expresses the controlling idea. In the thesis, you can define the term by synonym, category, or negation.

The Topic Sentence A clear topic sentence for a definition paragraph introduces the term and provides a definition. There are three basic ways to define a term.  By synonym  By category  By negation

Definition by Synonym The easiest way to define a term is to supply a synonym (a word that has a similar meaning). This type of definition is useful if the original term is difficult to understand and the synonym is a more familiar word.

Chapter 8 Definition 99 term + synonym

Plinking

is embedding a product or service link in a video.

I am a procrastinator, which means I tend to put things off.

Definition by Category A more effective way to define a term is to give a definition by category (or class). When you define by category, you determine the larger group to which the term belongs. Then you determine what unique characteristics set the term apart from others in that category.

term + category +

detail

A farce is

a dramatic work filled with exaggerated and humorous situations.

Luddites are

people who are skeptical about new technology.

Definition by Negation When you define by negation, you explain what a term does not mean. You can then include a sentence explaining what it does mean. Definition by negation is especially useful when your readers have preconceived ideas about something. Your definition explains that the term does not mean what the reader previously thought.

term

+ what it is not + what it is

Alcoholism is not an invented disease; it is a serious physical dependency. Hackers are not playful computer geeks;

Grammar Hint

they are criminals.

Using Semicolons

When you write a definition by negation, you can join the two separate and independent sentences with a semicolon.

Copyright © 2015 by Pearson Education

Independent clause

;

independent clause

Feminists are not man haters; they are people who want fairness and equality for women.

PRACTICE 2 A. Write a one-sentence definition by synonym for each of the following terms. Your definition should include the term and a synonym. If necessary, you can look up the terms in the dictionary; however, define each one using your own words. means to give up or surrender. Example: To capitulate _______________________________________________ means to put something off until later. 1. To procrastinate __________________________________________________ is a false name. 2. A pseudonym _____________________________________________________

Teaching Tip Cooperative Learning (Jigsaw) Place students in small groups, and ask each group to invent a new word. To help them think of ideas, mention some recent vocabulary words—from online “word of the year” dictionary sites—such as unfriend and hashtag. Students can also think of times when they do two activities at once, such as texting and drinking coffee. Each team should write a definition of their word and brainstorm some examples. Then teams can share their definitions.

100 Part ii Paragraph Patterns

ESL Teaching Tip Words such as knockoff may be unfamiliar to your nonnative speakers. Have them discuss their answers with a group of native speakers.

B. Write a one-sentence definition by category for the following terms. Make sure that your definition includes the term, a category, and details. is vocabulary used by specific professions. Example: Jargon ____________________________________________________ is a product that has been copied from an original design. 3. A knockoff _______________________________________________________ ________________________________________________________________ is a storm that is much larger and more damaging than an 4. A superstorm _____________________________________________________ ordinary storm. ________________________________________________________________ C. Write a one-sentence definition by negation for the following terms. Explain what each term is not, followed by what each term is. Answers will vary. is not a real drug; it is a sugar pill. Example: A placebo _________________________________________________ is not a regular YouTube viewer but a person who watches 5. A YouTube addict _________________________________________________ YouTube excessively. ________________________________________________________________ is not simply a check mark in a box; it is an opportunity to change 6. A vote __________________________________________________________ policies. ________________________________________________________________

Use the Right Word Teaching Tip Ask students to compare the following examples. Which sentence in each pair clearly indicates a point of view or attitude? (You could also give students the more neutral example in each pair and then ask them to come up with a better sentence that contains a point of view.) 1. A name dropper casually mentions famous or prominent people. A name dropper, in a futile attempt to impress others, casually mentions famous or prominent people. 2. A sombrero is a Mexican hat. A sombrero is not just a wide-brimmed hat; it has deep cultural significance for many Mexicans. 3. Romantic comedies are films about relationships. Romantic comedies are lightweight flicks about couples who end up living happily ever after.

When you write a definition paragraph, it is important to use precise words to define the term. Moreover, when you define a term by category, make sure that the category for your term is correct. For example, look at the following imprecise definitions of insomnia. Insomnia is the inability to sleep well. (Insomnia is not an ability or an inability.)

Insomnia is when you cannot sleep well. (When refers to a time, but insomnia is not a time.)

Insomnia is the nights when you do not get enough sleep. (Insomnia is not days or nights.)

Insomnia is where it is hard to fall asleep. (Where refers to a place, but insomnia is not a place.)

Now look at a better definition of insomnia. category

Insomnia is a sleeping disorder characterized by the inability to sleep well.

Hint

Make a Point

Defining a term by synonym, category, or negation is the guideline for writing topic sentences. However, keep in mind that your paragraph will be more interesting if you express an attitude or point of view in your topic sentence. No point Anorexia is an eating disorder. Point Anorexia is a tragic eating disorder that is difficult to cure.

Chapter 8 Definition 101

PRACTICE 3 Revise each sentence using precise language. Example: Tuning out is when you ignore something.

Tuning out is the action of ignoring something. ________________________________________________________________ 1. Claustrophobia is the inability to be in a small place. Claustrophobia is a fear of small places. ________________________________________________________________ ________________________________________________________________ 2. A bully is the abuse of power over others. A bully is a person who abuses power over others. ________________________________________________________________ ________________________________________________________________ 3. Adolescence is where you are between childhood and adulthood. Adolescence is the growth period between childhood and adulthood. ________________________________________________________________ ________________________________________________________________ 4. Ego surfing is when you surf the Internet to find references to yourself.

Ego surfing is the action of surfing the Internet for references to yourself. ________________________________________________________________ ________________________________________________________________

VOCABULARY BOOST Using Your Thesaurus

Teaching Tip

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Work with a partner to brainstorm synonyms or expressions that can replace each word listed below. If you have trouble coming up with ideas, use your thesaurus.

positive thinker, idealist, upbeat person ______________________________________________

1.

optimist

2.

blue, down, dispirited, disheartened depressed ______________________________________________

3.

slothful, listless, idle lazy ______________________________________________

4.

reckless

This vocabulary activity reinforces the importance of thesaurus usage. Ask students to view the possible terms in their thesauruses.

rash, hotheaded, adventurous ______________________________________________

Later, when you finish writing your definition paragraph, identify any repeated words and replace them with synonyms.

The Writer’s Desk

Write Topic Sentences

For each of the following, write a topic sentence in which you define the topic. You can look for ideas in the Warm Up on page 98. Remember to use precise language in your definition. Example: Topic: Slang

Slang is informal language that changes rapidly and Topic sentence: _______________________________________________ exists in various forms among different cultural groups. ____________________________________________________________

Teaching Tip Ask students whether they have defined a term by synonym, category, or negation. If they are unsure, ask them to reread the examples on pages 98–99.

102 Part ii Paragraph Patterns

Teaching Tip Cooperative Learning (Stay & Stray) Divide students into pairs. Ask each pair to brainstorm topic sentences for the three Writer’s Desk topics. Then students can share what they have written and analyze each other’s sentences, ensuring that there is a clear controlling idea.

1. Topic: A white lie Topic sentence: _______________________________________________ ____________________________________________________________ 2. Topic: Binge viewing Topic sentence: _______________________________________________ ____________________________________________________________ 3. Topic: A blended family Topic sentence: _______________________________________________ ____________________________________________________________

LO 5 Identify the supporting ideas of a definition paragraph.

The Supporting Ideas After you have developed an effective topic sentence, generate supporting ideas. In a definition paragraph, you can give examples that clarify your definition. Think about how you will organize your examples. Most definition paragraphs use emphatic order, which means that examples are placed from the most to the least important or from the least to the most important.

Visua liz ing D e finit ion PRACTICE 4 Brainstorm supporting ideas for the following topic sentence. Using words or phrases, describe each example of timeless fashion. Topic Sentence: Men’s timeless fashions remain popular and will not go out of style. Answers will vary.

short hair _______________________________

suit jacket _______________________________

leather shoes _______________________________

trimmed in the back _______________________________

tie _______________________________

black or brown _______________________________

Chapter 8 Definition 103

The Writer’s Desk

Develop Supporting Ideas

Choose one of your topic sentences from the Writer’s Desk on pages 101–102. List three or four examples that best illustrate the definition. Example:

Slang is informal language that changes rapidly and Topic sentence: _________________________________________________ exists in various forms among different cultural groups. __________________________________________________ —words change in different eras Supports: __________________________________________________ —rappers, punks, goths have own terms __________________________________________________ —used like a code between friends __________________________________________________ —words show inventive, creative thinking __________________________________________________ Topic sentence: __________________________________________________ __________________________________________________ Supports: __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________

The Paragraph Plan A good definition paragraph includes a complete definition of the term and provides adequate examples to support the central definition. When creating a definition paragraph plan, make sure that your examples provide varied evidence and do not just repeat the definition. Also add details that will help clarify your supporting examples.

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Topic Sentence: Slang is informal language that changes rapidly and exists in various forms among different cultural groups.

Support 1: Slang is a type of code used between friends.

Details: —Punks might call each other emo or poseurs. —People outside the group might not understand slang. —Words often help define relationships among group members.

Support 2: Slang words often show very inventive and creative thinking.

Details: —Computer users have come up with a wide variety of net slang terms. —Some terms are very illustrative and visual.

LO 6 Develop a definition paragraph plan. Essay Link In a definition essay, the thesis statement is in the introduction. Each supporting idea is in a distinct body paragraph with its own topic sentence.

104 Part ii Paragraph Patterns Support 3: Many slang words come and go quickly.

Details: —In the 1920s, people used words that have gone out of fashion. —In the 1950s, people used words such as hipster or swell. —Slang words from the early 2000s, such as homie, are already becoming obsolete.

Teaching Tip Remind students that they can have fewer or more than three supporting ideas in their paragraph plan.

The Writer’s Desk

Write a Paragraph Plan

Create a detailed paragraph plan using the topic sentence that you wrote for the Writer’s Desk on page 103. Arrange the supporting details in a logical order. Topic sentence: __________________________________________________

Teaching Tip Suggest that students keep their plans and attach them to the final version of their paragraphs. The pages in The Writer’s World are detachable.

LO 7 Write the first draft of a definition paragraph.

__________________________________________________

Support 1: __________________________________________________

Details: __________________________________________________

__________________________________________________

__________________________________________________

Support 2: __________________________________________________

Details: __________________________________________________

__________________________________________________

__________________________________________________

Support 3: __________________________________________________

Details: __________________________________________________

__________________________________________________

__________________________________________________

The First Draft After you outline your ideas in a plan, you are ready to write the first draft. Remember to write complete sentences. You might include transitional words or expressions to help your ideas flow smoothly.

Transitional Words and Expressions Transitional expressions can show different levels of importance. The following transitions are useful in definition paragraphs. To Show the Level of Importance clearly

next

first

one quality . . . another quality

most of all

second

most important

undoubtedly

Chapter 8 Definition 105

The Writer’s Desk

Write the First Draft

In the previous Writer’s Desk, you developed a paragraph plan. Now write the first draft of your definition paragraph. Before you write, carefully review your paragraph plan and make any necessary changes.  Revising and Editing

Revise and Edit a Definition Paragraph When you finish writing a definition paragraph, carefully review your work and revise it to make the definition as clear as possible to your readers. Check that you have organized your steps logically, and remove any irrelevant details.

PRACTICE 5 Read the following student paragraph and answer the questions. Answers will vary. Slang is informal language that changes rapidly and exists in various forms among First, it For example, punks different cultural groups. It is a type of code used between friends. Punks call each other emo person’s , and often or poseurs. Such words denote a persons status in the group. Often, those outside the group might not understand the group’s slang. My grandmother, for example, doesn’t know what

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a gamer is. Soldiers, athletes, musicians, and even wealthy industrialists come up with their or call own particular jargon. The rich might put down social climbers as wannabes. They might Furthermore, slang call a spouse a trophy wife or husband. Slang words often show very inventive and creative thinking. Computer users have come up with a wide variety of net slang terms such as such as jerk, which blog, flamer, troll, cyberspook, or flamebait. Some terms are very illustrative. Jerk sounds , or whipped, which Most importantly, most like a fast movement. Whipped is similar to the sound a whip makes. Most slang words quickly come and go quick, and they change over time. In the 1920s, men would call a woman’s legs gams and money clams. In the 1980s, people used words such as bodacious, dweeb, , but and yuppie. Those words are no longer popular. Even slang words from the early years of the twenty-first century, such as homie, are already becoming obsolete. —Alexis Wright, student

Revising 1. Underline the topic sentence. 2. What type of definition does the topic sentence contain? Circle the best answer.

a. definition by synonym c. definition by negation

b. definition by category

LO 8 Revise and edit a definition paragraph. Teaching Tip The activity of revising and editing a student paragraph should help your students understand the important link between the writing process and the grammar chapters.

Teaching Tip Cooperative Learning (Pair & Share) First, ask students to read the paragraph silently. As they read, they should circle any mistakes that they find. Then place students in pairs. They can share what they have found and answer the revising and editing questions together.

106 Part ii Paragraph Patterns

3. This paragraph lacks sentence variety. Revise the paragraph to give it more sentence variety by combining sentences or changing the first word of some sentences. (For more information about combining sentences and sentence variety, see Chapters 17–19.) 4. The paragraph lacks transitions to show the order of ideas. Add some transitional words or expressions. 5. The paragraph needs a concluding sentence. Add a concluding sentence in the lines provided. Answers will vary. ________________________________________________________________ ________________________________________________________________ GRAMMAR Link See the following chapters for more information about these grammar topics:

Editing 6. There is one apostrophe error. Circle and correct the error. 7. There is an error in adverb form. Circle and correct the error.

Apostrophes, Chapter 35 Adjectives and Adverbs, Chapter 30

The Writer’s Desk Revise and Edit Your Paragraph Revise and edit the paragraph that you wrote for the previous Writer’s Desk. Make sure that your paragraph has unity, adequate support, and coherence. Also correct any errors in grammar, spelling, punctuation, and mechanics.

Teaching Tip Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. All students should write two questions on a sheet of paper. Then in teams, students can ask other members their questions and share answers.

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that topic. Answers will vary. 1. In definition writing, what do you do? ______________________________ You explain what a term means to you. ______________________________________________________________ 2. Write an example of a definition by synonym. ________________________ ______________________________________________________________ 3. Write an example of a definition by category. _________________________ ______________________________________________________________ 4. Write an example of a definition by negation. _________________________ ______________________________________________________________

Chapter 8 Definition 107

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Writing Activity 1: Topics Choose any of the following topics, or choose your own topic. Then write a definition paragraph. General Topics

College and Work-Related Topics

1. a hacktivist

6. integrity

2. a spoiled child

7. a workaholic

3. fashion police

8. an opportunist

4. texting addict

9. the glass ceiling

5. a lightbulb moment

10. newbie

Writing Activity 2: Media Writing Watch a television show about people who fight to succeed. Examples are American Idol, The Voice, The Wire, The Amazing Race, Parks and Recreation, or Survivor. You could watch a documentary such as The Corporation or a movie such as Lincoln, The Godfather, There Will Be Blood, or Fame. You can also watch YouTube videos about people who want to become famous. Define the term “blind ambition,” and support your definition with examples or anecdotes from the media.

ESL Teaching Tip Students could define a term that those from other cultures and generations might not understand. You might ask nonnative speakers to define a term from their language that is misunderstood in English. Words that are appropriated into English but often misunderstood are macho, honcho, guru, samurai, ninja, and so on.

Writing Link More Definition Writing Topics Chapter 19, Writer’s Room topic 1 (page 296) Chapter 24, Writer’s Room topic 1 (page 345) Chapter 26, Writer’s Room topic 1 (page 370) Chapter 35, Writer’s Room topic 1 (page 483)

Reading Link

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More Definition Readings “Homophobia” by Dominic Chartrand (page 209) “What Is Luck?” by Matthew Hutson (page 211) “Being a Hyphenated American” by Zaina Arafat (page 508) “Musicophilia” by Oliver Sacks (page 531)

108 Part ii Paragraph Patterns

Teaching Tip Pair Work Have students read one of the essays in the Reading Link. Then, in pairs, they can list the main examples that help explain the definition.

User Community “I have used this section (The Writer’s Room) as a jumping-off point to introduce the mode I am using. We may discuss the photo and get some student ideas, or students view the photo themselves and do a freewriting exercise for five to ten minutes. This gets their ideas rolling and keeps them focused on writing for that particular mode, which is what they will be doing after we cover the chapter.” —Teresa Kozek, Housatonic Community College

Teaching Tip Writer's World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered. com/essayrewards/ writingrewards.html

Definition Paragraph Checklist As you write your definition paragraph, review the checklist at the end of the book. Also ask yourself the following questions.  Does my topic sentence contain a definition by synonym, negation, or category?  Do all of my supporting sentences relate to the topic sentence?  Do I use concise language in my definition?  Do I include enough examples to help define the term?

Classification

9

lEarning objEctivEs LO 1 Define

classification. (p. 110)

LO 2 Explain how to write a classification paragraph. (p. 110)

LO 3 Explore topics. (p. 112)

LO 4 Identify the topic

sentence of a classification paragraph. (p. 115)

LO 5 Identify the

supporting ideas of a classification paragraph. (p. 116)

LO 6 Develop a

Parents often organize their children’s toys. In this photo, the toys are divided into animals, trucks, and blocks. In classification writing, you divide a topic into categories to explain it.

classification paragraph plan. (p. 116)

LO 7 Write the first draft of a classification paragraph. (p. 117)

LO 8 Revise and edit a

classification paragraph. (p. 118)

WritErs’ ExchangE Work with a partner or in a group. Classify the next words into three or four different categories. What are the categories? Why did you choose those categories? mechanic garden microwave

fertilizer kitchen office cook programmer computer landscaper wrench garage

TEaching Tip Cooperative Learning (Sharing Circle) The Writers’ Exchange activity can help your students understand classification. Place students in groups. Ask teams to share their answers.

109

110 Part ii Paragraph Patterns

A Exploring

LO 1

Define classification.

Teaching Tip Ask students to list other types of writing that include categories. Some examples are inventories, advertisements, medical reports, and report cards.

Teaching Tip Ask students how many categories the allergy treatments are grouped into. Also ask what the categories are.

What Is Classification? When you classify, you sort a subject into more understandable categories. The categories must all belong to the subject, yet they must also be distinct from one another. For example, you might write a paragraph about the most common types of pets and sort the subject pets into the categories cats, dogs, and birds. Classification occurs in many situations. At home, you could classify the responsibilities of each person in the family, or you could classify your bills. In a biology course, you might write a paper about the different types of cells, or in a commerce course, you may write about the categories in a financial statement. On the job, you might advertise the different types of products or services that your company sells.

Classification at Work Robert Luzynski, an allergy specialist, wrote the following information in a brochure for his patients.

Topic sentence expresses the main idea. Supporting details provide details and examples.

The concluding sentence brings the paragraph to a satisfying close.

LO 2 Explain how to write a classification paragraph.

Essay Link Classification essays also require a classification principle and distinct categories.

If you exhibit allergic symptoms to animals, there are three types of treatment that you can follow. The most effective is to avoid contact with known allergens. Thus, avoid bringing pets into the home. If you have a pet, consider using an air cleaner, vacuum two to three times a week, and ensure that the animal is groomed frequently to remove loose fur and dander. The second type of treatment consists of medications. Antihistamines help alleviate the symptoms of allergic reactions, but they do not cure allergies. It is important to read the labels carefully, as some antihistamines cause drowsiness. A final method, desensitization, is an extended treatment involving allergy shots. You would be exposed to gradually increasing amounts of specific allergens. The treatment lasts for an extended period of time, and the goal is to reduce your sensitivity to the allergens. One of these treatments should work for you.

The Classification Paragraph To find a topic for a classification paragraph, think of something that can be sorted into different groups, or categories. Also determine a reason for classifying the items. When you are planning your ideas for a classification paragraph, remember these two points. 1. Use a common classification principle. A classification principle is the overall method that you use to sort the subject into categories. To find the classification principle, think about one common characteristic that unites the different categories. For example, if your subject is the telephone, your classification principle might be any of the following: —types of annoying phone calls —reasons that people buy cell phones —types of long-distance service —types of customer reactions to telephone salespeople

Chapter 9 Classification 111

2. Sort the subject into distinct categories. A classification paragraph should have two or more categories. Topic: Phone calls Classification principle: Calls that are annoying Category 1 Political surveys

Category 2 Telemarketing

Category 3 Wrong numbers

PRACTICE 1 Read the next paragraph and answer the questions. There may be no way to rid the world of dishonesty, but researchers have learned a great deal about how to tell when someone is lying. Clues to deception are found in four elements of a performance: words, voice, body language, and facial expression. People who are good liars mentally rehearse their lines, but they cannot always avoid inconsistencies that suggest deception. A simple slip of the tongue—something the person did not mean to say in quite that way—can occur in even a carefully prepared performance. Secondly, voice is also useful to determine when a person is lying. Tone and patterns of speech contain clues to deception because they are hard to control. Especially when trying to hide a powerful emotion, a person cannot easily prevent the voice from trembling or breaking. A “leak,” conveyed through body language, may tip off an observer to deception. Body movements, sudden swallowing, or rapid breathing may show that a person is nervous. Because there are forty-three muscles in the face, facial expressions are even more difficult to control than body language. A real smile is usually accompanied by a relaxed expression and lot of “laugh lines” around the eyes; a phony smile seems forced and unnatural, with fewer wrinkles around the mouth and eyes. We all try to fake emotion, but the more powerful the emotion, the more difficult it is to deceive others. —John J. Macionis, “Spotting Lies: What Are the Clues” in Sociology

1. Underline the topic sentence of this paragraph.

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2. State the four categories that the author discusses, and list some details about each category.

Word clues a. _____________________________________________________________ inconsistencies, slip of the tongue Details: verbal ______________________________________________________ _____________________________________________________________

Voice b. _____________________________________________________________

patterns, the voice may tremble Details: tone, ______________________________________________________

_____________________________________________________________ Body language c. _____________________________________________________________

breathing rapidly, body movements Details: swallowing, ______________________________________________________

_____________________________________________________________

Teaching Tip Stress the difference between a category (types of long-distance service) and an example (AT&T provides long-distance service). Remind students that categories are larger and may have many examples.

112 Part ii Paragraph Patterns

Facial expressions d. _____________________________________________________________

an authentic smile has many laugh lines, a phony smile has fewer Details: _______________________________________________________

laugh lines around the eyes and mouth _____________________________________________________________ 3. Who is the audience for this paragraph? Answers will vary. general audience, students, criminologists ________________________________________________________________ 4. What is the purpose of this paragraph? Circle the best answer. a. to persuade b. to inform

LO 3

Explore topics.

c. to entertain

Explore Topics In the Warm Up, you will try an exploring strategy to generate ideas about different topics.

The Writer’s Desk

Warm Up

Think about the following questions, and write down the first ideas that come to your mind. Try to think of two or three ideas for each topic. Example: What are some types of cheaters?

Students cheat on tests and at school. __________________________________________________________ People cheat in their marriages. __________________________________________________________ Some athletes cheat and take steroids. ___________________________________________________________ 1. List some clothing that you own. You might think about old clothing, comfortable clothing, beautiful clothing, and so on. ___________________________________________________________ ___________________________________________________________

Tech Teaching Tip Ask your students to write a paragraph explaining how they classify music on their MP3 player.

___________________________________________________________ 2. What are some different types of sports fans? To get ideas, you might think about some people you know and the way that they show team support. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 3. List some skills or abilities people need for different jobs. As you brainstorm ideas, consider manual labor as well as professional and office jobs. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Chapter 9 Classification 113

Making a Classification Chart

ESL Teaching Tip

A classification chart is a visual representation of the main topic and its categories. Making a classification chart can help you identify the categories more clearly so that you will be able to write more exact topic sentences. When you classify items, remember to use a single classification principle to sort the items. For example, if you are classifying movies, you might classify them according to their ratings: General Audience, Parental Guidance, and Restricted. You could also classify movies according to their country of origin: British, American, and French, for example. Remember that one classification principle must unite the group.

Nonnative speakers may have problems coming up with exact terms needed to describe the main categories. Suggest that students present their ideas to a partner and give each other advice.

Television shows Situation comedy

Reality show

Talk show

Classification principle: Relaxing TV programs

Hint

Categories Should Not Overlap

When sorting a topic into categories, make sure that the categories do not overlap. For example, you would not classify drivers into careful drivers, aggressive drivers, and bad drivers because aggressive drivers could also be bad drivers. Each category should be distinct.

Teaching Tip

PRACTICE 2 In the following classification charts, a subject has been broken down into distinct categories. The items in the group should have the same classification principle. Cross out one item in each group that does not belong. Then write down the classification principle that unites the group. EXAMPLE: floods

Natural Disasters tidal waves

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Classification principle:

hurricanes

earthquakes

Water-based natural disasters

1.

Dogs Dobermans

guard dogs

Classification principle: 2.

drug-sniffing dogs

hunting dogs

Helpful or working dogs Vacations

camp grounds

five-star resorts

couch surfing

Classification principle: Inexpensive accommodations

youth hostels

Pair Work You might get students to do this practice in pairs. Then review the answers with the class.

114 Part ii Paragraph Patterns

Teaching Tip

3.

Cooperative Learning (Jigsaw) Place students in groups of three to five. First, they should do Practice 2. Then ask groups to brainstorm two more classification charts that look like the items in Practice 2. They should figure out the classifying principle. Then ask groups to share information with other groups. They should guess which item doesn’t belong and determine the classification principle.

Books paperback

hardcover

best-sellers

online

Classification principle: Ways to publish books 4.

Children spoiled

middle

Classification principle: 5.

eldest

youngest

Birth order Weight-Loss Methods

fruit diets

liquid diets

exercise

magic-pill diets

Classification principle: Dangerous diets

The Writer’s Desk Find Distinct Categories Break down the following topics into three distinct categories. Remember to find categories that do not overlap. You can look for ideas in the Warm Up on page 112. EXAMPLE: athletes

Types of Cheaters spouses

students

Classification principle: They harm society. Teaching Tip Remind students not to list just types but to list three distinct categories. For example, ask what is wrong with the following: Topic: College activities Categories: Basketball, soccer, chess club Students should notice that two types of activities belong to the same category: sports.

1.

Clothing

_______________ _______________ _______________ Classification principle: 2.

Sports Fans

_______________ _______________ _______________ Classification principle: _________________________________ 3.

Job Skills

_______________ _______________ _______________ Classification principle: _________________________________

Chapter 9 Classification 115

 Developing

LO 4 Identify the topic sentence of a classification paragraph.

The Topic Sentence The topic sentence in a classification paragraph clearly indicates what you will classify. It also includes the controlling idea, which is the classification principle that you use. Several types of students can completely disrupt a classroom.

Topic

Students

Classification principle

Disruptive types

Essay Link In a classification essay, the thesis statement expresses the controlling idea, or classification principle.

You can also mention the types of categories in your topic sentence. The most annoying telephone calls are surveys, telemarketing, and wrong numbers.

Topic

Telephone calls

Classification principle

Types of annoying calls

Hint

Make a Point

Tech Teaching Tip Ask students to look at Facebook. In pairs, they can brainstorm categories related to Facebook. For instance, they can categorize types of friends, the types of information, the features of Facebook, and so on.

To make interesting classification paragraphs, try to express an attitude, opinion, or feeling about the topic. For example, you can write a paragraph about types of diets, but it is more interesting if you make a point about the types of diets. Poor

Types of diets

Better

Types of dangerous diets

Types of effective diets

Teaching Tip Cooperative Learning (Stay & Stray)

The Writer’s Desk

Write Topic Sentences

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Look again at what you wrote in the Warm Up on page 112. Also look at the classification charts that you made for each topic. Now write clear topic sentences. Remember that your topic sentence can include the different categories you will be discussing. Example: Topic: Types of cheaters

Three types of cheaters harm our society. Topic sentence: __________________________________________________ ____________________________________________________________ ____________________________________________________________ 1. Topic: Clothing Topic sentence: ______________________________________________ ____________________________________________________________

Divide students into pairs. Ask each pair to brainstorm topic sentences for the three Writer’s Desk topics. Each person should write the sentences in his or her own book. Students can share what they have written and analyze each other’s sentences.

User Community “The topics (in Classification) include universals such as clothing and jobs. Reading and discussing the prompts, the students can see how to organize for classification.” —Sandra Block, Century College

116 Part ii Paragraph Patterns

2. Topic: Sports Fans Topic sentence: _______________________________________________ ____________________________________________________________ 3. Topic: Job skills Topic sentence: _______________________________________________ ____________________________________________________________

LO 5 Identify the supporting ideas of a classification paragraph.

The Supporting Ideas After you have developed an effective topic sentence, generate supporting ideas. In a classification paragraph, you can list details about each of your categories.

V isua liz ing C la ssific a t ion PRACTICE 3 Brainstorm supporting ideas for the following topic sentence. List unhealthy ingredients in each type of food. Topic Sentence: Junk food can be classified into three main categories.

Salty

Sweet

Fatty

chips ____________________________

ice cream ____________________________

fries ____________________________

nachos ____________________________

cake ____________________________

hot dogs ____________________________

LO 6 Develop a classification paragraph plan.

The Paragraph Plan You can make a standard paragraph plan. You can also create a pie chart to help you visualize the different categories. Finally, an effective way to visualize your categories and supporting ideas is to make a detailed classification chart. Break down the main topic into several categories, and then give details about each category.

athletes

spouses

students

Chapter 9 Classification 117

Three types of cheaters harm our society. athletes - take steroids - lie to media - use tricks to win

spouses - break their vows - have affairs - hurt their families

Essay Link

students - cheat on tests - plagiarize - find answers with smartphones

The Writer’s Desk Make a Detailed Classification Chart Choose one of the topic sentences that you wrote for the previous Writer’s Desk, and make a detailed classification chart. Arrange the supporting details in a logical order. You can refer to the information you generated in the Warm Up. Topic sentence: ______________________________________________ ____________________________________________________________

_______________ _______________

Copyright © 2015 by Pearson Education

Hint

_______________

You can make a detailed classification chart when you develop your classification essay. Each supporting idea would become a distinct paragraph.

Teaching Tip Some students may prefer to create a traditional paragraph plan, especially if they are working on a computer. Give students the option of writing a chart or typing a traditional plan.

Teaching Tip Suggest that students keep their plans and attach them to the final version of their paragraph. The pages in The Writer’s World are detachable.

Use the Chart as a Plan

Your classification chart can also serve as your paragraph plan. Like a paragraph plan, your chart contains your topic sentence, your supporting ideas (categories), and details about each idea (category).

The First Draft After you outline your ideas in a classification chart or plan, you are ready to write the first draft. Remember to write complete sentences. You might include transitional words or expressions to help your ideas flow smoothly.

Transitional Words and Expressions Some classification paragraphs use transitional words and expressions to show which category is most important and to signal a movement from one category to the next. The following transitions are very useful in classification writing.

LO 7 Write the first draft of a classification paragraph.

118 Part ii Paragraph Patterns

To Show Importance

To Show Types of Categories

above all clearly the most important most of all particularly

one kind . . . another kind the first/second type the first/second kind the last category

The Writer’s Desk

Write the First Draft

Write the first draft of your classification paragraph. Before you write, carefully review your detailed classification chart and make any necessary changes.

VOCABULARY BOOST Teaching Tip Students may misspell words while trying this Vocabulary Boost. This is a good opportunity for you to reinforce spelling rules concerning prefixes and suffixes. You can ask students who misspell words to review Chapter 33, Spelling.

Teaching Tip Mention to students that parts of words can be classified as prefix, root, and suffix.

Classifying Parts of Words A prefix is added to the beginning of a word, and it changes the word’s meaning. A suffix is added to the end of a word, and it also changes the word’s meaning. Review the list of ten common prefixes and suffixes. Then come up with at least two more words using the listed prefix or suffix.

Prefixes

Example

anti = against

antiwar

un = not

unable

re = again

redo

bi = two

bilingual

mis = wrong

misspell

Suffixes

Example

er = doer

teacher

ment = condition

agreement

less = without

homeless

ous = full of

courageous

ful = filled with

respectful

anticlimax, antisocial, antiseptic unlikely, unusual, unforgivable remake, reread, retype, retell bicycle, bisexual, biweekly misuse, misinterpret, misguided

baker, trucker, fisher, driver argument, punishment, resentment endless, harmless, aimless religious, outrageous, adventurous useful, truthful, beautiful

 Revising and Editing

LO 8 Revise and edit a classification paragraph.

Revise and Edit a Classification Paragraph When you finish writing a classification paragraph, carefully review your work and revise it to make sure that the categories do not overlap. Check to make sure that you have organized your paragraph logically, and remove any irrelevant details.

PRACTICE 4 Read the following student paragraph and answer the questions.

Chapter 9 Classification 119

Many people have a strong sense of civic duty. However, three types of cheaters harm our society. First, cheaters in sports disappoint fans. In 2012, many Americans became disillusioned when the U.S. Anti-Doping Agency (USADA) concluded that Lance Armstrong used performance-enhancing drugs when he won the Tour de France seven times. The USADA stripped Armstrong of his gold medals. Furthermore, some people cheat in relationships. They may commit , which adultery. Which can be emotionally and financially damaging to their partners

Teaching Tip Cooperative Learning (Think-Pair-Share) First, ask students to read the paragraph silently. As they read, they should circle any mistakes that they find. Then place students in pairs. They can share what they have found and answer the revising and editing questions together.

and children. Finally, academic cheating can also harm a community. Some students cheat on exams, and some academics plagiarize from their colleagues’ receive work. A student may be expelled or recieve other sanctions if he or she is caught. Academic cheating can mar a student’s future prospects, a professor’s career institution’s reputation advancement, and an institution may lose its reputation . In conclusion, different types of cheating can lead to harmful consequences for the cheater and society. —Theodore Johnson, student

Revising

Teaching Tip The activity of revising and editing a student paragraph should help your students understand the important link between the writing process and the grammar chapters.

1. What is the classification principle in this paragraph? cheaters who harm society ________________________________________________________________ 2. What are the three categories? cheaters in sports, cheaters in relationships, and cheaters in academics ________________________________________________________________ 3. Add one more supporting example to each category. Answers will vary. cheaters in sports: skater Tonya Harding during the 1994 Winter Olympics; ________________________________________________________________ Copyright © 2015 by Pearson Education

cheaters in relationships: Arnold Schwarzenegger cheated on his wife, Maria ________________________________________________________________ Shriver; cheaters in academics: (a specific student’s name). ________________________________________________________________ Editing 4. There is a sentence fragment. Identify and correct the fragment. 5. There is one spelling error. Identify and correct the error. 6. There is one error in parallel structure. Underline the error and correct it.

Grammar Hint Use parallel structure when words or phrases are joined in a series. The three categories of allergies are animal allergies, food allergies, and

drug allergies

people who are allergic to medicine.

Grammar Link See the following chapters for more information about these grammar topics: Fragments, Chapter 20 Parallel Structure, Chapter 22 Spelling, Chapter 33

120 Part ii Paragraph Patterns

The Writer’s Desk Revise and Edit Your Paragraph Revise and edit the paragraph that you wrote for the previous Writer’s Desk. Make sure that your paragraph has unity, adequate support, and coherence. Also correct any errors in grammar, spelling, punctuation, and mechanics.

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

Teaching Tip Cooperative Learning (Quick Review) Divide the class into groups of three or four. Assign a section of Chapter 9 to each group. The sections are Exploring, Developing, and Revising and Editing. Ask each group to review the information in the section and to generate three questions about that information. Then you can ask teams to read the questions aloud. Anybody in the class can answer a question.

Teaching Tip Ask students to be careful to make sure that their categories do not overlap.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that topic. Answers will vary. It is sorting a subject into smaller categories. 1. What is classification? ___________________________________________ _____________________________________________________________ It is the overall method used to sort the 2. What is the classification principle? _________________________________ subject into categories. _____________________________________________________ 3. Give examples of various classification principles that you can use to classify the following items. Types of owners, degrees of fuel efficiency, price Example: Cars _______________________________________________

Endangered animals, domestic animals, farm animals a. Animals ___________________________________________________ Team sports, extreme sports, childhood games b. Sports _____________________________________________________

4. Now choose one classification principle for each item in question 3. Write down three possible categories for that item. Answers will vary. Example: Cars

Types of owners Classification principle: ___________________________________________ SUV owners, sports car owners, and tiny eco car owners Categories: _____________________________________________________ a. Animals Endangered animals Classification principle: ________________________________________ birds, mammals, and reptiles Categories: ____________________________________________________ b. Sports Childhood games Classification principle: ________________________________________ board games, make-believe games, and card games Categories: _____________________________________________________ 5. Why is it useful to make a classification chart? A chart helps ensure that your categories do not overlap. _____________________________________________________________

Chapter 9 Classification 121

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Writing Activity 1: Topics Choose any of the following topics, or choose your own topic. Then write a classification paragraph. General Topics

College and Work-Related Topics

Categories of . . .

Categories of . . .

1. relationship problems

6. campus fashions

2. friends

7. housing

3. tech users

8. bosses

4. games

9. cheating

5. entertainment

10. coworkers

Writing Link More Classification Writing Topics Chapter 22, Writer’s Room topic 2 (page 319) Chapter 29, Writer’s Room topic 1 (page 409) Chapter 32, Writer’s Room topic 2 (page 441) Chapter 34, Writer’s Room topic 2 (page 470) Chapter 36, Writer’s Room topic 2 (page 491)

Writing Activity 2: Media Writing

Reading Link

Watch a television show or movie about spies. Television shows are Homeland, Nikita, and Burn Notice, and movies are Zero Dark Thirty, Argo, and Mission: Impossible. You could also watch James Bond or Bourne Identity films. Classify spies into types or describe different types of spying, and use examples to support your ideas.

More Classification Readings “Breaking Traffic Laws” by Lonzell Courtney (page 214) “The Purpose of Pets” by W. Stephen Damron (page 215) “Fads” by David A. Locher (page 510) “Advertising Appeals” by Michael R. Solomon, Greg W. Marshall, and Elnora W. Stuart (page 542)

Teaching Tip Copyright © 2015 by Pearson Education

Pair Work Have students read one of the essays. In pairs, they can discuss what the classification principle is. Also discuss whether the categories overlap or are distinct.

Teaching Tip Brainstorm with students about different types of spying. Some possibilities are corporate espionage, military espionage, governmental espionage, scientific espionage, and marital espionage (spying on a husband or wife).

122 Part ii Paragraph Patterns

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

Classification Paragraph Checklist As you write your classification paragraph, review the checklist at the end of the book. Also ask yourself the following questions.  Does my topic sentence explain the categories that will be discussed?  Do I use a common classification principle to unite the various categories?  Do I offer sufficient details to explain each category?  Do I arrange the categories in a logical manner?  Does all of the supporting information relate to the categories that are being discussed?  Do I include categories that do not overlap?

Comparison and Contrast

10

LEARNINg OBJECTIVES LO 1 Define comparison and contrast. (p. 124)

LO 2 Explain how to write

FPO

a comparison and contrast paragraph. (p. 124)

LO 3 Explore topics. (p. 127) LO 4 Identify the topic

sentence of a comparison and contrast paragraph. (p. 128)

LO 5 Identify the supporting Shoppers compare prices in order to make an informed decision. In this chapter, you will practice comparing and contrasting.

ideas of a comparison and contrast paragraph. (p. 129)

LO 6 Develop a comparison

and contrast paragraph plan. (p. 130)

LO 7 Write the first draft

of a comparison and contrast paragraph. (p. 132)

LO 8 Revise and edit a

comparison and contrast paragraph. (p. 132)

WRITERS’ EXChANgE Work with a partner. Each of you should discuss your music preferences. Then make a short list showing which music preferences you share and which ones you do not share.

TEAChINg TIP Cooperative Learning (Pair & Share) The Writers’ Exchange activity helps students understand comparison and contrast. Students should work with a partner to share ideas. If you have time, ask the member with the most jewelry to stay seated. The other partners should rotate and share information with their new partner.

123

124 Part ii Paragraph Patterns

 Exploring

LO 1 Define comparison and contrast. Teaching Tip Tell students that if instructors ask them to compare something (in tests or assignments), they generally mean students should both compare and contrast.

What Is Comparison and Contrast? When you want to decide between options, you compare and contrast. You compare to find similarities and contrast to find differences. The exercise of comparing and contrasting can help you make judgments about things. It can also help you better understand familiar things. You often compare and contrast. At home, when you watch TV, you might compare and contrast different programs. At college, you might compare and contrast different psychological or political theories. On the job, you might need to compare and contrast computer operating systems, shipping services, or sales figures.

Teaching Tip Ask students to identify the main differences between acrylics and oils.

The topic sentence expresses the main idea.

Supporting sentences provide details and examples.

The concluding sentence brings the paragraph to a satisfying close.

LO 2 Explain how to write a comparison and contrast paragraph.

Comparison and Contrast at Work In this paragraph, Stephen Bergeron, an artist, compares and contrasts acrylic and oil paints. Both acrylic and oil paints have useful characteristics. Acrylics, which were developed about fifty years ago, can be mixed with water. The brushes can be easily rinsed out. The paints do not have a strong odor, so they can be used indoors. A great advantage of acrylics is that they can mimic water color or gouache, and they can be used as a base painting under oils. Additionally, some artists appreciate the quick drying time of acrylics. Oil paints, on the other hand, have a slow drying time, which is useful when artists want to mix and layer colors. Although oil paints can have a strong smell when mixed with mineral spirits or linseed oil, the texture of oil paints is creamier than that of acrylics. Finally, most artists find that oil paints have deeper and more vivid colors than acrylics. A beginning artist should experiment with both types of paint and find the one that suits his or her needs.

The Comparison and Contrast Paragraph In a comparison and contrast paragraph, you can compare and contrast two different subjects, or you can compare and contrast different aspects of a single subject. For example, you might contrast married life and single life, or you might write only about marriage but contrast the expectations people have before they get married to what realistically happens after marriage. When you write a comparison and contrast paragraph, remember to think about your specific purpose.  Your purpose could be to make judgments about two things. For example, you might compare and contrast two restaurants in order to convince your readers that one is preferable.  Your purpose could be to describe or understand two familiar things. For example, you might compare two stories to help your readers understand their thematic similarities.

Comparison and Contrast Patterns Comparison and contrast texts follow two common patterns. One pattern is to present the details point by point. Another is to present one topic and then the other topic.

Chapter 10 Comparison and Contrast 125

When you are thinking about ideas for writing a comparison and contrast paragraph, you can choose one of two methods to organize your supporting ideas: point by point or topic by topic.

Point by Point

Essay Link

Present one point about Topic A and then one point about Topic B. Keep following this pattern until you have a few points for each topic. You go back and forth from one side to the other like tennis players hitting a ball back and forth across a net.

Topic by Topic

To write a comparison and contrast essay, organize each paragraph in pointby-point or topic-by-topic form.

Present all points related to Topic A in the first few sentences, and then present all points related to Topic B in the last few sentences. So, you present one side and then the other side, just as lawyers might in the closing arguments of a court case. Kyle’s Example

Teaching Tip

Kyle is trying to decide whether he should take a job in another city or stay at his current job in his hometown. His goal is to decide whether he should move or stay where he is. Kyle could organize his information using a point-by-point or topic-by-topic method. Point by Point Job A Low salary Job B Good salary Job A Parents nearby Job B Parents far away Job A Like my colleagues Job B Don’t know colleagues

Topic by Topic Job A Low salary Parents nearby Like my colleagues Job B

Better salary Parents far away Don’t know colleagues

PRACTICE 1

Copyright © 2015 by Pearson Education

Read the next two paragraphs and answer the questions. A. Mai Thi Hiep, born to a Vietnamese mother and an American soldier, was placed for adoption in the United States at age seven. Hiep—renamed Heidi— was culturally molded in America and distanced from her birth country’s values. Raised by a single woman from Pulaski, Tennessee, Heidi forgot her native language and acquired all of the tastes and attitudes of American teenagers, going to malls and using the current slang. By 1997, she had married an American serviceman and become the mother of two young daughters. That year, longing to reconnect with her roots, Heidi visited her birth mother in Vietnam. Although the reunion was deeply moving, Heidi found the sights and sounds of Vietnam strange and the poverty shocking. She did not know the etiquette of how to eat, which involved dipping food from common plates into sauces. After a few days, Heidi was asked to help her sister financially. Then her brother, mentioning that he and his siblings had cared for their mother for twenty-two years, asked Heidi to do her “filial duty” and send money monthly. Heidi felt shocked and insulted, thinking that she had come to be reunited, not to provide financial salvation. Her family members expected “Hiep” to conform to their cultural values. Heidi, however, interpreted her family’s expectations through the lens of American culture. —Nancy Bonvillain, Cultural Anthropology

Cooperative Learning (Pair & Share) Ask students to write sentences that include “I used to . . . but now I . . .” Encourage them to be creative. For example, they could write sentences such as “I used to be a confused teen, and now I have clear goals” or “I used to have a rusty green bike, and now I walk everywhere.” Students can share their ideas with a partner. Explain that they are using the writing pattern by contrasting the past with the present.

126 Part ii Paragraph Patterns

1. Underline the topic sentence. Be careful; it may not be the first sentence in the paragraph. Heidi’s connection to America and to Vietnam 2. What does the writer compare? ______________________________________ 3. What pattern of comparison does the author follow? Circle the correct answer. a. Point by point

b. Topic by topic

4. What does the paragraph focus on? Circle the correct answer. a. Similarities b. Differences

Teaching Tip Discuss the terms cacophony, innocuous, and purge. Ask students to guess each word’s meaning by looking for context clues in the paragraph. Some synonyms are the following: cacophony = clashing sounds, innocuous = dull and boring, purge = remove.

B. There are some major differences between the supermarket and a traditional marketplace. The cacophony of a traditional market has given way to programmed innocuous music, punctuated by enthusiastically intoned commercials. A stroll through a traditional market offers an array of sensuous aromas; if you are conscious of smelling something in a supermarket, there is a problem. The life and death matter of eating, expressed in traditional markets by the sale of vegetables with stems and roots and by hanging animal carcasses, is purged from the supermarket, where food is processed somewhere else, or at least trimmed out of sight. But the most fundamental difference between a traditional market and the places through which you push your cart is that in a modern retail setting nearly all the selling is done without people. The product is totally dissociated from the personality of any particular person selling it—with the possible exception of those who appear in its advertising. The supermarket purges sociability, which slows down sales. —Thomas Hine, “What’s in a Package?”

5. Underline the topic sentence.

Tech Teaching Tip Ask students to compare and contrast two newspaper Web sites. They should determine which site is more visually pleasing and easier to use. Examples are the New York Times and the Washington Post Web sites. They can also view the sites of two newspapers that appear in the same city, or they can view the Web site of their local newspaper and compare it to another place’s newspaper.

6. What pattern of comparison does the author follow? Circle the best answer. a. Point by point

b. Topic by topic

7. What does the author focus on? Circle the best answer. a. Similarities

b. Differences

8. Using your own words, list the main differences. Traditional market

Supermarket

very noisy ______________________________

boring music with commercials ______________________________

aromas of food ______________________________

no odors ______________________________ food processed somewhere else ______________________________

dead animals and roots of vegetables ______________________________ people sell the products ______________________________

almost no salespeople ______________________________

VOCABULARY BOOST Teaching Tip Explain that brainstorming antonyms is another way of contrasting items.

Brainstorming Opposites Work with a partner to brainstorm words that have the opposite meaning of the words listed on the next page. Try to come up with as many antonyms (words that have the opposite meaning) as possible.

Chapter 10 Comparison and Contrast 127

huge, immense, gigantic Example: tiny ____________________________________________________________ outgoing, extroverted, talkative, sociable shy ____________________________________________________________ sad, miserable, depressed, blue happy ____________________________________________________________

shout, scream, yell whisper ____________________________________________________________

bland, tasteless, dull spicy ____________________________________________________________

Explore Topics

LO 3

Explore topics.

In the Warm Up, you will try an exploring strategy to generate ideas about different topics.

The Writer’s Desk

Teaching Tip

Warm Up

Think about the following questions, and write down the first ideas that come to your mind. Try to think of two to three ideas for each topic. Then decide if a good paragraph would be about similarities or differences. Example: What are some key features of two cultural traditions? My mother’s tradition: Diwali

My father’s tradition: Hanukkah

festival of lights share gifts with siblings great desserts

festival of lights light the menorah gold-wrapped chocolates

X similarities _____ differences My paragraph will focus on _____ 1. What are some stereotypes about your nationality? What is the reality about your nationality? Stereotypes

Reality

_____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ This paragraph will focus on _____ similarities _____ differences. 2. What were your goals when you were a child? What are your goals today? Copyright © 2015 by Pearson Education

Goals in childhood

Goals today

_____________________________ ____________________________ _____________________________ ____________________________ _____________________________ ____________________________

The Writer’s Desk activities provide students with an opportunity to use comparison and contrast and develop a topic through all stages of the writing process. In the Warm Up, they begin by exploring various topics. Those topics then carry on throughout the chapter.

ESL Teaching Tip As an extra topic, you might encourage your nonnative speakers to compare something in their culture with American culture.

Teaching Tip For Warm Up topic 1, to help students think of ideas, ask them to brainstorm about how people in the rest of the world view Americans. Then they can generate ideas about the reality of being American.

This paragraph will focus on _____ similarities _____ differences. 3. What are some qualities and characteristics of someone who is a good sport and someone who is a bad sport? A good sport

A bad sport

_____________________________ ____________________________ _____________________________ ____________________________ _____________________________ ____________________________ This paragraph will focus on _____ similarities _____ differences.

Teaching Tip Ensure that nonnative speakers understand the terms “good sport” and “bad sport.”

128 Part ii Paragraph Patterns

When you plan your comparison and contrast paragraph, decide whether you want to focus on comparing (looking at similarities), contrasting (looking at differences), or both. In a paragraph, it is usually best to focus on either comparing or contrasting. In a larger essay, you could more easily do both.  Developing

LO 4 Identify the topic sentence of a comparison and contrast paragraph.

The Topic Sentence In a comparison and contrast paragraph, the topic sentence indicates what is being compared and contrasted and expresses a controlling idea. Although all dogs make good house pets, large dogs are much more useful than small dogs.

Essay Link In a comparison and contrast essay, the thesis statement expresses the main point of the essay.

Topic

Large dogs versus small dogs

Controlling idea

One is more useful than the other.

PRACTICE 2 Read each topic sentence, and then answer the questions that follow. State whether the paragraph would focus on similarities or differences. Example: Before the baby comes, people expect a beautiful world of soft coos and

sweet smells, but the reality is quite different. Expectation versus reality of life with a baby a. What is being compared? ___________________________________________ Reality not as pleasant as expectation b. What is the controlling idea? ________________________________________ c. What will the paragraph focus on? Circle the correct answer. Similarities

Differences

1. Many media pundits complain about reality television; however, reality shows are just as good as regular scripted shows.

Reality shows versus scripted shows a. What is being compared? ________________________________________ Both are equally good. b. What is the controlling idea? _____________________________________

_____________________________________________________________

c. What will the paragraph focus on? Circle the correct answer.

Similarities

Differences

2. Women’s sports lag behind men’s in media attention, prize money, and salaries. Women’s and men’s sports a. What is being compared? _________________________________________ Men’s sports attract more attention, more b. What is the controlling idea? ______________________________________ money, and higher salaries _____________________________________________________________

c. What does the paragraph focus on? Circle the best answer.

Similarities

Differences

Chapter 10 Comparison and Contrast 129

3. Texting can be as intimate as calling. Texting and calling a. What is being compared? _________________________________________

Both are intimate communication methods b. What is the controlling idea? ______________________________________

c. What does the paragraph focus on? Circle the correct answer.

Similarities

Differences

The Writer’s Desk

Write Topic Sentences

For each topic, write whether you will focus on similarities or differences. Then, write three topic sentences. Look for ideas in the Writer’s Desk Warm Up on page 127. Your topic sentence should include what you are comparing and contrasting, as well as a controlling idea. EXAMPLE: Topic: Two cultural traditions

Focus:

Similarities ______________________________________________

Topic sentence:

Diwali and Hanukkah have some surprising similarities. ______________________________________________

______________________________________________

Teaching Tip Cooperative Learning (Pair & Share) Divide students into pairs. Ask each pair to work on a single sheet of paper and to brainstorm topic sentences for the three Writer’s Desk topics. Then ask pairs to exchange sheets of paper. On the new sheet, they can circle the topic and underline the controlling idea in each topic sentence.

1. Topic: Stereotypes and reality about my nation Focus: ______________________________________________ Topic sentence: ______________________________________________ ____________________________________________________________ 2. Topic: Goals in childhood and goals in adulthood Focus: ______________________________________________ Topic sentence: ______________________________________________ ____________________________________________________________ 3. Topic: People who are good and bad sports Copyright © 2015 by Pearson Education

Focus: ______________________________________________ Topic sentence: ______________________________________________ ____________________________________________________________

The Supporting Ideas After you have developed an effective topic sentence, generate supporting ideas. In a comparison and contrast paragraph, think of examples that help clarify the similarities or differences.

LO 5 Identify the supporting ideas of a comparison and contrast paragraph.

130 Part ii Paragraph Patterns

Visua liz ing C ompa rison an d C ontrast PRACTICE 3 Brainstorm supporting ideas for the following topic sentence. Compare and contrast the types of heroes. Answers will vary. Topic Sentence: My childhood heroes were very different from my current heroes.

Childhood heros

Current heros

strong, help people, are brave, ___________________________________________________________

real people in my life, responsible, patient, __________________________________________________________

save lives, may have superpowers ___________________________________________________________

help others, have an impact on society __________________________________________________________

Make a Venn Diagram To generate supporting ideas, you might try using a Venn diagram. In this example, you can see how the writer draws two circles to contrast Diwali and Hanukkah. Where the circles overlap, the writer includes similarities. If you are focusing only on similarities or differences, then you can make two separate circles.

Diwali * candles and oil lamps lit for five days to symbolize the victory of good over evil * food includes fried sweets and delicacies * people give each other clothes & jewelry

LO 6 Develop a comparison and contrast paragraph plan.

Hanukkah * people light candles * place candles near windows * feasts * gift giving

* candles on menorah are lit each night for eight consecutive nights * food is fried to symbolize the miraculous oil * children receive money, clothing, or toys

The Paragraph Plan Before you write a comparison and contrast paragraph, it is a good idea to make a paragraph plan. Decide which pattern you will follow: point by point or topic by topic. Write “A” and “B” alongside your topics. Then add supporting details. Make sure that each detail supports the topic sentence.

Chapter 10 Comparison and Contrast 131

Topic Sentence: Diwali and Hanukkah have some surprising similarities.

Point by Point

Topic by Topic

A/B Both celebrations are festivals of light. Details: -People light candles. -They place candles near windows. A/B Both have traditions of feasts. Details: -People eat fried sweets for Diwali. -Everyone loves fried food for Hanukkah. A/B Both celebrations include gift giving. Details: -Diwali, people give clothing and jewelry to each other. -Hanukkah, people give gifts to children.

A Diwali is a festival of light. Details: -Oil lamps are lit for five days, symbolizing the victory of good over evil. A Diwali includes feasts. Details: -Food includes fried sweets and delicacies. A During one day of the Diwali festival, people give gifts to each other. Details: -Clothes and jewelry are given. -Children get the most gifts. B Hanukkah is also a festival of light. Details: -People light menorah candles. -Candles lit each night for eight nights. B People have feasts during Hanukkah. Details: -Food is fried to symbolize the miraculous oil.

Essay Link In a comparison and contrast essay, place the thesis statement in the introduction. Each supporting idea becomes a distinct paragraph with its own topic sentence.

ESL Teaching Tip If you have many nonnative speakers in your class, you could ask them to pair up with students from another cultural community. Students can compare and contrast cultural values, food, manners, holidays, and so on. Each pair can collaborate on a paragraph about similarities or differences in the two cultures.

B People give gifts to children during Hanukkah. Details: -They get money, clothing, or toys.

The Writer’s Desk

Write a Paragraph Plan

Copyright © 2015 by Pearson Education

Write a detailed paragraph plan in a point-by-point or side-by-side pattern. You can refer to the information you generated in previous Writer’s Desk exercises. You can use the letters A and B to indicate which side you are discussing in your plan. Include details about each supporting idea. Topic sentence: __________________________________________________ __________________________________________________

Support 1: __________________________________________________ Details: __________________________________________________

__________________________________________________

Tell students that they do not have to have six points in their plan. They may have fewer or more than six points.

Support 2: __________________________________________________ Details: __________________________________________________

__________________________________________________

Teaching Tip

Support 3: __________________________________________________ Details: __________________________________________________

__________________________________________________

Teaching Tip Suggest that students keep their plans and attach them to the final version of their paragraphs. The pages in The Writer’s World are detachable.

132 Part ii Paragraph Patterns

Support 4: __________________________________________________ Details: __________________________________________________

__________________________________________________

Support 5: __________________________________________________ Details: __________________________________________________

__________________________________________________

Support 6: __________________________________________________ Details: __________________________________________________

__________________________________________________

LO 7 Write the first draft of a comparison and contrast paragraph.

The First Draft After you outline your ideas in a plan, you are ready to write the first draft. Remember to write complete sentences. You might include transitional words or expressions to help your ideas flow smoothly.

Transitional Words and Expressions In comparison and contrast paragraphs, there are some transitional words and expressions that you might use to explain either similarities or differences. To Show Similarities

To Show Differences

additionally at the same time

conversely however

equally

in addition in the same way similarly

The Writer’s Desk

in contrast

nevertheless on the contrary then again

Write the First Draft

Write the first draft of your comparison and contrast paragraph. Before you write, carefully review your paragraph plan to see if you have enough support for your points and topics.

 Revising and Editing

LO 8 Revise and edit a comparison and contrast paragraph.

Revise and Edit a Comparison and Contrast Paragraph When you finish writing a comparison and contrast paragraph, carefully review your work and revise it to make the comparison or contrast as clear as possible to your readers. Check that you have organized your paragraph logically, and remove any irrelevant details.

Chapter 10 Comparison and Contrast 133

PRACTICE 4

Teaching Tip

Read the following student paragraph and answer the questions. The Hindu and Jewish faiths have distinct religious celebrations. However, Diwali 1 and Hanukkah have surprising similarities. For Hindus, Diwali is known as the light festival of light. For five nights, celebrators are lighting as many small oil lamps as possible to symbolize hope and the victory of good over evil. Similarly, Hanukkah is a festival of lights, and people light candles on a menorah for eight consecutive nights. The candles celebrate the miracle of an oil lamp found in the Temple, which burned for eight days and nights even though it had only a day’s worth of oil in it. Furthermore, both Hindus and Jews place the lights near windows so that people 2 Another similarity is the feasts. passing by can see them. Another similarity: feasts. People celebrating Diwali and really Hanukkah work real hard to create special meals. The Diwali feast includes fried

The activity of revising and editing a paragraph should help your students understand the important link between the writing process and the grammar chapters.

Teaching Tip Cooperative Learning (Pair & Share) First, ask students to read the paragraph silently. As they read, they should circle any mistakes that they find. Then place students in pairs. They can share what they have found and answer the revising and editing questions together. As a possible third step, each pair can share answers with another pair of students.

sweets and other desserts. In the same way, during Hanukkah, people eat food fried in 3 oil, such as potato pancakes and donuts. Finally, both Diwali and Hanukkah involve gift-giving, with children as the major beneficiaries of the generosity. During Diwali, children receive gifts of clothing or jewelry. Hanukkah celebrants give gifts of money, clothing, or toys. Thus, Hindus and Jews celebrate some festivals in a similar way. —Puspavalli Kumar, student

Revising and Hanukkah 1. What is the writer comparing? Diwali ______________________________________ Copyright © 2015 by Pearson Education

2. What does the writer focus on? Circle the best answer.

a. Similarities

b. Differences

3. Number the three main points. 4. Underline six transitional words or expressions that appear at the beginnings of sentences. Editing 5. Identify and correct one verb-tense error. 6. This paragraph contains one fragment, which is an incomplete sentence. Identify and correct the fragment. 7. Find and correct one error with an adjective or adverb. For more information about adjectives and adverbs, see the Grammar Hint on the next page.

GrammAr Link See the following chapters for more information about these grammar topics: Fragments, Chapter 20 Verb Tenses, Chapter 25 Adjectives and Adverbs, Chapter 30

134 Part ii Paragraph Patterns

ESL Teaching Tip This Grammar Hint is especially relevant for nonnative speakers. They may mistakenly transfer word structures from their own languages.

Teaching Tip Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. All students should write two questions on a sheet of paper. Then, in teams, students can ask other members their questions and share answers.

Teaching Tip With the Reflect On It Writing Activity, you can verify whether students have understood the main concepts.

Grammar Hint

Comparing with Adjectives and Adverbs

When comparing or contrasting two items, ensure that you have correctly written the comparative forms of adjectives and adverbs. For instance, never put more with an adjective ending in -er. Living alone is more quieter than living with a roommate. If you are comparing two actions, remember to use an adverb instead of an adjective.

more quickly

My roommate cleans quicker than I do.

The Writer’s Desk Revise and Edit Your Paragraph Revise and edit the paragraph that you wrote for the previous Writer’s Desk. Make sure that your paragraph has unity, adequate support, and coherence. Also correct any errors in grammar, spelling, punctuation, and mechanics.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that topic. 1. Define the words comparing and contrasting. Finding similarities a. Comparing: ___________________________________________________ Finding differences b. Contrasting: ___________________________________________________ 2. Explain the following comparison and contrast patterns. Present one point about Topic A and then one point a. Point by point: _________________________________________________ about Topic B. _____________________________________________________________ First present all points related to Topic A, and then b. Topic by topic: _________________________________________________ present all points related to Topic B. ______________________________________________________________

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Writing Activity 1: Topics Choose any of the following topics, or choose your own topic. Then write a comparison and contrast paragraph. General Topics

1. physical beauty and inner beauty 2. people from two different regions 3. your current home and a home that you lived in before

Compare or contrast . . . 4. expectations about marriage and the reality of marriage 5. two Web sites

Chapter 10 Comparison and Contrast 135

Writing Link

College and Work-Related Topics

Compare or contrast . . .

6. male and female students

9. leaving a child in day care or with a family member

7. a high school and a college course 8. working indoors and working outdoors

10. working mainly with your hands and working mainly with your head

More Comparison and Contrast Writing Topics Chapter 16, Writer’s Room topic 2 (page 262) Chapter 18, Writer’s Room topic 1 (page 285) Chapter 21, Writer’s Room topic 2 (page 311)

Writing Activity 2: Media Writing Compare another country to the United States. Watch a foreign film such as A Separation (Iran), Paradise Now (Palestine), Close to Home (Israel), Volver (Spain), The Queen (Great Britain), The Kite Runner (Afghanistan), and Slumdog Millionaire (India). You can also watch YouTube videos about foreign places. You can compare the clothing, music, attitudes, and landscapes of the two places.

Reading Link More Comparison and Contrast Readings “Two Jobs” by Adrianna Gonzalez (page 219) “Just Say No” by Mark Milke (page 220) “This Boat Is My Boat” by Drew Hayden Taylor (page 513) “Gone with the Windows” by Dorothy Nixon (page 516)

Teaching Tip

Comparison and Contrast Paragraph Checklist As you write your comparison and contrast paragraph, review the checklist at the end of the book. Also ask yourself the following questions.  Does my topic sentence explain what I am comparing and/or contrasting?  Does my topic sentence make a point about the comparison? Copyright © 2015 by Pearson Education

 Does my paragraph have a point-by-point or topic-by-topic pattern?  Does my paragraph focus on either similarities or differences?  Do all of my supporting examples clearly relate to the topics that I am comparing or contrasting?

Pair Work Have students read one of the essays in the Reading Link. Then, in pairs, they can list the main comparisons or contrasts.

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

11 Cause and Effect lEarning objEctivEs LO 1 Define cause and effect. (p. 137)

LO 2 Explain how to

write a cause and effect paragraph. (p. 137)

LO 3 Explore topics. (p. 138)

LO 4 Identify the topic

sentence of a cause and effect paragraph. (p. 140)

LO 5 Identify the

supporting ideas of a cause and effect paragraph. (p. 141)

LO 6 Develop a

cause and effect paragraph plan. (p. 143)

LO 7 Write the first draft of a cause and effect paragraph. (p. 144)

LO 8 Revise and edit a

cause and effect paragraph. (p. 145)

TEaching Tip The Writers’ Exchange activity can help your students understand cause and effect. Discuss the topic with the entire class. On one side of the chalkboard, list some reasons students go to college, and on the other side, list some effects of a college education.

136

Drought and water scarcity are major problems in our world. What are the causes for water scarcity? What are the effects of drought? Cause and effect writing helps to explain the answers to these types of questions.

WritErs’ ExchangE Your instructor will divide the class into two groups. You should work with a partner or a team of students. Your group will discuss one of the following topics. What are some reasons that students go to college? What effects does a college education have on a person’s life?

Chapter 11 Cause and Effect 137

 Exploring

What Is Cause and Effect? Cause and effect writing explains why an event happened or what the consequences of such an event were. A cause and effect paragraph can focus on causes, effects, or both. You often analyze the causes or effects of something. At home, you may worry about what causes your siblings or your own children to behave in a certain manner, or you may wonder about the effects of certain foods on your health. In a U.S. history course, you might analyze the causes of the Civil War, or you might write about the effects of industrialization on American society. At work, you may wonder about the causes or effects of a promotion or a pay cut.

LO 1

Define cause and

effect.

Teaching Tip Ask students if they know of jobs in which cause and effect writing is used. Some examples are: doctors, mechanics, pilots, teachers, and construction workers.

Cause and Effect at Work In this memo from the file of a fourth-grade student, early childhood educator Luisa Suarez explains some causes and effects of the child’s behavioral and learning problems. Mark frequently expresses his dislike of school and reading. He continues to read at a second-grade level and is behind his classmates in the acquisition of knowledge expected from fourth-grade students. In interviews with the child, he has stated that he never reads at home and spends most of his time watching television. Because he is so far behind his peers in the classroom, he is embarrassed to show his lack of reading skills for fear of ridicule. It is easier for him to “act out,” thus distracting others from his deficiency in reading. He displays a low level of self-confidence and appears to have given up trying.

The topic sentence expresses the main idea. Supporting sentences provide details and examples. The concluding sentence brings the paragraph to a close.

Teaching Tip

The Cause and Effect Paragraph Copyright © 2015 by Pearson Education

When you write a cause and effect paragraph, focus on two main points. 1. Indicate whether you are focusing on causes, effects, or both. Because a paragraph is not very long, it is often easier to focus on either causes or effects. If you do decide to focus on both causes and effects, make sure that your topic sentence announces your purpose to the reader. 2. Ensure that your causes and effects are valid. Determine real causes and effects, and do not simply list things that happened before or after the event. Also verify that your assumptions are logical. Illogical

The product does not work because it is inexpensive.

(This statement is illogical; quality is not always dictated by price.)

Better The product does not work because it is constructed with poorquality materials.

Ask students to list causes and effects in this paragraph.

LO 2 Explain how to write a cause and effect paragraph.

138 Part ii Paragraph Patterns

Teaching Tip Point out to students that although the paragraph focuses mostly on effects, the writer gives a cause.

PRACTICE 1 Read the following paragraph and answer the questions. In October 1981, Kent Cochrane, aged thirty, skidded his motorcycle off a highway exit ramp and down an embankment. He had massive bleeding in his brain and was unconscious for seventy-two hours. Ever since, he has been incapable of forming new memories of his personal experiences. His pre-existing memories for facts about the world were spared, such as the layout of his house, driving directions to the family cottage, and the names of his relatives. He can follow a conversation and learn new skills. He can play the piano and explain the rules of his favorite TV show, The Price is Right. But his internal autobiography ends in 1981, and today he lives in a perpetual present, incapable of recalling even his recent past or, strangely, imagining himself in the future. Kent Cochrane does not remember the interview he did for this story, nor any of the hundreds of visits over the years from dozens of scientists and graduate students. “Wow,” says Kent with a smile, on hearing (not for the first time) that he is famous. “It’s like it’s not there,” he says of his memory. He agrees that it is sad that he cannot remember joyous occasions, but his voice lacks the timbre of true despair. He does not know what he has forgotten. —Joseph Brean, “What Is Memory? Is It What Makes Us Human?” National Post

1. Underline the topic sentence. Be careful because it is not necessarily the first sentence in the paragraph. 2. What does the paragraph mainly focus on? Circle the best answer.

a. Causes

b. Effects

a general audience, young and inexperienced drivers 3. Who is the audience? ______________________________________________ 4. List the supporting details. Answers will vary. He can remember pre-existing memories like directions to his cottage or ________________________________________________________________ playing the piano. ________________________________________________________________ He cannot remember new memories, like the recent interview, or joyous ________________________________________________________________ occasions, and he cannot anticipate the future. ________________________________________________________________

LO 3

Explore topics.

Explore Topics In the Warm Up, you will try an exploring strategy to generate ideas about different topics. Imagine that you had to write a cause and effect paragraph about traffic jams. You might brainstorm to come up with as many causes and effects as possible.

Chapter 11 Cause and Effect 139

Teaching Tip Causes • Poor weather • Road construction • High traffic for special events • Poor traffic signal timing • Insufficient road capacity

Many of your students may prefer to make visual plans such as the one provided.

c

ffi

a Tr s

m

ja

Effects • Waste of time • Increase in frustration and stress • Loss of work hours • Higher cost for gas and vehicle maintenance • Increase in air pollution level

Grammar Hint

Do Not Confuse Effect and Affect

Generally, affect is used as a verb, and effect is used as a noun. Affect (verb) means “to influence or change” and effect (noun) means “the result.” verb

How will your new job affect your family? noun

What effect will moving to a new city have on your spouse’s career? Effect can also be used as a verb that means “to cause or to bring about.” It is generally used in the following phrases: “to effect a change” or “to effect a plan.”

Copyright © 2015 by Pearson Education

The union members demonstrated to effect changes in their working conditions.

The Writer’s Desk

Teaching Tip

Warm Up

Write some possible causes and effects for the following topics. Then decide if your paragraph will focus on causes or effects. Example: Reduction of violent crime

Causes - more police on street

Effects - citizens feel sense of security

- reduction in youth population rate

- less cost to taxpayers

- harsher sentences for nonviolent

- public money for crime

crimes

prevention can be spent on other things

Causes Focus on: ____________________________________________________

The Writer’s Desk activities provide students with an opportunity to develop a topic through all stages of the writing process. In the Warm Up, they begin by exploring various topics. Those topics are then carried throughout the chapter.

Teaching Tip Pair Work You could ask students to discuss their answers with a partner.

140 Part ii Paragraph Patterns

Teaching Tip

1. Cheating

For topic 1, you might discuss the statement, “We are all cheaters. It is just a matter of degree.” Examples: people cheat on spouses, on income tax, and on tests. They plagiarize, cheat children out of time and love, cheat themselves out of rewarding experiences, etc.

Causes Effects ___________________________ _______________________________ ___________________________ _______________________________ ___________________________ _______________________________ ___________________________ _______________________________

Focus on: _________________________________________________________

2. Having a poor body image Causes Effects ___________________________ _______________________________ Teaching Tip

___________________________ _______________________________

Cooperative Learning (Jigsaw)

___________________________ _______________________________ ___________________________ _______________________________

Place students in groups of three or four. Each group should focus on one exploring topic and brainstorm ideas. Then ask students to number themselves from one to four. All of the ones get together, the twos, the threes, and so on. The new team members can take turns reading their lists and asking the others to generate more ideas for their lists. All students will end up with very complete Warm Up lists.

Focus on: _________________________________________________________

3. Teenage rebellion Causes Effects ___________________________ _______________________________ ___________________________ _______________________________ ___________________________ _______________________________ ___________________________ _______________________________ Focus on: ___________________________________________________

 Developing

LO 4 Identify the topic sentence of a cause and effect paragraph. Essay Link In a cause and effect essay, the thesis statement expresses whether the essay will focus on causes, effects, or both.

The Topic Sentence The topic sentence in a cause and effect paragraph must clearly demonstrate whether the focus is on causes, effects, or both. Also, make sure that you have clearly indicated your controlling idea. For example, read the topic sentences. Notice that the controlling ideas are underlined.

topic

controlling idea (causes)

The American public is paying high gasoline prices for many reasons.

topic

controlling idea (effects)

High gasoline prices have led Americans to change their driving habits.

topic

controlling idea (causes and effects)

High gasoline prices, which are caused by many factors, have profound consequences for many Americans.

Chapter 11 Cause and Effect 141

PRACTICE 2

Teaching Tip

Carefully read the following topic sentences. Decide whether each sentence focuses on causes, effects, or both. Look for key words that give you clues. Circle the best answer. 1. People become homeless because of difficult life circumstances.

a. Causes

b. Effects

c. Both

2. Homeless people must deal with difficult situations in their day-to-day lives.

a. Causes

b. Effects

c. Both

Pair Work Ask students to discuss their answers with a partner.

Teaching Tip As an additional activity, ask students to underline the key words in each topic sentence.

3. Because of many problems at the Chernobyl nuclear site, the environment in Ukraine has changed forever.

a. Causes

b. Effects

c. Both

4. Scientists have proposed many theories that explain the disappearance of the dinosaurs.

a. Causes

b. Effects

The Writer’s Desk

c. Both

Write Topic Sentences

Write a topic sentence for each of the following topics. You can look for ideas in the Writer’s Desk Warm Up on pages 139–140. Determine whether you will focus on causes, effects, or both in your paragraph. Example: Topic: Reduction of violent crime

The number of serious crimes committed in the United Topic Sentence: ___________________________________________________ States has fallen recently for several reasons. ___________________________________________________ 1. Topic: Cheating Topic sentence: _______________________________________________

_______________________________________________

2. Topic: Having a poor body image Copyright © 2015 by Pearson Education

Topic sentence: _______________________________________________

_______________________________________________

3. Topic: Teenage rebellion Topic sentence: _______________________________________________

Teaching Tip Cooperative Learning (Pair & Share) Divide students into pairs. Ask each pair to work on a single sheet of paper and to brainstorm topic sentences for the three Writer’s Desk topics. Then ask pairs to exchange sheets of paper. On the new sheet, students can circle the topic and underline the controlling idea in each topic sentence. They can also determine if the sentences focus on causes or effects.

_______________________________________________

The Supporting Ideas After you have developed an effective topic sentence, generate supporting ideas. When planning a cause and effect paragraph, think of examples that clearly show the causes or effects. Then arrange your examples in emphatic order. When you use emphatic order, you place your examples from the most to the least important or from the least to the most important.

LO 5 Identify the supporting ideas of a cause and effect paragraph.

142 Part ii Paragraph Patterns

Visua liz ing C a use a nd E ff ec t PRACTICE 3 Brainstorm supporting ideas for the following topic sentence. Explain how pollution might affect the environment. Answers will vary. Topic Sentence: Pollution has serious effects on our planet.

air pollution __________________________ respiratory problems __________________________

towns get flooded __________________________ citizens lose their homes __________________________

User Community “Repeatedly, I find I turn to the Hint boxes to help my students understand key concepts. Students like to get the information quickly; teachers can move faster through the many requirements in writing with these Hint boxes. They are a real asset in reviews as well when we are pressed for time.” —Charles Gonzalez, Central Florida Community College

Hint

visual pollution __________________________ contaminants in soil __________________________

Do Not Oversimplify

Avoid attributing a simple or general cause to a complex issue. When you use expressions such as It appears that or A possible cause is, you show that you are aware of the complex factors involved in the situation. Oversimplification The growing rate of homelessness in the United States is caused by the foreclosure crisis.

(This is an oversimplification of a complicated problem.)

Better A possible cause of the growing rate of homelessness in the United States is that a large number of families have lost their homes through foreclosure.

The Writer’s Desk Generate Supporting Ideas Teaching Tip As an additional activity, ask students to develop supporting ideas for all three Writer’s Desk topics in the Warm Up.

Choose one of the topic sentences from the Writer’s Desk on page 141. Then list either causes or effects. The number of serious crimes committed in Example: Topic sentence: _________________________________________ the United States has fallen recently for several reasons. ___________________________________________________________ ___________________________________________________________

Chapter 11 Cause and Effect 143

youth population rates have declined Supports: __________________________________________________

different policing tactics __________________________________________________ harsher sentences for all types of crimes __________________________________________________ Topic sentence: __________________________________________________ __________________________________________________

Supports: __________________________________________________

__________________________________________________ __________________________________________________ __________________________________________________

The Paragraph Plan In many courses, instructors ask students to write about the causes or effects of a particular subject. Plan your paragraph before you write your final version. Also think about the order of ideas. Arrange the supporting details in a logical order. As you make your plan, ensure that you focus on causes, effects, or both. Topic Sentence: The number of serious crimes committed in the United States has fallen recently for several reasons. Support 1: There are fewer people between the ages of fifteen and twenty-four.

Details:

Support 2:

Details:

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Support 3:

Details:

—There was a drop of almost 5 percent in youth populations between 1975 and 2000.

Essay Link In a cause and effect essay, place the thesis statement in the introduction. Then use body paragraphs, each with its own topic sentence, to support the thesis statement.

Police-patrolling tactics have changed. —Police get to know locals. —Police check suspicious individuals for hidden weapons. Punishment for criminals has become tougher. —Nonviolent offenders and drug dealers are given prison terms. —More criminals are off the street, which reduces the crime rate.

The Writer’s Desk

Write a Paragraph Plan

Refer to the information you generated in previous Writer’s Desk exercises and create a paragraph plan. If you think of new details that will explain your point more effectively, include them here. Topic sentence: __________________________________________________

LO 6 Develop a cause and effect paragraph plan.

__________________________________________________

Teaching Tip Remind students that they can have fewer or more than three supporting points.

144 Part ii Paragraph Patterns

Teaching Tip Suggest that students keep their plans and attach them to the final version of their paragraphs. The pages in The Writer’s World are detachable.

Details: __________________________________________________

__________________________________________________

__________________________________________________

Teaching Tip Write the students’ suggestions of synonyms for cause and effect on the blackboard. Then ask them to add their new words to the vocabulary log at the end of this book. Remind students that they can use these words to avoid repetition and to improve their style. Answers will vary but may include instigator, determinant, provocateur, reason or outcome, result, ramification, consequence.

Support 1: __________________________________________________

Support 2: __________________________________________________

Details: __________________________________________________

__________________________________________________

__________________________________________________

Support 3: __________________________________________________

Details: __________________________________________________

__________________________________________________

__________________________________________________

VOCABULARY BOOST Using your thesaurus, come up with three synonyms for cause and three synonyms for effect.

LO 7 Write the first draft of a cause and effect paragraph.

The First Draft After you outline your ideas in a plan, you are ready to write the first draft. Remember to write complete sentences. You might include transitional words or expressions to help your ideas flow smoothly.

Transitional Words and Expressions The following transitional expressions are useful for showing causes and effects. To Show Causes

To Show Effects

for this reason

accordingly

the first cause

as a result

the most important cause

consequently

The Writer’s Desk

Write the First Draft

Write the first draft of your cause and effect paragraph. Before you write, carefully review your paragraph plan and make any necessary changes.

Chapter 11 Cause and Effect 145

 Revising and Editing

Revise and Edit a Cause and Effect Paragraph

LO 8 Revise and edit a cause and effect paragraph.

When you finish writing a cause and effect paragraph, review your work and revise it to make the examples as clear as possible to your readers. Make sure that your sentences relate to the topic sentence and flow together smoothly.

PRACTICE 4

Teaching Tip Cooperative Learning (Pair & Share)

Read the next student paragraph and answer the questions. The number of serious crimes committed in the United States has fallen recently for several reasons. First, experts believe that there are fewer people between the ages of dropped fifteen and twenty-four. From 1975 to 2000, the youth population rate droped by almost 5 percent. This decrease has led to a reduction in crime rates. In addition, policepatrolling tactics have changed. Police officers get to know locals in various neighborhoods. Officers also check suspicious individuals for concealed weapons. Finally Finaly, punishment has become more tougher. People who commit certain nonviolent crimes and drug offenses are given prison terms. More criminals are off the streets, which reduces the crime rate. But some people have been wrongly convicted because effect they can’t afford a good lawyer. In conclusion, these factors have had a positive affect

Teaching Tip The activity of revising a paragraph should help your students understand the important link between the writing process and the grammar chapters.

Teaching Tip

on the country’s crime rate. —Logan Two-Rivers, student

Revising Copyright © 2015 by Pearson Education

First, ask students to read the paragraph silently. As they read, they should circle any mistakes that they find. Then place students in pairs. They can share what they have found and answer the revising and editing questions together. As a possible third step, each pair can share their answers with another pair of students.

causes 1. Does the paragraph focus on causes, effects, or both? _____________________ population rate of youth has declined, 2. List the causes or effects given. _______________________________________ policing strategies have changed, more criminals are imprisoned because of ________________________________________________________________ tougher sentences ________________________________________________________________ ________________________________________________________________ 3. There is one sentence in the paragraph that does not relate to the topic. Cross it out. 4. This paragraph has some sentences that require source information. Highlight two or three examples of unsupported claims.

Remind students of the importance of citing the source when they provide statistics or other factual evidence that they found online.

146 Part ii Paragraph Patterns

5. Go online and find two or three specific examples to back up the claims made in this paragraph. Add them here, and include your sources. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ GrammAr Link See the following chapters for more information about these grammar topics: Spelling and Commonly Confused Words, Chapter 33 Adjectives and Adverbs, Chapter 30

________________________________________________________________ Editing 6. This paragraph contains two misspelled words. Identify and correct them. 7. There is one error with the comparative form. Correct the error. 8. There is one commonly confused word error. Underline the error and replace it with the correct word.

The Writer’s Desk Revise and Edit Your Paragraph Revise and edit the paragraph that you wrote for the previous Writer’s Desk. Make sure that your paragraph has unity, adequate support, and coherence. Also correct any errors in grammar, spelling, punctuation, and mechanics.

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

Teaching Tip Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. All students should write two questions on a sheet of paper. Then, in teams, students can ask other members their questions and share answers.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that topic. Answers will vary. 1. What is the difference between the words affect and effect? Verb meaning “to change” Affect: __________________________________________________________ Noun meaning “the result” Effect: __________________________________________________________ 2. Why should oversimplification of causes or effects be avoided? Reasons may become invalid if simple causes or effects are attributed to ______________________________________________________________ complex issues. ______________________________________________________________ 3. List some common transitional words used in a cause and effect paragraph. for this reason, the first cause, accordingly, consequently ______________________________________________________________ ______________________________________________________________

Chapter 11 Cause and Effect 147

The Writer’s Room Choose any of the following topics, or choose your own topic. Then write a cause and effect paragraph. General Topics

College and Work-Related Topics

Causes and/or effects of . . .

Causes and/or effects of . . .

1. having a close friendship

6. having low (or high) marks in college

3. voter apathy 4. holding a grudge 5. spoiling a child

7. not keeping up with college workload 8. working with a family member 9. working at home 10. getting a promotion

Writing Activity 2: Media Writing Watch a television show or movie that deals with falling in love or breaking up. You could watch any television soap opera or a television drama such as The Good Wife. You could also watch romance movies such as Twilight, Hope Springs, or The Five-Year Engagement. You could also listen to love songs. Describe the causes or effects of falling in love or breaking up and use examples to support your point.

Copyright © 2015 by Pearson Education

writing assignments at mywritinglab.com

Writing Activity 1: Topics

2. telling lies

Complete these

ESL Teaching Tip Encourage your nonnative students to write about the causes or effects of moving to the United States. Writing Link More Cause and Effect Writing Topics Chapter 18, Writer’s Room topic 2 (page 285) Chapter 19, Writer’s Room topic 2 (page 296) Chapter 24, Writer’s Room topic 2 (page 345) Chapter 30, Writer’s Room topic 2 (page 423) Chapter 35, Writer’s Room topic 2 (page 483)

Reading Link More Cause and Effect Readings “Why Small Businesses Fail” by Jim Baek (page 223) “Don’t Worry, Act Happy” by Albert Nerenberg (page 224) “Mother Nature’s Melting Pot” by Hugh Raffles (page 537) “Is Anything Private Anymore” by Sean Flynn (page 545)

Teaching Tip

Cause and Effect Paragraph Checklist As you write your cause and effect paragraph, review the checklist at the end of the book. Also ask yourself the following questions.  Does my topic sentence indicate clearly that my paragraph focuses on causes, effects, or both?  Do I have adequate supporting examples of causes and/or effects?  Do I make logical and valid points?  Do I use the terms effect and affect correctly?

Pair Work Have students read one of the essays. Then, in pairs, they can list the main causes or effects.

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

12

Argument

lEarning objEctivEs LO 1 Define argument.

Teenagers often argue with their parents. In argument writing, you try to convince readers to agree with your point of view.

FPO

(p. 149)

LO 2 Explain how to

write an argument paragraph. (p. 149)

LO 3 Explore topics. (p. 151)

LO 4 Identify the

topic sentence of an argument paragraph. (p. 151)

LO 5 Identify the

supporting ideas of an argument paragraph. (p. 153)

LO 6 Develop an

argument paragraph plan. (p. 157)

LO 7 Write the first draft of an argument paragraph. (p. 159)

LO 8 Revise and edit

an argument paragraph. (p. 159)

tEaching tip Cooperative Learning (Nonstop Talking) The Writers’ Exchange activity helps students understand argument. Place students in small groups. Taking turns, students speak about one of the topics without stopping. Flick the lights every time you want the speakers to change. Another idea is to ask students to argue both sides of the issue. They would debate for 30 seconds and then switch sides and debate the opposing view.

148

WritErs’ ExchangE For this activity, you and a partner will take turns debating an issue. To start, choose who will begin speaking. The first speaker chooses one side of any issue listed below, and then argues about that issue, without stopping, for a set amount of time. Your instructor will signal when to switch sides. After the signal, the second speaker talks nonstop about the other side of the debate. If you run out of ideas, you can switch topics when it is your turn to speak. Possible topics: Dogs are better than cats.

Cats are better than dogs.

It’s better to be married than single. It’s better to be single than married. Life is easier for men.

Life is easier for women.

Chapter 12 Argument 149

 Exploring

What Is Argument? When you use argument, you take a position on an issue and attempt to defend it. You try to convince somebody that your point of view is the best one. Argument is both a writing pattern and a purpose for writing. In fact, it is one of the most common aims or purposes in college and work-related writing. For example, in Chapter 10, there is a paragraph about the religious celebrations Diwali and Hanukkah, and the author uses comparison and contrast as the predominant pattern. At the same time, the author uses argument to convince the reader that the two celebrations are not so different. Therefore, in most of your college and workrelated writing, your purpose is to persuade the reader that your ideas are compelling and valid. You use argument every day. At home, you may write a persuasive letter to a newspaper to express your views about public policy. At college, in a sociology class, you might take a position on capital punishment or on gun control. At work, you might have to convince your manager to give you a raise.

Argument at Work

LO 1

Define argument.

Teaching Tip You may wish to explain how argument can be both a writing pattern (rhetorical mode) and a purpose.

Teaching Tip Ask students to think of other places where argument writing is used. Examples: letters of protest, political campaigns, promotional flyers.

Teaching Tip Ask students to list the main point and supporting arguments in this paragraph.

Lawyer Marshal L. Dodge argues on behalf of his client, Ethan Ward,* a veteran of the conflict in Afghanistan, for disability compensation for posttraumatic stress disorder (PTSD).

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On behalf of my client, I request that the Veterans Claims Board grant Mr. Ward disability compensation. Ward served on active duty in Afghanistan from September 2008 to January 2010. After his discharge, Mr. Ward began to experience a nervous condition. He could not sleep, eat, or do other daily activities. The American Psychiatric Association has acknowledged PTSD as a delayed-stress syndrome experienced by combat veterans. My client has provided a list of each stress-related incident he has experienced since returning to civilian life. Mr. Ward has provided the necessary medical reports from health care professionals. The medical reports indicate that, before serving in Afghanistan, my client functioned very well in his day-to-day activities. Furthermore, my client has responded in a timely manner to all and any requests made by the VA regarding his claim. Therefore, he should receive disability compensation. *name changed

The Argument Paragraph When you write an argument paragraph, remember the following four points.  Choose a subject that you know something about. It would be very difficult to write a good text about space research funds, capital punishment, or conditions in federal prisons, for example, if you have never had experience with, or read about, these issues. On the other hand, if you, or someone close to you, cannot find good day care, then you could likely write a very effective paragraph about the need for better day-care services.  Consider your readers. What do your readers already know about the topic? Are they likely to agree or disagree with you? Do they have specific concerns? Consider what kind of evidence would be most effective with your audience.

The topic sentence expresses the main idea.

Supporting sentences provide details and examples.

The concluding sentence brings the paragraph to a satisfying close.

LO 2 Explain how to write an argument paragraph. Essay Link When you write argument essays, also keep these four points in mind.

150 Part ii Paragraph Patterns

Teaching Tip Remind students that argument does not need to be a heated debate. Argument writing uses logic to make a reasonable, convincing case.

 Know your purpose. In argument writing, your main purpose is to persuade the reader to agree with you. Your specific purpose is more focused. You may want the reader to take action, you may want to support a viewpoint, you may want to counter somebody else’s argument, or you may want to offer a solution to a problem. Ask yourself what your specific purpose is.  Take a strong position and provide supporting evidence. The first thing to do in the body of your paragraph is to prove that there is, indeed, a problem. Then back up your point of view with a combination of facts, statistics, examples, and informed opinions.

Hint

Be Passionate!

When you are planning your argument paragraph, try to find a topic that you feel passionate about. If you care about your topic, and if you express your enthusiasm, your audience will be more likely to care about it, too.

PRACTICE 1 Read the next paragraph, and answer the questions.

laudable: praiseworthy

As one solution to global warming, the locavore movement encourages consumers to buy within a 100-mile radius. However, buy-local advice is not especially eco-friendly. First, a 2008 study by researchers at Carnegie Mellon University showed that only 11 percent of greenhouse gases released into the atmosphere come from long-distance transportation of food supplies. Large ships or planes send enormous quantities of produce very efficiently. In 2006, New Zealand researchers at Lincoln University proved that New Zealand lamb transported to Britain consumed less energy than locally produced British lamb. In addition, local farming methods may be inefficient. The Carnegie Mellon study showed that almost 83 percent of carbon emissions could be attributed to regional food-production practices. For instance, communityproduced crops may require more water, fertilizer, and pesticides than crops from overseas. Large amounts of forest may have to be cleared to ensure that farmers make a profit. In colder climates, food producers often grow and store food in temperature-controlled warehouses. Exotic flowers or fruits cultivated in a tropical climate require less energy than those same flowers and fruits grown in a hothouse in a cold climate. Although reduction of greenhouse gases is a laudable goal, consumers should thoroughly inform themselves about the best solutions in fighting climate change. —Kevin Libin, “Rethinking Green: Eat Global, Not Local” (adapted)

1. Underline the topic sentence. Remember that a topic sentence is not necessarily the first sentence in the paragraph. General public; activists involved in issues 2. Who is the author’s audience? _______________________________________ on climate change _______________________________________________________________ To convince people that eating locally 3. What is the author’s specific purpose? _________________________________ grown food may not be the best solution to fight climate change. The author _______________________________________________________________ may want consumers to be well informed about the issue. _______________________________________________________________

Chapter 12 Argument 151

4. Underline some examples that the author gives to show that there is a problem. 5. Look at the author’s supporting evidence, and circle two statistics.

Explore Topics

LO 3

Explore topics.

In the Warm Up, you will try an exploring strategy to generate ideas about different topics.

The Writer’s Desk

Teaching Tip

Warm Up

Think about the following questions, and write down the first ideas that come to mind. Try to think of two or three ideas for each topic. Example: Should people stop launching frivolous lawsuits? Yes, I think so. I sold a computer and it stopped working so my friend ___________________________________________________________ sued me. But computers sometimes break! Lawsuits cause stress and ___________________________________________________________ break up friendships. ___________________________________________________________

The Writer’s Desk activities provide students with an opportunity to use argument writing and develop a topic through all stages of the writing process. In the Warm Up, they begin by exploring various topics. Those topics are then carried throughout the chapter.

1. Sometimes minors steal, vandalize, go joyriding, and do other illegal acts. Should parents be required to pay for damages when their children break the law? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 2. Should college students be permitted to carry concealed weapons? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 3. What are some of the major controversial issues in your neighborhood, at your workplace, at your college, or in the news these days? ___________________________________________________________

Copyright © 2015 by Pearson Education

___________________________________________________________ ___________________________________________________________

 Developing

The Topic Sentence In the topic sentence of an argument paragraph, state your position on the issue. In the following topic sentence, notice that the controlling idea has been underlined. controlling idea

topic

Our government should severely punish corporate executives who commit fraud. Your topic sentence should be a debatable statement. It should not be a fact or a statement of opinion.

LO 4 Identify the topic sentence of an argument paragraph.

152 Part ii Paragraph Patterns

Teaching Tip Cooperative Learning (Jigsaw) Place students in groups of three. First, they should do Practice 2. Then ask groups to brainstorm three more sentences for the practice. They should write a fact, an opinion, and an argument. When they finish, students can ask other teams to guess which sentence is a fact, which is an opinion, and which is an argument.

Teaching Tip Pair Work Because this exercise is somewhat difficult, students could do it in pairs.

Fact

In some public schools, students wear uniforms. (This is a fact. It cannot be debated.)

Opinion I think that it is a good idea for public school students to wear uniforms. (This is a statement of opinion. Nobody can deny that you like school uniforms. Therefore, do not use phrases such as In my opinion, I think, or I believe in your topic sentence.)

Argument Public school students should wear uniforms. (This is a debatable statement.)

PRACTICE 2 Evaluate the following statements. Write F for a fact, O for an opinion, or A for a debatable argument. 1. I think that dieting makes people fat.

O _____

2. Most high school graduates take SATs to get accepted into college. _____ F 3. American businesses should give longer maternity and paternity leave for employees. _____ A 4. I believe that the government should ban handguns.

O _____

5. Private citizens should not be permitted to own handguns.

_____ A

6. Many Internet viruses are installed with pop-up notices.

F _____

7. High school graduates should be required to do volunteer work for one year. _____ A 8. In my opinion, the voting age should be lowered to sixteen.

ESL Teaching Tip Some nonnative speakers may feel reluctant to share their opinions in a forceful and direct manner. Draw attention to this hint.

Hint

_____ O

Be Direct

You may be reluctant to state your point of view directly. You may feel that it is impolite to do so. However, in academic writing, it is perfectly acceptable, and even desirable, to state an argument in a direct manner. In argument writing, you can make your topic debatable by using should, must, or ought to in the topic sentence or thesis statement. Although daily prayer is important for many people in the United States, it should not take place in the classroom.

The Writer’s Desk

Write Topic Sentences

Write a topic sentence for the following topics. You can look for ideas in the previous Writer’s Desk Warm Up. Make sure that each topic sentence clearly expresses your position on the issue. Example: Topic: Frivolous lawsuits

People should stop suing each other over minor incidents. Topic sentence: ___________________________________________________

Chapter 12 Argument 153

1. Topic: Parents paying for children’s crime sprees Topic sentence:

____________________________________________

____________________________________________________________ 2. Topic: College students carrying concealed weapons Topic sentence:

____________________________________________

____________________________________________________________ 3. Topic: A controversial issue in your neighborhood, at work, at college, or in the news Topic sentence:

____________________________________________

____________________________________________________________

The Supporting Ideas

Copyright © 2015 by Pearson Education

When you write an argument paragraph, it is important to support your point of view with examples, facts, statistics, and informed opinions. It is also effective to think about some answers you can give to counter the opposition’s point of view, and you can consider the long-term consequences if something does not occur. Therefore, try to use several types of supporting evidence.  Examples are pieces of information that illustrate your main argument. For instance, if you want to argue that there are not enough day-care centers in your area, you can explain that one center has over one hundred children on its waiting list. Another type of example is the anecdote. To support your main point, you can write about a true event or tell a personal story. For example, if you think that rebellious teenagers hurt their families, you might tell a personal story about your brother’s involvement with a gang.  Facts are statements that can be verified in some way. For example, the following statement is a fact: “According to the World Health Organization, secondhand smoke can cause cancer in nonsmokers.” Statistics are another type of fact. When you use statistics, ensure that the source is reliable, and remember to mention the source. For example, if you want to argue that underage drinking is a problem, you could mention the following statistic from the Journal of the American Medical Association: “Underage drinkers consume about 20 percent of all the alcohol imbibed in this country.”  Sometimes experts in a field express an informed opinion about an issue. An expert’s opinion can give added weight to your argument. For example, if you want to argue that the courts treat youths who commit crimes too harshly or leniently, then you might quote a judge who deals with juvenile criminals. If you want to argue that secondhand smoke is dangerous, then you might quote a lung specialist or a health organization.  Solutions to problems can carry logical consequences. When you plan an argument, think about long-term consequences if something does or does not happen. For example, many youths post embarrassing photos and personal information online, and they enjoy their friends’ reactions. But at a later date, those photos and comments could have an impact on the youths’ job prospects.

LO 5 Identify the supporting ideas of an argument paragraph. Essay Link In an argument essay, body paragraphs should contain supporting details such as examples, facts, informed opinions, logical consequences, and answers to the opposition.

Teaching Tip Cooperative Learning (Sharing Circle) Place students in groups of three or four. Give students a topic sentence such as Most CEOs are paid too much. Each group should come up with an example, a fact, an informed opinion, a logical consequence, and an answer to the opposition. If you have access to a computer lab, students can do research to get facts and informed opinions. Groups can share their ideas with the class.

Teaching Tip Ask students to think about the opposing viewpoints for the following argument: The voting age should be lowered to sixteen.

154 Part ii Paragraph Patterns

 In argument writing, try to answer the opposition. For example, if you want to argue that drinking laws are ineffective, you might think about the arguments that your opposition might make. Then you might write, “Drinking age laws do a fine job of keeping young people out of clubs and bars; however, these laws do nothing to keep young people from getting access to alcohol from other places.” Try to refute some of the strongest arguments of the opposition.

Visua liz ing A rgume nt PRACTICE 3 Brainstorm supporting ideas for the following topic sentence. Write a sentence explaining why each activity is dangerous. Answers will vary. Topic Sentence: There are several activities you should never do when driving.

Putting on Makeup

Using Cell Phone

Eating

–looks at mirror, not road ___________________________ –may drive into a pole ___________________________

–looks at phone, not road ________________________ –too concentrated on text ________________________

–can choke ____________________________ –distracted when grabbing food ____________________________

–may hit someone ___________________________

–may hit someone ________________________

–removes hands from wheel ____________________________

Hint ESL Teaching Tip Emphasize the importance of using linear arguments in English writing. Draw attention to the hint.

Avoid Circular Reasoning

When you write an argument paragraph, make sure that your main point is supported with facts, examples, informed opinions, and so on. Do not use circular reasoning. Circular reasoning occurs when you simply restate an idea in various ways, and your premise is the same as your conclusion. Your idea does not develop or advance. Circular Youths who break laws should be treated differently from adults. Adolescents who are under eighteen are not mature enough to make reasoned decisions, so they cannot really be compared to people who are older. Most teenagers do not have the capacity to think about consequences. They are not capable of considering outcomes. Thus, treating a juvenile in the same way as an adult offender is unfair and unjust.

Chapter 12 Argument 155

Not Circular

ouths who break laws should be treated differently from Y adults. First, adolescents undergo massive hormonal changes, which can impact their behavior. In the book Psychosocial Development During Adolescence, the authors state that “testosterone, which is closely associated with aggression, increases tenfold in adolescent boys.” Furthermore, the prefrontal cortex, the part of the brain involved in impulse control, is not fully developed in teens. In a CBS News article, Laurence Steinberg, a Temple University professor, compares the teen brain to “a car with a good accelerator but a weak brake.” Because many teens have poor control of their impulses, they are more likely than adults to engage in reckless behavior. Thus, treating a juvenile in the same way as an adult offender is unfair and unjust.

PRACTICE 4 You have learned about different methods to support a topic. Read each of the following topic sentences, and think of a supporting reason for each one. Use the type of support suggested in parentheses. Answers will vary. 1. Companies should be prevented from marketing to children. My six-year-old nephew threw a temper tantrum because his (Example) _______________________________________________________ mother refused to buy him a popular video game. ________________________________________________________________ ________________________________________________________________ 2. Boys should be encouraged to express their emotions. As fathers and husbands, men will be better able to (Logical consequence) ______________________________________________ communicate with their wives and children. ________________________________________________________________ ________________________________________________________________ 3. Voting should be mandatory in the United States. In most elections, fewer than 60 percent of eligible voters cast a vote. (Fact) ___________________________________________________________ Copyright © 2015 by Pearson Education

________________________________________________________________ ________________________________________________________________ 4. Teen magazines should not show ads with extremely thin models. Thin models present an unattainable goal for young (Logical consequence) ______________________________________________ girls, and attempting to get the thin look can lead to eating disorders. ________________________________________________________________ ________________________________________________________________ 5. Couples who have severe marital problems should not stay together for the sake of their children. Certainly, many believe that an intact family is the (Answer the opposition.) ____________________________________________ most important gift parents can give their children. ________________________________________________________________ ________________________________________________________________

Teaching Tip Ask students to highlight supporting evidence in the "Not Circular" example.

156 Part ii Paragraph Patterns

Reading Link For more information about avoiding plagiarism and evaluating and documenting sources, refer to Chapter 15, “Enhancing Your Writing with Research.”

ESL Teaching Tip If you have many nonnative speakers in your group, you might discuss the meaning of a “rant.”

ESL Teaching Tip If you have many nonnative speakers in your class, ask them to brainstorm controversial topics relevant to their culture. Then ask them to brainstorm for and against arguments for those topics.

Teaching Tip Cooperative Learning (Jigsaw) Before students view the “Common Errors” section, do the following activity. Place students in teams and give them a controversial sentence such as Abortion should be available on demand, or All high schools should distribute condoms. Then ask the groups to brainstorm arguments for or against the topic. After they have brainstormed a list of arguments, students should analyze each other’s sentences and check to see if there are emotional arguments, generalizations, or exaggerated claims.

Hint

Using Research

You can enhance your argument essay with research by including information from an informed source. You can look for information in textbooks, newspapers, and magazines and on the Internet. When you use the Internet for research, make sure that your sources are from legitimate organizations or from reputable magazine, newspaper, or government sites. For example, for information about the spread of AIDS, you might find statistics on the World Health Organization’s Web site. You would not go to someone’s personal rant or conspiracy theory site.

Consider Both Sides of the Issue Once you have decided what to write about, try to think about both sides of the issue. Then you can predict arguments that your opponents might make, and you can plan your answer to the opposition.

The Writer’s Desk Consider Both Sides of the Issue Write arguments for and against each of the following topics. Example: Frivolous lawsuits For

—people get hurt —makes doctors more careful —many cases are legitimate —people have the right to sue

Against

—makes us look greedy —breaks friendships —raises costs for everyone —causes anger between neighbors

1. Parents paying for children’s crimes For Against ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ 2. College students carrying concealed weapons For Against ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ 3. A controversial issue: __________________________________________ For Against ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Chapter 12 Argument 157

Avoid Common Errors When you write an argument paragraph or essay, avoid the following pitfalls. Do not make generalizations. If you begin a statement with Everyone knows or It is common knowledge, then the reader may mistrust what you say. You cannot possibly know what everyone else knows. It is better to refer to specific sources. Generalization Everyone knows that global warming is destroying our planet. Better According to the United Nations Panel on Climate Change, governments must take serious steps to reduce greenhouse gas emissions. Use emotional arguments sparingly. Certainly, the strongest arguments can be emotional ones. Sometimes the most effective way to influence others is to appeal to their sense of justice, humanity, pride, or guilt. However, do not rely on emotional arguments. If you use emotionally charged words (for example, if you call someone ignorant) or if you try to appeal to basic instincts (for example, if you appeal to people’s fear of other ethnic groups), then you will seriously undermine your argument. Emotional Racists believe that undocumented immigrants are attacking the American way of life. Better Many sectors of society, including some politicians, students, and activists, believe that illegal immigration hampers the efforts of those who want to immigrate legally.

Teaching Tip Ask students to brainstorm lists of arguments for or against the legalization of drugs, and write their arguments on the board. Then they can read the information about common errors and decide whether their arguments are generalizations, emotional appeals, exaggerated claims, or valid arguments.

Tech Teaching Tip Give a topic such as health care or choose a recent controversy. Ask students to compare how different Web sites discuss the topic. They can go to the Fox News Web site and the PBS or MSNBC Web site. Students can analyze if the writers have expressed strong biases by using emotional arguments, generalizations, and exaggerations.

Do not make exaggerated claims. Make sure that your arguments are plausible. Exaggerated

Undocumented immigrants are taking everybody’s jobs.

Better Although undocumented immigrants work hard, they continue the demand for cheap labor.

VOCABULARY BOOST Copyright © 2015 by Pearson Education

Looking at Associated Meanings Some words have neutral, positive, or negative associations. With a partner, try to find the most neutral word in each list. Categorize the other words as positive or negative. 1.

macho, jerk, hunk, lout, hottie, man, stud, sweetheart, bully

2.

nation, homeland, refuge, kingdom, rogue state, country, motherland, axis of evil

3.

freedom fighter, terrorist, anarchist, believer, radical, fanatic, revolutionary, rebel, soldier, activist

The Paragraph Plan Before you write your argument paragraph, make a plan. Think of some supporting arguments, and think about details that can help illustrate each argument. Make sure that every example is valid and that it relates to the topic sentence. Also, arrange your ideas in a logical order.

ESL Teaching Tip Some nonnative speakers might not understand the nuances of certain English words. For example, in an episode of Oprah, a Norwegian guest used the words boob and kid during a serious discussion about breastfeeding. She clearly had heard the words but didn’t realize that they are inappropriate in certain contexts. Keep this in mind when your nonnative speakers use words inappropriately.

LO 6 Develop an argument paragraph plan.

158 Part ii Paragraph Patterns Topic Sentence: People should stop suing each other over minor incidents.

Support 1: They should accept that accidents can happen and stop being so greedy. Details: —A woman sued McDonald’s after she spilled hot coffee on her lap. —People sue doctors for events that are outside the doctors’ control. —A man answered his cell phone while driving and sued his boss who had called him. Support 2: Lawsuits can break friendships and create antagonism between neighbors. Details: —My friend sued me over the sale of a computer that had stopped working. —A neighbor wearing high heels fell and sued another neighbor. —Good friends and neighbors stop speaking to each other. Support 3: Finally, lawsuits contribute to higher costs for everyone. Details: —Doctors pay high amounts for malpractice suits, raising medical costs. —Companies pass along the costs of defending themselves to customers. —Insurance costs are high because of the suits.

The Writer’s Desk Teaching Tip Remind students that they may have fewer or more than three supporting ideas.

Write a Paragraph Plan

Choose one of the topic sentences that you wrote for the Writer’s Desk on page 153, and write a detailed paragraph plan. You can refer to the information you generated in previous Writer’s Desk exercises, and if you think of examples that will explain your point more effectively, include them here. Subject: __________________________________________________ Topic sentence: __________________________________________________

Teaching Tip Suggest that students keep their plans and attach them to the final version of their paragraphs. The pages in The Writer’s World are detachable.

__________________________________________________

Support 1: __________________________________________________

Details: __________________________________________________

__________________________________________________

__________________________________________________

Support 2: __________________________________________________

Details: __________________________________________________

__________________________________________________

__________________________________________________

Support 3: __________________________________________________

Details: __________________________________________________

__________________________________________________

__________________________________________________

Chapter 12 Argument 159

The First Draft After you outline your ideas in a plan, you are ready to write the first draft. Remember to write complete sentences. You might include transitional words or expressions to help your ideas flow smoothly.

LO 7 Write the first draft of an argument paragraph.

Transitional Words and Expressions The following transitional words and expressions can introduce an answer to the opposition or the support for an argument. To Answer the Opposition

To Support Your Argument

admittedly

certainly

however

consequently

nevertheless

furthermore

of course

in fact

on one hand/on the other hand

obviously

undoubtedly

of course

The Writer’s Desk

Write the First Draft

Write the first draft of your argument paragraph. Before you write, carefully review your paragraph plan and make any necessary changes.

 Revising and Editing

Revise and Edit an Argument Paragraph When you finish writing an argument paragraph, carefully review your work and revise it to make the supporting examples as clear as possible to your readers. Check that the order of ideas is logical, and remove any irrelevant details.

PRACTICE 5 Copyright © 2015 by Pearson Education

Read the next student paragraph and answer the questions. People should stop suing each other over minor incidents. Of course, some people 1 think that citizens need the right to sue and that lawsuits make doctors more careful. But ; too many people are greedy idiots. Americans should accept that accidents can happen, they should stop hunting for easy money. For example, a woman sued McDonald’s because she spilled hot coffee on her own lap. In our state, after a driver answered his cell phone and had an accident, he sued his own boss for phoning him. Those people should 2 take responsibility for their own actions. In addition, the lawsuits create antagonism while wearing high heels, between friends and neighbors. For example, our neighbor, Mrs. Blair, slipped and fell

LO 8 Revise and edit an argument paragraph. Teaching Tip The activity of revising and editing a student paragraph should help your students understand the important link between the writing process and the grammar chapters.

Teaching Tip Cooperative Learning (Pair & Share) First, ask students to read the paragraph silently. As they read, they should circle any mistakes that they find. Then place students in pairs. They can share what they have found and answer the revising and editing questions together. As a possible third step, each pair can share their answers with another pair of students.

160 Part ii Paragraph Patterns

on a sidewalk wearing high heels. She sued our other neighbor, Mr. Ferner, and now they any 3 prices are are not friends no more. Finally, consider why are prices so high. Lawsuits contribute to higher expenses for everyone. Medical costs increase when doctors pay for malpractice insurance. Companies pass along the costs of defending themselves to consumers. In Ohio and elsewhere, Americans have to stop suing each other for ridiculous reasons. —Jill Chen, student

Revising 1. Underline the topic sentence. 2. The writer uses an emotionally charged word. Remove it. X Yes ____

3. Does the writer acknowledge the opposition?

____ No

If you answered “yes,” circle the sentence in which the writer acknowledges the opposition. 4. Number the three supporting arguments. Then summarize the three ideas here. People should take responsibility for their actions and accept that ________________________________________________________________ accidents happen. ________________________________________________________________ Lawsuits can harm relationships. ________________________________________________________________ GrammAr Link See the following chapters for more information about these grammar topics: Slang versus Standard English, Chapter 32, Dangling Modifiers, Chapter 31 Run-On Sentences, Chapter 21 Embedded Questions, Chapter 18

The lawsuits contribute to higher costs for everyone. ________________________________________________________________ Editing 5. A run-on sentence occurs when two complete ideas are joined incorrectly with a comma. Identify and correct a run-on sentence. 6. This paragraph contains a misplaced modifier. Underline the modifier and indicate where it should be placed. 7. Underline and correct an embedded question error. (For information about embedded questions, see the Grammar Hint below.) 8. Underline and correct a double negative error.

Grammar Hint

Answers will vary.

Using Embedded Questions

When you embed a question inside a larger sentence, you do not need to use the question word order. Make sure that your embedded questions are correctly written.

why our government doesn’t

Some people wonder why doesn’t our government strictly regulate the banks.

The Writer’s Desk Revise and Edit Your Paragraph Revise and edit the paragraph that you wrote for the previous Writer’s Desk. Make sure that your paragraph has unity, adequate support, and coherence. Also correct any errors in grammar, spelling, punctuation, and mechanics.

Chapter 12 Argument 161

Reflect On It

Teaching Tip

Think about what you have learned in this chapter. If you do not know an answer, review that topic. 1. What is the main purpose of an argument paragraph or essay? To express a point of view and convince readers ______________________________________________________________ 2. What is the difference between a statement of opinion and a statement of argument? An opinion is preceded by “I think, I believe,” etc., and a statement ______________________________________________________________ of argument is a debatable point. ______________________________________________________________ 3. What five types of supporting evidence can you use in argument writing? examples ___________________________

logical consequences ___________________________

facts ___________________________

answer to the opposition ___________________________

informed opinions ___________________________ 4. In argument writing, you should avoid circular reasoning. What is circular reasoning? Restating the main point without giving concrete examples ______________________________________________________________ ______________________________________________________________ 5. Why is it important to avoid using emotionally charged words? They are biased, and they undermine the credibility of your argument. ______________________________________________________________ ______________________________________________________________

The Writer’s Room

With the Reflect On It activity, you can verify whether students have understood the main concepts.

Teaching Tip Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. All students should write two questions on a sheet of paper. Then, in teams, students can ask other members their questions and share answers.

User Community “We frequently look at the [Reflect On It] questions as a class before starting a chapter so students will have a purpose for reading and some guided-study questions. The questions also help those students who are not good note-takers to focus and organize their class notes.” —Lory Conrad, University of Arkansas–Fort Smith

Complete these writing assignments at

Copyright © 2015 by Pearson Education

Writing Activity 1: Topics

mywritinglab.com

Choose any of the following topics, or choose your own topic. Then write an argument paragraph. Remember to narrow your topic and to follow the writing process. General Topics Should

College and Work-Related Topics Should

1. the voting age be raised or lowered? 2. pennies be removed from circulation? 3. people look for partners online? 4. the government provide free day care? 5. children be homeschooled?

6. companies give drug testing to employees? 7. all college programs include internships? 8. physical education courses be compulsory in colleges? 9. office relationships be permitted? 10. tips for service be abolished?

Writing Link More Argument Writing Topics Chapter 25, Writer’s Room topic 2 (page 356) Chapter 26, Writer’s Room topic 2 (page 370) Chapter 27, Writer’s Room topic 2 (page 375) Chapter 28, Writer’s Room topic 2, (page 391) Chapter 31, Writer’s Room topic 2 (page 432) Chapter 33, Writer’s Room topics 1 and 2 (page 457)

162 Part ii Paragraph Patterns

Reading Link More Argument Readings “The Importance of Music” by Christine Bigras (page 228) “Robot Ethics” (page 229) “It’s Class, Stupid!” by Richard Rodriguez (page 518) “The Case for Affirmative Action” by Dave Malcolm (page 521)

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

Writing Activity 2: Media Writing Watch a television show or movie that deals with health care. You could watch television shows such as Grey’s Anatomy, Dr. Oz, Dr. Phil, The Doctors, or House. Movies include Sicko or Looper. Find a controversial issue in the program or movie, and write an argument paragraph. Give examples to support your ideas.

Argument Paragraph Checklist As you write your argument paragraph, review the checklist at the end of the book. Also ask yourself the following questions.  Does my topic sentence clearly state my position on the issue?  Do I make strong supporting arguments?  Do I include facts, examples, statistics, logical consequences, or answers to the opposition?  Do my supporting arguments provide evidence that directly supports the topic sentence?

Part III The Essay An essay is a series of paragraphs that support one main or central idea. Essays differ in length, style, and subject, but the structure of an essay generally consists of an introductory paragraph, several body paragraphs, and a concluding paragraph. Before you begin reading the following chapters, become familiar with the parts of the common five-paragraph essay by reviewing the student essay on the next page.

CHApteR 13

CHApteR 14

CHApteR 15

A Writing thE Essay

A Essay pattErns

A Enhancing YoUr

• Develop a series of paragraphs that support one main idea.

• Apply the nine paragraph patterns covered in Chapters 4 through 12 to essay writing.

Writing with REsEarch • Research information to effectively support essay writing.

163

The title gives a hint about the essay’s topic.

Extending the School Year President Barack Obama proposes that American school children extend their time in class either by lengthening the school days or by cutting summer vacation days. Although critics believe that extending the U.S. school year would cause many difficult consequences, many parents and politicians believe otherwise. The school year should be increased from 180 to 210 days because students would not be left at home alone, they would not get into trouble, and teachers would have more time to teach their subjects. If the school year were lengthened to 210 days, parents would not have to worry about their children spending many hours at home alone during the summer months. Currently, students have at least two months of summer holidays. Many students do not have anything to do except eat and watch television. For example, Carol, a single mother of three boys, works at a QuickStop Store from 7:00 a.m. until 7:00 p.m. The boys have no supervision. They never pick up a book, nor do they do any sports. Having a longer school year would ensure that children are more constructively occupied. Moreover, students would stay out of trouble by going to school for 210 days a year. Many adolescents have a lot of free time on their hands after school and during school vacations. For instance, when thirteen-year-old KeKe went to the mall, her friends pressured her to steal a pair of gold earrings. The security guard arrested the girls as they walked out of the store, and KeKe now has a record. If the school year were extended, students would have less free time and would be less likely to get into mischief. Furthermore, teachers would have more time to teach their course curriculum if the school year were prolonged. During long summer holidays, many students forget what they learned, so teachers spend a lot of time revisiting the previous year’s subject matter. With the additional days of instruction, students could spend more time studying. They would also have more time to absorb their course material. For example, Sally, a student in junior high, has a problem reading. If the school year were longer, she could get the extra help she needs because the teacher would have more time. Teachers could work with students one on one and teach their subjects step by step. Students’ grades would probably go up because teachers would be able to spend more time with them. In conclusion, the U.S. school year should be increased from 180 to 210 days. Students would spend less time at home alone, they could keep out of trouble, and teachers would have more time to teach. The grades of students would improve, and they would gain more confidence. Increasing the number of days students spend in school is a winning situation. —Archie Arnold, student

164

An introductory paragraph introduces the essay’s topic and contains its thesis statement. The thesis statement contains the essay’s topic and its controlling idea.

Each body paragraph begins with a topic sentence and contains supporting details.

Teaching Tip You might explain to students that essays may be longer than the standard five-paragraph model, but that the model is often easier for beginning writers to use.

The concluding paragraph brings the essay to a satisfactory close.

Writing the Essay

13

Learning Objectives LO 1 Explore topics. (p. 165)

LO 2 Develop a thesis

statement. (p. 167)

LO 3 Develop the

supporting ideas. (p. 170)

LO 4 Develop an essay plan. (p. 173)

FPO

LO 5 Develop an

introduction. (p. 177)

LO 6 Develop a

conclusion. (p. 180)

LO 7 Write the first draft. Completed in 1973, the Sydney Opera House in Australia has tons of concrete, steel, and glass supporting its structure. In the same way, an essay is a sturdy structure that is supported by a strong thesis statement and solid body paragraphs held together by plenty of facts and examples.

(p. 182)

LO 8 Revise and edit the essay. (p. 182)

LO 9 Develop the essay title. (p. 184)

LO 10 Write the final draft. (p. 185)

 Exploring

Explore Topics

LO 1

Explore topics.

There are limitless topics for writing essays. Your knowledge and personal experiences will help you find topics and develop ideas when you write your essay. When you are planning your essay, consider your topic, audience, and purpose. Your topic is who or what you are writing about. Your audience is your intended reader, and your purpose is your reason for writing. Do you hope to entertain, inform, or persuade the reader?

Narrowing the Topic Your instructor may assign you a topic for your essay, or you may need to think of your own. In either case, you need to narrow your topic (make it more specific) to ensure that it suits your purpose for writing and fits the size of the assignment.

Writing Link For more information about exploring strategies, see Chapter 1.

165

166 Part III The Essay

To narrow your topic, you can use some exploring methods such as questioning or brainstorming. When you narrow your topic, keep in mind that an essay contains several paragraphs; therefore, an essay topic can be broader than a paragraph topic. In the following examples, you will notice that the essay topic is narrow but is slightly larger than the paragraph topic. Broad Topic Job interview Rituals

Hint

Essay Topic Preparing for the interview Initiation rituals

Paragraph Topic Dressing for the interview College orientation week

Choosing an Essay Topic

Paragraphs and essays can also be about the same topic. However, an essay has more details and concrete examples to support its thesis. Do not make the mistake of choosing an essay topic that is too broad. Essays that try to cover a large topic risk being superficial and overly general. Make sure that your topic is specific enough that you can cover it in an essay.

Teaching Tip Ask students which topics would make interesting essays.

Teaching Tip If students have trouble thinking of topics, suggest that they try an exploring strategy such as freewriting.

Teaching Tip Cooperative Learning (Jigsaw) First, with the “volunteer work” topic, do a class brainstorming, questioning, and clustering. Then place students in groups of three or four and assign two topics and a different exploring strategy to each group. After students have done their exploring, they should regroup with people from other teams and share their information. All students will end up with very complete Warm-Up lists.

David Narrows His Topic Student writer David Raby-Pepin used both brainstorming and questioning to narrow his broad topic, “music.” His audience was his English instructor, and the purpose of his assignment was to persuade. —Should street performers be required to have a license? —downloading music —difference in earning power between classical and pop musicians —Why do some rock bands have staying power? —how to be a successful musician —What is hip-hop culture? —the popularity of shows like American Idol —difference between poetry and song lyrics

The Writer’s Desk Narrow the Topics Practice narrowing five broad topics. –reasons it doesn’t make you happy Example: Money: _______________________________________________ –teach children about value of money ____________________________________________________________ –best ways to be financially successful ____________________________________________________________ 1. Volunteer work: _____________________________________________ ____________________________________________________________ ____________________________________________________________ 2. Environment:

_____________________________________________

____________________________________________________________ ____________________________________________________________

Chapter 13 Writing the Essay 167

3. Advertising:

_____________________________________________

____________________________________________________________ ____________________________________________________________ 4. Entertainment: _____________________________________________ ____________________________________________________________ ____________________________________________________________

 Developing

The Thesis Statement Once you have narrowed the topic of your essay, develop your thesis statement. The thesis statement—like the topic sentence in a paragraph—introduces the topic of the essay and arouses the interest of the reader.

Characteristics of a Good Thesis Statement A thesis statement has three important characteristics.  It expresses the main topic of the essay.  It contains a controlling idea.  It is a complete sentence that usually appears in the essay’s introductory paragraph. Here is an example of an effective thesis statement. topic

controlling idea

Marriage has lost its importance for many young people in our society.

Writing an Effective Thesis Statement

Copyright © 2015 by Pearson Education

When you develop your thesis statement, ask yourself the following questions. 1. Is my thesis statement a complete statement that has a controlling idea? Your thesis statement should always reveal a complete thought and make a point about the topic. It should not simply announce the topic or express a widely known fact. Incomplete

Gambling problems.

(This statement is not complete.)

Announcement

I will write about lotteries.

(This statement announces the topic but says nothing relevant about the topic. Do not use expressions such as I will write about. . . or My topic is. . .)

Thesis statement

inning the lottery will not necessarily lead to W happiness.

2. Does my thesis statement make a valid and supportable point? Your thesis statement should express a valid point that you can support with evidence.

LO 2 Develop a thesis statement.

User Community “This text almost does the impossible: it pleases both the traditional instructor and the modern college student. The content is well suited for any developmental student nationwide. Using motivating and contemporary issues, the text helps prepare students for discussion and writing on college-level issues.” —Charles Gonzalez, Central Florida Community College

168 Part III The Essay

It should not be a vaguely worded statement, and it should not be a highly questionable generalization. Vague

Workplace relationships are harmful.

(For whom are they harmful?)

Invalid point

Women earn less money than men.

(Is this really true for all women in all professions? This generalization might be hard to prove.)

Thesis statement

efore coworkers become romantically involved, they B should carefully consider possible problems.

3. Can I support my thesis statement in an essay? Your thesis statement should express an idea that you can support in an essay. It should not be too broad or too narrow. Too broad

There are many museums in the world.

(It would be difficult to write an essay about this topic.)

Too narrow

The Spy Museum is in Washington.

(What more is there to say?)

Thesis statement

ashington’s Spy Museum contains fascinating W artifacts related to the secret world of espionage.

Hint

Give Specific Details

Give enough details to make your thesis statement focused and clear. Your instructor may want you to guide the reader through your main points. To do this, mention both your main point and your supporting points in your thesis statement. In other words, your thesis statement provides a map for the readers to follow. Weak

My first job taught me many things.

Better My first job taught me about responsibility, organization, and the importance of teamwork.

Teaching Tip Cooperative Learning (Pair & Share) Divide students into pairs. Ask each pair to work on a single sheet of paper and to brainstorm answers for Practice 1. Then ask pairs to share their answers with another pair. They should ensure that their new thesis statements have clear controlling ideas.

PRACTICE 1 Identify the problem in each thesis statement. Then revise each statement to make it more interesting and complete. Announces Incomplete

Invalid Vague

Broad Narrow

Example: I will write about human misery on television news. Answers will vary.

Revised statement:

Announces ______________________________________________ Television news programs should not treat personal ______________________________________________

tragedies as big news. ______________________________________________

Problem:

1. Young men are worse drivers than young women. Invalid Problem: ______________________________________________ Revised statement: ______________________________________________

______________________________________________

Chapter 13 Writing the Essay 169

2. In my opinion, rappers are poor role models for American youths. Announces Problem: ______________________________________________ Revised statement:

______________________________________________

______________________________________________

3. Freedom is important. Broad or vague Problem: ______________________________________________ Revised statement: ______________________________________________

______________________________________________

4. The streets are becoming more dangerous. Vague and invalid Problem: ______________________________________________ Revised statement: ______________________________________________

______________________________________________

5. The problem with traditional values. Incomplete Problem: ______________________________________________ Revised statement: ______________________________________________

______________________________________________

6. My children know how to count to ten in Spanish. Narrow Problem: ______________________________________________ Revised statement: ______________________________________________

______________________________________________

The Writer’s Desk

Write Thesis Statements

For each item, choose a narrowed topic from the Writer’s Desk on pages 166–167. Then write an interesting thesis statement. Remember that each thesis statement should contain a controlling idea.

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Example: Topic: Money

Narrowed topic:

Winning a lottery ___________________________________________

Thesis statement:

Rather than improving your life, winning the lottery ___________________________________________ can lead to feelings of guilt, paranoia, and boredom. ___________________________________________

1. Topic: Volunteer work Narrowed topic: ___________________________________________ Thesis statement: ___________________________________________

___________________________________________

2. Topic: Environment Narrowed topic: ___________________________________________ Thesis statement: ___________________________________________

___________________________________________

170 Part III The Essay

3. Topic: Advertising Narrowed topic: ___________________________________________ Thesis statement: ___________________________________________

___________________________________________

4. Topic: Entertainment Narrowed topic: ___________________________________________ Thesis statement: ___________________________________________

LO 3 Develop the supporting ideas.

___________________________________________

The Supporting Ideas The thesis statement expresses the main idea of the entire essay. In the following illustration, you can see how the ideas flow in an essay. Topic sentences relate to the thesis statement, and details support the topic sentences; therefore, all the ideas in the essay are unified and support the thesis.

THESIS STATEMENT

Teaching Tip Suggest that students read the entire essay before trying to insert the missing thesis statement and topic sentences.

Teaching Tip Cooperative Learning (Sharing Circle) Ask students to do Practice 2 in teams of three or four. Another way of approaching this activity is to have students complete the practice individually. Then place students in groups of four. Students can compare their answers. The group can then choose the best thesis statement and topic sentences. Teams can then share their answers with the class.

Topic sentence 1 Detail Detail

Topic sentence 2 Detail Detail

Topic sentence 3 Detail Detail

PRACTICE 2 Read the following essay by student Tami Farr. After you have finished reading, do the following: 1. Create an effective thesis statement. It should sum up the point of the entire essay. 2. Write a topic sentence at the beginning of each body paragraph. The topic sentence should sum up the main point of the paragraph in an interesting way. Answers will vary. Introduction: Our generation greatly relies on the Internet. Most of the time, the media report on only the dark side of the Internet. The Internet allows untrustworthy people to have easy access to personal information. The Internet also contains pornographic sites, and sexual predators use these The Internet, however, sites to target victims. Thesis Statement: _________________________ provides many benefits for our generation. ___________________________________________________________

Chapter 13 Writing the Essay 171

The Internet helps Body paragraph 1 topic sentence: _______________________________ improve education. ___________________________________________________________ Many students use the Internet for school research. The Internet is more accessible than libraries, is quicker than tracking down books, and has a bigger database. Google Advanced Scholar is a wonderful resource where a student can find information on any subject. Encyclopedias can be accessed on the Internet. Students can also find a tutor for any subject online, which allows them to receive timely help for school success. The e-mail system on the Internet Body paragraph 2 topic sentence: _______________________________ enables us to communicate more easily. ___________________________________________________________ In the past, if we wanted to write to friends, we had to wait for days or weeks for our letter to reach them. Now e-mail helps us to communicate with people in seconds. E-mail is very useful if we want to send the same message to several friends. Instead of having to write multiple letters, we can now just enter multiple e-mail addresses. The economy is boosted Body paragraph 3 topic sentence: _______________________________ by the Internet. ___________________________________________________________ Most companies can now serve the world instead of just communities. Many companies’ profits have increased by selling on the Internet. For example, Amazon.com sells products only through the Internet, and it is a very successful business. Consumers can also sell items through the Internet. Companies such as eBay allow both buyer and seller to conduct business easily. More people can work from home and get work done more quickly because of the Internet. Conclusion: The Internet is a wonderful asset to our generation. Even though we see and hear about the negative aspects of the Internet, we need to keep in mind that if we use the Internet wisely, and for the right purposes, it can be a great boon in our lives.

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Generating Supporting Ideas An effective essay has unity when the body paragraphs support the thesis statement. When you plan your supporting ideas, make sure that they develop and provide evidence for the central point that you are making in the thesis statement. To generate ideas for body paragraphs, you could use exploring strategies such as brainstorming, clustering, or freewriting.

David’s Supporting Ideas David created a list to support his thesis statement. Then he reread his supporting points and removed ideas that he did not want to develop in his essay. Thesis Statement: Rap and hip-hop artists use their music to share their positive cultural values with others. —use lyrics to reveal their religious opinions —Christian lyrics

172 Part III The Essay —hip hop inspired breakdancing —praise Allah —want to promote peace —some address issues of violence —some hip hop artists have been jailed —advise fans about healthy lifestyles —warn about drugs —talk about AIDS

The Writer’s Desk List Supporting Ideas Teaching Tip Write a thesis statement on the board, and get students to brainstorm supporting ideas. Then ask students how they could organize the ideas.

Choose two of your thesis statements from the previous Writer’s Desk on page 169, and create two lists of possible supporting ideas. Thesis 1: _______________________ Thesis 2: _______________________ _______________________________ _______________________________ Support: _______________________ Support: _______________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________

Writing Link For more information about time, space, and emphatic order, see Chapter 2, “Developing.”

Organizing Your Ideas After you have examined your list of supporting ideas, choose three or four that are most compelling and most clearly support your statement. Highlight your favorite ideas, and then group together related ideas. Finally, make your essay as clear and coherent as possible by organizing your ideas in a logical manner using time, space, or emphatic order.

David’s Example David underlined his three best supporting points, and he grouped related ideas using emphatic order.

Chapter 13 Writing the Essay 173

—use lyrics to reveal their religious opinions 3

—Christian lyrics —hip hop inspired breakdancing —praise Allah

1

—want to promote peace —some address issues of violence —some hip hop artists have been jailed —advise fans about healthy lifestyles

2

—warn about drugs —talk about AIDS

The Writer’s Desk Organize Your Ideas Look at the list you produced in the previous Writer’s Desk, and then follow these steps. 1. Highlight at least three ideas from your list that you think are the most compelling and that most clearly illustrate the point you are making in your thesis statement. 2. Group together any related ideas with the three supporting ideas. 3. Organize your ideas using time, space, or emphatic order.

The Essay Plan An essay plan or an outline can help you organize your thesis statement and supporting ideas before you write your first draft. To create an essay plan, follow these steps.

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 Look at your list of ideas and identify the best supporting ideas.  Write topic sentences that express the main supporting ideas.  Add details under each topic sentence. In the planning stage, you do not have to develop your introduction and conclusion. It is sufficient to simply write your thesis statement and an idea for your conclusion. Later, when you flesh out your essay, you can develop the introduction and conclusion.

David’s Essay Plan David wrote topic sentences and supporting examples and organized his ideas into a plan. Notice that he begins with his thesis statement, and he indents his supporting ideas. Thesis Statement: Rap and hip-hop artists use their music to share their positive cultural values with others. Body paragraph 1: Many musicians shout out a powerful message of nonviolence. —They have broken from the “gansta rap” lyrics. —Encourage listeners to respect themselves and others.

LO 4

plan.

Develop an essay

174 Part III The Essay Body paragraph 2:

Some advise fans about responsible and healthy lifestyles. —They discuss the importance of good parenting. —They talk about drug addiction or AIDS.

Body paragraph 3: These urban musicians use their poetry to reveal their religious beliefs. —Some show their Christian faith through the lyrics. —Others praise Allah. Concluding sentence: Finally, music is a way for rap musicians to share their personal culture with the world.

Writing a Formal Essay Plan Teaching Tip Tell students which type of essay plan you would like them to use. Mention that the plan could contain phrases instead of complete sentences.

Most of the time, a basic essay plan is sufficient. However, in some of your courses, your instructor may ask you to make a formal plan. A formal plan uses Roman numerals and letters to identify main and supporting ideas. Thesis statement: _____________________________________________________ I. ________________________________________________________________

A. ______________________________________________________________

B. ______________________________________________________________

II. ________________________________________________________________

A. ______________________________________________________________

B. ______________________________________________________________

III. ________________________________________________________________

A. ______________________________________________________________

B. ______________________________________________________________

Concluding idea: ______________________________________________________ Teaching Tip Point out that the supporting ideas in a plan can be phrases or complete sentences. The important point is to be consistent and use one or the other.

Teaching Tip Practice 3 gives students an opportunity to deconstruct an essay. It helps them to see what information is necessary for their essay and what information may be lacking in their own essay plan.

PRACTICE 3 Create an essay plan based on Archie Arnold’s essay “Extending the School Year” on page 164. Answers will vary. Thesis Statement: The school year should be increased from 180 to 210 days ____________________________________________________________________ because students would not be left at home alone, they would not get into ____________________________________________________________________ trouble, and teachers would have more time to teach their subjects. ____________________________________________________________________ I. If the school year were lengthened to 210 days, parents would not have to ____________________________________________________________________ worry about their children spending many hours at home alone during the ____________________________________________________________________ summer months. ____________________________________________________________________ A. Currently, students have two months of summer holidays. ____________________________________________________________________ B. Carol works from 7 a.m. to 7 p.m. ____________________________________________________________________ C. Her boys have no supervision. ____________________________________________________________________

Chapter 13 Writing the Essay 175

II. Moreover, students would stay out of trouble by going to school for ____________________________________________________________________ 210 days a year. ____________________________________________________________________ A. KeKe and her friends went to the mall. ____________________________________________________________________ B. Due to peer pressure, KeKe shoplifted some items. ____________________________________________________________________ C. KeKe was arrested and has a record. ____________________________________________________________________ III. Furthermore, teachers would have more time to teach their course curriculum ____________________________________________________________________ if the school year were prolonged. ____________________________________________________________________ A. Students forget what they learned due to long summer holiday. ____________________________________________________________________ B. With more school days, students would spend more time at school. ____________________________________________________________________ C. Students would be able to absorb more material. ____________________________________________________________________ D. Teachers would have more time with students. ____________________________________________________________________ Conclusion: The U.S. school year should be increased from 180 to 210 days. ____________________________________________________________________ Students would spend less time at home alone, they could keep out of trouble, ____________________________________________________________________ and teachers would have more time to teach. ______________________________________________________________

PRACTICE 4 Complete the following essay plan. Add details under each supporting point. Make sure that the details relate to the topic sentence.

Thesis statement: Rather than improving someone’s life, winning the lottery can lead to feelings of guilt, paranoia, and boredom.

I. Feelings of guilt are common in newly rich people. Answers will vary.

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have more money than their friends. Details: A. They _____________________________________________________

_____________________________________________________

don’t feel that they deserve the cash. B. They _____________________________________________________

_____________________________________________________

worry about having too much when others have nothing. C. They _____________________________________________________

_____________________________________________________

II. Lottery winners often become paranoid. worry about their children being kidnapped. Details: A. They _____________________________________________________

_____________________________________________________

worry that people become friends only to get their hands B. They _____________________________________________________ on cash. _____________________________________________________

worry about getting robbed. C. They _____________________________________________________

_____________________________________________________

Teaching Tip Pair Work Students could do this practice with a partner. Together they can brainstorm more ideas.

176 Part III The Essay

III. After lottery winners quit their jobs, they commonly complain of boredom and loneliness. They have no reason to work. Details: A. _____________________________________________________

_____________________________________________________

They feel unfulfilled if days are spent golfing or lying by the pool. B. _____________________________________________________

_____________________________________________________

friends who cannot afford to keep up may abandon the newly C. Old _____________________________________________________

rich, so loneliness can occur. _____________________________________________________

To minimize the negative effects of winning, lottery winners Concluding idea: _____________________________________________________ should keep their feet firmly planted on the ground. ___________________________________________________________________ ___________________________________________________________________

The Writer’s Desk Teaching Tip Remind students that they can have more than three supporting ideas in their essay plan.

Write an Essay Plan

Write an essay plan using one of your thesis statements and supporting details you came up with in the previous Writer’s Desk. Thesis statement: ________________________________________________ ________________________________________________________________ I.

____________________________________________________________

Details:

A. ______________________________________________

B.

______________________________________________

C.

______________________________________________

II. ____________________________________________________________ Details:

A. ______________________________________________

B.

______________________________________________

C.

______________________________________________

III. ____________________________________________________________ Details:

A. ______________________________________________

B.

______________________________________________

C.

______________________________________________

Concluding idea:

____________________________________________

________________________________________________________________

Chapter 13 Writing the Essay 177

The Introduction After you have made an essay plan, you develop the sections of your essay by creating an effective introduction, linking paragraphs, and writing a conclusion. The introductory paragraph introduces the subject of your essay and contains the thesis statement. A strong introduction will capture the reader’s attention and make him or her want to read on. Introductions may have a lead-in, and they can be developed in several different ways.

LO 5 Develop an introduction.

The Lead-In You can choose to begin the introduction with an attention-grabbing opening sentence, or lead-in. There are three common types of lead-ins.  Quotation  Surprising or provocative statement  Question

Introduction Styles

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You can develop the introduction in several different ways. Experiment with any of these introduction styles.  Give general or historical background information. The general or historical information gradually leads to your thesis. For example, in an essay about winning a lottery, you could begin by giving a brief history of lotteries.  Tell an interesting anecdote. Open your essay with a story that leads to your thesis statement. For example, you might begin your lottery essay by telling the story of a real-life lottery winner.  Present a vivid description. Give a detailed description, and then state your thesis. For example, you might describe the moment when a lottery winner realizes that he or she has won.  Present an opposing position. Open your essay with an idea that contradicts a common belief or an idea that is the opposite of the one that you will develop, and build to your thesis. For instance, you could begin by listing all of the great things about winning a lottery, and then your thesis could mention that lottery wins are not as great as they appear.  Give a definition. Define a term, and then state your thesis. For example, in an essay about the lottery, you could begin by defining happiness.

Hint

Placement of the Thesis Statement

Although a paragraph often begins with a topic sentence, an introduction does not begin with a thesis statement. Rather, most introductory paragraphs are shaped like a funnel. The most general statement introduces the topic. The following sentences become more focused and lead to a clear, specific thesis statement. Therefore, the thesis statement is generally the last sentence in the introduction.

Teaching Tip Remind students that they should present their main point in the introduction, even if they see that professional writers sometimes don’t do that.

178 Part III The Essay

PRACTICE 5 In introductions A through E, the thesis statement is underlined. Read each introduction and then answer the questions that follow. Look at David’s example for some guidance. EXAMPLE: David’s Introduction Can hip-hop, with its obscene lyrics and violent culture, have any redeeming qualities? Hip-hop and rap music mainly originated from poor, minority-inhabited neighborhoods located in New York City. Since the residents did not have enough money to buy musical instruments, they began creating beats with their mouths. This raw form of music rapidly became popular within these communities because it gave people a way to express themselves and to develop their creative abilities. Many rap and hip-hop artists use their music to share their positive cultural values with others.

Question 1. What type of lead-in does David use? _______________________ 2. What introduction style does he use? a. Description c. Historical background

b. Definition d. Opposing position

The positive message of hip-hop and rap music 3. What is his essay about? ____________________________________________ A. “He’s rich, so he must be really smart!” wrote blogger Lee Wang about Mark Zuckerberg. Zuckerberg created his first messaging program at the age of twelve. Shortly after, his parents, who are both professionals, hired a private tutor to help teenage Mark continue his interest in computer programming. Then Zuckerberg’s parents sent him to Harvard University where he developed Facebook. Most so-called “self-made millionaires” actually received a lot of help along the way. —Emanuel DeSouza, student

Quotation 1. What type of lead-in does the author use? ______________________________ 2. What introduction style does the author use? a. Description b. Anecdote c. Historical information d. Opposing position Self-made millionaires receive help. 3. What is this essay about? ___________________________________________ B. Sacred consumption occurs when we set apart objects and events from normal activities and treat them with respect or awe. Many consumers regard events such as the Super Bowl and people such as Michael Jackson as sacred. Indeed, virtually anything can become sacred. Consider the Web site that sells unlaundered athletic wear that members of the Dallas Cowboys football team have worn. Sacred consumption permeates many aspects of our lives. —Adapted from Michael R. Solomon, Consumer Behavior: Buying, Having, and Being

Chapter 13 Writing the Essay 179

4. What introduction style does the author use? a. Anecdote b. Vivid description c. General background d. Definition 5. What is this essay about? The prevalence of sacred consumption C. High school is a waste of time. In fact, it is a baby-sitting service for teens who are too old to be baby-sat. In England, fifteen-year-olds graduate and can choose technical or university streams of education. They are free to choose what to study, or they can stop schooling and get jobs. In short, they are treated like mature adults. In our country, we prolong the experience of forced schooling much longer than is necessary. We should abolish high schools and introduce a system of technical or pre-university schooling. —Adelie Zang, student

Provocative statement 6. What type of lead-in does the author use? ______________________________ 7. What introduction style does the author use? a. Anecdote b. Definition c. Background information d. Opposing position Abolishing high school 8. What is this essay about? ____________________________________________ D. Why are Westerners getting upset about women wearing burqas? In Spain, the Catalonian assembly almost passed a law to ban women from wearing the burqa in public. In France, politicians want to ban such clothing, and girls cannot wear Muslim head coverings at school. Belgian politicians are also debating this issue. Europeans are very emotional about this subject. But Americans must guard against falling into a similar mindset. —Amida Jordan, student

Question 9. What type of lead-in does the author use? ______________________________ 10. What introduction style does the author use? a. Anecdote b. General background c. Description d. Opposing position Copyright © 2015 by Pearson Education

Guarding against intolerance 11. What is this essay about?____________________________________________ E. How can we understand the fierce determination and driving will that could lead a single man to conceive of himself as ruler of the world? Between 221 bce when he brought the warring states under his control until his death in 210 bce, Qin Shihuangdi turned his vast lands of China into a unified state. To govern the Qin Empire, he created a bureaucracy—an intricate, hierarchal network—based on competence, not family heritage, and guided by a code of law. He united his lands with a common language and system of writing and more than 4,000 miles of roads. His tremendous actions were simple, direct, and brilliant. —Marilyn Stokstad, Art: A Brief History

180 Part III The Essay

Teaching Tip Cooperative Learning (Jigsaw) Place students in groups of three or four. Assign a thesis statement such as “Celebrities make poor role models.” Ask each team to write an introduction using one of the listed introduction styles on page 177. Teams can then share their introductions with the class, or they can regroup and share their introductions with their new teammates.

LO 6

Develop a conclusion.

Question 12. What type of lead-in does the author use? ______________________________ 13. What introduction style does the author use? a. Description b. Definition c. Historical background d. Opposing position The Emperor Qin and how he unified China 14. What is this essay about? ____________________________________________

The Writer’s Desk

Write Three Introductions

In the previous Writer’s Desk, you made an essay plan. Now, write three different styles of introductions for your essay. Use the same thesis statement in all three introductions. Later, you can choose the best introduction for your essay.

The Conclusion A conclusion is a final paragraph that rephrases the thesis statement and summarizes the main points in the essay. To make your conclusion more interesting and original, you could close with a prediction, a suggestion, a quotation, or a call to action.

David’s Conclusion David concluded his essay by restating his main points. Finally, music is a way for hip-hop and rap musicians to share their personal culture with the world. This cultural facet can be reflected through different values, religious beliefs, and ways of life.

He could then close his essay with one of the following:

moribund: dying pedestrianized: streets for pedestrians; streets where no vehicles are allowed

Prediction

If you are concerned about hip-hop portraying negative images, don’t abandon the music yet. There are many artists who promote and will continue to promote positive values through upbeat lyrics.

Suggestion

ip-hop fans should encourage musicians to continue to give H a positive message through their music.

Call to action

If you are concerned by the negative message of hip-hop music, make your opinions heard by joining the debate on hip-hop blogs and buying CDs from musicians who only write positive lyrics.

Quotation

ccording to hip-hop artist Doug E. Fresh, “Hip Hop is A supposed to uplift and create, to educate people on a larger level, and to make a change.”

PRACTICE 6 Read the following conclusions and answer the questions. A. American cities are always looking for quick fixes to revive their moribund downtowns. Sadly, the dismal record of failed urban design strategies is long: downtown shopping malls, pedestrianized streets, underground passages,

Chapter 13 Writing the Essay 181

skyways, monorails, festival marketplaces, downtown stadiums—and that most elusive fix of all, iconic cultural buildings. It appears likely that we will soon be adding elevated parks to the list. — Witold Rybczynski, “Bringing the High Line Back to Earth”

1. What method does the author use to end the conclusion? a. Prediction b. Suggestion c. Quotation d. Call to action B. So how can nonhuman primates be protected from us? There really are only two major ways: Either human population growth in many places has to be curtailed, or we have to preserve substantial populations of non-human primates in protected parks and zoos. —Carol R. Ember et al., “Endangered Primates”

2. What method does the author use to end the conclusion? a. Prediction b. Suggestion c. Quotation d. Call to action C. Every once in a while the marketing wizards pay lip service to today’s expanding career options for women and give us a Scientist Barbie complete with a tiny chemistry set as an accessory. But heaven forbid should little Johnnie plead for his parents to buy him that Scientist Barbie. After all, it is acceptable for girls to foray, occasionally, into the world of boy-style play, but for boys the opposite “sissified” behavior is taboo. Why is this? One commentator, D. R. Shaffer, says, “The major task for young girls is to learn how not to be babies, whereas young boys must learn how not to be girls.” —Dorothy Nixon, “Put GI Barbie in the Bargain Bin”

3. What method does the author use to end the conclusion? a. Prediction b. Suggestion c. Quotation d. Call to action

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Hint

Avoiding Conclusion Problems

In your conclusion, do not contradict your main point, and do not introduce new or irrelevant information. David initially included the next sentences in his conclusion. The rap and hip-hop movement is not restrained only to the musical scene. It influences many other facets of art and urban culture as well. It can be found in dance and fashion, for instance. Thus, it is very versatile. He revised his conclusion when he realized that some of his ideas were new and irrelevant information. His essay does not discuss dance or fashion.

The Writer’s Desk

Write a Conclusion

In previous Writer’s Desks, you wrote an introduction and an essay plan. Now write a conclusion for your essay.

Teaching Tip You will find more essay practices in the Instructor’s Resource Manual. For example, you might ask students to create an effective introduction and conclusion for an essay that is missing both.

182 Part III The Essay

LO 7

Write the first draft.

The First Draft After creating an introduction and conclusion, and after arranging the supporting ideas in a logical order, you are ready to write your first draft. The first draft includes your introduction, several body paragraphs, and your concluding paragraph.

The Writer’s Desk

Write the First Draft

In previous Writer’s Desks, you wrote an introduction, a conclusion, and an essay plan. Now write the first draft of your essay.

LO 8

Revise and edit the

essay.

Teaching Tip Cooperative Learning (Jigsaw) With students, generate a thesis statement, or ask students to present one of their thesis statements from this chapter’s Warm Up. Place students in groups of three or four. One group should write an introduction for that thesis statement. Three groups should write separate body paragraphs, and a fifth group should write a concluding paragraph. After they finish, ask one representative from each team to stand up. In order, they would read the intro, body paragraphs, and conclusion. Of course, the essay may not make sense or flow properly, but students can discuss how to revise and edit it.

Writing Link To practice revising for unity and support, see Chapter 3, “Revising and Editing.”

 Revising and Editing

Revising and Editing the Essay Revising your essay is an extremely important step in the writing process. When you revise your essay, you modify it to make it stronger and more convincing. You do this by reading the essay critically, looking for faulty logic, poor organization, or poor sentence style. Then you reorganize and rewrite it, making any necessary changes. Editing is the last stage in writing. When you edit, you proofread your writing and make sure that it is free of errors.

Revising for Unity To revise for unity, verify that all of your body paragraphs support the thesis statement. Also look carefully at each body paragraph: make sure that the sentences support the topic sentence.

Hint

Avoiding Unity Problems

Here are two common errors to check for as you revise your body paragraphs.  Rambling

paragraphs. The paragraphs in the essay ramble on. Each paragraph has several topics, and there is no clearly identifiable topic sentence.  Artifical breaks. A long paragraph is split into smaller paragraphs arbitrarily, and each smaller paragraph lacks a central focus. To correct either of these errors, revise each body paragraph until it has one main idea that supports the thesis statement.

Revising for Adequate Support When you revise for adequate support, ensure that there are enough details and examples to make your essay strong and convincing. Include examples, statistics, quotations, or anecdotes.

Chapter 13 Writing the Essay 183

Revising for Coherence When you revise for coherence, ensure that paragraphs flow smoothly and logically. To guide the reader from one idea to the next, or from one paragraph to the next, try using paragraph links. You can develop connections between paragraphs using three methods. 1. Repeat words or phrases from the thesis statement in each body paragraph. In the next example, violent and violence are repeated words. Thesis statement

lthough some will argue that violent movies are simply A a reflection of a violent society, these movies actually cause a lot of the violence around us.

Body paragraph 1

ction movie heroes train children to solve problems A with violence.

Body paragraph 2

iolent movies are “how to” films for many sick V individuals.

2. Refer to the main idea in the previous paragraph, and link it to your current topic sentence. In body paragraph 2, the writer reminds the reader of the first point (the newly rich feel useless) and then introduces the next point. Thesis statement

A cash windfall may cause more problems than it solves.

Body paragraph 1

he newly rich often lose their desire to become T productive citizens, and they end up feeling useless.

Body paragraph 2

part from feeling useless, many heirs and lottery A winners also tend to feel guilty about their wealth.

3. Use a transitional word or phrase to lead the reader to your next idea. Body paragraph 2

urthermore, the newly rich often feel guilty about their F wealth.

Revising for Style

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Another important step in the revision process is to ensure that you have varied your sentences and that you have used concise wording. When you revise for sentence style, ask yourself the following questions.

Writing Link Furthermore is a transition. For a list of transitions, see pages 38–39 in Chapter 3.

 Do I use a variety of sentence patterns? (To practice using sentence variety, see Chapter 19.)  Do I use exact language? (To learn about slang, wordiness, and overused expressions, see Chapter 32.)  Are my sentences parallel in structure? (To practice revising for parallel structure, see Chapter 22.)

Editing When you edit, you proofread your essay and correct any errors in punctuation, spelling, grammar, and mechanics. There is an editing guide on the inside back cover of this book that provides you with a list of things to check for when you proofread your text.

Essay Link To practice your editing skills, see Chapter 37, “Editing Paragraphs and Essays.”

184 Part III The Essay

David’s Essay David Raby-Pepin revised and edited this paragraph from his essay about hip-hop culture. Furthermore, some Some rappers advise fans about responsible and healthy lifestyles.

they are

Several hip-hop artists divulge the fact that their parents and discuss the importance of good parenting. Others announce their choice of a

and

monogamous lifestyle. They encourage their fans to have respectful relationships. Some rappers mention past drug addictions and advise

avoid

listeners to be avoiding drugs. Others rap about the dangers of sexually

example,

transmitted diseases. The rapper Ludacris, for example. He warns his fans about AIDS and HIV and advises them to be careful and to use

extremely

condoms during sex. Such messages are extremly important since many young people do not take precautions with their health.

The Writer’s Desk Revising and Editing Your Essay In the previous Writer’s Desk, you wrote the first draft of an essay. Now revise and edit your essay. You can refer to the checklist at the end of this chapter.

LO 9

Develop the essay

title.

Essay Link For more information about punctuating titles, see pages 478–479 in Chapter 35.

The Essay Title It is a good idea to think of a title after you have completed your essay because then you will have a more complete impression of your essay’s main point. The most effective titles are brief, depict the topic and purpose of the essay, and attract the reader’s attention. When you write your title, place it at the top center of your page. Capitalize the first word of your title, and capitalize the main words except for prepositions (in, at, for, to, etc.) and articles (a, an, the). Double-space between the title and the introductory paragraph.

Descriptive Titles Descriptive titles are the most common titles in academic essays. They depict the topic of the essay clearly and concisely. Sometimes, the author takes key words from the thesis statement and uses them in the title. Here are some descriptive titles. The Importance of Multiculturalism in a Democratic Society Why Mothers and Fathers Should Take Parenting Seriously

Chapter 13 Writing the Essay 185

Titles Related to the Writing Pattern You can also relate your title directly to the writing pattern of your essay. Here are examples of titles for different writing patterns. Illustration Narration Description Process Definition Classification Comparison and contrast Cause and effect Argument

Hint

The Problems with Elections My Visit to Las Vegas Graduation Day How to Dress for an Interview What It Means to Be Brave Three Types of Hackers Fast Food versus Gourmet Food Why People Enter Beauty Pageants Barbie Should Have a New Look

Avoiding Title Pitfalls

When you write your title, watch out for problems.  Do

not view your title as a substitute for a thesis statement.  Do not put quotation marks around the title of your essay.  Do not write a really long title because it can be confusing.

PRACTICE 7 1. List some possible titles for the essay about the Internet in Practice 2 (pages 170–171). Answers will vary. Advantages of the Internet _________________________________________________________________ The Internet Boom _________________________________________________________________

Copyright © 2015 by Pearson Education

2. List some alternative titles for David’s essay about rap and hip-hop music, which appears on page 186. Answers will vary. Hip-Hop and Rap Lyrics Promote Positive Values _________________________________________________________________ Hip-Hop and Rap Musicians Show Their Worth _________________________________________________________________

The Final Draft When you have finished making the revisions on the first draft of your essay, write the final copy. This copy should include all the changes that you have made during the revision phase of your work. You should proofread the final copy of your work to check for grammar, spelling, mechanics, and punctuation errors.

David’s Essay David Raby-Pepin revised and edited his essay about hip-hop culture. This is his final draft.

LO 10

Write the final draft.

186 Part III The Essay

Teaching Tip Ask students to identify places where David used expert opinion, examples, and quotations. They may notice that the second paragraph is not well supported. Chapter 15 shows how David added quotations.

Positive Messages in Hip-Hop Music Can hip-hop, with its obscene lyrics and violent culture, have any redeeming qualities? Hip-hop and rap music mainly originated from poor, minority-inhabited neighborhoods located in New York City. Since the residents did not have enough money to buy musical instruments, they began creating beats with their mouths. This raw form of music rapidly became popular within these communities because it gave people a way to express themselves and to develop their creative abilities. Many rap and hip-hop artists use their music to share their positive cultural values with others. A lot of these musicians shout out a powerful message of nonviolence. Leading hip-hop and rap artists have broken from the gangsta rap lyrics of the past. Instead, they write lyrics that present a productive way to resolve conflicts. They encourage listeners to respect themselves and others. Furthermore, some rappers advise fans about responsible and healthy lifestyles. Several hip-hop artists divulge the fact that they are parents and discuss the importance of good parenting. Others announce their choice of a monogamous lifestyle and encourage their fans to have respectful relationships. Some rappers mention past drug addictions and advise listeners to avoid drugs. Others rap about the dangers of sexually transmitted diseases. The rapper Ludacris, for example, warns his fans about AIDS and HIV and advises them to be careful and to use condoms during sex. Such messages are extremely important since many young people do not take precautions with their health. Moreover, these urban musicians also use their lyrics to reveal their religious beliefs. Some show their Christian faith by including God in their texts. For example, in the song “Tommy” by Mathematics, the lyrics refer to a relationship with God after death. Members of the band Killarmy praise Allah in their lyrics. Hip-hop and rap musicians generally do not criticize other religions through their songs. They use this form of communication to support their own religious opinions. Hip-hop and rap music can be a way for individuals to show their faith or to pass it on to members of their audience. Finally, music is a way for rap musicians to share their personal culture with the world. This cultural facet can be reflected through different values, religious beliefs, and ways of life. According to hip-hop artist Doug E. Fresh, “Hip Hop is supposed to uplift and create, to educate people on a larger level, and to make a change.”

The Writer’s Desk

Writing Your Final Draft

At this point, you have developed, revised, and edited your essay. Now write the final draft. Before you hand in your essay to your instructor, proofread it one last time to make sure that you have found as many errors as possible.

Chapter 13 Writing the Essay 187

Reflect On It

Teaching Tip

Think about what you have learned in this unit. If you do not know an answer, review that topic. a sentence that expresses the main topic of the 1. What is a thesis statement? ________________________________________

You can use the Reflect On It activity to verify whether students have understood the main concepts.

essay and has a controlling idea ______________________________________________________________ 2. What are the five different introduction styles? background or historical definition __________________________ __________________________ anecdote __________________________ description __________________________

opposing position __________________________

3. What are the four different ways to end a conclusion? prediction quotation __________________________ __________________________ suggestion __________________________

call to action __________________________

4. What are the three different ways you can link body paragraphs? Repeat key words. ______________________________________________________________ Refer to previous idea. ______________________________________________________________ Add transitional words or phrases. ______________________________________________________________

The Writer’s Room

Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. All students should write three questions on a piece of paper. Then, in teams, students can ask other members their questions and share answers.

Complete these writing assignments at mywritinglab.com

Writing Activity 1: Topics Choose any of the following topics, or choose your own topic. Then write an essay. Remember to follow the writing process. Copyright © 2015 by Pearson Education

Teaching Tip

General Topics

College and Work-Related Topics

1. communication

6. juggling college and family life

2. an unforgettable experience

7. having a job and going to college

3. differences between generations 8. long-term career goals 4. advertising

9. a current social controversy

5. peer pressure

10. an important issue in the workplace

188 Part III The Essay

Writing Activity 2: Photo Writing What ideas come to mind when you examine this photo? You may think about celebrities, culture of excess, culture of entitlement, good or bad role models, big business, and so on. Write an essay based on the photo or your related topic.

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

Revising and Editing Checklist for Essays As you write your essay, ask yourself the following questions.

Revising  Does my essay have a compelling introduction and conclusion?  Does my introduction have a clear thesis statement?  Does each body paragraph contain a topic sentence?  Does each body paragraph’s topic sentence relate to the thesis statement?  Does each body paragraph contain specific details that support the topic sentence?  Do all of the sentences in each body paragraph relate to its topic sentence?  Do I use transitions to smoothly and logically connect ideas?  Do I use a variety of sentence styles?

Editing  Do I have any errors in grammar, spelling, punctuation, and capitalization?

Essay Patterns

14

LEARNINg OBJECTIVES LO 1 Write an illustration essay. (p. 190)

LO 2 Write a narrative essay. (p. 194)

LO 3 Write a descriptive essay. (p. 198)

LO 4 Write a process essay. (p. 203)

LO 5 Write a definition essay. (p. 208)

LO 6 Write a

classification essay. (p. 213)

Fashion designers choose fabric patterns that are appropriate for the articles of clothing that they wish to make. In the same way, writers choose essay patterns that best suit their purposes for writing.

LO 7 Write a comparison

and contrast essay. (p. 218)

LO 8 Write a cause and

effect essay. (p. 222)

LO 9 Write an argument essay. (p. 227)

In Chapters 4 through 12, you read about and practiced using nine different paragraph patterns. In this chapter, you will learn how to apply those patterns when writing essays. Before you begin working through this chapter, take a moment to review the nine writing patterns.

Pattern

Purpose

Illustration Narration Description

To prove a point using specific examples To tell a story about a sequence of events that happened To portray something using vivid details and images that appeal to the reader’s senses To inform the reader about how to do something, how something works, or how something happened To explain what a term or concept means by providing relevant examples To sort a topic to help readers understand different qualities about that topic To present information about similarities (compare) or differences (contrast) To explain why an event happened (the cause) or what the consequences of the event were (the effects) To take a position on an issue and offer reasons for your position

Process Definition Classification Comparison and contrast Cause and effect Argument

189

190 part III The Essay

Most college essay assignments specify one dominating essay pattern. However, you can use several additional essay patterns to fulfill your purpose. For example, imagine that you want to write a cause and effect essay about youth crime and the purpose of the essay is to inform. The supporting paragraphs might include a definition of youth crime and a narrative about an adolescent with a criminal record. You might incorporate different writing patterns, but the dominant pattern would still be cause and effect. Each time you write an essay, remember to follow the writing process that you learned in Chapter 13, “Writing the Essay.”

LO 1

Write an illustration

essay. Paragraph Link For more information about developing ideas with examples, refer to Chapter 4, “Illustration.”

Teaching Tip Ask pairs of students to brainstorm thesis statements for illustration essays.

The Illustration Essay When writing an illustration essay, you use specific examples to clarify your main point. Illustration writing is a pattern that you frequently use in college essays and exams because you must support your main idea with examples.

The Thesis Statement The thesis statement in an illustration essay gives the direction of the body paragraphs. It includes the topic and a controlling idea about the topic. topic

controlling idea

A second language provides students with several important advantages.

The Supporting Ideas In an illustration essay, the body paragraphs contain examples that support the thesis statement. You can develop the body paragraphs in two different ways. To give your essay variety, you could use both a series of examples and an extended example.  Use a series of examples that support the paragraph’s topic sentence. For example, in an essay about bad driving, one body paragraph could be about drivers who do not pay attention to the road. The paragraph could list the things that those drivers do, such as choosing songs on an iPod, using a cell phone, eating, and putting on makeup.  Use an extended example to support the paragraph’s topic sentence. The example could be an anecdote or a description of an event. In an essay about bad driving, for example, one paragraph could contain an anecdote about a driver who always wanted to be faster than other drivers.

A Student Illustration Essay Read and analyze the structure of the next student illustration essay.

Comics as Social Commentary Nicholas Slayton

Thesis statement

1. Comics, funny illustrated magazines, are the home of people in tights fighting each other. They are also a great medium for social commentary and protest. Since their inception, comic books have challenged the established system and worked to highlight injustice around the world.

Chapter 14 Essay Patterns 191

2. When comics started in the 1930s, the writers were urban and influenced by the world around them. If cities were at the forefront of social and economic progress, then the comics that came out of them were timely and well aware of the troubles facing contemporary society. Joe Shuster and Jerry Siegel initially created Superman not as a defender of truth, justice, and the American way, but as a defender of the New Deal. Accordingly, Superman spent his early issues taking on slumlords, corrupt businessmen, and other symptoms of the Great Depression. 3. In the 1950s, comics briefly found their soapbox kicked out from under them because of congressional pressure and self-imposed censorship. The Comics Code nearly killed the industry, and the remaining series in publication turned to camp and silly stories instead of social commentary. That is until the 1970s, when a new group of writers, influenced by the counter culture and political unrest of the 1960s, took over. Stan Lee, who revolutionized comics by focusing on heroes with personal issues—as opposed to the shining beacons of heroic perfection from the 1940s—decided to tackle drug use. In the Amazing Spider-Man “Green Goblin Reborn!” comic, Spider-Man confronted his best friend who had started using drugs. Meanwhile at DC, Green Arrow and Green Lantern traveled across the United States, confronting poverty, racism, and, ultimately, drug use when Green Arrow’s sidekick was revealed to be a heroin addict.

Copyright © 2015 by Pearson Education

4. From the 1980s onwards, activism in comics took a new spin. In the 1980s, British writers took over American series. Dark titles such as Hellblazer took on the politics and conservatism of the time. Alan Moore and David Lloyd’s V for Vendetta was a direct reaction to Margaret Thatcher’s conservatism and ended up forecasting the CCTV cameras everywhere in London. In the new millennium, a new wave of writers came from a DIY mindset. David Lloyd, the artist behind the V for Vendetta Guy Fawkes mask, used Kickstarter, a large funding platform, to support Occupy Comics, which aims to capture the spirit and motivations of the Occupy movement. It provides a form of documentation for the ongoing protests. And beyond works like Occupy Comics, there are more subtle works. For instance, Brian Wood’s recently concluded DMZ was a sharp critique of the post–September 11 world. 5. Because comics are aimed at youth—the people who are likely to be the most socially conscious—there’s a greater impact. Why should students support equal rights? Read X-Men, and they’ll see why they should take action. Comics combine protest art, visual documentation, and text. Comics have been calling out injustices for decades and hopefully will for many more to come.

PRACTICE 1 1. How does the writer develop the body paragraphs? Circle the best answer.

a. Extended examples b. Series of examples

c. Both

of sociology or history; 2. Who is the audience for this essay? Students ___________________________________ general audience ________________________________________________________________ 3. What organizational pattern does the author use in this essay? Answers will vary.

a. Time order b. Space order

c. Emphatic order

Topic sentence

Topic sentence

Topic sentence

DIY: do it yourself

Conclusion ends with a prediction

192 part III The Essay

Teaching Tip Ask students to work alone or in pairs to make a plan of the essay in order to understand how it is structured. 1310L/467 words

A Professional Illustration Essay Read the next essay by award-winning science writer Tom Keenan, and answer the questions that follow.

Guy Chores 1 For some reason, hot summer days remind me of my father doing mundane

things like changing the oil in the car or washing paintbrushes with turpentine after completing a project around the house. It’s far too late to make a difference to him, but experts now say some chemicals we handle doing “guy chores” can be pretty bad for us. 2 The latest is motor oil, which, according to a study in Arthritis Research & Therapy, may be linked to a risk of developing rheumatoid arthritis. A Swedish study found men who were exposed to mineral oils had a 30 percent higher risk of developing this disease than a control group. Before people panic and hand their cars over to the pros, it should be noted that the men in this study came into contact with motor or hydraulic oils regularly in the course of their work. The average man is not likely to suffer much from servicing the family car every 3000 miles. 3 Oil-based paint can contain a lot more gunk than just mineral spirits. According to information provided by the city of Phoenix, Arizona, on its very helpful household hazardous materials webpage, “a Johns Hopkins University study found 300 toxic chemicals and 150 carcinogens that may be present in paint.” According to that source, the culprit chemicals span several components of oil-based paint and stains. “Pigments that provide the color may contain heavy metals such as cadmium and chromium. Cadmium irritates the respiratory tract while chromium is an eye and skin irritant. Pigments also may be made with zinc oxide, which can cause flu-like symptoms.” So if people send their children out to paint the fence, they should make sure the paint is the safe kind. 4 Some guys are getting into gardening. It is relaxing and therapeutic, but some of those pesticides can be as bad as the car stuff in the garage. A study showed a disturbingly high concentration of estradiol—a form of the female sex hormone— in men exposed to pesticides and other agricultural chemicals. One good gardening tip is to avoid watering an area immediately after applying a chemical. Perhaps a better idea would be to get into pesticide-free gardening. That may result in a bit more stooping to get weeds, but the exercise is good for you. 5 Fortunately, I seem to have survived my contact with benzene, transmission fluid, and turpentine. Still, I’d think twice before letting young hobbyists work with dangerous materials. Believing that they are invincible, they may not appreciate the dangers, and they tend to be sloppy. Teenagers love fiddling with cars, and I’m not suggesting they have to switch to pasting stamps in albums. Still, a growing body of research shows common-sense precautions are really important when dealing with that shelf of weird chemicals out in the garage.

Teaching Tip Point out that the author uses slang terms such as guy, gunk, and stuff because he wrote the essay for a particular audience. Such terms should be avoided in academic writing.

PRACTICE 2 who do chores around the house 1. Who is the audience for this essay? Men ___________________________________ and parents of teenagers. ________________________________________________________________ 2. Why does the writer use vocabulary such as guys, gunk, and stuff? He wants to use common slang to relate better to his audience, who would be ________________________________________________________________ “regular guys.” ________________________________________________________________

Chapter 14 Essay Patterns 193

3. Highlight the thesis statement of the essay. 4. Underline the topic sentence of each body paragraph. 5. Identify the types of specific examples the writer uses to support his thesis. a. statistics d. expert opinion b. research study e. anecdote c. facts 6. What suggestion does the writer make in the conclusion of the essay? The writer suggests that people should use some common-sense precautions ________________________________________________________________ when handling chemicals. ________________________________________________________________ ________________________________________________________________

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Writing Activity 1: Topics Write an illustration essay about one of the following topics. General Topics

College and Work-Related Topics

1. important milestones

6. characteristics of a good boss

2. stereotypes on television

7. qualities of an ideal workplace

3. useless products or inventions 8. skills that you need for your job 4. activities that relieve stress

Copyright © 2015 by Pearson Education

5. American symbols

9. temptations that college students face 10. important things to know about doing your job

Illustration Essay Checklist As you write your illustration essay, review the essay checklist at the end of the book. Also ask yourself the following questions.  Does my thesis statement include a topic that I can support with examples?  Does my thesis statement make a point about the topic?  Do my body paragraphs contain sufficient examples that clearly support the thesis statement?  Do I smoothly and logically connect the examples?

Paragraph Link To practice illustration writing, you could develop an essay about one of the topics found in Chapter 4, “Illustration.”

194 part III The Essay

LO 2

Write a narrative

essay. Paragraph Link For more information about narrative writing, refer to Chapter 5, “Narration.”

The Narrative Essay When you write a narrative essay, you tell a story about what happened, and you generally explain events in the order in which they occurred. There are two main types of narrative writing. In first-person narration, you describe a personal experience using I or we. In third-person narration, you describe what happened to somebody else, and you use he, she, it, or they.

The Thesis Statement The thesis statement controls the direction of the body paragraphs. To create a meaningful thesis statement for a narrative essay, you could ask yourself what you learned, how you changed, or how the event is important. controlling idea

topic

Something wonderful happened the summer I turned fifteen. Teaching Tip Point out that descriptive details help make a narrative essay more compelling.

The Supporting Ideas Here are some tips to remember as you develop a narrative essay.  Make sure that your essay has a point. Do not simply recount what happened. Try to indicate why the events are important.  Organize the events in time order (the order in which they occurred). You could also reverse the order of events by beginning your essay with the outcome of the events and then explaining what happened that led to the outcome.  Make your narrative essay more interesting by using some descriptive language. For example, you could use images that appeal to the senses. To be as complete as possible, a good narrative essay should provide answers to most of the following questions.  Who is the essay about?  What happened?  When did it happen?

Grammar Link For information about punctuating quotations, see Chapter 35.

Hint

 Where did it happen?  Why did it happen?  How did it happen?

Using Quotations

One effective way to enhance your narrative essay is to use dialogue. Include direct and/or indirect quotations. A direct quotation contains a person’s exact words. A direct quotation is set off with quotation marks. When you tell a story and include the exact words of more than one person, you must start a new paragraph each time the speaker changes. Sara looked at me sadly: “Why did you betray me?” “I didn’t mean to do it,” I answered. She looked down at her hands and said, “I don’t think I can ever forgive you.” An indirect quotation keeps the person’s meaning but not the person’s exact words. An indirect quotation is not set off by quotation marks. Sara asked why I had betrayed her.

Chapter 14 Essay Patterns 195

A Student Narration Essay Read and analyze the next student narration essay.

My Prison Story Yirga Gebremeskel

Copyright © 2015 by Pearson Education

1. Growing up, I found myself constantly getting in trouble. I hung around with the wrong group of people and experimented with marijuana. My academic work declined because all I wanted to do was hang out with the crew. My mother constantly lectured me, but no matter what she said, I always did what I wanted to do. At seventeen years old, I was heading for disaster when I was wrongfully convicted of assault and battery.

Thesis statement

2. My troubles started when my little brother Samson and I hung out with my friend Malcolm. We were in downtown Boston, and we joked around and went window-shopping. Then we stopped into a 7-Eleven to get drinks. When I got to the counter to pay, I looked through the glass doors and saw a cop cruiser pull up. The officer pointed toward me and signaled me to come outside. My heart pounding, I went outside to meet him. He said that someone had just been assaulted, and I fit the description. I protested that there had to be a mistake, but he put me against the wall and patted me down. Then he read me my rights, and he shoved me into the cruiser.

Topic sentence

3. I was thrust into a legal problem over which I had no control. I couldn’t afford a lawyer, so the court gave me a court-appointed attorney. Four months later, my attorney unexpectedly arrived and said it was time to go to court. I explained that my best witness, my little brother, was in school, but he wouldn’t give my mother enough time to find Samson. The actual trial was very brief and was hard for me to take seriously; I felt like any moment the victim would realize his mistake. But when the victim took the stand and described what had happened, he seemed earnest. He really believed that I was his attacker.

Topic sentence

4. The verdict caused my family a lot of pain. There was no other evidence but the victim’s word, but that was enough. The jury convicted me, and the judge gave me my sentence: six months in prison with an additional two years on probation. I turned around to look at my mother’s face, and there were tears coming down her cheeks. She knew that I hadn’t done the crime. When the court officer clutched my arm, I asked him if I could hug my mother, and he allowed me to. She held me like she was trying to hold on. Then the officer escorted me through a side exit.

Topic sentence

5. My days in the South Bay Correction Facility were tough. I couldn’t sleep; I tossed and turned all night. Small things were the most difficult. The food was horrible. Sometimes I had cellmates who wouldn’t shower, so the cell smelled bad. And it was loud; voices echoed as people talked and argued constantly. Even at night, people would holler through the doors. When I talked to my family or friends on the phone, I felt down because they were getting ready to go to a party or just a simple walk to the park, but I was going back to my cell.

Topic sentence

6. Eventually, my incarceration changed my life in a positive way. One great piece of advice I got was to do the time and not let the time do me, so I started to make better use of my days. I read business books, a subject I had a lot of interest in. I spent nights thinking about my life and where I was heading, and how

Topic sentence

196 part III The Essay I could never come back to this place. Later, when my time was up and I could head home, I vowed to become a better person and to live my life to the fullest. 7. Now I’m going to school, and I have given up drugs. To this day, I can’t explain why the victim identified me. Probably I look like the person who assaulted him. I wonder how accurate visual memory is? Still, the terrible experience I went through made me a better person and helped me realize that life is too short and beautiful to be wasted.

Concluding sentence

PRACTICE 3 young man wrongly found guilty of assault 1. Who is this essay about? A ____________________________________________ person 2. What type of narration is this essay? First __________________________________ 3. What organizational pattern does the author use in this essay? Teaching Tip Ask students to work alone or in pairs to make a plan of the essay in order to understand how it is structured. 1000L/506 words

expediency: convenience; self-interest

designated: selected

Teaching Tip Using this essay as an example, point out that essays do not have to be restricted to five paragraphs.

a. Time order

b. Space order

c. Emphatic order

A Professional Narrative Essay In the next essay, Jeff Kemp recounts what happened during his early years as a professional football player. Read the essay and answer the questions.

A Lesson in Humility 1 We live in an age when, too often, rules are scorned, values are turned upside

down, principles are replaced by expediency, and character is sacrificed for popularity. Individual athletes are sometimes the worst offenders, but not as often as one might think. In fact, sports teach important moral lessons that athletes can apply on and off the playing field. 2 Many people dream of being a professional athlete. For me, the dream seemed to be within reach because my father, Jack Kemp, an outstanding quarterback, played for the American Football League’s Buffalo Bills (prior to the AFL’s 1970 merger with the National Football League). The trouble was, I was not very good! I was a thirdstring football player through most of junior high and high school and for two years at Dartmouth College. I was not anyone’s idea of a “hot prospect.” After graduation, I was passed over by NFL scouts. When I was finally asked to join the Los Angeles Rams in 1981 as a free agent, I was designated as a fifth-string quarterback. 3 It was a 50-to-1 shot that I would survive training camp. Rookies were the only players required to show up for the first week of camp. There were dozens competing for the few spots open on the team. After two days, a young boy approached me as I was walking off the field. He asked if he could carry my helmet to the locker room. It was a long way, but I said, “Sure, I think you can handle that.” The next morning, he showed up before practice and offered to carry my helmet and shoulder pads, and he was there again after practice offering the same service. So it went for the rest of the week. 4 On the last day, as we were departing the field, my young assistant said, “Jeff, can I ask you a question?” (We were on a first-name basis by then.) 5 I thought, “This is my first fan! He is going to ask me for an autograph.” 6 He then inquired, “When do the good football players come to camp?” Right then and there, I learned a lesson in humility from a seven-year-old boy.

Chapter 14 Essay Patterns 197

7 In my first three NFL seasons, I was forced to learn the same lesson over and

over again. During that time, I threw just 31 passes. Nevertheless, by 1984, I had managed to outlast the five NFL quarterbacks who had been ahead of me. With the Rams’ record standing at 1–2, I took over for injured quarterback Vince Ferragamo and earned my first start against the Cincinnati Bengals, eventually leading the Rams to nine more victories and a playoff berth. 8 The next season, I returned to the bench as a backup quarterback. Humility, I was compelled to remind myself, was a good thing. It helped me appreciate what I had and avoid dwelling on what I did not have. It prevented complaining, which drains the spirit and unity of any group. It also led me to persevere and be ready whenever opportunity presented itself.

PRACTICE 4 1. What type of narration is this text? Circle the best answer.

a. First person

b. Third person

2. Underline the thesis statement of the essay. 3. What introduction style does Kemp use? Circle the best answer.

a. Definition

c. General information

b. Anecdote

d. Historical information

4. List the main events that Kemp recounts in his essay. - dreamed of being a professional football player ________________________________________________________________ - joined the Los Angeles Rams as a fifth-string quarterback ________________________________________________________________ - went to training camp ________________________________________________________________ - little boy wanted to carry his bottle ________________________________________________________________ - instead of asking for an autograph, boy asked when the good players ________________________________________________________________ would come ________________________________________________________________ - led the Rams to some victories, but got benched the next season ________________________________________________________________

Copyright © 2015 by Pearson Education

5. What organizational method does Kemp use in this essay?

a. Time order

b. Space order

c. Emphatic order

6. Write down one example of an indirect quotation from the essay. He asked if he could carry my helmet to the locker room. ________________________________________________________________ ________________________________________________________________ 7. Write down one example of a direct quotation from the essay. It was a long way, but I said, “Sure, I think you can handle that.” ________________________________________________________________ ________________________________________________________________ 8. Narrative writers do more than simply list a series of events. Kemp explains why the events were meaningful. What did Kemp learn? He learned to be humble, to accept what goes wrong, and to persevere. ________________________________________________________________ ________________________________________________________________

198 part III The Essay

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Writing Activity 1: Topics Write a narrative essay about one of the following topics.

Paragraph Link

General Topics

College and Work-Related Topics

To practice narrative writing, you could develop an essay about one of the topics found in Chapter 5, “Narration.”

1. a family legend

6. life lessons that college teaches you

2. an illuminating moment

7. what your previous job taught you

3. a rebellious act

8. your best or worst job

4. an important event in the world

9. your first job

5. when you learned to do something new

10. a scandal at work or college

Narrative Essay Checklist As you write your narrative essay, review the essay checklist at the end of the book. Also ask yourself the following questions.  Does my thesis statement clearly express the topic of the narration, and does it make a point about that topic?  Does my essay answer most of the following questions: who, what, when, where, why, how?  Do I use transitional expressions that help clarify the order of events?  Do I include details to make my narration more interesting?

LO 3

Write a descriptive

essay. Paragraph Link For more information about descriptive writing, refer to Chapter 6, “Description.”

The Descriptive Essay When writing a descriptive essay, use words to create a vivid impression of a subject. Use details that appeal to the five senses: sight, smell, hearing, taste, and touch. You want your readers to be able to imagine all that you are describing.

The Thesis Statement In a descriptive essay, the thesis statement includes what you are describing and makes a point about the topic. topic

controlling idea

The Joshua Tree National Park has an inspirational landscape filled with life.

Chapter 14 Essay Patterns 199

The Supporting Ideas When you develop your descriptive essay, make sure it gives a dominant impression. The dominant impression is the overall feeling that you wish to convey. For example, the essay could convey an impression of tension, joy, nervousness, or anger. You can place the details of a descriptive essay in space order, time order, or emphatic order. The order that you use depends on the topic of your essay. For example, if you describe a place, you can use space order, and if you describe a difficult moment, you can use time order.

Hint

Using Figurative Devices

When writing a descriptive essay, you can use figurative devices such as simile, metaphor, or personification. These devices use comparisons and images to add vivid details to your writing. A

simile is a comparison using like or as. It was Françoise, motionless and erect, framed in the small doorway of the

ESL Teaching Tip Nonnative speakers may have particular problems coming up with figurative speech. Place nonnative students with native students when they do pair or teamwork.

corridor like the statue of a saint in its niche. —Marcel Proust, Swann’s Way My son’s constant whining felt like a jackhammer on my skull. A

metaphor is a comparison that does not use like or as. Jealousy . . . is the green-eyed monster . . . —William Shakespeare, Othello The mind is a battlefield.

 Personification

is the act of attributing human qualities to an inanimate object

or animal.

The wind kicked the leaves. —Kurt Vonnegut, Jr., “Next Door” The sauce hissed on the stove.

PRACTICE 5

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Practice using figurative language. Use one of the following to describe each item: simile, metaphor, or personification. If you are comparing two things, try to use an unusual comparison. Answers will vary. Her sudden appearance was as surprising as a 4 a.m. Example: Surprising: ________________________________________________ phone call. (Simile) ________________________________________________ The truck was a snail on the road. (Metaphor) 1. Truck: ___________________________________________________________ The road sauntered through the valley. (Personification) 2. Road: ____________________________________________________________ The crowd was like seagulls on a garbage dump. (Simile) 3. Crowd: ___________________________________________________________ My mother can be as annoying as a little sister. (Simile) 4. Annoying: _______________________________________________________ He was as relaxed as a napping cat. (Simile) 5. Relaxed: ____________________________________________________________

A Student Description Essay Read and analyze the next student description essay.

Teaching Tip Group Work Have students do Practice 5 in groups because it is somewhat difficult.

200 part III The Essay

Roaring Waves of Fire Christi Lester

Thesis statement

Topic sentence

Topic sentence

Topic sentence

Concluding sentence

1. During the dry season on the African savannah, drought often brings fires. In South Africa, we call these veldt fires. When I moved to my grandparents’ beautiful farm outside a small town called Bronkhorstspruit, I imagined a peaceful life. But one traumatic day, my peace was broken, and my life changed. 2. Something mysterious was in the distance, and it frightened the people around me. “Look at that strange yellow light,” Megan yelled as we walked down the winding dirt road. As we arrived at our grandparents’ house, we saw our grandmother frantically filling up massive buckets of water and drenching as much of the ground around the brick farmhouse as she could. It suddenly struck us that the yellow, red light was a raging fire, and it was approaching us as fast as any gold medal Olympian could run. 3. I felt panicky and desperate when I saw that the fire was only seven feet from our house. I dashed inside but realized that escape was useless. The fire could destroy the house; it could destroy me. My grandmother started filling the bath in case we needed to hide in it. If the flames were to engulf our house, a bath full of water would be our only hope for survival. I imagined many awful possibilities. I pictured everything belonging to me slowly melting away. I envisioned my two adorable cats and my bulldog trying to escape and being burnt to ashes. Everything seemed hopeless. 4. Looking outside my bedroom window, I watched the fire get closer and closer. It was my enemy. It ate the grass and the flowers. It consumed the trees, which crackled and hissed as their bark burnt. And then my foe advanced toward me. The fire’s heat pricked my skin and suffocated me. My lungs filled with smoke, and I coughed and coughed. Just when it seemed that the fire would devour the house, my grandfather appeared on a big, red tractor, which contained a life-saving tank of water. My grandfather sprayed water on the flames under my window. The spray of water cooled my face, and it tasted clean and cold in my parched mouth. Soon the fire was out. There was silence, and I felt at peace. 5. The evidence of the fire remained for months. The silky green grass was charred black, the red and white rose bushes were mud brown, and the walls of the house were covered in charcoal dust. The pungent smell of smoke stuck to surfaces for a long time. But each day, I saw only the blue sky and remembered how beautiful life was. Before the fire, I had spent much of my time being pessimistic. Nowadays, I know I have much to be grateful for and live with the motto that there is always a more positive side to every situation.

PRACTICE 6 1. This essay contains imagery that appeals to the senses. Find one example of imagery for each sense. Answers will vary. the yellow, red light was a raging fire a. Sight: _________________________________________________________ _______________________________________________________________ the trees crackled and hissed; there was silence b. Sound: ________________________________________________________ _______________________________________________________________ the pungent smell of smoke c. Smell: ________________________________________________________ _______________________________________________________________

Chapter 14 Essay Patterns 201

it tasted clean and cold in my parched mouth d. Taste: _________________________________________________________

_______________________________________________________________ its heat pricked my skin; the spray of water cooled my face e. Touch: ________________________________________________________ _______________________________________________________________ 2. This essay also contains figurative language. Find one example of a simile, metaphor, and personification. For definitions of these terms, see page 199. It was approaching us as fast as any gold medal Olympian could run. Simile: ___________________________________________________________ __________________________________________________________________ I watched the fire get closer and closer. It was my enemy. Metaphor: ________________________________________________________ __________________________________________________________________ The fire ate the grass and the flowers. Personification: ___________________________________________________ __________________________________________________________________ 3. What is the dominant impression of this essay? Circle the best answer.

a. Awe

b. Fear

c. Joy

d. Surprise

A Professional Descriptive Essay Read the following essay by Catherine Pigott, a freelance writer. Pay close attention to the descriptive details.

Chicken Hips

Copyright © 2015 by Pearson Education

1 The women of the household clucked disapprovingly when they saw me.

It was the first time I had worn African clothes since my arrival in tiny, dusty Gambia, and evidently they were not impressed. They adjusted my head-tie and pulled my lappa, the ankle-length fabric I had wrapped around myself, even tighter. “You’re too thin,” one of them pronounced. “It’s no good.” They nicknamed me “Chicken-hips.” 2 I marveled at this accolade, for I had never been called thin in my life. It was something I longed for. I would have been flattered if those ample-bosomed women hadn’t looked so distressed. It was obvious I fell far short of their ideal of beauty. 3 I had dressed up for a very special occasion—the baptism of a son. The women heaped rice into tin basins the size of laundry tubs, shaping it into mounds with their hands. Five of us sat around one basin, thrusting our fingers into the scalding food. These women ate with such relish, such joy. They pressed the rice into balls in their fists, squeezing until the bright-red palm oil ran down their forearms and dripped off their elbows. 4 I tried desperately, but I could not eat enough to please them. It was hard for me to explain that I come from a culture in which it is almost unseemly for a woman to eat too heartily. It’s considered unattractive. It was even harder to explain that to me thin is beautiful, and in my country we deny ourselves food in our pursuit of perfect slenderness. 5 That night, everyone danced to welcome the baby. Women swiveled their broad hips and used their hands to emphasize the roundness of their bodies. One needed to be round and wide to make the dance beautiful. There was no place for thinness here. It made people sad. It reminded them of things they

880L/536 words

Teaching Tip “Chicken Hips” is very descriptive, but it also contains elements of cause and effect and comparison and contrast. If you have taught other essay patterns, ask students to identify another writing pattern in this essay.

202 part III The Essay

Teaching Tip You can use “Chicken Hips” to demonstrate that essays can contain more than five paragraphs.

wanted to forget, such as poverty, drought, and starvation. They never knew when the rice was going to run out. 6 I began to believe that Africa’s image of the perfect female body was far more realistic than the long-legged leanness I had been conditioned to admire. There, it is beautiful—not shameful—to carry weight on the hips and thighs, to have a round stomach and heavy, swinging breasts. Women do not battle the bulge; they celebrate it. A body is not something to be tamed and molded. 7 The friends who had christened me Chicken-hips made it their mission to fatten me up. It wasn’t long before a diet of rice and rich, oily stew twice a day began to change me. Every month, the women would take a stick and measure my backside, noting with pleasure its gradual expansion. “Oh Catherine, your buttocks are getting nice now!” they would say. 8 What was extraordinary was that I, too, believed I was becoming more beautiful. There was no sense of panic, no shame, and no guilt-ridden resolves to go on the miracle grape-and-water diet. One day, I tied my lappa tight across my hips and went to the market to buy beer for a wedding. I carried the crate of bottles home on my head, swinging my hips slowly as I walked. I felt transformed.

PRACTICE 7 She describes her feelings 1. In this essay, what is the author describing? _____________________________ about her body while living in Africa. ________________________________________________________________ 2. Underline at least five descriptive verbs. Answers will vary. 3. What is the dominant impression? Circle the best answer.

a. homesickness

b. tension

c. admiration

4. The writer appeals to more than one sense. Give an example for each type of imagery. Answers will vary.

Bright-red palm oil ran down their forearms and dripped off their a. Sight: ________________________________________________________

elbows. ______________________________________________________________ The women of the household clucked disapprovingly. b. Sound: _______________________________________________________ ______________________________________________________________ They pressed the rice balls in their fists, squeezing; thrusting c. Touch: _______________________________________________________ our fingers into the scalding food. ______________________________________________________________ 5. How does the writer change physically and emotionally during her time in Africa? Physically, her hips widen, and she gains weight. Emotionally, she begins to ________________________________________________________________ feel her body is beautiful. ________________________________________________________________ ________________________________________________________________ 6. What is the writer’s main message? In Africa, the image of the perfect female body is more realistic than the ________________________________________________________________ American insistence on thinness. ________________________________________________________________ ________________________________________________________________

Chapter 14 Essay Patterns 203

The Writer’s Room Write a descriptive essay about one of the following topics. General Topics

College and Work-Related Topics

1. a celebration

6. your first impressions of college

3. a painting or photograph 4. a physical and psychological self-portrait 5. your hometown

writing assignments at mywritinglab.com

Writing Activity 1: Topics

2. your ideal house

Complete these

7. a sports event

Paragraph Link To practice descriptive writing, you could develop an essay about one of the topics in Chapter 6, “Description.”

8. your college or workplace cafeteria or food court 9. a memorable person with whom you have worked 10. a pleasant or unpleasant task

Descriptive Essay Checklist As you write your descriptive essay, review the essay checklist at the end of the book. Also ask yourself the following questions.  Does my thesis statement clearly show what I will describe in the rest of the essay?  Does my thesis statement make a point about the topic?  Does my essay have a dominant impression?  Does each body paragraph contain supporting details that appeal to the reader’s senses?

Copyright © 2015 by Pearson Education

 Do I use figurative language (simile, metaphor, or personification)?

The Process Essay A process is a series of steps done in chronological order. When you write a process essay, you explain how to do something, how something happens, or how something works. There are two main types of process essays. 1. Complete a process. Explain how to complete a particular task. For example, you might explain how to create a sculpture or how to give first aid to a choking victim. Each step you describe helps the reader complete the process. 2. Understand a process. Explain how something works or how something happens. In other words, the goal is to help the reader understand a process rather than do a process. For example, you might explain how a law is passed or explain how a previous war began.

LO 4

Write a process

essay. Paragraph Link For more information about process writing, refer to Chapter 7, “Process.”

204 part III The Essay

Teaching Tip Ask students to evaluate the thesis statements and determine whether they are for essays that help readers “complete a process” or “understand a process.”

The Thesis Statement The thesis statement in a process essay includes the process you are describing and a controlling idea. In the introduction of a process essay, you should also mention any tools or supplies that the reader would need to complete the process. topic

controlling idea

Choosing a college requires some careful thinking and planning. topic

controlling idea

Pregnancy consists of several stages.

Hint

List Specific Steps

You can write a thesis statement that contains a map, or guide, to the details that you will present in your essay. To guide your readers, you could mention the main steps in your thesis statement. topic

controlling idea

It is possible to quit smoking if you focus on your goal, find alternative relaxing activities, and enlist the support of friends and family.

The Supporting Ideas The body paragraphs in a process essay should explain the steps in the process. Each body paragraph should include details and examples to explain each step.

Hint

Using Commands

When writing an essay to help readers complete a process, you can use commands to explain each step in the process. It is not necessary to write you should. command

First, introduce yourself to your roommate. command

Ask your roommate about his or her pet peeves.

A Student Process Essay Read and analyze the next student process essay.

The Wonders of PowerPoint Karine Godin

Thesis statement

1. In college, students are often asked to do oral presentations. Many students create PowerPoint slides, but let’s face it—a lot of those PowerPoint presentations are far from being great. They add nothing extra to the presentation. A badly constructed PowerPoint can detract from the contents of the presentation. But students should not despair. By following the next simple rules, they can enhance their PowerPoint presentations.

Chapter 14 Essay Patterns 205

2. The first rule of making a good PowerPoint is not to overuse colors and gradients. Colors should emphasize the message, not distract the audience’s attention from it. Therefore, if a student uses random colors everywhere, all the contents of the PowerPoint will have the same importance, making the use of colors completely useless. Gradients can be useful if they put emphasis on the content and make a prettier background for the PowerPoint. However, if a PowerPoint contains too many gradients or an overly detailed gradient, then the text of the PowerPoint will be hard to read. For example, if a student uses a rainbow gradient for the background of her slides, the audience will have problems reading the text because the color of the text will not contrast from the background. Therefore, students should use colors only to emphasize key points and choose gradients that will not distract from the message. 3. Next, students should remember to use only one font style in their PowerPoint slides. Many different font styles do not go together well. Audiences will not be able to read the contents of the slide if their eyes have to process too much variety in font style. To distinguish between main ideas and secondary ideas, a student can change the size or thickness of the font. When I had to make a PowerPoint presentation, I used a simple font style like Arial. I put titles and headings in 28-size font and secondary information in 24-size font. However, many of my classmates tried to make complicated slides using different types of fonts. Such slides were difficult to read.

Topic sentence

4. Moreover, students should not abuse sounds and other PowerPoint effects. At first, a presenter might think that these effects are beautiful. But if there are too many sounds and visuals, the audience could easily become annoyed. In addition, too many sounds and visuals take up a lot of time because the presenter must wait for the effects to be over before she proceeds to the next slide. For example, Pia, a fellow classmate, made a PowerPoint presentation with ten lines per page. Each slide contained either a sound or visual effect. Her presentation went over the time allocated, and the professor had to stop her before she completed it.

Topic sentence

Copyright © 2015 by Pearson Education

5. In conclusion, all of these simple rules can be summed into one: KISS (keep it simple stupid). If a presenter uses colors and gradients correctly, uses the least number of fonts possible, and uses sound and visual effects wisely, then he or she should end up with a great PowerPoint presentation.

PRACTICE 8 1. What kind of process essay is this? Circle the best answer. Answers will vary.

a. Complete a process

b. Understand a process

Students 2. Who is the audience for this essay? ___________________________________ and 4 3. In which paragraph(s) does the writer use an anecdote? 3 ___________________ 4. How does the writer end the conclusion?

Topic sentence

a. With a suggestion

b. With a quotation

c. With a prediction

Concluding sentence

206 part III The Essay

Teaching Tip Ask students to work alone or in pairs to make a plan of the essay in order to understand how it is structured. 1060L/628 words

A Professional Process Essay In the following essay, Jake Sibley, a musician who maintains an online music site, explains how to become a successful musician. Read the essay and answer the questions.

Steps to Music Success 1 Before you can achieve anything, you must first imagine it. If you are serious

endeavor: attempt vital: extremely important

ogling: staring at with desire

about becoming a successful musician, it will serve you well to look not only at the next step, but also to look down the road to where you ultimately want to be. There is no question that regularly revisiting the fundamentals is critical to success in any long-term endeavor. With that in mind, there are some basic things to consider while pursuing your musical dreams. 2 First, setting specific goals and giving them regular attention is vital to achieving success at any level in the music business. Goals give direction to your action. Furthermore, achieving goals is a tasty reward that will build your esteem and motivate you to reach even higher. So pick your endpoint, and then write down the steps to get there. If you are just beginning in music, then resolve to take lessons. If you are taking lessons, then resolve to get in a performing band. If you are already performing, then resolve to join a paid project. There is no obstacle that can prevent you from reaching your dream. You just have to plan it and then do it. 3 It is also important to spend time, not money, on your dream. Most likely you have seen rookie musicians with stacks of absurdly expensive gear. Certainly I am guilty of walking into a music store and ogling the top-end instruments, convinced that if I could afford that equipment, my sound would improve by leaps and bounds: “If I had that guitar, I would practice every day.” If you are not practicing every day already, a new guitar won’t change that. The only investment that will improve your success as a musician is time—time spent practicing, time spent learning, and time spent pursuing your goals. The lure of expensive gear is a tempting but false road to better musicianship. 4 Furthermore, if you really want to improve, play with others. Music is a form of conversation between human beings. It may well be the oldest language, used for millennia by musically inclined people to jointly convey their own rage, sorrow, hope, and joy to other human beings. Learning music without this community is as futile as learning to play football by yourself. Although hours spent alone with your instrument are certainly necessary for success, engaging in musical conversations and performances is an equally vital element to your progress. A very common weakness among amateur musicians is their inability to make music with other artists—a flaw that can be easily remedied with experience. Even if you are a beginner, get out and play with others and stage a few performances if you can. Without even realizing it, you will begin to assimilate fundamental lessons about listening, interacting, and performing in a live setting that are critical to your future success. 5 Finally, practice, practice, practice! There is simply no other way to ensure your own progress as a musician. Have you been spending hours on the Internet,

Chapter 14 Essay Patterns 207

combing for information on how to market your music, or cheaply record a CD, or win a music competition? That’s great, but have you been spending at least as much time alone with your instrument? If not, you should reconsider your priorities. If you are not practicing several times a week at least, the music you market, or record cheaply, or submit to a competition is not going to get very far. As a musician seeking success at any level, practicing your instrument should be your number-one priority. 6 If you’re serious about music, keep focused on your goal. Take the time to learn your craft, and share your gift with others. Do not let anyone else hold you back from what you know you can achieve.

PRACTICE 9 1. Highlight the thesis statement of the essay. 2. Underline the topic sentences in paragraphs 2 to 5. 3. What type of process essay is this? Circle the best answer.

a. Complete a process

b. Understand a process

4. In process essays, the support is generally a series of steps. List the steps to music success. Set specific goals. ________________________________________________________________ Spend time, not money, on your dream. ________________________________________________________________ Play music with others. ________________________________________________________________ Practice. ________________________________________________________________ Keep focused on your goal. ________________________________________________________________ 5. What organizational method does the author use in this essay?

a. Time order

b. Emphatic order

c. Space order

Copyright © 2015 by Pearson Education

6. Circle the transitional expressions that Sibley uses to introduce each new paragraph. 7. In which paragraph does Sibley use an anecdote to support his point? Paragraph 3 _________________________________ 8. Who is the audience for this essay? Aspiring musicians ________________________________________________________________ 9. How could this essay have relevance for people who never play music? You can use the same steps to become a better artist, carpenter, athlete, ________________________________________________________________ student, etc. ________________________________________________________________ ________________________________________________________________

208 part III The Essay

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Writing Activity 1: Topics Write a process essay about one of the following topics.

Paragraph Link

General Topics

College and Work-Related Topics

To practice process writing, you could develop an essay about one of the topics in Chapter 7, “Process.”

1. how to be a good person

6. how to manage your time

2. how to kick a bad habit

7. how education changed somebody’s life

3. how someone became famous 4. how something works

8. how to do your job

5. how to deal with a problematic 9. how to be a better student teenager 10. how to find satisfaction in your work life

Process Essay Checklist As you write your process essay, review the essay checklist at the end of the book. Also ask yourself the following questions.  Does my thesis statement make a point about the process?  Does my essay explain how to do something, how something works, or how something happened?  Do I include all of the steps in the process?  Do I clearly explain the steps in the process or in the event?  Do I mention the tools or equipment that my readers need to complete or understand the process?

LO 5

Write a definition

essay. Paragraph Link For more information about definition writing, refer to Chapter 8, “Definition.”

The Definition Essay A definition tells you what something means. When you write a definition essay, you give your personal definition of a term or concept. Although you can define most terms in a few sentences, you may need to offer extended definitions for words that are particularly complex. For example, you could write an essay or even an entire book about the term love. The way that you interpret love is unique, and you would bring your own opinions, experiences, and impressions to your definition essay.

The Thesis Statement In your thesis statement, indicate what you are defining and include a definition of the term. Look at the three ways you might define a term in your thesis statement.

Chapter 14 Essay Patterns 209

1. Definition by synonym. You could give a synonym for the term. term

+

synonym

Some consumers insist that Frankenfood, or genetically modified food, be labeled. 2. Definition by category. Decide what larger group the term belongs to, and then determine the unique characteristics that set the term apart from others in that category. term

+

category

+

detail

A groupie is a fanatical devotee of a musician or band. 3. Definition by negation. Explain what the term is not, and then explain what it is. term

+

what it is not

+

what it is

Stalkers are not misguided romantics; they are dangerous predators.

Teaching Tip Ask students to come up with other definitions by synonym, negation, or category.

The Supporting Ideas In a definition essay, you can support your main point using a variety of writing patterns. For example, in a definition essay about democracy, one supporting paragraph could give historical background about democracy, another could include a description of a functioning democracy, and a third paragraph could compare different styles of democracy. The different writing patterns would all support the overriding pattern, which is definition.

Hint

Enhancing a Definition

One way to enhance a definition essay is to begin with a provocative statement about the term. Then in the body of your essay, develop your definition more thoroughly. This technique arouses the interest of the readers and makes them want to continue reading. For example, the next statement questions a common belief.

Copyright © 2015 by Pearson Education

According to Dr. W. Roland, attention-deficit disorder is an invented disease.

A Student Definition Essay Read and analyze the next student definition essay.

Homophobia Dominic Chartrand 1. The status of homosexuality has changed with time in various parts of the world. In Greek mythology, Patroclus was Achilles’ lover. Alexander the Great was alleged to have had homosexual relationships. Central and South American natives were also known to tolerate homosexuality. When Western religions declared homosexuality a sin, a direct consequence of this edict was homophobia. Homophobia is deplorable feelings of hate and fear toward homosexuals, and it rages on under many forms.

Thesis statement

210 part III The Essay 2. Homophobia is a problem that affects people’s professional lives. First, some people do not want gays or lesbians to occupy certain jobs, such as teaching, because parents are afraid that teachers may “teach” homosexuality to their children. In the movie Milk, Harvey Milk’s character asks, “How do you teach homosexuality? Like French?” In addition, people of the opposite sex working in gender-dominated professions are constantly assaulted by homophobic comments. Female plumbers, male hairdressers, or male nurses might be labeled gay.

Topic sentence

Topic sentence

3. Many discriminatory laws have been passed by people who fear homosexuals. In many Muslim countries, such as Saudi Arabia and Yemen, homosexuality is punishable by death. Some other punishment methods include jail and torture. Some countries prohibit homosexuals from marrying or adopting children. For example, most states in our nation prohibit gay marriage.

Topic sentence

4. Homophobia is a social factor that can destroy people’s lives. For example, a Rutgers University student, Dharun Ravi, secretly filmed his roommate, Tyler Clementi, having sexual relations with another man. Ravi then posted cruel and mocking comments on Twitter about Clementi. Clementi killed himself a few days later. Ravi was given a one-month jail sentence, hundreds of hours of community service, and a heavy fine. Although Ravi was never charged with causing his roommate’s death, the gay-bashing act led to serious consequences and effectively destroyed two people’s lives. 5. In conclusion, homophobia is a problem present in every sphere of people’s lives. It affects individuals on a professional, legal, and personal level. Achieving legal recognition does not annihilate homophobia entirely. Lots of work still needs to be done to eradicate intolerance completely. However, some progress has been made toward acceptance and tolerance in the last forty years, and homosexuals throughout the world have to keep faith in a brighter future.

Concluding sentence

PRACTICE 10 Teaching Tip Ask students to work alone or in pairs to make a plan of the essay in order to understand how it is structured.

1. What type of definition does the writer use in the thesis statement? Circle the best answer.

a. Definition by synonym

b. Definition by category

c. Definition by negation Students; general audience 2. Who is the audience? ______________________________________________ Paragraph 4 3. In which paragraph does the author give an anecdote? ____________________ 4. How does the writer end the essay?

a. With a prediction

b. With a suggestion

c. With a quotation

5. What organizational pattern does the writer use in this essay?

a. Time order

b. Space order

c. Emphatic order

A Professional Definition Essay In the following essay adapted from his book The 7 Laws of Magical Thinking, science journalist Matthew Hutson explores the definition of luck.

Chapter 14 Essay Patterns 211

What Is Luck?

1150L/696 words

Copyright © 2015 by Pearson Education

1 On the morning of August 9, 1945, the wings of Bockscar lifted it into the

air. The B-29, loaded with a five-ton atomic bomb named “Fat Man,” took off from Tinian, an island 1,500 miles southeast of Japan. By the time Bockscar passed over its target at 10:44 a.m., the city was covered in haze and difficult to see. So the crew left the city of Kokura and made their way over to their second choice, Nagasaki. Most people have never heard of Kokura. In this regard, it can be counted as one of the luckiest cities in the world. In another case, in 1993, a German motorcyclist hit a truck, went flying into a tree, and was impaled on a branch. The headline in a Norwegian newspaper, next to a photograph of this unfortunate gentleman with a branch still going into his chest and out his back, read, “Verdens Heldigste,” or “World’s Luckiest,” because the branch had missed all his vital organs. We are fascinated by such near misses. 2 Luck is as tricky to define as it is to tame. Rare good things are lucky. But, what about Kokura? Nothing positive happened to it. In fact, it lost thousands of neighboring countrymen. And the German motorcyclist had surely seen better days. “Luck” is often yoked to terrible, terrible things. 3 Karl Teigen, a psychologist at the University of Tromsø in Norway, has spent years studying what we mean when we talk about luck. One conclusion he has reached is that, on par, “lucky” events are not pleasant. In a search of newspaper stories, for example, he found that “with the exception of an occasional sports champion and a . . . lottery winner, the typical lucky person had survived a plane or car crash, had been stabbed or shot, had fallen off a cliff or bridge, or had been shipwrecked or surrounded by flames.” In a one-month period, he found one mention of “bad luck” in a story about a soldier who had stepped on a mine—but the soldier had nevertheless commented on his own good fortune in losing just the one leg. 4 Teigen suggests that luck derives not from the absolute value of an outcome but from its relative value. That soldier lost a leg but thought of how he had almost lost two, so he considered himself lucky. Why wouldn’t he compare losing a leg to not stepping on the mine at all? Mentally altering an effect or a recent cause in a chain of events comes more naturally than mentally undoing an earlier cause. Once someone has skewered himself on a tree, he’ll tend to think of the untouched organs right next to the branch hole, not about how this never would have happened if he hadn’t taken the extra five minutes to floss that morning. 5 According to Teigen, feeling lucky correlates with feelings of gratitude, a distinctly social sentiment, and the thanks are often of an existential kind, directed not toward a person but toward God or the universe or fate. A few years ago, Eugene Subbotsky, a psychologist at Lancaster University who studies magical thinking, was strolling through Moscow with his young son, with no one around. They walked past an empty parked car. “Just when we were passing by, the engine started,” Subbotsky told me soon after the event. The car started moving. It swerved toward them. Finally, it turned a little more and hit an iron gate a few inches away. “We escaped death very narrowly,” he said. “I could have been smashed to pieces with my little son. I am a rational man, I am a scientist, I’m studying this phenomenon, but there are some events in life that I cannot explain rationally. Of course people can always write it down to chance and say,

Nagasaki: a Japanese city hit by an atomic bomb on August 9, 1945

212 part III The Essay

‘Okay, it’s a coincidence,’ but it’s such a rare coincidence that they start thinking mystically and magically about things.” 6 We can certainly tell a good story of a lucky escape without resorting to unnatural intervention: event B just logically followed event A. However, we want to believe that flukes of luck happened for a reason or are building up to some future purpose. It gives the story of our lives both continuity and a destination, something to strive for. Sometimes it’s fun to pretend.

PRACTICE 11 1. Highlight the thesis statement. Be careful because it may not be in the first paragraph. 2. Underline the topic sentences in body paragraphs 2 to 5. 3. According to the author, people define luck by “its relative value.” In your own words, what does he mean? People deal with serious difficulties by trying to find the positive ________________________________________________________________ aspects, thus they consider a bad event in relation to worse events. ________________________________________________________________ ________________________________________________________________ 4. According to the author, how does society generally define “lucky people”? “Lucky people” are mostly people who have survived a terrible accident such ________________________________________________________________ as being shot, falling off a bridge, surviving a plane crash, or surviving being ________________________________________________________________ shipwrecked. ________________________________________________________________ He gives examples and anecdotes. 5. How does the author support the thesis? _______________________________ 6. In your own words, sum up the author’s main supporting anecdotes.

The Japanese city Kokura avoided being hit by a nuclear bomb a. _____________________________________________________________

German motorcyclist was impaled with a branch but survived b. _____________________________________________________________

Soldier stepped on a land mine but lost only one leg c. _____________________________________________________________

Scientist and his son narrowly avoided being killed by a car in a parking lot d. _____________________________________________________________

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Writing Activity 1: Topics Write a definition essay about one of the following topics.

Paragraph Link To practice definition writing, you could develop an essay about one of the topics found in Chapter 8, “Definition.”

General Topics

College and Work-Related Topics

1. propaganda

6. a McJob

2. a pacifist

7. a perfectionist

3. street smarts

8. a whistle-blower

4. a control freak

9. a green-collar job

5. our disposable culture

10. downsizing

Chapter 14 Essay Patterns 213

Definition Essay Checklist As you write your definition essay, review the essay checklist at the end of the book. Also ask yourself the following questions.  Does my thesis statement explain what term I am defining?  Does each topic sentence clearly show some aspect of the definition?  Do my supporting paragraphs include examples that help illustrate the definition?  Do I use concise language in my definition?

The Classification Essay

LO 6

Classifying means to sort a subject into more understandable categories. When you are planning a classification essay, find a topic that you can organize into categories. Each category must be part of a larger group, yet it must also be distinct. For example, if your essay is about types of lawyers, you might sort lawyers into criminal lawyers, divorce lawyers, and corporate lawyers.

The Thesis Statement The thesis statement in a classification essay mentions the categories of the subject and contains a controlling idea. In this type of essay, the controlling idea is your classification principle, which is the overall method that you use to sort the items. For example, if your essay topic is “crime,” you might sort crime according to types of criminals, categories of violent crimes, or categories of bank-machine crimes. controlling idea (classification principle)

topic

categories

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There are three very effective types of bank-machine crimes: no-tech, low-tech, and high-tech.

Hint

List Specific Categories

You can guide your reader by listing the specific categories you will cover in your thesis statement. topic

controlling idea

Children learn gender roles through the family, the school, and the media.

The Supporting Ideas In a classification essay, each body paragraph covers one category. To organize your categories and supporting details, you can use a classification chart or a more traditional classification essay plan.

Write a classification

essay. Paragraph Link For more information about classification writing, refer to Chapter 9, “Classification.”

214 part III The Essay

A Classification Chart A classification chart helps you plan your ideas by providing a visual representation of how you wish to classify a subject. In this sample chart, the thesis statement appears at the top, and all of the categories branch from it. Historically, three types of heterosexual marital unions have been practiced around the world. Monogamy - marriage between one man and one woman - most commonly accepted - because of divorce, some practice serial monogamy

Polygyny - males may have more than one wife - common in preindustrial societies - practiced today by some religious groups

Polyandry - females may have more than one husband - was common in some tribal societies in India - rare to nonexistent today

A Student Classification Essay Read and analyze the next student classification essay.

Breaking Traffic Laws Lonzell Courtney

Thesis statement Topic sentence

1. Ask most people, and they will insist they are law-abiding. Dig a little deeper, though, and the hidden criminal emerges. Stand on any street corner for a few hours, and you probably will observe all types of people breaking traffic laws. Pedestrians, cyclists, and drivers regularly break the rules of the road. 2. There are many traffic laws that pedestrians ignore. For example, jaywalking is common. When people arrive at a crossing with traffic lights, they are supposed to wait for the walk signal. They should also cross the street at corners and proper crossings, and they should not walk on the road. Yet most people break these rules. Armando Guzman, an exterminator from Florida, is an unapologetic jaywalker who crosses between intersections rather than walk to the corner. Kate Shapiro, a hairdresser, admits that she always crosses when the “Don’t Walk” signal is blinking if there is no traffic. “It is ridiculous to wait when I know I can cross safely,” she argues.

Topic sentence

3. Cyclists also disrespect traffic laws. Many municipalities have bicycle helmet laws, but citizens regularly flout the law and drive with bare heads. In some states, bicycles must be equipped with reflectors, but many cyclists do not bother getting them. Furthermore, most cyclists don’t obey the rules of the road. They ride past stop signs and red lights, and they speed along sidewalks. In 2012, a Toronto cyclist who was going the wrong way on a one-way street struck a fifty-six-year-old woman, fracturing her skull.

Topic sentence

4. Drivers, of course, are the worst offenders. Virtually every driver has occasionally broken a traffic law. Who hasn’t gone over the speed limit, for example? Many people believe that the maximum speed limit sign generally means, “I can go ten or fifteen miles per hour over that limit.” Some drivers also

Chapter 14 Essay Patterns 215

change lanes without signaling, they drive on the shoulder to pass slow traffic, and they allow children to ride without seatbelts. Worst of all, many people drink and drive. In 2012, actress Amanda Bynes was charged with driving under the influence and driving while talking on a cell phone. 5. Most traffic lawbreakers are unrepentant, claiming that everyone else also breaks the law. Yet pedestrians, cyclists, and drivers can injure themselves and others. As comedian David Letterman once said, traffic signals “are just rough guidelines.”

Conclusion ends with a quotation

PRACTICE 12 1. What is the classification principle? That is, what main principle unifies the They all break rules of the road. three categories? _________________________________________________ 2. How are the main ideas organized?

a. From the least to the most offensive actions

b. From the most to the least offensive actions.

3. How does the writer support the main ideas? Circle the best answers.

a. Examples

c. Statistics

b. Anecdotes

d. Expert opinions

A Professional Classification Essay This essay first appeared in Introduction to Animal Science by W. Stephen Damron. Read the essay and answer the questions that follow.

The Purpose of Pets

Copyright © 2015 by Pearson Education

1 Pet species provide many practical services to society, and it is clear that

some animals are companion animals. Their greatest value is defined by their relationships with the people who share their lives. Once a source of derision, the human–companion animal bond is now recognized for its value as a contributing factor in the physical, mental, emotional, and social health of the owner. However, not all domestic animals qualify as companions. For instance, there are many barn cats across the country whose job in life is just to keep the rats and mice at bay. In fact, many people purchase an animal for the following motives: the animal is ornamental, a status symbol, or a plaything.

Ornamental Pets 2 Ornamental pets serve the same purpose that houseplants serve—they decorate and enhance the atmosphere. Ornamental pets are usually brightly colored birds or fish or some type of animal that adds aesthetic appeal to an environment. It is common to find an aquarium filled with brightly colored or interesting aquatic species in restaurants, professional offices, or homes. Decorators have been known to bring fabric swatches to pet stores in order to pick a bird that matches carpets and draperies. Outdoor environments are often graced by flashy species such as peacocks, pheasants, Sumatra chickens, swans,

Teaching Tip Ask students to work alone or in pairs to make a plan of the essay in order to understand how it is structured. 1220L/592 words

216 part III The Essay

geese, and ducks. Rarely are these ornamental pets handled, named, or treated in any special way. They are not considered companion animals. Status Symbols 3 There is strong evidence that at least part of the domestication of the wolf was linked to the status its presence in camp gave the human occupants. A wolf as totem and companion would have conveyed a powerful message to rival clans or tribes. Sometimes we succumb to this same symbolism in modern life. This explains the motives of some people who keep poisonous snakes, piranhas, vicious dogs, big cats, bears, or wolves as pets. The animals are usually admired and well cared for as long as they satisfy the owner’s expectations. In a more benign example, the symbolism of animals as totems for ancient people is not so different from that conveyed in modern society by what we generally refer to as “mascots.” Status can also be conveyed by a pet kept for another primary reason. Purebred animals generally convey more status than mixed breed animals. Sometimes unusual, rare, and expensive animals are status symbols. Playthings 4 Pets as playthings may range from living toys given to children, before they are old enough to appreciate the responsibilities, to animals used in sporting events such as hunting or riding. Children are often given a pet as a plaything before they are capable of appreciating it. Some of the people involved in sports and who use animals are only interested in the animal during the competitive season and lose interest and enthusiasm rather quickly at the close of the season. Often, these animals are poorly treated and may be discarded or destroyed by their owners when the animals lose their amusement value. 5 It is clear that some animals are companion animals. Their greatest value is defined by their relationships with the people who share their lives. The Council for Science and Society states, “An animal employed for decoration, statussignaling, recreation, or hobby is being used primarily as an object—the animal equivalent of a work of art, a Rolls Royce, a surfboard, or a collector’s item. The companion animal, however, is typically perceived and treated as a subject— as a personality in its own right, irrespective of other considerations. With companion animals, it is the relationship itself which is important to the owner.”

PRACTICE 13 1. Highlight the thesis statement. Reasons for owning different 2. What is the essay’s classification principle? _____________________________ types of pets that are not companion animals ________________________________________________________________ Ornamental pets, status symbol pets, 3. What are the three main categories? __________________________________ and playthings ________________________________________________________________ 4. Underline the topic sentences in body paragraphs 2, 3, and 4. 5. Provide some details about each type of pet. Use your own words. Answers will vary. They look good and match the furniture, but they aren’t Ornamental Pets: _________________________________________________ part of the family. ________________________________________________________________

Chapter 14 Essay Patterns 217

animals are symbols for their owners’ wealth or power. Status Symbols: The ___________________________________________________ They are rejected once they no longer provide status. ________________________________________________________________ The pets are for fun and games, but they are not really Playthings: _______________________________________________________ appreciated. ________________________________________________________________ 6. To better understand how the author organizes this essay, make a classification chart. Write the categories on the lines and examples in the boxes. Use your own words to explain each category. Types of Pets Ornamental Pets

Status Symbol Pets

-exotic animals like birds

-wolves, pedigree animals

-given to young children

or tropical fish

-owners derive status

-animals used in sports

-add to the ambiance

from pets

are forgotten after

of the house

Playthings

their usefulness

Owners of ornamental or 7. What is the writer’s point in the conclusion? ____________________________ status symbol pets do not value their animals as much as owners who buy ________________________________________________________________ pets for companionship. ________________________________________________________________

Copyright © 2015 by Pearson Education

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Writing Activity 1: Topics Write a classification essay about one of the following topics. General Topics

College and Work-Related Topics

1. addictions

6. annoying customers or clients

2. marriage ceremonies

7. punishment

3. extreme sports

8. competition

4. things that cause allergic reactions

9. success

5. youth subcultures

10. fashions in the workplace

Paragraph Link To practice classification writing, you could develop an essay about one of the topics found in Chapter 9, “Classification.”

218 part III The Essay

Classification Essay Checklist As you write your classification essay, review the essay checklist at the end of the book. Also ask yourself the following questions.  Do I clearly identify which categories I will discuss in my thesis statement?  Do I use a common classification principle to unite the various items?  Do I include categories that do not overlap?  Do I clearly explain one of the categories in each body paragraph?  Do I use sufficient details to explain each category?  Do I arrange the categories in a logical manner?

LO 7 Write a comparison and contrast essay. Paragraph Link For more information about this pattern, refer to Chapter 10, “Comparison and Contrast.”

The Comparison and Contrast Essay You compare when you want to find similarities and contrast when you want to find differences. When writing a comparison and contrast essay, you explain how people, places, things, or ideas are the same or different to prove a specific point. Before you write, you must make a decision about whether you will focus on similarities, differences, or both. As you explore your topic, make a list of both similarities and differences. Later, you can use some of the ideas in your essay plan.

The Thesis Statement The thesis statement in a comparison and contrast essay indicates if you are making comparisons, contrasts, or both. When you write a thesis statement, specify what you are comparing or contrasting and the controlling idea. Although neat people have a very nice environment, messy people are more relaxed. Topics being contrasted: Neat people and messy people Controlling idea: Messy people are more relaxed. Alice’s daughter wants to be her own person, but she is basically very similar to her mother.

Teaching Tip Refer students to page 125 in Chapter 10 if they need more information about point-by-point or topic-bytopic development.

Topics being compared: Mother and daughter Controlling idea: Very similar personalities

The Supporting Ideas In a comparison and contrast essay, you can develop your body paragraphs in two different ways. 1. In a point-by-point development, you present one point about Topic A and then one point about Topic B. You keep following this pattern until you have a few points for each topic. Paragraph 1: Topic A, Topic B Paragraph 2: Topic A, Topic B Paragraph 3: Topic A, Topic B

Chapter 14 Essay Patterns 219

2. In a topic-by-topic development, you discuss one topic in detail, and then you discuss the other topic in detail. Paragraphs 1 and 2: All of Topic A Paragraphs 3 and 4: All of Topic B

A Student Comparison and Contrast Essay Read and analyze the structure of the next student comparison and contrast essay.

Two Jobs Adrianna Gonzalez 1. “I can’t believe it’s Monday,” I often say after the alarm clock rings. The average nine-to-five job may seem like a drag if the person is not fond of the job. Yet there have been instances where one job was better than the other one. My current job as a caregiver is much more fulfilling than my previous job was.

Copyright © 2015 by Pearson Education

2. My first job as a receptionist at a church was not as interesting as my current job. At the church, I was the only one present during my shifts. I would only catch the priest now and then. My whole shift was quiet, and although others thought, “What a peaceful job,” it became boring. I often thought, “Oh great, another lonely day at the office. What will I occupy myself with this time?” On the other hand, my current job as a caregiver is filled with lots of people and diverse activities. I show up for work eager to pick up the infants that I care for. The time passes by quickly, and all my coworkers are friendly.

Teaching Tip Suggest that students write a comparison and contrast essay about two other jobs or industries.

Thesis statement Topic sentence

3. Furthermore, in my old job, the boss was not organized, and he did not care for the workplace. For example, I was alone in the church’s office when two visitors came in for their appointments, and the priest was not there. During such instances, I would have to try to come up with a plausible excuse for why the priest would be thirty minutes late. The priest frequently did not keep the appointments and did not provide me with information to give visitors regarding the cancellations of the meetings. Now in my new job, organization is a priority. I am constantly informed of what is happening; memos are sent and meetings take place almost every week. The director and manager want to make the environment as welcoming as possible. I now realize that if there had been just a little bit of organization at my old job, it would have made a big difference.

Topic sentence

4. Finally, the pay is much better at my new job than it was at my old one. At the church, I was paid minimum wage. I was not allowed to work overtime or to do extra shifts. I became angry because I was paid so little and received no support at that job. In my current job, my initial salary was higher than minimum wage, and the pay increases every year. I can work as many as eleven hours in one day. The amount in my first paycheck was the equivalent of two or three paychecks at my old job.

Topic sentence

5. I am happy that I changed jobs because I really enjoy working as a caregiver. It is easy to hate a job that is boring and low paying, and it is difficult to deal with a disorganized boss. In such cases, consider looking for a better job.

Concluding sentence

220 part III The Essay

Teaching Tip If students don’t remember what “point-by-point” or “topic-by-topic” development means, refer them to the previous page. Point out that in a topic-bytopic plan, the writer would have focused on soccer first and then on baseball.

PRACTICE 14 1. What type of introduction does the writer use?

a. Opposing position

b. Definition

c. General information

2. What does this essay focus on?

a. Similarities

b. Differences

3. What pattern of comparison does the writer follow in each body paragraph?

a. Point by point

b. Topic by topic

4. How does the writer end the essay? Teaching Tip Ask students to work alone or in pairs to make a plan of the essay in order to understand how it is structured.

1260L/600 words

a. With a suggestion

b. With a prediction

c. With a quotation

A Professional Comparison and Contrast Essay In the following essay, author and journalist Mark Milke compares and contrasts two different time periods. Read the essay and answer the questions that follow.

Just Say No 1 In a world where many people have instant text messaging, multiple

e-mail accounts, several phones, the still-ubiquitous television screen, and a smorgasbord of unlimited web information, life’s challenges today are not the ones faced by our ancestors. While theirs were about finding a way to eke out a slightly better life than their narrow circumstances allowed, our world requires a conscious denial of opportunities. 2 Think back one hundred years. With the exception of the tiniest sliver of the population, most people faced daily scarcity. The food they ate was necessarily local (and limited the possibility for a healthier diet); communication beyond their immediate surroundings was restricted to letters and in-person visits. Even for those who had telephones, long-distance calling was prohibitively expensive. As for vacations, if taken at all, they were close to home or at the relatives. And only the rich could spare the money and time to see exotic locales that many now assume as an annual rite and right. Such generations, to say nothing of the ones that preceded them, knew scarcity as a fact of daily life. 3 In contrast, today, while poverty yet exists at home and abroad, and in some places more severely than others—North Korea and sub-Saharan Africa are examples—much of the world endures a new predicament rarely considered: abundance. That’s a better “problem” to face than chronic shortages of food and opportunities. Still, for anyone who wants to live out what Plato called “the good life,” the challenge is to face this fact: If we want a better, more rewarding existence, we have to say “no” more often than “yes.” Fail the temptation offered by abundance, and the waistline explodes, the mind atrophies, and the deepest potential joys—discovered through conversation and contemplation and by mastery of some skill, sport, art, or career—are sacrificed to a twittered and inconsequential life. 4 An advantage exists for those who choose the better over the banal. Those who can shut up and shut out the unhelpful distractions long enough to let the useful thoughts and activities into their soul can then accomplish something

Chapter 14 Essay Patterns 221

valuable. While counterintuitive, the world will never belong to those who engage in every distraction. The world will not build future shrines to those who e-mail, Facebook, text, Twitter, and talk their lives away but never have anything useful to say in all their virtual activities. They have never taken the time to ignore the frenetic present long enough to learn from the past or from some still small voice. What would be the point of trekking into the great outdoors, but with little music buds stuck in one’s ears, and then missing the roar of a river or the call of one bird to another? 5 The most profound books, the most sublime symphonies, and life’s rare beautiful moments result from those who choose to say “no” to life’s many siren calls of opportunistic distractions. Such men and women also have the most impact on the world around them precisely because they found their own solid center. It is from that solidity that they can then offer others something unique. Case in point: Had Glenn Gould been raised in the Internet age and succumbed to every possible distraction, the world would have missed out on the full actualization of his talents; the world would also have been poorer. 6 In much of human history, men and women necessarily devoted every

waking moment to scratching out a basic life of subsistence. These days, our challenge is to block out the avalanche of cheap opportunities that can make us satiated, content, oblivious, and dull.

PRACTICE 15 1. What type of introduction does the writer use?

a. Opposing position

b. Definition

c. General information

2. Underline the thesis statement. 3. This essay looks at lifestyles in the past and present. What is the focus of this essay?

a. Similarities

b. Differences

4. In the introduction, the writer says that our world requires a conscious denial of opportunities. What opportunities is the writer referring to? The opportunity to eat too much food and to distract ourselves with silly ________________________________________________________________ Copyright © 2015 by Pearson Education

virtual opportunities. ________________________________________________________________ 5. What are the differences between the generation a hundred years ago and our A hundred years ago, people were poorer. They did not have generation? ______________________________________________________ technology like e-mail and cell phones. It was difficult and expensive to travel ________________________________________________________________ to exotic destinations. Today’s generation has more options. Our generation ________________________________________________________________ is wealthier. ________________________________________________________________ 6. In paragraph 3, what is the author’s main message? Answers will vary. He observes that we have too much abundance. For example, we have too much ________________________________________________________________ choice in terms of food, travel, and technology. If we overindulge, we will fail to ________________________________________________________________ appreciate our surroundings, and our life experiences will be poorer. ________________________________________________________________

Glen Gould (1932–1982): Canadian classical pianist, best known for his interpretation of Bach

222 part III The Essay

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Writing Activity 1: Topics Write a comparison and contrast essay about one of the following topics.

Paragraph Link

General Topics

College and Work-Related Topics

To practice comparison and contrast writing, you could develop an essay about one of the topics found in Chapter 10, “Comparison and Contrast.”

Compare and/or contrast . . . 1. expectations about parenthood versus the reality of parenthood

Compare and/or contrast . . . 6. male and female college athletes 7. a good manager and a bad manager

2. two different interpretations of 8. a stay-at-home parent and an an event employed parent 3. living together and getting 9. student life and professional life married 10. expectations about a job and the 4. male versus female consumers reality of that job 5. peer pressure versus parental pressure

Comparison and Contrast Essay Checklist As you write your comparison and contrast essay, review the essay checklist at the end of the book. Also ask yourself the following questions.  Does my thesis statement explain what I am comparing or contrasting?  Does my thesis statement make a point about my topic?  Does my essay focus on either similarities or differences?  Does my essay include point-by-point and/or topic-by-topic patterns?  Do all of my supporting examples clearly relate to the topics that are being compared or contrasted?  Do I use transitions that will help readers follow my ideas?

LO 8 Write a cause and effect essay.

Paragraph Link For more information about this pattern, refer to Chapter 11, “Cause and Effect.”

The Cause and Effect Essay When writing a cause and effect essay, you explain why an event happened or what the consequences of such an event were.

The Thesis Statement The thesis statement in a cause and effect essay contains the topic and the controlling idea. The controlling idea indicates whether the essay will focus on causes, effects, or both.

Chapter 14 Essay Patterns 223 topic

controlling idea (causes)

Chronic insomnia is caused by many factors. topic

controlling idea (effects)

Chronic insomnia can have a serious impact on a person’s health. topic

controlling idea (causes and effects)

Chronic insomnia, which is caused by many factors, can have a serious impact on a person’s health.

Hint

Thinking About Effects

If you are writing about the effects of something, you might think about both the short-term and long-term effects. By doing so, you will generate more ideas for the body of your essay. You will also be able to structure your essay more effectively by moving from short-term to long-term effects. For example, look at the short- and long-term effects of a smoke-free work zone. Short term Inside air is cleaner. The smokers get more coffee breaks.

User Community “In every chapter, I make sure to emphasize the Hint boxes with students since the concepts tend to be those my students struggle with.” —Lory Conrad, University of Arkansas–Fort Smith

Long term Fewer smoke-related illnesses occur in nonsmokers. Some smokers might quit smoking.

The Supporting Ideas The body paragraphs in a cause and effect essay focus on causes, effects, or both. Make sure that each body paragraph contains specific examples that clarify the cause and/ or effect relationship.

A Student Cause and Effect Essay Read and analyze the structure of the next student cause and effect essay.

Copyright © 2015 by Pearson Education

Why Small Businesses Fail Jim Baek 1. Last spring, Pablo Ortiz rented a tiny pizzeria in his neighborhood to turn it into a taco restaurant. Full of enthusiasm, he bought supplies, paid for advertisements, and posted a large menu in the window of his new venture, called Taco Heaven. Ten months later, Taco Heaven closed, and Ortiz declared bankruptcy. He was not alone. The Small Business Administration Office reports that close to half of all new businesses fail within the first five years. Causes of small business failures are numerous. 2. First, inexperienced business owners often neglect to do market research to find out if community members are interested in the product. In Ortiz’s case, he thought that area residents would appreciate the chance to buy hearty chicken or pork tacos. However, there were three other Mexican fast-food restaurants in the area, so Ortiz’s competitors took most of the business.

Thesis statement Topic sentence

224 part III The Essay

Topic sentence

3. Second, inadequate pricing can hurt new businesses. Maggie Stevens, owner of a successful restaurant in Los Angeles, sells stuffed Belgian waffles to an eager clientele. Before pricing her waffles, she calculated the exact cost of each plate, right down to the strawberry that adorned the waffle and the touch of cream next to it. She also considered other costs beyond that of the ingredients, including the cost of labor and food spoilage. Her final price for each dish was 60 percent higher than her base cost. Ortiz, on the other hand, had absolutely no idea what he really spent to make each taco. He ended up underpricing his product and losing money.

Topic sentence

4. Additionally, many small business owners have insufficient funds to run their ventures successfully. According to accountant Louis Polk, most small businesses operate for four years before they break even, let alone actually make money. Therefore, owners need a cash reserve to get through the first slow years. Ortiz, expecting to make a decent profit right away, did not realize that he would have to use up his savings to keep his business afloat.

Topic sentence

5. Finally, inexperienced merchants may underestimate the sheer volume of work involved in running a business. Ortiz admits he was very naive about the workload. Taco Heaven was open 15 hours a day, 7 days a week. Ortiz had to cook, shop for ingredients, and do the accounting. After months of grueling work and little to no pay, he burned out.

Concluding sentence

6. Inexperience, lack of proper planning, and insufficient funds can combine to create a business failure. People who plan to open small businesses should become informed, especially about potential pitfalls.

PRACTICE 16 Effects 1. Does this essay focus on causes or effects? ______________________________ 2. Who is the audience for this essay? Answers will vary. People who are interested in opening small businesses or business students ________________________________________________________________ ________________________________________________________________ Teaching Tip Ask students to work alone or in pairs to make a plan of the essay in order to understand how it is structured.

1040L/654 words

A Professional Cause and Effect Essay Albert Nerenberg is a writer, director, and journalist. He has worked on many projects about the power of laughter. Read the essay and answer the questions that follow.

Don’t Worry, Act Happy 1 We usually think of acting as the preserve of movie stars and annoying

people with fake moustaches and bad accents. But a surging scientific theory says acting could make people happy. The theory arises from a controversial concept, sometimes called the body–mind principle, that emotions can be reverse engineered. It’s simple: If we feel good, we may smile. But the surprising part is if we smile, we may feel good. The Act Happy theory is that we get happier simply by going through the motions of contentment and joy.

Chapter 14 Essay Patterns 225

Copyright © 2015 by Pearson Education

2 Although the Act Happy idea has been bouncing around for years, all of a

sudden there’s heat around it. There is increasing evidence that the opposite is true—acting enraged, obsessed, malevolent, or depressed may be bad for us. Actor Leonardo DiCaprio developed obsessive–compulsive disorder while playing Howard Hughes in the blockbuster The Aviator. In real life, Hughes had the disorder. Actor David Duchovny, who plays a writer obsessed with sex in the TV series Californication, checked into a sex-addiction clinic. Batman star Christian Bale allegedly assaulted his mother and sister after completing the violent and brooding Dark Knight. Heath Ledger played a tragic and maniacal Joker. Ledger, who had everything going for him, was allegedly clinically depressed. So if people can cultivate rage, depression, and death, can they cultivate joy, hilarity, love, and vitality? If the simple human smile is anything to go by, the answer is yes. 3 A traditional Buddhist adage recommends smiling as the first conscious thing to do each day, and science may concur. Smiling has clear health benefits. Lee Berk, Associate Director of the Centre for Neuroimmunology at Loma Linda University California, has demonstrated that “mirthful emotions” or “mirthful laughter” seem to increase the number of T cells, or immune cells, in the bloodstream. Robert Kall, a Philadelphia-based Positive Psychology therapist, tried simple smiling as a way to treat depression. “I would put surface electrodes on the smile muscles in people’s faces and, using electromyography, would measure the strength of their smiles,” he said. “People who were not depressed had smile muscles that were on average four times stronger than people who were depressed,” he said. So he began developing what could only be described as a smiling exercise program. “I would have depressed people pump ‘smile’ iron,” he said. “I would have them do repetitions: three sets of 12 every day.” By naturally triggering smiles, the “smilercizers” would seem to drive themselves to happier states. 4 Smiling’s greatest benefit may be that it helps us to connect with others. According to Dr. Mark Stibich, a behavior change expert at the University of California San Diego, smiling not only boosts the immune system and lowers blood pressure, it enhances other people’s views of us. When we practice positive emotions, it makes others more apt to reciprocate and smile back. Tanisha Wright, who runs the Beautiful Beginnings Charm School in New Jersey, said her students would sometimes burst out laughing while exercising their smiles. 5 Although it is often viewed with suspicion, acting may just represent a way to expand our emotional range. Acting comes naturally. Kids do it all the time. Since most people can learn to act, perhaps most could learn to Act Happy. If Heath Ledger’s tragic torn smile has taught us anything, it may be that we are what we act. So we should be good to ourselves and not forget to smile.

PRACTICE 17 1. Highlight the thesis statement. 2. Underline the topic sentences in paragraphs 2 to 4. Be careful; the topic sentence may not be the first sentence in the paragraph. Answers will vary. 3. Overall, what does this essay focus on?

a. Causes

b. Effects

c. Both

226 part III The Essay

4. Why does the author mention actors who portrayed depressed or disagreeable characters? When people act any emotion, including negative emotions, it can affect the ________________________________________________________________ way that they feel. ________________________________________________________________ 5. What psychological and physical changes does a person experience by acting happy? A person might be able to overcome depression and make positive connections ________________________________________________________________ with other people. Acting happy can boost the immune system and lower blood ________________________________________________________________ pressure. ________________________________________________________________ 6. What type of support does the author use to prove his thesis? He uses experts such as Robert Krall, charm and etiquette school students, ________________________________________________________________ and behavior expert Dr. Mark Stibich. He also uses examples from the ________________________________________________________________ entertainment industry. ________________________________________________________________

The Writer’s Room

Complete these writing assignments at mywritinglab.com

Writing Activity 1: Topics Write a cause and effect essay about one of the following topics.

Paragraph Link

General Topics

College and Work-Related Topics

To practice cause and effect writing, you could develop an essay about one of the topics found in Chapter 11, “Cause and Effect.”

Causes and/or effects of . . .

Causes and/or effects of . . .

1. a new law or policy

6. being a parent and college student

2. rejecting or adopting a religion 7. taking time off before college 3. patriotism

8. having an office romance

4. peer pressure

9. gossiping in the office

5. leaving your home or homeland

10. changing jobs or career paths

Cause and Effect Essay Checklist As you write your cause and effect essay, review the essay checklist at the end of the book. Also ask yourself the following questions.  Does my essay clearly focus on causes, effects, or both?  Do I have adequate supporting examples of causes and/or effects?  Do I avoid using faulty logic (a mere asumption that one event causes another or is the result of another)?  Do I use the terms effect and affect correctly?

Chapter 14 Essay Patterns 227

The Argument Essay

LO 9

When you write an argument essay, you take a position on an issue, and you try to defend your position. In other words, you try to persuade your readers to accept your point of view.

The Thesis Statement The thesis statement in an argument essay mentions the subject and a debatable point of view about the subject. Do not include phrases such as in my opinion, I think, or I am going to talk about in your thesis statement. topic

Write an argument

essay.

Paragraph Link For more information about argument writing, refer to Chapter 12, “Argument.”

controlling idea

Building a wall on the Mexican border is an ineffective way to deal with illegal immigration.

Hint

List Specific Arguments

Your thesis statement can further guide your readers by listing the specific arguments you will make in your essay. controlling idea

topic

(arguments)

Colleges should implement work-study programs to help students acquire 1

2

3

job skills, make professional contacts, and earn money for expenses.

The Supporting Ideas

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In the body of your essay, give convincing arguments. Try to use several types of supporting evidence.  Include anecdotes. Specific experiences or pieces of information can support your point of view.  Add facts. Facts are statements that can be verified in some way. Statistics are a type of fact. When you use a fact, make sure that your source is reliable.  Use informed opinions. Opinions from experts in the field can give weight to your argument.  Think about logical consequences. Consider long-term consequences if something does or does not happen.  Answer the opposition. Think about your opponents’ arguments, and provide responses to their arguments.

Hint

Quoting a Respected Source

One way to enhance your essay is to include a quotation from a respected source. Find a quotation from somebody in a field that is directly related to your topic. When you include the quotation as supporting evidence, remember to mention the source. According to Dr. Tom Houston, co-director of the American Medical Association’s SmokeLess States campaign, secondhand smoke “can lead to serious health consequences, ranging from ear infections and pneumonia to asthma.”

Paragraph Link For more detailed information about types of evidence, see pages 153–154 in Chapter 12, “Argument.”

Research Link For more information about doing research, see Chapter 15, “Enhancing Your Writing with Research.”

228 part III The Essay

A Student Argument Essay Read and analyze the structure of the next student argument essay.

The Importance of Music Christine Bigras

Thesis statement

1. Most parents want their children to receive a well-rounded education. Students study traditional subjects, such as math, science, English, history, geography, and physical education, but many educators and parents have come to believe that schoolchildren should also be taught fine arts subjects. Thus, often school boards offer art, dance, and music, if not as core courses, then at least as extracurricular activities. Although the study and practice of all these arts develop sensitivity and creativity in students, learning music is the most beneficial to all-around student success.

Topic sentence

2. First, music makes a child smarter. Everybody has already heard about scientists or doctors who are also musicians. A child who studies music may not become a genius; nevertheless, several research findings have shown that music lessons can enhance IQ and develop intelligence. One of the most recent and conclusive studies has shown that there is a link between children who study music and their academic success because music and schoolwork may develop similar problem-solving skills (Schellenberg).

Topic sentence

3. Furthermore, music education improves a child’s physical and psychological health. Playing music is excellent exercise for the heart, especially for those who play a wind instrument. A child will also learn to stand straight and adopt good posture. Playing music also decreases stress and anxiety. Through music, the apprentices will learn concentration and listening skills. Furthermore, according to the Texas Commission on Drug and Alcohol Abuse Report, a 2010 study showed that the 19 percent of students who participated in band or orchestra had a lower percentage of illegal substance abuse than students who did not engage in any music program (Liu).

Topic sentence

4. Finally, music education helps a child’s social development. Playing music may help students connect with one another, particularly through participation in orchestra or a choir. If a child is ugly, poor, big, or shy, he or she is as important as any other musician in the group. Music is the great equalizer. Musicians learn how to respect each other, how to cooperate, and how to build constructive relationships with others. When Yoko Kiyuka entered my former high school, she was very shy and lonely. The music program changed her life. The connections she made helped her become integrated into the school and feel valued.

Concluding sentence

5. Many school boards are removing music education from the curriculum. They argue that music is not a necessary or useful course. However, the benefits conveyed by music education are tremendous. By developing a child’s brain, body, and feelings, music gives the child a better chance to be confident in life. Parents of elementary or secondary school children should play an active role in the success of their children by encouraging them to learn music.

Chapter 14 Essay Patterns 229

Teaching Tip

Works Cited Liu, Liang Y. “Texas School Survey of Substance Use Among Students: Grades 7–12.” Research Archives: School Surveys. Texas Department of State Health Services, 2012. Web. 6 Nov. 2012.

Point out that the sources are cited in a “Works Cited” page. Also mention that references in paragraphs 2 and 3 are paraphrases.

Schellenberg, E. Glenn. “Music Lessons Enhance IQ.” Psychological Science 15.8 (2004): 511–514. Web. 6 Nov. 2012.

PRACTICE 18 1. Find an example in the essay for each of the following types of support.

A 2010 study showed that the 19 percent of students a. Statistic: ______________________________________________________

who participated in a band or orchestra had a lower percentage of illegal ______________________________________________________________ substance abuse (paragraph 3) ______________________________________________________________ Yoko Kiyuka’s experience (paragraph 4) b. Anecdote: ____________________________________________________ ______________________________________________________________ Parents, students, school 2. Who is the audience for this essay? ___________________________________ administrators _________________________________________________________________ 3. How does the writer end the essay?

a. With a prediction

b. With a quotation

c. With a suggestion Teaching Tip

A Professional Argument Essay Read the professional argument essay from The Economist and answer the questions that follow.

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Robot Ethics 1 In the classic science fiction film 2001, the ship’s computer, HAL, faces

a dilemma. His instructions require him both to fulfill the ship’s mission (investigating an artifact near Jupiter) and to keep the mission’s true purpose secret from the ship’s crew. To resolve the contradiction, he tries to kill the crew. As robots become more autonomous, the notion of computer-controlled machines facing ethical decisions is moving out of the realm of science fiction and into the real world. Society needs to find ways to ensure that machines are better equipped to make moral judgments than HAL was. 2 Robots are spreading in the military and civilian worlds. Military technology is at the forefront of the march towards self-determining machines. For example, the Sand Flea can leap through a window or onto a roof, filming all the while. RiSE, a six-legged robo-cockroach, can climb walls. LS3, a dog-like robot, trots

Ask students to work alone or in pairs to make a plan of the essay in order to understand how it is structured.

1200L/690 words

230 part III The Essay

behind a human over rough terrain, carrying up to 180 kilograms of supplies. SUGV, a briefcase-sized robot, can identify a man in a crowd and follow him. Robots are spreading in the civilian world, too, from the flight deck to the operating theatre. Passenger aircraft have long been able to land themselves. Fully self-driving vehicles are being tested around the world. Google’s driverless cars have clocked up more than 250,000 miles. 3 As they become smarter and more widespread, autonomous machines are bound to end up making life-or-death decisions in unpredictable situations. Although weapons systems currently have human operators “in the loop,” as they grow more sophisticated, they will be able to carry out orders autonomously. When that happens, they will be presented with ethical dilemmas. Should a drone fire on a target’s house, which may also be sheltering civilians? Should a driverless car swerve to avoid pedestrians if that means hitting other vehicles or endangering its occupants? Such questions have led to the emergence of the field of “machine ethics,” which aims to give machines the ability to make such choices appropriately—in other words, to tell right from wrong. 4 One way of dealing with these difficult questions is to avoid them altogether, by banning autonomous battlefield robots and requiring cars to have the full attention of a human driver at all times. But autonomous robots could do much more good than harm. Robot soldiers would not commit rape, burn down a village in anger, or become erratic decision-makers amid the stress of combat. Driverless cars are very likely to be safer than ordinary vehicles, as autopilots have made planes safer. Sebastian Thrun, a pioneer in the field, reckons driverless cars could save one million lives a year. 5 Regulating the development and use of autonomous robots will require progress in three areas in particular. First, laws are needed to determine whether the designer, the programmer, the manufacturer, or the operator is at fault if an autonomous drone strike goes wrong or a driverless car has an accident. In order to allocate responsibility, autonomous systems must keep detailed logs so that they can explain the reasoning behind their decisions. Second, where ethical systems are embedded into robots, the judgments they make need to be ones that seem right to most people. Last, and most important, more collaboration is required between engineers, ethicists, lawyers, and policymakers, all of whom would draw up very different types of rules if they were left to their own devices. 6 Technology has driven mankind’s progress, but each new advance has posed troubling new questions. Autonomous machines are no different. The sooner the questions of moral agency they raise are answered, the easier it will be for mankind to enjoy the benefits that they will undoubtedly bring.

PRACTICE 19 1. Highlight the thesis statement in the introduction. 2. What introductory style opens this essay? Circle the best answer.

a. Definition

c. General information

b. Anecdote

d. Opposing viewpoint

Chapter 14 Essay Patterns 231

3. Underline the topic sentence in each body paragraph. 4. In which paragraph(s) does the writer give the following examples of support? paragraph 4 an informed opinion: ______________________________________________ paragraph 2 a series of examples: _______________________________________________ paragraph 3 a series of questions: _______________________________________________ 5. According to the writer, what should robot experts take into consideration as They should create laws to determine who is at they develop future robots? __________________________________________ fault if robots do something wrong. Then they should program robots with _________________________________________________________________ ethical judgments that apply to most people, and finally, scientists, lawyers, _________________________________________________________________ politicians, and engineers should collaborate when designing future robots. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ General audience; future students of 6. Who is the audience for this essay? ___________________________________ engineering, law, and ethics; as well as scientists and policymakers _________________________________________________________________ 7. How does the writer end the essay?

a. With a prediction

b. With a suggestion c. With a quotation

The Writer’s Room

Copyright © 2015 by Pearson Education

Write an argument essay about one of the following topics. Remember to narrow your topic and follow the writing process. General Topics

College and Work-Related Topics

1. state-sponsored gambling

6. outsourcing of jobs

2. beauty contests

7. great reasons to choose your college

4. driving laws 5. the healthcare system

writing assignments at mywritinglab.com

Writing Activity 1: Topics

3. talk shows

Complete these

8. the cost of a university education 9. student activism 10. dress codes at work

Paragraph Link To practice argument writing, you could develop an essay about one of the topics found in Chapter 12, “Argument.”

232 part III The Essay

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

Argument Essay Checklist As you write your argument essay, review the essay checklist at the end of the book. Also ask yourself the following questions.  Does my thesis statement clearly state my position on the issue?  Do I include facts, examples, statistics, logical consequences, or answers to my opponents in my body paragraphs?  Do my supporting arguments provide evidence that directly supports each topic sentence?  Do I use transitions that will help readers follow my ideas?

Enhancing Your Writing with Research

15

LEARNINg OBJECTIVES LO 1 Explain the purpose of research. (p. 233)

LO 2 Research for

academic writing. (p. 233)

LO 3 Gather information. (p. 234)

LO 4 Evaluate sources. (p. 236)

FPO

When you want more information about something, you might talk to other people; look for resources in libraries, bookstores, and museums; make phone calls; search the Internet; and so on. You can use the same tools when looking for details to include in your writing.

What Is Research? When you research, you look for information that will help you better understand a subject. For example, when you plan to see a movie and read movie reviews in the newspaper, you are engaging in research to make an informed decision. At college, you are often asked to quote outside sources in your essays. This chapter gives you some strategies for researching information and effectively adding it to your writing.

Research for Academic Writing There is a formal type of writing called the research paper. However, many types of academic essays, especially those with the purpose of persuading, can benefit from research. Additional facts, quotations, and statistics can back up your arguments. Student writer David Raby-Pepin prepared an argument for an essay about rap music. You may have read his essay in Chapter 13 on page 186. His purpose was to persuade the reader that rap musicians share positive cultural values. The following paragraph is from his essay.

LO 5 Add a paraphrase, summary, or quotation. (p. 238)

LO 6 Cite sources using MLA style. (p. 242)

LO 7 Analyze a sample

research essay that uses MLA style. (p. 247)

LO 1 Explain the purpose of research.

LO 2 Research for academic writing.

233

234 Part III The Essay

Teaching Tip Because your students may rely on the Internet when doing research, point out that the Internet references do not have page numbers. Thus students simply add the author’s last name in parentheses. Later on in this chapter, they will learn more information about citing sources in the body of an essay.

David’s Paragraph without Research Many of these musicians shout out a powerful message of nonviolence. Leading hip-hop and rap artists have broken from the gangsta rap lyrics of the past. Instead, they write lyrics that present a productive way to resolve conflicts. They encourage listeners to respect themselves and others.

David’s paragraph, although interesting, is not entirely convincing. He mentions that rappers encourage listeners to respect others, but he doesn’t give any examples. David decided to do some research to support his points with specific details. He found many Internet sites about his topic that are run by hip-hop fans, but he worried that his readers might be skeptical if he used those sources. He kept searching and found two quotations from reputable sources.

David’s Paragraph with Research David added two quotations from respected publications. He included the authors’ last names in parentheses. Because the publications ➣ were on Web sites, he did not include page numbers in the parentheses.

Many of these musicians shout out a powerful message of nonviolence. Leading hip-hop and rap artists have broken from the gangsta rap lyrics of the past. Instead, they write lyrics that present a productive way to resolve conflicts. They encourage listeners to respect themselves and others. For instance, the Boston rap group 4Peace has the mission “to sell peace as aggressively as other rappers peddle sex and violence” (Kahn). At a concert in Connecticut, rapper Edo. G said, “You need to respect your parents, respect your teachers, and respect the police. You need to respect yourselves and stop the violence” (qtd. in Macmillan).

Later, at the end of his essay, David also included a “Works Cited” page with the following information. (You will learn more about the Works Cited page later in this chapter.) Works Cited Kahn, Joseph P. “The Message.” Boston Globe. Globe Newspaper Company, 10 Oct. 2006. Web. 22 Feb. 2010. Macmillan, Thomas. “Through Hip Hop, Nonviolence Resonates.” New Haven Independent. New Haven Independent, 7 May 2009. Web. 21 Feb. 2010.

LO 3

Gather information.

Teaching Tip This chapter uses the revised guidelines from the MLA Handbook. Note that the URL address is no longer required when citing Internet sources unless a site would be difficult to find without it.

Gather Information To find information that will bolster your essay, consult sources in the library or on the Internet.

Using the Library When you first enter a library, ask the reference librarian to help you locate information using various research tools, such as online catalogs, CD-ROMs, and microforms.  Search the library’s online catalog. You can search by keyword, author, title, or subject. When you find a listing that interests you, remember to jot down the title, author, and call number. You will need that information when you search the library shelves.  Use online periodical services in libraries. Your library may have access to EBSCOhost® or INFOtrac. By typing keywords into EBSCOhost®, you can search through national or international newspapers, magazines, and reference books. When you find an article that you need, e-mail the link to yourself or paste the

Chapter 15 Enhancing Your Writing with Research 235

document into a word processing file. Remember to print or copy the publication data because you will need that information when you cite your source.

Using the Internet The Internet is a valuable research tool. You will be able to find information about almost any topic online. Here are some tips to help you with your online research.  Use efficient search engines such as Yahoo! or Google. These sites can rapidly retrieve thousands of documents from the Internet.  Choose your keywords with care. Narrow your search by entering very specific keywords. For example, to bolster an essay about binge drinking, you might try to find information about deaths due to alcohol poisoning. By placing quotation marks around your key words, you further limit your search. For example, when you type the term alcohol poisoning deaths into Google without quotation marks, you will get more than a million hits. When the same term is enclosed in quotation marks, the number of hits is reduced to about five hundred, and the displayed Web pages are more relevant.  Use bookmarks. When you find information that might be useful, create a folder where you can store the information so that you can easily locate it later. (The bookmark icon appears on the toolbar of your search engine.)

Web Addresses A Web address (also known as a URL) has the following parts. Protocol

Domain Host name name

Document path

Specific topic

http://www.nytimes.com/2008/10/28/technology/28soft.html?ref=business Sometimes you can determine what type of organization runs the Web site by looking at the domain, shown by the three letters that follow the site name. However, be careful to always evaluate the site’s content.

Copyright © 2015 by Pearson Education

URL ending .com .edu .gov .org

Hint

Meaning Company Educational institution Government Organization

Example www.companyname.com www.stateschoolname.edu www.governmentagencyname.gov www.organizationname.org

Useful Web Sites

The following Web sites could be useful when you do research on the Internet. Enter the title of each Web site into your search engine to access these sites. Statistics FedStats (statistics from more than one hundred government agencies) U.S. Bureau of Labor Statistics U.S. Census Bureau News Organizations Magazine Directory (links to hundreds of online magazines) Newspapers.com (access to newspapers from all over the world) New York Times site for college students

Teaching Tip Ask students to find statistics about one of the following topics: gun crime, birth rates, healthcare coverage, workplace accidents, or any topic of their choice. You can then ask them to insert a statistic into an essay that they are working on.

236 Part III The Essay

Job Sites Monster.com Jobs.org Academic Research Sites Encyclopedia.com Encyclopaedia Britannica Google Scholar

LO 4

Evaluate sources.

Evaluate Sources Be careful when you use Internet sources. Some sites contain misleading information, and some sites are maintained by people who have very strong and specific biases. Remember that the content of Internet sites is not always verified for accuracy. When you view Web sites, try to determine who benefits from the publication. What is the site’s purpose?

Tech Teaching Tip In a computer lab, ask students to look up a controversial topic such as “the legalization of drugs” or “gun control.” Pairs of students can analyze sites. Ask students to identify sites that have a clear bias and to identify two sites that could be used in a research essay. They can share information with classmates.

Hint

Evaluating a Source

When you find a source, ask yourself the following questions:  Will

the information support the point that I want to make?

 Is

the information current? When was the site last updated? Ask yourself if the date is appropriate for your topic.

 Is

the site reliable and highly regarded? Is it a well-known newspaper, journal, or Web site? Is the English grammatically correct?

 Is

the author an expert on the subject? (Many sites provide biographical information about the author.)

 Does

the author present a balanced view? Ask yourself if the author has a political or financial interest in the issue.

 Does

the author develop key ideas with solid supporting facts and examples? Does the author quote reliable sources?

 Is

there advertising on the site? Consider how advertising might influence the site’s content.

PRACTICE 1 Imagine that you are writing an essay about the effectiveness of antidepressants. Answer the questions by referring to the list of Web sites on the next page. 1. Write the letters of the three sites that you should investigate further. Briefly explain how each site could be useful. (A) might contain good statistics and quotations ________________________________________________________________ (C) contains the opinion of a professor of psychiatry ________________________________________________________________ (F) depicts an opposing viewpoint and is from a respected publication ________________________________________________________________

Chapter 15 Enhancing Your Writing with Research 237

2. Write the letters of the three sites that are not useful for your essay. For each site, explain why. (B) simply sells the drugs ________________________________________________________________ (D) has irrelevant information and is not really about the effectiveness of ________________________________________________________________ antidepressants ________________________________________________________________ (E) is somebody’s personal rant site ________________________________________________________________ A. Antidepressants likely do more harm than good, study suggests www.sciencedaily.com/releases/2012/04/...htm Apr 24, 2012—In previous research, Andrews and his colleagues had questioned the effectiveness of anti-depressants even for their prescribed function, . . . B. Buy Antidepressants Online antidepressants377...com Jan 20, 2013—Buy Antidepressants online and save money. Antidepressants buy Easily online. UK buy Antidepressants Purchase order Antidepressants . . . C. Antidepressants: placebos with side effects? www.ncbi.nlm.nih.gov → . . . → CMAJ → v.182(18); Dec 14, 2010 Dec 14, 2010—Antidepressants: placebos with side effects? Reviewed by Daniel Carlat, MD, Associate clinical professor of psychiatry. Tufts University School . . . D. Weight Gain and Antidepressants (Including SSRIs) www.webmd.com/depression/features/antidepressants-weight-gain... Up to 25% of people who take antidepressants gain weight. Is there anything . . . Depression Myths and Facts. What’s Causing Your Depression? Getting Help: . . .

Copyright © 2015 by Pearson Education

E. Antidepressants suck. forums.massassi.net → . . . → Main Massassi Forums → Discussion Forum Went to the doctors, with the sole purpose of geting my hands on some happy pills. Its a new university year and I have no wish to have mood . . . F. In Defense of Antidepressants — NYTimes.com www.nytimes.com/2011/07/10/opinion/. . ./10antidepressants.html?. . . Jul 9, 2011—IN terms of perception, these are hard times for antidepressants. A number of articles have suggested that the drugs are no more effective than . . .

PRACTICE 2 1. Go to Google, and type prison reform in the search bar. How many hits did you get? Answers will vary. ________________________________________________________________

2. Now put prison reform in quotation marks. How many hits did you get? ________________________________________________________________

Teaching Tip Engage students in a class discussion about the various sites. Encourage them to look at the short blurbs and the Web addresses before deciding if the Web site is biased.

238 Part III The Essay

3. Find sites with the following domains. .edu ____________________________________________________________ .org _____________________________________________________________ .gov ____________________________________________________________ 4. On a separate sheet of paper, write a paragraph comparing two Web sites. Choose one site that is not reliable and explain why. Then choose a site that is probably quite reliable and explain why. To evaluate the sites, refer to the questions in the “Evaluating a Source” hint box on page 236. Research Link To find out more about the MLA and its guidelines, visit the MLA Web site.

Keeping Track of Sources Source information is easy to find in most print publications. It is usually on the second or third page of the book, magazine, or newspaper. On many Internet sites, however, finding the source information can take more investigative work. When you research on the Internet, look for the home page to find the site’s title, publication date, and so on. Record as much of the following information from the site as possible. Book, Magazine, Newspaper Author’s full name Title of article Title of book, magazine, or newspaper Publishing information (name of publisher, city, and date of publication) Pages used

LO 5 Add a paraphrase, summary, or quotation. Teaching Tip Explain to students that their paraphrase, summary, or quotation would generally be part of a longer piece of work. They would have to acknowledge the source directly in the excerpt, but they would also have to include a Works Cited page at the end of their assignment.

Web Site Author’s full name Title of article Title of site Publisher of site Date of publication or updating Date you accessed the site Complete Web site address

Add a Paraphrase, Summary, or Quotation To add research to a piece of writing, you can paraphrase it, summarize it, or quote it.  When you paraphrase, you use your own words to present someone’s ideas. A paraphase is about the same length as the original selection.  When you summarize, you briefly state the main ideas of another work. A summary is much shorter than the original selection.  When you quote, you either directly state a person’s exact words (with quotation marks) or report them (without quotation marks). All of these are valid ways to incorporate research in your writing, as long as you give credit to the author or speaker.

Hint

Avoid Plagiarism!

Plagiarism is the act of using someone else’s words or ideas without giving that person credit. Plagiarism is a very serious offense and can result in expulsion from college or termination from work. The following actions are examples of plagiarism.  Buying

another work and presenting it as your own  Using another student’s work and presenting it as your own

Chapter 15 Enhancing Your Writing with Research 239

 Failing

to use quotation marks or properly set off an author’s exact words  Using ideas from another source without citing that source  Making slight modifications to an author’s sentences but presenting the work as your own  Copying and pasting text from an Internet source without using quotation marks to set off the author’s words To avoid plagiarism, always cite the source when you borrow words, phrases, or ideas from an author. Include the author’s name, the title of the work, and the page number (if it is available).

Paraphrasing and Summarizing Both paraphrases and summaries present the ideas that you have found in a source. The main difference between a paraphrase and summary is the length. While a paraphrase can be the same length as the original selection, a summary is much shorter.

How to Paraphrase To paraphrase, do the following:  Highlight the main ideas in the original text.  Restate the main ideas using your own words. You can keep specialized words, common words, and names of people or places. However, find synonyms for other words and use your own sentence structure.  Use a dictionary or thesaurus, if necessary, to find synonyms.  Acknowledge the source in the paraphrase or place the source information in parentheses after the paraphrase.  Maintain the original author’s ideas and intent.  After you finish writing, proofread your text. Remember that a paraphrase is roughly the same length as the original selection.

How to Summarize Copyright © 2015 by Pearson Education

When you summarize, you condense a message to its basic elements. Do the following:  Read the original text carefully because you will need a complete picture before you begin to write.  Ask yourself who, what, when, where, why, and how questions to help you identify the central idea of the text.  Acknowledge the source in your summary, or place the source information in parentheses after the summary.  Reread your summary. Make sure that you have expressed the essential message in your own words.  Your summary should be a maximum of 30 percent of the length of the original work. In written summaries, readers should be able to understand the crucial message. The complete document will contain details and examples, but readers should not require the original to make sense of the central ideas. Review examples of an original selection followed by a paraphrase and summary.

240 Part III The Essay

Original Selection Glass provides valuable evidence because we come in contact with it so often. If we were to analyze a piece or pieces of glass, we would ask certain questions. . . . For instance, when we observe glass in a fire scene, is the soot baked on? If so, it was most likely a slow moving fire. If the soot is readily wiped off the glass, then we have a fast moving fire and should look for an accelerant. —Wilson T. Sullivan III, Crime Scene Analysis, p. 135

Teaching Tip After they complete Practice 3, ask students to read their paraphrases out loud. You will notice that some students oversimplify and misinterpret the author’s words. For instance, in Number 1, students tend to write sentences such as Girls are smarter than boys. Point out that the text simply says that girls are performing slightly better in school. Students will realize they may have misrepresented the results. They may make a similar mistake with Number 2, writing sentences such as Violent criminals have high self-esteem. They forget to add the qualifier frequently. Remind students to retain the author’s meaning.

Paraphrase Investigators are able to determine the speed of a fire, according to Wilson T. Sullivan III. When soot is difficult to remove from glass, the fire probably burned slowly. If the soot can be removed with ease, the fire burned quickly and may have been aided with some type of gasoline or other catalyst. Summary According to the book Crime Scene Analysis, glass at a fire scene can give clues to a fire’s speed, with easily removed soot indicating that a fire may have been intentionally started.

PRACTICE 3 Paraphrase and summarize the following selections. 1. The National Honor Society says that 64 percent of its members— outstanding high school students—are girls. Some colleges give special help to male applicants—yes, that’s affirmative action for white males—to avoid skewed sex ratios. A new report just issued by the Center on Education Policy, an independent research organization, confirms that boys have fallen behind in reading in every single state. It found, for example, that in elementary schools, about 79 percent of girls could read at a level deemed “proficient,” compared with 72 percent of boys. Similar gaps were found in middle school and high school. Answers will vary. —Nicholas D. Kristof, “The Boys Have Fallen Behind,” New York Times

Paraphrase: ______________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Summary: _______________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. Unfortunately it turns out that hit men, genocidal maniacs, gang leaders, and violent kids often have high self-esteem, not low self-esteem. A recipe for their violence is a mean streak combined with an unwarranted sense of

Chapter 15 Enhancing Your Writing with Research 241

self-worth. When such a boy comes across a girl or parents or schoolmates who communicate to him that he is not all that worthy, he lashes out. —Martin Seligman, “The American Way of Blame,” APA Monitor Online

Paraphrase: ______________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Summary: _______________________________________________________ ________________________________________________________________ ________________________________________________________________

Quoting Sources

Grammar Link

A direct quotation contains the exact words of a source, and the quotation is set off with quotation marks. Use direct quotations to reveal the opinions of an expert or to include ideas that are particularly memorable and important. Quotations should be integrated into sentences, and the source of the quotation should be mentioned either in the introductory phrase or sentence or in parentheses after the quotation. Details about citing sources in the body of your essay appear later in this chapter. Example: In his book Sociology, John E. Farley writes, “Human history abounds

with legends of lost or deserted children who were raised by wild animals” (97).

Hint

Words That Introduce Quotations

One common way to introduce a quotation is to write The author says. However, there are a variety of other verbs that you can use.

Copyright © 2015 by Pearson Education

admits claims

comments concludes

explains maintains

mentions observes

reports speculates

suggests warns

PRACTICE 4 Read the following selections, and try to identify examples of plagiarism. The original selection, written by Bill Bryson, appeared in A Short History of Nearly Everything. Original Selection Most schoolroom charts show the planets coming one after the other at neighborly intervals, but this is a necessary deceit to get them all on the same piece of paper. . . . Such are the distances, in fact, that it isn’t possible, in any practical terms, to draw the solar system to scale. Even if you added lots of fold-out pages to your textbooks or used a really long sheet of poster paper, you wouldn’t come close. On a diagram of the solar system to scale, with Earth reduced to about the diameter of a pea, Jupiter would be over a thousand feet away and Pluto would be a mile and a half distant.

To find out more about using quotations, see Chapter 35.

ESL Teaching Tip Point out that the words in the Hint box are not synonyms. You might group native and nonnative speakers together and have students discuss the meanings of the words or give examples to show the differences.

Teaching Tip Cooperative Learning (Pair & Share) Give students a short article or paragraph, or ask students to read something specific online. Then ask students to find a partner and to summarize the information. After writing the summary, pairs can meet up with another pair to evaluate each other’s summary. First, they should make sure that there is no plagiarism. Then they can make sure that the summary has correct grammar, spelling, and punctuation.

242 Part III The Essay

1. Summary According to Bill Bryson, the solar system’s true size is too large to show on a piece of paper, even if you added lots of fold-out pages. If you reduced Earth to the diameter of a pea, Jupiter would be over a thousand feet away. Answers will vary. Is this plagiarism?

X _______ Yes _______ No

Some exact phrases are used without quotation marks. Why? ___________________________________________________________ ________________________________________________________________ 2. Summary Bill Bryson cleverly demonstrates how pictures of the solar system are misleading. In fact, our solar system is so immense that a piece of paper would have to be more than a mile long to show all of the planets. X Is this plagiarism? _______ Yes _______ No The source is cited, and no original wording is copied. Why? ___________________________________________________________ ________________________________________________________________ 3. Summary Drawings of the solar system are misleading. Actually, the solar system is so immense that it is not possible, in practical terms, to draw the solar system to scale. If the Earth were depicted as the size of a pea, Pluto would be over a mile away. X Is this plagiarism? _______ Yes _______ No The source is not cited, and some exact phrases are used without Why? ___________________________________________________________ quotation marks. ________________________________________________________________

LO 6 Cite sources using MLA style.

Cite Sources Using MLA Style Each time you use another writer’s words or ideas, you must cite the source, giving complete information about the original document from which you borrowed the material. When quoting, paraphrasing, or summarizing, you can set off the source information using parentheses. These in-text citations, also known as parenthetical citations, allow you to acknowledge where you obtained the information. You must also cite your sources in an alphabetized list at the end of your essay. The Modern Language Association (MLA) refers to the list as Works Cited.

Hint

Choose a Documentation Style

The three most common styles for documenting sources are the Modern Language Association (MLA) format, Chicago Manual of Style (CMS) format, and the American Psychological Association (APA) format. Before writing a paper, check with your instructor to see which documentation style you should use and to learn where you can find more information about it.

Citing the Source in the Body of Your Essay When you paraphrase, summarize, or quote, you must cite the source in the body of the essay. You must also cite the source in a Works Cited page at the end of your essay. See page 244 to view the Works Cited page for the following quotations. There are two ways to show that you have borrowed an idea or quotation: cite the source in the sentence or cite the source in parentheses.

Chapter 15 Enhancing Your Writing with Research 243

Source

Source cited in the sentence

Source cited in parentheses

Print

Mention the author’s name in the sentence. Include the page number in parentheses.

Put the author’s last name and the page number in parentheses.

In Business Communications, Bovee says, “Short, direct messages have a much better chance of being acted on” (149).

Internet

For online sources, just mention the author’s name. No page number is necessary. Jane E. Brody discusses the dangers when women smoke: “Today, women who smoke are even more likely than men who smoke to die of lung cancer.”

If an online source does not provide an author’s name, mention the article’s title or the Web site title in the sentence. According to “Bipolar Support and Self Help,” not all people use medications: “Living well with bipolar disorder requires certain adjustments.”

Grammar Hint

One expert says, “Short, direct messages have a much better chance of being acted on” (Bovee 149).

For online sources, just put the author’s last name in parentheses. Women should think twice before smoking: “Today, women who smoke are even more likely than men who smoke to die of lung cancer” (Brody).

If the online source does not provide an author’s name, write a short form of the title in parentheses. Not all people use medications: “Living well with bipolar disorder requires certain adjustments” (“Bipolar”).

Quoting from a Secondary Source

Sometimes you may want to quote from an indirect source. If your source material contains a quotation from someone, then put the abbreviation qtd. in— which means quoted in—in the parentheses. Dr. Lauren Streicher says, “There are a lot of profit-motivated physicians out there” (qtd. in Parikh). See Chapter 35 for more information about using quotations.

Preparing a Works Cited Page

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The Works Cited page gives details about each source you have used, and it appears at the end of your essay. To prepare a Works Cited list, follow these basic guidelines. 1. Begin the Works Cited section on a new page. Write “Works Cited” at the top of the page and center it. Make sure your last name and page number appear in the upper-right corner. 2. List each source alphabetically, using the author’s last name. If no author is mentioned, use the title. 3. Indent the second line and all subsequent lines of each reference. 4. Double space the entire page. A Works Cited reference generally has the following parts, with the order and punctuation shown below. 1. Author(s) 2. Title of short work 3. Title of long work 4. Edition (if applicable)

Complete last name, first name. Coauthor’s first name, last name. “Article.” or “Short Story.” Book. or Magazine. or Web site Name. 2nd Ed. Note: For second, third, or subsequent editions, write the abbreviated form: 8th Ed.

Teaching Tip The MLA recently revised the rules for citing sources. This book contains those recent changes. For example, it is no longer considered necessary to write the complete Web address. There has also been the introduction of the medium of publication (.Print, .Web, etc.). Finally, underlining is no longer accepted. Titles of complete works must be italicized, except in handwritten essays.

244 Part III The Essay

5. City of publication 6. Publisher’s name

Teaching Tip There are Web sites that generate MLA or APA citations. Students simply input the information required. You might acquaint students with such sites.

City: Company, Note: Omit A, An, or The and words such as Co., Corp., Books, Press, and Publishers. The short form for University Press is UP. On Internet sites, look for the publisher’s or sponsor’s name.

7. Date of publication 8. Medium of publication

Day Month Year. Print. or Web. or Film. Note: For paper sources, write Print. For Internet content, write Web. Other sources might be CD, Performance, Television, or Film.

9. P age numbers (if applicable) e.g., A13. or 6–19. 10. Date of access (Web sources) Day Month Year.

Hint

Placement and Order of Works Cited

The Works Cited list should be at the end of the research paper. List sources in alphabetical order of the authors’ last names. If there is no author, put the title in the alphabetized list. The example is a Works Cited page for the quotations listed on page 243. Works Cited “Bipolar Support and Self Help.” Helpguide.org. Wise and Healthy Aging, 2009. Web. 25 Feb. 2010. Bovee, Courtland, and John Thill. Business Communication Essentials. 2nd ed. Upper Saddle River: Prentice, 2006. Print. Brody, Jane E., “Smoking Gender Gap Closes.” New York Times. New York Times Company, 15 May 2013. Web. 14 Jan. 2014.

Teaching Tip Point out specific punctuation in the entries. Students often place commas rather than periods between items.

Model Entries Book Last name, First name. Title of the Book. Edition. City of Publication: Publisher, Year. Print. One author Bonvillain, Nancy. Cultural Anthropology. 3rd. Ed. Boston: Pearson, 2013. Print. Two or three authors

After the first author’s last and first name, put and followed by the first and last name of the subsequent authors. Cornelius, Steven, and Mary Natvig. Music: A Social Experience. Boston: Pearson, 2012. Print. Four or more authors

Put the first author’s name followed by et al, which means “and others.” Thill, John V., et al. Excellence in Business Communication. Toronto: Pearson, 2009. Print. Work in an anthology

For articles or essays taken from an anthology, write Ed. and the editor’s name after the title. Budnitz, Judy. “Nadia.” The Best American Nonrequired Reading. Ed. Dave Eggers. Boston: Houghton, 2006. Print.

Chapter 15 Enhancing Your Writing with Research 245

Encyclopedia or dictionary

It is unnecessary to mention volume and page numbers. Simply list the edition and year of publication. “Morocco.” Columbia Encyclopedia. 6th ed. 2005. Print. “Democracy.” The New American Webster Handy College Dictionary. 3rd ed. 1995. Print.

Periodical Last name, First name. “Title of Article.” Title of the Magazine or Newspaper Date: Pages. Print. Note: If the pages are not consecutive, put the first page number and a plus sign (15+).

Newspaper article Lewis, Charles. “The Running Mate.” National Post 18 Aug. 2012: A1+. Print. Magazine article Thurman, Judith. “Drawn From Life.” New Yorker 23 Apr. 2012: 49–55. Print.

Electronic (Internet) Source When using a source published on the Internet, include as much of the following information as you can find. Keep in mind that some sites do not contain complete information. Generally, do not include the complete Web address unless the site is difficult to find or your teacher requires it. Put a comma after the publisher or sponsor, and put periods after all other parts of the citation. If there is no clear publisher or sponsor, write n.p. If there is no clear publication date, write n.d. Last name, First name. “Title of Article.” Title of Site or Online Publication. Publisher or sponsor, Date of publication. Web. Date you accessed the site (Day Month Year). .

Copyright © 2015 by Pearson Education

Online newspaper article Firestone, David. “Blame the Poor.” New York Times. New York Times, 28 Aug. 2012. Web. 14 May 2013. Online magazine article Hutson, Matt. “Your Sixth Sense.” Psychology Today. Sussex, 09 Jul. 2012. Web. 15 May 2014. Online dictionary “Ubiquitous.” Longman Dictionary of Contemporary English. Pearson ELT, n.d. Web. 22 Aug. 2014. E-Book

Format the reference like the print copy. For the medium of publication, mention the type of file, such as Nook file, Kindle file, PDF file, etc. If you cannot identify the file, write Digital file. McKenna, Christina. The Misremembered Man. Las Vegas: AmazonEncore, 2008. Kindle file. Web-only article Doig, Will. “It’s Time to Love the Bus.” Salon.com. Salon Media Group, 3 Mar. 2012. Web. 14 May 2013.

Teaching Tip Point out that there is a period after the italicized title of a book, but no period after the italicized title of a magazine or newspaper.

246 Part III The Essay No listed author

If the site does not list an author’s name, begin with the title of the article. “How to Detect Lies.” Bifaloo.com. Bifaloo, 2012. Web. 14 Sept. 2014. “E-Stats.” US Census Bureau. US Department of Commerce, 10 May 2012. Web. 28 May 2014.

Other Sources Film or DVD

Include the name of the film, the director, the studio, and the year of release. You can include other data that you consider relevant such as the names of the main performers or screenwriters. End with Film or DVD. The Hunger Games. Dir. Gary Ross. Perf. Jennifer Lawrence. Lion’s Gate, 2012. Film. Sound recording

Include the name of the performer or band, the title of the song, the title of the CD, the name of the recording company, and the year of release. End with CD or LP. Charles, Ray. “Fever.” Genius Loves Company. Hear Music, 2004. CD. Television or radio program

Include the segment title, the narrator (if applicable), the program name, the station, and the broadcast date. End with Television or Radio. “Face Blindness.” Narr. Leslie Stahl. Sixty Minutes. CBS. 5 Aug. 2012. Television.

Teaching Tip You might get students to do Practice 5 in pairs. If you have access to a computer lab, ask students to type the Works Cited page.

PRACTICE 5 Imagine that you are using the following sources in a research paper. Arrange the sources for a Works Cited list using MLA style. You can type your Works Cited list on a separate piece of paper. Double-space each entry, and indent the second line of each entry.  You use a definition of “honesty” from the online dictionary Merriam-Webster. The year of publication is 2012. You accessed the site today.  You use statistics from an article called “Honesty/Ethics in Professions.” The Web site is Gallup, and the publisher is Gallup. The publication date is December 1, 2011. There is no author.  You quote from a book by Dan Ariely called The (Honest) Truth about Dishonesty. The publisher is HarperCollins, and the publication date is 2012. The publisher’s city is New York.  You quote from page 231 of the textbook Psychology by Saundra K. Ciccarelli and J. Noland White. It is a second edition. The publisher is Pearson, and the publication date is 2009. The publisher’s city is Upper Saddle River.  You quote from the article “The King of Human Error” by Michael Lewis. It appeared in a magazine called Vanity Fair, which was published in December 2011. Your quote was from page 153.  You quote from an online magazine called Salon.com. “The Lying Game” was written by Alan Wolfe and published on September 18, 2008. The online publisher is Salon Media Group. You accessed the site today.

Chapter 15 Enhancing Your Writing with Research 247

Works Cited Ariely, Dan. The (Honest) Truth about Dishonesty. New York: HarperCollins, ________________________________________________________________ 2012. Print. ________________________________________________________________ Ciccarelli, Saundra K., and J. Noland White. Psychology. 2nd Ed. Upper Saddle ________________________________________________________________ River: Pearson, 2009. Print. 231. ________________________________________________________________ “Honesty.” Merriam-Webster. 2012. Web. Today’s date. ________________________________________________________________ “Honesty/Ethics in Professions.” Gallup. Gallup, 1 Dec. 2011. Web. Today’s date. ________________________________________________________________ Lewis, Michael. “The King of Human Error.” Vanity Fair Dec. 2011: 153. Print. ________________________________________________________________ Wolfe, Alan. “The Lying Game.” Salon.com. Salon Media Group, 18 Sept. ________________________________________________________________ 2008. Web. Today’s date. ________________________________________________________________ _______________________________________________________________ ________________________________________________________________ ________________________________________________________________

Sample Research Essay Using MLA Style Read the complete student essay that follows. Notice how the student integrates paraphrases, summaries, and quotations.

Teaching Tip Point out that MLA style dictates that the student’s name, instructor’s name, course, and date should appear at the top of the paper. Also, each page should contain the student’s last name and page number in the top right corner.

LO 7 Analyze a sample research essay that uses MLA style.

Saumur 1

End your introduction with a thesis statement.

➣

Begin body paragraphs with a topic sentence.

You can place the author’s name in parentheses.

➣ ➣

You can cite the source in your sentence. Include the page number of print sources.

➣

Copyright © 2015 by Pearson Education

Center the title. Notice that the title is not underlined, boldfaced, or italicized.

➣

These days, it’s common to see someone holding a cell phone while walking, driving, or having dinner. The big companies design cell phones to be as small and as practical as possible, and the little gadgets have become essential to our way of life. A lot of research has been done, and it reveals that cell phone microwaves may have an impact on the brain. Cell phones have some benefits, but they may be dangerous for human health. Cell phone emissions have positive and negative effects on concentration and memory. The positive effect is that cell phone microwaves can help humans memorize things. They keep the shortterm memory active. An Australian scientist discovered that cell phone use can temporarily help people “with certain tasks that require a working memory but can also slow reaction time” (Szalavitz). In Psychology, Saundra K. Ciccarelli says that “long term memory must be fairly well organized for retrieval to be so quick” (222). Radiation may affect the organization of memories. Henrietta Nittby, a researcher from Lund University, tested the theory on rats. For more than a year, some rats were exposed to cell phone radiation on a weekly basis. On memory tests, the rats that had been exposed to radiation did much worse than the rats that had not been exposed (“Mobile Phones”).

Double-space your name, instructor’s name, course title, and date.

➣

Cell Phone Safety

➣

Stephanie Saumur Professor Pelaez English 101 15 April 2010

Acknowledge the source of a paraphrase.

248 Part III The Essay Saumur 2

Acknowledge the source of a ➣ summary. You can introduce a ➣ quotation with a complete sentence followed by a colon.

Use “qtd. in” when you use a ➣ quotation that appeared in a secondary source. You can integrate a quotation into a sentence.

➣

Three spaced periods indicate that part of the quotation ➣ has been deleted.

Teaching Tip Students are not always aware that they must acknowledge another person’s ideas, even if they aren’t making a direct quotation. Ask students to identify examples in the essay of paraphrases or summaries.

Although people worry about getting cancer because of their cell phone usage, scientists are divided on the cell phone and cancer link. Professor John Moulder, from the Medical College of Wisconsin, does not believe cell phones contribute to brain cancer (Szalavitz). However, some researchers disagree: “In 2006, a Swedish study reported that 85 of 905 brain tumor patients had used mobile phones heavily for 10 years or more, and most of their tumors occurred on the side of their head where they usually held their phones” (Butler 43). Kjell Mild, a professor at the Swedish National Institute for Working Life, says, “If you look at the studies with large numbers of people who used mobiles for ten years or more, all show an increased risk” of cancer (qtd. in Szalavitz). Finally, there are concerns that cell phone radiation may cause brain damage. A University of Rome study showed that phones affect the cortex, “but no one can yet tell whether the effect is harmful, neutral, or even beneficial” (Szalavitz). Yet Henrietta Nittby’s research on rats showed that radiation can cause a protein in the blood to infiltrate the brain, causing damage to nerve cells (“Mobile Phones”). Furthermore, research suggests that cell phones can cause tissue damage in humans. A study done at Lund University has shown that cell phone microwaves can cause blood products to seep across the blood–brain barrier. The implications are serious: “Blood contains toxins . . . that can be lethal to brain tissue” (Sage). Although the research isn’t clear and complete enough to conclude that cell phones are dangerous, some researchers are convinced that mobile phone radiation can have significant long-term effects on human health. Those who are worried about health consequences should use hands-free phone equipment and minimize the amount of time spent on a cell phone. Another option is to increase the use of text messaging because the phone is not placed next to the head. Finally, because long-term safety of cell phones is unclear, perhaps children should not be given a cell phone.

Saumur 3

Always put the Works ➣ Cited list on a separate page. Center the “Works Cited” heading.

➣

Place sources in alphabetical ➣ order. If the source has no author, ➣ place the title of the article first. Double-space throughout, ➣ and indent the second line of each source.

Works Cited Butler, Kiera. “This is Your Brain on Cell Phones.” Mother Jones July–Aug 2008: 43. Print. Ciccarelli, Saundra K., and Glenn E. Meyer. Psychology. Upper Saddle River: Prentice, 2006. Print. “Mobile Phones Affect Memory in Laboratory Animals, Swedish Study Finds.” ScienceDaily. ScienceDaily, 5 Dec. 2008. Web. 6 Feb. 2011. Sage, Cindy. “Cell Phones and Blood–Brain Barrier.” EMFacts. EMFacts Consultancy, 11 Nov. 2008. Web. 5 Feb. 2011. Szalavitz, Maia. “Your Brain on Mobile?” Psychology Today. Sussex, 15 May 2007. Web. 4 Feb. 2011.

Chapter 15 Enhancing Your Writing with Research 249

Reflect On It

Teaching Tip

Think about what you have learned in this chapter. If you do not know an answer, review that topic. 1. What are the differences between a paraphrase and a summary? Paraphrase Close to same length as original _____________________________

Summary Much shorter than original _____________________________

Same content as original, but _____________________________

Only key ideas from original _____________________________

restated _____________________________

_____________________________

2. What is a Works Cited page? It is a page you add to the end of an essay. On this page, you list the ______________________________________________________________ sources you cited to support your essay. ______________________________________________________________

Ask students to identify a magazine, a book, and three Web sites in the Works Cited list on page 248. Also ask them to identify a source without an author.

Teaching Tip Pair Work Before students hand in their essays, ask them to exchange them with a partner. Each student should evaluate his or her partner’s essay to make sure that sources are cited properly.

______________________________________________________________ ______________________________________________________________

Complete these writing assignments at

The Writer’s Room Writing Activity 1 Choose a paragraph or an essay that you have written, and research your topic to get more detailed information. Then insert at least one paraphrase, one summary, and one quotation into your work. Remember to acknowledge your sources.

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Writing Activity 2 Write an essay about one of the following topics. Your essay should include research (find at least three sources). Include a Works Cited page at the end of your assignment. 1. Write about a controversial issue that is in the news. In your essay, give your opinion about the issue. 2. Write about your career choice. You could mention job opportunities in your field, and you could include statistical information. 3. Write about the importance of daily exercise. Find some facts, examples, or statistics to support your view.

mywritinglab.com

Teaching Tip Cooperative Learning (Question Cards) Place students in teams of three or four. Each team uses cards or cuts paper into six pieces. Teams brainstorm questions about the chapter’s key concepts. They write the question on one side of the paper and the answer on the other side. Teams should write six to eight questions. Then teams can exchange cards with another team. They can look at each question, answer it as a group, and then check the answer.

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

Part IV The Editing Handbook Why is grammar so important?

When you speak, you have

tools such as tone of voice and body language to help you express your ideas. When you write, however, you have only words and punctuation to get your message across. Naturally, if your writing contains errors in style, grammar, and punctuation, you may distract readers from your message, and they may focus instead on your inability to communicate clearly. You increase your chances of succeeding in your academic and professional life when you write in clear standard English. The chapters in this Editing Handbook can help you understand important grammar concepts and ensure that your writing is grammatically correct.

sEction 1 Effective Sentences TheMe: Popular Culture

250

16

Simple Sentences 252

18

Complex Sentences 275

17

Compound Sentences 263

19

Sentence Variety 286

SECTION 2 Common Sentence Errors Theme: Psychology

20

Fragments 297

21

Run-Ons 305

22

Faulty Parallel Structure 312

29

Pronouns 392

SECTION 6 Modifiers Theme: Health Care

30

Adjectives and Adverbs 410

31

Mistakes with Modifiers 424

SECTION 3 Problems with Verbs

SECTION 7 Word Use and Spelling

Theme: Spies and Hackers

Theme: The Legal World

Present and Past Tenses 320

32

Exact Language 433

24

Past Participles 334

33

Spelling and Commonly Confused Words 442

25

Other Verb Forms 346

23

SECTION 4 Verb Agreement and Consistency

SECTION 8 Punctuation and Mechanics Theme: The Workplace

34

Commas 458

35

The Apostrophe, Quotation Marks, and Titles 471

36

Capitalization and Other Punctuation Marks 484

Theme: College Life

26

Subject–Verb Agreement 357

27

Tense Consistency 371

SECTION 5 More Parts of Speech Theme: Our Environment

28

Nouns, Determiners, and Prepositions 376

SECTION 9 Editing Practice

37

Editing Paragraphs and Essays 492

251

Chapter 16

16

Simple Sentences SEcTION THEME: Popular Culture

Learning Objectives LO 1 Identify subjects. (p. 252)

LO 2 Identify

prepositional phrases. (p. 255)

LO 3 Identify verbs. (p. 257)

LO 4 Identify helping verbs. (p. 258)

In this chapter, you will read about topics related to advertising and consumerism.

Complete this Writer's Journal activity at mywritinglab.com

LO 1

Identify subjects.

Teaching Tip For the Writer’s Journal activity, students can brainstorm ideas in pairs. You might adapt the prompt to suit the writing pattern that you are teaching.

252

The Writer’s Journal What is your cultural background? How would you identify yourself culturally? Write a paragraph about your cultural identity.

Identify Subjects A sentence contains one or more subjects and verbs, and it expresses a complete thought. Although some sentences can have more than one idea, a simple sentence expresses one complete thought. The subject tells you who or what the sentence is about. The verb expresses an action or state. If a sentence is missing a subject or a verb, it is incomplete.

Chapter 16 Simple Sentences 253

Teaching Tip

Subjects may be singular or plural. To determine the subject of a sentence, ask yourself who or what the sentence is about. A singular subject is one person, place, or thing. Kayla Rice is a marketing consultant. Manhattan has many advertising agencies. A plural subject is more than one person, place, or thing. Contemporary marketers try to reach a mass audience.

The grammar chapters are flexible. You can skip certain chapters or do them in whatever order suits your course syllabus or teaching style. Before working through the grammar chapters, you may ask students to review some key grammar terms in Appendix 1.

Many countries import American products.

Pronouns

Teaching Tip

A subject pronoun (he, she, it, you, I, we, they) can act as the subject of a sentence, and it replaces the noun.

Ask students what words the pronouns replace in the sample sentences.

Jeff Bezos sold books. He founded Amazon.com. Consumers have rights. They can complain about unethical advertising.

Gerunds (-ing words)

ESL Teaching Tip

Sometimes a gerund (-ing form of the verb) is the subject of a sentence. Advertising surrounds us. Business planning is an ongoing process.

Remind students that the -ing form can be a noun or a verb. Write the next two sentences on the board to illustrate the point. Relaxing is important.

Compound Subjects

I am relaxing right now.

Many sentences have more than one subject. Compound means “multiple.” Therefore, a compound subject contains two or more subjects. Men and women evaluate products differently.

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The accountants, designers, and managers will meet to discuss the product launch.

Hint

Recognizing Simple and Complete Subjects

In a sentence, the simple subject is the noun or pronoun. The complete name of a person, place, or organization is a simple subject. he

dancer

Omar Epps

Sony Music Corporation

The complete subject is the noun, plus the words that describe the noun. In the next examples, the descriptive words are in italics. new electric piano

old, worn-out shoes

Anna’s green sofa

In the following sentences, the simple and complete subjects are identified. simple subject

The glossy new magazine contained interesting articles. complete subject

User Community “My favorite part of this book, the part most helpful to my students, is The Editing Handbook. The exercises are plentiful and challenging, while the grammar explanations are concise and clear.” —Rhonda Wallace, Cuyahoga Community College

Chapter 16

Singular and Plural Subjects

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254 Part IV The Editing Handbook

ESL Teaching Tip Nonnative speakers may have additional problems determining the simple subject. In many languages, adjectives have plural forms and can appear after nouns. In French, Spanish, and Italian, for instance, people say “hairs browns” instead of “brown hair.” If you have many nonnative speakers in your class, discuss how word order differs in their languages.

PRACTICE 1 Underline the complete subject and circle the simple subject(s). Example: Academic institutions teach popular culture.

1. Popular music, films, books, and fashions are the sources of our common culture. 2. Marketing is linked to all types of entertainment. 3. You and your friends and family may see hundreds of ads each day. 4. Jack Nevin and Linda Gorchels study consumer behavior. 5. Traditional marketing methods are losing their impact. 6. Restless and cynical citizens are bored with television, radio, and billboard ads. 7. Creative advertisers constantly look for new ways to seduce the public. 8. Social networking sites are now targeted by marketing firms. 9. Other strategies include buzz marketing and guerilla marketing. 10. Expensive advertising does not always produce results.

Special Subject Problems Unstated Subjects (Commands) In a sentence that expresses a command, the subject is unstated, but it is still understood. The unstated subject is you, and “should” is implied. Remember to use your coupon. Teaching Tip Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about the concept. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

Pay the cashier. Here/There

Here and there are not subjects. In a sentence that begins with Here or There, the subject follows the verb. There are five ways to market a product. Here is an interesting brochure about cosmetics.

PRACTICE 2 In the following paragraph, circle the simple subject(s). If the subject is unstated, then write the subject (you) before the verb. you (should) Example: To see the announcement, watch carefully. ^ You (should) There are many advertisements on the streets of our cities. Look at any ^ bus shelter, billboard, store window, or newspaper. Certainly, some ads appear in surprising places. There are framed announcements on the doors of hotel bathrooms, for example. Furthermore, there are commercials hidden in the

Chapter 16 Simple Sentences 255

Chapter 16

middle of the action in movies and television shows. For instance, soft-drink and car companies advertise during the popular reality show American Idol. There are soft drinks on the table in front of the show’s judges. The show’s You (should) performers often sing a tribute to an American automobile company. View ^ advertising with a critical eye.

Identify Prepositional Phrases A preposition is a word that links nouns, pronouns, or phrases to other words in a sentence. It expresses a relationship based on movement or position. Here are some common prepositions.

Common Prepositions about above across after against along among

around at before behind below beside between

beyond by despite down during except for

from in inside into like near of

off on onto out outside over through

to toward under until up with within

A phrase is a group of words that is missing a subject, a verb, or both and is not a complete sentence. A prepositional phrase is made up of a preposition and its object (a noun or a pronoun). In the following phrases, an object follows the preposition.

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Preposition in among over

Hint

+

Object the morning the shadows the rainbow

Be Careful

Because the object of a preposition is a noun, it may look like a subject. However, the object in a prepositional phrase is never the subject of the sentence. For example, in the next sentence, the subject is child, not cereal box. subject

Inside the cereal box, the child found the hidden gift.

Sometimes a prepositional phrase appears before or after the subject. To help you identify the subject, you can put parentheses around prepositional phrases or mark them in some other way. In each of the following sentences, the subject is in boldface type and the prepositional phrase is in parentheses.

LO 2 Identify prepositional phrases. ESL Teaching Tip Ask nonnative students to underline prepositions that they do not understand. Then they can look up those words in the dictionary or discuss them with native speakers.

ESL Teaching Tip To help nonnative speakers understand the idea of prepositional phrases, ask students to brainstorm short sentences containing the prepositions in the list, such as, On the roof, a robin made a nest.

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256 Part IV The Editing Handbook

(With huge sales,) Amazon is an amazing success story. Jeff Bezos, (with very little money,) launched his Web site. Sometimes a sentence can contain more than one prepositional phrase. prepositional phrase

prepositional phrase

(In the mid 1990s,) (inside his Seattle garage,) Bezos created his online bookstore.

Hint

According to . . .

When a sentence contains according to, the noun that immediately follows is not the subject of the sentence. In the following sentence, Jack Solomon is not the subject. subject

(According to Jack Solomon,) consumers are easily persuaded.

PRACTICE 3 Place parentheses around the prepositional phrase(s) in each sentence. Then circle the simple subject. Example: (In a suburb,)a young girl shows a new phone to her friends.

1. (In the early 1990s,)the advertising industry began to market actively to young teens. 2. (With their disposable cash and their desire to be cool,)tweens are a marketer’s dream customer. 3. Children(between eight and thirteen years old)spend billions of dollars annually. 4. (According to CBS News,)some marketing companies pay for children’s slumber parties. 5. “Alpha” girls,(with their good looks and their self-confidence,) convince their guests to buy certain products. 6. (In her book Born to Buy,)author Juliet Schor criticizes such selling techniques. 7. (With no concern for the children,) marketers take advantage of peer dynamics. 8. GIA Marketing, (with its 40,000 “secret agents”,)relies on its tween influencers. 9. (In spite of the criticism,)viral marketing is here to stay.

PRACTICE 4 Look at the underlined word in each sentence. If it is the subject, write C (for “correct”) beside the sentence. If the underlined word is not the subject, then circle the correct subject(s). Examples: In past eras, bustling markets contained consumer goods.

Enclosed shopping malls are a fairly recent development.

______ C ______

1. In Edina, Minnesota, the first indoor mall was built.

______

2. The world’s largest mall has eight hundred stores.

C ______

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______

4. On her twenty-second birthday, Amber Wyatt divulged a secret.

______

5. During the previous four years, she had piled up $60,000 in credit card debts.

C ______

6. She acknowledges, with a shrug, her shopping addiction.

______

7. Today, with a poor credit rating, Amber is unable to get a lease.

______

8. Her brother, boyfriend, and aunt have lent her money.

______

9. Her parents, with some reluctance, allowed their daughter to move back home.

C ______

10. Many American men and women, according to a recent survey, have a shopping addiction.

______

Identify Verbs

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3. For some consumers, the local dress shop is a dangerous place.

Teaching Tip Item 8 includes three subjects: brother, boyfriend, and aunt.

LO 3

Identify verbs.

Every sentence must contain a verb. The verb either expresses what the subject does or links the subject to other descriptive words.

Action Verbs An action verb describes an action that a subject performs. In 2006, China launched an electric car called the ZAP Xebra. Engineers designed the car’s energy-efficient engine.

Linking Verbs

ESL Teaching Tip

A linking verb connects a subject with words that describe it, and it does not show an action. The most common linking verb is be. The marketing campaign is expensive. Some advertisements are very clever.

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Other linking verbs refer to the senses and indicate how something appears, smells, tastes, and so on. The advertising photo looks grainy. The glossy paper feels smooth. Common Linking Verbs appear be (am, is, are, was, were, etc.) become

feel look seem

smell sound taste

Compound Verbs When a subject performs more than one action, the verbs are called compound verbs. Good advertising informs, persuades, and convinces consumers. Members of the public either loved or hated the logo.

Nonnative speakers often try to make linking verbs passive. They might write sentences such as “It is become important.” Point out that linking verbs do not express an action but simply link the subject to words that describe it.

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ESL Teaching Tip Draw attention to the hint. Students often think that the infinitive is a main verb.

Hint

Infinitives Are Not the Main Verb

Infinitives are verbs preceded by to such as to fly, to speak, and to go. An infinitive is never the main verb in a sentence. V

infinitive

V

infinitive

Kraft wants to compete in Asia. The company hopes to sell millions of products.

PRACTICE 5 Underline one or more main verbs in these sentences. Remember that infinitives such as to sell are not part of the main verb. Write L above two linking verbs. Example: Our consumer culture affects everyone.

L 1. Before the 1940s, diamonds were not more popular than other stones. 2. During marriages, a groom gave a simple gold or silver band to his bride. 3. Then, in 1947, Frances Gerety created the best marketing slogan in history. L 4. A diamond is forever. 5. The slogan connected diamonds with love and marriage. 6. De Beers also paid Hollywood stars to pose with diamond engagement rings. 7. The advertising campaign had a huge impact on diamond sales. 8. The emotional appeals changed people’s habits and helped sell diamonds. 9. Marketers produced an irrational demand for an expensive product. 10. Today, the majority of brides expect to receive a diamond ring.

LO 4

Identify helping verbs.

Identify Helping Verbs A verb can have several different forms, depending on the tense that is used. Verb tense indicates whether the action occurred in the past, present, or future. In some tenses, there is a main verb that expresses what the subject does or links the subject to descriptive words, but there is also a helping verb. The helping verb combines with the main verb to indicate tense, negative structure, or question structure. The most common helping verbs are forms of be, have, and do. Modal auxiliaries are another type of helping verb; they indicate ability (can), obligation (must), possibility (may, might, could), advice (should), and so on. For example, here are different forms of the verb open. The helping verbs are underlined.

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The complete verb consists of the helping verb and the main verb. In the following examples, the helping verbs are indicated with HV and the main verbs with V. HV HV

V

American culture has been spreading across the globe for years. HV

HV

V

You must have seen the news articles. In question forms, the first helping verb usually appears before the subject. HV

subject HV

V

Should the coffee chain have expanded so quickly? HV

subject

V

Will the coffee and cakes sell in Moscow? Interrupting words may appear between verbs, but they are not part of the verb. Some interrupting words are easily, actually, not, always, usually, sometimes, frequently, often, never, and ever. HV

V

Consumers have often complained about product quality. HV

HV

V

The car maker should not have destroyed its electric cars.

Tech Teaching Tip Ask students to watch one of the YouTube Volkswagen ads called “The Fun Theory.” The entertaining ads show how making a banal activity, such as taking the stairs, into a fun activity can change people’s behavior. As a writing prompt, students can then work in pairs to describe one of the ads and then argue that it is or is not an effective way to advertise the Volkswagen brand.

Teaching Tip Cooperative Learning (Pair & Share) Do the Tech Tip described above. Then ask pairs to exchange paragraphs. They should circle all subjects and underline all complete verbs in the other pair’s paragraph. They can put two lines under the main verbs.

PRACTICE 6 Underline the helping verbs once and the main verbs twice. Be careful because some sentences only have main verbs. Example: The modern consumerism movement has been strong since the 1960s.

1. In 1961, President John F. Kennedy outlined the Consumer Bill of Rights. 2. Products should not be dangerous or defective.

Grammar Link For information on the position of mid-sentence adverbs, such as often, sometimes, and never, see pages 414–415 in Chapter 30.

3. A single company should never have a monopoly. Copyright © 2015 by Pearson Education

4. Businesses must provide consumers with honest information. 5. Some companies have been sued for defective products. 6. Merck, a pharmaceutical company, was forced to remove the drug Vioxx from the market. 7. To protect consumers, the Federal Trade Commission has implemented rules to prevent misleading advertising. 8. Some companies have been fined for deceptive marketing methods. 9. In a Volvo ad, a monster truck ran over a row of cars and crushed all but the Volvo station wagon. 10. In fact, the Volvo’s structure had been reinforced. 11. Volvo was fined $150,000 for deceptive marketing. 12. How should companies respond to consumer complaints?

ESL Teaching Tip Your nonnative speakers may be confused by some of the verb forms in Practice 6. Point out that Appendix 3 contains a visual guide to the main verb tenses.

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is opening had opened will open should have opened was opened had been opening can open might be open has been opening would open could be opening could have been opened

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PRACTICE 7 Circle the simple subjects and underline the complete verbs. Remember to underline all parts of the verb. Teaching Tip You might ask students to place parentheses around prepositional phrases. They can also write V over main verbs.

Example: Consumer activists can have an impact.

1.

In 1989, Kalle Lasn and Bill Schmalz started a new media foundation with the

name Adbusters. They have produced a magazine and Web site. Adbusters does not accept advertising. Instead, the anti-consumption magazine often parodies common advertisements. Contributors to the magazine have created amusing spoof ads. For example, some graphic designers have mocked Joe Camel cigarette advertising. One ad depicts “Joe Chemo” in a hospital bed. The cartoon camel is hooked up to IV tubes. In another spoof ad, an image of a broken Absolut Vodka bottle has the headline “Absolut Mayhem.” And a different parody of the vodka brand shows a sagging bottle with the title “Absolut Impotence.” 2.

On its Web site, Adbusters describes itself as “a global network of artists,

activists, writers, pranksters, students, educators and entrepreneurs.” The founders want people to reconsider their consumption habits. The not-forprofit organization sponsors social marketing campaigns such as “Buy Nothing Teaching Tip

Day.” More recently, in mid-2011, Adbusters Foundation was behind the

Group Work

Occupy Wall Street movement. Over the years, the organization has had many

Groups of students can practice identifying subjects and verbs by looking at a reading in Part V. Ask them to focus on one or two paragraphs in the reading.

supporters and critics. In his textbook Consumer Behavior, Michael R. Solomon

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

advises corporations to listen to unhappy consumers. It is easy to dismiss organizations such as Adbusters as “the lunatic fringe.” However, according to Solomon, such organizations deserve to be taken seriously.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that concept. A sentence is a group of words that contains one or 1. What is a sentence? ______________________________________________ more subjects and verbs and expresses a complete thought. ______________________________________________________________ The subject expresses who or what 2. What does the subject of a sentence do? ______________________________ the sentence is about. ______________________________________________________________

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A verb expresses an action or what the subject does, or it 3. What is a verb? __________________________________________________ links the subject to other descriptive words. ______________________________________________________________ 4. Write an example of a linking verb and an action verb. Answers will vary. Linking ________________________ Action ________________________ Circle the best answers. 5. Can the object of a preposition be the subject of a sentence?

No

Yes

6. Can a sentence have more than one subject?

No

Yes

7. Can a sentence have more than one verb?

No

Yes

Final Review Circle the simple subjects, and underline the complete verbs. Underline all parts of the verb. Remember that infinitives such as to go or to run are not part of the main verb. Example: A good name and logo are immensely important.

1. In their book Marketing: Real People, Real Choices, Michael R. Solomon,

Greg Marshall, and Elnora Stuart discuss brands. 2. With a great deal of care, companies must carefully choose the best name for their products. 3. According to the authors, product names should be memorable. 4. Irish Spring, for instance, is a fresh and descriptive name for soap.

5. Occasionally, mistakes are made. 6. The company Toro called its

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lightweight snow blower “Snow Pup.” 7. The product did not sell well. 8. Later, the product was renamed “Snow Master” and then “Snow Commander.” 9. The sales have improved tremendously since then.

10. Some brands have become the product name in consumers’ minds.

11. Everyone knows popular brands such as Kleenex, Jell-O, Scotch Tape, and Kool-Aid. 12. Without a second thought, many consumers will ask for a Kleenex but not for a tissue with another brand name. 13. Therefore, a great name can be linked to the product indefinitely.

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Teaching Tip You might ask students to place parentheses around prepositional phrases. They can also write V over main verbs.

Teaching Tip Pair Work As an additional activity, ask pairs of students to brainstorm a new brand name for a product such as soap, a car, or diapers. Each team can then construct a paragraph explaining and defending the name they have chosen.

Teaching Tip For a review and practice about the basic parts of speech, ask students to try Appendix 1.

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14. According to Solomon, Marshall, and Stuart, there are four important

elements in a good brand name. 15. It must be easy to say, easy to spell, easy to read, and easy to remember. 16. Apple, Coke, and Dove are examples of great product names. 17. Good names should also have a positive or functional relationship with the product. 18. Drano is a very functional name. 19. On the other hand, Pampers and Luvs suggest good parenting but have no relation to the function of diapers. 20. Ultimately, large and small businesses put a great deal of care into product branding.

Complete these writing assignments at mywritinglab.com

Teaching Tip Cooperative Learning (Question Cards) Place students in teams of three or four. Each team uses cards or cuts paper into small pieces. Teams brainstorm questions about the chapter’s key concepts. They write the question on one side of the paper and the answer on the other side. Teams should write about six questions. Then teams can exchange cards with another team. They can look at each question, answer it as a group, and then check the answer.

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

The Writer’s Room Write about one of the following topics. After you finish writing, identify your subjects and verbs. 1. Describe an effective advertising campaign. List the elements that make the campaign so successful. 2. Compare two online shopping sites. Describe the positive and negative features of each site.

Compound Sentences SECTION THEME: Popular Culture In this chapter, you will read about topics related to fads and fashions.

17

lEarning objEctivEs LO 1 Compare simple

and compound sentences. (p. 263)

LO 2 Combine sentences using coordinating conjunctions. (p. 264)

LO 3 Combine sentences using semicolons. (p. 267)

LO 4 Combine sentences using transitional expressions. (p. 269)

ThE WritEr’s JoUrnal Do you have body art, such as tattoos and piercings? In a paragraph, explain why you do or do not have body art.

Compare Simple and Compound Sentences When you use sentences of varying lengths and types, your writing flows more smoothly and appears more interesting. You can vary sentences and create relationships between ideas by combining sentences. Review the differences between simple and compound sentences. A simple sentence is an independent clause. It expresses one complete idea, and it stands alone. Simple sentences can have more than one subject and more than one verb.

Complete this Writer's Journal activity at mywritinglab.com

LO 1 Compare simple and compound sentences. TEaching Tip For the Writer’s Journal activity, students can brainstorm ideas in pairs. You might adapt the prompt to suit the writing pattern that you are teaching. Then ask students to combine sentences and edit them.

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One subject and verb

Tattooing is not a new fashion.

Two subjects

Tattooing and body piercing are not new fashions.

Two verbs Della McMahon speaks and writes about current trends. A compound sentence contains two or more simple sentences. The two complete ideas can be joined in several ways.

Vera creates handbags. + She also designs shoes.

Add a coordinator

Vera creates handbags, and she also designs shoes.

Add a semicolon

Vera creates handbags; she also designs shoes.

Add a semicolon and Vera creates handbags; moreover, she designs conjunctive adverb shoes.

LO 2 Combine sentences using coordinating conjunctions. User Community “In addition to teaching the grammar and sentence structure sections, I teach students to use those chapters as a reference guide in editing their work. This is helpful to students because they do not master this material just by reading and studying the chapter the one time it is specifically assigned.” —Lynn Saul, Pima Community College–Desert Vista

Combine Sentences Using Coordinating Conjunctions A coordinating conjunction joins two complete ideas and indicates the connection between them. The most common coordinating conjunctions are for, and, nor, but, or, yet, and so. Complete idea,

coordinating conjunction

Review the following chart showing coordinating conjunctions and their functions. Coordinating Conjunction

Function

Example

for

to indicate a reason

Henna tattoos are great, for they are not permanent.

and

to join two ideas

Jay wants a tattoo, and he wants to change his hairstyle.

nor

to indicate a negative idea

Cosmetic surgery is not always successful, nor is it particularly safe.

but

to contrast two ideas

Tattoos hurt, but people get them anyway.

or

to offer an alternative

Jay will dye his hair, or he will shave it off.

yet

to introduce a surprising choice

He is good-looking, yet he wants to get cosmetic surgery.

so

to indicate a cause and effect relationship

He saved up his money, so he will get a large tattoo.

ESL Teaching Tip This chart is useful for nonnative students. Suggest that students use the word “FANBOYS” to help remember the seven coordinating conjunctions. You might also point out that for is rarely used as a coordinator. It is more commonly used as a preposition.

complete idea.

Chapter 17 Compound Sentences 265

Teaching Tip

Recognizing Compound Sentences

To be sure that a sentence is compound, place your finger over the coordinating conjunction, and then ask yourself whether the two clauses are complete sentences. Simple

Draw attention to the Hint box. Ask students to use the finger technique when they try Practice 1.

The fashion model was tall but also very thin.

Compound The fashion model was tall, but she was also very thin.

PRACTICE 1 Indicate whether the following sentences are simple (S) or compound (C). Underline the coordinating conjunction in each compound sentence. Example: There are many ways to alter your appearance.

S _____

1. Many humans permanently alter their bodies, and they do it for a variety of reasons.

C _____

2. Body altering is not unique to North America, for people in every culture and in every historical period have found ways to permanently alter their bodies.

C _____

3. In past centuries, some babies in South America had boards tied to their heads, and their soft skulls developed a long, high shape.

C _____

4. In Africa, Ubangi women used to extend their lower lips with large, plate-sized pieces of wood.

S _____

5. In the 1700s, wealthy European men and women ate tiny amounts of arsenic to have very pale complexions.

S _____

6. Then, in the next century, European and American women wore extremely tight corsets, and they suffered from respiratory and digestive problems.

C _____

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7. Today, some people want to improve their physical appearance, so they sculpt their bodies with cosmetic surgery. 8. Botox injections are popular but dangerous.

C _____ S _____

9. Body altering can be painful and very costly, but people do it C anyway. _____

PRACTICE 2 Read the following passages. Insert an appropriate coordinating conjunction in each blank. Choose from the list below, and try to use a variety of coordinating conjunctions. for and nor but or yet so

Teaching Tip Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about the concept. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

Chapter 17

Hint

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but Example: Fashions usually take a while to be accepted, __________ fads appear and vanish quickly. Answers will vary. 1. Have you heard of Harajuku culture? Harajuku is the name of a district and, but it is also a teen subculture. Every Sunday afternoon, in Tokyo, __________ and hundreds of Japanese teenagers meet on Jinju Bridge, __________ they engage but in “cosplay” (costume play). Some young males dress up, __________ most of so the Harajuku kids are female. The girls want to be noticed, __________ they wear homemade frilly dresses and carry parasols. Their costumes require a lot or of effort. They might dress up as a cute cartoon character, __________ they can choose to dress in dark gothic costumes. for 2. The pop star Gwen Stefani has a perfume brand called “Harajuku,” __________ and, so she loves that subculture. Today, the Harajuku district is famous, __________ many visitors go there. Tourists and professional photographers search for the

and, so she best-dressed youths. Seventeen-year-old Shoshi lives in Toyko, __________ visits Jinju Bridge every week. Next Sunday, she might wear a yellow

or bow in her hair, __________ she may wear a white lace cap. Her so, and she attracts a lot of costumes are elaborately detailed, __________ yet, but she is not self-conscious. attention. Tourists stare at her, __________ for, and, so she always wears the Shoshi is frequently photographed, __________ nor most eye-catching outfits. She never refuses to pose, __________ do most of her friends.

but, yet 3. Curiously, participants love to socialize and make friends, _____________ they and do not use their real names. The teens choose special names, _____________ they use those pseudonyms whenever they dress up in costume. Harajuku culture will probably remain a unique Japanese lifestyle.

Chapter 17 Compound Sentences 267

Place a Comma Before the Coordinating Conjunction

Chapter 17

Hint

Add a comma before a coordinating conjunction if you are certain that it joins two complete sentences. If the conjunction joins two nouns, verbs, or adjectives, then you do not need to add a comma before it. Comma The word fashion refers to all popular styles, and it does not refer only to clothing. No comma The word fashion refers to all popular styles and not only to clothing.

PRACTICE 3 Create compound sentences by adding a coordinating conjunction and another complete sentence to each simple sentence. Remember to add a comma before the conjunction. Answers will vary. , but they worry about their personal style. Example: Many people deny it _________________________________________ 1. I don’t have a tattoo _______________________________________________

Remind students that sentences containing and, but, and other coordinating conjunctions are not necessarily compound. To show the differences between simple and compound sentences, write a few examples on the board, and then ask students how to punctuate each sentence. Here are some examples you could use:

________________________________________________________________

He pierced his nose and got a tattoo.

2. Body piercing is common __________________________________________

He pierced his nose, and he got a tattoo.

________________________________________________________________ 3. Cosmetic surgery is expensive _______________________________________ ________________________________________________________________ 4. She dyed her hair _________________________________________________ ________________________________________________________________

Combine Sentences Using Semicolons Copyright © 2015 by Pearson Education

Teaching Tip

Another way to form a compound sentence is to join two complete ideas with a semicolon. The semicolon replaces a coordinating conjunction. Complete idea ; complete idea. Advertisers promote new fashions every year; they effectively manipulate consumers.

People either diet to lose weight or have cosmetic surgery to change their body shape. People either diet to lose weight, or they have cosmetic surgery to change their body shape.

LO 3 Combine sentences using semicolons.

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Teaching Tip Advise students to use semicolons sparingly. For more practice using semicolons, refer students to Chapter 20, “Fragments,” and Chapter 21, “Run-Ons.”

Hint

Use a Semicolon to Join Related Ideas

Do not use a semicolon to join two unrelated sentences. Remember that a semicolon takes the place of a conjunction. Incorrect Some societies have no distinct word for art; people like to dress in bright colors.

(The second idea has no clear relationship with the first idea.)

Correct Some societies have no distinct word for art; art is an intrinsic part of their cultural fabric.

(The second idea gives further information about the first idea.)

PRACTICE 4 Insert the missing semicolon in each sentence.

;

Example: Often, bizarre fashion styles become accepted almost everyone adopts

the style.

^

; 1. Ashley Harrell has identified some of this century’s worst fashion trends her ^ article appeared in the SF Weekly blog. ; 2. Crocs are on her list the bright plastic shoes are not attractive. ^ ; 3. She also criticizes long pointy-toed shoes they are only good for kicking ^ something. ; 4. Other critics hate the low pants trend most people should not show their ^ bellies. ; 5. Since 2000, pierced tongues have been popular dentists benefit from the ^ fashion. ; 6. Derek has decided to stretch his earlobe holes with heavy rings he may regret ^ his decision one day. ; 7. Next year, perhaps shaved eyebrows will become popular fashionistas will ^ follow the trend. ; 8. People should be careful they should think twice before altering their bodies to ^ follow a trend. Teaching Tip Students might be tempted to join ideas that do not fit together. They can test their sentences by verifying whether the semicolon could be replaced by a coordinating conjunction.

PRACTICE 5 Write compound sentences by adding a semicolon and another complete sentence to each simple sentence. Remember that the two sentences must have related ideas. Answers will vary. ; she regretted her decision. Example: Last year my sister had her tongue pierced ________________________ 1. Youths rebel in many ways __________________________________________ ________________________________________________________________

Chapter 17 Compound Sentences 269

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2. Hair dyes can be toxic ______________________________________________ ________________________________________________________________ 3. At age thirteen, I dressed like other teens _______________________________ ________________________________________________________________ 4. Running shoes are comfortable __________________________________________ ________________________________________________________________

Combine Sentences Using Transitional Expressions

LO 4 Combine sentences using transitional expressions.

A third way to combine sentences is to join them with a semicolon and a transitional expression. A transitional expression can join two complete ideas together and show how they are related. Most transitional expressions are conjunctive adverbs such as however or furthermore.

Transitional Expressions Addition

Alternative

additionally also besides furthermore in addition moreover

in fact instead on the contrary on the other hand otherwise

Comparison or Contrast equally however nevertheless nonetheless similarly still

Time

Example or Emphasis

Result or Consequence

eventually finally later meanwhile subsequently

for example for instance namely of course undoubtedly

consequently hence therefore thus

If the second part of a sentence begins with a transitional expression, put a semicolon before it and a comma after it.

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Complete idea;

transitional expression,

complete idea.

Yuri is not wealthy; nevertheless, he always wears the latest fashions. ; however, ; nonetheless, ; still,

PRACTICE 6 Punctuate the following sentences by adding any necessary semicolons and commas. ; , Example: Tattoos are applied with needles thus they are painful. ^ ^ ; 1. During the era of the Roman Empire, soldiers received tattoos on their hands , ^ consequently deserting soldiers could be easily identified. ^ ; 2. More recently, tattoos represented a person’s spirituality or profession for , ^ instance sailors commonly had anchors tattooed on their biceps. ^

ESL Teaching Tip Group Work Ask nonnative speakers to underline transitional words that they do not understand. Then, in groups, those who understand a term can teach the others by using the term in a sentence.

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; , 3. During World War II, some people were forced to get tattoos for example the ^ ^ Nazis tattooed concentration camp victims. , ; 4. Since the 1990s, tattoos have surged in popularity in fact ordinary citizens of ^ ^ all ages and from all economic classes get them. ; , 5. Some people hate the new fad meanwhile others have become addicted to ^ ^ tattooing. 6. At age sixteen, Rick Genest got a skull and crossbones tattoo on his left , ; shoulder eventually he tattooed his arms, his face, and his skull. ^ ^ , ; 7. He has spent over $17,000 on tattoos hence his hobby is very expensive. ^ ^ , ; 8. These days, tattoos are not always harmless body decorations on the contrary ^ ^ they can symbolize membership in a criminal organization. ; , 9. In Japan, “yakuza” criminals have large colorful tattoos similarly in El ^ ^ Salvador, members of the Mara 18 gang have lip tattoos. ; , 10. Most of my friends have tattoos nevertheless I refuse to get one. ^ ^

PRACTICE 7 Combine sentences using one of the following transitional expressions. Choose an expression from the following list, and try to use a different expression in each sentence. Answers will vary. in contrast in fact

for example for instance

however nevertheless

of course therefore

thus

; however, young

Example: Today’s parents often complain about their children. Young people

today are not more violent and rebellious than those of past generations.

; in fact, in 1. Youth rebellion is not new. In each era, teenagers have rebelled. ; for example, they 2. Teenagers distinguish themselves in a variety of ways. They listen to new music, create new dance styles, wear odd fashions, and break established social habits. 3. The most visible way to stand out is to wear outrageous ; therefore, teenagers fashions. Teenagers try to create original clothing and hairstyles. 4. In the past fifty years, rebellious teens have done almost everything to their hair, including growing it long, buzzing it short, dyeing it, spiking it, shaving it

Chapter 17 Compound Sentences 271

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; thus, it off, and coloring it blue. It is difficult for today’s teenagers to create an original hairstyle. ; for instance, hip 5. Sometimes a certain group popularizes a style. Hip-hop artists wore baggy clothing in the late 1980s. ; nevertheless, boys 6. Many parents hated the baggy, oversized pants. Boys wore them. ; in contrast, many 7. In the past, most people pierced their ears with tiny holes. Many of today’s youths stretch their earlobes to create large holes. ; of course, people 8. “Retro” hair and clothing styles will always be popular. People often look to the past for their inspiration.

Hint

Subordinators versus Conjunctive Adverbs

A subordinator is a term such as when, because, until, or although. Do not confuse subordinators with conjunctive adverbs. When a subordinator is added to a sentence, the clause becomes incomplete. However, when a conjunctive adverb is added to a sentence, the clause is still complete. Complete

She wore fur.

Incomplete (with subordinator)

When she wore fur.

Complete (with conjunctive adverb)

Therefore, she wore fur.

When you combine two ideas using a conjunctive adverb, use a semicolon.

Tech Teaching Tip Ask students to work in pairs. They should find random simple sentences in their cell phone text messages. Then, with a partner, they should transform the sentences into compound sentences. Ask them to create three different sentences: 1. clauses joined with a coordinator 2. clauses joined with a semicolon 3. clauses joined with a transitional expression

No punctuation She was criticized when she wore fur.

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Semicolon

It was very cold; therefore,she wore fur.

PRACTICE 8 Create compound sentences by using the next transitional expressions. Try to use a different expression in each sentence. Answers will vary. in fact however therefore furthermore consequently ; therefore, I refuse to spend money following Example: I have my own style __________________________________________

the latest fad. __________________________________________________________

1. Designer clothing is expensive _______________________________________ ________________________________________________________________ 2. I cannot sew _____________________________________________________ ________________________________________________________________

Teaching Tip Pair Work Ask students to do Practice 8 with a partner.

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3. Some men shave their heads _________________________________________ ________________________________________________________________ 4. My best friend loves to shop ____________________________________________ ________________________________________________________________

Reflect On It Teaching Tip The Reflect On It activity can be used to verify whether students have understood the main concepts.

Teaching Tip Cooperative Learning (Quick Review) Divide the class into teams of three or four. Assign a part of the chapter to each team. Each team should review the information and generate three questions. Then ask teams to read the questions aloud. Anybody in the class can answer a question. Or, as an alternative, you can ask teams to exchange questions and to answer another team’s questions.

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Think about what you have learned in this unit. If you do not know an answer, review that concept. A simple sentence is an independent clause. 1. a. What is a simple sentence? _____________________________________ ______________________________________________________________ Answers will vary. b. Write a simple sentence. __________________________________________ ______________________________________________________________ A compound sentence contains two or 2. a. What is a compound sentence? __________________________________

more simple sentences. ______________________________________________________________ Answers will vary. b. Write a compound sentence. _______________________________________ ______________________________________________________________

for, and, nor, but, or, yet, so 3. What are the seven coordinating conjunctions? ________________________ _________________________________________________________________ 4. When two sentences are joined by a coordinating conjunction such • No as but, should you put a comma before the conjunction? Yes ☐ 5. When you join two simple sentences with a transitional expression, how should you punctuate the sentence? Put a semicolon before the transitional expression and a comma following it. _________________________________________________________________ _________________________________________________________________

Final Review Read the following essay. Create at least ten compound sentences by adding semicolons, transitional expressions (however, therefore, and so on), or coordinating conjunctions (for, and, nor, but, or, yet, so). You may choose to leave some simple sentences. Answers will vary.

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; for example, top Example: The fashion industry does not hire average-sized models. Top models are very tall and thin. 1. The fashion industry and advertisers promote an unrealistic body ; for example, they type. They use tall, skinny models to sell clothing. A public backlash has developed against the skinny top model image. People on both sides of the , or they controversy have an opinion. They may love the fashion industry. They may hate it. 2. Critics accuse the fashion industry of creating impossible standards. Most ; thus, they models must fit into a size zero. They need a 32-inch bust, 23-inch waist, and , for the , but that 34-inch hips. That is an unhealthy size. It is more realistic for children. The average eight-year-old has a 22-inch waist. Also, in recent years, models ; for instance, in have become younger and younger. In 2011, French Vogue used ten-year-old Thylane Loubry Blondeau in a sexy fashion layout. Additionally, the fashion industry affects males. Young men feel pressured to have perfect six-pack , so insecure stomachs. Insecure adolescents often become addicted to intense exercise. Many people also develop dangerous eating disorders. Pro-anorexia Web sites ,” and they use magazine images for “thinspiration.” They also use clips from programs such as America’s Next Top Model.

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, but some 3. Most in the modeling industry have ignored the complaints. Some are getting the message. In 2006, fashion organizations in Spain banned super-thin , and models from catwalks. Italian fashion shows did the same thing a few years later. In 2012, Vogue editors promised to exclude underage and underweight , but they models. They refused to stop Photoshopping images to make models look perfect. In 2012, Israel became the first country to ban underweight , so maybe models from advertising. Maybe other countries will follow with legislation.

Teaching Tip Pair Work As an additional activity, you might have students compare their answers with a partner. This activity will demonstrate the various possible combinations for making compound sentences.

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Tech Teaching Tip Cooperative Learning (Sharing Circle) Place students in teams of three or four. Each team creates a short exercise about grammar points covered in this chapter. Teams can place their exercise, without the answers, onto a PowerPoint slide. A second slide would show the same exercise with the answers. You can ask the class to complete the exercise. You could have a competition to see which group can complete the exercise first.

Complete these writing assignments at mywritinglab.com

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered.com/ essayrewards/ writingrewards.html

, for many 4. The skinny model controversy will continue. Many in the fashion industry refuse to change. H&M clothing company has defended its practice of using computer-generated bodies on its models. According to designers Karl , so critics Lagerfeld and Victoria Beckham, clothing looks better on thin models. Critics , but it should stop complaining. The debate about underweight models is important. It may never be resolved.

The Writer’s Room Write about one of the following topics. Include some compound sentences. 1. Think about some fashions over the last one hundred years. Which fashion trends do you love the most? Give examples. 2. List the steps you take when you make a major purchase. For example, what process do you follow when you decide to buy an appliance, car, computer, or house?

18

CHAPTER 18 Complex Sentences 275

Complex Sentences Section Theme: Popular Culture

lEarning objEctivEs LO 1 Identify a complex sentence. (p. 276)

LO 2 Use subordinating conjunctions. (p. 276)

LO 3 Use relative

pronouns. (p. 280)

LO 4 Use embedded

questions. (p. 282)

In this chapter, you will read about topics related to sports and activity fads.

ThE WritEr’s JoUrnal How active are you? Write a paragraph about some of the physical activities that you do. Provide specific examples and anecdotes.

Complete this Writer's Journal activity at mywritinglab.com

TEaching Tip For the Writer’s Journal activity, students can brainstorm ideas in pairs. You might adapt the prompt to suit the writing pattern that you are teaching. Then ask students to combine sentences and edit them.

275

LO 1 Identify a complex sentence.

Teaching Tip Explain that an independent person needs no help, whereas a dependent person must lean on someone else. Students can then apply this idea to sentence structure.

What Is a Complex Sentence? Before you learn about complex sentences, it is important to understand some key terms. A clause is a group of words containing a subject and a verb. There are two types of clauses. An independent clause has a subject and a verb and can stand alone because it expresses one complete idea. Laban Nkete won the race. A dependent clause has a subject and a verb, but it cannot stand alone. It “depends” on another clause to be complete. Although he had injured his heel A complex sentence combines both a dependent and an independent clause.

dependent clause

independent clause

Although he had injured his heel, Laban Nkete won the race. Teaching Tip Cooperative Learning (Jigsaw)

LO 2 Use subordinating conjunctions. User Community “The helpful, clear explanations of the various grammatical points, the ‘Hint boxes,’ and the ‘boxes’ containing, for example, common subordinating conjunctions, are easily reviewed as reference material.” —Lynn Saul, Pima Community College–Desert Vista

More About Complex Sentences

Complex sentences can have more than two clauses. 1

Although women have played organized football for over a century, their 2

3

salaries are not very high because their games are rarely televised. You can also combine compound and complex sentences. The next example is a compound-complex sentence. complex

              

Place students in groups of three to five. Assign each group a grammar concept from the chapter. Each team is responsible for teaching the class about that concept. The teams should summarize what they have learned. They can provide the class with examples and give the class some practice sentences.

Hint

Although Kyra is tiny, she plays basketball, and she is a decent player.

compound

                

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Use Subordinating Conjunctions An effective way to create complex sentences is to join clauses with a subordinating conjunction. When you add a subordinating conjunction to a clause, you make the clause dependent. Subordinate means “secondary,” so subordinating conjunctions are words that introduce secondary ideas. Here are some common subordinating conjunctions followed by examples of how to use these types of conjunctions.

Common Subordinating Conjunctions after although as as if as long as

as though because before even if even though

if provided that since so that that

though unless until when whenever

where whereas wherever whether while

Chapter 18 Complex Sentences 277

subordinating conjunction

secondary idea.

because

the team won the game.

secondary idea,

main idea.

the team won the game,

the fans celebrated.

The fans celebrated Subordinating conjunction Because

Chapter 18

Main idea

PRACTICE 1 The following sentences are complex. In each sentence, circle the subordinating conjunction, and then underline the dependent clause. Example: Even if we cannot know for sure, early humans probably played games

and sports.

1. When humans shifted from being food gatherers to hunters, sports probably developed in complexity. 2. It would be important to practice cooperative hunting before humans attacked mammoths or other large creatures. 3. Early groups of humans probably also practiced war games so that they could win battles with other tribes. 4. Spectator sports evolved when societies had more leisure time.

Teaching Tip Write two short sentences on the board (The team won. Crowds cheered.). Ask students to join them with different subordinating conjunctions. Point out how the sentence would have to change to accommodate some of the conjunctions. Also discuss how the subordinating conjunction can alter the meaning of the sentence.

5. In many places, spectators watched while young boys passed through their initiation rituals. 6. Whenever early humans played sports or games, they tested their physical, intellectual, and social skills.

Meanings of Subordinating Conjunctions

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Subordinating conjunctions create a relationship between the clauses in a sentence. Cause or Reason

Condition or Result

Conjunctions

as because since so that

Example

Eric learned karate because he wanted to be physically fit.

Contrast

Place

Time

as long as even if if provided that only if so that unless

although even though if though whereas unless

where wherever

after before once since until when/whenever while

He will not fight unless he feels threatened.

People learn karate even though it is difficult to master.

Wherever you travel, you will find karate enthusiasts.

After he received his black belt, he became a teacher.

ESL Teaching Tip Nonnative speakers may not understand the meanings of the subordinators, so the chart is especially useful for them. If you have many nonnative speakers in class, suggest that they work in pairs creating sentences that use different subordinators.

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PRACTICE 2 In each of the following sentences, underline the dependent clause. Then, indicate the type of relationship between the two parts of the sentence. Choose one of the following relationships.

condition contrast reason place time

Example: When Rebeka feels lonely, she goes on her

Facebook page.

Teaching Tip

time _______________

Pair Work

time 1. After the invention of computers, many new fads emerged. _______________

Ask students to do this practice with a partner.

2. Social networking sites are popular because people can reason stay in touch with their friends._______________ 3. A lot of college students use Facebook or Twitter time whenever they have spare time._______________ 4. Generally, students use Facebook whereas professionals contrast use LinkedIn. _______________ 5. Wherever Rebeka goes, she can check her Facebook page.

place _______________

6. Rebeka will continue to use Facebook unless a better condition networking site appears. _______________

Hint

Punctuating Complex Sentences

If you use a subordinator at the beginning of a sentence, put a comma after the dependent clause. Generally, if you use a subordinator in the middle of the sentence, you do not need to use a comma. Comma

Even though he is afraid of heights, Malcolm tried skydiving.

No comma Malcolm tried skydiving even though he is afraid of heights.

PRACTICE 3 Underline the subordinating conjunction in each sentence. Then add eight missing commas. , Example: Although most sports are quite safe some ^ sports are extremely hazardous. 1. Each year, many people are killed or maimed when they practice a sport. Although skydiving and bungee , jumping are hazardous extreme sports like base ^ jumping, free diving, and rodeo events are even more dangerous. , 2. Even though they may get arrested many people try ^ , base jumping. Wherever there are tall structures there ^

Chapter 18 Complex Sentences 279

and bridges so that they can feel an adrenaline rush. Because the parachute can , get tangled on the structure base jumping is an extremely risky sport. ^ 3.

Free divers hold their breath until they are as deep as possible underwater. So , that they can break existing records some free divers have dived almost 400 feet. ^ , If their brains lack oxygen they have to be resuscitated. ^ , 4. Although most rodeo sports can be safe bull riding is dangerous. Many bull ^ riders are injured or even killed because the bull throws them off and tramples them. 5.

Surprisingly, most sports-related injuries occur when people ride bicycles. If , anyone rides a bike he or she should wear a protective helmet. ^

PRACTICE 4 Add a missing subordinating conjunction to each sentence. Use each subordinating conjunction once. although even though because unless

when whereas whenever

When Example: ________________ you refer to a “football” in Europe, Africa, or Asia, most people assume you are talking about a round black-and-white ball. unless 1. British people will assume you are speaking about soccer ______________ you specifically say “American football.”

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because 2. Soccer is the world’s most popular sport ________________ it is inexpensive Whenever to play. ___________________ someone decides to join a soccer team, he or she does not require expensive padding or equipment. Even though/Although 3. ___________________________ a lot of Americans love to play soccer, there are not many professional teams in the United States. Sports such as basketball, baseball, and football have professional teams and are shown on whereas network television ________________ soccer is not widely viewed. Even though/Although 4. ___________________________ soccer has yet to become as popular as other sports in the United States, it is America’s fastest-growing sport, according to the American Soccer Federation.

Chapter 18

may also be base jumpers. The jumpers wear parachutes and dive off buildings

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280 Part IV The Editing Handbook

ESL Teaching Tip In some languages, there is no pronoun after subordinators; therefore, nonnative speakers may make language transference errors as shown in the Hint box.

Hint

Put a Subject After the Subordinator

When you form complex sentences, always remember to put a subject after the subordinator.

it

Wrestling is like theater because involves choreographed maneuvers.

^

they

Boxers do not know who will win the round when enter the ring.

^

PRACTICE 5 Combine each pair of sentences into a single sentence. Add one of the following subordinating conjunctions. Use each conjunction once. Answers will vary. although even though because after when if Example: I am not athletic. I love football.

Although I am not athletic, I love football. _________________________________________________________ 1. Professional football players can achieve fame and fortune. Many students want to play the sport. Because professional football players can achieve fame and fortune, many ________________________________________________________________ students want to play the sport. ________________________________________________________________ 2. Football is a great sport. It has some drawbacks. Even though football is a great sport, it has some drawbacks. ________________________________________________________________ ________________________________________________________________ 3. Linebackers hit other players. They can develop head injuries. When linebackers hit other players, they can develop head injuries. ________________________________________________________________ ________________________________________________________________ 4. Players have concussions. They should receive proper medical care. If players have concussions, they should receive proper medical care. ________________________________________________________________ ________________________________________________________________ 5. Professional football players retire. Some have long-term health problems.

After professional football players retire, some have long-term health ________________________________________________________________ problems. ________________________________________________________________

LO 3 Use relative pronouns.

Use Relative Pronouns A relative pronoun describes a noun or pronoun. You can form complex sentences by using relative pronouns to introduce dependent clauses. Review the most common relative pronouns. who whom whomever whose which that

Chapter 18 Complex Sentences 281

Chapter 18

That Use that to add information about a thing. Do not use commas to set off clauses that begin with that. In 1947, Jackie Robinson joined a baseball team that was located in Brooklyn.

Which Use which to add nonessential information about a thing. Generally, use commas to set off clauses that begin with which. Football, which was segregated in 1945, included African-American players the following year.

Who

Teaching Tip

Use who (whom, whomever, whose) to add information about a person. When a clause begins with who, you may or may not need a comma. Put commas around the clause if it adds nonessential information. If the clause is essential to the meaning of the sentence, do not add commas. To decide if a clause is essential or not, ask yourself if the sentence still makes sense without the who clause. If it does, the clause is not essential. Most women who play sports do not earn as much money as their male counterparts. (The clause is essential. The sentence would not make sense without the who clause.)

Tennis player Serena Williams, who has won many tournaments, earns millions of dollars in endorsement deals. (The clause is not essential.)

Hint

ESL Teaching Tip Draw attention to the spelling of which. It is a word that nonnative speakers commonly misspell.

To help students understand essential versus nonessential information, give them the next sentences. Show them that some sentences can still be understandable without the who clause whereas others can’t. The boy who was riding a skateboard had an accident. Local skateboarding champion Freddie Tarlo, who lives near me, had a serious accident.

Using That or Which

Both which and that refer to things, but which refers to nonessential ideas. Also, which can imply that you are referring to the complete subject and not just a part of it. Compare the next two sentences. Local baseball teams that have very little funding can still succeed. (This sentence suggests that some teams have good funding, but others don’t.)

Grammar Link For more information about punctuating relative clauses, refer to Chapter 34, “Commas.”

Local baseball teams, which have very little funding, can still succeed. Copyright © 2015 by Pearson Education

(This sentence suggests that all of the teams have poor funding.)

Teaching Tip

PRACTICE 6 Using a relative pronoun, combine each pair of sentences to form a complex sentence. Answers will vary.

Example: The cheerleaders do complex routines. The routines can lead to injuries.

Cheerleaders do complex routines that can lead to injuries. __________________________________________________________ 1. In the past, cheerleading was often a popularity contest. It attracted the bestlooking girls. In the past, cheerleading was often a popularity contest that attracted ________________________________________________________________ the best-looking girls. ________________________________________________________________

The specific distinction between which and that is difficult, but students sometimes ask to know the difference. Here is another example to help clarify the difference between that and which. (The second sentence suggests that all the clubs were stolen.) My golf clubs that cost a lot were stolen. My golf clubs, which cost a lot, were stolen.

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282 Part IV The Editing Handbook

Teaching Tip Reinforce the difference between essential and nonessential clauses. Discuss why number 4 requires commas around the “who” clause whereas number 3 doesn’t. The information in number 3 is essential. In number 4, the information in the “who” clause could be removed and the sentence would still make sense.

2. These days, it is a legitimate sport. It involves complex acrobatic stunts. These days, it is a legitimate sport that involves complex acrobatic stunts. ________________________________________________________________ ________________________________________________________________ 3. Young men and women become cheerleaders. They must be as flexible as gymnasts. Young men and women who become cheerleaders must be as flexible as ________________________________________________________________ gymnasts. ________________________________________________________________ 4. Tiara has leadership qualities. She is the captain of the squad. Tiara, who has leadership qualities, is the captain of the squad. ________________________________________________________________ ________________________________________________________________ 5. Halftime shows last for fifteen minutes. They feature fabulous stunts.

Halftime shows, which last for fifteen minutes, feature fabulous stunts. ________________________________________________________________ ________________________________________________________________

PRACTICE 7 Add a dependent clause to each sentence. Begin each clause with a relative pronoun (who, which, or that). Add any necessary commas. Answers will vary. that have good leadership often win tournaments. Example: Teams ________________________ who wins 1. T he player _________________________________________________ might be hired to promote running shoes. who cheats 2. A n athlete __________________________________________________ should be suspended for at least one game. that is quite dangerous. 3. Bungee jumping is an activity ___________________________________ , which gives a huge adrenaline rush, 4. Skydiving __________________________________________________ is a sport I would like to try. who want to be the best 5. A thletes ____________________________________________________________ should be warned about the dangers of steroids.

LO 4 Use embedded questions.

Use Embedded Questions It is possible to combine a question with a statement or to combine two questions. An embedded question is a question that is set within a larger sentence. Question

How old are the Olympic Games?

Embedded question The sprinter wonders how old the Olympic Games are. Embedded questions do not require the usual question word order, added helping verbs, or in some cases, even question marks. As you read the following examples, pay attention to the word order in the embedded questions.

Chapter 18 Complex Sentences 283

Separate

Do you know the answer? Why do they like bullfighting?

(The second question includes the helping verb do.)

Combined Do you know why they like bullfighting?

(The helping verb do is removed from the embedded question.)

Combine a question and a statement. Separate

I wonder about it. When should we go to the arena?

(In the question, the helping verb should appears before the subject.)

Combined I wonder when we should go to the arena.

Hint

Question forms are particularly difficult for nonnative speakers. Many languages do not have the equivalent of helping verbs such as do, does, or did.

(In the embedded question, should is placed after the subject.)

Use the Correct Word Order

When you edit your writing, make sure that you have formed your embedded questions properly. Remove question form structures from the embedded questions.

he thought

He wonders why do people like bullfighting. I asked him what did he think about the sport.

PRACTICE 8 Correct eight embedded question errors, and modify verbs when necessary. is Example: Have you seen what is the latest sport ? ^ 1.

In 1998, J.K. Rowling released the first Harry Potter novel. In the book, young is wizards play a game. Do you know what is the sport? It is called Quidditch. ^ Wizards fly on broomsticks and attempt to score points by putting a “Quaffle”

Copyright © 2015 by Pearson Education

ESL Teaching Tip

ball through hoops. In 2007, reporters were amazed to learn what have some have students done. College students on more than two hundred American campuses ^ have replicated the fictional sport. can 2. Of course, many people wonder how can humans play ^ Quidditch. Real-life players run holding a broomstick. Do looks you know what does a Quidditch “pitch” look like? On college campuses, Quidditch matches are played on grass fields, and there are three hooped goal posts on both ends of the field. In the Harry Potter novels, a “Snitch” is a golden ball with wings. Guess what do human Quidditch players do. At each game, a neutral player dresses in gold and tries to evade capture. Fans love to see how do players catch the snitch.

Teaching Tip Because both native and nonnative speakers make this error, you might draw special attention to the Hint.

Tech Teaching Tip Have a timed competition in a computer lab. Ask students to go to a magazine or newspaper Web site of your choice. Then give them a topic such as “embedded questions.” They can compete to find an example on the site. You can then give them another topic such as “sentences combined with a relative clause” and so on.

Chapter 18

Combine two questions.

284 Part IV The Editing Handbook

There have been Quidditch matches in countries around the world. There is even was a Quidditch World Cup. Do you know where was last year’s Quidditch World Cup? ^ Last year, Randall, New York, hosted about one hundred Quidditch teams from will around the world. I wonder when will I see a Quidditch game. ^

Chapter 18

3.

Teaching Tip The Reflect On It activity can be used to verify whether students have understood the main concepts.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, then review that concept. Answers will vary. 1. Write six subordinating conjunctions. _______________________________

______________________________________________________________ Answers will vary. 2. Write a complex sentence. ________________________________________

______________________________________________________________ who, whom, whomever, whose, which, that 3. List six relative pronouns. ________________________________________ 4. Correct the error in the following sentence. he should Clayton wonders why should he wear a helmet when he goes skateboarding.

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Teaching Tip Cooperative Learning (Question Cards) Place students in teams of three or four. Each team uses cards or cuts paper into small pieces. Teams brainstorm questions about the chapter’s key concepts. They write the question on one side of the paper and the answer on the other side. Teams should write about six questions. Then they can exchange cards with another team. They can look at each question, answer it as a group, and then check the answer.

Final Review The following paragraphs contain only simple sentences. To give the paragraphs more variety, form at least ten complex sentences by combining pairs of sentences. You will have to add some words and delete others. Answers will vary. When people , they Example: People pierce their tongues. They risk getting an infection. because many Nobody knows why 1. Many activity fads come and go. Many of these fads are ridiculous. Why do . fads become so popular? Nobody knows the answer. There were some unusual fads when hula in the 1960s. Hula hoops hit the market. Millions of people bought and used the even though it circular plastic tubes. The hula hoop fad did not last long. It briefly provided Whenever people people with an innovative way to exercise. People put the hoops around their , they waists. They would gyrate to keep the hoops spinning. In the spring of 1974, a streaking fad began. It occurred on college campuses in Florida and California. Although they , they when young Young people stripped naked. They may have felt embarrassed. They ran through public places such as football stadiums and malls.

Chapter 18 Complex Sentences 285

Chapter 18

2. Fads are not always the same around the world. Some Japanese parks and spas who have amusement baths. People wear bathing suits. They jump into a large round ^ tub filled with noodles. The bathtub looks like a giant soup bowl. New Zealanders , After someone , which have a zorbing craze. A zorb looks like a giant hamster ball. It is very safe. Someone ^ , he climbs inside the transparent ball. He or she rolls down a hill. who 3. Today, many people want to exercise. They do not want to leave their homes. ^ Luckily, video games no longer encourage lethargy. Companies have produced that When children active games. The games force participants to move vigorously. Children play ,they Dance Dance Revolution. They burn three times more calories than those who because they use traditional hand-held games. Even adults buy the games. They can play tennis why adults or football in their living rooms. Do you know the answer to the following

Copyright © 2015 by Pearson Education

question? Why do adults love active video games? The reasons are simple. The games are entertaining and provide some exercise.

The Writer’s Room Write about one of the following topics. Include some complex sentences. 1. Think about a sport that you really enjoy and a sport that you dislike. Compare and contrast the two sports. 2. What causes children to love or hate gym class in grade school?

Teaching Tip Pair Work Ask students to compare answers with a partner. They will be able to share methods for combining sentences.

ESL Teaching Tip If your class includes students from other nations, engage in a class discussion about fads from other countries.

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

Complete these writing assignments at mywritinglab.com

19

Sentence Variety Section Theme: Popular Culture

lEarning objEctivEs LO 1 Define sentence variety. (p. 286)

LO 2 Combine

sentences. (p. 287)

LO 3 Include a question,

a quotation, or an exclamation. (p. 288)

LO 4 Vary the opening words. (p. 289)

LO 5 Combine sentences with a present participle. (p. 290)

LO 6 Combine sentences with a past participle. (p. 291)

LO 7 Combine sentences with an appositive. (p. 293)

Complete this Writer's Journal activity at mywritinglab.com

LO 1 Define sentence variety. TEaching Tip For the Writer’s Journal activity, students can brainstorm ideas in pairs. You might adapt the prompt to suit the writing pattern that you are teaching. After students finish this chapter, ask them to reread their paragraphs and add sentence variety.

286

In this chapter, you will read about topics related to cultural icons and issues in popular culture.

ThE WritEr’s JoUrnal Would you like to be famous? What are some problems that could be associated with fame? Write a paragraph about fame.

What Is Sentence Variety? In Chapters 17 and 18, you learned how to write different types of sentences. This chapter focuses on sentence variety. Sentence variety means that your sentences have assorted patterns and lengths. In this chapter, you will learn to vary your sentences by consciously considering the length of sentences, by altering the opening words, and by joining sentences using different methods.

Chapter 19 Sentence Variety 287

LO 2

Combine sentences.

A passage filled with simple, short sentences can sound choppy. When you vary the lengths of your sentences, the same passage becomes easier to read and flows more smoothly. For example, read the following two passages about social networking and relationships. In the first paragraph, most of the sentences are short, and the style is repetitive and boring. In the second paragraph, there is a mixture of simple, compound, and complex sentences. Simple Sentences Many people are becoming disillusioned with social networking. They feel frustrated about the time wasted online. They may have hundreds of cyber contacts. Most are not real friends. For instance, Hal Niedzviecki is a writer. He invited his six hundred Facebook “friends” to a gathering. About thirty responded. Only one person came. He was quite upset. At the same time, the incident was revealing. People want connections with others. They don’t want to work at those relationships. Simple, Compound, and Complex Sentences Feeling frustrated about the time wasted online, many people are becoming disillusioned with social networking. They may have hundreds of cyber contacts, but most are not real friends. For instance, Hal Niedzviecki, a writer, invited his six hundred Facebook “friends” to a gathering; about thirty responded. Only one person came, so he was quite upset. At the same time, the incident was revealing. Although people want connections with others, they don’t want to work at those relationships.

Hint

Grammar Link If you forget what compound and complex sentences are, refer to Chapters 17 and 18.

Teaching Tip Ask students to identify simple, compound, and complex sentences in the passage.

Be Careful with Long Sentences

If a sentence is too long, it may be difficult for the reader to understand. If you have any doubts, break up a longer sentence into shorter ones.

Copyright © 2015 by Pearson Education

Long and Elvis Presley is a cultural icon who achieved the American complicated dream by using his musical skills to transform himself from a truck driver into a rock-and-roll legend, yet he did not handle his fame very well, and by the end of his life, he was unhappy and addicted to painkillers. Better Elvis Presley is a cultural icon who achieved the American dream. Using his musical skills, he transformed himself from a truck driver into a rock-and-roll legend. However, he did not handle his fame very well. By the end of his life, he was unhappy and addicted to painkillers.

PRACTICE 1 Modify the following paragraph so that it has both long and short sentences. Make sure you write some compound and complex sentences. Answers will vary. A cultural icon can be an object, a person, or a place. Cultural icons symbolize a belief or a way of life. Each country has its own icons. They become part of the

Teaching Tip Pair Work Ask pairs of students to work together on Practice 1. You could also have students work separately and then compare how they rewrote the paragraph.

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Combine Sentences

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country’s history. For example, Mickey Mouse is more than eighty years old. The

ESL Teaching Tip Put students into groups of four, and have them brainstorm about other cultural icons. Remind them that an icon will stand the test of time. If you have many nonnative speakers, you might have them discuss icons from their cultures.

LO 3 Include a question, a quotation, or an exclamation.

cartoon character symbolizes American optimism. The Statue of Liberty is also a potent symbol. It represents America’s willingness to welcome immigrants. People can be icons, too. Benito Juarez is celebrated in Mexico. Martin Luther King Jr. is idolized in the United States. These icons reflect shared cultural experiences.

Include a Question, a Quotation, or an Exclamation The most common type of sentence is a statement. A simple but effective way to achieve sentence variety is to do the following:  Ask and answer a question. You could also insert a rhetorical question, which does not require an answer but is used for effect. Did Elvis really do anything shocking?  Include the occasional exclamation to express surprise. However, do not overuse exclamations, especially in academic writing. Elvis’s swinging hips were considered obscene!  Add a direct quotation, which includes the exact words that somebody said. Elvis said, “I didn’t copy my style from anybody.” In the next passage, a question, an exclamation, and a quotation add variety.

Question

➣

Quotation

➣

Exclamation

➣

Some divorce attorneys are pleased with the massive expansion of Facebook. Why are they so happy? Social networking sites have contributed to marital breakups. According to Tom Johansmeyer, in an article for Daily Finance, “More and more divorce petitions are mentioning Facebook and similar tools as contributing factors.” In the past, people could spend weeks or months tracking down old flames, and communication was difficult, with long-distance phone bills leaving telltale evidence. These days, with a click of the mouse, a man can find his high school sweetheart in minutes! Those flirty exchanges, however, can provide clear evidence in a court of law.

Hint

Punctuating Quotations

If you introduce your quotation with a phrase like “he said,” put a comma after the phrase and before the opening quotation marks. Put the final period inside the closing quotation marks. Marilyn Monroe once complained, “Everybody is always tugging at you.” If the end of the quotation is not the end of the sentence, place a comma inside the final quotation mark. “They were terribly strict,” she once said.

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Grammar Link

Read the following passage. Change one sentence to a question, one to an exclamation, and one to a quotation. Answers will vary.

For more information about punctuating quotations, refer to Chapter 35.

Why do most

?

Example: Most people want to be famous./

Why do many We are living in a celebrity era. Many ordinary people achieve almost saintly ? status./ In previous centuries, heroes were those who fought bravely in wars or who rescued others. Today, actors, musicians, politicians, and athletes are routinely deified. ! Even criminals such as Al Capone and Charles Manson become household names./ “Celebrity In the words of Daniel J. Boorstin, celebrity worship and hero worship should not be ” confused. However, we confuse them every day.

Vary the Opening Words An effective way to make your sentences more vivid is to vary the opening words. Instead of beginning each sentence with the subject, you could try the following strategies.

Begin with an Adverb An adverb is a word that modifies a verb, and it often (but not always) ends in -ly. Slowly, usually, and suddenly are adverbs. Other adverbs include words such as sometimes, never, however, and often. Generally, a cultural icon arouses strong feelings in members of that culture. Often, an extremely gifted and famous person becomes an icon.

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Begin with a Prepositional Phrase A prepositional phrase is a group of words made up of a preposition and its object. Under the chair, in the beginning, and after the fall are prepositional phrases. In New York’s harbor, the Statue of Liberty welcomes visitors. At dawn, we photographed the statue.

Hint

Comma Tip

Generally, when a sentence begins with an adverb or a prepositional phrase, place a comma after the opening word or phrase. Cautiously, the reporter asked another question to the volatile star. Without any warning, she stood up and left the room.

LO 4 Vary the opening words.

Teaching Tip Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about the concept. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

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PRACTICE 2

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PRACTICE 3 Rewrite the following sentences by placing an adverb or prepositional phrase at the beginning. First, strike out any word or phrase that could be moved. Then, rewrite that word or phrase at the beginning of the sentence. Finally, correctly punctuate your new sentence. Actually, the Example: ______________________________ The United States’ most 1. 2. 3. 4. 5.

recognizable symbol was actually made in France. In 1865, a ______________________________________________ A group of French intellectuals, in 1865, met in a restaurant and discussed the United States. Carefully, the ______________________________________________ The French artists and thinkers carefully criticized their oppressive emperor, Napoleon III. In quiet voices, they ______________________________________________ They then expressed in quiet voices admiration for America’s new democratic government. Suddenly, a ______________________________________________ A sculptor suddenly decided to create a gift for the United States. During a visit to the United States, ____________________________________________ Frédéric Auguste Bartholdi

searched for a site to place his sculpture during a visit to the United States. With the help of many workers, he 6. ______________________________________________ He crafted Lady Liberty with the help of many workers.

PRACTICE 4 Add an opening word or phrase to each sentence. Use the type of opening that is indicated in parentheses. Remember to punctuate the sentence properly. Answers will vary. Surprisingly, Example: (Adverb) ________________________ the playwright Naomi Iizuka loves the 50-foot Hollywood sign.

1. (Adverb) _____________________________________ the sign is more than just white letters that spell “Hollywood.” 2. (Prepositional phrase) _____________________________________ the sign is like a beacon to aspiring actors. 3. (Prepositional phrase) _____________________________________ thousands of people arrive with dreams of stardom. 4. (Adverb) _____________________________________ some people find acting jobs, but many do not. 5. (Prepositional phrase) _____________________________________ the sign is an important American symbol.

LO 5 Combine sentences with a present participle.

Combine Sentences with a Present Participle You can combine two sentences with a present participle. A present participle is a verb that ends in -ing, such as believing, having, and using. Combine sentences using an -ing modifier only when the two actions happen at the same time and the sentences have the same subject.

Chapter 19 Sentence Variety 291

He looked across the harbor. He saw the Statue of Liberty.

Combined sentences Looking across the harbor, he saw the Statue of Liberty.

PRACTICE 5 Combine the next sentences by converting one of the verbs into an -ing modifier. Example: Pop artists focused on familiar images. They painted comic strips and

supermarket products. Focusing on familiar images, pop artists painted comic strips __________________________________________________________

Teaching Tip When beginning a sentence with a present participle, students may inadvertently create dangling or misplaced modifiers. If they make such errors, refer them to Chapter 31.

and supermarket products. __________________________________________________________ 1. Andy Warhol worked as an illustrator. He drew footwear for a shoe company. Working as an illustrator, Andy Warhol drew footwear for a shoe company. ________________________________________________________________ ________________________________________________________________ 2. He desired respect. He wanted his work to be in art galleries. Desiring respect, he wanted his work to be in art galleries. ________________________________________________________________ ________________________________________________________________ 3. One gallery owner rejected Warhol’s art. She wanted original ideas. Wanting original ideas, one gallery owner rejected Warhol’s art. ________________________________________________________________ ________________________________________________________________ 4. Warhol felt inspired. He decided to create pop art. Feeling inspired, Warhol decided to create pop art. _______________________________________________ _______________________________________________ 5. Warhol needed an original idea. He focused on his favorite brands. Needing an original idea, Warhol focused on his favorite _______________________________________________ Copyright © 2015 by Pearson Education

brands. _______________________________________________ 6. He reproduced soup cans and Coke bottles. He attracted a lot of attention. Reproducing soup cans and Coke bottles, he attracted a lot of attention. ________________________________________________________________ ________________________________________________________________

Combine Sentences with a Past Participle Another way to combine sentences is to use a past participle. A past participle is a verb that has an -ed ending (although there are many irregular past participles, such as gone, seen, broken, and known).

LO 6 Combine sentences with a past participle.

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Separate sentences

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Grammar Link For a complete list of irregular past participles, see Appendix 2.

You can begin a sentence with a past participle. To do this, you must combine two sentences that have the same subject, and one of the sentences must contain a past participle. Separate sentences

Roma is influenced by Kim Kardashian. Roma desires luxurious items.

Combined sentences

Influenced by Kim Kardashian, Roma desires luxurious items.

PRACTICE 6 Combine each pair of sentences into one sentence beginning with a past participle. Example: Kim Kardashian was encouraged by Paris Hilton in 2007. Kim decided

to star in a reality show. Encouraged by Paris Hilton in 2007, Kim Kardashian decided to __________________________________________________________ star in a reality show. __________________________________________________________ 1. The Kardashians have been followed by cameras since 2007. They have exposed their lavish lifestyle. Followed by cameras since 2007, the Kardashians have exposed their lavish ________________________________________________________________ lifestyle. ________________________________________________________________ 2. The show is condemned by many critics. The show glamorizes greed. Condemned by many critics, the show glamorizes greed. ________________________________________________________________ ________________________________________________________________ 3. The Kardashian sisters are also criticized for their weight and curves. They respond with laughter. Also criticized for their weight and curves, the Kardashian sisters respond ________________________________________________________________ with laughter. ________________________________________________________________

Tech Teaching Tip In a computer lab, have a timed competition. Assign a magazine Web site such as Time, Vanity Fair, or any other online magazine. Then ask students to look through the articles and identify a sentence that begins with a past participle. The winning student reads the sentence aloud. Then give another topic such as “a sentence beginning with a present participle” or “a sentence containing an appositive.”

4. The sisters were frustrated by the negative comments. They express disinterest in being size zeros. Frustrated by the negative comments, the sisters express disinterest in ________________________________________________________________ being size zeros. ________________________________________________________________ 5. Roma Winters is surprised by the criticism of the show. She looks up to the Kardashians. Surprised by the criticism of the show, Roma Winters looks up to the ________________________________________________________________ Kardashians. ________________________________________________________________ 6. Women are held to impossible weight standards. Some women feel better about having curves after seeing the show. Held to impossible weight standards, some women feel better about having ________________________________________________________________ curves after seeing the show. ________________________________________________________________

Chapter 19 Sentence Variety 293

An appositive is a word or phrase that gives further information about a noun or pronoun. You can combine two sentences by using an appositive. In the example, the italicized phrase could become an appositive because it describes the noun Bob Marley. Two sentences Bob Marley was a founding member of The Wailers. He went on to have a solo career. You can place the appositive directly before the word that it refers to or directly after that word. Notice that the appositives are set off with commas. appositive

Combined A founding member of The Wailers, Bob Marley went on to have a successful solo career. appositive

Combined Bob Marley, a founding member of The Wailers, went on to have a successful solo career.

Hint

Finding an Appositive

To find an appositive, look for a word or phrase that describes or renames a noun. The noun could be anywhere in the sentence. Bob Marley popularized a new fashion trend. He wore dreadlocks. In the preceding sentences, “dreadlocks” describes the new fashion trend. You could combine the sentences as follows: appositive

Bob Marley popularized a new fashion trend, dreadlocks.

PRACTICE 7

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Combine the following pairs of sentences. In each pair, make one of the sentences an appositive. Try to vary the position of the appositive. In some sentences, you could put the appositive at the beginning of the sentence, and in others, you could put the appositive after the word that it describes. Answers will vary. Example: Bob Marley was a Jamaican. He greatly popularized reggae music.

Bob Marley, a Jamaican, greatly popularized reggae music. __________________________________________________________ 1. Bob Marley brought international attention to reggae music. He was a great musician. Bob Marley, a great musician, brought international attention to reggae ________________________________________________________________ music. ________________________________________________________________ 2. Marley was biracial. He was born in 1945 in Jamaica. Biracial, Marley was born in 1945 in Jamaica. ________________________________________________________________ ________________________________________________________________

LO 7 Combine sentences with an appositive.

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Combine Sentences with an Appositive

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3. Marley’s father was a sailor. His father died when Marley was young. Marley’s father, a sailor, died when Marley was young. ________________________________________________________________ ________________________________________________________________ 4. At the age of 14, Marley jammed with Joe Higgs. Higgs was a Rastafarian and reggae musician. At the age of 14, Marley jammed with Joe Higgs, a Rastafarian ________________________________________________________________ and reggae musician. ________________________________________________________________ 5. Jamaicans loved the reggae sound of Bob Marley and the Wailers. The group was one of the most famous bands in the country. Jamaicans loved the reggae sound of Bob Marley and the Wailers, one of the ________________________________________________________________ most famous bands in the country. ________________________________________________________________ 6. Bob Marley has had a profound influence on contemporary music. Marley is a music icon.

Bob Marley, a music icon, has had a profound influence on contemporary ________________________________________________________________ music. ________________________________________________________________ Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

Reflect On It Think about what you have learned in this unit. If you do not know an answer, review that topic. Sentence variety makes writing more 1. Why is sentence variety important? ________________________________ interesting. ______________________________________________________________ Answers will vary. 2. Write a sentence that begins with an adverb. _________________________

______________________________________________________________ Answers will vary. 3. Write a sentence that begins with a present participle. __________________

______________________________________________________________ Answers will vary. 4. Write a sentence that begins with a past participle. _____________________

______________________________________________________________ Answers will vary. 5. Write a sentence that begins with an appositive. _______________________

______________________________________________________________

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Final Review The next essay lacks sentence variety. Use the strategies that you have learned in this and in previous chapters to create up to fifteen varied sentences. Answers will vary. , believing

Example: People are obsessed with fame. Perhaps they believe that fame will make

them immortal.

Chapter 19 Sentence Variety 295

Chapter 19

, a writer, In 2008, Hal Niedzviecki was a writer. He was fascinated with online blogs, Why do so many people share their videos, and social media networks. He wondered why so many people share private thoughts with strangers? their private thoughts with strangers. To find the answers, he did a lot of , The Peep Diaries, research. He wrote a book called The Peep Diaries. His book was about the ^ Using shocking amount of oversharing online. Millions of people use Twitter, , millions of people YouTube, Facebook, and personal blogs. They become stars in their own lives.

1.

The book made Niedzviecki a minor celebrity after it was selected by Oprah Winfrey’s magazine O as a “must-read” book in 2009. , who , 2. Filmmakers Sally Blake and Jeannette Loakman heard about the book. They ^ Agreeing approached Neidzviecki about a documentary project. He agreed to embark , he on an interesting experiment. He allowed cameras to film him 24 hours a day. During the documentary, he met with some colorful characters. For example, Cork, who he met Cork. Cork was a man in his early thirties. Cork lived alone. Cork’s Filled , home was filled with cameras. Cork’s home was like a studio. His every move

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was watched by thousands of followers. Neidzviecki also met with a pilot and with a gastric bypass patient. feeling , Niedzviecki 3. At first, Niedzviecki felt uncomfortable with the cameras in his home. He hid Quickly, he upstairs. He quickly began to love the attention from the followers of his video after , blog. Sometimes he said or did embarrassing things. Then he would run to his ^ Treated computer to see how his online audience reacted. He was treated like a mini , he celebrity. He felt intoxicated with power. Ultimately, Neidzviecki Concerned 4. Niedzviecki ultimately sees a downside to peep culture. He is concerned , he about possible abuses. He warns parents to teach their children about proper Having an audience boundaries. If we have an audience, it does not make our lives better or more valuable. According to Niedzviecki, the life lived in privacy is just as important as the one lived in front of millions.

Teaching Tip Pair Work Have students compare their work with that of a partner. They will see the different possibilities for sentence variety.

Tech Teaching Tip Cooperative Learning (Quick Review) Place students in teams of three or four. Each team makes a PowerPoint presentation about the grammar section’s key concepts. Teams should write about six questions. For each item, one slide would have a question and the next slide would have the detailed answer. Then teams can give their PowerPoint presentation to the class. You can ask the class to answer the questions or have a competition to see which team can answer the questions first.

Teaching Tip Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. All students should write three questions on a sheet of paper. Then in teams, students can ask other members their questions and share answers.

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296 part iv The Editing Handbook

Complete these writing assignments at mywritinglab.com

Reading Link To learn more about popular culture and identity, read the following essays: “Comics as a Social Commentary” by Nicholas Slayton (page 190) “Chicken Hips” by Catherine Pigott (page 201) “Steps to Music Success” by Jake Sibley (page 206) “Just Say No” by Mark Milke (page 220) “Being a Hyphenated American” by Zaina Arafat (page 508) “Fads” by David Locher (page 510) “This Boat Is My Boat” by Drew Hayden Taylor (page 513) “Gone with the Windows” by Dorothy Nixon (page 516)

ESL Teaching Tip This activity gives all students, especially nonnative speakers, an opportunity to share ideas and to learn from others.

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

The Writer’s Room Choose one of the following topics, and write a paragraph or an essay. When you write, remember to follow the writing process. 1. Define hero. What makes a person a hero? 2. Why do so many people crave fame? How does celebrity status affect people? Write about the causes or effects of fame.

The Writer’s Circle Collaborative Activity Get into a group of three or four students. Then think about songs that you really love. Each person in your team should contribute five song titles to the list. Using the titles as inspiration, write a paragraph. Add words and sentences to make your paragraph complete. Your paragraph should have at least one simple sentence, one compound sentence, and one complex sentence. Also, vary the beginnings of sentences, ensuring that one sentence begins with a present participle and one begins with a past participle.

Fragments Section Theme: Psychology

20

LEARNINg OBJECTIVE LO 1 Identify fragments. (p. 298)

In this chapter, you will read about topics related to psychological profiles.

TEAChINg TIP For the Writer’s Journal activity, you might adapt the prompt to suit the writing pattern that you are teaching. After students finish the chapter, they can edit their paragraphs for fragments.

ThE WRITER’S JoURNAl How do men and women deal with personal problems? Do they use different strategies? Write about problem-solving techniques that men and women use.

Complete this Writer's Journal activity at mywritinglab.com

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LO 1

Identify fragments.

Chapter 20

Teaching Tip Native and nonnative speakers often write sentence fragments. Emphasize how important it is to verify that all sentences in their writing express a complete idea. If students need to review how to identify subjects and verbs, refer them to Chapter 16.

Fragments A sentence must have a subject and a verb, and it must express a complete thought. A fragment is an incomplete sentence. Either it lacks a subject or a verb, or it fails to express a complete thought. You may see fragments in newspaper headlines and advertisements (Wrinkle-free skin in one month). However, in college writing, it is unacceptable to write fragments. Sentence

Sigmund Freud was a famous psychologist.

Fragment

Considered to be the founder of psychoanalysis.

Phrase Fragments A phrase fragment is missing a subject or a verb. In the following examples, the fragments are underlined. No verb

First, B. F. Skinner. He did research on human behavior.

No subject B. F. Skinner wrote a novel about human behavior. Called Walden Two.

How to Correct Phrase Fragments Teaching Tip Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

To correct a phrase fragment, either add the missing subject or verb, or join the fragment to another sentence. Here are two ways you can correct the phrase fragments in the previous examples. Join sentences

First, B. F. Skinner did research on human behavior.

Add words B. F. Skinner wrote a novel about human behavior. It was called Walden Two.

Hint

Incomplete Verbs

A sentence must have a subject and a complete verb. If a sentence has an incomplete verb, it is a phrase fragment. The following example contains a subject and part of a verb. However, it is missing a helping verb; therefore, the sentence is incomplete. Fragment Many books about psychology written by Carl Jung. To make this sentence complete, you must add the helping verb. Sentence

Teaching Tip Team Work Ask students to generate the names of television show titles. Write some of the titles on the board. Ask them to identify which titles are complete sentences. If all of the titles are fragments, then ask teams to create complete sentences out of the fragments.

Many books about psychology were written by Carl Jung.

PRACTICE 1 Underline and correct six phrase fragments. Answers will vary. by

Example: Studies show that people become happier. By doing selfless acts.

1.

Happiness. It means different things to different people. Psychologists,

biologists, and philosophers reflect on happiness. Religious philosophers give on advice. On how to achieve happiness. But what is happiness?

Chapter 20 Fragments 299

2.

or Most people know when they are happy. Or unhappy. Happiness is a state of

mind. Statistics. They show that people need a threshold of money to achieve a basic level of happiness. However, after the threshold has been reached, acquiring more wealth does not increase a person’s level of happiness. Happy and people spend time with family. And friends. They are often engaged in a or pastime. Or volunteer work. Happy people are often very generous hearted.

Chapter 20

Fragments with -ing and to A fragment may begin with a present participle, which is the form of the verb that ends in -ing (running, talking). It may also begin with an infinitive, which is to plus the base form of the verb (to run, to talk). These fragments generally appear before or after another sentence that contains the subject. In the examples, the fragments are underlined. -ing fragment Thinking about positive outcomes. It helps people cope with stress. to fragment Oprah Winfrey has developed a resilient attitude. To overcome her childhood traumas.

How to Correct -ing and to Fragments To correct an -ing or to fragment, either add the missing words or join the fragment to another sentence. Here are two ways to correct the previous examples. Join sentences Thinking about positive outcomes helps people cope with stress. Add words Oprah Winfrey has developed a resilient attitude because she had to overcome her childhood traumas.

Hint

When the -ing Word Is the Subject

Sometimes a gerund (-ing form of the verb) is the subject of a sentence. In the next example, listening is the subject of the sentence. Copyright © 2015 by Pearson Education

Correct

Listening is an important skill.

A sentence fragment occurs when the -ing word is part of an incomplete verb string or when the subject was mentioned in a previous sentence. Fragment Dr. Phil has achieved success. Listening to people’s problems.

PRACTICE 2 Underline and correct six -ing and to fragments. Answers will vary. to Example: Many schools help students. To deal with bullies.

to Bullying is getting a lot of attention in society. Bullying is abusive behavior. To , bullies acquire power over someone. Using methods of intimidation. Bullies can control their

ESL Teaching Tip Nonnative speakers may confuse gerunds and progressive verb forms. Point out that gerunds function as nouns.

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to victims. Psychologists study cases of bullying. To discover the causes and effects of such , researchers conduct. Studying the link between bullying and school violence. Researchers have found that two-thirds of students say they have been victims of bullies. Furthermore,

Chapter 20

studies have shown that 60 percent of identified male student bullies were convicted , school of a crime by age twenty-four. Recognizing the harmful effects of bullying. School administrators and teachers are implementing anti-bullying programs. People need to to make great efforts. To reduce bullying in all areas of society.

Explanatory Fragments An explanatory fragment provides an explanation about a previous sentence and is missing a subject, a complete verb, or both. Such fragments are sometimes expressed as an afterthought. These types of fragments begin with one of the following words. also as well as

especially except

for example for instance

including like

particularly such as

In each example, the explanatory fragment is underlined. Fragment Carl Jung studied with many prominent psychologists. For instance, Sigmund Freud. Fragment Psychologists analyze behavior. Particularly through methods of observation.

How to Correct Explanatory Fragments To correct explanatory fragments, add the missing words, or join the explanation or example to another sentence. Here are two ways to correct the fragments in the previous examples. Add words Carl Jung studied with many prominent psychologists. For instance, he worked with Sigmund Freud. Join sentences Psychologists analyze behavior, particularly through methods of observation.

PRACTICE 3 Underline and correct six explanatory fragments. You may need to add or remove words. Answers will vary. loyal, especially Example: Some fans are very loyal. Especially Red Sox fans. Stephen Dubner wrote Confessions of a Hero-Worshipper. He describes the personality of sports fans, and his book has interesting anecdotes. For example, he describes the 1994 World Cup. The saliva of male soccer fans was tested before and after an

Chapter 20 Fragments 301

Brazil as important match. The chosen fans were from Brazil. As well as Italy. The testosterone quickly, particularly levels in the fans of the winning team rose quickly. Particularly during the final minutes of the game. The losing fans’ testosterone levels decreased. Researcher Paul surprised, especially Bernhardt was surprised. Especially by the percentages. The fans of the winning team,

provoked.

Dependent-Clause Fragments A dependent clause has a subject and a verb, but it cannot stand alone. It depends on another clause to be a complete sentence. Dependent clauses may begin with subordinating conjunctions (subordinators) or relative pronouns. The following are some of the most common words that begin dependent clauses.

Common Subordinating Conjunctions

Relative Pronouns

after

before

though

whenever

that

although

even though

unless

where

which

as

if

until

whereas

who(m)

because

since

what

whether

whose

Tech Teaching Tip Have a timed competition in a computer lab. Give students a topic such as “fragments.” Then ask them to find an online advertisement. The first student who identifies a fragment wins. You can then ask students to explain what type of fragment they have found.

The next two examples contain dependent-clause fragments. In each example, the fragment is underlined.

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Fragment Although I cross my fingers for luck. I know that it is a silly superstition. Fragment

I will not walk under a ladder. That is leaning against a wall.

How to Correct Dependent-Clause Fragments To correct dependent-clause fragments, either join the fragment to a complete sentence or add the necessary words to make it a complete idea. You could also delete the subordinating conjunction. Here are two ways to correct the fragments in the previous examples. Delete the subordinator I cross my fingers for luck. I know that it is a silly superstition. Join sentences Although I cross my fingers for luck, I know that it is a silly superstition. I will not walk under a ladder that is leaning against a wall.

ESL Teaching Tip Nonnative speakers may have trouble distinguishing between complete clauses and fragments that begin with subordinators. If you have many nonnative speakers in your class, ask them to do Practice 4 with a partner.

Chapter 20

with a 20 percent increase, had the same level of testosterone as the athletes. The episodes, such findings may explain aggressive episodes. Such as soccer hooliganism. Immediately aggressively, especially after a testosterone surge, some males may act more aggressively. Especially when

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PRACTICE 4 Underline and correct five dependent-clause fragments.

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User Community “In the Editing Handbook section, I especially like the numerous exercises that accompany each chapter. I have found that by working through the exercises in class, my students seem to grasp the concepts more easily.” —Crystal Echols, Sinclair Community College

Answers will vary.

, negative

Example: Whenever they blame themselves. Negative thinkers make their

problems larger.

1.

who Andrew Shatte is a University of Pennsylvania researcher. Who worked on

the Resiliency Project. For the project, graduate psychology students taught that seventy children. That they can become more resilient. Children learned the difference between productive and self-defeating thinking. After they looked , the at their own fears. The children had to test their expectations to see if they were realistic. 2.

One child in the program who came from a tough inner-city neighborhood even had convinced himself that he would probably end up in a gang. Even that though he hated violence. The program taught this boy. That there are other possible outcomes. He learned that he did not have to focus on worst-case scenarios.

Tech Teaching Tip Cooperative Learning (Sharing Circle) Place students in groups of 3 or 4. Each team creates a short exercise about grammar points covered in this chapter. Teams can place their exercise without the answers onto a PowerPoint slide. A second slide would show the same exercise with the answers. You can ask the class to complete the exercise. You could also have a competition to see which group can complete the exercise first.

Reflect On It Think about what you have learned in this unit. If you do not know an answer, review that concept. A fragment is an incomplete sentence. 1. What is a sentence fragment? ______________________________________ ______________________________________________________________ 2. What are the types of fragments? phrase fragments, -ing and to fragments, explanatory fragments, and ______________________________________________________________ dependent-clause fragments. ______________________________________________________________ 3. Correct the next fragment.

because According to Freud, people unintentionally repress certain memories. Because they are painful or threatening.

Chapter 20 Fragments 303

Final Review Correct fifteen fragment errors. Answers will vary. to

Example: Humans rely on memory. To perform any action.

that Have you ever forgotten a telephone number? That you have just looked ? up/. Forgetting an item of information. It happens to all of us. Memory is an

1.

intriguing process. Psychologists identify three types of memory. First, sensory

memory is short-term memory. By rehearsing, we can transfer information from our sensory memory to our short-term memory. Researchers have discovered that we can hold about seven pieces of information in our shortbut term memory. But only for about 30 seconds. We store information in our through long-term memory. Through chemical changes in our brain. 2.

As we age, our memory decays. However, there are techniques that we can to attempt. To help our memory. We can remember information more using easily. Using mnemonics. One mnemonic device employs rhymes. A familiar , which example is the rule i before e except after c. Which helps us with our spelling. Another mnemonic technique is the acronym. An acronym uses the first letters , such of a series of words. Such as FBI (Federal Bureau of Investigation). A third type

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of mnemonic device is called the peg system. Alphabet books. They generally use the peg system when they teach A for apple, B for ball, and so on. , according 3. A very effective memory device is called the SQ4R. According to psychologists. SQ4R (pronounced “square”) is an acronym for a study strategy: Survey, Question, Read, Reflect, Recite, and Review. Researchers believe that this who system is very useful for students. Who need to remember large amounts of information. By following the SQ4R method, students may have more success , especially at retaining information. Especially when they study for exams.

Chapter 20

memory. It refers to the initial perception of information. The second kind of

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4.

because Finally, we must practice organizing and rehearsing information. Because we

cannot develop a good memory by being passive. We should use mnemonic when devices. When we need to remember a phone number or another item of

Chapter 20

information.

Complete these writing assignments at mywritinglab.com

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

The Writer’s Room Write about one of the following topics. Check that there are no sentence fragments. 1. Explain why people are superstitious, and give examples to support your point of view. 2. Look again at Practice 2. Have you ever been bullied, bullied someone else, or witnessed bullying? Describe your experience.

Run-Ons Section Theme: Psychology

21

LEARNINg OBJECTIVE LO 1 Identify and correct run-ons. (p. 305)

In this chapter, you will read about the brain and personality differences.

ThE WRITER’S JoURNAl Do you have any good habits? In a paragraph, describe your good habits. Why do you think they are positive?

Run-Ons A run-on sentence occurs when two or more complete sentences are incorrectly joined. In other words, the sentence runs on without stopping. There are two types of run-on sentences.  A fused sentence has no punctuation to mark the break between ideas. Incorrect Psychologists describe human behavior they use observational methods.  A comma splice uses a comma incorrectly to connect two complete ideas. Incorrect Wilhelm Wundt was born in 1832, he is often called the founder of modern psychology.

Complete this Writer's Journal activity at mywritinglab.com

LO 1 Identify and correct run-ons. TEAChINg TIP For the Writer’s Journal activity, you might adapt the writing prompt to suit the writing pattern that you are teaching. After students finish the chapter, they can edit their paragraphs and check for sentence errors.

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306 Part IV The Editing Handbook

Teaching Tip Tell students that some run-on sentences may have more than two ideas that are improperly connected.

Chapter 21

Teaching Tip If you think the distinction between fused sentences and comma splices is important, ask students to identify comma splices by writing CS.

Teaching Tip Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

Teaching Tip Remind students that run-ons are not necessarily long sentences. For the following sentences, ask students which one is the run-on: Maria Montessori was a medical doctor, she was also a psychologist. Maria Montessori observed that children learned through their environment, so she developed an alternative teaching method in early-childhood education, and she was very active in educational reform.

PRACTICE 1 Read the following sentences. Write C beside correct sentences and RO beside run-ons. Example: Sigmund Freud and Carl Jung were two famous psychologists

they profoundly influenced the field of psychology.

1. Psychologists study human behavior, researchers have developed many theories on human nature.

RO _______ RO, CS _______

2. Instinct theory is one model developed by psychologists it proposes RO that behavior is based on biology. _______ 3. Learning theory suggests that humans learn through experience.

C _______

4. Trait theories focus on human characteristics, psychologists describe personality types.

RO, CS _______

5. Freud developed a theory about personality in which he divided the mind into three parts.

C _______

6. Freud named the parts the id, ego, and superego his theory became enormously influential.

RO _______

7. Psychoanalysis started to lose its popularity by the 1940s, at that time other personality theories were developing.

RO, CS _______

8. One psychologist, William Sheldon, tried to connect personality to body shapes.

C _______

9. Sheldon’s types were mesomorphic, or lean; endomorphic, or fat; and ectomorphic, or tall and thin. 10. Human personalities vary greatly it is difficult to categorize them.

C _______ RO _______

How to Correct Run-Ons You can correct run-on sentences in a variety of ways. Read the following run-on sentence, and then review the four ways to correct it. Run-On

His parents were Jewish, Freud didn’t believe in God.

1. Make two separate sentences. His parents were Jewish. Freud didn’t believe in God. 2. Add a semicolon. His parents were Jewish; Freud didn’t believe in God. 3. Add a coordinator.

His parents were Jewish, but Freud didn’t believe in God.

4. Add a subordinator

Although his parents were Jewish, Freud didn’t believe in God.

(for, and, nor, but, or, yet, so) (after, although, as, because, before, since, when, while)

Chapter 21 Run-Ons 307

PRACTICE 2

B. Correct each run-on by joining the two sentences with a semicolon. ; Example: Some children need few rules others need a firm hand. ; ^ 4. Carolyn was told to sit at the desk, there was a plate full of marshmallows on the ^ desk. ; 5. A young man told Carolyn that she could have one treat right away if she ^ waited while the man was out of the room, Carolyn could have two treats when he returned.

; 6. Carolyn does not remember her reaction her mom thinks that Carolyn waited ^ for the man’s return.

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C. Correct the next run-ons by joining the two sentences with a comma and a coordinator such as for, and, nor, but, or, yet, or so. Answers will vary for Parts C and D. , but Example: Most children want to be independent they also need specific rules. ^ 7. The Stanford marshmallow experiment was initially meant to demonstrate how , but people delayed gratification the experiment showed some other surprising results. ^ 8. Psychologist Walter Mischel became curious about the children in the , so study he asked his daughters, who knew and grew up with the test subjects, ^ how their Bing Nursery School friends were doing. 9. Dr. Mischel noticed that those who waited to get two treats did well in , and life those who could not wait did less well. ^

Chapter 21

A. Correct each run-on sentence by making two complete sentences. . They Example: Psychologists study children’s behavior, they write articles about their findings. . She 1. Carolyn Weisz was a little girl, she attended the Bing Nursery School. ^ . It 2. Carolyn went to the daycare everyday it was on the campus of Stanford University. ^ . It 3. One day, Carolyn was asked to play in a small room it had a desk and a chair. ^

308 Part IV The Editing Handbook

D. Correct the next run-ons by joining the two sentences with a subordinator such as although, even though, because, where, when, and so on. When children

Example: Children receive praise, they are more cooperative.

Chapter 21

because 10. Psychologist Terrie Moffitt did the same study in New Zealand she wanted to see ^ if the marshmallow experiment could be replicated. Although the 11. The children in both experiments wanted to eat the treat, the patient children ^ could distract themselves in order to wait for two goodies. , Even though these 12. These two experiments have astonishing results more studies have to be done ^ ^ on self-control.

PRACTICE 3 Some sentences are correct and some are run-ons. Write C beside each correct sentence and RO beside the run-ons. Using a variety of methods, correct each run-on error. Answers will vary. , and Example: There are many self-help books some people read them for guidance ^ RO when they are examining their lives. _______ . It 1. One of the first pop psychology columns was Dear Abby, it was a syndicated newspaper column containing common-sense advice to letter writers.

and 2. Abby’s real name was Pauline Phillips, she had a twin sister ^ named Eppie Lederer. , and 3. Eppie was also a newspaper columnist she wrote a similar advice ^ column under the name Anne Landers. ; 4. Another early self-help guru was L. Ron Hubbard he wrote ^ Dianetics: The Modern Science of Mental Health about the relationship between the mind and the body. Because the 5. The book was successful, he started the Church of Scientology from the proceeds of the book sales.

RO _______ RO _______ RO _______

RO _______ RO _______

6. Oprah Winfrey, one of the most successful talk show hosts in history, made self-help books and gurus very popular with audiences.

when 7. Dr. Phil McGraw attained celebrity status he appeared on ^ Oprah’s show.

C _______ RO _______

Chapter 21 Run-Ons 309

Although pop 8. Pop psychology has been criticized for being overly simplistic, it sometimes helps people understand the causes of their behaviors.

RO _______

9. However, because proper treatment for mental disorders is important, people who suffer from such conditions should see a qualified doctor.

C _______

PRACTICE 4 Correct twelve run-on errors. Answers will vary.

, but

is increasing.

1.

^

Thomas Bouchard Jr. and some colleagues at the University of Minnesota

began studying twins in 1979. Bouchard had read about twins who had been ; raised apart,/ he contacted them to study their similarities and differences. By 1990, Bouchard’s team had studied seventy-seven sets of identical twins. 2.

Most of the separated twins had astounding similarities.

For example, two men named Jim had been separated at , and birth. They met in 1979 they found that they were similar ^ in many ways. They smoked the same brand of cigarettes, and they were both volunteer firefighters. The Jims also enjoyed ^ . They carpentry, they built similar white benches.

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3.

Jim Lewis and Jim Springer

In the study, one set of twins was unusual. Japanese-born

twins were adopted by different families in California. They although shared some similarities researchers were puzzled by their differences. One ^ but twin had 20/20 vision, the other wore glasses. One was afraid to travel by yet ^ while airplane the other had no such fear. One twin was quite timid, the other was ^ ^ easygoing and friendly. 4.

Researchers suspect that the environment may play a role in twin differences. ; For example, one twin could be malnourished,/ the other could have a healthy diet. The differences in diet could affect the development of the twins’ brains . For instance, and bodies. Birthing problems may also result in differences between twins one ^ twin might receive less oxygen during delivery.

Chapter 21

Example: About 3 percent of births in the United States are twins the percentage

310 Part IV The Editing Handbook

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

5.

. For The separated-twin studies suggest certain possibilities, for example, twins

raised separately may be more similar than twins raised together. Twins raised while together may emphasize their differences twins raised apart would have no ^ need to search for their individuality. More research is needed to know how

Chapter 21

genes influence behavior. Teaching Tip Cooperative Learning (Question Cards) Place students in teams of three or four. Each team uses cards or cuts paper into six parts. Teams brainstorm questions about the chapter’s key concepts. They write the question on one side of the paper and the answer on the other side. Teams should write about six questions. Then teams can exchange cards with another team. They can look at each question, answer it as a group, and then check the answer.

Reflect On It Think about what you have learned in this unit. If you do not know an answer, review that concept. A run-on sentence consists of two or more sentences 1. What is a run-on? __________________________________________________ that are incorrectly joined. _________________________________________________________________ A comma splice consists of two sentences that are 2. Define a comma splice. ______________________________________________ incorrectly joined with a comma. _________________________________________________________________ A fused sentence has no punctuation to mark the 3. Define a fused sentence. _____________________________________________ break between two sentences. _________________________________________________________________ 4.

Explain the four ways to correct a run-on sentence. Write two separate sentences. a. ______________________________________________________________ Add a semicolon. b. ______________________________________________________________ Add a coordinating conjunction. c. ______________________________________________________________ Add a subordinating conjunction. d. ______________________________________________________________

Final Review Correct fifteen run-on errors. Answers will vary. Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

; it

Example: The brain is an extremely complex organ, it is the center of the human

nervous system.

1.

and if The basis of human behavior is the human brain, if it malfunctions, people

experience problems. Yet, researchers still have a lot to learn about the human brain. In 1985, Dr. Oliver Sacks wrote a book called The Man Who Mistook His Wife . He for a Hat, he analyzed some interesting cases of patients who had exhibited . He puzzling behavior. One of Dr. Sacks’s patients was a music teacher he had lost ^ . It his ability to identify objects or people. This condition is known as agnosia, it

2.

Chapter 21 Run-Ons 311

A Russian composer had a similar experience. During World War II, a bomb .A exploded near Dmitri Shostakovich a small piece of metal lodged in his head. ^ . The Years later, he consulted a Chinese neurologist, the composer wanted to know

Chapter 21

has many possible causes. For example, Anita Kaye was in a car accident. and She was hurled out of the car, she experienced brain trauma. Now she no ^ longer recognizes people, shapes, and objects. She can see a plate placed before , but her she cannot name it. If she wants something, she describes the object to a ^ family member. and 3. Another interesting case concerned Mrs. O’C. She was old, she started to hear because Irish music. She became Dr. Sacks’s patient she wanted to stop hearing the music. ^ , and Apparently, she was experiencing small epileptic seizures they triggered her brain ^ so to recall music from her childhood. Mrs. O’C was an orphan, the seizures may ^ have released a desire to relive her childhood before her parents’ death. 4.

if the metal should be removed. Whenever he moved his head, the piece of metal shifted, and he would hear music. The doctor recommended leaving the because metal in place,/ the bomb had actually done some good. , and 5. The brain is a mysterious organ researchers are trying to understand it. ^ . It According to neurologist Wilder Penfield, the brain is the organ of destiny, it

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holds secrets that will determine the future of the human race.

The Writer’s Room

Tech Teaching Tip Ask students to create a blog by going to a free blog site. They can write a blog post about one of the suggested Writer’s Room topics, or they can write about a topic that interests them. Have students read and respond to each other’s blog. Students can also peer-edit grammar errors particular to this grammar chapter.

Complete these writing assignments at

Write about one of the following topics. Make sure that you have not written any run-ons.

mywritinglab.com

1. Narrate a story about one of your earliest memories.

Writer’s World Competition

2. Describe a set of twins. Compare and contrast twins by looking at their similarities and differences. If you don’t know any twins, then describe the similarities and differences between siblings (brothers and sisters).

Teaching Tip Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

22

Faulty Parallel Structure Section Theme: Psychology

LEARNINg OBJECTIVES LO 1 Define parallel

structure. (p. 312)

LO 2 Identify faulty

parallel structure. (p. 313)

FPO

In this chapter, you will read about topics related to psychological experiments.

Complete this Writer's Journal activity at mywritinglab.com

LO 1 Define parallel structure. TEAChINg TIP For the Writer’s Journal activity, you might adapt the writing prompt to suit the writing pattern that you are teaching. After students finish the chapter, they can edit their paragraphs and check for sentence errors.

312

ThE WRITER’S JoURNAl Write a short paragraph comparing your personality to that of a family member or friend. Describe how your personalities are similar and different.

What is Parallel Structure? Parallel structure occurs when pairs or groups of items in a sentence are balanced. In the following sentences, the underlined phrases contain repetitions of grammatical structure but not of ideas. Each sentence has parallel structure. Internet sites, magazines, and newspapers published the results of the experiment. (The nouns are parallel.)

Psychologists observe and predict human behavior. (The present tense verbs are parallel.)

The experiment was fascinating, groundbreaking, and revolutionary. (The adjectives are parallel.)

Chapter 22 Faulty Parallel Structure 313

To get to the psychology department, go across the street, into the building, and up the stairs. (The prepositional phrases are parallel.)

There are some test subjects who develop a rash and some who have no reactions. (The “who” clauses are parallel.)

PRACTICE 1 All of the following sentences have parallel structures. Underline the parallel items. Example: Students in my psychology class listened to the instructor, took notes,

1. Professor Stanley Milgram taught at Yale, conducted a famous experiment, and wrote a book about his research. 2. Milgram’s experiment was controversial, provocative, and surprising. 3. His experiment tried to understand how humans reacted to authority, how they obeyed authority, and how they felt about authority. 4. For his experiment, Milgram used one actor in a lab coat, one actor with glasses, and one unsuspecting subject in street clothes. 5. The psychologist told the subject to sit at the desk, to watch the “patient” behind the glass, and to listen to the experiment “leader.”

Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

Tech Teaching Tip Explain to students that parallel construction makes ideas clear. Have students go online and examine brochure ads, newspaper ads, or political speeches. Working in pairs, students can look for phrases that use parallel construction.

6. The leader told the subject when to start electric shocks, when to increase the level of shocks, and when to stop the experiment. 7. Milgram’s experiment raised important questions, ended in astonishing results, and gave valuable insight into human behavior. 8. Psychologists continue to perform experiments, give lectures, and debate issues.

Identify Faulty Parallel Structure

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It is important to use parallel structure for a series of words or phrases, paired clauses, a comparison, and a two-part construction.

LO 2 Identify faulty parallel structure.

Series of Words or Phrases Use parallel structure when words or phrases are joined in a series. Not parallel Students, administrators, and people who teach sometimes volunteer for psychology experiments. Parallel Students, administrators, and teachers sometimes volunteer for psychology experiments.

(The nouns are parallel.)

Not parallel I plan to study for tests, to attend all classes, and listening to the instructor. Parallel I plan to study for tests, to attend all classes, and to listen to the instructor.

(The verbs are parallel.)

Teaching Tip Ask students to imagine that they are applying for a job. Ask them to suggest some strengths and weaknesses, and write them on the board. Have the group ensure that the words are parallel.

Chapter 22

and asked questions.

Teaching Tip

314 Part IV The Editing Handbook

Paired Clauses Use parallel structure when independent clauses are joined by and, but, or or. Not parallel He was surprised by the results, but he did not have a feeling of pleasure. Parallel He was surprised by the results, but he was not pleased.

(The adjectives are parallel.)

Chapter 22

Not parallel She felt dizzy, and she also had a feeling of fright.

Grammar Link To learn more about active and passive voice, see pages 340–342 in Chapter 24.

Parallel

She felt dizzy, and she also felt frightened.

(The adjectives are parallel.)

Hint

Use Consistent Voice

When a sentence has two independent clauses and is joined by a coordinating conjunction, use a consistent voice. In other words, if one part of the sentence is active, the other should also be active. Not parallel The researcher conducted the experiment, and then a report was written by him. Parallel The researcher conducted the experiment, and then he wrote a report.

(Both parts use the active voice.)

PRACTICE 2 Correct the faulty parallel structure in each sentence. Answers will vary. original Example: Some psychology experiments are bold, pioneering, and show their originality.

a Nobel Prize winner 1. Ivan Pavlov was a Russian physiologist, a research scientist, and he won a Nobel prize.

. 2. Pavlov became interested in dog salivation/, and digestion also interested him. into 3. To get to his lab, Pavlov walked through the door, up the stairs, and the . ^ department is where he entered. 4. Pavlov used many sound-making devices to stimulate his dogs, such as metronomes, whistles, and he also used tuning forks.

salivated 5. Pavlov noticed that the dogs heard the noise, saw the food dish, and were salivating. enthusiastic 6. Some of the dogs were excited, nervous, and were acting with enthusiasm. 7. Western scientists found Pavlov’s experiments to be astounding, innovative, and thought they were important.

efficiently 8. Ivan Pavlov worked quickly and was very efficient.

Chapter 22 Faulty Parallel Structure 315

Comparisons Use parallel structure in comparisons containing than or as. Not parallel Creating new experiments is more difficult than to re-create an earlier experiment. Parallel Creating a new experiment is more difficult than re-creating an earlier experiment.

(The -ing forms are parallel.)

Not parallel His home was as messy as the way he kept his laboratory.

(The nouns are parallel.)

Two-Part Constructions Use parallel structure for the following paired items. either . . . or neither . . . nor

not . . . but not only . . . but also

both . . . and rather . . . than

Not parallel My psychology class was both informative and a challenge. Parallel

My psychology class was both informative and challenging.

(The adjectives are parallel.)

Not parallel I would rather finish my experiment than leaving early. Parallel

I would rather finish my experiment than leave early.

(The verbs are parallel.)

PRACTICE 3 Correct twelve errors in parallel construction. Answers will vary. interesting Example: Philip Zimbardo is creative and an interesting person. 1.

startling Philip Zimbardo created an experiment that was both unique and startled

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others. The Stanford Prison Experiment examined how ordinary people react when placed in positions of power or helplessness. He chose twenty-four law-abiding students who were healthy, stable, and they abided by the law. Each subject would be either a guard or a prisoner for a two-week period. 2.

On the first day of the experiment, each guard was told to wear a uniform, put on carry a baton, and sunglasses were put on. Ordinary people who had ^ who committed no crime, who had broken no laws, and had been honest were ^ placed in a cold room. The prisoners were not only arrested but the guards also . deloused them.

Chapter 22

Parallel His home was as messy as his laboratory.

316 Part IV The Editing Handbook

3.

Immediately, the experimenters observed shocking behavior. Some of the abusive guards started to act controlling, sadistic, and they abused the prisoners. On the second day, the prisoners rioted, and the guards attacked. Some prisoners continue decided that they would rather leave than continuing with the experiment.

Chapter 22

4.

During the next few days, officials, priests, and teachers observed the

experiment. Nobody questioned the morality of the proceedings. Then, on the she expressed shock sixth day, Zimbardo’s girlfriend visited the lab, and her shock was expressed. At encouraging first, Zimbardo’s response was neither receptive nor did he encourage her. 5.

Later that day, Zimbardo agreed that the actors were taking the experiment too

seriously. Both the prisoners and the students playing the guards could experience depressed long-term effects. They might be seriously hurt, distressed, and suffer from depression. Zimbardo terminated the planned two-week experiment after six days. to complete He decided it was safer to end the experiment than completing it.

PRACTICE 4 Correct nine errors in parallel construction.

interesting

Example: Information about bystander apathy is surprising and of interest.

1.

Bystander apathy is the unwillingness of an individual to help another in

an emergency. In the 1960s, psychologists started to collect data, investigate propose behaviors, and proposing theories about bystander apathy. One celebrated instance of bystander apathy is the Kitty Genovese case. 2.

On March 13, 1964, Kitty Genovese was on her way to her apartment in quickly Queens, New York. She was walking quietly and her steps were quick.

Suddenly, she saw a strange man. He attacked her, and she screamed for help. tragically Kitty Genovese died slowly, violently, and in tragic circumstances. According to the New York Times, thirty-eight people heard the screaming, some of them watched the attack and the attack was watched by some of them, but nobody called the police. After outraged reading the article, citizens were shocked and were feeling outrage. They called

3.

for the bystanders to be punished. We now know that the media exaggerated some aspects of the case. According to a 2007 American Psychologist article,

Chapter 22 Faulty Parallel Structure 317

one person called the police fewer people saw the attack, some people lied, and the police were called by one person. Still, nobody intervened in time, and Genovese died. 4. Many psychologists have studied the phenomenon of bystander apathy/, and the have published their results results have been published by them. There are many reasons a bystander may not help someone in trouble. Bystanders may not want to risk their own lives, they may they may worry about legal problems not have the skills to help in an emergency, or legal problems could be incurred.

Chapter 22

In addition, many people do not want to look stupid or be seen as being foolish if there is no real emergency. Psychologists believe that these are only some possible reasons for bystander apathy.

PRACTICE 5 Write sentences using parallel structure with the following grammatical items.

Answers will vary.

1. Parallel nouns: ____________________________________________________ ________________________________________________________________

Group Work

________________________________________________________________

Ask students to work together to compose the sentences. One student from each group could write a sentence on the board, or groups could exchange papers and underline the parallel items.

3. Parallel adjectives: __________________________________________________ ________________________________________________________________ 4. Parallel who clauses: ________________________________________________ ________________________________________________________________

Reflect On It

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Teaching Tip

2. Parallel verbs: _____________________________________________________

Think about what you have learned in this chapter. If you do not know an answer, review that concept. Parallel structure occurs when items in a 1. What is parallel structure? _________________________________________ sentence have the same grammatical pattern. ______________________________________________________________ Parallel structure adds balance and 2. Why is parallel structure important? ________________________________ smoothness to writing. ______________________________________________________________ Fill in the blanks of the following sentences. Make sure the grammatical structures are parallel. Answers will vary. 3. The college I attend is both ____________________________________ and ___________________________________. 4. In my spare time, I ______________________, ______________________, and ______________________.

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concept.

318 Part IV The Editing Handbook

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Final Review Correct fifteen errors in parallel construction. counselors

Example: Psychiatrists, psychologists, and other people who are counselors help

patients deal with their mental health problems. 1.

Chapter 22

Teaching Tip Ask students to be careful when they do this practice. If they change a compound sentence to a simple sentence, they will have to remove a comma.

Have you ever been in a group discussion where you wanted to offer a

different point of view but did not? Psychologist Irving Janis was ambitious, hardworking intelligent, and worked hard. In 1972, he studied group dynamics and then wrote a book a book was written by him. He called his book Groupthink. 2.

Groupthink occurs when members of a group feel a strong need to agree with

others. These are people who do not criticize a prevailing position, who do not who offer alternative strategies, and do not voice any disagreement. Group ^ they also avoid expressing participants not only suppress common sense, but unpopular opinions are also unpopular opinions avoided.

Tech Teaching Tip Cooperative Learning (Quick Review) Place students in teams of three or four. Each team makes a PowerPoint presentation about the grammar section’s key concepts. Teams should write about six questions. For each item, one slide would have a question, and the next slide would have the detailed answers. Then teams can give their PowerPoint presentation to the class. You can ask the class to answer the questions or have a competition to see which team can answer the questions first.

3.

Janis presented an interesting example of groupthink in his book. In 1961, American politicians CIA operatives, military leaders, and people in American politics wanted to overthrow Fidel Castro. When President John F. Kennedy heard about enthusiastic the plan to invade Cuba, he was both agreeable and enthusiasm was felt by him. Kennedy’s group of advisors wanted to be both cooperative and acting patriotic. As a result, all of Kennedy’s counselors agreed with the proposal. The carelessly invasion was planned blindly, quickly, and without care. As a result, the Bay of Pigs invasion was a failure.

4.

In October 1962, the Soviet Union placed nuclear warheads in Cuba.

When Kennedy heard about the missiles, he wanted to react immediately delay rather than delaying his response. He walked rapidly through the garden, along the corridor, and he went into the Oval Office. At the meeting with his advisors, Kennedy employed strategies to avoid groupthink. His advisors to disagree were encouraged to discuss, to debate, and they could disagree. Therefore, the analyze men could either challenge bad ideas or good ideas could be analyzed. Using ^ diplomacy, the president solved the crisis. The Soviets removed the nuclear quickly / speedily weapons from Cuba immediately and with speed.

Chapter 22 Faulty Parallel Structure 319

5.

Janis’s book has shown how groupthink can have negative consequences in business in government, in academics, and for people who work in business. Many learn executives ignore groupthink rather than to learn about it. It is a phenomenon that can lead to very bad decision making.

The Writer’s Room

1. What makes you happy? Describe some situations or events that make you happy. 2. What are some different ways that people deal with their fears? Classify their responses to fear into three categories.

The Writers’ Circle Collaborative Activity When you apply for a job, the employer often asks you what your strengths and weaknesses are. Work with a team of students to do the following activity. STEP 1

Think of a successful person. You could choose a person from any of the next categories. A business tycoon A musician

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STEP 2

A politician An athlete

A movie star A writer or artist

Brainstorm one list of that person’s strengths and another list of that person’s weaknesses.

STEP 3

Write a short paragraph about that successful person, discussing the person’s strengths and weaknesses.

STEP 4

Exchange paragraphs with another team. Proofread the other team’s paragraph, checking especially for fragments, run-ons, and parallel structure.

writing assignments at mywritinglab.com

Reading Link To learn more about beliefs and psychological issues, read the next essays. “What Is Luck?” by Matt Hutson (page 211) “Don't Worry, Act Happy” by Albert Nerenberg (page 224) “The Catcher of Ghosts” by Amy Tan (page 525) “The Sanctuary of School” by Lynda Barry (page 528) “Musicophilia” by Oliver Sacks (page 531) “Why We Make Mistakes” by Joseph T. Hallinan (page 534)

ESL Teaching Tip The Writers’ Circle activity gives students, especially nonnative speakers, an opportunity to share ideas and to learn from others.

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

Chapter 22

Choose one of the following topics and write a paragraph or an essay. When you write, remember to follow the writing process.

Complete these

23

Present and Past Tenses Section Theme: Spies and Hackers

lEarning objEctivEs LO 1 Define verb tense. (p. 320)

LO 2 Identify simple present tense. (p. 321)

LO 3 Identify simple past tense. (p. 322)

LO 4 Avoid double

negatives. (p. 330)

In this chapter, you will read about spy tools and communication technology.

Complete this Writer's Journal activity at mywritinglab.com

LO 1

Define verb tense.

TEaching Tip You might adapt the prompt to suit the writing pattern that you are teaching. After students finish the chapter, they can edit their paragraphs and check for verb tense errors.

320

ThE WritEr’s JoUrnal Write a short paragraph describing the last spy or suspense movie that you have seen. Describe what happened in the movie.

What Is Verb Tense? A verb shows an action or a state of being. A verb tense indicates when an action occurred. Review the various tenses of the verb work. Present She works alone. Past

The agent worked in Monaco last summer.

Future She will work in the Middle East next year.

Chapter 23 Present and Past Tenses 321

Use Standard Verb Forms

ESL Teaching Tip

Nonstandard English is used in everyday conversation, and it may differ according to the region in which you live. Standard American English is the common language generally used and expected in schools, businesses, and government institutions in the United States. Most of your instructors will want you to write using Standard American English. Nonstandard He don’t have no time.

She be busy.

Standard He does not have any time.

She is busy.

The Simple Present Tense In English there are two forms of the present tense. The simple present tense indicates that an action is a general fact or habitual activity. Note that the present progressive form is explained in the Hint box and in Chapter 25. Fact

The Spy Museum contains many interesting spy artifacts.

Habitual activity

The computer hacker goes online every day. The undercover agent meets her superiors once a month.

Hint

JANUARY

FEBRUARY

MARCH

APRIL

They meet.

They meet.

They meet.

They meet.

The Present Progressive

The present progressive tense indicates that an action is in progress at this moment. In this chapter, you will focus on the simple present form.

present progressive tense

LO 2 Identify simple present tense. ESL Teaching Tip Included for the benefit of your nonnative speakers, this chapter includes verb tense time lines. Also, Appendix 3 is a comprehensive time line that helps explain the main tenses. You can point it out to those students. (future)

Grammar Link For more information about progressive forms, see pages 346–348 in Chapter 25.

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Right now, the agent is taking pictures with her spy camera.

Forms of the Simple Present Tense Simple present tense verbs (except be) have two forms. Be has three forms: is, am, are.  Base form: When the subject is I, you, we, or they, or the equivalent (women, the Rocky Mountains), do not add an ending to the verb. Nations rely on spies to gather secret information.  Third-person singular form: When the subject is he, she, it, or the equivalent (Mark, Carol, Miami), add an -s or -es ending to the verb. Remember that have is an irregular verb. The third-person singular form is has. That woman works as a spy. Look at the singular and plural forms of the verb work.

ESL Teaching Tip Nonnative speakers may not know the difference between the simple and progressive verb forms. German and French, for instance, have no progressive verb forms.

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(past)

Nonnative speakers have particular problems with verb tenses. You can customize this section by assigning a few or many practices depending on the composition of your class.

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Present Tense of Work

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Teaching Tip

Singular

Plural

First person

I work.

We work.

Second person

You work.

You work.

Third person

He works. She works. It works.

They work.

PRACTICE 1

Cooperative Learning (Jigsaw)

Circle the correct present tense form of the verbs in parentheses.

Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class. Another option is to ask students to number themselves from one to five. All of the ones get together, the twos, the threes, and so on. Students can take turns teaching others what they have learned.

Example: Spying (seem / seems) like an exciting job.

ESL Teaching Tip English is unique in its subject–verb agreement rules. Languages such as Spanish and Italian have different verb forms for all subjects. Other languages such as Korean have different subject–verb agreement rules. Thus, your nonnative speakers may need extra help to master present tense agreement.

LO 3

tense.

Identify simple past

1. According to Christopher Andrew, coauthor of The Sword and the Shield, the acronym MICE (sum / sums) up the reasons why a person may become a traitor. 2. MICE (stand / stands) for “money, ideology, compromise, and ego.” 3. According to Andrew, the most popular reason (is / are) money. 4. Some agents (receive / receives) millions in cash, jewelry, and so on. 5. Another reason (is / are) ideology. 6. Sometimes people (believe / believes) that another country’s way of life is better. 7. Some men and women (become / becomes) spies because they are ashamed of something that they have done. 8. For example, if a government bureaucrat (steal / steals) money and another person (find / finds) out, the bureaucrat can be blackmailed to become a spy. 9. Finally, many people (think / thinks) that spying (is / are) an exciting profession. 10. Andrew (say / says) that “an interesting minority want to be secret celebrities” in their own little world of espionage.

The Simple Past Tense The simple past tense indicates that an action occurred at a specific past time. In the past tense, there are regular and irregular verbs. Regular verbs end in -d or -ed (talked, ended, watched). Irregular verbs do not follow a regular pattern and do not end in any specific letter (knew, saw, met). Last month, someone stole my computer.

Chapter 23 Present and Past Tenses 323

Yesterday morning, the spy satellite passed over my home. YESTERDAY MORNING

TODAY

The satellite passed over my home.

Hint

The Past Progressive

The past progressive tense indicates that an action was in progress at a particular past moment. In this chapter, you will focus on the simple past.

past progressive tense

Grammar Link See Chapter 25, “Other Verb Forms,” for more information about progressive verb forms.

While the detectives were watching the house, the suspect escaped.

Regular Past Tense Verbs

Singular subject

The agent learned to speak six languages.

Plural subject

During the war, spies used code names.

Spell Regular Past Tense Verbs Correctly Most regular past tense verbs are formed by adding -ed to the base form of the verb. walked questioned However, there are some exceptions.

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 When the regular verb ends in -e, just add -d. realized appreciated  When the regular verb ends in consonant + -y, change the y to i and add -ed. reply–replied try–tried  When the regular verb ends in the vowel + -y, just add -ed. played employed  When the regular verb ends in a consonant–vowel–consonant combination, double the last consonant and add -ed. tap–tapped plan–planned  When verbs of two or more syllables end in a stressed consonant–vowel– consonant combination, double the last letter and add -ed. But if the final syllable is not stressed, just add -ed. Final stressed syllable refer–referred omit–omitted Final unstressed syllable open–opened develop–developed

ESL Teaching Tip In some languages, there is no past tense. In Malaysian and Mandarin, for instance, the same verb can be used in the present and past. The time line will help your nonnative speakers understand the concept of verb tense.

ESL Teaching Tip Nonnative speakers do not always hear or pronounce the final -ed on verbs; thus, they may forget to write the verb endings. Remind them that all regular past tense verbs end in -ed.

Teaching Tip To practice spelling words ending in stressed or unstressed syllables, say the following word pairs aloud and ask students to guess which word requires a doubled letter before the final -ed. They should hear the difference in the pronunciation. happen/omit, offer/prefer, develop/permit

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Regular past tense verbs have a standard -d or -ed ending. Use the same form for both singular and plural past tense verbs.

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Grammar Link See Chapter 33, “Spelling and Commonly Confused Words,” for information about the spelling of verbs.

Hint

Do Not Confuse Past and Passed

Some people confuse past and passed. Past is a noun that means “in a previous time” or “before now.” She has many secrets in her past. Passed is the past tense of the verb pass, which has many meanings. Many days passed as we waited for her arrival. (Passed means “went by.”)

I passed you the butter a moment ago. (Passed means “took something and gave it to someone.”)

He passed the entrance test. (Passed means “successfully completed.”)

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ESL Teaching Tip Many nonnative speakers overuse the past progressive. They may be transferring past structures from their own languages. Haitian students, for instance, may transfer their French structures by overusing was before verbs. Remind them to use the simple past to discuss completed past events.

PRACTICE 2 Write the simple past form of each verb in parentheses. Make sure you spell the past tense verb correctly. launched a spy satellite in 1960. Example: The United States (launch) _____________ used The Central Intelligence Agency (use) _____________ a series of spy satellites named during the 1960s and 1970s. Officials (name) _____________ each satellite with a

1.

called code word. They (call) _____________ the operation “Corona.” The satellites passed (pass) _____________ over sensitive locations in the former Soviet Union. 2.

contained Each Corona spy satellite (contain) ____________________ a powerful

finished camera and regular film. When the camera (finish) ____________________ filming, it ejected from the satellite inside a special capsule. Then back on learned studied Earth, experts (study) _____________ the images and (learn) _____________ about the military secrets of other nations. During the 1960s, the Corona dropped satellites (drop) _____________ at least three hundred capsules. Parachutes opened floated (open) _____________ and the capsules (float) _____________ down. Then recovered Air Force pilots (recover) ____________________ the capsules. multiplied In the 1970s, the numbers of satellites (multiply) ______________________ provided dramatically. Last year, thousands of satellites (provide) ___________________

3.

nations with high-resolution images of everything from shifting ice masses to traffic conditions in Los Angeles. Grammar Link See Appendix 2 on page 563–564 for a list of irregular verbs.

Irregular Past Tense Verbs Irregular verbs change internally. Because their spellings change from the present to the past tense, these verbs can be challenging to remember.

Chapter 23 Present and Past Tenses 325

The prisoner wrote with invisible ink. (wrote = past tense of write)

The guards sent the letter. (sent = past tense of send)

PRACTICE 3 Write the correct past form of each verb in parentheses. Some verbs are regular, and some are irregular. If you do not know the past form of an irregular verb, consult Appendix 2. had Example: The 2009 virus (have) _____________ peculiar properties. 1.

What is the difference between a computer virus and a worm? A virus

ESL Teaching Tip If your nonnative students have particular difficulty with verbs, ask them to carefully study the irregular verb list in Appendix 2. Working in pairs, students can take turns creating sentences using the past forms of irregular verbs.

requires action, such as clicking on an e-mail attachment, to infect a computer. A worm spreads without any human action. Last year, Internet security systems found (find) _____________ over a million viruses and worms! wrote In 2009, clever experts (write) _____________ a computer program called sent Stuxnet. They (send) _____________ the sophisticated worm around the world.

2.

which regulate the machinery in factories and power plants. The worm (have) had _____________ no impact on ordinary computers and on most controllers. But spread when the worm (spread) _____________ to nuclear reactors in Iran, it attacked felt the machinery. At that time, people in many governments (feel) _____________ concerned about Iran’s nuclear capabilities. According to experts, an built unidentified nation (build) _____________ the complicated worm to sabotage Iran’s nuclear plants.

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3.

The worm worked by spinning the centrifuges of the nuclear facility at extreme

speeds so that they would self-destruct. At the same time, the worm (show) showed saw _____________ fake readings to Iranian scientists. They (see) _____________ regular measurements. While the reactor was quietly destroying itself, Iranian thought scientists (think) ____________________ it was functioning normally. came In 2010, Stuxnet (come) _____________ under intense scrutiny. What ran nation initially (run) _____________ the program? Some suspect that Israel,

4.

took the United States, and Germany (take) _____________ part in the worm’s development. Clearly, cyberwarfare is now possible.

Be (was or were) Past tense verbs generally have one form that you can use with all subjects. However, the verb be has two past forms: was and were.

Chapter 23

made For several months, Stuxnet (make) _____________ targeted hits on controllers,

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Past Tense of Be Singular

Plural

First person

I was

We were

Second person

You were

You were

Third person

He was She was It was

They were

PRACTICE 4 Write was or were in each space provided. was Example: Robert Barron _____________ not an ordinary artist. 1.

was During the 1970s, Robert Barron worked for the Pentagon. He _____________

not happy with his parking spot because he always had to walk a long way to was get to his office. One day, when he _____________ alone, he created a perfect

Chapter 23

were fake parking permit. Some other employees _____________ aware of what Barron had done, and they told their superior officers about it. Barron had were to pay a fine. As it happened, some CIA agents _____________ curious about Barron’s artistic talents. 2.

Soon, Barron joined the graphic arts department at the CIA. He became an was expert at creating disguises for secret agents, and he _____________ happy with were his new job. Barron and other artists _____________ very creative, and they made false noses, foreheads, and chins so that agents could look completely were different. Some artists _____________ experts at creating false mustaches, were beards, wigs, and teeth. The disguises _____________ important because defectors needed to pass army checkpoints and borders.

Problems with be, have, and do Some students find it particularly difficult to remember how to use the irregular verbs be, have, and do in the past tense. Here are some helpful guidelines. Avoiding Common Errors with be  Use were in the past tense when the subject is plural. Do not use was. were The spies was arrested in 1995.  Use the standard form of the verb (is or was), not be. is The camera be small enough to fit in a pen.

Chapter 23 Present and Past Tenses 327

Avoiding Common Errors with have  Use the past form of the verb (had), not the present form (have or has), when speaking about a past event. had During the war, the agent has several passports. Avoiding Common Errors with do  Use done only when it is preceded by a helping verb (was done, is done, and so on). did In 2002, Valerie Plame done undercover work.

PRACTICE 5

Tech Teaching Tip

Underline and correct ten verb errors. If the verb is incorrectly formed, or if the verb is in the wrong tense, write the correct form above it. have

Example: Some people has very little respect for pigeons.

the balconies. However, people undervalue pigeons. During past had wars, the homing pigeon has an important role in international espionage.

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2.

gave During the Napoleonic wars, homing pigeons gived officials a

crucial way to communicate. The small birds carried and delivered were secret messages because they was able to fly over enemy territories. were Those pigeons be able to transmit messages faster than soldiers on had horses, and they haved legendary endurance. According to Richard Platt’s book Spy, the Roman emperor Julius were Caesar also used birds to send messages. Pigeons be valued for their speed, size, took and reliability. Additionally, more than half a million pigeons taked messages hid to soldiers during World War I, and some soldiers actually hided pigeons in

3.

their pockets and cared for them on battlefields. We should appreciate pigeons because they played an important role in previous wars.

Chapter 23

believe Most city dwellers believes that pigeons are nuisances. For example, at my did apartment building, the owner done many things last year to keep pigeons off

1.

Ask students to go online and find an article about a spy. You can also assign a particular Web page. Then ask students to identify ten regular verbs and ten irregular verbs.

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ESL Teaching Tip The information about questions and negatives will be useful for your nonnative speakers. In many languages, questions are formed simply by changing one’s intonation, and there are no helping verbs in question and negative forms. Thus, nonnative speakers in your class may have particular difficulties with Practices 6 and 7.

Negative and Question Forms In the present and past tenses, you must add a helping verb (do, does, or did) to question and negative forms. In the present tense, use the helping verb do, or use does when the subject is third-person singular. Use did in the past tense. Questions

Do you know about the Spy Museum in Washington? Does the museum open on weekends? Did you visit the spy museum last summer?

Negatives We do not live in Washington. The museum does not open on holidays. We did not visit the spy museum last summer. When the main verb is be (is, am, are), no additional helping verb is necessary. Questions

Is the spy story suspenseful? Were foreign spies in New York during the 2005 World Summit?

Negatives

The story is not suspenseful. Foreign spies were not in New York during the event.

Chapter 23

A Note about Contractions In informal writing, it is acceptable to contract negative verb forms. However, you should avoid using contractions in your academic writing. does not The CIA doesn’t have enough multilingual interpreters.

ESL Teaching Tip To help nonnative speakers remember the rule in the Hint box, ask them to imagine that they are removing the -s or -ed from the main verb and then adding the -s or the past form to the helping verb. Point out that tense is indicated with the helping verb.

Hint

Use the Correct Question and Negative Forms

In question and negative forms, always use the base form of the main verb, even when the subject is third-person singular.

have

Why does the Spy Museum has so many spy gadgets?

discuss

In 1914, Mata Hari did not discussed her identity.

PRACTICE 6 Write questions for each answer. Remember to add a helping verb (do, does, or did) when necessary. Where is the International Spy Museum? Examples: ________________________________________________________ The International Spy Museum is in Washington. What does it contain? ________________________________________________________ It contains hundreds of spy gadgets. When did the Spy Museum open? 1. ________________________________________________________________ The Spy Museum opened in 2002.

Chapter 23 Present and Past Tenses 329

Where are the spy gadgets from? 2. ________________________________________________________________ The spy gadgets are from nations around the world. Is the museum open on Sundays? 3. ________________________________________________________________ Yes, the museum is open on Sundays. Does the camera have a powerful lens? 4. ________________________________________________________________ Yes, the camera has a powerful lens. Do many tourists visit the museum each year? 5. ________________________________________________________________ Yes, many tourists visit the museum each year.

PRACTICE 7 Combine the words in parentheses to form negatives. Remember to add a helping verb (do, does, or did) when necessary. Example: Washington’s Spy Museum has hundreds of spy gadgets, but it (have,

does not have not) _______________________ paintings. Washington’s International Spy Museum contains many interesting gadgets.

For example, on display is a tube of lipstick called “The Kiss of Death.” The does not have tube (have, not) _______________________ an obvious function. It (add, not) does not add _______________________ color to a person’s lips. Instead, the lipstick tube conceals a tiny pistol. In 1965, a female Russian spy carried the pistol in her did not know purse, and others (know, not) _______________________ about her hidden weapon. 2.

The museum also has interesting listening devices. Some of them (be, not) are not _______________________ very large. In 1960, Hal Lipset (work, not)

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did not work _______________________ for the government. He was a private detective, and he created an “olive” microphone. The olive (look, not) did not look _______________________ fake when it was placed inside a martini. The did not have toothpick acted as an antenna. It (have, not) _______________________ a very wide range and could only pick up nearby sounds. In the 1960s, recording were not devices (be, not) _______________________ very sensitive. Nowadays, do not have microphones (have, not) _______________________ to be in a particular room to pick up a conversation. 3.

Clearly, the Spy Museum is an extremely interesting place. Tourists (have, do not have not) _______________________ to spend the entire day at the museum because is not it (be, not) _______________________ a very large place.

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1.

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ESL Teaching Tip This hint is particularly aimed at your nonnative speakers. They sometimes apply tense rules to infinitives, incorrectly adding an -s or -ed to the verb that follows to.

Hint

Use the Base Form After To

Remember to use the base form of verbs that follow to (infinitive form).

study

Greenstein wanted to studied the postcard.

PRACTICE 8 The next selection contains verb tense, spelling, and past versus passed errors. Underline and correct fifteen errors. worked Example: In 2011, Wael Ghonim work for Google. became passed 1. In 1981, Hosni Mubarak becomed the president of Egypt. Thirty years past by, mobilize thought and Egyptians did not mobilized against their dictator. Mubarak thinked that he was would rule for the rest of his life. But in 2010, something be different in the world. New online tools and Web sites helped disillusioned citizens organize a revolution. In 2010, Wael Ghonim, the head of marketing for Google in the Middle made East, maked a Facebook page in memory of an anti-government protestor. put In retaliation, Mubarak’s regime putted Ghonim in prison. Ghonim’s family told wrote telled the international media about his disappearance. Many bloggers writed gave about the case. Eleven days later, the government gived in to public pressure

Chapter 23

2.

and released Ghonim. During an emotional interview on Egyptian television, deserve Ghonim said that the regime did not deserved support. 3.

During the following weeks, Egyptians used cell phone messages, Twitter, organize and Facebook to organized. When the government tried to block online sites, found hackers finded ways to bypass restrictions. On February 11, 2011, the Egyptian fell government fallen. According to many observers, YouTube, blogs, Facebook, were and Twitter was essential tools for the Arab Spring.

LO 4 Avoid double negatives.

Avoid Double Negatives A double negative occurs when a negative word such as no, nothing, nobody, or nowhere is combined with a negative adverb such as not, never, rarely, or seldom. The

Chapter 23 Present and Past Tenses 331

result is a sentence that has a double negative. Such sentences can be confusing because the negative words cancel each other. The agent didn’t accept no money. (According to this sentence, the agent accepted money.)

Teaching Tip Discuss with students how the two negative words cancel each other in the examples.

How to Correct Double Negatives There are several ways to correct double negatives.  Completely remove one of the negative forms. accepted no or didn’t accept The agent didn’t accept no money.  Change no to any (anybody, anything, anywhere). any The agent didn’t accept no money.

PRACTICE 9

1.

Every year, intelligence agencies develop highly sophisticated spy tools. Today, have no (or don’t have any) spy planes are lightweight and fly at extremely high altitudes. They don’t have no pilots. Instead, ground teams direct the planes using remote control technology. For example, during a 2005 flight over Iraq, the Predator spy drone provided didn’t make any (or made no) about fifteen hours of surveillance. It didn’t make no noise, so people on the didn’t see or hear anything (or saw and heard nothing) ground didn’t see or hear nothing. The plane took high-resolution videos.

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More recently, the Global Hawk flew from the United States to Afghanistan and collected data from a height of about 65,000 feet. The Global Hawk did not need (or needed no) did not need no refueling during the long journey. 2.

Scientists are trying to shrink the size of flying robots.

According to the Washington Post, federally funded teams are working on remote control insects. However, the CIA did not confirm anything (or confirmed nothing) did not confirm nothing to the reporters. Intelligence agents do not want anybody (or want nobody) do not want nobody to know exactly what they are doing.

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Underline and correct the six errors with double negatives. You can correct each error in more than one way. had no (or didn’t have any) Example: The spy didn’t have no money.

332 part iv The Editing Handbook

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that concept. 1. What are the present and past forms of the verb be?

Teaching Tip

I he, she, it you, we, they

Chapter 23

Cooperative Learning (Quick Review) Divide the class into teams of three or four. Assign a part of the chapter to each team. Each team should review the information and generate three questions. Then ask teams to read the questions aloud. Anybody in the class can answer a question. Or, as an alternative, you can ask teams to exchange questions and to answer another team’s questions.

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Present am ______________ is ______________ are ______________

Past was ______________ was ______________ were ______________

Answers will vary for 2 and 3. 2. Write two regular past tense verbs. _________________________________

3. Write two irregular past tense verbs. ________________________________ 4. Correct one verb tense error in each of the following sentences. surrendered a. In 1954, a Russian agent surrender to the United States.

want b. Khokhlov defected because he did not wanted to kill another Russian agent. passed c. Khokhlov past many days and nights hiding in a forest.

was d. The agent owned a cigarette case that be a secret weapon.

were e. The cigarette case fired bullets that was poisonous.

Final Review Underline and correct errors in present and past tense verbs. Also look for one double negative. There are fifteen errors. think Example: When people talk about espionage, they generally thinks about secret agents who work for governments. 1.

depends A nation’s economic survival depend on its ability to be innovative. Countries

try to protect secret technologies. For example, in the 1970s, DuPont created is Kevlar, a synthetic fiber that be five times stronger than steel. It appears in products such as bulletproof vests. When DuPont developed Kevlar, the want company didn’t wanted competitors to learn its trade secrets. However, in 2006, an angry employee revealed information about Kevlar to a foreign company.

Chapter 23 Present and Past Tenses 333

lost In 2006, Michael David Mitchell losed his job at DuPont after did twenty-five years of employment. Immediately, he done some brought unethical acts. First, he brung home private documents. Then he told had no or didn’t have any telled DuPont officials that he didn’t have no sensitive files. Two went weeks later, he goed to work as a consultant for a Korean firm passed called Kolon, Inc. While there, he past secret information about get Kevlar to his new employers. He also tried to got additional secret

2.

information from some of his former DuPont colleagues. found 3. In 2007, DuPont officials finded out that Mitchell was contacting former were colleagues and looking for information. Of course, DuPont executives be

4.

Governments around the world take industrial espionage seriously. In the sold past, unhappy employees selled private documents to competitors. These days, secrets travel around the world with the click of a mouse, so businesses are more vulnerable than ever.

Copyright © 2015 by Pearson Education

The Writer’s Room Write about one of the following topics. Check your verb tenses carefully. 1. Have you ever done volunteer work? If so, describe when and where you worked, and explain what you did. If not, explain why not. 2. Describe an effective election advertisement. Include details that appeal to the senses.

Cooperative Learning (Sharing Circle) Place students in teams of three or four. Each team creates a short exercise about grammar points covered in this chapter. Teams can place their exercise, without the answers, onto a PowerPoint slide. A second slide would show the same exercise with the answers. You can ask the class to complete the exercise. You could have a competition to see which team can complete the exercise first.

Complete these writing assignments at mywritinglab.com

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

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furious, and they contacted the FBI. In 2008, federal agents searched Mitchell’s agreed home. To save himself, Mitchell agree to cooperate with the government.

Tech Teaching Tip

24

Past Participles Section Theme: Spies and Hackers

Learning Objectives LO 1 Identify past

participles. (p. 334)

LO 2 Define the present perfect tense. (p. 336)

LO 3 Define the past perfect tense. (p. 338)

LO 4 Identify the passive voice. (p. 340)

LO 5 Use the past

participle as an adjective. (p. 343) In this chapter, you will read about some spying techniques and online privacy.

Complete this Writer's Journal activity at mywritinglab.com

LO 1 Identify past participles. Teaching Tip You might adapt the prompt to suit the writing pattern that you are teaching. After students finish the chapter, they can edit their paragraphs and check for sentence errors.

334

The Writer’s Journal Do you regularly use a social networking site such as Facebook or Twitter? Why or why not?

Past Participles A past participle is a verb form, not a verb tense. You cannot use a past participle as the only verb in a sentence; instead, you must use it with a helping verb such as have, has, had, is, was, or were.

helping past verbs participles

Ian Fleming

was

raised in England.

His novels

have

become very popular.

Chapter 24 Past Participles 335

Regular Verbs

Grammar Link

The past tense and the past participle of regular verbs are the same. Base Form walk try

Past Tense walked tried

Past Participle walked tried

For a list of irregular past participles, see Appendix 2 on pages 563–564.

Irregular Verbs The past tense and the past participle of irregular verbs may be different. For a complete list of irregular past participles, see Appendix 2. Base Form begin speak

Past Tense began spoke

Past Participle begun spoken

PRACTICE 1

ESL Teaching Tip

Each group of verbs contains one error. Underline the error, and write the correct verb form in the space provided.

Tell nonnative speakers that they must simply memorize the irregular past forms.

Example:

Past Tense

ESL Teaching Tip

Past Participle lost ___________________

lose

losed lost

1. cost

cost

cost costed ___________________

2. come

came

come came ___________________

3. build

builded built

4. sing

sang

5. bring

brought brang brought ___________________

6. think

thought thank thought ___________________

7. choose

choosed chosen

8. fall

fell felt fallen ___________________

9. feel

felt

felt fell ___________________

10. blow

blew

blown blowed ___________________

11. tear

tore

torn tore ___________________

12. take

took taked taken ___________________

13. bite

bit bited bitten ___________________

14. sit

sat

sat sitten ___________________

15. grow

grew

grown growed ___________________

built ___________________

sung sang ___________________

chose ___________________

For an additional activity, pair up two nonnative speakers and have them exchange books. Then have them test each other’s knowledge of irregular past tense forms. They can use the list of irregular verbs in Appendix 2. Each student can place a check mark beside the verb form the other student got wrong. Then, each student will have a record of which verbs he or she needs to learn.

Chapter 24

Copyright © 2015 by Pearson Education

Base Form

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Teaching Tip You could ask students to identify the helping verbs by circling or underlining them.

Teaching Tip

PRACTICE 2 In the following selection, the past participles are underlined. Correct ten past participle errors. Write C over four correct past participles. met

Example: The business ethics students have meeted many times to discuss the

Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

issue.

1.

C Consumer groups have expressed concerns about consumer privacy and online

marketing techniques. Particularly, the social networking site Facebook has come earned came under attack. Since its inception, Facebook has earn money through C targeted advertising. Facebook users’ personal information can be viewed by marketers. launched made In 2007, Facebook Beacon was launch. When an online purchase was maked sent by a Facebook user, the information was send to the user’s friends. For example,

2.

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Chad Reims bought movie tickets at Fandango and the information was published publish on his Facebook news feed without his knowledge. In a well-known bought case, a man planned to propose to his girlfriend. After he had buyed an C engagement ring online, the information was distributed to his Facebook seen friends. Of course, the news was saw by his girlfriend. After a class-action suit C was filed, Facebook allowed users to opt out of the Beacon program. been Facebook’s marketing practices have always being legal. Perhaps children taught should be teached to use privacy settings when they use social networking sites.

3.

LO 2 Define the present perfect tense. ESL Teaching Tip The present perfect tense is particularly difficult for nonnative speakers because some languages do not have an equivalent tense. For example, some languages such as Mandarin need additional information such as adverbs to convey the meaning of the present perfect.

The Present Perfect Tense: have/has + Past Participle Combine have or has and a past participle to form the present perfect tense. You can use this tense in two different circumstances.  Use the present perfect to show that an action began in the past and continues to the present time. You will often use since and for with this tense. PAST

NOW

I have been a James Bond fan for five years.

Chapter 24 Past Participles 337

 Use the present perfect to show that one or more completed actions occurred at unspecified past times. PAST (unspecified past times) ? ? ? ?

NOW

I have watched at least four James Bond movies.

Hint

ESL Teaching Tip

Use Time Markers

Time markers are words that indicate when an action occurred. Simple Past Tense To refer to a completed incident that occurred at a specific past time, use the following time markers. yesterday in the past

ago in 2005

Encourage nonnative speakers to use time markers in their writing to clarify when events occurred.

when I was . . . last (week, month, year . . . ) during the 1970s in the early days of . . .

Ian Fleming wrote his first novel in 1953.

Chapter 24

Present Perfect Tense  To

refer to an action that began in the past and is still continuing, use the following time markers. since up to now

for (a period of time up to now) so far

ever not . . . yet

Spy films have been popular since the 1930s.  To

refer to an action that occurred at unspecified past times, use the following types of time markers once twice several times lately recently many

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I have seen The World Is Not Enough once and Die Another Day twice.

Look at the difference between the past and the present perfect tenses. Simple past In 1962, Sean Connery appeared in the first James Bond film, Dr. No.

(This event occurred at a known past time.)

Present perfect

Many different actors have played James Bond.

(We do not really know when the actors played James Bond.)

James Bond movies have been popular for more than forty years.

(The action began in the past and continues to the present.)

ESL Teaching Tip Nonnative speakers will benefit from this comparison of the simple past and the present perfect.

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ESL Teaching Tip To help nonnative speakers choose the correct verb tense, you might ask them to underline the time markers in Practices 3 and 4.

PRACTICE 3 Write the simple past or present perfect form of each verb in parentheses. have met many times to discuss the problem. Example: We (meet) have done Spying on employees is not new; in fact, companies (do) __________________ have scanned it for many years. Since 2000, some employers (scan) __________________

1.

their staff ’s computer usage. Over the years, employer spying (become) has become __________________ more and more prevalent. 2.

has bought Raymond Croft, the CEO of a small company, (buy) __________________

several types of spying software over the years. Two years ago, he (purchase) purchased ________________________ SpectorSoft monitoring Daniel Craig, the current James Bond

has used software. Since then, he (use) __________________ the software to do spot checks on employees. For example, last January, a young female member of the staff (take) took __________________ her laptop to a coffee shop.

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told She (tell) __________________ her boss that she was going to work from home. Instead, she (spend) spent __________________ the afternoon sending out résumés and reading tabloid gossip. She (realize, not) didn’t realize ______________________ that her computer was being

ESL Teaching Tip If you have nonnative speakers in your class, point out that the present perfect must have some relation with the present time. For instance, if students discuss the life of President Abraham Lincoln, they must use the past tense because he is no longer living.

LO 3 Define the past perfect tense.

has fired monitored. Since then, Croft (fire) __________________ that employee. 3.

have complained Over the years, many critics (complain) ______________________ that spy

software leads to a hostile work atmosphere. Since 2005, too many employees have lost (lose) __________________ their jobs simply for being human and going online during breaks. On the other hand, many employers (catch) have caught __________________ staff doing illegal activities such as selling trade secrets. Certainly, workers should remember that their bosses can spy on them.

The Past Perfect Tense: had + Past Participle The past perfect tense indicates that one or more past actions happened before another past action. It is formed with had and the past participle. PAST PERFECT

PAST

The robbers had left when the police arrived.

NOW

Chapter 24 Past Participles 339

Notice the differences between the simple past, the present perfect, and the past perfect tenses. Simple past

Last night I watched a documentary on double agents.

(The action occurred at a known past time.)

Present perfect I have read many articles about spying.

Teaching Tip Give students verbs such as lose, buy, fly, or break. Then ask them to create past, present perfect, and past perfect sentences.

(The actions occurred at unspecified past times.)

Past perfect Government officials had suspected the agent for a long time before they arrested him as a spy. (All of the actions happened in the past, but one action happened before another.)

PRACTICE 4 Underline the correct verb form. You may choose the simple past, the present perfect, or the past perfect tense. Example: Ben Lee (was / has been) a CIA agent since 2001.

1.

Khaleb and Richard (are / were / have been) friends since they were children.

When they (were / had been) eight years old, they (pretended / have pretended)

made / had made) several paper CIA badges. 2.

By the time Richard turned twenty, he (has been / had been) in trouble with

the law several times. For example, in 2006, Richard went out with a friend. Richard did not realize that his friend (brought / had brought) some drugs into the car. The police arrested both men and showed them the drugs. Richard truthfully claimed that he (never saw / had never seen) the drugs. He said that someone else (has put / had put) them in the trunk. However, because Richard was in the car,

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the officer (charged / had charged) him with possession of narcotics. Now Richard cannot become a CIA agent because he has a criminal record. 3.

Khaleb has good grades in college. He (never failed / has never failed) a

course in his entire life. Khaleb is also in good physical condition. During his last medical exam, the doctor said that he (never saw / had never seen) such a healthy young man. Furthermore, Kaleb speaks three languages. By the time he was twelve years old, Khaleb (has already learned / had already learned) to speak Spanish and Arabic. Since the summer, the agency (made / has made) several background checks on Khaleb. Up to now, Khaleb (had passed / has passed) all of the tests. Khaleb has a very good chance of becoming a CIA agent.

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to work for the Central Intelligence Agency. By the age of ten, they (have

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LO 4

Identify the passive

voice.

Teaching Tip To help students understand voice, write a sentence on the board such as “Farmers grow wheat in the Midwest.” Then write the word wheat under it and ask students to generate a sentence that means the same thing as the first sentence but has wheat as the subject. The students should generate the passive form. Then add Last year, Next year, or Since 1900 to the sentence to generate different passive tenses.

The Passive Voice: be + Past Participle In sentences with the passive voice, the subject receives the action and does not perform the action. Look carefully at the next two sentences. Active

The diplomat gave secret documents to an undercover agent.

(This is active because the subject, diplomat, performed the action.)

Passive Secret documents were given to an undercover agent. (This is passive because the subject, documents, was affected by the action and did not perform the action.)

To form the passive voice, use the appropriate tense of the verb be plus the past participle. Active Voice

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Verb Tenses

Teaching Tip Point out that the verb be shows the tense.

Passive Voice: be + Past Participle

(The subject performs the action.)

(The subject receives the action.)

Simple present She writes spy stories. Present progressive is writing Simple past wrote Present perfect has written Future will write Modals can write could write should write would have written

Spy stories are written (by her). are being written were written have been written will be written can be written could be written should be written would have been written

PRACTICE 5 Underline the appropriate verb in parentheses. Then decide if it is active or passive. Write A for “active” or P for “passive” above each verb. P

Example: The software (designed / was designed) to spy on users of infected

computers.

1.

A During times of war, nations (have used / have been used) soldiers, tanks, and

airplanes to fight each other. Today, another type of war (is fighting / is being P A fought) online. In 2012, for Vanity Fair magazine, Michael Joseph Gross (wrote / was written) the article “World War 3.0.” He says that battle lines (have drawn / P have been drawn) between some regimes and their technologically savvy A opponents. Nations (can use / can be used) stealthy computer worms to spy. P In 2012, a type of malware called “Flame” (discovered / was discovered) A in Iran. Flame (targeted / was targeted) Windows operating systems. It

2.

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P (could not detect / could not be detected) by antivirus software. With Flame, A computer experts (could access / could be accessed) the private messages of government officials in the Middle East. Even audio files and conversations on P Skype (could record / could be recorded) by the spy program. At the time, Flame P (considered / was considered) the most sophisticated spying software in the world.

Hint

The by . . . Phrase

In many passive sentences, it is not necessary to write the by . . . phrase because the noun performing the action is understood. CIA agents are selected according to their abilities. (Adding “by CIA recruiters” after “selected” is not necessary.)

PRACTICE 6

Example: The supervisor spies on the workers.

are spied on (by the supervisor). The workers _______________________________________________ 1. Sometimes employers place spy cameras in their factories. are placed in factories (by employers). Sometimes spy cameras _____________________________________________ _________________________________________________________________ 2. Last year, Mr. Roy installed three surveillance cameras. were installed (by Mr. Roy). Last year, three surveillance cameras ___________________________________ Copyright © 2015 by Pearson Education

_________________________________________________________________ 3. The video cameras filmed some sleeping workers. were filmed (by the video cameras). Some sleeping workers _____________________________________________ _________________________________________________________________ 4. As a result, the boss has fired three technicians. have been fired (by the boss). As a result, three technicians _________________________________________ _________________________________________________________________ 5. The workers will file a complaint. will be filed (by the workers). A complaint ______________________________________________________ _________________________________________________________________

Teaching Tip Remind students to maintain the verb tense of the original sentence.

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Complete the following sentences by changing each italicized verb to the passive form. Do not alter the verb tense. Note: You do not have to include the by . . . phrase.

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Hint

Avoid Overusing the Passive Voice

Generally, use the active voice instead of the passive voice. The active voice is more direct and less wordy than the passive voice. For example, read the next two versions of the same message. Passive voice The problem has been rectified by us, and a new order is being prepared for you. You will be contacted by our sales department. Active voice We have corrected the problem and are preparing a new order for you. Our sales department will contact you. In rare cases when you do not know who did the action, the passive voice may be more appropriate. James Bond’s miniature camera was made in Italy. (You do not know who made the camera.)

Teaching Tip

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Pair Work Encourage students to share their answers with a partner.

PRACTICE 7 Underline examples of the passive voice in the following letter. Then rewrite the letter using the active voice. Dear Parents, Security cameras have been installed in our school for several reasons. First, intruders have been seen by students. Also, if fighting is done by students, the scenes will be recorded and the culprits will be caught. In addition, any vandalism to school property can be viewed by our staff. For further information, we can be contacted at any time during school hours. Sincerely, Tony Romano, Principal, Rosedale High School Our school has installed security cameras for several reasons. _____________________________________________________________ First, students have seen intruders. Also, if students fight, we _____________________________________________________________ will record the scenes and catch the culprits. In addition, our _____________________________________________________________ staff can view any vandalism to school property. For further _____________________________________________________________ information, you can contact us during school hours. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Chapter 24 Past Participles 343

The Past Participle as an Adjective A past participle can function as an adjective when it appears after a linking verb such as be or feel. In the example, excited modifies agent. The young agent was excited. A past participle can also function as an adjective when it describes or modifies the noun that follows it. In the example, broken modifies promises. She was angry about the broken promises.

Hint

LO 5 Use the past participle as an adjective.

Grammar Link For more information about linking verbs, see page 257 in Chapter 16.

Be Careful!

In the passive voice, sometimes the verb be is suggested but not written. The following sentence contains the passive voice.

that were

Many activities done in the 1920s are still common today.

PRACTICE 8 Underline and correct fifteen past participle errors. resulted

1.

In the early 2000s, cell phone messages that belonged to Prince William, Jude hacked given Law, and other celebrities were hack. The information was gave to tabloid interested journalists. At first, the public was not very interest in the issue. After all, expected celebrities are expect to have no privacy. leaked Everything changed in 2011. Information was leak to the media about the called phone hacking of ordinary citizens. Apparently, a tabloid call News of the paid World had pay a private investigator to spy on a thirteen-year-old murder disappeared victim, Milly Dowler. Nine years earlier, after Dowler had disappear, some deleted of her voicemail messages were delete. The parents of the missing teenager removed cherished thrilled were thrill because they thought that their cherish daughter had remove the

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2.

messages herself. written An article, wrote by The Guardian newspaper, gave details about the scandal. shocked Members of the public were shock, and they demanded action. In the summer closed of 2011, the celebrated News of the World newspaper was close.

3.

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Example: The scandal has result in the closing of the newspaper.

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Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

Teaching Tip

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Cooperative Learning (Question Cards) Place students in teams of three or four. Each team uses cards or cuts paper into six parts. Teams brainstorm questions about the chapter’s key concepts. They write the question on one side of the paper and the answer on the other side. Teams should write about six questions. Then teams can exchange cards with another team. They can look at each question, answer it as a group, and then check the answer.

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that concept. 1. Give two circumstances in which you would use the present perfect tense. action began in the past and continues to the present ______________________________________________________________ action occurred at unknown past times ______________________________________________________________ ______________________________________________________________ To indicate that one or more 2. When do you use the past perfect tense? _____________________________ past actions happened before another past action ______________________________________________________________ ______________________________________________________________ Form the passive voice with the 3. How do you form the passive voice? _________________________________ appropriate past tense of the verb “be” plus the past participle ______________________________________________________________ ______________________________________________________________ 4. Identify and correct the errors in the following sentences. published a. Robert Ludlum’s first book was publish in 1971. written b. By 2000, he had wrote twenty-one spy novels. bought c. Millions of people have buyed his novel The Bourne Identity. seen d. Have you ever saw a movie that was based on a book by Ludlum?

Final Review Part A: Fill in each blank with the appropriate verb tense. The sentence may require the active or passive voice. have been Example: Closed-circuit cameras (be) __________________ common for many years.

1.

have installed Since the 1990s, many ordinary citizens (install) _______________________

security cameras outside their homes. For example, in 2009, a camera (place) was placed __________________ outside a home in Coventry, England. In August 2010, was filmed a forty-five-year-old woman named Mary Bale (film) __________________ by the security camera as she picked up Darryl Mann’s cat and threw it into a large was discovered blue trash container. The cat, Lola, (discover) ______________________ fifteen hours later by the owners.

Chapter 24 Past Participles 345

2.

The next day, Mann released the video on his Facebook page. It quickly

was identified became viral, and the culprit, Mary Bale, (identify) _______________________ by a member of the public. She couldn’t deny her action because she (catch) had been caught _______________________ red-handed. A few days later, she said, “It was threatened was just a cat,” and her life (threaten) _______________________ by has had angry animal lovers. Since then, Bale (have) __________________ to move to another city. 3.

had never broken Although Bale (break) _______________________ the law

before that incident, she became the most hated woman in Britain. Many times since then, the gray-haired woman (apologize) has apologized _______________________. Do people deserve to be named and shamed when they make mistakes?

diminished 4. Over the years, personal privacy has diminish. For example, the 2010 footage taken given that was took and put online helped capture Bale. She was not gave the opportunity to apologize to the family and to deal with the incident privately.

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Instead, over a million people have viewed the “Cat in bin in Coventry” video lost on YouTube, and Bale has losed her good reputation. These days, many people shamed are shame when they act improperly in public.

The Writer’s Room Write about one of the following topics. Make sure that verb forms are correct. 1. Define an ideal politician. What characteristics should a great politician have? 2. Why do some parents spy on their children? What are the effects of such spying? Write about the causes and effects of spying on children.

Tech Teaching Tip Ask students to create a blog by going to a free starter blog site. They can write a blog post about one of the suggested Writer’s Room topics, or they can write about a topic that interests them. Have students read and respond to each other’s blog. Students can also peer-edit grammar errors particular to this grammar chapter.

Complete these writing assignments at mywritinglab.com

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

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Part B: Underline and correct five past participle errors. used Example: The video was use in court.

25

Other Verb Forms Section Theme: Spies and Hackers In this chapter, you will read about political and computer hacking scandals.

Learning Objectives LO 1 Identify problems

with progressive forms (-ing verbs). (p. 346)

LO 2 Avoid nonstandard

forms: gonna, gotta, wanna. (p. 348)

LO 3 Use gerunds and

infinitives. (p. 349)

LO 4 Use conditional forms. (p. 351)

LO 5 Avoid nonstandard

forms: would of, could of, should of. (p. 353)

Complete this Writer's Journal activity at mywritinglab.com

LO 1 Identify problems with progressive forms (-ing verbs). Teaching Tip You might adapt the prompt to suit the writing pattern that you are teaching. After students finish the chapter, they can edit their paragraphs and check for sentence errors.

346

The Writer’s Journal In your opinion, is it ethical to use cameras to spy on nannies, babysitters, or other caregivers? Write a paragraph about the issue.

Problems with Progressive Forms (-ing Verbs) Most verbs have progressive tenses. The progressive tense indicates that an action is, was, or will be in progress. For example, the present progressive indicates that an action is happening right now or for a temporary period of time. Simple present Every day, Detective Jonkala spies on cheating spouses. Present progressive

Today, he is following Ms. Wang.

Chapter 25 Other Verb Forms 347

Teaching Tip

Every day, Detective Jonkala spies on cheating spouses. PAST

He spies.

He spies.

Sunday

Monday

He spies.

He spies. FUTURE

Today, he is following Ms. Wang.

Point out that the helping verbs show the tense.

Wednesday

To form the progressive, use the appropriate tense of the verb be with the -ing verb. Present progressive

Right now, Detective Jonkala is watching the suspect.

Past progressive He was taking notes when the suspect left the hotel. Future progressive Tomorrow, at 6:00 a.m., Natasha will be following the suspect. Present perfect progressive

Detective Jonkala has been working for the police since 1994.

Past perfect He had been waiting in his car when his progressive partner arrived.

Common Errors with the Progressive Form

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 Do not use the progressive form when an action happens regularly. complains Every day, he is complaining about his job.  In the progressive form, use the correct form of the verb be. is Right now, the nanny be playing with the children.  In the progressive form, always include the complete helping verb. are have Right now, the agents examining the photos. They been working for hours. ^ ^

Hint

Nonprogressive Verbs

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Some verbs do not take the progressive form because they indicate an ongoing state or a perception rather than a temporary action. Here are some examples of nonprogressive verbs.

Perception Verbs

Preference Verbs

State Verbs

Possession

admire feel* hear look* see seem smell* taste*

care* desire doubt hate like love prefer want

believe know mean realize recognize suppose think* understand

belong have* own possess

*The verbs marked with an asterisk have more than one meaning and can also be used in the progressive tense. Compare the next pairs of sentences. Nonprogressive

Progressive

He has a video camera. (Expresses ownership) I think it is unethical. (Expresses an opinion)

He is having a bad day. I am thinking about you.

ESL Teaching Tip Your nonnative speakers may not realize that certain verbs should not take the -ing form. Draw their attention to this list.

Teaching Tip Some students may say that they have heard people using nonprogressive verbs in a progressive form. The McDonald’s slogan “I’m loving it” is one example. Remind students that sometimes there is a difference between spoken English, which often contains slang or dialect forms, and written academic English.

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PRACTICE 1 Each sentence has errors with progressive forms. Underline and correct each error. have been

Example: I been working at the company for years.

love 1. Generally, I am loving my job, but recently something happened that disturbed me. was 2. Yesterday morning, I be browsing the Internet while I was on my break, and I visited a social networking site. 3. I was later called into my boss’s office, and I was shocked because recognized I was recognizing my Facebook page on his computer. was 4. My boss be upset that I was using Facebook on the company computer.

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has been 5. I now realize that the company been monitoring our Internet activity since last summer. have been 6. It is hard for me to believe that they been spying on my coworkers and me. conduct 7. I am a good employee, and every day I am conducting myself professionally. have been 8. I do not think that a boss should spy on his or her employees unless they been breaking any rules or ignoring their work.

LO 2 Avoid nonstandard forms: gonna, gotta, wanna. Teaching Tip Students often hear nonstandard forms in movies and in informal conversations. They may also see nonstandard forms in writing, such as in novels and in comic strips. Remind students that these are incorrect forms.

Nonstandard Forms: gonna, gotta, wanna Some people commonly say I’m gonna, I gotta, or I wanna. These are nonstandard forms, and you should not use them in written communication.  Write going to instead of gonna. going to The nanny is gonna sue her employer.  Write have or had to instead of gotta. have to The Smiths gotta go to court to fight the lawsuit.  Write want to instead of wanna. want to They wanna win their case.

Chapter 25 Other Verb Forms 349

PRACTICE 2 Underline and correct eight incorrect verb tenses or nonstandard verbs. want to Example: Some traitors just wanna earn extra money. 1.

From 1976 to 2001, Robert Hanssen worked for the Federal Bureau was was of Investigation. For fifteen years, while he be doing his day job, he also ^ spying for the Russian government. He regularly passed documents to Russian agents. In 2000, FBI agents realized that Hanssen was a spy.

2.

going to have to Usually, if agents are gonna arrest someone, they gotta have solid evidence.

To get that evidence, the FBI promoted Hanssen and placed him under want to surveillance. Hanssen did not wanna accept the promotion because he would lose access to useful information. However, he had no choice, so he

3.

going to By January 2001, Hanssen realized that he was gonna be arrested. Still,

Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about the concept. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

he continued working as a spy. On February 18, he placed a white piece of tape on a sign, which was a signal to his Russian contact. Then, while he was attaching attach a package of documents to the bottom of a wooden footbridge, he was arrested. As agents were handcuffing him, Hanssen asked, “What took you so

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long?”

Using Gerunds and Infinitives Sometimes a main verb is followed by another verb. The second verb can be a gerund or an infinitive. A gerund is a verb with an -ing ending. An infinitive consists of to and the base form of the verb.

verb + gerund

Gerund Hanssen considered joining the FBI.

verb + infinitive

Infinitive He wanted to have a long career.

LO 3 Use gerunds and infinitives.

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moved to FBI Headquarters. He soon became suspicious. He noticed that watching his new assistant was watch him closely.

Teaching Tip

350 Part IV The Editing Handbook

Teaching Tip The section on gerunds and infinitives is especially relevant for nonnative speakers. Many languages just have one infinitive form.

Do not confuse gerunds with progressive verb forms. Compare the following sentences. Maria is writing.

(The action of writing is in progress right now.)

Some people enjoy writing.

(Writing is a gerund that follows enjoy.)

Verbs Followed by Gerunds acknowledge adore appreciate avoid can’t help complete consider delay

deny detest discuss dislike enjoy finish imagine involve

keep loathe mention mind miss postpone practice quit

recall recollect recommend regret resent resist risk tolerate

Examples: She would consider working for us.

She risks losing her job.

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Verbs Followed by Infinitives afford agree appear arrange ask claim compete consent

decide demand deserve expect fail hesitate hope learn

manage mean need offer plan prepare pretend promise

refuse seem swear threaten volunteer want wish would like

Examples: He expected to keep his job.

He promised to be honest.

Verbs Followed by Gerunds or Infinitives Some verbs can be followed by either a gerund or infinitive. begin continue like love start Examples: Marcus loves to spy.

Marcus loves spying.

Hint

Using Stop

You can follow stop with a gerund or infinitive, but there is a difference in meaning. Stop + gerund means “to permanently stop doing something.” Hanssen stopped selling information to the Soviets. Stop + infinitive means “to stop an activity to do something else.” The agent was leaving when he stopped to talk to an old friend.

Chapter 25 Other Verb Forms 351

PRACTICE 3

Teaching Tip

Underline the appropriate verb form. Choose the gerund or the infinitive. Example: The spy’s job involved (passing / to pass) information to the Russians.

1.

Robert Hanssen, like many double agents, was a very good liar. Most people

can’t help (lying / to lie) at one time or another. The psychologist Robert Feldman enjoys (studying / to study) human deception. He says that human

If students make mistakes with the stop example, give them more practice. Ask them to explain the difference between Mara stopped to talk to Wade and Mara stopped talking to Wade.

beings need (lying / to lie) sometimes. Lying seems (being / to be) a part of human nature. 2.

Feldman conducts experiments to learn how people lie. In one test, he

places two strangers in a small room. He asks (videotaping / to videotape) the participants. After ten minutes, he stops (taping / to tape), and then he questions the two people. Usually, the subjects deny (to lie / lying). Then, while watching the video, they stop (fooling / to fool) themselves, and they admit that they have made many inaccurate statements. For instance, in one trial, the male

Chapter 25

participant falsely claimed (being / to be) a musician, and the female pretended (to like / liking) the same music as the male. They justified (being / to be) inaccurate by saying that their lies were not harmful. It appears that humans simply cannot avoid (lying / to lie) sometimes.

Using Conditional Forms In conditional sentences, there is a condition and a result. There are three types of conditional sentences, and each type has two parts, or clauses. The main clause depends on the condition set in the if clause.

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First Form: Possible Present or Future The condition is true or very possible.

If + present tense,

present or future tense

Condition (if clause) If you buy the book,

Result you will learn about satellites.

Second Form: Unlikely Present The condition is not likely and will probably not happen.

If + past tense,

would (expresses a condition)

If + past tense,

could (expresses a possibility)

Condition (if clause) If he had the chance,

Result he would work for the CIA.

LO 4

forms.

Use conditional

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Note: In formal writing, when the condition contains the verb be, always use were in the if clause. If Amanda were older, she would become a spy. Teaching Tip In newspapers and magazines, students may read “if I was” or “if she was,” but you can reinforce the fact that such expressions are incorrect in academic writing.

Third Form: Impossible Past The condition cannot happen because the event is over. If + past perfect tense,

Condition (if clause) Result If Amanda had known about the dangers, she would have been more careful.

Hint Teaching Tip Draw attention to this tip. Both native and nonnative speakers make this error.

would have (+ past participle)

Be Careful with the Past Conditional

In the third type of conditional sentence, the impossible past, the writer expresses regret about a past event or expresses the wish that a past event had worked out differently. In the if part of the sentence, remember to use the past perfect tense. If + past perfect tense,

. . . would have (past participle) . . .

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had listened

If CIA agents would have listened to the tape, they would have discovered the agent’s identity.

PRACTICE 4 Fill in the blanks with the past conditional tense. had made Example: If the police (make) _____________________ an investigation, the case would have been solved.

1.

Is hacking ethical? In “A Brief History of Hacking,” Mark Ward says that in

the 1960s, “hackers were benign creatures.” A “hack” was “an inspired solution had lived to a problem.” If you (live) _____________________________ in 1986, you would have admired (admire) _____________________________ the hackers. Most early hackers just wanted to find the flaws in computer systems. Some of them did silly pranks. For instance, Steve Jobs hacked telephone systems to make free phone had arrested calls. Perhaps if the police (arrest) _______________________________ Jobs would not have formed back in the 1980s, he (form, not) _________________________________ Apple Computers. 2.

Another early hacker went by the name Dark Dante. He took over the phone

lines of radio shows and won major prizes. For instance, in 1990, he was the 102nd caller to a Los Angeles radio show, and he won a Porsche. If those

Chapter 25 Other Verb Forms 353

had known radio stations (know) _____________________ about the hacking, they would have changed (change) _______________________________ the contest rules. After exploits such as Dark Dante’s became well known, new anti-hacking laws were introduced.

Nonstandard Forms: would of, could of, should of Some people commonly say would of, could of, or should of. They may also say woulda, coulda, or shoulda. These are nonstandard forms, and you should avoid using them in written communication. When you use the past forms of should, would, and could, always include have + the past participle. would have If I had been alive in 1963, I woulda tried to meet President Kennedy.

LO 5 Avoid nonstandard forms: would of, could of, should of. Teaching Tip Both native and nonnative speakers make these types of errors. Draw attention to this rule.

should have Unfortunately, he was assassinated. The president should of traveled in a bulletproof car.

Chapter 25

PRACTICE 5 Underline and correct ten errors in conditional forms or in the past forms of could and should. should have Example: Chapman shoulda been more careful. 1.

On a warm June day in 2010, Anna Chapman was sitting in a Manhattan

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coffee shop. In a few minutes, she would meet a mysterious stranger. checked A Facebook addict, she definitely would have check her Facebook page. could have She coulda passed for the girl next door, but the perky redhead was actually an undercover Russian spy. 2.

Chapman’s guest arrived. The good-looking man said he was working have for the Russian consulate. That FBI agent would of said anything to get deliver Chapman to trust him. He asked Chapman if she would delivering a fake should have passport to another Russian spy. Chapman shoulda been more suspicious, but she agreed to do the transfer. Soon after, Chapman and nine other have Russian spies were arrested. They must of felt upset when they were handcuffed.

Anna Chapman

354 Part IV The Editing Handbook

3.

gone Normally, the spies would have went to prison. However, the United States

and Russia didn’t want to damage their relationship, and they organized a spy had exchange. Probably, if Anna Chapman would have refused to work as a spy, her life would have woulda been more boring. Today, she hosts her own weekly TV show in Russia. If have she hadn’t become notorious, she would not of received that job.

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that concept. Answers will vary. when the action is in 1. When do you use the progressive form of verbs? ________________________ progress _________________________________________________________________

Chapter 25

Teaching Tip Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. All students should write three questions on a sheet of paper. Then in teams, students can ask other members their questions and share answers.

2. Write your own examples of the three types of conditional sentences. First form: ________________________________________________________ _________________________________________________________________ Second form: ______________________________________________________ _________________________________________________________________ Third form: ________________________________________________________ _________________________________________________________________

3. Correct the following sentences by writing the standard form of each nonstandard verb. have to want to a. If you wanna succeed, you gotta work hard. has been b. J. Rowen been investigating UFOs since 1978. had taken would have c. If Kennedy would have taken another route, maybe he woulda lived. going to d. Maybe one day somebody is gonna tell the truth about the Kennedy case. reading e. I enjoyed to read a book about the trial.

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Final Review Underline and correct twenty errors with verbs. Look for nonstandard verbs and errors with conditionals, gerunds, and progressive forms.

Chapter 25 Other Verb Forms 355

have

Example: Monsegur should of found a computer security job.

1.

In early February 2011, Aaron Barr, the CEO of a security

firm, did an interview with the Financial Times. He boasted that going to he was gonna expose core leaders in the hacker collective Anonymous. Many people read the interview, including some was hackers. A few days later, on February 6, Barr be watching the drinking Super Bowl. When he finished to drink his coffee, he tried

Chapter 25

unsuccessfully to access his e-mail account. At that moment, were hackers annihilating Barr’s Web site, changing his passwords, ^ and posting thousands of his e-mails on Pirate Bay. Barr panicked and have realized that he should not of threatened Anonymous. He called his have to computer technician, pleading, “You gotta do something.” It was too late. If had kept Barr would have kept quiet, he would have avoided a major headache. 2. Feeling bold after the Barr attack, the Anonymous members promised to hack going to hacking the CIA and the FBI. They felt sure that nobody was gonna catch them. have But those hackers should not of been so cocky. On June 7, 2011, two FBI agents put on their bulletproof vests and went to a housing complex in New York’s were Lower East side. That day was very hot, so the agents be sweating profusely.

Copyright © 2015 by Pearson Education

Hector Xavier Monsegur, a twenty-eight-year-old unemployed father of two, was be cooking for his children when someone knocked on the door. Monsegur, who used the online name “Sabu,” couldn’t believe it when he saw the agents. being At first, he denied to be a hacker, but his computers provided the evidence the to work agents needed. Soon after, Sabu agreed working undercover for the FBI. Of would have course, he woulda felt really guilty about snitching on his friends, but he didn’t want to wanna lose his children and spend his life in prison. 3.

In March 2012, based on Sabu’s information, police arrested Ryan Ackroyd, had been a twenty-five-year-old British citizen. Maybe if Ackroyd would have been more

Tech Teaching Tip Cooperative Learning (Quick Review) Place students in teams of three or four. Each team makes a PowerPoint presentation about the grammar section’s key concepts. Teams should write about six questions. For each item, one slide would have a question and the next slide would have the detailed answer. Then teams can give their PowerPoint presentation to the class. You can ask the class to answer the questions or have a competition to see which team can answer the questions first.

356 Part IV The Editing Handbook

suspicious of Sabu, he could have saved himself. A few days later, Jake Davis, have an eighteen-year-old hacker, must of been shocked when the police turned up have at his door. Many argue that the hackers should not of attacked government and corporate Web sites and that their arrests were justified. Since then, other hackers have filled the void left by the arrests. Clearly, computer hacking is going to gonna continue in the future.

Complete these writing assignments at mywritinglab.com

Chapter 25

ESL Teaching Tip The Writers’ Circle activity gives all students, but especially nonnative speakers, an opportunity to share ideas and to learn from others.

The Writer’s Room Write about one of the following topics. Review your verb forms carefully. 1. How would your life have been different if you had lived one hundred years ago? List some ways. 2. Should journalists report on the private lives of politicians? For example, is it important to know if a candidate has committed adultery or has had an addiction to drugs or alcohol? Explain your views.

Teaching Tip Discuss scandals in the news with the class to help them find ideas for the collaborative activity. Reading Link To learn more about spies and hackers, read the next essays. “How Spies Are Caught” (page 554)

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

The Writer’s Circle Collaborative Activity Work with a group of two or three other students. Choose a scandal that was in the news. It can be a scandal that happened to a celebrity, politician, sports figure, or business person. Discuss what happened. Then, as a team, write a short paragraph about the scandal. Use the past tense. After writing the paragraph about the scandal, discuss what you would have done if you had been that person. Then, in a second paragraph, write about what you would have done. Explain why, and give some details.

Subject–Verb Agreement Section Theme: College Life In this chapter, you will read about topics related to college issues.

26

Learning Objectives LO 1 Identify basic

subject–verb agreement rules. (p. 357)

LO 2 Maintain subject–

verb agreement when there is more than one subject. (p. 362)

LO 3 Identify special subject forms. (p. 363)

LO 4 Maintain subject–

verb agreement when the verb is before the subject. (p. 365)

LO 5 Identify interrupting

words and phrases. (p. 366)

The Writer’s Journal

Complete this Writer's

In a short paragraph, express your opinion about the extracurricular activities on your campus.

mywritinglab.com

Basic Subject–Verb Agreement Rules Subject–verb agreement simply means that a subject and verb agree in number. A singular subject needs a singular verb, and a plural subject needs a plural verb.

Singular subject

S V

Mr. Connor teaches in a community college. S V

Plural subject The students appreciate his approach.

Journal activity at

LO 1 Identify basic subject–verb agreement rules. Teaching Tip For the Writer’s Journal activity, you might adapt the prompt to suit the writing pattern that you are teaching. After students finish the chapter, they can edit their paragraphs and check for subject–verb agreement errors.

357

358 Part IV The Editing Handbook

ESL Teaching Tip Some of your nonnative speakers may have difficulty with subject–verb agreement rules. In some languages, such as Russian and Spanish, selected types of sentences do not require a subject.

Grammar Link For more information about the present tense, see Chapter 23.

Teaching Tip Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about the concept. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

Simple Present Tense Agreement Writers use the simple present tense to indicate that an action is habitual or factual. Review the following rules for simple present tense agreement.  When the subject is he, she, it, or the equivalent (Adam, Maria, Florida), add an -s or -es ending to the verb. This is also called the third-person singular form. Singular

Michael works in the college bookstore. (one person)

This neighborhood needs a medical clinic. (one place)

The trophy belongs to the best athlete in the college.

(one thing)

 When the subject is I, you, we, they, or the equivalent (the Zorns, the mountains, Amber and Tom) do not add an ending to the verb. Plural College students have many options. (more than one person)

Many colleges host political debates. (more than one place)

The benefits include a higher standard of living. (more than one thing)

For example, review the present tense forms of the verb help.

Present Tense of Help Singular

Plural

First person

I help

We help

Second person

You help

You help

Third person

He helps

They help

She helps

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It helps

PRACTICE 1 Write the present tense form of each verb in parentheses. encourage Example: Counselors (encourage) __________________ students to seek help for problems.

studies 1. A freshman, Alex Snow (study) __________________ at a college four hours away from his hometown. rents 2. He (rent) __________________ a small room near the college, but he (try) tries __________________ to go home as often as possible. realizes 3. Alex (realize) __________________ that he sometimes (get) gets __________________ lonely. misses 4. He (miss) __________________ his family and friends.

Chapter 26 Subject–Verb Agreement 359

find 5. Many students (find) __________________ that they (become) become __________________ homesick in their first months at college. offers 6. Alex’s college (offer) __________________ a counseling service for students experiencing difficulties, such as homesickness, depression, and so on. knows 7. Alex (know) __________________ that it is important to get help, so he (see) sees __________________ a counselor once a week.

ESL Teaching Tip Some nonnative speakers may benefit from the information about be, have, and do because the verbs have an irregular structure and are used differently in other languages. For example, Spanish, Italian, and French speakers may say I have twenty years old instead of I am twenty years old.

Troublesome Present Tense Verbs: be, have, do Some present tense verbs are formed in special ways. Review the verbs be, have, and do. Teaching Tip Be

Have

Do

I am

I have

I do

Second person

You are

You have

You do

Third person

He is

He has

He does

She is

She has

She does

It is

It has

It does

We are

We have

We do

Second person

You are

You have

You do

Third person

They are

They have

They do

Singular Forms First person

Hint

Use Standard Forms of Be

Some people use sentences such as He be ready or She ain’t happy. However, those are nonstandard forms and should not be used in written conversation. Review the following corrections.

is

is not

That man be cool, but he ain’t a good candidate for Student Council president.

PRACTICE 2 In the next selection, each verb is underlined. Correct fifteen errors in subject–verb agreement or the incorrect use of ain’t. Write C above five correct verbs.

Teaching Tip Ask students when and where they have heard ain’t. Point out that ain’t may be used in a very informal speaking context or it may be written in dialogues (plays, scripts, and stories), but it should never be used in academic writing.

Chapter 26

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Plural Forms First person

Students may tell you that they have heard people say, She be cool or He don’t have time. Remind them to use the correct forms of be, have, and do in professional and academic situations.

360 Part IV The Editing Handbook

ESL Teaching Tip Some nonnative speakers may have problems using the verb to be. The present tense of to be is often unnecessary in Slavic languages such as Russian.

learn

Example: Successful students learns good study skills.

want C College students need to form good study habits if they wants to get good have marks. College courses has fewer assignments than high school courses, so a is is college assignment are worth more. Being organized are crucial for college success.

1.

has C participates 2. Annie is a typical student. She participate in many activities. She have an C active social life. She waits until the last minute to finish her assignments. She makes tries try to hurry, so she make many mistakes. organize C is not Successful college students organizes their time. They know that it ain’t hopes good to postpone doing homework. Rashad hope to become a better student. asks spends He spend each evening reviewing his notes and doing his assignments. He ask does C his professors questions if he do not understand a concept. He has a social life, uses but he use his time wisely.

3.

Simple Past Tense Agreement In the past tense, all verbs except be have one past form. Regular

I called.

He called.

You called.

We called.

They called.

Irregular

I slept.

He slept.

You slept.

We slept.

They slept.

Chapter 26

Exception: Be ESL Teaching Tip Some nonnative speakers may have difficulty with the concept of tense. For example, Mandarin and its dialects do not use verb tense as it is used in English.

In the past tense, the only verb requiring subject–verb agreement is the verb be, which has two past forms: was and were. Was I was He was She was It was

Were We were You were They were

Present Perfect Tense Agreement When writing in the present perfect tense, which is formed with have or has and the past participle, use has when the subject is third-person singular. My college has raised tuition fees. Other colleges have not raised their fees.

Chapter 26 Subject–Verb Agreement 361

Agreement in Other Tenses When writing in most other verb tenses, and in modal forms (can, could, would, may, might, and so on), use the same form of the verb with every subject. Future I will work; she will work; they will work; you will work; we will work

Grammar Link For more information about using the present perfect tense, see Chapter 24.

Past perfect I had met; she had met; they had met; you had met; we had met Modals I can talk; she should talk; they could talk; you might talk; we would talk

PRACTICE 3 Correct twelve subject–verb agreement errors among the underlined verbs, and write C above five correct verbs. exists

Example: A problem exist in many colleges and universities.

is Credit card debt be common on American campuses. Card C companies mail applications to students. Today, the average has undergraduate have more than $2,000 in credit card debt. Of course, C the longer a student takes to pay off a debt, the higher the debt becomes become.

1.

to buy food, video games, and clothing with their credit cards. Since then, has uses Jeremy have never managed to pay off the debt. In fact, he still use his Visa card wants doesn’t regularly. He want to pay $42, which is the minimum payment. He don’t realize go that only 89 cents will be applied to his debt. The rest of the money will goes toward late fees and interest fees. receive C Credit card companies charge extremely high fees. When you receives a credit pay C card, you should pays the balance every month. You can avoid interest rates of

3.

about 20 percent.

Chapter 26

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is 2. Jeremy be a thirty-year-old man who is still paying for the pizza that he ate in were C college. Ten years ago, Jeremy and his friends was not careful. They were happy

362 Part IV The Editing Handbook

LO 2 Maintain subject–verb agreement when there is more than one subject.

More Than One Subject There are special agreement rules when there is more than one subject in a sentence.

and When subjects are joined by and, use the plural form of the verb. Colleges, universities, and trade schools prepare students for the job market.

or, nor When two subjects are joined by or or nor, the verb agrees with the subject that is closer to it. plural

Neither Amanda Jackson nor her students use the computer lab. singular

Either the students or Amanda uses the department’s portable laptop computer.

Hint

As Well As and Along With

The phrases as well as and along with are not the same as and. They do not form a compound subject. The real subject is before the interrupting expression. Joe, as well as Carlos and Peter, works in a career college. Joe, along with Carlos and Peter, teaches business classes.

PRACTICE 4 Underline the correct verb in each sentence. Make sure the verb agrees with the subject.

Chapter 26

Example: College administrators (make / makes) rules to discourage underage

drinking.

1. College administrators, student counselors, and parents (worry / worries) about a major problem on college campuses. 2. College students and young workers (abuse / abuses) alcohol. 3. Beer, as well as hard liquor, (is / are) common on college campuses. 4. Dorian and Alfredo (drink / drinks) because of peer pressure. 5. Keshia, along with her friends, (go / goes) to bars on weekends. 6. Either Keshia or her boyfriend (buy / buys) alcohol to take to parties. 7. Underage drinkers sometimes (miss / misses) classes, (engage / engages) in unplanned sexual activities, or (injure / injures) themselves. 8. Either the police or an administrator (punish / punishes) students who are caught drinking. 9. Sometimes a male or female student (get / gets) expelled from college due to underage drinking.

Chapter 26 Subject–Verb Agreement 363

Special Subject Forms Some subjects are not easy to identify as singular or plural. Two common types are indefinite pronouns and collective nouns.

LO 3 Identify special subject forms.

Indefinite Pronouns Indefinite pronouns refer to a general person, place, or thing. Carefully review the following list of indefinite pronouns.

Indefinite Pronouns Singular

another anybody anyone anything

Plural

both, few, many, others, several

each everybody everyone everything

nobody no one nothing one

other somebody someone something

Singular Indefinite Pronouns In the following sentences, the verbs require the third-person singular form because the subjects are singular. Everyone knows that career colleges offer practical, career-oriented courses. Nothing stops people from applying to a career college. You can put one or more singular nouns (joined by and) after each and every. The verb is still singular.

ESL Teaching Tip Nonnative speakers may not understand the indefinite pronoun rule. To help students remember that pronouns such as everyone are singular, point out that they end with a singular word (one, body, or thing).

Each man and woman knows the stories about secret societies.

Plural Indefinite Pronouns Both, few, many, others, and several are all plural subjects. The verb is always plural. Others prefer to study in the field of health care.

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PRACTICE 5 Underline the subjects and circle the correct verbs. Example: Many Americans (is / are) English instructors in Korea.

1.

Min-Jee Park (lives / live) in South Korea. She (is / are) a Korean-American.

She, along with her friend Andrea, (teaches / teach) English at a university in Seoul. Both (considers / consider) their jobs to be very satisfying. 2.

Koreans (wants / want) to improve their knowledge of English. Many (enrolls /

enroll) in language classes while attending university. Korean culture (values / value) social uniformity over individual ability. So universities often (refuses / refuse) to test students for language proficiency. Therefore, Min-Jee (has / have)

Chapter 26

Many apply to high-tech programs.

364 Part IV The Editing Handbook

students of all language levels in her class. All of Min-Jee’s students (desires / desire) high grades. Some even (offers / offer) Min-Jee “gifts” for higher marks. This practice is not unusual, but she (refuses / refuse) such presents. 3. Korean students (is / are) very respectful of their instructors. When Min-Jee (walks / walk) past a group of students, everyone (bows / bow) to her. Although Min-Jee is only twenty-five, no one (calls / call) her by her first name. In class, everybody always (listens / listen) to her. Nobody ever (voices / voice) disagreement with the instructor. Min-Jee sometimes (has / have) difficulty getting her students to debate issues. 4. Neither Min-Jee nor Andrea (wants / want) to return to the United States yet. Both still (has / have) one more year on their teaching contract. They (is / are) becoming used to life in Korea.

Chapter 26

Teaching Tip As an additional activity, students can find readings in a college newspaper and circle any collective nouns they find. Then, students should see if there is subject–verb agreement. College newspapers often include readings with collective nouns because of the different subjects they cover. For example, senate, class, club, faculty, orchestra, and staff are just some. Also, articles on sports may have many collective nouns such as team, squad, offense, defense, and line.

Collective Nouns Collective nouns refer to a group of people or things. These are common collective nouns. army association audience band

class club committee company

crowd family gang government

group jury military organization

population public society team

Generally, each group acts as a unit, so you must use the singular form of the verb. The committee supports the new policies. If the members of the group act individually, use the plural form of the verb. It is a good idea to use a phrase such as members of. Acceptable The committee are not able to come to an agreement. Better The members of the committee are not able to come to an agreement.

Hint

Police Is Plural

The word police is always thought of as a plural noun because the word officers is implied but not stated. The police have arrested the senator. The police are patrolling the neighborhood.

PRACTICE 6 In each sentence, underline the subject and circle the correct verb. Example: The government (offer / offers) financial aid for some students.

1.

A career college (is / are) a sensible choice for many students wanting

practical work skills. Such institutions (offer / offers) a variety of career-related

Chapter 26 Subject–Verb Agreement 365

programs. For example, my college (have / has) programs in high-tech, health care, business, and hospitality. 2.

My friend Santosh (studies / study) in the hospitality program. Santosh

(was / were) a cook in the army, but now he (want / wants) a career in adventure tourism. The army (provide / provides) financial help to Santosh for his studies. In fact, the military (encourage / encourages) its personnel to continue their education and training. Santosh’s family also (give / gives) him encouragement. 3.

People (need / needs) social, math, communication, and organizational skills in

the hospitality business. Everyone (enter / enters) this field knowing that he or she must be able to get along with people during stressful situations. The industry (is / are) growing, but it (is / are) very important to have the right education. Career colleges (give / gives) students an advantage in this highly competitive market.

Verb Before the Subject Usually the verb comes after the subject, but in some sentences, the verb comes before the subject. In such cases, you must still ensure that the subject and verb agree.

LO 4 Maintain subject–verb agreement when the verb is before the subject.

there or here When a sentence begins with there or here, the subject always follows the verb. There and here are not subjects. V

S V

S

Here is the college course list. There are many night courses.

Questions

Copyright © 2015 by Pearson Education

V

S V S

Where is the cafeteria? Is the food good? In questions in which the main verb isn’t be, the subject usually agrees with the helping verb.

HV

S V HV S

V

Nonnative speakers have particular problems with sentences beginning with There because of transference problems from their mother tongues into English. Draw their attention to this rule.

ESL Teaching Tip Nonnative speakers may forget to add the correct helping verb to question forms. Draw their attention to the word order in questions.

ESL Teaching Tip

When does the library close? Do students work there?

PRACTICE 7 Correct any subject–verb agreement errors. If the sentence is correct, write C in the blank. Example: Has you ever won a competition?

Have ______________

1. There is many athletic scholarships in colleges.

are ______________

2. Has many students benefited from the scholarships?

Have ______________

Nonnative speakers may add the -s ending to the main verb instead of the helping verb in question forms. They may need extra practice with verb agreement in questions. Chapter 23 contains more information about question and negative forms.

Chapter 26

In questions, word order is usually reversed, and the main or helping verb is placed before the subject. In the following example, the main verb is be.

ESL Teaching Tip

366 Part IV The Editing Handbook

3. Does athletes get preferential treatment?

Do ______________

4. Is there a reason to stop giving scholarships to athletes?

C ______________

5. There is many pressures on student athletes.

are ______________

6. Why do Wayne Brydon want to play basketball professionally?

does ______________

7. Do female athletes have the same opportunities as male athletes?

C ______________

8. According to Selma Rowen, there have not been enough attention given to academically successful students.

has ______________

are 9. On the other hand, there is many people who support athletes. ______________ 10. In addition to doing their coursework, do college athletes have to train for several hours each day?

LO 5 Identify interrupting words and phrases.

C ______________

Interrupting Words and Phrases Words that come between the subject and the verb may confuse you. In these cases, look for the subject and make sure that the verb agrees with the subject.

S

interrupting phrase

V

Some rules regarding admission to this college are controversial.

S

prepositional phrase

V

A student in two of my classes writes for the college newspaper.

Hint

Identify Interrupting Phrases

When you revise your paragraphs, add parentheses around words that separate the subject and the verb. Then you can check to see whether your subjects and verbs agree.

Chapter 26

S

prepositional phrase

V

The single mother (in my literature class) also works part time. When interrupting phrases contain of the or similar words, the subject appears before the phrase.

S

prepositional phrase

V

One (of my biggest problems) is my lack of organization.

PRACTICE 8 Underline the subject in each sentence. Add parentheses around any words that come between each subject and verb. Then circle the correct form of the verb. Example: One (of the most controversial issues on campus) is / are affirmative

action.

1. Some colleges (in this country)have / has more relaxed admission standards for students from ethnic minority groups. Such colleges,(with good reason,)

Chapter 26 Subject–Verb Agreement 367

want / wants to have a vibrant and diverse student population. However, arguing that they have been discriminated against, students (from across the nation)have / has sued their colleges. Judges(in many jurisdictions)have / has had to consider whether affirmative action is unfair. 2.

People(in favor of affirmative action)have / has compelling arguments.

Historically, some ethnic groups(in the United States)has / have not had access to higher education. Many factors,(such as poverty,) contribute / contributes to the problem. University of California professor Norman Matloff, (in an article for Asian Week,)suggest / suggests that society suffers when there is a large, poorly educated underclass. Additionally, affirmative action help / helps create a diverse student body. 3.

Opponents (of affirmative action) feel / feels that admissions should be based

purely on test scores. Barbara Grutter,(a white businesswoman,) was / were thinking of changing careers. Her application (to the University of Michigan’s law school)was / were refused. She argues / argue that affirmative action is reverse discrimination. One (of her best arguments) is / are compelling: Grutter, (as a forty-year-old single mother,) add / adds to the university’s diversity. On June 23, 2003, a decision (about Grutter’s affirmative action case)was / were made. Although justices(in the U.S. Supreme Court)were / was divided, the Court ruled that race can be used as one of the factors in college admissions. 4.

For some people, regulations (to safeguard affirmative action) help / helps

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unfair to certain groups. What is your opinion?

Interrupting Words: who, which, that Some sentences include a relative clause beginnning wih the pronoun who, which, or that. In the relative clause, the verb must agree with the antecedent of who, which, or that. In the first example below, the antecedent of who is woman. In the second example, the antecedent of that is newspapers. And in the third example, the antecedent of which is article. There is a woman in my neighborhood who counsels students. Here are some old newspapers that discuss steroid abuse. One article, which contains stories about corruption, is very interesting.

Chapter 26

equalize opportunities in our society. For others, such regulations is / are

368 Part IV The Editing Handbook

PRACTICE 9 Tech Teaching Tip In a computer lab, ask students to review your college’s Web site. First, you can ask students to identify the subjects and verbs on the home page. Then students should write a paragraph evaluating the site. After, they can exchange paragraphs with a partner and peer-edit for subject–verb agreement.

Underline and correct nine subject–verb agreement errors. supports Example: The candidate who support tax increases is unlikely to win. become Students who hope to become politicians usually becomes active in college helps politics. The experience that they gain help them advance politically. For has instance, Chandra Wang, who is in a community college, have a position on the goes student council. About once a month, she go to council meetings. The council affect discusses issues that affects students. In the future, Wang hopes to become a

1.

senator. want are 2. There is many people who wants to enter the political arena. Generally, nobody has starts start at the top. Almost every leader who is successful have a lot of experience.

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

Reflect On It Think about what you have learned in this unit. If you do not know an answer, review that concept. When the present tense verb is in the 1. When should you add -s or -es to verbs? _______________________________ third-person singular form _________________________________________________________________

Chapter 26

2. Look at the following nouns. Circle all the collective nouns. family people army committee judge crowd brothers audience Teaching Tip Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. All students should write three questions on a sheet of paper. Then in teams, students can ask other members their questions and share answers.

3. When do you use was and were? with first- and third-person singular subjects. Use was __________________________________________________________ with all other subjects. Use were _________________________________________________________ 4. Circle and correct any subject–verb agreement errors in the following sentences. are a. There is many colleges in Florida. has b. Yale is a university that have several secret societies. has c. Either the Edwards sisters or Simon have been initiated. goes d. One of our cousins go to Yale. are e. There is no hazing rituals on our campus.

Chapter 26 Subject–Verb Agreement 369

Final Review

Teaching Tip

Underline and correct twenty errors in subject–verb agreement. provides

Example: A full-scholarship college in the United States provide students with a

wide-ranging education.

walks Every morning at 7:00 a.m., Conrad Dilbert walk to the outdoor areas on weeds his college campus. He, along with another classmate, weed the flowerbeds. expects The college provides Conrad with free tuition but expect him to work part studies time. In fact, everyone who study there works part time.

1.

are There is only a few full-scholarship colleges in the United States. Each accepts college committee accept applicants on the basis of financial need and academic works standing. Conrad, as well as his classmates, work in the cafeteria, on the

2.

grounds, or in the library. are 3. According to BusinessWeek, there is many reasons to choose tuition-free has colleges. First, the cost of a college or university education have risen in recent years. Many parents find the expense prohibitive. Neither Conrad nor his have selects parents has a lot of money. Furthermore, almost everyone who select such graduates colleges graduate without a lot of student debt. Moreover, these institutions want attract students who wants to specialize in subjects such as music or

does How do a particular college afford to be tuition free? One of the colleges is that recently received publicity are Berea College in Kentucky. The New York has was Times reported that Berea, which were founded more than a century ago, have helps a very large endowment. The college’s billion-dollar fund help it to offer a free pays education to its students. Nobody pay tuition.

Copyright © 2015 by Pearson Education

4.

5. Tuition-free colleges help students who cannot afford college fees complete completes a college education. Such institutions help society.

User Community “I use the final review exercises of the grammar chapters as homework, group practice, or in-class exercises to check students’ understanding before they take an assessment over the material.” —Lory Conrad, University of Arkansas–Fort Smith

Teaching Tip Cooperative Learning (Quick Review) Place students in teams of three or four. Each team makes a PowerPoint presentation about the grammar section’s key concepts. Teams should write about six questions. For each item, one slide would have a question and the next slide would have the detailed answer. Then teams can give their PowerPoint presentation to the class. You can ask the class to answer the questions or have a competition to see which team can answer the questions first.

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engineering.

You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

370 Part IV The Editing Handbook

Complete these writing assignments at mywritinglab.com

The Writer’s Room Write about one of the following topics. Make sure that your subjects and verbs agree. 1. Examine this photo. Define a term that relates to the photo. Some ideas might be debt, interest rates, reckless spender, cheapskate, spendthift, or credit card junkie.

Teaching Tip Writer’s World Competition

Chapter 26

Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered.com/ essayrewards/ writingrewards.html

2. Should college be free? What are the advantages or disadvantages of free college?

Tense Consistency Section Theme: College Life

27

Learning Objective LO 1 Use consistent verb tense. (p. 371)

In this chapter, you will read about people who have made difficult choices.

The Writer’s Journal How do images in the media influence the way that people judge their own bodies? Write a short paragraph about the media and body image.

Consistent Verb Tense When you write, the verb tense you use gives the reader an idea about the time when the event occurred. A faulty tense shift occurs when you shift from one tense to another for no logical reason. Faulty tense shift College reporter Erica Santiago interviewed a protester and asks about his political philosophy. Correct College reporter Erica Santiago interviewed a protester and asked about his political philosophy. Sometimes the time frame in a text really does change. In those circumstances, you would change the verb tense. The following example accurately shows two

Complete this Writer's Journal activity at mywritinglab.com

LO 1

Use consistent verb

tense.

Teaching Tip For the Writer’s Journal activity, you might adapt the prompt to suit the writing pattern that you are teaching. After students finish the chapter, they can edit their paragraphs and check for errors in verb tense.

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372 Part IV The Editing Handbook

Teaching Tip Remind students to be especially careful about shifting tenses when they write paragraphs.

different time periods. Notice that certain key words (during my childhood, today) indicate what tense the writer should use.

past present

During my childhood, I ate a lot of fast food. Today, I try to eat a healthy diet.

PRACTICE 1 Identify and correct each faulty tense shift. If the sentence is correct, write C in the space. receive Example: Many adults go back to college and received training in ___________ new careers.

Teaching Tip Cooperative Learning (Jigsaw)

Chapter 27

Place students in teams of three. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about the concept. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

1. Career change is a frightening experience for many people because they lost the security and familiarity of a job, and they have to go back to school to become requalified.

lose ___________

2. Last year, Lee Kim was at a crossroads in his life because he is about to change careers.

was ___________

3. For the previous ten years, Lee had been working as a computer service technician for a small company, but a year ago, the C company downsized, and he lost his job. ___________ 4. Suddenly, at the age of thirty-five, Lee is faced with having to change careers, and he was scared.

was ___________

5. Lee met with a career counselor; she advises Lee to check out the different programs in various career colleges.

advised ___________

6. Lee researched the courses at different institutions, and he finds that the medical laboratories program was a good option for him.

found ___________

7. Now, Lee is enrolled as a student at Holly Fields Career College, but he admits that going back to college after many years is C intimidating. ___________ 8. Nowadays, Lee had to budget his money and has to relearn how to be a student.

ESL Teaching Tip This error is particularly common among nonnative speakers.

Hint

has ___________

Would and Could

When you tell a story about a past event, use would instead of will, and use could instead of can.

could

In 1996, college wrestler Robert Burzak knew that he can bulk up if he

would

used steriods, but he promised his coach that he will not.

PRACTICE 2 Underline and correct ten faulty tense shifts.

finished

Example: Kendra went to career college after she finishes high school.

1.

According to historians, America’s first institution of higher education was

founded in 1636. Harvard University opened only sixteen years after the

Chapter 27 Tense Consistency 373

landed Mayflower lands at Cape Cod. The university was left named after John Harvard, who leaves his money to gave the institution after his death. He also gives Harvard about four hundred books. 2.

One of Harvard’s earliest donors was a woman. Anne

Radcliff Moulson, along with her husband, Thomas Moulson, operated an inn. After her husband’s

decided death, “Lady Anne” built up the family business, and she decides to create a scholarship at Harvard. Throughout her lifetime, however, the university couldn’t excluded excludes women. In fact, for the first 147 years of its existence, women can’t go wouldn’t could to Harvard. They can complain, but the school won’t change its policies. 3. Eventually, in 1873, builders created an annex for women, and the university named names it after Radcliff. Finally, in 1999, Harvard and Radcliff joined, and women could can study alongside men. These days, females outnumber males at Harvard and at many other major universities.

Reflect On It

Copyright © 2015 by Pearson Education

A faulty tense shift occurs when a writer shifts 1. What is a faulty tense shift? _______________________________________ from one verb tense to another for no logical reason. ______________________________________________________________ 2. If you are writing a paragraph about a past event, what word should you use instead of these two? would could a. will: __________________ b. can: __________________ 3. Read the following paragraphs, and find five faulty tense shifts. Correct the errors. wants Example: Kaitlin diets because she wanted to look thinner. In 2010, college student Amy Heller became severely malnourished. In restricted an attempt to lose weight, Heller ingested diet pills, and she severely restricts her intake of food. When others suggested that she had a problem, Heller

With the Reflect On It activity, you can verify whether students have understood the main concepts.

Chapter 27

Think about what you have learned in this unit. If you do not know an answer, review that concept.

Teaching Tip

374 Part IV The Editing Handbook

would weighed will deny it. By July 2011, she weighs only 88 pounds. Heller finally sought could treatment, and soon she can eat regular meals. In 2013, Heller decided to speak about her condition. She went to a offered treatment center and offers her services. Today, she works with patients who suffer from eating disorders.

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Teaching Tip Cooperative Learning (Ask & Learn)

Chapter 27

Ask students to review the chapter and identify anything that they are not completely clear about. All students should write three questions on a sheet paper. Then in teams, students can ask other members their questions and share answers.

Final Review Underline and correct fifteen faulty tense shifts.

voted

Example: Last year, there was an election, and many people vote.

1.

During America’s 2012 election, about 60 percent of eligible citizens voted registered and vote. The turnout was lower than in the 2008 and 2004 elections. was According to CNN, the lowest turnout is in Hawaii, where only 43 percent bothered to visit their polling stations. That November 4, Hawaiian citizens didn’t Michael and Donna Ellison don’t vote because they disliked the candidates.

2.

In the United States, voting is not compulsory. However, about thirty nations

have a voting law. In Greece, Thailand, and Italy, everybody of legal age must do vote, but the laws are not strict. During typical elections, officials did not arrest nonvoters. Additionally, Mexico and Panama do not enforce the compulsory remains voting law, so voter turnout remained low. 3.

Many other nations, including Turkey, Uruguay, and Argentina, have very

strict voting laws. Officials sometimes punish nonvoters with fines or even imprisonment. For example, during Argentina’s 2003 election, Ileana Guerera would decided that she will not vote in the election because she disapproved of the received candidates. She receives a fine, and she had to pay it. Her brother also stayed would had home on April 27, 2003, but he has a doctor’s note. He knew he will not receive could a fine. He had a legitimate excuse, so he can stay home that day. 4.

In the early 1920s, many Australian citizens were apathetic, and close to did 50 percent do not participate in elections. Then in 1924, government officials

Chapter 27 Tense Consistency 375

passed a law making voting compulsory. In the election of 1925, people rushed voted could to the polling stations and vote. They worried that they can be arrested if they refused to vote. Today, the voter turnout in Australia is about 95 percent. 5.

There are many people who support compulsory voting. They believe that is voting was a civic duty. However, others consider voting a civil right rather regard than a duty. They regarded compulsory voting laws as an infringement on personal rights. Do you support compulsory voting?

The Writer’s Room Write about one of the following topics. Ensure that you have no faulty tense shifts. 1. Describe your college campus. You might describe an interesting building or area of the campus. 2. What is your opinion of compulsory voting? Should everybody have to vote in elections? Explain why or why not.

Work with a team of students, and create a short survey. Form at least five interesting questions about college life. For example, you can ask about food services, course selection, transportation, student fees, extracurricular activities, fashions, student study habits, or any other topic that you can think of. For each question that you create, include a list of possible choices. It will be much easier to compile your results if all students choose from a selection. Do not give open-ended questions. Finally, if a question asks about student knowledge, give an “I don’t know” choice. Otherwise, students may simply make a guess, and that would skew your results. After you have completed your survey questions, one team member should remain seated, and the other team members should split up and sit with other groups in the class to ask the questions. After each member has gathered information, the original group should get together and write a summary of the results.

To learn more about college issues, read the following essays. “The Wonders of PowerPoint” by Karine Godin (page 204) “Homophobia” by Dominic Chartrand (page 209) “The Importance of Music” by Christine Bigras (page 228) “It’s Class, Stupid!” by Richard Rodriguez (page 518)

Complete these writing assignments at mywritinglab.com

ESL Teaching Tip The Writers’ Circle activity gives all students, but especially nonnative speakers, an opportunity to share ideas and to learn from others.

Teaching Tip For the Writers’ Circle activity, divide the class so that the number of people in each group roughly equals the number of groups. For example, in a class of twenty-five students, you would have five groups with five students in each group.

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

Chapter 27

Copyright © 2015 by Pearson Education

The Writers’ Circle Collaborative Activity

Reading Link

28

Nouns, Determiners, and Prepositions Section Theme: Our Environment

lEarning objEctivEs LO 1 Identify singular

and plural nouns. (p. 376)

LO 2 Identify count

nouns and noncount nouns. (p. 380)

LO 3 Define determiners. (p. 382)

LO 4 Define prepositions. (p. 385)

In this chapter, you will read about topics related to the environment and about environmental movers and shakers.

Complete this Writer's Journal activity at mywritinglab.com

LO 1 Identify singular and plural nouns. tEaching tip For the Writer’s Journal activity, you might adapt the prompt to suit the writing pattern that you are teaching. After students finish the chapter, they can edit their paragraphs and check for errors with nouns, determiners, and prepositions.

376

thE WritEr’s JoUrnal Think about our world. Many things seem wrong in it, yet other things give us hope. Write about what is going right in the world.

Singular and Plural nouns Nouns are words that refer to people, places, or things. Nouns are divided into common nouns and proper nouns.  Common nouns refer to general people, places, or things and begin with a lowercase letter. For example, books, computer, and city are common nouns.  Proper nouns refer to particular people, places, or things and begin with a capital letter. For example, Rachel Carson, Greenpeace, and Love Canal are proper nouns. Nouns are either singular or plural. A singular noun refers to one of something, while a plural noun refers to more than one of something. Regular plural nouns end in -s or -es.

Chapter 28 Nouns, Determiners, and Prepositions 377

People Places Things

Hint

Singular inventor writer town village computer box

Plural inventors writers towns villages computers boxes

Teaching Tip Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

Adding -es

When a noun ends in s, x, ch, sh, or z, add -es to form the plural. business/businesses tax/taxes church/churches

Irregular Plural Nouns Nouns that do not use -s or -es in their plural forms are called irregular nouns. Here are some common irregular nouns. Singular person child man

Plural people children men

Singular woman tooth foot

Plural women teeth feet

Some nouns use other rules to form the plural. It is a good idea to memorize both the rules and the exceptions.  For nouns ending in f or fe, change the f to v and add -es. Singular knife wife

Plural knives wives

Singular thief leaf

Plural thieves leaves

Some exceptions: belief, beliefs; roof, roofs; safe, safes  For nouns ending in a consonant + y, change the y to i and add -es. Singular lady berry

Plural ladies berries

Singular baby lottery

Plural babies lotteries

Singular day

Plural days

Singular key

Plural keys

 Some nouns remain the same in both singular and plural forms. Singular fish moose

Plural fish moose

Singular deer sheep

Plural deer sheep

 Some nouns are thought of as being only plural and therefore have no singular form. Plural Form with a Plural Verb clothes goods eyeglasses proceeds

pants savings

scissors shorts

Plural Form with a Singular Verb news economics

politics

physics

Chapter 28

Copyright © 2015 by Pearson Education

If a vowel comes before the final y, then the word retains the regular plural form.

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 Some nouns are compound nouns, which means that they are made up of two or more words. To form the plural of compound nouns, add -s or -es to the last word of the compound noun. Singular bus stop air conditioner

Plural bus stops air conditioners

Singular artificial heart jet airplane

Plural artificial hearts jet airplanes

In hyphenated compound nouns, if the first word is a noun, add -s to the noun. Singular senator-elect sister-in-law

Plural senators-elect sisters-in-law

Singular runner-up husband-to-be

Plural runners-up husbands-to-be

 Some nouns that are borrowed from Latin or Greek keep the plural form of the original language. Singular millennium datum

ESL Teaching Tip Because many nonnative speakers use persons as the common plural form, you might draw their attention to this rule.

Hint

Plural millennia data

Singular paparazzo phenomenon

Plural paparazzi phenomena

Persons versus People

There are two plural forms of person. People is the most common plural form. Some people take the bus to work. Many people ride their bikes to work. Persons is used in a legal or official context. The crime was committed by persons unknown.

PRACTICE 1 Fill in the blanks with either the singular or the plural form of the noun. If the noun does not change, put an X in the space. Examples:

Singular

Plural

men man _______________________ X _______________________ goggles people 1. person _______________________ mouse 2. _______________________ mice

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brothers-in-law 3. brother-in-law _______________________ ladies 4. lady _______________________ X 5. _______________________ jeans X 6. sheep _______________________ X 7. _______________________ binoculars shelf 8. _______________________ shelves X 9. _______________________ sunglasses alarm clocks 10. alarm clock _______________________

Chapter 28 Nouns, Determiners, and Prepositions 379

PRACTICE 2 Underline and correct ten errors in singular or plural noun forms. twenties

Example: Rachel Carson started writing about wildlife in her early twentys.

1.

After World War II, Americans became aware of the need to protect nature. people Many persons turned their attention to environmental issues. One of the most women important womans in the early green movement was Rachel Carson.

2.

Carson was born in Pennsylvania in 1907. She trained as a marine biologist fish wolves and wrote many articles about wildlife such as deer, wolfs, and fishes. In the 1950s, Carson became concerned about the use of pesticides. In the late 1940s, the government had started spraying pesticide with DDT to halt the progress leaves of fire ants. The pesticide turned tree and shrub leafs brown. It also killed birds berries because they ate berrys that were covered with chemicals. data Carson collected a lot of datas on the harmful effects of pesticides. She wrote senators-elect to all politicians, from the president to senator-elects, about the negative effects discoveries of DDT. She also wrote a book, Silent Spring, about her discoverys. The book

3.

became an international best-seller, and the environmental movement became phenomenon a global phenomena.

Key Words for Singular and Plural Nouns  Use a singular noun after words such as a, an, one, each, every, and another. As a young mother, Dorothy Gerber prepared homemade baby food for her daughter. Gerber tried to sell her product to every grocery store in her town.  Use a plural noun after words such as two, all, both, many, few, several, and some. Very few companies produced food targeted to children. Today, many babies eat Gerber’s baby food.

Hint

Using Plural Nouns After of the

Use a plural noun after the expressions one (all, two, each, few, lots, many, most, several) of the . . . One of the easiest methods to reduce pollution is recycling.

Some nonnative speakers use plural forms after each or every and singular forms after one of the. Remind such students that each refers to a specific item. You can also demonstrate, perhaps with a drawing, that one of the refers to one item in a group; thus, it is followed by a plural noun.

Chapter 28

Copyright © 2015 by Pearson Education

Some key words will help you determine whether a noun is singular or plural.

ESL Teaching Tip

380 Part IV The Editing Handbook

PRACTICE 3 Underline the correct noun in each set of parentheses. Example: Many (visitor / visitors) are astounded by the extraordinary beauty of

national (park / parks). 1.

Every (year / years), millions of (person / people) visit national parks.

During the late 1700s, George Catlin was one of the first (artist / artists) to travel the American wilderness. He painted lots of (landscape / landscapes) in the Dakotas and Montana. At that time, many (settler / settlers) were moving westward. Catlin believed that new (settlement / settlements) would have a negative (impact / impacts) on American Indian culture and on the environment. In the nineteenth century, few (American / Americans) worried about protecting nature. In the 1830s, Catlin lobbied the government to preserve some (area / areas) of the wilderness. 2.

Several (decade / decades) later, Congress made the Yosemite Valley into a

state (park / parks). Then, in 1872, the government passed a (law / laws) that allowed land to be preserved for the enjoyment of the public. The Yellowstone (sector / sectors) became one of the first national (park / parks) in the United States. Today, there are over 187 (region / regions) designated as national parks. Each national (park / parks) is unique. The (area / areas) have great natural beauty. So for your next (vacation / vacations), why not visit a national (park / parks)? But be sure to make a reservation if you want to stay overnight!

LO 2 Identify count nouns and noncount nouns.

Count Nouns and Noncount Nouns In English, nouns are grouped into two types: count nouns and noncount nouns. Count nouns refer to people or things that you can count, such as engine, paper, or girl. Count nouns usually can have both a singular and plural form. She read a book by Rachel Carson. She read five books about water management.

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Noncount nouns refer to people or things that you cannot count because you cannot divide them, such as electricity and music. Noncount nouns usually have only the singular form. Michael uses new software to track global weather patterns. Biologists take samples of air to monitor pollution levels. To express a noncount noun as a count noun, refer to it in terms of types, varieties, or amounts. Environmentalists use a variety of equipment for their research. Dr. Morgan Schule examines four test tubes of water for each experiment.

Chapter 28 Nouns, Determiners, and Prepositions 381

Here are some common noncount nouns.

ESL Teaching Tip

Common Noncount Nouns Categories of Objects

Food

Nature

Substances

clothing equipment furniture homework jewelry luggage

bread fish honey meat milk rice

air earth electricity energy radiation water

chalk charcoal coal fur hair ink

machinery mail money music postage software

paint paper

This list is particularly useful for nonnative speakers. Remind them that noncount nouns have no plural form. Also point out that noncount nouns are singular; thus, students should make sure that their subjects and verbs agree when writing noncount nouns. For instance, they must write “The furniture needs to be repaired.”

Abstract Nouns advice attention behavior education

effort evidence health help

information knowledge luck peace

progress proof research violence

PRACTICE 4 Change the italicized words to the plural form, if necessary. If a plural form would be incorrect, write X in the space. If the word ends in y, you may have to change the y to i for the plural form. s Example: Greenpeace member______ distribute environmental information X X ______ to the public______. 1.

In 1971, the United States was planning to conduct underground nuclear

X is on the West Coast. It s in Amchitka, Alaska. The island______ test______ s s s X is home to many type______ of sea otter______ , eagle______ , fish______ ,

s from Vancouver, Canada, decided to protest 2. Environmental activist______ X X peacefully. They rented a ship______ , bought some camera equipment______ , X X s and stocked up on enough rice______ , meat______ , and vegetable______ X X was intercepted by the U.S. for their long journey______. Their boat______ s and gathered X Navy, but their luck______ held out. They took photo______ X X of Amchitka’s fragile ecosystem______. s evidence______ Since the protestor______ ies received international X did not use violence______ , their activity______ X attention______ , and the United States abandoned nuclear testing on the island.

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Copyright © 2015 by Pearson Education

s and other animal______.

382 Part IV The Editing Handbook

3.

s X had spread, Within a few year______ , the environmental movement______

es ies started their own Greenpeace branch______. and several country______ s These day______ , Greenpeace is one of the largest environmental action s X group______ in the world______.

LO 3

Define determiners.

Determiners Determiners are words that help a reader figure out whether a noun is specific or general. Arthur Scott used his imagination and created a new invention, the paper towel. You can use many words from different parts of speech as determiners. Articles

a, an, the

Demonstratives

this, that, these, those, such

Indefinite pronouns any, all, both, each, every, either, few, little, many, several Numbers

one, two, three

Possessive nouns

Jack’s, the teacher’s, a man’s

Possessive adjectives

my, your, his, her, its, our, their, whose

Commonly Confused Determiners Some determiners can be confusing because you can use them only in specific circumstances. Review this list of some commonly confused determiners. Teaching Tip

Chapter 28

Remind students that the is used before rivers, oceans, deserts, forests, and points on a globe (the north, the equator). The is generally not used before lakes, mountains, continents, planets, and academic subjects (economics, physics).

a, an, the A and an are general determiners, and the is a specific determiner.

general specific

I need to find a new car. The cars that I looked at were electric.  Use a and an before singular count nouns but not before plural or noncount nouns. Use a before words that begin with a consonant (a man), and use an before words that begin with a vowel (an invention). An extraordinary woman created a very profound documentary on nature. Exceptions: When u sounds like you, put a before it (a unicycle, a university). When h is silent, put an before it (an hour, an honest man).  Use the before nouns that refer to a specific person, place, or thing. Do not use the before languages (he studies Greek), sports (we played football), and most city and country names (Biro was born in Hungary). Forests cover one-third of the world’s surface.

Chapter 28 Nouns, Determiners, and Prepositions 383

many, few, much, little

ESL Teaching Tip

 Use many and few with count nouns. Many environmentalists lobby the government, but few politicians are open to suggestions.  Use much and little with noncount nouns. Manu Joshi spent too much money on very little research.

Nonnative speakers may make mistakes with determiners. For example, Slavic languages do not use the, and Latin languages, such as Spanish, use the more frequently than English does.

this, that, these, those  Use this and these to refer to things that are physically close to the speaker or at the present time. Use this before singular nouns and these before plural nouns. This computer in my purse measures three by five inches. These days, computers are very small.  Use that and those to refer to things that are physically distant from the speaker or in the past or future. Use that before singular nouns and those before plural nouns.

ESL Teaching Tip If you have many nonnative speakers in your group, you might draw their attention to the differences between this, that, these, and those by pointing out items in the classroom.

In the 1950s, computers were invented. In those years, computers were very large. In that building, there is a very old computer. Near the speaker: this (singular) these (plural) Far from the speaker: that (singular) those (plural)

PRACTICE 5 Write a, an, or the in the space before each noun. If no determiner is necessary, write X in the space. an interesting biography on James Lovelock. Example: I read ______ X James Lovelock was born in 1919 in ______ England. After graduating in

If you have a lot of nonnative speakers in your class, pair them with native speakers to do Practice 5.

a X medicine, he worked as ______ ______ researcher at Harvard University. a the university and took ______ X Eventually, he left ______ position at ______ X NASA, where he looked for signs of life on ______ Mars. While working on an inspiration. He developed ______ a his research, he had ______ theory, which the Gaia hypothesis. Gaia was ______ the name for ______ the Earth he called ______ The Gaia hypothesis suggests that our goddess in ancient Greek mythology. ______ a planet is composed of ______ single supersystem that regulates conditions for X ______ life to continue.

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1.

Teaching Tip

384 Part IV The Editing Handbook

2.

X Lovelock argues that ______ human beings are badly damaging our planet’s

X ability to maintain life. Global warming, ______ deforestation, and other X the ecosystem to break down. ______ types of pollution will force ______ the Gaia theory. But sometimes Lovelock Environmental activists support ______ X surprises his fans. He supports ______ nuclear power because he believes it can X reduce ______ global warming. TEACHING TIP Point out that “few” must appear before phenomena because it is a count noun, and phenomenon is the singular form.

PRACTICE 6 Underline the appropriate determiner in parentheses. If the noun does not require a determiner, underline X. Example: Most innovations begin with (X / a / the) great idea.

1.

(A / The) weather is (a / the) common topic of discussion for (many / much)

people. According to meteorologists, global warming affects weather patterns. (Few / Little) phenomena are as exciting or as scary as extreme weather. For example, (the / X) tornadoes are seasonal in (the / X) North America. (A / The) tornado lasts about fifteen minutes. In 2011, there were over six hundred tornadoes in (the / X) Mississippi and other southern states. In (this / that) year, tornadoes caused (much / many) property damage and (much / many) fatalities. 2. (Many / Much) people are fascinated by thunderstorms. (An / A) interesting fact about (the / X) Empire State Building is that it is struck by lightning approximately five hundred times per year. During thunderstorms, (the / X) golfers should spend as (few / little) time as possible outdoors if there is lightning. (A / The) thunderstorm can produce a few hundred megawatts of

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electrical power. 3. (The / X) United States launched its first weather satellite in 1961. In (these / those) days, satellite photos amazed climatologists. Today, (much / many) research about global warming is being done by meteorologists. (These / this) days, satellites are crucial for gathering (a / an / X) information about global weather systems.

Chapter 28 Nouns, Determiners, and Prepositions 385

PRACTICE 7 Correct fifteen errors in singular nouns, plural nouns, and determiners. research Example: Biologists do a lot of researches to develop better conservation methods. an 1. Conservationists refer to the passenger pigeon as a example of nature’s fragility. birds In past centuries, the passenger pigeon was one of the most common bird in the the North America. Until the twentieth century, the birds were seen all over a Western Hemisphere. Unfortunately, the species is now extinct. few When the first Europeans started to colonize the New World, there were little those hunting regulations. In these days, settlers would often hunt passenger pigeons for hair Ladies their feathers. Ladyes wanted to wear feathers in their hairs. In 1878, in Petoskey, day Michigan, fifty thousand passenger pigeons were killed each days. Furthermore, many as farmers cleared much forests for agriculture, many passenger pigeons lost their little nesting grounds. Citizens had very few information about the decline of the species.

2.

3.

Conservationists noticed the decline of the bird population, and they made a effort that lot of efforts to limit the slaughter. At this time, politicians did not pay much attention pigeons attentions to conservation. By the 1890s, almost all of the passenger pigeon had been hunted. Martha, the last passenger pigeon, died in the Cincinnati Zoo in

Prepositions

LO 4

Prepositions are words that show concepts such as time, place, direction, and manner. They show connections or relationships between ideas.

ESL Teaching Tip

The public protested the use of DDT during the 1960s. I saw an interesting book on the Amazon River in the bookstore.

AT

most precise

ON

not as precise

IN

most general

Define prepositions.

Many nonnative speakers have difficulty with prepositions because they are not easily translated. For example, the Spanish word en can be translated as in, on, or at. Ask students to carefully review the rules.

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Copyright © 2015 by Pearson Education

1914. The only positive outcome of the passenger pigeon’s extinction was people that peoples became interested in creating conservation laws.

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Prepositions

Prepositions of Time

Prepositions of Place

at

at a specific time of day (at 8:30 p.m.) at night at breakfast, lunch, dinner

at an address (at 15 Maple Street) at a specific building (at the hospital)

on

on a day of the week (on Monday) on a specific date (on June 16) on a specific holiday (on Martin Luther King Day) on time (meaning “punctual”) on my birthday

on a specific street (on 17th Avenue) on technological devices (on TV, on the radio, on the phone, on the computer) on a planet (on Earth) on top

in

in a year (in 2010) in a month (in July) in the morning, afternoon, evening in the spring, fall, summer, winter

in a city (in Boston) in a country (in Spain) in a continent (in Africa)

from . . . to

from one time to another (from 6 a.m. to 8 p.m.)

from one place to another (from Las Vegas to Miami)

for

for a period of time (for six hours)

for a distance (for ten miles)

Commonly Confused Prepositions to and at ESL Teaching Tip Many nonnative speakers confuse these prepositions. Italian, French, and Spanish, for instance, use different prepositions to suggest movement or nonmovement. Ask your nonnative speakers to carefully review the common errors.

Use to after verbs that indicate movement from one place to another. Each morning, Albert walks to the library, he goes to the coffee shop, and he returns to his office. Exception: Do not put to directly before home. Albert returned to home after he won his prize. He didn’t go to his friend’s home. Use at after verbs that indicate being or remaining in one place (and not moving from one place to another). In the afternoon, he stays at home. He sits at his desk and looks at his books on the environment.

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for, during, and since Use during to explain when something happens. Use for to explain how long it takes to happen. Use since to show when an activity started. During the month of August, the animal protection society office closes for two weeks. The government sprayed pesticides in fields and forests for many years during World War II. Since World War II, many countries have experienced environmental problems.

Chapter 28 Nouns, Determiners, and Prepositions 387

PRACTICE 8 Write the correct preposition in each blank. Choose in, on, at, to, for, during, or from. If no preposition is necessary, write X in the space. in Example: The International Year of Forests was ______ 2011. 1.

Since _____________ the beginning of the twentieth century, many parts of

the world have experienced deforestation. Kenya has been experiencing for deforestation _____________ many years. 2.

in on Wangari Muta Maathai was born ___________ April 1, 1940 ___________

At Ihithe village, Kenya. _____________ school, she was a good student. 3.

to From 1960 _________ in __________ 1966, she studied ________ the United States.

During her studies, she became aware of Kenya’s environmental problems. __________ X When she returned ________ home, she started working for the United Nations. She in organized the Green Belt Movement ________ 1977, which encouraged communityin based organizers to plant millions of trees ________ rural areas of Kenya. 4.

Professor Maathai never thought her idea would become so successful.

in In __________ 2004, one morning __________ October, she received a phone at on call __________ 9:00 a.m. A voice __________ the phone said that she had received the Nobel Peace Prize for environmental activism. She became the Since first African woman to win the prize. __________ the start of the program,

on Maathai died __________ September 25, 2011, of ovarian cancer.

PRACTICE 9 Underline the correct preposition in the parentheses. Example: (During / Since) the end of the last century, global warming has

become an important environmental issue.

1. (In / On / At) 2006, the documentary film An Inconvenient Truth received good reviews (in / on / at) the Sundance Film Festival. The film also opened (in / on / at) May 24 (in / on / at) New York City. (For / During / Since) its release, the film has earned around $49 million.

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Green Belt Movement supporters have planted over 40 million trees. Professor

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2.

Al Gore has been a champion of environmental causes

(for / during / since) many years. (On / From / In) 1993 (to / in / on) 2001, Al Gore was vice president of the United States. (For / During / Since) the Clinton administration, Gore encouraged a carbon tax on energy sources. 3. (In / On) the film, Gore, the narrator, argues that global warming is a serious threat to life (in / on) Earth. (For / During) the film’s premiere, audiences were captivated by the film’s message. Gore’s other idea, The Climate Reality Project, was launched (on / at) the same time as the film. (For / During / Since) that time, both projects have inspired people to take climate change seriously.

Common Prepositional Expressions Many common expressions contain prepositions. These types of expressions usually convey a particular meaning.

verb preposition

Example: The company complied with the regulations.

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Here is a list of common prepositional expressions. accuse (somebody) of acquainted with add to afraid of agree with angry about angry with apologize for apply for approve of argue with ask for associate with aware of believe in belong to capable of care about care for commit to comply with concern about confronted with consist of count on

deal with decide on decide to depend on be disappointed about be disappointed with dream of escape from excited about familiar with feel like fond of forget about forgive (someone) for friendly with good for grateful for happy about hear about hope for hopeful about innocent of insist on insulted by interested in

introduce to jealous of keep from located in long for look forward to opposed to participate in patient with pay attention to pay for pray for prepared for prepared to prevent (someone) from protect (someone) from proud of provide (someone) with qualify for realistic about refer to related to rely on rescue from responsible for (continued)

Chapter 28 Nouns, Determiners, and Prepositions 389

sad about satisfied with scared of search for similar to specialize in stop (something) from

succeed in take advantage of take care of thank (someone) for think about think of tired of

upset about upset with willing to wish for worry about

PRACTICE 10 Write the correct preposition in each blank. Use the preceding list of prepositional expressions to help you. in helping the villagers conserve water. Example: Dr. Singh succeeded ______ 1.

In 1984, Dr. Rajendra Singh traveled from New Delhi to the district of Alwar.

in Rajasthan, a desert state in India. Dr. Singh was Alwar is located ______

Teaching Tip Cooperative Learning (Question Cards) Place students in teams of three or four. Each team uses cards or cuts paper into six parts. Teams brainstorm questions about the chapter’s key concepts. They write the question on one side of the paper and the answer on the other side. Teams should write about six questions. Then teams can exchange cards with another team. They can look at each question, answer it as a group, and then check the answer.

to starting a health clinic for villagers in the district. looking forward ______ with a difficult problem. The When he arrived there, he was confronted ______ water supply in the area had dried up. The villagers had to walk for miles to for water. Eventually, Dr. Singh was responsible ______ for changing search ______ people’s attitudes about water usage. 2.

about Dr. Singh thought ____________ how to help the

villagers. He realized that the villagers no longer relied on traditional methods to store water. He decided ______

collecting water. He showed the villagers how to build small dams or johads to collect rainwater. 3.

In seven months, the johads were full of water, and the rivers were flowing.

for Singh’s ideas. The district has also benefitted The villagers were grateful ______ from the water collection system. The water table has risen; forests have regrown; and antelopes, leopards, and birds have returned to the region to take of the water. Other drought-ravaged areas also depend ______ on advantage ______ Dr. Singh’s system of water management to increase their water supply.

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to convince them to go back to ancient practices of ______

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Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that concept. 1. Make the following nouns plural. teeth a. tooth: _______________________

backseat drivers b. backseat driver: _______________________

brides-to-be c. bride-to-be: _______________________

kisses d. kiss: _______________________

homework e. homework: _______________________ loaves f. loaf: _______________________

2. Correct the errors in the following sentences. much John Muir spent many time in the wilderness. many a. He had much ideas for environmental conservation. In b. On 1892, he helped to found the Sierra Club. environmentalists c. He was one of the most dedicated environmentalist in the United States. people d. Few peoples were as passionate about conservation as Muir was.

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Final Review Correct twenty errors in singular or plural forms, determiners, or prepositions. disasters

Example: The depletion of the Amazon rainforest is one of the greatest disaster of

our time.

1.

forests The Amazon rainforest is one of the most important forest in the world.

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It is home to a great variety of reptiles, birds, insects, and mammals. Tribal the people persons also live in the forest. The rainforest plays a vital role in regulating a for global climate. But the Amazon has been in trouble since a long time. Since the beginning of the 1970s, humans have cut down around 232,000 square miles of the forest. Even though the issue of deforestation is receiving international with attention, environmentalists are confronted about a complicated problem to solve.

Chapter 28 Nouns, Determiners, and Prepositions 391

reasons There are several reason for the deforestation. During the early 1900s, farmers many those cleared much trees to plant crops and to graze cattle. In these days, politicians little spent few time worrying about the environment. Presently, loggers and miners These companies are continuing to contribute to the problem. This days, many companys use equipment heavy equipments to build roads to seek mineral deposits and mature trees. In electricity much addition, corporations use too many water and electricities for their activities. In 3. On 2008, Brazilian president Luiz Inácio Lula da Silva created the Amazon countries Fund. The Brazilian government wants other countrys to help raise billions of 2.

dollars to save the forest. Norway has agreed to donate millions of dollars. Each year years, Norway will pay Brazil to stop logging in the Amazon forest. However, for Norway’s donation is controversial because the nation is responsible at mining and logging in the Amazon. about Most people are deeply concerned for the problems confronting the to environment. Politicians need to commit on policies that will balance economic

4.

growth and environmental responsibility.

The Writer’s Room

1. Are you concerned about the environment? Why or why not? 2. Describe at least three actions you can take to reduce your carbon footprint.

Ask students to create a blog by going to a free starter blog site. They can write a blog post about one of the suggested Writer’s Room topics, or they can write about a topic that interests them. Have students read and respond to each other’s blog. Students can also peer-edit grammar errors particular to this grammar chapter.

Complete these writing assignments at mywritinglab.com

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

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Copyright © 2015 by Pearson Education

Write about one of the following topics. Then review your nouns, determiners, and prepositions.

Tech Teaching Tip

29

Pronouns Section Theme: Our Environment

lEarning objEctivEs LO 1 Define different

pronoun cases. (p. 392)

LO 2 Identify relative

pronouns. (p. 397)

LO 3 Identify reflexive

pronouns. (p. 399)

LO 4 Maintain pronoun– antecedent agreement. (p. 400)

LO 5 Identify indefinite

pronouns. (p. 402)

LO 6 Avoid vague

pronouns. (p. 404)

In this chapter, you will read about topics related to environmental issues.

LO 7 Avoid pronoun shifts. (p. 406)

Complete this Writer's Journal activity at mywritinglab.com

LO 1 Define different pronoun cases. TEaching Tip For the Writer’s Journal activity, you might adapt the prompt to suit the writing pattern that you are teaching. After students finish the chapter, they can edit their paragraphs and check for pronoun errors.

392

ThE WritEr’s JoUrnal Are cars absolutely necessary? Write about why cars are or are not a necessity for modern life.

Pronoun case Pronouns are words that replace nouns (people, places, or things), other pronouns, and phrases. Use pronouns to avoid repeating nouns. It The Aral Sea is shrinking rapidly. The Aral Sea used to be one of the largest lakes in the world. Pronouns are formed according to the role they play in a sentence. A pronoun can be the subject or object in a sentence, or it can show possession. The next chart shows the three main pronoun cases: subjective, objective, and possessive.

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Pronouns

Teaching Tip Possessives

Singular

Subjective

Objective

Possessive Adjective

Possessive Pronoun

1st person

I

me

my

mine

2nd person

you

you

your

yours

3rd person

he, she, it, who, whoever

him, her, it, whom, whomever

his, her, its, whose

his, hers

1st person

we

us

our

ours

2nd person

you

you

your

yours

3rd person

they

them

their

theirs

Plural

Subjective Case A subject performs an action in a sentence. When a pronoun is the subject of the sentence, use the subjective form of the pronoun. She has seen many oil spills. We asked questions about the spills.

Objective Case An object of a verb receives an action in a sentence. When a pronoun is the object of a verb in the sentence, use the objective form of the pronoun. Rose gave him a book about old growth forests. My brother told us about the documentary.

Possessive Case A possessive pronoun shows ownership.

She finished her book about invasive species, but they did not finish their books.  Possessive pronouns replace the possessive adjective and noun. In the next sentence, her is a possessive adjective and theirs is a possessive pronoun.

Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

ESL Teaching Tip Some nonnative speakers may confuse he/she, him/her pronouns. For example, spoken Mandarin does not differentiate pronouns by gender. Other Asian languages have the same pronoun for I, you, he/she.

ESL Teaching Tip If you have many nonnative speakers in your class, ask them to construct sentences using all of the pronouns in the chart. They can then determine which pronouns they misuse.

Teaching Tip Both native and nonnative speakers of English make mistakes with possessive pronouns. Ask students to add spelling errors with pronouns to their Spelling Log.

She finished her book about invasive species, but they did not finish theirs.

Problems with Possessive Pronouns When using the possessive pronouns hers and theirs, be careful that you do not add an apostrophe before the s. theirs hers The book on biodiversity is her’s. The map is their’s.

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 Possessive adjectives are always placed before the noun that they modify. In the next sentences, her and their are possessive adjectives.

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Grammar Link For more information about apostrophes, see Chapter 35.

Some possessive adjectives sound like certain contractions. When using the possessive adjectives their, your, and its, be careful that you do not confuse them with they’re, you’re, and it’s. Their is the possessive adjective. They’re is the contraction of they are. Your is the possessive adjective. You’re is the contraction of you are. Its is the possessive adjective. It’s is the contraction of it is.

ESL Teaching Tip Nonnative speakers often misuse his and her. For example, in Spanish, the possesive adjective agrees with the noun it modifies, not the possessor. Emphasize that in English, the singular possessive pronoun always agrees with the gender of the possessor.

Hint

Their flight to Mexico City was late. They’re looking forward to going to Cancun. Your tour guide has a map of the conference center. You’re going to lecture on carbon emissions. The documentary will be shown, and its director will give an interview. It’s going to win first prize.

Choosing His or Her

To choose the correct possessive adjective, think about the possessor (not the object that is possessed).  If

something belongs to a female, use her + noun. Cecilia read her report.

 If

something belongs to a male, use his + noun. Tony booked his flight.

PRACTICE 1 Underline the correct possessive adjective or possessive pronoun in each set of parentheses. Example: Some of the rescue workers had (their / theirs / they’re) own

equipment.

1.

On March 24, 1989, the oil tanker Exxon Valdez and (it’s / its / their)

captain became infamous when the ship hit a reef in Prince William Sound, Alaska. The tanker leaked crude oil because (it’s / its / their) holding tanks were

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damaged. The oil spill was the second largest in U.S. history. The oil leaked in a very remote location. The area and (its / it’s / her) ecosystem were destroyed. According to reporters, Captain Joe Hazelwood and (her / his) crew made some critical errors. The ship was not using the shipping lanes due to icebergs. Moreover, the third mate, Gregory Cousins, did not carry out (her / its / his) orders to move the ship back into the shipping lane near the reef.

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2.

From March to June 2010, oil spilled into the Gulf of Mexico because of an

explosion during deepwater drilling by British Petroleum. The spill and (it’s / its / his) consequences were grim for the environment. Thousands of workers were needed to clean up the oil. The people of the region used all of (their / theirs) resources for the cleanup. The fishers still talk about the destruction of (their / they’re / theirs) livelihood because the oil spill destroyed the commercial fishing industry. 3.

Fiona Phillips, a journalist, has written about (her / his) research into the

accident. Fiona has posted (his / her / hers) photos of oil spills on a Web site, and other photojournalists have posted (their / they’re / theirs). Many people have visited the site. They post (their / theirs) comments, and Fiona adds (her / hers). We should create (our / ours) own Web site about the 2010 BP oil disaster. You can write (your / you’re / yours) opinions, and I will post (my / mine).

Pronouns in Comparisons with than or as Avoid making errors in pronoun case when the pronoun follows than or as. If the pronoun is a subject, use the subjective case, and if the pronoun is an object, use the objective case. If you use the incorrect case, your sentence may have a meaning that you do not intend it to have. For example, people often follow than or as with an objective pronoun when they mean to follow it with a subjective pronoun. Look at the differences in the meanings of the next sentences.

Teaching Tip Your students may tell you that they hear people saying sentences such as I am taller than him. Tell them that this usage is common in spoken English, but it is unacceptable in academic written English, which is more formal.

objective case

I like environmental studies as much as him.

subjective case

I like environmental studies as much as he. (I like environmental studies as much as he likes environmental studies.)

Teaching Tip

Hint

Complete the Thought

If you are unsure which pronoun case to use, test yourself by completing the thought. Look at the following examples. He likes to watch documentaries more than I (like to watch documentaries). He likes to watch documentaries more than (he likes to watch) me.

Ask the students to determine the two ways each of these sentences could be interpreted: Ellen knows that person more than (I, me). You remember Peter more than (him, he). Keifer likes football more than (her, she). Ask students to generate other examples.

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(I like environmental studies as much as I like him.)

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Pronouns in Prepositional Phrases In a prepositional phrase, the noun or pronoun that follows the preposition is the object of the preposition. Therefore, always use the objective case of the pronoun after a preposition. To them, learning about the environment is not important. Between you and me, our environmental ethics class is very interesting. Teaching Tip Many children get corrected when they say sentences such as, “Him and me went to the store.” They learn to associate “I” with correct usage, and then overuse it in constructions where “me” is needed. Point out that “me” should always be used when the pronoun is the object.

Pronouns with and or or Use the correct case when nouns and pronouns are joined by and or or. If the pronouns are the subject, use the subjective case. If the pronouns are the object, use the objective case. He and I Subjective Him and me had to do a presentation on icebergs. him and me Objective The instructor asked he and I to present first.

Hint

Finding the Correct Case

An easy way to determine whether your case is correct is to say the sentence with just one pronoun. The librarian asked her and (I, me) to speak quietly. Choices

The librarian asked I . . . or The librarian asked me . . .

Correct

The librarian asked her and me to speak quietly.

PRACTICE 2 Correct any errors with pronoun case. Write C in the space if the sentence is correct. Example: Last summer, my friend and me attended an environmental

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I conference. _________

1. Recently, my friend Larry Huang and me toured China.

I _________

2. He and I are interested in environmental issues.

C _________

3. He wanted to see the Three Gorges Dam more than me but convinced me to go along.

I (did) _________

4. The guide, Leena, told we visitors that the completed dam would produce large amounts of electricity for China.

us _________

5. Leena took photos of Larry and me near the dam.

C _________

6. We didn’t have our camera, so we used her’s.

hers _________

7. Between you and I, Leena should have explained some of the environmental problems caused by the dam.

me _________

Chapter 29 Pronouns 397

8. Usually, Larry or me give presentations on China’s environmental problems.

I _________

9. Larry is as aware as me of how the dam has triggered deforestation I (am) and pollution. _________ 10. Larry said goodbye to Leena because him and me had to catch our train.

he and I _________

Relative Pronouns (who, whom, which, that, whose) Relative pronouns can join two short sentences. Here is a list of relative pronouns. who whom whoever whomever

which that whose

 Who (or whoever) and whom (or whomever) always refer to people. Who is the subject of the clause, and whom is the object of the clause. Subject The lawyer who specializes in environmental law is speaking today. Object The lawyer whom you met is my mother.  Which always refers to things. The ancient city of Machu Picchu, which receives two thousand visitors every year, is being slowly eroded by tourists’ feet.  That refers to things.

LO 2 Identify relative pronouns. ESL Teaching Tip Some nonnative speakers confuse then, than, and that. In Spanish, for example, people use que to mean both than and that. Nonnative speakers may also confuse who and that. If you have nonnative students, draw their attention to these rules. Grammar Link Clauses with which are set off with commas. For more information, see Chapter 34, “Commas.”

Elizabeth Cartwright wrote a book that is about pesticides.  Whose always shows that something belongs to or is connected with someone or something. It usually replaces possessive pronouns such as his, her, or their. Do not confuse whose with who’s, which means “who is.” The geographer traced the route. His maps were on the table.

Hint

Choosing Who or Whom

If you are unsure whether to use who or whom, test yourself in the following way. Replace who or whom with another pronoun. If the replacement is a subjective pronoun such as he or she, use who. If the replacement is an objective pronoun such as her or him, use whom.

Teaching Tip Ask students to generate sentences using whose and who’s or who or whom to illustrate the differences between these words.

I know a man who works at the Environmental Protection Agency. (He works at the Environmental Protection Agency.)

The man to whom you gave your portfolio is the director of the Environmental Protection Agency. (You gave your portfolio to him.)

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The geographer, whose maps were on the table, traced the route.

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Teaching Tip Remind students that they cannot use which unless the clause is set off with commas.

PRACTICE 3 Write the correct relative pronoun in each blank. Choose who, whom, which, whose, or that. which Example: The Love Canal story, ______________ has been made into a film, is very tragic.

1.

whom William T. Love, for ______________ the Love Canal community was named,

wanted to build a canal joining the Niagara River with Lake Ontario. The project, which ______________ was started in the 1890s, was abandoned due to many zoning which obstacles. In the 1940s, the Hooker Electrochemical Company, ______________ owned the Love Canal land, dumped toxic chemicals on the site. 2.

who In the early 1970s, some Niagara Falls town councilors ______________

wanted to build housing on the site offered to buy the land from the Hooker Company. Company managers refused to sell the land because of toxic whose chemicals. The owners, ______________ knowledge about the site was important, told city officials about the toxic chemicals. But some city officials who ______________ were members of the planning committee ignored the that warning. The soil ______________ the houses and school stood on was polluted. 3.

that The school ______________ all the local children attended shut down

who because its water supply contained toxic chemicals. Children ______________ who had been healthy before started to become ill. Two journalists ______________ whom investigated the situation were shocked. The mothers ______________ the journalists interviewed told them about a high number of birth defects in whose newborn babies. A local resident ______________ son developed epilepsy

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became the spokesperson for the community. 4.

It took a long time for the government to deal with the tragedy of Love

whose Canal. Residents ______________ lives were destroyed eventually received that compensation from the government. The law ______________ Congress passed requires polluters to be responsible for any damage.

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Reflexive Pronouns (-self or -selves) Use reflexive pronouns when you want to emphasize that the subject does an action to him- or herself.

LO 3 Identify reflexive pronouns.

I asked myself many questions. History often repeats itself. Do not use reflexive pronouns with the verbs wash, dress, feed, and shave. However, you can use reflexive pronouns to draw attention to a surprising or an unusual action. The little boy fed himself. (The boy probably could not feed himself at a previous time.)

The next chart shows subjective pronouns and the reflexive pronouns that relate to them.

Pronouns That End with -self or -selves Singular

Antecedent

Reflexive Pronoun

1st person

I

myself

2nd person

you

yourself

3rd person

he, she, it

himself, herself, itself

1st person

we

ourselves

2nd person

you

yourselves

3rd person

they

themselves

Plural

Hint

Common Errors with Reflexive Pronouns

Hisself and theirselves are not accepted in standard English. These are incorrect ways to say himself or themselves.

themselves

The children made the recycling video by theirselves.

himself.

PRACTICE 4

Nonnative speakers may misspell reflexive pronouns because of language transference problems. Also, many languages use reflexive pronouns very differently from English speakers. Emphasize that they should only use reflexive pronouns when the actor does the action to him- or herself.

Fill in the blanks with the correct reflexive pronouns. myself Example: I introduced ______________ to the famous climatologist, Dr. Saleem Khan.

1.

Dr. Saleem Khan attended the meeting on climate change in Cancun, Mexico,

himself by ______________. His colleague Radhika Ketkar was supposed to attend but herself had to cancel. The day before, she had fallen and hurt ______________.

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Franklin wrote about solar energy by hisself.

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2.

The agenda of the meeting was to develop policy on reducing greenhouse

gas emissions. The international members could not agree among themselves on the details of the policy. Some nations criticized the ______________ United States for not taking a stronger stand on reducing carbon emissions. itself The government was quick to defend ______________. 3.

I was at the meeting with a group of other journalists. We attended the talks

ourselves and saw for ______________ that governments could not agree on many myself issues. I told my colleagues that I was going to go by ______________ to yourself interview some of the protesters. “Don’t go by ______________,” they advised. So we went together to talk to the activists.

LO 4 Maintain pronoun– antecedent agreement.

Pronoun–Antecedent Agreement Antecedents are words that pronouns have replaced, and they always come before the pronoun. A pronoun must agree with its antecedent, which is the word to which the pronoun refers. Pronouns must agree in person and number with their antecedents. My instructor took us on a field trip to the wetlands. He took his family with him. (My instructor is the antecedent of he, his, and him.)

China has many dust storms. They originate in the Gobi Desert. (Dust storms is the antecedent of they.)

Compound Antecedents Compound antecedents consist of two or more nouns joined by and or or. When the nouns are joined by and, use a plural pronoun to refer to them. The scholar and her husband brought their son to the bird sanctuary. When the nouns are joined by or, you may need a singular or a plural pronoun. If the antecedents are plural, use a plural pronoun. If both nouns are singular, use a singular pronoun. Either the men or women completed their research first.

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Does England or France have its own environmental policy?

Grammar Link For a list of collective nouns, see page 364 in Chapter 26.

Collective Noun Antecedents Collective nouns refer to a group of people or things. Generally, the noun acts as a unit; therefore, it is singular. The government tried to implement its policies.

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PRACTICE 5 Fill in the blank spaces with the appropriate pronouns or possessive adjectives. their Example: Oil companies want to increase ______________ profits. 1.

its Does Saudi Arabia or Canada export more of ______________ oil to the

its United States? The United States imports more oil from ______________

Teaching Tip Explain to students that sometimes they may hear or read a plural verb used after the collective noun. Native speakers use a plural verb if they think of the collective noun as a number of individuals. The press were investigating the report.

neighbor Canada than from any other country in the world. Canada has oil deposits equal to all of the world’s crude oil reserves. However, acquiring it Canadian oil is problematic and expensive because ______________ is found in sandy deposits in Alberta. Extracting oil from sand greatly pollutes the environment. Therefore, either Canadian government ministries or Canadian their oil companies send ______________ lobbyists to promote Canadian oil exports to the United States. 2.

his Bobby Hinds and ______________ sister Beth work in the Canadian

They their tar sands industry. ______________ are engineers, and ______________ company is one of the largest oil companies in the world. Sometimes the her company asks Beth or ______________ brother to solve public relations problems for the company. 3.

their Each month, either environmentalists or oilmen send ______________

them representatives to meet with Bobby and Beth to inform ______________ about

meet with Alberta politicians to discuss the economic importance of the her oil industry. Janice Cole is an environmentalist. She and ______________ colleagues also lobby the Alberta government. The government says that its ______________ mandate is to provide jobs for citizens. The government, the their oil companies, and the environmentalists stick to ______________ own points They of view. ______________ all know that there is a tradeoff—economic progress versus environmental responsibility.

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its the environmental issues. The oil company and ______________ supporters

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LO 5 Identify indefinite pronouns.

Indefinite Pronouns Use indefinite pronouns when you refer to people or things whose identity is not known or is unimportant. The next chart shows some common singular and plural indefinite pronouns. Indefinite Pronouns Singular

Teaching Tip To help students remember singular indefinite pronouns, ask them to look at the word’s ending. Everyone, somebody, and nothing end with singular nouns (one, body, thing); therefore, any verb or pronoun related to those words should also be singular.

Teaching Tip Your students may say that they hear sentences such as “Everybody should get their bags ready.” Tell students that such usage is common in spoken English but is unacceptable in academic written English, which is more formal.

another

each

nobody

other

anybody

everybody

no one

somebody

anyone

everyone

nothing

someone

anything

everything

one

something

Plural

both, few, many, others, several

Either singular or plural

all, any, some, none, more, most, half (and other fractions)

Singular When you use a singular indefinite antecedent, also use a singular pronoun to refer to it. Everybody feels shocked when he or she sees China’s air pollution. Nobody should forget to visit China’s northern forests in his or her lifetime.

Plural When you use a plural indefinite antecedent, also use a plural pronoun to refer to it. The two documentaries are new, and both have their own point of view. The world has many illegal logging sites; there are several operating in China, but they cannot be controlled.

Either Singular or Plural Some indefinite pronouns can be either singular or plural, depending on the noun to which they refer. Many geologists came to the site. All were experts in their field. (All refers to geologists; therefore, the pronoun is plural.)

We excavated all of the site and its surrounding area.

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(All refers to the site; therefore, the pronoun is singular.)

Hint

Using of the Expressions

In sentences containing the expression one of the . . . or each of the . . . , the subject is the indefinite pronoun one or each. Therefore, any pronoun referring to that phrase must be singular. One of the reports is missing its appendix. Each of the men has his own map.

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PRACTICE 6 Identify and correct eight errors in pronoun–antecedent agreement. You may change either the antecedent or the pronoun. If you change any antecedents, make sure that your subjects and verbs agree. Answers will vary. his or her Example: Everybody was worried about their children. 1.

One of the worst industrial accidents happened in December 1984 in

Bhopal, India. Union Carbide manufactured pesticides at its plant in the city. One night, water leaked into a storage tank and released poisonous gas into the his or her air. Nobody could have predicted that their life was in danger. their Factory workers lived near the plant. The workers and his neighbors were

2.

very poor. When the leak occurred, one of the employees tried to reach members his or her his or her of their family. Someone ran to their local police station to inform the authorities. their Over one hundred thousand people lost their lives. Others lost his vision. 3.

Journalists reported the news quickly. When the reporters arrived at the they scene, he expressed shock. The public blamed Union Carbide and the Indian their government for the tragedy. Both had not done its job well. Each of the victims his or her had their life disastrously altered.

Avoid Sexist Language

Terms like anybody, somebody, nobody, and each are singular antecedents, so the pronouns that follow those words must be singular. At one time, it was acceptable to use he as a general term meaning “all people.” However, today it is more acceptable to use he or she. Sexist

Everyone had to leave his home.

Solution

Everyone had to leave his or her home.

Better solution The citizens had to leave their homes. Exception: If you know for certain that the subject is male or female, then use only he or only she.

PRACTICE 7 Underline the correct pronouns in the following paragraphs. Example: Many people have lost (his or her / their) homes because of wildfires.

Tech Teaching Tip Ask students to get the lyrics to their favorite songs from the Internet. Or you can suggest a famous song such as “Stairway to Heaven” by Led Zeppelin, “I Heard It Through the Grapevine” by Marvin Gaye, “He Stopped Loving Her Today” by George Jones, or “Dancing Queen” by ABBA. The lyrics should contain many pronouns. Then ask students to circle the pronouns and decide if they are subject, object, or possessive pronouns. You could also get students to find pronouns and their antecedents or change the nouns into pronouns.

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Hint

Teaching Tip Point out that you can use the male pronoun if the context makes it obvious that only men did that activity. For example, if you write about soldiers in Napoleon’s army, you could probably assume that they were male.

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1.

In 2012, more wildfires raged across the southern United States than in past

years. Almost everybody in the path of the fires had (his or her / their) home destroyed. Police and firefighters had to use all of (they’re / their) training to fight the fires. The army sent (its / his / their) water bombers to help put out the fires. Katrina Hobbart and (his / her / their) husband fled minutes before flames engulfed the road. Others also had to save (theirselves / themselves). Ronald, (who / whom) is a reporter, stated that he had never seen wildfires burn with such speed. 2.

My friend Petra and (I / me) volunteered to help rebuild communities that

were destroyed. I directed traffic in my part of town, and Petra directed traffic in (her’s / hers). I also collected donations. Petra’s boss, to (who / whom) I sent the money, gave it to community organizers. Between you and (I / me), other volunteers were just as committed to rebuilding as (I / me). 3.

Climate change and (its / their / it’s) consequences are severe. For example,

a rise in temperature might cause drought or wildfires. Nature is often more powerful than (us / we) are. Therefore, we must work together to reduce our carbon footprint.

LO 6 Avoid vague pronouns.

Vague Pronouns Avoid using pronouns that could refer to more than one antecedent. Vague

Frank asked his friend where his book on environmental statistics was.

(Whose book is it: Frank’s or his friend’s?)

Clearer Frank wondered where his book on evironmental statistics was, so he asked his friend about it. User Community

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“I especially like the section on Pronoun/Unclear References. The examples are clear, and my students understand the problems. This has been an area that they have had major problems with.” —Kim Rickard, Sinclair Community College

Avoid using confusing pronouns such as it and they that have no clear antecedent. Vague They say that people should get vaccines before traveling to certain countries.

(Who are they?)

Clearer Health authorities say that people should get vaccines before traveling to certain countries. Vague

It stated in the magazine that scientists were collaborating on research.

(Who or what is it?)

Clearer The magazine article stated that scientists were collaborating on research.

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This, that, and which should refer to a specific antecedent. Vague The teacher told us that we should study hard for our ecology exams because they were going to be difficult. This caused all of us to panic. (What is this? The word(s) that this refers to is not explicitly stated; it is only implied.)

Clearer The teacher told us that we should study hard for our ecology exams because they were going to be difficult. This information caused all of us to panic.

Hint

Avoid Repeating the Subject

When you clearly mention a subject, do not repeat the subject in pronoun form. The Sahara Desert it is growing. The book it is really interesting.

ESL Teaching Tip Nonnative speakers may use double subjects because in many languages, the subject is repeated in the pronoun form.

PRACTICE 8 Each sentence has either a vague pronoun or a repeated subject. Correct the errors. You may need to rewrite some sentences. Answers will vary. Politicians Example: They say that we have to develop a precise policy on nuclear power. The reporter announced 1. It said on the news that nuclear power generates about 14 percent of the world’s electricity.

Michael’s 2. Professor Tate told his student Michael that his paper on nuclear energy will be

4. Proponents they believe that using nuclear energy is better for the environment than burning fossil fuels. 5. Critics they say that relying on nuclear power may have dangerous effects, such as radiation poisoning, on humans. 6. In Japan, the Fukushima Daiichi nuclear plant it was destroyed by an earthquake and tsunami. Inspectors 7. They claimed that the disaster was caused by poor enforcement of safety standards.

controversial issue 8. Politicians and the public passionately debate this. ^

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published. The essay in the textbook stated 3. It stated in the textbook that nuclear energy is a controversial topic.

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LO 7

Avoid pronoun shifts.

Pronoun Shifts If your writing contains unnecessary shifts in person or number, you may confuse your readers. Carefully edit your writing to ensure that your pronouns are consistent in number and person.

Making Pronouns Consistent in Number Pronouns and antecedents must agree in number. If the antecedent is singular, then the pronoun must be singular. If the antecedent is plural, then the pronoun must be plural. her The director of the laboratory encouraged their employees to be on time.

singular

they When the activitists protested, he carried signs.

plural

Making Pronouns Consistent in Person Person is the writer’s perspective. In some writing assignments, you may use first person (I, we). For other assignments, especially most college and workplace writing, you may use second person (you) or third person (he, she, it, they). When you shift your point of view for no reason, your writing may become unclear, and you may confuse your readers. If you begin writing from one point of view, do not shift unnecessarily to another point of view. we If one considered the expenses involved in visiting another country, we would probably never travel. we We visited the dam, but you could not enter it.

Hint

Avoiding Pronoun Shifts in Paragraphs

Sometimes it is easier to use pronouns consistently in individual sentences than it is in larger paragraphs or essays. When you write paragraphs and essays, always check that your pronouns agree with your antecedents in person and in number. In the next example, the pronouns are consistent in the first two sentences; however, they shift in person in the third sentence. We went to Mexico City last year. We traveled around on the subway.

we

Sometimes the subway was so crowded that you could barely move.

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PRACTICE 9 Correct six pronoun shift errors.

they

EXAmpLe:â•‡ When scientists study climate change, you have to consider natural

causes as well as human causes. 1.

There are two clear sources that cause climate change: natural and human. they Climatologists often state that you have limited historical data on weather

Chapter 29 Pronouns 407

they patterns. Scientists know that one must take natural forces into account. For instance, in the past, climate changes have caused many ice ages. 2.

We are working on computer models of weather systems. We collect data on we environmental events. For example, we study volcanic eruptions, and you can see that ash affects global temperatures. We need to have complete statistics we before you can make predictions about climate change. We analyze the we statistics very carefully because one must be accurate.

3. Politicians need to craft a clear policy to tackle climate change because if they do one does not, the problem will become more critical.

Reflect On It Think about what you have learned in this chapter. If you do not know an answer, review that concept. Answers will vary. 1. Write a sentence that includes an objective pronoun. ___________________

______________________________________________________________ Possessive 2. When do you use possessive pronouns (my, mine, his, hers, etc.)? ___________ pronouns are used to indicate ownership. ______________________________________________________________ 3. Circle the best answer: In a sentence, whom replaces a. the subject. b. the object The antecedent is the word that a pronoun 4. What is an antecedent? ___________________________________________ 5. Circle the best answer: Pronouns must agree with their antecedents a. only in number. b. only in person. c. both in number and in person. d. neither in number nor in person.

Final Review Correct fifteen errors with pronouns in the next paragraphs. Answers will vary. her Example: Susan wants to heat his home with geothermal energy. 1.

Our society has depended economically on oil for the past two hundred years. we We know that oil is a nonrenewable energy source and that you must reduce

With the Reflect On It activity, you can verify whether students have understood the main concepts.

Teaching Tip Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. On a sheet of paper, all students should write three questions. Then, in teams, students can ask other members their questions and share answers.

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

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refers to. ______________________________________________________________

Teaching Tip

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their our dependence on it. Politicians and they’re advisors react badly to suggestions on reducing oil consumption. They’re concerned about economic progress. Yet environmentalists they believe that burning fossil fuels is causing temperatures around the who world to become warmer. Scientists whom are interested in climate

User Community “The thing I like the most about these reviews is that they are in passages rather than individual sentences. My students can generally do well on the sentence exercises, but they struggle when the information is in a passage. One of the objectives of the course is for them to be able to revise and edit their own writing, so this format gives them more authentic practice.” —Lory Conrad, University of Arkansas–Fort Smith

Tech Teaching Tip

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Cooperative Learning (Quick Review) Place students in teams of three or four. Each team creates a PowerPoint presentation about the grammar section’s key concepts. Teams should create about six questions. For each item, one slide will show a question and the next slide will have the detailed answer. Then each team can give its PowerPoint presentation to the class. You can ask the class to answer the questions or have a competition to see which team can answer the questions first.

change are trying to develop alternative energy sources. type of energy 2. Nuclear energy is one alternative source of energy. This is a cause ^ whom for concern. Many environmentalists with who I have spoken talk about a her need for caution when discussing nuclear power. Dr. Cynthia Malick and his students are studying the effects of nuclear disasters. There have been many, such as Chernobyl and Three Mile Island. The worst was the Fukushima nuclear his or her accident caused by the 2011 tsunami in Japan. Everybody has their own opinions about nuclear energy. 3.

Another source of alternative energy is geothermal. The United States

produces the greatest amount of geothermal electricity in the world. Either the its Philippines or Indonesia is also developing their geothermal production. I My professor, Dr. Lam Ping, and me are researching wind energy. Currently, that turbines who use wind power produce about 2.5 percent of the world’s me electricity. Between you and I, Dr. Ping knows more about wind-generated I do electricity than me. Dr. Ping does much of the research on wind energy by himself me hisself. However, the university asked both him and I to give a presentation on

4.

the subject. Our government needs to develop and promote energy alternatives.

Chapter 29 Pronouns 409

The Writer’s Room Choose one of the following topics. Make sure that pronoun case and pronoun– antecedent agreement are correct. 1. What are the different types of pollution? Divide types of pollution into different categories. 2. How would you organize an environmental awareness event?

Complete these writing assignments at mywritinglab.com

Reading Link To learn about environmental issues, read the following essays. “Roaring Waves of Fire” by Christi Lester (page 200) “The Purpose of Pets” by W. Stephen Damron (page 215) “Mother Nature’s Melting Pot” by Hugh Raffles (page 537) “The Beeps” by Josh Freed (page 548)

The Writers’ Circle Collaborative Activity Work with a group of three to five students. Imagine that you are having a dinner party. You can invite any five people that you want. The guests can be historical figures or living people. As a team, write three sentences about each person and explain who the person is and what he or she will contribute to the party. After you finish, underline the pronouns in your sentences and verify that they have been used correctly.

ESL Teaching Tip The Writers’ Circle activity gives all students, but especially nonnative speakers, an opportunity to share ideas and to learn from others. Brainstorm with the students to come up with questions that they could ask, such as, “Have you ever won an award?”

Teaching Tip Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

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Writer’s World Competition

30

Adjectives and Adverbs Section Theme: Health Care In this chapter, you will read about topics related to health care.

LEARNINg OBJECtIVES LO 1 Define adjectives. (p. 410)

LO 2 Define adverbs. (p. 412)

LO 3 Identify

comparative and superlative forms. (p. 416)

Complete this Writer's Journal activity at mywritinglab.com

LO 1

Define adjectives.

TEAChINg TIP For the Writer’s Journal activity, you might adapt the prompt to suit the writing pattern that you are teaching. After students have completed the chapter, ask them to edit their paragraph and check for sentence errors.

TEAChINg TIP If students ask, assure them that the famous heart surgeon’s first name is indeed spelled Christiaan.

410

FPO

ThE WRItER’S JoURNAl Write a short paragraph describing how people can best protect their health. List several examples in your paragraph.

Adjectives Adjectives describe nouns (people, places, or things) and pronouns (words that replace nouns). They add information explaining how many, what kind, or which one. They also help you appeal to the senses by describing how things look, smell, feel, taste, and sound. The dynamic doctor, Christiaan Barnard, completed a complicated surgery. He performed the first heart transplant operation in 1967.

Chapter 30 Adjectives and Adverbs 411

You can place adjectives either before a noun or after a linking verb such as be, look, appear, smell, or become. Before the noun The young unemployed man received a scholarship for medical school.

LV LV

After the linking verb He was shocked, but he was happy.

PRACTICE 1 Underline the adjectives in the next sentences. Example: American politicians debate the soaring prices of brand-name drugs.

1. Self-employed entrepreneurs and small-business owners struggle to get adequate health care. 2. Also, certain groups of elderly Americans cannot afford sufficient, reliable medical treatment. 3. Furthermore, prescription drug costs are higher in the United States than they are in other countries, such as England, Switzerland, Canada, and Sweden. 4. Where the average American citizen pays one dollar for a prescription drug, a British citizen pays only sixty-four cents and a Canadian citizen pays only fifty-seven cents. 5. The average annual profit of the top ten drug companies is over three billion dollars. 6. Drug companies argue that they do groundbreaking research on new drugs. 7. In 2010, politicians passed what they hope is decent and fair legislation about health-care issues.

Problems with Adjectives

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You can recognize many adjectives by their endings. Be particularly careful when you use the following adjective forms.

Adjectives Ending in -ful or -less Some adjectives end in -ful or -less. Remember that -ful ends in one l and -less ends in double s. Alexander Fleming, a skillful scientist, conducted many useful experiments. His work appeared in countless publications.

Adjectives Ending in -ed and -ing Some adjectives look like verbs because they end in -ing or -ed.  When the adjective ends in -ed, it describes the person’s or animal’s expression or feeling. The overworked and tired scientist presented her findings to the public.

Teaching Tip Cooperative Learning (Jigsaw) Place students in teams of three to five members. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

ESL Teaching Tip Many nonnative speakers place adjectives after the noun. For instance, in Spanish, Italian, or French, it is acceptable to say “eyes blue” instead of “blue eyes.” Remind them that in English, adjectives are not placed directly after a noun.

ESL Teaching Tip If necessary, explain to nonnative speakers that adjectives are placed in a specific order: determiner, quality, size/shape, age, color, origin, and type. Give students a simple sentence such as “The doctor examined the book.” Then ask students to write some adjectives describing each noun in the sentence.

Teaching Tip Tell students that commas are needed to separate adjectives of equal weight, and no commas are needed to separate adjectives of unequal weight. You can give the following examples. The hospital is a large, sprawling building. He still wore his old white lab coat.

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Placement of Adjectives

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ESL Teaching Tip Many nonnative speakers make errors in usage between -ing and -ed adjective endings. Draw their attention to this rule.

 When the adjective ends in -ing, it describes the quality of the person or thing. Her compelling and promising discovery pleased the public.

Hint

Keep Adjectives in the Singular Form

Always make an adjective singular, even if the noun following the adjective is plural. In the next example, “year” acts as an adjective.

year

Paul was a nine-years-old boy when he broke his arm while playing with

other

others children.

ESL Teaching Tip In certain languages, adjectives agree in number and gender with the nouns they are describing. It might be helpful to remind students that adjectives are always singular in English. Ask students to identify the adjectives and nouns in the example that appears in the Hint box.

Teaching Tip To review adjectives, have students describe different types of photos. For example, they could describe photos used in magazine ads or some of the photos in this book.

PRACTICE 2 Underline and correct eight adjective errors. The adjectives may have the wrong form, or they may be misspelled. surprising Example: Many surprised medical findings happen by accident. amazing scientific 1. One of the world’s amazed scientifics discoveries happened by pure chance. tireless Born in 1881, Alexander Fleming was a tireles medical doctor. He worked in his small London clinic, where he treated famous people for venereal disease. biological He also conducted many biologicals experiments. One day in 1928, he put some Staphylococcus bacteria in a culture dish. Two careful weeks later, Fleming, who was a carefull researcher, discovered that a clear

2.

ring encircled the yellow-green mold on the dish. A mold spore had flown into the dish from a laboratory on the floor below. At that point, Fleming made an insightful astounding insightfull observation. He had an astounded revelation. He realized that the mold somehow stopped the growth of bacteria in the culture dish. 3.

Fleming named the new product penicillin. During World War II, the drug different saved millions of lives, and it continues to be used today to treat differents infections.

LO 2

Define adverbs.

Adverbs Adverbs add information to adjectives, verbs, or other adverbs. They give more specific information about how, when, where, and to what extent an action or event occurred.

verb adverb

Doctors in ancient Rome performed surgeries skillfully.

Chapter 30 Adjectives and Adverbs 413 adverb adverb

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These surgeons could remove cataracts quite quickly.

adverb adjective

The ancient Romans were highly innovative.

Forms of Adverbs Adverbs often end in -ly. In fact, you can change many adjectives into adverbs by adding -ly endings.  If you add -ly to a word that ends in l, then your new word will have a double l.

scornful + ly

Many ancient Romans viewed surgeons scornfully.  If you add -ly to a word that ends in e, keep the e. Exceptions to this rule are truly and duly.

extreme + ly

Doctors were extremely careful when they operated on patients.

Hint

Some Adverbs and Adjectives Have the Same Form

Some adverbs look exactly like adjectives. The only way to distinguish them from adjectives is to see what they are modifying or describing. The following words can be either adjectives or adverbs. early fast high often right far hard late past soon

adjective adverb

Dr. Greenbay has a hard job. She works hard.

PRACTICE 3 Underline the correct adjectives or adverbs in each sentence. Copyright © 2015 by Pearson Education

Example: In 1980, the World Health Organization (official / officially) stated that

it had eradicated smallpox.

1.

The worldwide eradication of smallpox was one of the most important

accomplishments in modern medicine. Smallpox was a (high / highly) contagious global disease. Throughout history, smallpox epidemics were a (frequent / frequently) occurrence. People who contracted the disease had (painful / painfully) sores. Around 30 percent of smallpox victims suffered (horrible / horribly) deaths. In the Americas, smallpox (severe / severely) weakened native populations.

Teaching Tip Read the following words out loud and ask students to spell them: really, surely, randomly, finally, extremely, carefully.

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2.

In the mid-twentieth century, in North America and Europe, smallpox

outbreaks were (rapid / rapidly) controlled with the use of vaccinations. However, in other parts of the world, the illness occurred (regular / regularly). In the early 1960s, the former Soviet Union proposed a (global / globally) initiative to eliminate smallpox. Health-care workers knew they would have to work (careful / carefully) to help identify regions where the disease still occurred. They (patient / patiently) educated people about the malady and inoculated those at risk. With great effort, the World Health Organization eradicated the (terrible / terribly) disease. Since 1977, there has been no (natural / naturally) recurrence of smallpox anywhere in the world.

ESL Teaching Tip Frequency adverb placement is different in various languages. Your nonnative speakers may need to review the placement rules with particular care.

Placement of Frequency Adverbs Frequency adverbs are words that indicate how often someone performs an action or when an event occurs. Common frequency adverbs are always, ever, never, often, sometimes, and usually. They can appear at the beginning of sentences, or they can appear in the following mid-sentence locations.  Place frequency adverbs before regular present tense and past tense verbs. Medical doctors always recite the Hippocratic oath.  Place frequency adverbs after all forms of the verb be (am, is, are, was, were). My patients are usually punctual for appointments.  Place frequency adverbs after helping verbs. I have never broken any bone in my body.

PRACTICE 4 Correct eight errors in the placement of mid-sentence frequency adverbs. often Example: Chronic pain is treated often with narcotics. ^ 1. Almost two million Americans are prescribed painkillers every year. Patients often sometimes fail often to recognize that they are addicted to painkillers. Doctors label ^ ^ sometimes this problem the “silent addiction.” usually Many patients usually have started taking painkillers after an accident. For ^ example, Emma was suffering from chronic back pain. She took painkillers to quickly soon reduce her pain but found soon that she needed a stronger dose. So she doubled ^ ^

2.

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Problems with Adverbs Use the Correct Form Many times, people use an adjective instead of an adverb after a verb. Make sure that you always modify your verbs using an adverb. really quickly Ancient Greek medicine advanced real quick after the time of Homer. slowly However, patients recovered very slow.

PRACTICE 5 Underline and correct eight errors in adjective and adverb forms. really Example: Mental illness is a realy important issue. slowly 1. Mental illness is a disorder that slow inhibits a person’s ability to cope with severe the ordinary demands of life. When a person has severely mental illness, he or she has trouble dealing with day-to-day activities. Mental illness can affect particularly acutely anybody, but young people are particular affected. Some people may feel acute depressed, while others may show signs of anxiety, bipolar disorder, phobias, quickly and so on. Sometimes, the mentally ill are stigmatized very quick.

Copyright © 2015 by Pearson Education

2.

really Mental illness should be taken real seriously. The World Health Organization

states that four out of ten causes of disability in the United States are due to mental illness, and around 46 percent of the population will suffer from some form of mental illness. If mental illness is left untreated, people can tragic suffer tragically consequences, such as unemployment, homelessness, and imprisonment. Doctors can use different types of treatment on their patients. For example, doctors may treat patients with medication or talk therapy very successfully successful.

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quickly the dose of her prescription. Her personality started to change, and often she found that she was critical often of people around her. She realized that she ^ was addicted to painkillers and spoke to her doctor about her problem. Now, always never she reads always bottle labels and she takes never pain medication. ^ ^

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Teaching Tip Students often make mistakes when they use good, well, bad, or badly. Draw their attention to this rule.

Using good and well, bad and badly Good is an adjective, and well is an adverb. Adjective

Louis Pasteur had a good reputation.

Adverb

He explained his theories well.

Exception: Use well to describe a person’s health: I do not feel well. Bad is an adjective, and badly is an adverb. Adjective

My father has a bad cold.

Adverb

His throat hurts badly.

PRACTICE 6 Underline the correct adjectives or adverbs. Example: Wash your hands (good / well) before you prepare food.

1. Food poisoning can damage the (good / well) reputations of food companies. 2. Recently, the Bird’s Nest Food Company gave the public some (bad / badly) news. 3. After eating the company’s hamburgers, many people did not feel (good / well). 4. Many consumers complained of having a (bad / badly) case of indigestion, and they reacted (bad / badly) to the company’s news. 5. Fortunately, public health inspectors investigated the case really (good / well). 6. The company workers stated that they had taken (good / well) care when handling the food. 7. The company showed its (good / well) intentions by recalling the food quickly. 8. To avoid food poisoning, authorities warned consumers to cook their food (good / well).

LO 3 Identify comparative and superlative forms.

Comparative and Superlative Forms Use the comparative form to show how two persons, things, or items are different.

ESL Teaching Tip Remind nonnative speakers that the comparative form is always followed by than and the superlative form is always preceded by the.

Adjectives Dr. Jonas Salk was a better researcher than his colleague. Dr. Sabin is more famous for his research on the polio virus than Dr. Enders. Adverbs

Dr. Salk published his results more quickly than Dr. Drake. Dr. Salk debated the issue more passionately than his colleague.

Use the superlative form to compare three or more items. Adjectives Dr. Salk was the youngest scientist to receive funding for polio research at the University of Michigan. Polio was one of the most destructive diseases of the twentieth century. Adverbs Dr. Parekh talked the most rapidly of all the doctors at the conference. She spoke the most effectively of all of the participants.

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How to Write Comparative and Superlative Forms You can write comparative and superlative forms by remembering a few simple guidelines.

Using -er and -est endings Add -er and -est endings to one-syllable adjectives and adverbs. Adjective or Adverb tall hard fast

Comparative taller than harder than faster than

Superlative the tallest the hardest the fastest

Double the last letter when the adjective ends in one vowel + one consonant. hot hotter than

the hottest

Using more and the most Add more and the most to adjectives and adverbs of two or more syllables. Adjective or Adverb dangerous effectively nervous

Comparative more dangerous than more effectively than more nervous than

Superlative the most dangerous the most effectively the most nervous

When a two-syllable adjective ends in y, change the y to i and add -er or -est. Adjective happy

Comparative happier than

Superlative the happiest

Using Irregular Comparative and Superlative Forms

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Some adjectives and adverbs have unique comparative and superlative forms. Study this list to remember how to form some of the most common ones. Adjective or Adverb good, well bad, badly some, much, many little (a small amount) far

Comparative better than worse than more than less than farther, further

Superlative the best the worst the most the least the farthest, the furthest

PRACTICE 7 Underline the appropriate comparative or superlative form of the words in parentheses. Example: Some vaccination programs are (more / most) effective than others.

1.

Polio causes paralysis and sometimes death in infected people. Although

the virus has menaced human beings for thousands of years, it became (more / most) dangerous in the twentieth century than in previous centuries.

Grammar Link Farther indicates a physical distance. Further means “additional.” For more commonly confused words, see Chapter 33.

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Teaching Tip Point out that the phrase “one of the” always requires the superlative form of the adjective.

The 1910s had the (worse / worst) epidemics of all time. Until scientists developed a polio vaccine in the 1950s, the disease was one of the (more / most) frightening of all human diseases. 2.

In 1962, Czechoslovakia and Cuba began the two (earlier / earliest)

immunization programs in the developed world. Most countries in the Americas were polio free by the late 1980s. Peru was the (further / furthest) behind in its vaccination program in the Americas, but in 1991, it reported the last case of polio. 3.

Since 1988, the World Health Organization (WHO) has been implementing

one of the (greater / greatest) global health campaigns in history. It aims to eradicate the polio virus. The (bigger / biggest) hurdle for eradication is the lack of basic health care in the (poorer / poorest) countries in the world, such as India, Nigeria, and Pakistan. As another obstacle, certain minority groups in developing countries oppose taking the vaccine. These groups are (less / least) knowledgeable about the positive aspects of immunization than other sectors of society. Therefore, they are suspicious of the polio vaccine program. 4.

Since the eradication initiative, doctors have reported (fewer / fewest) cases of

polio than in previous years. In 2012, the (less / least) amount of polio outbreaks was reported since the eradication campaign. In that year, only Afghanistan, Pakistan, and Nigeria reported polio cases among their citizens.

PRACTICE 8 Complete the sentences by writing either the comparative or superlative form of the word in parentheses. better Example: Some drugs produce (good) __________________ results than others. 1.

Our bodies need small amounts of vitamins and minerals to keep us healthy.

least Micronutrients are the (less) __________________ exciting of all health-care smallest topics. But the (small) __________________ deficiency in micronutrients can worst lead to some of the (bad) __________________ problems in human health. 2.

Many people in Africa and Asia lack iodine in their diets. The shortfall can

most serious cause one of the (serious) _____________________ birth defects—brain

Chapter 30 Adjectives and Adverbs 419

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greatest damage. Countries that have the (great) __________________ number of highest hungry people have the (high) __________________ rates of infant mental more common slowness. Mental deficiency is (common) _______________________ in smaller larger villages in remote areas than in (large) __________________ cities because villagers lack a varied diet. 3.

most important The Micronutrient Initiative is one of the (important) ___________________

least-known but (little-known) __________________ health-care organizations in the world. Based out of Ottawa, Canada, it delivers micronutrients to the (vulnerable) most vulnerable _________________________ citizens of the world—the malnourished. It costs less (little) __________________ than any other health-care program. The Micronutrient Initiative started to deliver iodized salt in the early 1990s. Initially, more frustrated doctors were (frustrated) ________________________ than they had expected to be because villagers thought that putting iodine in salt would make people clearer sterile. But the benefits became (clear) __________________ after people started adding iodized salt to their food.

Problems with Comparative and Superlative Forms

Copyright © 2015 by Pearson Education

Using more and -er In the comparative form, never use more and -er to modify the same word. In the superlative form, never use most and -est to modify the same word. better Some people thought that Salk’s vaccine was more better than Sabin’s vaccine. The best polio vaccine was one of the most best discoveries of our times.

Using fewer and less In the comparative form, never use less to compare two count nouns. Use less to compare two noncount nouns. (Noncount nouns are nouns that cannot be divided, such as information and music.) Use fewer to compare two count nouns. fewer Today, less people get vaccinated than in previous decades because some question Less the safety of certain vaccinations. Fewer information about vaccines was available in the 1950s than is available today.

ESL Teaching Tip Native and nonnative speakers sometimes write more before a comparative that already has an -er ending. Draw their attention to this rule.

Teaching Tip Ask students whether they should use fewer or less with the following nouns: sugar, evidence, people, armies, furniture, beliefs, snow. Then point out that they can use fewer only with plural nouns (people, armies, and beliefs).

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420 Part IV The Editing Handbook

Grammar Link For a list of noncount nouns, refer to page 381 in Chapter 28.

Hint

Using the in the Comparative Form

Although you would usually use the in superlative forms, you can use it in some two-part comparatives. In these expressions, the second part is the result of the first part.

action

result

The more you exercise, the better your health will be.

Teaching Tip Ask students to think of other sentences using two comparative forms—for example, the more, the merrier; the more you drink, the better you’ll feel, so drink milk with every meal.

PRACTICE 9 Underline and correct fifteen adjective and adverb errors. really Example: Some Americans are real suspicious about organ transplants. 1.

One of the most greatest miracles of modern medicine is organ transplants. more Organ transplants save most lives than ever before. With donor organs, many recipients can lead more better lives than previously imagined. However, a rapidly public debate about organ transplants is growing rapid.

2.

The source of donor organs is a controversial issue. Given the scarcity of quickly organs, some individuals who need transplants quick have obtained organs through unscrupulous methods. For instance, some have bought organs from the most poorest segments of the population in developing countries. Destitute

people sometimes sell their organs to rich buyers because they need money really real badly. 3.

Who should receive an organ transplant? Given the scarcity of supply, heavily should a person who smokes heavy or drinks too much receive a lung or liver worse transplant? Obviously, the more a person smokes, the worst his or her health will be. Should such people be refused access to organ transplants?

4.

In addition, money is an issue in this debate. Hospital administrators Fewer are concerned about the high cost of transplants. Less people have adequate medical insurance than ever before. Should those with health insurance be richer treated more better than those without? According to most experts, the richest better a patient is, the best his or her chances are to receive a transplant.

Chapter 30 Adjectives and Adverbs 421

worst Waiting for an organ transplant is one of the worse experiences anyone can

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5.

go through. Hopefully, in future years, the number of people who sign donor cards will be more higher than it is now.

Reflect On It Think about what you have learned in this unit. If you do not know an answer, review that concept. An adjective is a word that modifies a noun. 1. What is an adjective? ____________________________________________

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

______________________________________________________________ An adverb is a word that modifies a verb, an adjective, 2. What is an adverb? _______________________________________________ or another adverb. ______________________________________________________________ 3. Underline the correct word in parentheses.

a. My doctor treats her patients (good / well). She is one of the (better / best) eye surgeons in Berlin.

b. My brother has (less / fewer) work experience than I do, but he also has (less / fewer) responsibilities.

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4. The following sentences contain adjective or adverb errors. Correct each mistake. really a. We had a real nice time at the medical conference. casually b. Everyone was dressed casual. often changes c. My sister changes often her mind about her career. advanced d. The advancing medical textbook is my sister’s.

Final Review Underline and correct twenty errors in adjectives and adverbs. 1.

Health care is one of the most fastest growing fields in the world. In our

nation, the aging population is making the demand for nurses more and more intense intenser. According to Health Affairs, an online magazine, there is an acute

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

422 Part IV The Editing Handbook

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Fewer nursing shortage. Less people enter the nursing profession than in the past. In fact, the number of people in their early twenties lowest entering the nursing profession is at its lower point in forty years. The shortage is worldwide. Canada, England, and many other nations have a more greater shortage than the United States has. As a possible career, more people should consider the nursing profession.

Teaching Tip Cooperative Learning (Question Cards) Place students in teams of three or four. Using index cards or a sheet of paper cut into six sections, each team brainstorms six questions about the chapter’s key concepts. For each item, teams write a question on one side of the paper and the answer on the other side. Then teams can exchange cards with another team. They can look at each question, answer it as a group, and then check the answer.

2.

diverse First, nurses have greater responsibility and a more diversely role than most

people realize. In states such as California, nurses can write prescriptions and traumatized nurse midwives can deliver babies. Forensic nurses treat traumatizing victims of violent crime. Furthermore, hospitals are not the only places where nurses can work. Nursing jobs are available in walk-in clinics, schools, vacation resorts, sometimes hire and medical equipment firms. Even film studios hire sometimes on-set nurses. extremely 3. Also, nursing can be an extreme rewarding career. Joan Bowes, a nurse useful in Oregon, says that she feels as if she is doing something usefull each day. Occasionally, her actions help to save lives. Last month, a young patient who badly had been injured really bad was admitted to the hospital where Joan works. A few days later, Joan noticed that the patient was unable to move his head as easily quickly easy as before. She quick alerted a specialist who then diagnosed a meningitis infection. Joan’s observation helped to save the patient’s life. Joan’s husband, well Keith, is a home-care nurse. He is compassionate, and he interacts good with his patients. As one of a growing number of men in the profession, Keith feels that best entering nursing was the better decision he has ever made. 4.

Nurses are more better compensated than in the past. In the 1970s, salaries worse for nurses were much worst than they are today. In fact, nurses were paid the least less among health-care professionals. Nowadays, because nurses are in such really high demand, many hospitals give signing bonuses, decent schedules, and real good salaries.

Chapter 30 Adjectives and Adverbs 423

Potential nurses should enjoy helping people. For those who want to have a

Chapter 30

5.

rewarding career with decent benefits, nursing is an excellent career choice. The better more society appreciates nurses, the best health care will be.

The Writer’s Room Write about one of the following topics. Underline adjectives and adverbs. 1. What steps can you take to motivate yourself to exercise regularly? 2. Prescription drugs are very expensive. How do the high prices affect ordinary people? List some effects of the high drug prices, and provide specific examples to support your point.

Complete these writing assignments at mywritinglab.com

Tech Teaching Tip Ask students to create a blog by going to a free starter blog site. They can write a blog post about one of the suggested Writer’s Room topics, or they can write about a topic that interests them. Have students read and respond to each other’s blog. Students can also peer-edit grammar errors particular to this grammar chapter.

Teaching Tip Writer’s World Competition

Copyright © 2015 by Pearson Education

Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

31

Mistakes with Modifiers Section Theme: Health Care In this chapter, you will read about topics related to alternative medicine.

Learning Objectives LO 1 Avoid misplaced

modifiers. (p. 424)

LO 2 Avoid dangling

modifiers. (p. 428)

The Writer’s Journal

Complete this Writer's Journal activity at

Have you ever hurt yourself or had an accident? What happened?

mywritinglab.com

LO 1 Avoid misplaced modifiers. Teaching Tip You might adapt the prompt to suit the writing pattern that you are teaching. After students have completed the chapter, ask them to edit their paragraph and check for sentence errors.

424

Misplaced Modifiers A modifier is a word, phrase, or clause that describes or modifies nouns or verbs in a sentence. For example, holding the patient’s hand is a modifier. To use a modifier correctly, place it next to the word(s) that you want to modify.

modifier

words that are modified

Holding the patient’s hand, the doctor explained the procedure.

Chapter 31 Mistakes with Modifiers 425

I saw a pamphlet about acupuncture sitting in the doctor’s office. (How could a pamphlet sit in a doctor’s office?)

Commonly Misplaced Modifiers As you read the sample sentences for each type of modifier, notice how the meaning of the sentence changes depending on where the modifier is placed. In the examples, the modifiers are underlined.

Prepositional Phrase Modifiers A prepositional phrase is made of a preposition and its object. Confusing Cora read an article on acupuncture written by reporter James Reston in a café.

(Who was in the café: James or Cora?)

Clear In a café, Cora read an article on acupuncture written by reporter James Reston.

Teaching Tip Ask students how to correct the sentence beside this tip. The answer is “Sitting in the doctor’s office, I saw a pamphlet about acupuncture.”

Teaching Tip Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

Present Participle Modifiers A present participle modifier is a phrase that begins with an -ing verb. Confusing James Reston learned about acupuncture touring China.

(Can acupuncture tour China?)

Clear While touring China, James Reston learned about acupuncture.

Past Participle Modifiers A past participle modifier is a phrase that begins with a past participle (walked, gone, known, and so on). Confusing Called meridians, acupuncturists claim there are two thousand pathways on the body. Copyright © 2015 by Pearson Education

(What are called meridians: the acupuncturists or the pathways?)

Clear Acupuncturists claim there are two thousand pathways called meridians on the body.

Limiting Modifiers Limiting modifiers are words such as almost, nearly, only, merely, just, and even. In the examples, notice how the placement of almost changes the meaning. Almost all of the doctors went to the lecture that disproved acupuncture. (Some of the doctors did not attend, but most did.)

All of the doctors almost went to the lecture that disproved acupuncture. (The doctors did not go.)

All of the doctors went to the lecture that almost disproved acupuncture. (The lecture did not disprove acupuncture.)

ESL Teaching Tip Nonnative speakers may make modifier mistakes because many languages have a different word order than English. For example, inflected languages do not necessarily need to follow a specific word order.

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A misplaced modifier is a word, phrase, or clause that is not placed next to the word it modifies. When a modifier is too far from the word that it is describing, then the meaning of the sentence can become confusing or unintentionally funny.

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Hint

Other Types of Modifiers

There are many other types of modifiers. For example, some modifiers begin with relative clauses and some are appositives. Ensure that your modifier is near the word it is describing. Relative Clause Confusing The treatments involved acupuncture needles that were expensive.

Teaching Tip

(What was expensive: the treatment or the needles?)

Clear The treatments that were expensive involved acupuncture needles.

Suggest to students that they place modifiers as close as possible to the word(s) being modified to avoid misplaced modifier errors.

Appositive Confusing

A very sick man, Monica helped her uncle find a doctor.

(How could Monica be a very sick man?)

Clear

Monica helped her uncle, a very sick man, find a doctor.

PRACTICE 1 Circle the letter of the correct sentence in each pair. Underline the misplaced modifier in each incorrect sentence. Example: a. With interest, Lara noticed students meditating.

b. Lara noticed students meditating with interest.

1. a. Lara does an exercise called meditation to focus her mind. Teaching Tip Pair Work Suggest that students either do Practice 1 in pairs or do it alone and compare answers with a partner.

b. Called meditation, Lara does an exercise to focus her mind.

2. a. Based on ancient practices, Lara’s teacher explains meditation techniques. b. Lara’s teacher explains meditation techniques based on ancient practices. 3. a. Lara became curious about meditation vacationing in Korea. b. While vacationing in Korea, Lara became curious about meditation. 4. a. Lara spent a weekend in silence at a Buddhist temple.

b. Lara spent a weekend at a Buddhist temple in silence.

5. a. A recent survey showed that nearly twenty million Americans practice meditation.

b. A recent survey showed that twenty million Americans nearly practice meditation.

6. a. Scientists found a connection between meditation and a change in people’s blood pressure who were doing clinical studies. b. Scientists who were doing clinical studies found a connection between meditation and a change in people’s blood pressure. 7. a. Dr. Grey will study Lara, an expert on meditation research. b. Dr. Grey, an expert on meditation research, will study Lara.

Chapter 31 Mistakes with Modifiers 427

Correcting Misplaced Modifiers

To correct misplaced modifiers, do the following:  Identify

the modifier.

The orderly pushed the wheelchair in sneakers.  Identify

the word or words that are being modified.

Who wore sneakers? The orderly  Move

the modifier next to the word(s) being modified.

In sneakers, the orderly pushed the wheelchair.

PRACTICE 2 Underline the misplaced modifiers in the following sentences. Then, rewrite the sentences. You may have to add or remove words to give the sentence a logical meaning. Answers will vary. Example: Louisa, a hypnotherapist, suggested some exercises to help Rodney

relax his mind with a smile. With a smile, Louisa, a hypnotherapist, suggested some exercises to ________________________________________________________________ help Rodney relax his mind. ________________________________________________________________ 1. Hypnotism seems to be a mysterious form of mind control for audiences in television programs. In television programs, hypnotism seems to be a mysterious form of mind ________________________________________________________________ control for audiences. ________________________________________________________________ 2. Recently, scientists have found that their subjects have free will who study hypnosis. Recently, scientists who study hypnosis have found that their subjects ________________________________________________________________ have free will. ________________________________________________________________

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3. Rodney Booker had tried many different methods to help him sleep feeling worried. Feeling worried, Rodney Booker had tried many different methods to help ________________________________________________________________ him sleep. ________________________________________________________________ 4. Understanding the problem, hypnotherapy was suggested by Rodney’s mother. Understanding the problem, Rodney’s mother suggested hypnotherapy. ________________________________________________________________ ________________________________________________________________ 5. Feeling scared, Dr. Louisa Aziz explained hypnotherapy to Rodney. Dr. Louisa Aziz explained hypnotherapy to Rodney, who felt scared. ________________________________________________________________ ________________________________________________________________ 6. Dr. Aziz reassured Rodney that she has almost had success with 98 percent of her patients. Dr. Aziz reassured Rodney that she has had success with almost ________________________________________________________________ 98 percent of her patients. ________________________________________________________________

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Hint

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428 Part IV The Editing Handbook

LO 2 Avoid dangling modifiers. Teaching Tip Students often make modifier mistakes by starting sentences with Based on, Thankfully, Happily, Sadly, or Hopefully. Ask students to correct the next sentences. Based on the level of enthusiasm, the field trip was successful. Thankfully, the bus arrived on time.

Teaching Tip Suggest to students that they write in the active voice instead of the passive voice to avoid making dangling modifier errors.

Dangling Modifiers A dangling modifier opens a sentence but does not modify any words in the sentence. It “dangles” or hangs loosely because it is not connected to any other part of the sentence. To avoid having a dangling modifier, make sure that the modifier and the first noun that follows it have a logical connection. Confusing

While talking on a cell phone, the ambulance drove off the road.

(Can an ambulance talk on a cell phone?)

Clear While talking on a cell phone, the ambulance technician drove off the road. Confusing

To get into medical school, high grades are necessary.

(Can high grades get into a school?)

Clear

To get into medical school, students need high grades.

PRACTICE 3 Circle the letter of the correct sentence in each pair. Underline the dangling modifier in each incorrect sentence. Example: a. Having taken a pill, the results were surprising.

b. Having taken a pill, I was surprised by the results.

1. a. With the patient’s budget in mind, the least expensive drugs were prescribed. b. With the patient’s budget in mind, the doctor prescribed the least expensive drugs. 2. a. Believing in their effects, placebos are often given to patients. b. Believing in their effects, Dr. Zimboro sometimes gives placebos to patients. 3. a. After taking a sugar pill, patients often feel relieved. b. After taking a sugar pill, there is often a feeling of relief. 4. a. Surprised, the word placebo means “to please.” b. Surprised, I read that the word placebo means “to please.” 5. a. Thinking about the mind–body relationship, scientist Esther Sternberg conducted an experiment. b. Thinking about the mind–body relationship, an experiment was conducted. 6. a. Frustrated, Sternberg’s temptation was to give up. b. Frustrated, Sternberg was tempted to give up. 7. a. Using laboratory rats, Sternberg discovered a link between the mind and body. b. Using laboratory rats, a link was discovered between the mind and body.

Chapter 31 Mistakes with Modifiers 429

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8. a. Given an antidepressant, the arthritis disappeared. b. Given an antidepressant, some rats no longer had arthritis. 9. a. Excited about her discovery, Sternberg wrote an article for a medical journal. b. Excited about her discovery, an article was written for a medical journal.

Hint

Correcting Dangling Modifiers

To correct dangling modifiers, do the following:  Identify

the modifier.

To teach yoga, a flexible body is needed.  Identify

the word or words that are being modified.

Who needs a flexible body? The yoga instructor  Add

the missing subject and, in some cases, also add or remove words so that the sentence makes sense. To teach yoga, the instructor needs a flexible body.

PRACTICE 4 In each sentence, underline the dangling modifier. Then rewrite each sentence, adding or removing words to provide a logical meaning. Answers will vary. Example: Worried about their health, laughter yoga is practiced.

Worried about their health, people practice laughter yoga. _________________________________________________________

1. When exercising, getting bored is common. When exercising, people often get bored. ________________________________________________________________ Copyright © 2015 by Pearson Education

________________________________________________________________ 2. Gathering in a park in Mumbai, India, laughter yoga was practiced. Gathering in a park in Mumbai, India, people practiced laughter yoga. ________________________________________________________________ ________________________________________________________________ 3. Muscles are gently stretched while chanting “Haha hoho” in unison. Muscles are gently stretched while people chant “Haha Hoho” in unison. ________________________________________________________________ ________________________________________________________________ 4. To take a laughter yoga class, $20 is needed. To take a laughter yoga class, participants need $20. ________________________________________________________________ ________________________________________________________________

Teaching Tip Pair Work Remind students that they will have to add a subject to each sentence because the modifier does not modify anything. Students should do this practice in pairs because it may be difficult. You can have students compare answers with another pair of students.

Teaching Tip Cooperative Learning (Pair & Share) Ask students to write two sentences with modifier errors. They can continue the theme of Practice 4. Then ask them to exchange their sentences with another pair of students. They should correct the new sentences and verify their answers.

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5. Doing laughter yoga, stress is reduced. Doing laughter yoga, participants reduce their stress. ________________________________________________________________ ________________________________________________________________ 6. When experimenting with laughter yoga, the advice of a professional is helpful. When experimenting with laughter yoga, people should ask a professional ________________________________________________________________ for advice. ________________________________________________________________

PRACTICE 5 Some sentences in this practice have dangling or misplaced modifiers. Write M next to misplaced modifiers, D next to dangling modifiers, and C next to correct sentences. If the modifier is misplaced, move it. If the modifier is dangling, add words to make the sentence complete. Answers will vary. people try different therapies

D Example: Hoping to live a long life, different therapies are tried. _____

Teaching Tip Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. All students should write three questions on a sheet of paper. Then, in teams, students can ask other members their questions and share answers.

Ancient 1. Called Ayurveda therapy, ancient Indians developed a school called Ayurveda therapy. of medicine. /

M _____

Researchers 2. Originally written on palm leaves, researchers found originally written on palm leaves. 2,000-year-old texts. /

M _____

3. Possibly causing diseases, Ayurvedic medicine teaches about possibly causing diseases. an imbalance in mental and physical energies. /

M _____

4. Ayurvedic medicine is widely followed by people in India.

C _____

Essential 5. Doing meditation and yoga, essential parts of this alternative when one does meditation and yoga. therapy are learned. /

D _____

the Indian therapy 6. Called homeopathy, India has produced a therapy that uses plants, animals, and minerals to cure a patient’s illness.

M _____

wearing glasses 7. Later, a German doctor organized the rules of homeopathic ^ M treatment wearing glasses. _____ 8. In the 1800s, homeopathy became popular in the United States.

C _____

some people question 9. Feeling skeptical, the merits of homeopathy are questioned. ^

D _____

Chapter 31 Mistakes with Modifiers 431

in alternative medical therapies.

Tech Teaching Tip C _____

Reflect On It Think about what you have learned in this unit. If you do not know an answer, review that concept. A misplaced modifier is not placed next to 1. What is a misplaced modifier? _____________________________________ the word it modifies. ______________________________________________________________ A dangling modifier opens a sentence but 2. What is a dangling modifier? ______________________________________ does not modify any words in the sentence. ______________________________________________________________ 3. What type of modifier error is in each sentence? Write M for “misplaced” and D for “dangling.” Then correct the sentence. a. Overeating, a weight problem was developed. D. Overeating caused me to develop a weight problem. ___________________________________________________________

b. The doctor examined the X-ray in the lab coat. M. The doctor in the lab coat examined the X-ray. ___________________________________________________________

Final Review Underline ten dangling or misplaced modifier errors in the next selection. Then, correct each error. You may need to add or remove words to ensure that the sentence makes sense. Answers will vary. the chiropractor had a surprising result. Example: Manipulating her neck, a surprising result occurred.

Copyright © 2015 by Pearson Education

1. There are many fraudulent claims in alternative medicine. In fact, feeling people spend fortunes desperate, fortunes are spent on suspect therapies. It is difficult for members of the public to determine which therapies are valid and which are pure quackery. eating lunch together At an important medical conference, some doctors discussed chiropractic neck ^ treatments eating lunch together. 2. Based on spinal adjustments, Dr. Daniel Palmer developed a new healing was developed by Dr. Daniel Palmer technique. Born in Canada, Palmer did his first treatment in 1895. A janitor ^ complained that he had lost his hearing after straining his back. Manipulating Palmer restored the janitor’s neck, the man’s hearing was restored. Using the therapy all over ^ actively promote specialists America, neck manipulations are actively promoted. ^

Cooperative Learning (Quick Review) Place students in teams of three or four. Each team creates a PowerPoint presentation about the grammar section’s key concepts. Teams should create about six questions. For each item, one slide will show a question and the next slide will have the detailed answer. Then each team can give its PowerPoint presentation to the class. You can ask the class to answer the questions or have a competition to see which team can answer the questions first.

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Teaching Tip Pair Work Ask students to work in pairs because the practice may be difficult. You may want to have students compare their answers with another pair.

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10. In fact, many conventionally trained doctors do not believe

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432 Part IV The Editing Handbook

with severe headaches In 2006, a young mother went to see a chiropractor with severe headaches. ^ the doctor made a mistake Misdiagnosing the patient’s illness, a mistake was made. Pierrette Parisien Speaking to the media, the died following her neck treatment. The coroner recommended a review of

3.

Teaching Tip Ask students to switch paragraphs with a partner and underline the modifiers in that paragraph.

ESL Teaching Tip The Writers’ Circle activity gives all students, but especially nonnative speakers, an opportunity to share ideas and to learn from others.

Complete these writing assignments at mywritinglab.com

Reading Link To learn more about health care, read the following essays. “Guy Chores” by Tom Keenan (page 192) “Chicken Hips” by Catherine Pigott (page 201) “Don’t Worry, Act Happy” by Albert Nerenberg (page 224) “Musicophilia” by Oliver Sacks (page 531)

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

chiropractic procedures speaking to the media. 4.

Many medical doctors have questioned the safety of neck Feeling angry, chiropractors manipulations. Chiropractors refute the criticism feeling angry. According

to Dr. Rick Morris, chiropractors pay low malpractice insurance rates because injuries are so rare. Having confidence in chiropractors, patients continue to receive neck manipulations neck manipulations continue to be popular.

The Writer’s Room Write about one of the following topics. Include some modifiers and make sure that your sentences are formed correctly. 1. Have you ever been to an acupuncturist, a massage therapist, a naturopath, a homeopath, or any other alternative healing practitioner? Describe the treatment that you received. 2. Give your opinion about alternative therapies.

The Writers’ Circle Collaborative Activity Work with a group of students and create an advertisement for an alternative medical treatment. You can even invent a new medical treatment. For example, you can make an advertisement to cure warts, reduce acne, or help back pain. In your ad, include some adjectives and adverbs. In some of your sentences, include phrases that begin with who, that, and which. When you finish, exchange advertisements with another team. Check that the other team’s advertisement contains correct adjectives, adverbs, and modifiers.

Exact Language Section Theme: The Legal World

32

Learning Objectives LO 1 Use specific and

detailed vocabulary. (p. 433)

LO 2 Avoid wordiness

and redundancy. (p. 435)

LO 3 Avoid clichés. (p. 437)

LO 4 Identify standard English versus slang. (p. 438)

In this chapter, you will read about topics related to property crimes.

The Writer’s Journal Write a paragraph that summarizes the events of a well-known crime. Describe what happened.

Use Specific and Detailed Vocabulary Great writing evokes an emotional response from the reader. Great writers not only use correct grammatical structures, but they also infuse their writing with precise and vivid details that make their work come alive. When you proofread your work, revise words that are too vague. Vague words lack precision and detail. For example, the words nice and bad are vague. Readers cannot get a clear picture from them. Compare the following sets of sentences. Vague

The movie was bad.

Precise

The predictable film included violent, gory scenes.

Vague

In France, thieves stole some paintings.

Complete this Writer's Journal activity at mywritinglab.com

LO 1 Use specific and detailed vocabulary.

Teaching Tip You might adapt the prompt to suit the writing pattern that you are teaching. After students have completed the chapter, ask them to edit their paragraph and check for sentence errors.

Precise In southern France, armed, masked thieves staged a brazen daylight robbery of paintings by Claude Monet. 433

434 Part IV The Editing Handbook

Creating Vivid Language When you choose the precise word, you convey your meaning exactly. Moreover, you can make your writing clearer and more impressive by using specific and detailed vocabulary. To create vivid language, try the following strategies.

Chapter 32

 Modify your nouns. If your noun is vague, make it more specific by adding one or more adjectives. You could also replace the noun with a more specific term. Vague

the man

Vivid

the taxi driver the thin, nervous soldier

 Modify your verbs. Use more vivid and precise verbs. You could also add adverbs. Vague walk Vivid Teaching Tip Group Work Ask groups of students to use vivid language to describe a photo in this book. Writing Link You can find more information about appealing to the five senses in Chapter 6, “Description.”

saunter stroll march briskly

 Include more details. Add detailed information to make the sentence more complete. Vague

Several signs foretold Caesar’s death.

Precise Several ominous signs, such as Caesar’s horses getting loose and a soothsayer’s warning, foretold Caesar’s impending murder.

Hint

Use Imagery

You can make your writing come alive by using imagery, which is description using the five senses: sight, sound, smell, touch, and taste. In the examples, the underlined words add details to the sentence and contribute to a more exact description. Wearing a blond wig, the armed robber smashed the glass display case and pocketed the luxury watches.

PRACTICE 1 Replace the familiar words in parentheses with more vivid words or phrases, and add more specific details. Use your dictionary or thesaurus if you need help. Answers will vary. scrawl words and pictures Example: Graffiti artists (write) ______________________________ on walls. scraping and scrubbing 1. Many cities spend a lot of money (cleaning graffiti) _______________________ artwork off public walls. _________________________________________________________________ Many enthusiastic adolescents 2. (Youths) ________________________________ spray paint on many (places) public buildings, bridges, and underpasses. _________________________________________________________________ either the authorities or 3. They worry about getting caught by (someone) __________________________ the owner of the property they are spraying. _________________________________________________________________ public 4. Some cities permit graffiti artists to paint on (certain locations) _____________ buildings and fences. _________________________________________________________________ profanity and inexcusable 5. Sometimes graffiti artists write (bad words) _____________________________ messages. _________________________________________________________________

Chapter 32 Exact Language 435

by providing 6. Governments could combat the problem (with many solutions) _____________ more outlets for these artists to express themselves. _________________________________________________________________ fined, jailed, 7. Some people think graffiti artists should be (treated harshly) ________________ or forced to clean up their graffiti. _________________________________________________________________

PRACTICE 2 Underline all the words in the paragraph that add vivid details to the description. Example: Paul bounded upstairs, scrubbed the greasy odor of the dishwater from his

Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

a few drops of violet water from the bottle he kept hidden in his drawer. The east-bound train was plowing through a January snowstorm; the dull dawn was beginning to show grey when the engine whistled a mile out of Newark. Paul started up from the seat where he had lain curled in uneasy slumber, rubbed the breath-misted window-glass with his hand, and peered out. The snow was whirling in curling eddies above the white bottom lands, and the drifts lay already deep in the fields and along the fences while here and there the tall dead grass and dried weed-stalks protruded black above it. Lights shone from the scattered houses, and a gang of laborers who stood beside the track waved their lanterns. —Willa Cather, “Paul’s Case”

Hint

Adding Appositives

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An appositive is a word or phrase that gives further information about a noun or pronoun. You can write sentences that are more exact and detailed by adding appositives. appositive

appositive

Sherlock Holmes, the famous detective, was helped by his friend, Dr. Watson.

Avoid Wordiness and Redundancy Sometimes students fill their writing assignments with extra words to meet length requirements. However, good ideas can easily get lost in work that is too wordy. Also, if the explanations are unnecessarily long, then writing becomes boring. To improve your writing style, use only as many words or phrases as you need to fully explain your ideas. The police department was a distance of two blocks from the municipal library. (A block is a measure of a distance, so it is unnecessary to repeat that information.)

LO 2 Avoid wordiness and redundancy.

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hands with the ill-smelling soap he hated, and then shook over his fingers

Teaching Tip

436 Part IV The Editing Handbook

Correcting Wordiness You can cut the number of words needed to express an idea by substituting a wordy phrase with a single word. You could also remove the wordy phrase completely. Because of the fact that the security guard was alone, the thieves easily overwhelmed him. Some Common Wordy Expressions and Substitutions

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Wordy at that point in time big, small in size in close proximity a difficult dilemma due to the fact equally as good as exactly the same exceptions to the rule final completion for the purpose of gave the appearance of

Better then, at that time big, small close or in proximity a dilemma because as good as the same exceptions end for looked like

Wordy great, few in number in order to in spite of the fact

Better great, few

to although, even though in the final analysis finally, lastly past history past or history period of time period personal opinion opinion reason why is that because return again return still remain remain a true fact a fact

PRACTICE 3 In the next sentences, cross out all unnecessary words or phrases, or modify any repeated words. Many Example: A great number of thefts occurred in Beverly Hills, California. to steal 1. In August 2007, five men entered an art museum on the French Riviera for the purpose of stealing paintings. Even though 2. In spite of the fact that there were security guards, the masked thieves managed to take four masterpieces. At that time or Then 3. At that period of time, the thieves stuffed the paintings in bags. To 4. In order to escape, the robbers used a motorcycle and a car. 5. The whole entire robbery lasted for ten minutes.

because 6. The thieves cannot sell their treasures on the open market due to the fact that the Monet and Bruegel paintings are well known. true or a fact 7. It is a true fact that many paintings are stolen for wealthy private collectors. 8. The paintings still remain missing, and the thieves have not been caught. 9. The FBI estimates that, on a yearly basis, the market for stolen art is $6 billion annually.

Chapter 32 Exact Language 437

Avoid Clichés

LO 3

Clichés are overused expressions. Because they are overused, they lose their power and become boring. You should avoid using clichés in your writing.

ESL Teaching Tip

cliché

The defense attorney was fit to be tied when his client confessed.

direct words

Avoid clichés.

If you have students who are nonnative speakers, discuss the meanings of these and other clichés with the class.

The defense attorney was extremely upset when his client confessed.

Some Common Clichés break the ice butter someone up cost an arm and a leg drop the ball easier said than done

jump in with both feet keep your eyes peeled top dog under the weather work like a dog

Correcting Clichés

ESL Teaching Tip

When you modify a cliché, you can change it into a direct term. You might also try playing with language to come up with a more interesting description. Cliché

She was as busy as a bee.

Direct language

She was extremely busy.

Interesting description

She was as busy as an emergency room nurse.

Nonnative speakers may not understand the difference between a cliché and an idiomatic expression such as “She rolled her eyes” or “I made it from scratch.” Point out that clichés are really overused comparisons.

PRACTICE 4 Underline twelve clichéd expressions, and then replace them with fresh or direct language. Answers will vary. stay alert Example: Jack Garcia had to keep his eyes peeled. Cuban-born Jack Garcia is recognized as the best undercover agent in the played a central role FBI’s history. During his career, he was a mover and shaker in more than a

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1.

hundred different operations. For instance, some of Florida’s largest drug prison smugglers are now in the big house thanks to Garcia. The agent’s work also led to the arrest of some corrupt Florida police officers. Playing the role of “Big Frankie” or “Big Tony,” Garcia would bribe officers. The officers were upset bent out of shape when they were arrested. 2.

Garcia was able to infiltrate New York’s Gambino crime family by

pretending to be “Jack Falcone.” To prepare for his role, Garcia had to jump immerse himself in Sicilian culture into Sicilian culture with both feet. For example, he learned about Italian food.

Teaching Tip Pair Work Ask students to do this practice with a partner.

ESL Teaching Tip If you have nonnative speakers in your class, make sure that they collaborate with native speakers when doing Practice 4.

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a drop in the bucket as light as a feather as luck would have it axe to grind between a rock and a hard place

438 Part IV The Editing Handbook

in a dangerous position He knew he was playing with fire whenever he sat with the crime boss Greg made a mistake DePalma, and he had to be convincing. If he dropped the ball, he could find dead himself six feet under. easily fooled DePalma flattered 3. Garcia played DePalma like a fiddle. He constantly buttered up the boss. luxuries Also, Garcia provided DePalma with the finer things in life such as jewelry,

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iPods, and televisions. The FBI agent was so convincing in his role as “Big Jack” that the crime boss offered to promote Garcia in the crime family. not easy 4. Jack Garcia’s job was no piece of cake. One day, when Mafia members stopped became suspicious of Garcia, the FBI pulled the plug on the operation. Today, thirty-one members of the Gambino crime family are in jail, and Garcia has retired from the FBI.

LO 4 Identify standard English versus slang. ESL Teaching Tip Your nonnative speakers may have difficulty distinguishing between slang and academic English. Point out that there is a difference between dialogue heard in films and academic language used in written communication. When doing the practice related to slang, make sure that your nonnative speakers collaborate with native speakers.

Teaching Tip Ask the class to compare contemporary slang with slang from past decades. For example, you might discuss the various ways to say that something is great (cat’s pajamas, swell, groovy, hip, sharp, cool, awesome, wicked, sweet, tight, etc.).

Standard English Versus Slang Most of your instructors will want you to write using standard American English. The word standard does not imply “better.” Standard American English is the common language generally used and expected in schools, businesses, and government institutions in the United States. Slang is nonstandard language. It is used in informal situations to communicate common cultural knowledge. In any academic or professional context, do not use slang. Slang My friends and I hang together. Last weekend, we watched a movie that was kinda weird but also pretty sweet. It was called Safe House. Standard My friends and I spend a lot of time together. Last weekend, American we watched a movie that was unusual but fascinating. It was English called Safe House.

Hint

Do Not Use Slang in Academic Writing

Slang is very informal and should be avoided in academic writing. Keep in mind that slang changes depending on generational, regional, cultural, and historical influences. For example, rather than saying “I have to leave,” people in one group might say scram or split while those in another group might say bail or bounce. Avoid using slang expressions in your writing because they can change very quickly—so quickly, in fact, that you might remark that this textbook’s examples of slang are “lame.”

Chapter 32 Exact Language 439

PRACTICE 5 Substitute the underlined slang expressions with the best possible choice in standard American English. Answers will vary. Example: Every day, the cops deal with gangs.

police officers _________________

1. Gang members can be guys or chicks.

male or female _________________

great or exciting 2. Some young people think that gangs are cool. _________________ 3. It takes a lot of guts to refuse to join a gang.

courage _________________

Pair Work Ask students to do this practice with a partner. Go over the answers to make sure that students have not simply replaced one slang word with another.

money 5. Others join gangs because they want to earn serious coin. _________________ 6. Sometimes people hang with gangs because they feel more protected.

associate _________________

7. It is dicey to be in a gang.

dangerous _________________

8. Police try to keep their cool when they deal with gangs.

remain calm _________________

narcotics agents 9. Gang members are often on the lookout for narcs. _________________ prison 10. Many gang members end up in the slammer. _________________

Reflect On It Think about what you have learned in this unit. If you do not know an answer, review that concept. precise language that appeals to one or more of 1. What is vivid language? __________________________________________

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the five senses ______________________________________________________________ 2. Edit the following sentences for wordiness, clichés, and overused expressions. Modify them to make them more concise. near a. The suspect lived in close proximity to the bank that he had robbed. stunned by his results b. Peter will be in for a rude awakening if he does not study for his lawenforcement exams. ill c. Peter is feeling under the weather today. 3. Edit the following sentences for slang. Replace the slang words with standard American English. annoying a. Replacing the contents of a stolen wallet is such a drag. fascinating b. I read a cool biography about Al Capone.

Teaching Tip Cooperative Learning (Quick Review) Divide the class into teams of three or four. Assign a part of the chapter to each team. Each team should review the information and generate three questions. Then ask teams to read the questions aloud. Anybody in the class can answer a question. Or, as an alternative, you can ask teams to exchange questions and to answer another team’s questions.

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

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4. Someone may join a gang because he or she does weak not want to look spineless. _________________

Teaching Tip

440 Part IV The Editing Handbook

Teaching Tip To help students build vocabulary, ask them to work in pairs and come up with a list of possible substitutions for each slang term, cliché, wordy expression, or vague term in the final review.

Final Review Edit the following paragraphs for slang, clichés, and vague language.

ParT A In the next paragraph, four vague words are underlined. Replace these words with specific details to make the paragraph more interesting. Also correct four wordy expressions. Answers will vary.

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Example: It is estimated that the Bling Ring managed to steal about $3 million

cash and belongings worth of stuff.

Teaching Tip You can use the final review as a test. There are twenty answers. Additional test material appears in the Instructor’s Resource Manual.

Tech Teaching Tip Cooperative Learning (Sharing Circle) Place students in teams of three or four. Each team creates a short exercise about grammar points covered in this chapter. Teams can place their exercise, without the answers, onto a PowerPoint slide. A second slide would show the same exercise with the answers. You can ask the class to complete the exercise. Or you could have a competition to see which team can complete the exercise first.

At the end of 2008, Rachel Lee was rebellious. Small in size, she was the daughter because of successful business owners. Perhaps, as a result of the fact that celebrity To culture is so strong, Lee wanted to dress like a movie star. In order to feed her cravings, Lee convinced her shy friend, Nick Prugo, to help her rob the home of Paris Hilton. For the next eleven months, Lee led a group of teen house burglars. celebrities and entertainers They managed to steal clothing and money from rich people in Hollywood. luxurious and glamorous They wanted to have a good life. But in 2009, the police captured the gang. Now the greedy young thief At this point in time, the girl has finished her four-year prison sentence. fascinating tale of greed Filmmaker Sofia Coppola has made a movie about the interesting story.

ParT B Underline and replace twelve slang or clichéd expressions. Answers will vary. young man Example: Nick Prugo was a nervous dude. 1.

manipulate people Rachel Lee was able to mess with people’s heads and get them to follow her.

For their first robbery, Lee and Prugo wondered who would leave the front door money unlocked and some dough lying around. They targeted Paris Hilton because not very intelligent they thought the celebrity was as dumb as a bag of rocks. Sure enough, Hilton’s house was unlocked. They robbed Hilton several times before the celebrity stole from realized that something was missing. They also ripped off Audrina Patridge, upset Rachel Bilson, and Lindsay Lohan. Of course, the gang’s victims were bummed after realizing that they had been robbed.

Chapter 32 Exact Language 441

not very brave 2. Nick Prugo claimed that he was a bit of a wimp, and he would sometimes become really nervous very relaxed freak out during the robberies. Rachel Lee, on the other hand, was super chill, even stopping to use a celebrity’s bathroom during one burglary. As the gang expanded, the female members especially targeted the designer clothing of their in expensive clothing celebrity victims. Lee and the others often dressed to the hilt and wore lots of jewelry stolen bling.

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3.

Eventually, a schoolmate told authorities that Lee and Prugo had robbed

Lindsay Lohan. The police had a surveillance camera photo of Prugo. smart officer A whiz cop had the idea of searching Prugo’s Facebook page, where he found Rachel Lee’s name. Police noticed the designer clothing that the thieves wore in crime spree their Facebook photos. Quickly, the gang’s sweet gig came to an end.

The Writer’s Room Write about one of the following topics. Make sure that you use exact and concise language. 1. List some steps that parents can take to prevent their children from joining gangs or breaking laws.

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2. What are some different categories of crimes? Classify crimes into three different types.

Complete these writing assignments at mywritinglab.com

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

33

Spelling and Commonly Confused Words Section Theme: The Legal World

Learning Objectives LO 1 Follow spelling rules. (p. 442)

LO 2 Review 120

commonly misspelled words. (p. 449)

LO 3 Distinguish

look-alike and sound-alike words. (p. 451)

In this chapter, you will read about topics related to crimes and criminals.

Complete this Writer's Journal activity at mywritinglab.com

LO 1

Follow spelling rules.

Teaching Tip For the Writer’s Journal activity, you might adapt the prompt to suit the writing pattern that you are teaching. After students have completed the chapter, ask them to edit their paragraph and check for sentence errors.

442

The Writer’s Journal What are some reasons that people commit crimes?

Spelling Rules It is important to spell correctly. Spelling mistakes can detract from good ideas in your work. You can become a better speller if you always proofread your written work and if you check a dictionary for the meaning and spelling of words about which you are unsure. Here are some spelling rules that will help you improve your spelling.

Hint

Using a Dictionary

If you are unsure about the spelling or meaning of a word, consult a dictionary. Try to use a recent edition. Also, get to know the features of your dictionary.

Chapter 33 Spelling and Commonly Confused Words 443

Writing ie or ei

ESL Teaching Tip

Remember the following rule so that you know when to use ie or ei. Write i before e, except after c or when ei is pronounced ay, as in neighbor and weigh. niece ceiling beige

field conceive vein

grief perceive weigh

Exceptions:

efficient leisure society

either neither species

foreigner science their

height seize weird

PRACTICE 1 Underline the correct spelling of each word. Example: recieve / receive

1. decieve / deceive

6. science / sceince

2. foreigner / foriegner

7. efficient / efficeint

3. friend / freind

8. theif / thief

4. hieght / height

9. deciet / deceit

5. vien / vein

10. chief / cheif

Adding Prefixes and Suffixes

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A prefix is added to the beginning of a word, and it changes the word’s meaning. For example, con-, dis-, pre-, un-, and il- are prefixes. A suffix is added to the ending of a word, and it changes the word’s tense or meaning. For example, -ly, -ment, -ed, and -ing are suffixes. When you add a prefix to a word, keep the last letter of the prefix and the first letter of the main word. un + natural = unnatural dis + satisfaction = dissatisfaction When you add the suffix -ly to words that end in l, keep the l of the root word. The new word will have two l’s. personal + ly = personally actual + ly = actually

Hint

Words Ending in -ful

Although the word full ends in two l’s, when -ful is added to another word as a suffix, it ends in one l. careful successful hopeful Notice, however, the unusual spelling when full and fill are combined: fulfill.

Reading Link For more information about using a dictionary, see pages 506–507 in Part V, “Reading Strategies and Selections” (Chapter 38).

Teaching Tip To help students understand spelling with prefixes and suffixes, write -ly on the board. Then ask students to add the suffix to words such as real, sure, careful, severe, final, and unusual. You can also write un on the board, and then ask students to add the prefix to necessary, usual, and natural.

Teaching Tip Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

Chapter 33

i before e ei after c ei pronounced ay

Many languages have words that look like English words but are spelled differently. You might ask your nonnative speakers to keep a list of such words. For example, the English words ocupación and comfortable sound similar to the Spanish ocupación and confortable. You might also ask nonnative speakers to keep a list of false cognates, or words that sound alike but have different meanings in two languages. For instance, the Spanish word embarazada looks like the English word “embarrassed,” but it actually means “pregnant.”

444 Part IV The Editing Handbook

PRACTICE 2 Read the following words and decide if they are correctly spelled. If the word is correct, write C in the space provided. If the word is incorrect, write the correct word in the space.

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ESL Teaching Tip Your nonnative speakers may not know which prefix to use. Point out that many prefixes mean “not,” including un, dis, im, il, ir, non, and un. You might give them the following rules. Use il before words beginning with l (illegal). Use ir before words beginning with r (irregular). Use im before most words beginning with m or p (immature, impossible).

factually C Examples: factualy __________________ untrue __________________ illogical 1. ilogical_________________

beautiful 6. beautifull_________________

C 2. continually_________________

irresponsible 7. iresponsible_________________

immoral 3. imoral_________________

C 8. unusual_________________

unnecessary 4. unecessary_________________

carefully 9. carefuly_________________

misspell 5. mispell_________________

C 10. fulfilled_________________

Adding -s or -es Add -s to nouns and to present tense verbs that are third-person singular. However, add -es to words in the following situations.  When words end in s, sh, ss, ch, or x, add -es. Noun: church–churches

Verb: fix–fixes

 When words end with the consonant y, change the y to i and add -es. Noun: berry–berries

Verb: marry–marries

 When words end in o, add -es in most cases. Noun: hero–heroes

Verb: do–does

Exceptions: piano–pianos; radio–radios; logo–logos; patio–patios  When words end in f or fe, change the f to v and add -es. leaf–leaves knife–knives Exceptions: belief–beliefs; roof–roofs

PRACTICE 3 Add -s or -es to each word, and adjust the spelling if necessary. Write the new word in the space provided. reaches Example: reach _________________ heroes 1. hero_________________

potatoes 7. potato_________________

crutches 2. crutch_________________

misses 8. miss_________________

fixes 3. fix_________________

flies 9. fly_________________

echoes 4. echo_________________

teaches 10. teach_________________

carries 5. carry_________________

scarves 11. scarf_________________

tomatoes 6. tomato_________________

candies 12. candy_________________

Chapter 33 Spelling and Commonly Confused Words 445

Adding Suffixes to Words Ending in -e When you add a suffix to a word ending in e, make sure that you follow the next rules.  If the suffix begins with a vowel, drop the e on the main word. Some common suffixes beginning with vowels are -ed, -er, -est, -ing, -able, -ent, and -ist. hope–hoping encourage–encouraging sue–suing Exceptions: For some words that end in ge, keep the e and add the suffix. courage–courageous change–changeable

sure–surely like–likeness hope–hopeful Exceptions: Some words lose their final e when a suffix is added. argue–argument true–truly judge–judgment

Hint

American and British Spelling

American and British spelling conventions are not identical. Canadian English generally follows British spelling. United States color center judgment

Great Britain and Canada colour centre judgement

PRACTICE 4 Rewrite each word with the suggested ending.

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Example: use + ed

used _________________

achievement 1. achieve + ment _______________

endorsement 6. endorse + ment _______________

strangest 2. strange + est _________________

7. argue + ing

arguing _______________

argument 3. argue + ment _________________

8. nine + ty

ninety _______________

4. love + ing

loving _________________

9. write + ing

writing _______________

5. true + ly

truly _________________

10. change + able

changeable _______________

Adding Suffixes to Words Ending in -y When you add a suffix to a word ending in y, make sure that you follow the next rules.  If the word has a consonant before the final y, change the y to an i before adding the suffix. beauty–beautiful supply–supplied

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 If the suffix begins with a consonant, keep the e. Some common suffixes beginning with consonants are -ly, -ment, -less, and -ful.

446 Part IV The Editing Handbook

 If the word has a vowel before the final y, if the word is a proper name, or if the suffix is -ing, do not change the y to an i. day–days

try–trying

the Vronsky family–the Vronskys

Exceptions: Some words do not follow the previous rule. day–daily lay–laid say–said pay–paid

PRACTICE 5 Rewrite each word with the suggested ending.

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Example: try + ed

tried _________________

1. happy + est

happiest _________________

7. envy + able

enviable _________________

2. play + er

player _________________

8. angry + ly

angrily _________________

3. pretty + er

prettier _________________

9. day + ly

daily _________________

Connollys 4. Connolly + s _________________

10. say + ing

saying _________________

loneliness 5. lonely + ness _________________

11. dirty + est

dirtiest _________________

12. stay + ed

stayed _________________

6. lazy + er

lazier _________________

Doubling the Final Consonant Sometimes when you add a suffix to a word, you must double the final consonant. Remember the next tips.

One-Syllable Words  Double the final consonant of one-syllable words ending in a consonant–vowel–consonant pattern. jog–jogger plan–planned prod–prodded

ESL Teaching Tip Say some words out loud, and ask students to identify the stressed syllable and spell the word. Examples: beginning, opening, happening, preferred, offering, omitted, and referring.

 Do not double the final consonant if the word ends in a vowel and two consonants or if it ends with two vowels and a consonant. cool–coolest park–parking clean–cleaner

Words of Two or More Syllables  Double the final consonant of words ending in a stressed consonant–vowel–consonant pattern. prefer–preferred occur–occurred  If the word ends in a syllable that is not stressed, then do not double the last letter of the word. happen–happened

visit–visiting

Chapter 33 Spelling and Commonly Confused Words 447

PRACTICE 6 Rewrite each word with the suggested ending. Add -ed Add -ing

Examples:

stop

stopped trying ___________________ try ___________________ smiling 6. smile ___________________

loaded 2. load ___________________

staying 7. stay ___________________

mentioned 3. mention ___________________

entering 8. enter ___________________

planned 4. plan ___________________

beginning 9. begin ___________________

committed 5. commit ___________________

referring 10. refer ___________________

PRACTICE 7 Underline and correct twelve spelling mistakes in the next selection. angrily Example: Business owners react angryly when they are criticized. 1.

successful For a democracy to be successfull, citizens must be able to speak freely about

issues. A strategic lawsuit against public participation (SLAPP) permits an aggressively Unfortunately individual or company to act agressivly toward critics. Unfortunatly, private citizens have very little protection against such lawsuits. For example, in 2004, Serge Galipeau and Christine Landry complained about opened the strong odors from a nearby dump. Whenever they openned their windows, neighbors developed they developped headaches. Their nieghbors had the same problems. Feeling

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2.

frustrated, Galipeau and Landry gathered a petition of thousands of signatures suing and spoke to local news media. The dump retaliated by sueing the homeowners for $1.25 million. 3.

Some governments have introduced anti-SLAPP legislation. For example,

Texas, Washington, and Pennsylvania have such laws. Perhaps companies are beginning begining to take responsibility for their mistakes instead of attacking critics, unnecessary and there will be fewer unecessary lawsuits. However, many people have

Students may wonder why committed takes two ts. Point out that in the word commit, the second syllable is stressed and the word ends in a consonant–vowel–consonant combination. Thus, the final t must be doubled before the suffix is added.

Chapter 33

slipped 1. slip ___________________

Teaching Tip

448 Part IV The Editing Handbook

questioned Definitely questionned the effectiveness of anti-SLAPP laws. Definitly, there are some problems. For example, Galipeau and Landry won their case, but they spent lives a lot of time and all of their savings defending themselves. Their lifes are no longer the same.

Chapter 33

Spelling Two-Part Words Some one-word indefinite pronouns sound as if they should be two separate words, but they are not. Here are some examples of one-word indefinite pronouns. Words with any Words with some Words with every Teaching Tip

Hint

Draw attention to mistakes with two-part words. Remind students that most indefinite pronouns are one word.

anything, anyone, anybody, anywhere something, someone, somebody, somewhere everything, everyone, everybody, everywhere

Spelling another and a lot Another is always one word.

Bonnie committed another crime.

A lot is always two words.

She robbed a lot of banks.

PRACTICE 8 Underline and correct twelve spelling errors in the next paragraphs. Another Example: An other scandal occurred last year. 1.

A lot Sometimes Alot of politicians have been involved in scandals. Some times a public figure

takes bribes. For instance, in 2006, Representative William J. Jefferson was convicted after police found $90,000 in his freezer. In 2009, Governor Rod someone Blagojevich tried to sell a senate seat to some one. Senator John Edwards is nobody immoral another an other politician who made imoral choices. At first, no body knew about the married politician’s girlfriend. When a tabloid published a photo of denied eventually Edwards with his mistress, he denyied the rumors, but eventualy he had to tell the truth. unethical 2. When politicians act in an unnethical manner, they hurt their families, usually and they usualy destroy their own careers. Often, citizens discover that heroes their heros, especially in the political world, are capable of just about anything any thing.

Chapter 33 Spelling and Commonly Confused Words 449

120 Commonly Misspelled Words absence absorption accommodate acquaintance address aggressive already aluminum analyze appointment approximate argument athlete bargain beginning behavior believable business calendar campaign careful ceiling cemetery clientele committee comparison competent conscience conscientious convenient

Hint

curriculum definite definitely desperate developed dilemma disappoint embarrass encouragement environment especially exaggerate exercise extraordinarily familiar February finally foreign government harassment height immediately independent jewelry judgment laboratory lawyer ledge leisure license

loneliness maintenance mathematics medicine millennium minuscule mischievous mortgage necessary ninety noticeable occasion occurrence opposite outrageous parallel performance perseverance personality physically possess precious prejudice privilege professor psychology questionnaire receive recommend reference

responsible rhythm schedule scientific separate sincerely spaghetti strength success surprise technique thorough tomato tomatoes tomorrow traditional truly Tuesday until usually vacuum Wednesday weird woman women wreckage writer writing written zealous

Spelling Strategies

Here are some useful strategies to improve your spelling.  Keep

a record of words that you commonly misspell in your spelling log, which could be in a journal or binder. Have a friend read from your list of misspelled words to give you a spelling quiz. See Appendix 7 for more information about spelling logs.  Use memory cards or flash cards to help you memorize the spelling of difficult words.  Write down the spelling of difficult words at least ten times to help you remember how to spell them.

Chapter 33

Copyright © 2015 by Pearson Education

The next list contains some of the most commonly misspelled words in English.

LO 2 Review 120 commonly misspelled words.

Teaching Tip Ask students to highlight words that they commonly misspell. Have them exchange their lists with a partner. Students can ask each other to spell the difficult words.

ESL Teaching Tip Nonnative students may have particular difficulty with spelling because English spelling rules are inconsistent and words are not always spelled the way they sound. Silent letters such as gh in taught also confuse nonnative speakers. Ask students to keep a list of words they misspell in a spelling log. Remind them that there is a spelling log in Appendix 7, p. 574, in this book.

450 Part IV The Editing Handbook

PRACTICE 9 Underline the correctly spelled word in each pair.

Chapter 33

Example: foreigner / foriegner

1. noticable / noticeable

10. absence / absense

2. echos / echoes

11. niece / neice

3. writting / writing

12. personallity / personality

4. accommodate / accomodate

13. exaggerate / exagerate

5. definitely / definitly

14. butterflys / butterflies

6. running / runing

15. responsible / responsable

7. appealled / appealed

16. efficeint / efficient

8. comittee / committee

17. independent / independant

9. recommend / recommand

18. appointment / apointment

PRACTICE 10 Underline and correct twenty spelling mistakes in the next selection. definitely Example: Forensic television shows definitly influence jurors. February Last Febuary, Ladonna Reed called the police to report a robbery at her careful house. The crime scene investigator was very carefull as he dusted for prints, but performance familiar Ladonna remained unimpressed with his performence. She was familar with the techniques television show CSI, and the investigator did not use tecniques from the show.

1.

2.

Jurors sometimes have unrealistic expectations about forensic science.

Police, lawyers, and judges call this phenomenon “CSI syndrome.” In the CSI television shows, investigators use tests that give instant results. While police departments rely on similar tests, it takes time to analyze evidence in a laboratory labortory. In addition, jurors who watch shows like CSI may think they have a prejudice high level of expertise and may prejedice other members of the jury. 3.

dilemma CSI syndrome has created an unexpected dillema for police departments

and the courts. For example, in June 2005, all three hundred prosecutors from questionnaire Maricopa County in Arizona filled out a questionaire. Around 38 percent of the sincerely embarrassing prosecutors sincerly believed that they had at least one embarrasing acquittal

Chapter 33 Spelling and Commonly Confused Words 451

because of lack of forensic evidence. In such cases, the prosecutors thought that scientific unnecessary sceintific evidence was unecessary for a conviction. In one case, police officers illegal handwritten admitted found a bag with ilegal drugs and a handwriten note. The accused admited that the drugs were his. However, the jury found him innocent because prosecutors had no DNA or fingerprints from the bag. acknowledge Lawyers and judges acknowlege the CSI effect in trials. Lawyers often arguments change opening and closing arguements to prevent juror bias. Judges recommend sometimes recomend to jurors not to rely on television shows as a yardstick for judgment their jugment of the evidence.

4.

Chapter 33

Hint

Using a Spelling Checker

The spelling checker tool on a computer will highlight most misspelled words and provide suggested corrections. However, be aware that a spelling checker’s abilities are limited; it cannot verify that you have used commonly confused words accurately. For example, it cannot determine whether you should use your or you’re. Because a spelling checker is not 100 percent reliable, remember to proofread for spelling errors before you submit your final work.

Look-Alike and Sound-Alike Words

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Sometimes two English words can sound very much alike but have different spellings and different meanings. For example, two commonly confused words are defiantly, which means “to resist or challenge something,” and definitely, which means “finally” or “decisively.” Dictionaries will give you the exact meaning of unfamiliar words. Read the next list to get familiar with many commonly confused words. Word

Meaning

Example

accept

to receive; to admit

The police sergeant accepted an award for outstanding work.

except

excluding; other than

None of his colleagues, except his wife, knew about the award.

affect

to influence

Writer’s block affects a person’s ability to write.

effect

the result of something

Writer’s block can have bad effects on a person’s ability to write.

been

past participle of the verb to be

Patrick Fitzgerald has been a prosecutor for many years.

being

present progressive form (the -ing form) of the verb to be

He was being very nice when he signed autographs. (continued)

LO 3 Distinguish look-alike and sound-alike words. Teaching Tip Ask students to look at the list and highlight the words that they commonly confuse.

452 Part IV The Editing Handbook

Word

Meaning

Example

by

preposition meaning next to, on, or before to purchase

The defendant sat by her lawyer. By 10:00 a.m., the jury was getting restless. Everyone hoped the case would be over by the weekend. The lawyer will buy a new car with her fees from this case.

buy complement compliment

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conscience conscious

to add to; to The car will be a nice complement to her other complete possessions. to say something nice Chicago’s mayor complimented the about someone detectives. a personal sense of The robber had no conscience. right and wrong being aware or awake The robber was conscious of his terrible crime.

disinterested to be impartial

The trial judge was disinterested, favoring neither side. The robber looked uninterested when told of his sentence.

uninterested

to lack interest in something

elicit

to get or draw out

illicit

illegal; unlawful

everyday every day

ordinary; common during a single day; each day

imminent eminent

soon to happen The police stated that an arrest was imminent. distinguished; superior Patrick Fitzgerald is an eminent prosecutor.

imply

to suggest

infer

to conclude

its it’s

possessive case of the pronoun it contraction for it is

The judge’s desk is large, and its legs are ornate. It’s generally known that he is very good at solving crimes.

knew

past tense of know

new

recent; unused

Fitzgerald knew that the newspaper executive was guilty. He had new evidence to present to the court.

know no

to have knowledge of a negative

Many people know about Fitzgerald’s work. The police made no arrests.

lose

to misplace or forfeit something too big or baggy; not fixed a decrease in an amount

The police did not want to lose track of the stolen money. Detectives sometimes wear loose clothing as part of their disguises. The company experienced a serious loss when the money was stolen.

calm sensation; a lack of violence a part of something else; one item in a group of items

The two rival gangs finally made peace. They felt a sense of peace when hostilities stopped. The thieves ate a piece of cake to celebrate the successful heist.

loose loss peace piece

The police tried to elicit a confession from the gang member. The police found evidence of the gang’s illicit activities. Crime is an everyday occurrence. The police watch the gang members every day.

The reporter implied that the police need more time to investigate. The police inferred from the clues the gang’s whereabouts.

Word

Meaning

Example

personal

private

The criminal has a lot of personal problems.

personnel

employees; staff

The police must hire new personnel.

principal

primary (adj.); director The principal detective talked to the principal of a school (n.) of our school.

principle

a rule or standard

The police try to follow the principle of law.

quiet

silent

The thieves remained quiet when arrested.

quite

very

The public is becoming quite angry at the increase in crime.

quit

to stop doing something

The detective sometimes wants to quit the force.

taught

past tense of teach

Drake taught a class on criminology.

thought

past tense of think

He thought his students were intelligent.

than

word used in comparisons

Fitzgerald is more determined than other prosecutors.

then

at a particular time; after a specific time

Cornwell investigated the case, and then she wrote about it.

that

word used to introduce a clause

She wrote that Walter Sickert was Jack the Ripper.

their

possessive form of they

The police officers went to their favorite restaurant.

there

a place

They went there by police van.

they’re

contraction of they are They’re both interesting people.

through

in one side and out the other; finished

The police cruiser passed through a tunnel. Then they were through for the day.

threw

past tense of throw

Somebody threw a rock at the officer’s car.

thorough

complete

They did a thorough investigation of the crime scene.

to

indicates direction or movement; part of an infinitive

I want to go to the film.

too

also; very

The robber was too young to be given a prison sentence. Her friend was, too.

two

the number after one

There were two witnesses to the holdup.

where

question word indicating location

The police knew where the diamonds were hidden.

were

past tense of be

The diamonds were in a safe place.

we’re

contraction of we are

We’re going to meet the detectives.

who’s

contraction of who is

The police sergeant, who’s very well known, spoke to reporters.

whose

pronoun showing ownership

Criminals, whose crimes hurt society, must be punished.

write

to draw symbols that represent words

Patricia Cornwell will write about the crime.

right

correct; the opposite of the direction left

The police arrested the right criminal. They found the diamonds in her right pocket.

Teaching Tip Pair Work Ask students to brainstorm and come up with other words that look and sound alike. Examples: advice, advise; cite, sight; for, four; whole, hole; stair, stare; stationary, stationery; vain, vein; waist, waste; weather, whether; weight, wait; which, witch.

Chapter 33

Copyright © 2015 by Pearson Education

Chapter 33 Spelling and Commonly Confused Words 453

454 Part IV The Editing Handbook

PRACTICE 11 Underline the correct words. Example: The Securities and Exchange Commission (personal / personnel) were

shocked to hear about the Ponzi scheme.

1. In December 2008, many wealthy Americans suffered a serious financial (lose / loss).

Chapter 33

2. They had (been / being) investing for many years with a well-known financier, Bernard Madoff. 3. Madoff was considered to be an (eminent / imminent) investor. 4. However, he was investing his clients’ money in an (elicit / illicit) racket called a Ponzi scheme. 5. Madoff, (who’s / whose) reputation is ruined, had used money from later investors to pay off earlier investors, creating an illusion of profit. 6. Madoff’s investment scheme crumpled when his clients pulled money out of investment portfolios in an effort (to / too) reduce financial risk. 7. The clients did not (no / know) that he had cheated them out of (their / there) money until they heard the news in the media. 8. Madoff’s Ponzi scheme created (quit / quite) a stir when authorities claimed it was the largest fraud in the history of Wall Street.

PRACTICE 12 Underline and correct fifteen errors in the following passages. Look for the commonly confused words that are indicated in parentheses. too Example: He is to busy these days. 1. (affect, effect; then, that, than)

that In 1995, audiences were fascinated by a celebrity trial than caused a great

stir. O.J. Simpson was accused of killing his wife and her friend. Simpson was affected found not guilty, but the accusation effected his reputation. In 2008, Simpson then was involved in another crime. He was first accused of armed robbery, and than that he was charged with kidnapping. Simpson claimed than he was trying to get back effect some stolen sports memorabilia. He was found guilty of the crime. The affect of than the verdict on Simpson was enormous. His stature is more tarnished that before. 2. (threw, through, thorough) In 2006, Paris Hilton was arrested for drunk driving. Police stopped her Through through after she drove her car threw a red light. Thorough a spokesperson, Hilton thorough defended herself. The police made a through investigation of the crime, and

Chapter 33 Spelling and Commonly Confused Words 455

the judge put her on probation. However, Hilton did not meet the terms of threw her probation. In 2007, a judge through the book at her and sentenced her to forty-five days in jail. Later, the sentence was changed to twenty-three days. 3. (lose, loose, loss)

Chapter 33

lose Fans sometimes loose respect for celebrities when the celebrities behave loose badly. Some fans believe that such loss standards of behavior should not be loss encouraged. However, many stars think that a lose of reputation is acceptable because they profit from their notoriety.

4. (who’s, whose) The public should remember that celebrities who commit crimes are who’s criminals. A person whose famous should not behave criminally. Celebrities whose who’s profession puts them in the public spotlight should be aware of the influence they have, especially on young people.

Reflect On It

Teaching Tip

Think about what you have learned in this unit. If you do not know an answer, review that concept. 1. a. In a word containing ie, when does i come before e? Most of the time, i comes before e except after c. ______________________________________________________________

With the Reflect On It activity, you can verify whether students have understood the main concepts.

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b. When does e come before i? The letter e comes before i after c and when sounding like ay. ______________________________________________________________

2. Circle the correctly spelled words. Correct each misspelled word. really realy

finally

unnatural unatural

illogical

plentiful plentifull

3. Correct eight mistakes in the next passage. neighborhood quite Crimes are quiet a common occurrence in my nieghborhood. The police their planning too are planing to increase there surveillance in this area. The public, to, can help. It’s unusual Eventually Its important to report any unnusual events. Eventualy, such actions will help lower the crime rate.

Teaching Tip Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. On a sheet of paper, all students should write three questions. Then, in teams, students can ask other members their questions and share answers.

456 Part IV The Editing Handbook

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Teaching Tip Pair Work

Chapter 33

Ask students to do this activity in pairs.

Final Review Underline and correct twenty-five spelling errors and mistakes with commonly confused words. too Example: The judge is to busy these days. quite recommended In past centuries, shaming justice was quiet common. Judges often recommanded penalties shaming penaltyes. Guilty citizens could be placed in a stockade, and the

1.

wooden structure could lock a person’s hands and head in place. The goal was to spitting humiliate the offender. Often, even the nicest citizens in town would try spiting traditional on the criminal. Is public shaming preferable to traditionnal prison sentences? believe Some experts beleive public shaming has a place in the criminal justice system. than 2. Today, shaming penalties are more common then in the 1900s. For example, a judge in Wisconsin orders shoplifters robbed to stand in front of the stores they robed holding an “I am a shoplifter” sign. In Cleveland, resident Shena Hardin drove her accepted responsibility SUV on a sidewalk. She excepted responsability for her action and had to stand on a street corner with a sign that read, “Only an idiot would drive on the sidewalk to avoid a school bus.”

Teaching Tip Cooperative Learning (Quick Review) Place students in teams of three or four. Each team creates a PowerPoint presentation about the grammar section’s key concepts.Teams should create about six questions. For each item, one slide will show a question, and the next slide will have the detailed answer.Then each team can give its PowerPoint presentation to the class. You can ask the class to answer the questions or have a competition to see which team can answer the questions first.

illicit developed Some cities have developped interesting ways to deal with those who do elicit it’s activities. For example, in some places, its common to see billboards with the

3.

names of deadbeat dads, drug dealers, and public urinators. In Kansas City, men being their who visit prostitutes may hear there names been broadcast on public television. Since that penalty was introduced, the number of men doing such illegal embarrassed definitely dropped activities has definitly droped. Nobody likes to be embarased in public. 4.

There are advantages to public shaming instead of prison terms. First, prisons

are overcrowded, and it’s costly to house each prisoner. Also, many offenders lose would rather loose a day or two of work and be humiliated than spend weeks lawyer whose or months in prison. Raymond Garrid of Virginia stole pants. His loyier, who’s

Chapter 33 Spelling and Commonly Confused Words 457

reputation was quite good, suggested that Garrid accept the public penalty. Garrid wore the pants around his neck as he was restrained in public stocks. He loss thought thougth that his lose of reputation was acceptable. He claims that his penalty affected has not effected his life in a negative way. 5.

Some people object to the principle of public shaming. Others see the arguing punishment as valid, argueing that it costs less for the criminal justice system.

The Writer’s Room Write about one of the following topics. Check for spelling errors, and verify that you have used the correct word.

To learn more about legal issues, read the following essays. “My Prison Story” by Yirga Gebremeskel (page 195) “Breaking Traffic Laws” by Lonzell Courtney (page 214) “Robot Ethics” from The Economist (page 229) “The Case for Affirmative Action” by Dave Malcolm (page 521) “The Criminal Justice Process” by John Randolph Fuller (page 551) “How Spies Are Caught” (page 554) “My Relentless Pursuit” by Amanda Enayati (page 556)

Complete these writing assignments at mywritinglab.com

1. What is your opinion about public shaming? Should shaming sentences be given more frequently?

Copyright © 2015 by Pearson Education

2. Should juveniles who commit serious crimes be treated as harshly as adults?

The Writers’ Circle Collaborative Activity Work with a partner or a small group of students and compose a paragraph about the qualities of a good comic book hero. In your paragraph, tell a story about a heroic action that the superhero does. Use slang words and clichés in your paragraph. Make sure that your paragraph is double-spaced, and make sure that the writing is clear. When you have finished your paragraph, exchange sheets with another team of students. Edit the other team’s paragraph and imagine that the audience is a college instructor. Change all clichés and slang expressions into standard American English.

ESL Teaching Tip The Writers’ Circle activity gives all students, but especially nonnative speakers, an opportunity to share ideas and to learn from others.

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

Chapter 33

What is your opinion about public shaming?

Reading Link

34

Commas Section Theme: The Workplace

Learning Objectives LO 1 Define a comma LO 2 LO 3 LO 4

LO 5

LO 6 LO 7

and what it does. (p. 458) Use a comma in a series. (p. 459) Use commas after introductory words and phrases. (p. 460) Use commas around interrupting words and phrases. (p. 461) Use commas correctly in compound sentences. (p. 462) Use commas correctly in complex sentences. (p. 463) Identify where to use commas in a business letter. (p. 465)

Complete this Writer's Journal activity at mywritinglab.com

LO 1 Define a comma and what it does. Teaching Tip You might adapt the prompt to suit the writing pattern that you are teaching. After students have completed the chapter, ask them to edit their paragraph and check for punctuation errors.

458

In this chapter, you will read about business etiquette and business decisions.

The Writer’s Journal Have you ever thought about having your own business? What type of business would you like to have? Write a paragraph about owning a business.

What Is a Comma? A comma (,) is a punctuation mark that helps keep distinct ideas separate. There are many ways to use a comma. In this chapter, you will learn some helpful rules about comma usage. Notice how comma placement changes the meaning of the following sentences. Discuss which animal is having a nap. The dog bites, the cat runs, and then she has a nap. The dog bites the cat, runs, and then she has a nap.

Chapter 34 Commas 459

Commas in a Series Use a comma to separate items in a series of three or more items. Remember to put a comma before the final and or or. unit 1 , unit 2 , and unit 3 or Houston, Dallas, and Austin have vibrant design industries. ^ ^ The job search requires courage, perseverance, and energy. ^ ^ You can network, contact employers directly, or use a placement service. ^ ^

Hint

Punctuating a Series

In a series of three or more items, do not place a comma after the last item in the series (unless the series is part of an interrupting phrase). Her poise, simplicity, and kindness,/ impressed us. Do not use commas to separate items if each item is joined by and or or. It is not possible to study and listen to music and have a conversation at the same time.

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Underline series of items in the next selection. Then add sixteen missing commas where necessary. , Example: Frequent business travelers can experience physical fatigue marital ^ , strain and mental stress. ^ 1. Manfred Durbar travels constantly on company business. He flies mainly , , to Houston Orlando and Chicago. While he thinks these cities have a lot to ^ ^ offer, Manfred hates the travel time. He is not alone. Pollsters surveyed people , who needed to travel a lot for business, such as company executives travel ^ , agents and salesmen. According to the survey results, over 92 percent of ^ respondents stated that they do not like to travel. 2.

Business travelers gave different reasons for their lack of enthusiasm. Manfred , , dislikes the hassles of airport security the uncomfortable seats and the usual ^ ^ , flight delays. He also dreads sitting next to a crying baby an overly amorous ^ , couple or a sick passenger. Businesspeople also stated concerns over hotels. ^ , , They were anxious about bed bugs noisy guests and uncomfortable beds. ^ ^ , Furthermore, respondents worried about falling behind in their work attending ^ , boring presentations and being away from their families. ^

Teaching Tip Ask students which animal is having a nap in each sentence. In the first sentence, it could be the dog or the cat, but in the second sentence, it can only be the dog.

Teaching Tip There is a trend in the media to omit the comma before the and in a series. However, you can point out to students that the comma makes the items more distinct, and it is preferable to use it.

Chapter 34

PRACTICE 1

LO 2 Use a comma in a series.

460 Part IV The Editing Handbook

Teaching Tip Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

LO 3 Use commas after introductory words and phrases.

Chapter 34

Teaching Tip Many students have the mistaken notion that commas simply indicate a pause while speaking. You might mention that they actually separate and help identify distinct ideas.

3.

Senior company managers acknowledge that travel can be problematic. Many

managers are trying to find ways to reduce business travel. One such solution is virtual communication. Many employees prefer sharing ideas through , , teleconferencing video chats or live Internet radio rather than through ^ ^ traditional face-to-face meetings. Also, virtual conferencing eliminates logistical problems. Employees can participate from any location such as their , , office desk home office or any other room. They need only a laptop or a mobile ^ ^ device.

Commas After Introductory Words and Phrases Use a comma after an introductory word. The introductory word could be an interjection such as yes, no, or well, it could be an adverb such as usually or generally, or it could be a transitional word such as however or therefore. Introductory word(s)

, sentence.

Yes, I will help you complete the order. ^ Frankly, you should reconsider your customer service promise. ^ However, the job includes a lot of overtime. ^ Use a comma to set off introductory phrases of two or more words. The phrase could be a transitional expression such as of course or on the contrary, or it could be a prepositional phrase such as on a warm summer evening. The introductory phrase could also be a modifier such as running out of fuel or born in France. On the other hand, his career was not going well. ^ In the middle of the meeting, I received a phone call. ^ Speaking to the crowd, the manager explained the stock’s performance. ^

PRACTICE 2 Underline each introductory word or phrase. Then add ten missing commas. ,

Example: In today’s job market people must remain flexible.

^ , 1. For the first time in history workers can expect to outlive the organizations ^, that they work for. For example many financial companies collapsed during ^ , the stock market crash of 2008. Additionally many businesses go bankrupt ^ each year.

Chapter 34 Commas 461

, Furthermore those working in successful companies may see their jobs ^ , become obsolete. In fact the majority of the nation’s bank tellers were laid off in , ^ the 1990s. As a result many people in the banking industry have had to retrain ^ or change jobs.

2.

, According to Myriam Goldman the average person should plan for three ^ , different careers. Of course some people love their jobs and have no desire to , ^ look elsewhere. However even those in secure jobs may get bored and long for a ^ , career change down the road. Working in a volatile job market workers should ^ remain open and flexible.

3.

Commas Around Interrupting Words and Phrases

Opening phrase

,

interrupting words

,

rest of sentence.

My sister, for example, has never invested in stocks. ^ ^ The market, by the way, has been down recently. ^ ^ My manager, in the middle of a busy day, decided to go to a movie! ^ ^

Hint

Using Commas with Appositives

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An appositive gives further information about a noun or pronoun. The appositive can appear at the beginning, in the middle, or at the end of the sentence. Set off appositives with commas. beginning

A large city in Florida, Miami has a variety of public learning centers. middle

Dr. Anex, a senior surgeon, recommends the transplant. end

The office is next to Graham’s, a local eatery.

PRACTICE 3 The next sentences contain introductory words and phrases, interrupters, and series of items. Add the missing commas. If the sentence is correct, write C in the space provided.

Chapter 34

Interrupting words or phrases appear in the middle of sentences. Such interrupters are often asides that interrupt the sentence’s flow but do not affect its overall meaning. Some interrupters are by the way, as a matter of fact, and for example. Prepositional phrases can also interrupt sentences.

LO 4 Use commas around interrupting words and phrases.

462 Part IV The Editing Handbook

,

Example: E-mail, voice mail and cell phones are changing the way that

^ people do business. ______ , 1. Jamaal Khabbaz a marketing manager, complains about high-tech ^ , gadgets in the workplace such as pagers, cell phones and personal ^ organizers. ______ , , 2. Many workers in his opinion break rules of basic etiquette. ______ ^ ^, 3. He gets annoyed, for example when a lunch meeting is ^ interrupted by a ringing cell phone. ______ 4. Unfortunately, many people do not consider it rude to answer a call in the middle of a meal. , 5. According to Kabbaz the workplace needs new business ^ etiquette rules.

Chapter 34

6. Electronic mail, a convenient way to send and receive , messages is not private. ^ 7. Without a doubt, it is offensive to read other people’s mail. , 8. Some people, however have no qualms about standing next to ^ a computer and reading over the shoulder of an e-mail recipient. , 9. E-mail junkies, those addicted to electronic messages cause the ^ most problems. , 10. In the middle of a busy day the e-mail addict sends cartoons, ^ , videos and messages to coworkers. ^

LO 5 Use commas correctly in compound sentences.

C ______

______

______ C ______

______

______

______

Commas in Compound Sentences A compound sentence contains two or more complete sentences joined by a coordinating conjunction (for, and, nor, but, or, yet, so). Sentence

, and sentence.

I want a job, so I will look in the classified ads. ^ Some interesting companies are nearby, and maybe they are hiring. ^

Chapter 34 Commas 463

PRACTICE 4 Add six commas that are missing from this letter. , Example: I am punctual and I am hardworking. ^ Dear Mr. Ruzinka, On Craigslist, I read that you are looking for a computer technician. I am

,

interested in the job so I have enclosed a résumé highlighting my skills and

^

experience.

,

I have taken computer technology courses at El Camino College and I

^

completed my program with distinction. I also plan to receive Microsoft

,

certification but I have not done the final exams. Furthermore, I have

,

^

worked at a bank and I have experience repairing computers at a local

^

clinic.

,

I am available for an interview at any time so please do not hesitate to

^ ,

from you.

Chapter 34

contact me. Thank you for your consideration and I look forward to hearing

^

Yours sincerely,

Darius George Darius George

Commas in Complex Sentences

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A complex sentence contains one or more dependent clauses (or incomplete ideas). When you add a subordinating conjunction—a word such as because, although, or unless—to a clause, you make the clause dependent.

dependent clause

independent clause

When the stock market opened, he sold his shares. ^

Use a Comma After a Dependent Clause If a sentence begins with a dependent clause, place a comma after the clause. Remember that a dependent clause has a subject and a verb, but it cannot stand alone. When the subordinating conjunction comes in the middle of a sentence, it is not necessary to use a comma.

LO 6 Use commas correctly in complex sentences. Teaching Tip Students often incorrectly place commas before because. Say the next sentences aloud and ask students how they should be punctuated. Martha sold her stocks because the price was high. Because the price was high, Martha sold her stocks.

464 Part IV The Editing Handbook

Dependent clause ,

Comma

Teaching Tip To illustrate the difference between essential and nonessential clauses, write the next sentences on the board. Ask students to explain how the meaning changes when the who phrase is set off with a comma. My brother who works as a nurse will go to Europe.

Chapter 34

My brother, who works as a nurse, will go to Europe. The first sentence refers to more than one brother, so the nursing information is essential. The second sentence refers to only one brother.

main clause.

After the meeting ends, we will go to lunch. ^ Main clause dependent clause.

No comma

We will go to lunch after the meeting ends.

Use Commas to Set Off Nonrestrictive Clauses Clauses beginning with who, that, and which can be restrictive or nonrestrictive. A restrictive clause contains essential information about the subject. Do not place commas around restrictive clauses. No commas The only local company that does computer graphics has no job openings. (The underlined clause is essential to understand the meaning of the sentence.)

A nonrestrictive clause gives nonessential information. In such sentences, the clause gives additional information about the noun but does not restrict or define the noun. Place commas around nonrestrictive clauses. Commas Her book, which is in bookstores, is about successful ^ ^ entrepreneurs. (The underlined clause contains extra information, but if you removed that clause, the sentence would still have a clear meaning.)

Hint

Which, That, Who

which Use commas to set off clauses that begin with which. ImClone, which was founded in 1983, creates pharmaceutical products. that Do not use commas to set off clauses begining with that. The company that Sam Waksal founded creates pharmaceutical products. who When a clause begins with who, you may or may not need a comma. If the clause contains nonessential information, put commas around it. If the clause is essential to the meaning of the sentence, it does not require commas. Essential Many people who buy stocks think that they will earn a profit. Not essential Domestic guru Martha Stewart, who became a multimillionaire, was convicted of obstructing justice in 2004.

Chapter 34 Commas 465

PRACTICE 5 Edit the following sentences by adding eighteen missing commas. , Example: The manager who seems quite nice, asks very probing questions. ^ , 1. When people look for jobs they may encounter several types of interviews. ^ , , The structured interview which occurs during the screening stage helps a ^ ^ company have a uniform hiring process. The employer, who asks a specific set , of questions compares the answers of the candidates. ^ , , 2. The open-ended interview which is more relaxed and unstructured allows job ^ ^ , seekers to talk freely. If people reveal too much or ramble on they may not be hired. ^ Anyone who wants a job should remember to maintain a business-like demeanor. , , During panel interviews a team questions the job-seekers. For instance the ^ ^ , , supervisor the human resources manager and a coworker may all interact with ^ ^ , the candidates. Some companies even have group interviews which are useful ^ for judging people’s communication skills.

3.

Chapter 34

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4.

The worst type of interview is the stress interview. The intense boss, who asks , , difficult and strange questions often unnerves the candidate. The goal which ^ ^ , is not always apparent is to see how people handle demanding situations. ^ , Eliza Marcum for example, was asked what type of animal she would like to ^ , be. She did not understand the relevance of the question and she responded ^ , impatiently. During stress interviews, people who act upset overly nervous, or ^ angry will probably not be hired.

Commas in Business Letters When you write or type a formal letter, ensure that you use commas correctly.

Addresses In the address at the top of the letter, insert a comma between the following elements.  The street name and apartment number  The city and state or country

LO 7 Identify where to use commas in a business letter. ESL Teaching Tip In many cultures, business letters tend to be flowery and overly formal. Point out that in English, letters should be short and direct.

466 Part IV The Editing Handbook

Teaching Tip In some cultures, addresses are written in a different order. For example, in China, an address is written in reverse order with the country first, then city, then street, and so on. Emphasize to your nonnative speakers the order in which an address is written in Englishspeaking cultures.

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ESL Teaching Tip Your nonnative speakers may place commas improperly in addresses because of language transference errors. In French, for instance, a comma is always placed between the street number and street name. You might ask nonnative speakers to compare comma rules in their languages with English.

ESL Teaching Tip Nonnative speakers may not know the difference between Mrs., Miss, and Ms. Point out the differences in meaning and in punctuation. Also point out that in English, the word Dear can be used in both personal and business letters.

Do not put a comma before the zip code. Dr. Brent Patterson 312 Appleby Road, Suite 112 ^ Cleveland, OH 45678 ^ If you include an address inside a complete sentence, use commas to separate the street address from the city and the city from the state or country. If you just write the street address, do not put a comma after it. Commas The building at 11 Wall Street, New York, contains the ^ ^ Stock Exchange. No comma The building at 11 Wall Street contains the New York Stock Exchange.

Dates In the date at the top of the letter, add a comma between the full date and the year. If you just write the month and the year, then no comma is necessary. May 21, 2014 January 2014 ^ If you include a date inside a complete sentence, separate the elements of the date with commas. We visited Washington on Monday, July 26, 2013. ^ ^

Hint

Writing Numbers

When writing a date in a letter, it is not necessary to write ordinal numbers such as first (1st), second (2nd), third (3rd), or fourth (4th). Instead, just write the number: 1, 2, 3, 4, and so on. February 24, 2001

October 11, 1966

Salutations Salutations are formal letter greetings. The form “To Whom It May Concern” is no longer used regularly by North American businesses. The best way to address someone is to use his or her name followed by a comma or a colon. The colon is preferred in business letters. Dear Ms. Lewin: ^

Dear Sir or Madam: ^

Dear Sarah, ^

Complimentary Closings Place a comma after the complimentary closing. Notice that the first word of the closing is capitalized. Respectfully, ^

Yours sincerely, ^

Many thanks, ^

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Sample Letter of Application You send a sample letter of application to an employer when you apply for a job. Review the parts of the following letter.

Teaching Tip If you want your students to write a letter of application, they might use this example as a model. Mention that businesses may center the address at the top of the page.

Seamus O’Brien 10 Santa Fe Boulevard Seattle, WA 90001 (661) 234-5678

➣ Sender’s address

September 12, 2014

➣ Date

Avant Garde Computers Adelaide and Sinclair Corporation 6116 Greenway Avenue Seattle, WA 98711

➣ Recipient’s address

Subject: Position of junior programmer

➣ Subject line

Dear Ms. Roebok:

➣ Salutation

(name, phone, and possibly an e-mail address)

Copyright © 2015 by Pearson Education

I have just finished a diploma program in computer programming at Marshall College. I took courses in several computer languages. I have also completed a six-week training program, and I have enclosed a letter of reference from the owner of that company. If you require further information, please contact me. I am available for an interview at any time and could start work immediately. Thank you for your consideration. Sincerely,

S. O’Brien Seamus O’Brien Enclosures: résumé letter of reference

➣ Closing (After the closing, put your handwritten signature followed by your typed name.)

➣ List any documents you have included.

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I saw an ad in Saturday’s Seattle Times stating that you need a junior programmer. I have enclosed a résumé highlighting my skills in this field. I have an aptitude for computers, and, when I was fourteen years old, I created my first game program.

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PRACTICE 6 The next letter contains ten errors. Add seven missing commas and remove three unnecessary commas. Good Food Solutions 2256,/ Kildare Avenue Orlando, Florida 32818

,

June 24 2015

^

Sylvia Hubert The Harvest Moon Café 1000 International Drive Orlando, Florida,/ 32819 Dear Ms. Hubert:

,

As the new owners of the Harvest Moon Café we would like to offer you our best wishes for your success.

^

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,

Our company Good Food Solutions, has been providing restaurant service

^

training for many years to fine cafés and restaurants in the Orlando area.

,

In fact we have had a very close,/ and profitable business relationship with

,

^

the previous owners of the Harvest Moon Café and we hope to continue

^

doing business with you in the very near future.

Our sales representative, Melissa Fung, would be pleased to discuss our

,

products and services at your convenience. Ms. Fung who has been with

^

our company for many years, is very knowledgeable about our services. Our phone number is (407) 555-9988. We look forward to meeting with you.

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

User Community “Since I try to encourage students to use some form of SQ3R for each chapter, the ‘Reflect on It’ questions at the end of each chapter provide a nice preview of the material as well as a review.” —Lory Conrad, University of Arkansas–Fort Smith

Yours truly

,

^

Alwyn Scott Alwyn Scott

Reflect On It Think about what you have learned in this unit. If you do not know an answer, review that concept. 1. Explain the rules of comma usage in the following situations. In a list of more than two items, separate each item a. Series of items: _________________________________________________ with a comma. ______________________________________________________________

Chapter 34 Commas 469

Put a comma after introductory words b. Introductory words or phrases: ____________________________________ or phrases. ______________________________________________________________

Put commas around interrupting phrases. c. Interrupting phrases: ____________________________________________

______________________________________________________________ Put a comma before the coordinator in a d. Compound sentences: ___________________________________________

compound sentence. ______________________________________________________________ A nonrestrictive clause gives nonessential 2. What is a nonrestrictive clause? ____________________________________ information. ______________________________________________________________ 3. Should you place commas around nonrestrictive clauses? X Yes ______ No _____ 4. Write three common closings for a business letter. Answers will vary. ______________________________________________________________

______________________________________________________________

Teaching Tip

Final Review Edit the next essay by adding seventeen missing commas and removing three unnecessary commas. ,

,

^ information on the Internet.

^

Example: Many countries such as Iran North Korea and Saudi Arabia censor

China’s system of Internet control which is the most extensive in the ^ , , , world is often criticized. Government bureaucracies businesses and ^ ^ ^ nongovernmental organizations block access to information. Web sites/, that

Copyright © 2015 by Pearson Education

1.

,

contain politically sensitive details are targets of government interference. , , Chinese officials not only censor Web sites but they also monitor e-mail cell ^ ^ , phone calls and chat room discussions. ,^ 2. Google the largest Internet search engine provider, started ^ , its full operations in China on January 27 2006. Google ^ , executives who traveled to China many times, were willing to ^ comply with government rules. Google management thought that the Chinese authorities would eventually relax censorship

Teaching Tip Cooperative Learning (Question Cards) Place students in teams of three or four. Using index cards or paper cut into six sections, each team brainstorms six questions about the chapter’s key concepts. They write the question on one side of the paper and the answer on the other side. Then teams can exchange cards with another team. They can look at each question, answer it as a group, and then check the answer.

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You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

470 Part IV The Editing Handbook

rules, and Chinese clients would enjoy greater access to information. The , , company however limited the authorities from accessing some types of ^ ^ information. Because Google did not want to provide government authorities , , with the personal data of its users the company did not offer its clients Gmail ^ , ^ YouTube, or Blogger. Of course the Chinese authorities were unsatisfied with ^ Google’s policy.

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Tech Teaching Tip Ask students to create a blog by going to a free blog site. They can write a blog post about one of the suggested Writer’s Room topics, or they can write about a topic that interests them. Have students read and respond to each other’s blog. Students can also peer-edit grammar errors particular to this grammar chapter.

Complete these writing assignments at mywritinglab.com

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

3.

In December,/ 2009, Google executives discovered that someone had

hacked into the system. Citizens,/ who had used the search engine in China had their personal information stolen. The hackers were traced to the Chinese government. , After the hacking incident Google decided to stop censorship on its ^ , Chinese search engine. It redirects users to its uncensored site in Hong Kong ^ but the Chinese authorities have now started to censor the Hong Kong site.

4.

The Writer’s Room Write about one of the following topics. Verify that your comma usage is correct. 1. Are you a good money manager? Describe how you handle your finances. 2. Categorize spenders into different types. Give examples for each type.

The Apostrophe, Quotation Marks, and Titles

35

Section Theme: The Workplace Learning Objectives LO 1 Use apostrophes correctly. (p. 471)

LO 2 Use quotation

marks correctly. (p. 476)

LO 3 Punctuate titles

correctly. (p. 478)

In this chapter, you will read about topics related to business success and controversies.

The Writer’s Journal

Complete this Writer's

Write about a successful singer. What are some of the person’s best songs? Why do you like that singer?

The Apostrophe (’) An apostrophe is a punctuation mark showing a contraction or ownership. ownership

contraction

Daymond John’s business is very successful, and it’s still growing.

Using Apostrophes in Contractions To form a contraction, join two words into one and add an apostrophe to replace the omitted letter(s).

Journal activity at mywritinglab.com

LO 1 Use apostrophes correctly. Teaching Tip You might adapt the Writer’s Journal prompt to suit the writing pattern that you are teaching. After students have completed the chapter, ask them to edit their paragraph and check for sentence errors.

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Apostrophe replaces o Apostrophe replaces a Teaching Tip Cooperative Learning (Jigsaw)

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Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

Common Contractions The following are examples of the most common contractions.  Join a verb with not. The apostrophe replaces the letter o in not. are + not = aren’t could + not = couldn’t did + not = didn’t do + not = don’t does + not = doesn’t has + not = hasn’t

Nonnative speakers often forget to add the apostrophe, or they misplace it when they make a contraction using not. For example, they often write words such as dont or does’nt. Remind them that it is important to write such contractions with an apostrophe replacing the missing o.

have + not = haven’t is + not = isn’t should + not = shouldn’t was + not = wasn’t were + not = weren’t would + not = wouldn’t

Exceptions: will + not = won’t, can + not = can’t  Join a subject and a verb. Sometimes you must remove several letters to form the contraction. I + will = I’ll I + would = I’d he + is = he’s he + will = he’ll Joe + is = Joe’s she + has = she’s

ESL Teaching Tip

is + not = isn’t I + am = I’m

she + will = she’ll Tina + is = Tina’s they + are = they’re we + will = we’ll who + is = who’s who + would = who’d

Exception: Do not contract a subject with the past tense of be. For example, do not contract he + was or they + were.

Hint

Contractions with Two Meanings

Sometimes one contraction can have two different meanings. I’d = I had or I would

he’s = he is or he has

When you read, you should be able to figure out the meaning of the contraction by looking at the words in context. She’s hiring new personnel.

She’s seen several interesting candidates.

(She is)

(She has)

PRACTICE 1 ESL Teaching Tip Nonnative speakers have difficulty with apostrophes. Remind students that even though it is important to learn about contractions, they should avoid using them in college assignments unless their instructor permits them to do so.

Add nine missing apostrophes to the next selection. hadn’t Example: Many Americans hadnt expected investment banks to collapse in 2008. ^ 1. In 1850, three German brothers immigrated to America and invested in cotton could’ve in Montgomery, Alabama. After the Civil War, the brothers couldve stayed in ^ weren’t Montgomery, but they took their enterprise to New York. They werent just cotton ^ They’d traders. Theyd also buy and sell other items. Their company got on the New York ^ Stock Exchange and was a successful institution for more than a hundred years.

Chapter 35 The Apostrophe, Quotation Marks, and Titles 473

couldn’t The brothers couldnt have predicted that Lehman Brothers Holdings would be ^ bankrupt by the start of the 21st century. didn’t 2. The company finances didnt remain healthy. In 2007, its stock price started ^ to fall. Investors lost confidence in the firm because it had invested in lending should’ve mortgages to risky clients. Managers shouldve been more careful. In the ^ wasn’t summer of 2008, the firm posted huge losses. The American government wasnt ^ willing to lend the corporation money, so the company failed. 3.

Politicians criticized the company. Members of Congress felt that the top shouldn’t executives of Lehman Brothers shouldnt have received millions of dollars in ^ bonuses just before the business filed for bankruptcy. When questioned about he’d his performance, CEO Richard Fuld said that hed made the best decisions he ^ could for the company.

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Look at each underlined contraction, and then write out the complete word. Example: They weren’t ready to start a business.

were not _____________

1. Carol Simon’s very happy with her bridal gown company.

Simon is _____________

2. She’s been an entrepreneur for seven years.

She has _____________

3. She’s an extremely friendly, ambitious woman.

She is _____________

4. I wish I’d had the same idea as Carol.

I had _____________

5. I’d like to have my own company, too.

I would _____________

Using Apostrophes to Show Ownership You can also use apostrophes to show ownership. Review the next rules.

Possessive Form of Singular Nouns Add -’s to a singular noun to indicate ownership, even if the noun ends in s. Daymond’s best friends joined his company. Somebody’s house became a factory. Ross’s dad has his own business.

Possessive Form of Plural Nouns When a plural noun ends in s, just add an apostrophe to indicate ownership. Add -’s to irregular plural nouns.

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PRACTICE 2

474 Part IV The Editing Handbook

Many companies’ Web sites are down. The four friends’ business is very successful. The children’s clothing company is expanding.

Possessive Form of Compound Nouns When two people have joint ownership, add -’s to the second name. When two people have separate ownership, add -’s to both names. Joint ownership

Daymond and Carl’s company is successful.

Separate ownership

Daymond’s and Carl’s offices are in different buildings.

PRACTICE 3 Write the singular and plural possessive forms.

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Example:

Singular Possessive

Plural Possessive

Mr. Cohen

Mr. Cohen’s _______________________

the Cohens’ _______________________

1. client

client’s clients’ _______________________ _______________________

2. boss

boss’s bosses’ _______________________ _______________________

secretary’s secretaries’ 3. secretary _______________________ _______________________ 4. Mr. Ness

Mr. Ness’s _______________________

the Nesses’ _______________________

5. woman

woman’s women’s _______________________ _______________________

salesperson’s salespeople’s 6. salesperson _______________________ _______________________

PRACTICE 4 Write the possessive forms of the following phrases. Example: the sister of the doctor

the doctor’s sister _________________________________

1. the hat of the witch

the witch’s hat _________________________________

2. the wands of the witches

the witches’ wands _________________________________

3. the profits of the company

the company’s profits _________________________________

4. the directors of the companies

the companies’ directors _________________________________

5. the house of Jan and Ted

Jan and Ted’s house _________________________________

6. the car of Omar and the car of Roy

Omar’s and Roy’s cars _________________________________

Using Apostrophes in Expressions of Time When an expression of time (day, week, month, year) appears to possess something, use the possessive form of that word. Singular

The customer won a year’s supply of paper.

Plural

Mike Roy gave two weeks’ notice before he left the company.

Chapter 35 The Apostrophe, Quotation Marks, and Titles 475

When writing the numerals of a decade or century, do not put an apostrophe before the final -s. In the 1800s, many immigrants arrived at Ellis Island. Many Internet companies failed in the 1990s.

Hint

Common Apostrophe Errors

Do not use apostrophes before the final s of a verb.

wants

Simon want’s to open a franchise. Do not confuse contractions with possessive pronouns that have a similar sound. For example, the contraction you’re sounds like the pronoun your. Remember that possessive pronouns never have apostrophes.

Its

The company is growing. It’s slogan is catchy.

theirs.

That is my idea. It is not their’s.

ESL Teaching Tip Using apostrophes in verbs and possessive pronouns is a common problem among nonnative speakers. Advise students to proofread their work carefully and to look for unnecessary apostrophes.

Teaching Tip Remind students that spell checkers will often miss errors such as it’s/its and you’re/your.

PRACTICE 5

1970s companies Since the 1970’s, many companies’ have added eco labels to products. won’t aren’t Manufacturers say that customers wont buy products that are’nt

1.

environmentally friendly. Therefore, a company will often attach a green label its to it’s popular products. there’s 2. However, theres been controversy with green-product certification. There

Copyright © 2015 by Pearson Education

are over three hundred green label programs in the world. Some are fraudulent. In addition, some businesses haven’t used an independent company to verify that Johnson’s products are actually green. For example, S. C. Johnsons house cleaning products, Shout and Windex, were labeled green by the company. Some consumers are suing corporation’s the company for mislabeling. The corporations lawyers deny any wrongdoing. don’t 3. Most consumers are willing to pay extra for green products. But they dont Charles’s want to buy items that make false claims. For example, Jeanette and Charles sells local grocery store sell’s items with the green label. Recently, the couple they’d discovered that the items theyd been buying were not really environmentally friendly. Now they research any product’s green claim before they buy it.

Chapter 35

Correct twelve errors with apostrophes. You may need to add, move, or remove apostrophes. Don’t aren’t Example: Dont be surprised if some products arent as green as they claim to be.

476 Part IV The Editing Handbook

LO 2 Use quotation marks correctly. ESL Teaching Tip Your nonnative speakers may be unfamiliar with English quotation marks because they differ in various languages. For example, the chevron or is used in French, Italian, and Russian.

Quotation Marks (“ ”) Use quotation marks to set off the exact words of a speaker or writer. If the quotation is a complete sentence, there are some standard ways that it should be punctuated.  Capitalize the first word of the quotation.  Place quotation marks around the complete quotation.  Place the end punctuation inside the closing quotation marks.

. . . declared

,

“Complete sentence.”

Here is an example of a sentence with a quotation. Poet William Butler Yeats declared, “Education is not the filling of a pail but the lighting of a fire.” Generally, when using quotations, attach the name of the speaker or writer to the quotation in some way. Review the following rules.

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Teaching Tip Students often use a colon instead of a comma to introduce quotations. Remind them to use commas after phrases.

Introductory Phrase Place a comma after a phrase introducing a quotation.

. . . says

,

“_________________________.”

Malcolm Forbes jokes, “It is unfortunate we can’t buy many business executives for what they are worth and sell them for what they think they are worth.”

Interrupting Phrase When a quotation is interrupted, do the following:  Place a comma after the first part of the quotation.  Place a comma after the interrupting phrase.

“______________,”

. . . says,

“______________.”

“I don’t know the key to success,” Bill Cosby said, “but the key to failure is to try to please everybody.”

Ending Phrase When you place a phrase at the end of a quotation, end the quotation with a comma instead of a period.

“________________,”

says ________________.

“You’re fired,” said Donald Trump. If your quotation ends with other punctuation, put it before the final quotation mark.

“ ________________?”

“You can’t fire me!” she shouted. “Why can’t I fire you?” he asked.

says ________________.

Chapter 35 The Apostrophe, Quotation Marks, and Titles 477

Introductory Sentence

Teaching Tip

You can introduce a quotation with a complete sentence. Simply place a colon (:) after the introductory sentence.

He explains his views: “ ______________.”

Point out that this is the only instance where a colon appears before a quotation mark. Remind students to use commas after phrases.

Albert Highfield explains why businesses fail: “They try to grow too quickly.”

Inside a Quotation If one quotation is inside another quotation, use single quotation marks (‘ ’) around the inside quotation.

“Main quotation,

‘Inside quotation.’ ”

According to Shannon Dowell, “Good parents always say, ‘Clean up your own mess.’ ”

Hint

When the Quotation Is an Incomplete Sentence

Teaching Tip

If the quotation is not a complete sentence and you simply integrate it into your sentence, do not capitalize the first word of the quotation.

PRACTICE 6 In each sentence, the quotation is in bold. Add quotation marks and commas or colons. Also capitalize the first word of the quotation if necessary. : “A

Example: Comedian Bob Hope made fun of financial institutions a bank is a

place that will lend you money if you can prove that you don’t need it.”

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, “A 1. According to novelist Lisa Alther any mother could perform the jobs of several air traffic controllers with ease. ” : “A 2. U.S. educator Laurence J. Peter believes that everyone is useful a miser, for example, makes a wonderful ancestor. ” , “A 3. Fred Delaney proclaimed a celebrity is a person who works hard all his life to become well known, and then wears dark glasses to avoid being recognized. ” “ ,” 4. In the future, a wall could become a computer screen according to journalist Kate McNamara.

For an additional activity to practice placement of quotation marks, put students into pairs. Then ask them to write short dialogues using quotations from Practice 6. The dialogues could be as funny or serious as they want. Students can share their dialogues with other pairs.

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Sir Francis Bacon once said that an artist’s job is to “deepen the mystery.”

Cooperative Learning (Pair & Share)

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5. Comedian Mel Brooks believes that humor provides people with a “ ” defense against the universe. : “G 6. Muhammad Ali describes his profession as a boxer grass grows, birds fly, ” waves pound the sand, and I beat people up. “ ,” 7. Success only breeds a new goal observed actress Bette Davis. “ ,” ,“ 8. Hard work never killed anybody declared comedian Edgar Bergen but why ” take a chance? , “R , ‘D 9. My mother once said remember the words of humorist Erma Bombeck do ’” not confuse fame with success.

LO 3 Punctuate titles correctly.

Chapter 35

Teaching Tip Point out to students that, according to MLA guidelines, when referring to newspaper and magazine titles, “The” is never italicized. For example, write Boston Globe and not The Boston Globe.

Teaching Tip New MLA guidelines state that titles in long works should be italicized. Remind students that titles should only be underlined if their work is handwritten.

Punctuation of Titles When using a title within a sentence, place quotation marks around the title of a short work and italicize the title of a longer work. If your text is handwritten, then underline the titles of long works. Here are some guidelines for both.

Short Works

Long Works

Short story: “The Lottery”

Novel: The Grapes of Wrath

Web article: “Music Artists Lose Out”

Web site: CNET News

Chapter: Chapter 1, “Exploring”

Book: The Writer’s World

Newspaper article: “Missing in Action”

Newspaper: New York Times

Magazine article: “Young Entrepreneurs” Magazine: Forbes Essay: “Downsizing”

Textbook: Writing Guidelines

TV episode: “The Election”

TV series: Prison Break

Song: “Don’t Panic”

CD: Parachutes

Poem: “Howl”

Anthology: Collected Poems of Beat Writers Movie: Avatar Blog: Gizmodo Radio Program: Morning Edition

Capitalizing Titles When you write a title, capitalize the first letter of the first and last words and all the major words. The Catcher in the Rye

War and Peace “Stairway to Heaven”

Do not capitalize .com in a Web address. Also do not capitalize the following words except as the first or last word in a title.

Chapter 35 The Apostrophe, Quotation Marks, and Titles 479

Articles

a, an, the

Coordinators

for, and, nor, but, or, yet, so

Prepositions

by, in, of, off, out, to, up . . .

Hint

Your Own Essay Titles

When writing the title of your own essay, do not put quotation marks around the title. However, you should capitalize key terms. A Cultural Icon Is Born

PRACTICE 7 A. Add eighteen missing capital letters to the titles in the next paragraphs. C F Example: Adele contributed to a charity album called chimes of freedom for Amnesty International. 1.

The British singer and songwriter Adele has gained a tremendous

in the United Kingdom. In that year, she appeared on the television show S N L saturday night live in the United States. With her performance of her song L Y “Someone like you,” she gained instant popularity. In fact, Adele has become so G B W R successful that she is mentioned in the guinness book of world records. 2.

Adele Laurie Blue Adkins was born in 1988 in Tottenham, England. When

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she was in high school, she saw the singer Pink perform from her album M missundaztood. Since that time, Adele has wanted to write and sing songs. After she graduated from high school, she published two of her songs on the online P magazine platforms Magazine. Later, Adele’s friend posted the singer’s songs on MySpace, and a star was born. 3. In 2011, Adele released her second album, 21. In an interview in S M R D spin magazine, Adele stated that her hit single “rolling in the deep” was about R S M a former boyfriend. In an interview with rolling stone magazine, the singer says she is taking her success in stride.

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reputation in the music industry. Her 2008 debut album, 19, was a huge success

480 Part IV The Editing Handbook

B. Add quotation marks or underline any titles that should be italicized. There are nine titles. Example: Former American Idol contestant Jennifer Hudson won an Academy

Award for her role in the movie Dreamgirls. 4.

Recently, televised American talent shows have become very popular. The

most famous show is American Idol. But other shows such as Dancing with the Stars and The Voice have also gained fans. Such shows show ordinary people having an extraordinary moment. Indeed, finalists of these talent shows have become very successful. For example, Carrie Underwood’s debut album, Some “ ” Hearts, went platinum. Her first single, Inside Your Heaven, was an instant hit.

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5. Influenced by the success of the music talent show, a new genre of television shows has developed. These are series musicals like Glee. In an article called “ ” The Glee Effect, journalist Christopher Loudon writes that the TV show has had an amazing impact on the entertainment industry. Fans have bought millions of copies of the show’s albums. In addition, the show has also led to the development of other similar series. For instance, Smash portrays the lives of characters producing a Broadway musical. Katharine McPhee, a former American Idol contestant, plays one of the leading characters.

PRACTICE 8 Correct twelve errors. First, correctly set off three titles by adding quotation marks or by underlining titles that should be in italics. Then look for nine more errors with punctuating quotations, capital letters, and apostrophes. Kuti’s

Example: One of Afrobeat musician Fela Kutis most popular songs is called

“ ” Army Arrangement. 1.

Gossner’s Frank Gossners hobby is very unusual. In an interview on the radio

program As It Happens, Gossner spoke about his passion. He hunts for old 1960s vinyl records of African funk from the 1960’s. Gossner is a leading authority of mixes Afrobeat, a style of music that mixe’s American funk with West African music.

Chapter 35 The Apostrophe, Quotation Marks, and Titles 481

He often travels to West Africa to search in old shops and sidewalk markets for rotting vinyl records. 2.

Many of the Afrobeat artists had recorded their music on vinyl records. weren’t The records were never digitized, so fans were’nt able to buy CDs of the recordings. As a result, much of African funk went out of style for a short time. Gossner brings his records back to the United States and posts them on his blog Voodoo Funk.

3.

Gossner has reintroduced Americans to the music of El Rego et Ses group’s Commandos, one of Benin’s most famous funk bands. One of the groups “ ” most famous songs is called Djobime, which Gossner found on his recent trip to Benin. In an interview, Gossner describes how he met Theophile de

Reflect On It

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Think about what you have learned in this unit. If you do not know an answer, review that concept. o 1. In contractions, which letter does the apostrophe replace in the word not? ______ 2. Write the possessive forms of the following phrases. my brother’s wife Example: the wife of my brother: ________________________________

Jennifer Lopez’s music a. the music of Jennifer Lopez: _______________________________________ the professor’s books b. the books of the professor: _______________________________________ Rob and Ann’s house c. the house of Rob and Ann: _______________________________________ the lawyers’ cases d. the cases of the lawyers: ________________________________________

3. When a sentence ends with a quotation, the period should be a. inside the final quotation marks. b. outside the final quotation marks.

Chapter 35

Rego, the lead singer. When Gossner explained about his search for African : W records, he remembered the musician’s reaction “well , he was amazed,” “ Gossner says, and when I met him and played some of those old 45s for him, .” he was blown away”.

Teaching Tip With the Reflect On It activity, you can verify whether students have understood the main concepts.

482 Part IV The Editing Handbook

Teaching Tip Cooperative Learning (Quick Review) Divide the class into teams of three or four. Assign a part of the chapter to each team. Each team should review the information and generate three questions. Then ask teams to read the questions aloud. Anybody in the class can answer a question.

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Chapter 35

Tech Teaching Tip Cooperative Learning (Sharing Circle) Place students in teams of three or four. Each team creates a short exercise about grammar points covered in this chapter. Teams can place their exercise, without the answers, onto a PowerPoint slide. A second slide would show the same exercise with the answers. You can ask the class to complete the exercise.

4. The titles of short works such as essays, articles, and poems should be a. underlined or italicized. b. set off with quotation marks. 5. The titles of longer works such as magazines, newspapers, and movies should be a. underlined or italicized. b. set off with quotation marks.

Final Review Edit the following paragraphs for fifteen errors with apostrophes, quotations, capitalization, and titles. Underline titles that should normally be italicized. Gaga’s Example: I downloaded Lady Gagas song “Paparazzi ” for only 99 cents. ^ years 1. File sharing of music and films has become common in recent year’s. A , N reporter for Fox news writes “An estimated 60 million people participate in ^ file-sharing networks.” Opinions about file sharing differ greatly. 2.

David Charles works in the film industry. He says that video sharing is Charles’s becoming as common as music downloading. Charles’ friend, Melissa Peng, S often downloads songs. She says, “students don’t want to buy a CD for twenty .” dollars when there are only one or two songs they like”. companies’ 3. There are many court cases about recording companies objections to illegal they’re downloads. People in the music industry claim theyre losing profits. In 2007, the Wall Street Journal reported that the record industry lost 20 percent of its : CD sales. The Recording Industry Association of America states its position “If ^ you make unauthorized copies of copyrighted music recordings, you’re stealing.” The RIAA has sued many people for violating copyright laws. However, critics of the music industry object to such tactics. Marc Fisher is a journalist for the U Washington Post. In his article, “Download uproar: Record Industry Goes After ” Personal Use, Fisher writes, “The RIAA’s legal crusade against its customers is a ^ classic example of an old media company clinging to a business model that has collapsed.”

Chapter 35 The Apostrophe, Quotation Marks, and Titles 483

4.

The music and film industries know that consumers will continue to share

files. Consequently, they have developed new schemes to increase profits. its Apple, along with Zune, allows it’s customers to download products for 99 likes cents. Business student Mitchel Hunt like’s the new system: “I can download the videos I want very cheaply.”

The Writer’s Room Write about one of the following topics. Ensure that your punctuation is correct. 1. What is success? Define success and, as a supporting example, describe a successful person whom you know.

Copyright © 2015 by Pearson Education

writing assignments at mywritinglab.com

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

Chapter 35

2. What reasons do people give for downloading music and films? What are the effects of their actions? Write about the causes and effects of illegal downloading.

Complete these

36

Capitalization and Other Punctuation Marks Section Theme: The Workplace

LEARNINg OBJECTIVES LO 1 Practice

capitalization rules. (p. 484)

LO 2 Use other

punctuation marks correctly. (p. 486)

In this chapter, you will read about topics related to new innovations.

Complete this Writer's Journal activity at mywritinglab.com

LO 1

Practice capitalization

rules.

TEAChINg TIP You might adapt the Writer’s Journal prompt to suit the writing pattern that you are teaching. After students have completed the chapter, ask them to edit their paragraph and check for sentence errors.

484

ThE WRITER’S JoURNAl Do you buy products online? Why or why not? Express your opinion about online shopping.

Capitalization There are many instances in which you must use capital letters. Always capitalize the following words:  The pronoun I and the first word of every sentence My coworkers and I share an office.  Days of the week, months, and holidays Thursday

June 23

Thanksgiving

Do not capitalize the seasons: summer, fall, winter, spring.

Chapter 36 Capitalization and Other Punctuation Marks 485

 Titles of specific institutions, departments, companies, and schools Apple Computer

Department of Finance

Daleview High School

Do not capitalize general references. the company

the department

the school

 The names of specific places such as buildings, streets, parks, cities, states, countries, continents, and bodies of water Market Street Brazil

Times Square Los Angeles, California Asia Lake Erie

Do not capitalize general references. the street

the state

the lake

 The names of specific planets, but not the sun or moon Earth

Mars

Venus

sun

 The names of specific languages, nationalities, tribes, races, and religions Spanish

Mohawk

Buddhist an Italian restaurant

General Dewitt Professor Cruz

President Abraham Lincoln Prime Minister David Cameron

Dr. Blain Mrs. Ellen Ross

Do not capitalize titles if you are referring to the profession in general, or if the title follows the name. my doctor

the professors

Dianne Feinstein, a senator

 Specific course and program titles Economics 201

Topics in Electrical Engineering

Nursing 402

Do not capitalize if you refer to a course but do not mention the course title.

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an economics course an engineering program

a nursing class

 Major words in titles of literary or artistic works Washington Post

Silver Linings Playbook

Lord of the Flies

 Historical events, eras, and movements World War II

Hint

Cubism the Middle Ages

Capitalizing Computer Terms

Always capitalize software titles, as well as the following computer terms. Also capitalize the word “Web” in “Web site.” Another common spelling for this term is “website.” Internet

World Wide Web

Microsoft Office

Cooperative Learning (Jigsaw) Place students in teams of three to five. Assign each team a grammar concept from the chapter. Teams are responsible for teaching the class about their topic. They should summarize key ideas, give examples, and prepare some practice sentences. Then each team can present a short lesson to the class.

ESL Teaching Tip Ask nonnative speakers to list some capitalization rules in their language that differ from those in English. For example, in many languages, the days of the week are not capitalized. Also, Japanese and Indian languages derived from Sanskrit have no capital letters at all.

Chapter 36

 Titles of specific individuals

Teaching Tip

486 Part IV The Editing Handbook

PRACTICE 1 Add fifteen missing capital letters.

I

Example: Many countries such as india want to manufacture green vehicles.

1.

In recent times, some people have produced interesting inventions I M including the internet. The magazine Popular mechanics reported on a new car. D F In france, Motor development International has developed a car that runs on

compressed air. The car was invented by Guy Negre. He used to be an engineer A O C on the Formula one circuit. The american distribution center is on canaan S P street in New paltz, New York. In a promotional video, the inventor proudly I stated, “i share the same birthday as science fiction writer Jules Verne.” Verne predicted that automobiles would run on air.

Chapter 36

2.

U The invention is still being perfected. At Cornell university’s Department of

Engineering, experts say that such a car design is possible, but it will take some E time before consumers can drive the car. Many companies in europe, as well as J T M tata motors of India, have expressed interest in producing the car. But in july 2012, one of Tata’s executives said that company engineers are still working on the prototype.

LO 2 Use other punctuation marks correctly.

Other Punctuation Marks Colon (:) Use a colon  to introduce a quotation with a complete sentence. The writer Oscar Wilde stated his opinion: “All art is quite useless.” ^  to introduce a series or a list after a complete sentence. The United States has produced some great writers: Emily Dickinson, F. Scott ^ Fitzgerald, Ernest Hemingway, John Steinbeck, and William Faulkner.  after the expression the following. Please do the following: read, review, and respond. ^  to introduce an explanation or example. In 1929, investors witnessed a tragedy: the Stock Market Crash. ^

Chapter 36 Capitalization and Other Punctuation Marks 487

 to separate the hour and minutes in expressions of time. The meeting will begin at 11: 45. ^

Hyphen (-) Use a hyphen  when you write the complete words for numbers between twenty-one and ninety-nine. twenty-six

ninety-nine seventy-two

 when you use a compound adjective before a noun. The compound adjective must express a single thought. No hyphen

The new employee must work under high pressure.

Hyphen

The new employee has a high-pressure job.

(You cannot say a “high job” or a “pressure job.” High and pressure must go together.)

No hyphen

Our boss is thirty years old.

Hyphen

We have a thirty-year-old boss.

If the adjectives before a noun function independently, do not add hyphens. No hyphen

They renovated an old red barn. (The two adjectives function separately.)

Hint

Nonhyphenated Compound Adjectives

Some compound adjectives never take a hyphen, even when they appear before a noun.

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World Wide Web

high school senior

real estate agent

PRACTICE 2 Add eight missing colons and hyphens. brother-in-law Example: My brother in law is an inventor. 1.

high-tech twenty-first One of the most high tech inventions of the twenty first century is Siri.

Siri serves as a personal assistant on Apple’s operating system. Using voice : recognition software, Siri can perform two types of tasks answer questions and ^ make recommendations. She (her voice is female) was recently featured on the well-known well known television program The Big Bang Theory.

Chapter 36

(The words thirty, year, and old express a single thought. You cannot remove one of those words.)

488 Part IV The Editing Handbook

2.

Apple bought Siri in 2007 from SRI International. To develop Siri’s

sophisticated technology, SRI design engineers used research findings from : many universities Carnegie Mellon, the University of Massachusetts, Stanford ^ long-anticipated University, and more. For Apple customers, their long anticipated wait to use Siri was finally over with the launch of the iPhone 4S in 2011. 3.

Siri has been the subject of some criticism. For example, she has difficulty non-American understanding non American accents. She cannot recognize the following : accents Irish, Scottish, or Australian. Apple says that they are working on ^ making Siri more reliable.

Chapter 36

Teaching Tip The Modern Language Association (MLA) allows the choice of using brackets around ellipses but does not require them, except in one case. If the excerpt from the original source includes an ellipsis, then the writer must use brackets to distinguish that author’s ellipsis from the writer’s. The brackets are placed around the writer’s ellipsis.

Ellipsis Marks (. . .) You may want to quote key ideas from an author, but you do not always want to quote an entire paragraph. Use ellipsis marks to show that you have omitted information from a quotation. Your new sentence with an ellipses must be grammatically correct. When you type an ellipsis mark, leave a space before and after each period. If the omitted section includes complete sentences, then add a period after the ellipses. In the next examples, notice how the quotation changes when ellipses are used. Original Selection Many people think that the Inuit language has ten different ways to say the word snow. Certainly, snow plays an important role in the daily life of the Inuit. However, this belief is a fallacy. —Ling Park, student

Grammar Link For more information about quotations, see Chapter 34.

Quotation with Omissions Many people think that the Inuit language has ten different ways to say the word snow. . . . However, this belief is a fallacy. —Ling Park, student

PRACTICE 3 Write quotations incorporating material from each of the next passages. Use ellipses to show where you omit words, and remember to keep important information. Answers will vary.

1. Normal thoughts of my future (not pertaining to football), friends, family, reputation, moral status, etc., were entirely beyond me. —From H.D.’s “Dying to Be Bigger”

“Normal thoughts of my future . . . were entirely According to H.D., ________________________________________________ beyond me.” ________________________________________________________________ ________________________________________________________________

Chapter 36 Capitalization and Other Punctuation Marks 489

2. To top it off, our kids are imbued with victimology, which today has become the American way of blame. It is too routine for adults and their kids to explain all their problems as victimization. When a boy in trouble sees himself as a victim, this festers into seething anger. With easy availability of guns, it can explode as murder. —From Martin Seligman’s “The American Way of Blame”

“To top it off, our kids are imbued with Martin Seligman says, ______________________________________________ victimology, which today has become the American way of blame. . . . ________________________________________________________________ When a boy in trouble sees himself as a victim, this festers into seething ________________________________________________________________ anger. With easy availability of guns, it can explode as murder.” ________________________________________________________________

Reflect On It Think about what you have learned in this unit. If you do not know an answer, review that concept.

Answers will vary. ______________________________________________________________

______________________________________________________________ 2. Add hyphens, where necessary, to the following sentences. twenty-five-year-old He is a twenty five year old man who carries a small red book in his back pocket.

Copyright © 2015 by Pearson Education

high-pressure He has a high pressure job, but he remains relaxed at work. 3. Correct the six errors in punctuation and capitalization. Cuban-American H The famous cuban-american actor Andy Garcia was born in havana on A : april 12, 1956. He has made many films The Godfather: Part III, Ocean’s E eleven, and The Untouchables.

With the Reflect On It activity, you can verify whether students have understood the main concepts.

Teaching Tip Cooperative Learning (Ask & Learn) Ask students to review the chapter and identify anything that they are not completely clear about. All students should write three questions on a sheet of paper. Then, in teams, students can ask other members their questions and share answers.

Chapter 36

1. List five types of words that require capitalization. For instance, the days of the week begin with capital letters.

Teaching Tip

490 Part IV The Editing Handbook

Teaching Tip You can use the final review as a test. Additional test material appears in the Instructor’s Resource Manual.

Tech Teaching Tip

Chapter 36

Cooperative Learning (Quick Review) Place students in teams of three or four. Each team creates a PowerPoint presentation about the grammar section’s key concepts. Teams should create about six questions. For each item, one slide will show a question and the next slide will have the detailed answer. Then each team can give its PowerPoint presentation to the class. You can ask the class to answer the questions or have a competition to see which team can answer the questions first.

Final Review Correct fifteen capitalization and punctuation (colon and hyphen) errors in the next selection. Example: Facebook developer Mark Zuckerberg is a self made millionaire. ^ F 1. MySpace and facebook have become extremely popular in recent years. I Millions of people use such internet sites to reconnect with their long lost ^ U friends. Facebook’s developer was a twenty-year old Harvard university student. ^ F Mark Zuckerberg launched the site in february 2004. The user friendly site ^ fascinated the public. Researchers give three positive outcomes for people using : such sites mastering new computer skills, sharing professional information, and ^ increasing social contacts. 2.

However, critics complain about privacy issues on these sites. In 2005, two T Massachusetts Institute of technology students easily downloaded the personal C information of around 70,000 Facebook users. In 2008, the BBC program click also acquired personal information of Facebook clients.

: 3. People should be careful when using such sites. Avoid sharing the following ^ your birthday, phone number, school, job, and embarrassing photos. Malicious people often search for such information to steal identities. In addition, around 25 percent of employers say that they check the pages of job applicants. For S example, Luther Hudson of Wayne and smith, a marketing firm, accessed the personal information of an interviewee on F A : friday, august 6, at 2 20 p.m., about one hour after he had read ^ the applicant’s résumé. Hudson saw an embarrassing photo of the candidate mooning her friends. He thought the applicant lacked good judgment and would not fit into the culture of the company.

Chapter 36 Capitalization and Other Punctuation Marks 491

The Writer’s Room Write about one of the following topics. Ensure that your capitalization and punctuation are correct. 1. Describe your work environment. 2. What types of jobs does society place a high value on? Describe at least three different categories or types of workers who get a lot of respect.

The Writers’ Circle Collaborative Activity Work with a partner and think about a job that would interest you. Find a job advertisement from a newspaper, a magazine, or an Internet site. You could refer to one of the following sites or look on a local jobs site.

Monster.com Jobs.net Jobs.org

writing assignments at mywritinglab.com

READING Link To learn more about workplace issues, read the next essays. “A Lesson in Humility” by Jeff Kemp (page 196) “Steps to Music Success” by Jake Sibley (page 206) “Two Jobs” by Adrianna Gonzalez (page 219) “Why Small Businesses Fail” by Jim Baek (page 223) “Aunt Tee” by Maya Angelou (page 540) “Advertising Appeals” by Michael R. Solomon, Greg W. Marshall, and Elnora W. Stuart (page 542) “Is Anything Private Anymore?” by Sean Flynn (page 545)

Teaching Tip If students have unclear career goals and cannot come up with a job to write about, suggest that they think of a dream job.

Copyright © 2015 by Pearson Education

ESL Teaching Tip The Writers’ Circle activity gives all students, but especially nonnative speakers, an opportunity to share ideas and to learn from others.

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered.com/ essayrewards/ writingrewards.html

Chapter 36

Compose a letter of application. In the first paragraph, explain what job you want, and tell where you heard about the job. In the second paragraph, briefly detail your qualities and experience. Then, in a third paragraph, explain your availability and how you can be contacted. Ask your partner to help you compose each part of the letter. Remember to be as direct as possible. After you finish writing, proofread your letter and ensure that you have used correct punctuation and capitalization. Exchange letters with your partner, and proofread your partner’s letter.

Complete these

37 LEARNINg OBJECTIVE

Editing Paragraphs and Essays Section Theme: Editing Practice In this chapter, you will have opportunities to edit different pieces of writing.

LO 1 Practice editing

different types of writing. (p. 492)

LO 1

Practice editing different types of writing.

After you finish writing the first draft of a paragraph or essay, it is important to edit your work. When you edit, you carefully review your writing to verify that your grammar, punctuation, sentence structure, and capitalization are correct. In this chapter, you can practice editing the types of written pieces that you see every day, including e-mail messages, paragraphs, essays, and business correspondence.

PRACTICE 1 TEAChINg TIp Practices 1 and 2 contain editing codes that are found at the end of this book. Even if you do not use those codes, the practices get students used to working with editing codes. Tell your students what your specific codes are.

Correct twenty errors in the next selection. An editing symbol appears above each underlined error. To understand the meaning of the symbol, refer to the chart at the back of this book. Many 1.

wc

Much news articles focus on natural disasters such as deforestation, water climate change makes //

agr

pollution, and focus on climate change. Such gloomy information make people , p

very pessimistic about the future of the planet. However the environmental ^ movement has had some success stories. 492

Chapter 37 Editing Paragraphs and Essays 493

1980s

2.

who were studying the environment p In the 1980’s, scientists brought a serious problem to the attention of ^ m

the public who were studying the environment. They noticed that the ozone Earth’s p

layer in the Earths atmosphere was disappearing. A hole in the ozone was phenomenon ad

pl

getting more bigger. This phenomena was serious because the ozone protects our planet from the sun’s radiation. Chlorofluorocarbons (CFCs) from

Teaching Tip Students may wonder why Earth is capitalized but sun is not. Refer students to page 485 in Chapter 36, “Capitalization and Other Punctuation Marks.” There is a rule about the capitalization of planets.

refrigerators and aerosol sprays were damaging the ozone. Eventually, 197 countries sp

countrys signed an agreement to limit CFCs in industrial products, and the ozone hole has started to shrink. 3.

By the 1970s, scientists realized that forests and lakes were dying due to acid , causing frag

rain. When fossil fuels burn, they emit chemicals into the air. Causing them to turn into acid. Acid rain damages flora and fauna. In 1990, President George signed .This ro

shift

H.W. Bush signs the Clean Air Act Amendments, this act limits the amount of

Ohio

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4.

cap

In 1969, the Cuyahoga River in ohio caught fire because it was one of rivers passed pl

wc

the most polluted river in the world. As a result, in 1972, Congress past an important piece of legislation: the Clean Water Act. The act focuses on stopping factories from dumping toxic chemicals into rivers. Before the act than wc

was approved, most rivers were polluted. Since then, more then two-thirds their wc

of all waterways have improved there water quality. Also wetlands are better has agr

protected and soil erosion have lessened.

Chapter 37

air pollution companies can generate. Since then, air pollution has been reduced.

494 Part IV The Editing Handbook

5.

Certainly, the United States faces many challenges to improve

with creative thinking the ecosystem. However, Americans will be able to find solutions for ^ m

environmental problems with creative thinking.

PRACTICE 2 Correct fifteen errors in the next selection. An editing symbol appears above each underlined error. To understand the meaning of the symbol, refer to the chart at the back of this book. Chinese cap

1.

Sergeant Leung Shiu-yuk’s first experience with a chinese triad occurred argument sp

when he was fourteen years old. The young Mr. Leung had an arguement classmate’s p

with an acquaintance. The classmates father aggressively claimed to be a came vt

triad member when he comes to see Mr. Leung’s father about the schoolyard become vt

brawl. At that moment, Mr. Leung decided to became a policeman to combat especially sp

organized crime in Hong Kong. Over the years, he has become especialy investigates agr

knowledgeable about triad operations. Mr. Leung investigate powerful Chinese conscientious wc

Chapter 37

triads. He is a conscious expert witness for the Hong Kong police. have been involved 2.

vt

Chinese triads been involved in illegal activities in the United States since Their wc

the beginning of the twentieth century. There business includes the drug trade, human trafficking, and extortion. Chinese triads also defraud public and institutions pl

private institution such as health care, insurance, and investment. The triads can manipulate and transfer financial assets across international boundaries.

Chapter 37 Editing Paragraphs and Essays 495

really responsible ad sp

Thus, they deceive investors real easily. Triads are responsable for much that wc

human misery. International police organizations are hopeful than they can erase these criminal organizations. Security forces must show perseverance to their pro

reach his goal.

PRACTICE 3 Edit a Paragraph

There are no editing symbols in the next paragraph. Proofread it as you would your own writing, and correct fifteen errors. Answers may vary.

their computers. When a criminal has stolen a name, birthplace, address, and Social he or she Security number, they can take out credit cards in the victim’s name. For example, , my coworker, Nick Matsushita. He came home one day and found a large bill from a used credit card company. Somebody had use his personal information to apply for credit. I a lot Nick and me are good friends, and I know that the identity theft has caused him alot had of pain. He says that if he would have known about the way identity thieves work, he would have been more careful with his personal papers. Certainly, victims of identity lose theft loose time and money trying to fix the problem. To avoid being a victim, be prudent when sharing personal information.

Chapter 37

Copyright © 2015 by Pearson Education

illegal someone’s Identity theft is the ilegal use of someones personal information. It is a serious . In were crime, in fact, last year there was over 10 million cases of identity theft in the United through States. To find identities, thieves go threw recycling bins, empty garbage cans, and steal somebody’s stealing mail to obtain somebodys personal information. Computer hackers can people even steal identities by tapping into personal information that persons keep on

496 Part IV The Editing Handbook

PRACTICE 4 Edit a Workplace Memo

Correct nine errors in the next excerpt from a memo. Answers may vary.

Re: Parking To: All Employees

brought

It has been bought to my attention that employees are having problems

because

the

parking. Because of construction of the new building. To solve a problem,

has

the company have acquired extra parking spaces in the lot across the

they

want to

street. If employees wanna have a parking space, you need an entrance

with names of employees

card. The cards are available at the front desk with names of employees. ^ , and The parking inconvenience is temporary all staff members will be able

^weeks

to park in the regular parking lot in a few weaks. Chad Renforth Human Resources Department

Chapter 37

PRACTICE 5 Edit a Paragraph

There are no editing symbols in the next paragraph. Proofread it as you would your own writing, and correct twelve errors. Answers may vary. , Physicians overprescribe antibiotics and this practice is having a terrible effect ^ on our health-care system. First, antibiotics are completely useless against viruses, a lot them yet alot of patients ask for and receive it when they have a simple cold. When drugs drug are overprescribed, some bacterial infections become drugs-resistant. Malaria and , tuberculosis for example, are more difficult to treat than they were twenty years ago. ^ especially The problem is especialy serious in hospitals. According to Dr. Ricki Lewis, antibioticresistant infections spread rapidly in a hospital environment. Furthermore, patients

Chapter 37 Editing Paragraphs and Essays 497

critically require that who are criticaly ill requires large doses of drugs who cause bacteria to mutate rapidly. the body can easily fight We should remember that the body can fight many illnesses on its own. For instance, ^ some common ear infections. Before accepting a prescription, consumers should enough problems ; ask whether antibiotics are necessary. There are problems enough in this world,/ the population does not need to create new illnesses by overusing antibiotics.

PRACTICE 6 Correct twelve errors in the next essay. Answers may vary. lives 1. Reid Radnor works for the American military. He, along with his wife, live on the army base in Seoul, South Korea. The base sits in the heart of the city. America thinks Everyone think that it looks like a 1950s suburb in america. It has split-level houses, schools, a movie theater, a hotel, and much more. Reid’s 2. Reid and his colleagues program computer software for the Army. In Reids socialize office, everybody gets along. Many even socializes outside the office. Reid and Occasionally his friends often play baseball at the base’s baseball diamond. Occasionaly, someone proposes that they watch a movie. Sometimes, either Reid or his suggest friends suggests lunch at the resort hotel. The food. It comes from the United is States. In fact, on the base, everything originates in America. Nobody are

Copyright © 2015 by Pearson Education

. It 3. The base is at the center of controversy in Korea, it symbolizes American dominance. Koreans want the military base to move away from Seoul. Some build Koreans hope to built a city park on the land. Others wish to construct more housing. The Koreans have mixed feelings about American military presence in their they’re country.

PRACTICE 7 Edit a Formal Letter

Correct fifteen errors in the next letter.

Chapter 37

supposed to feel homesick.

498 Part IV The Editing Handbook

Ari Praz

A

278 First avenue New York, NY 10009 July 6, 2010 New York Department of Finance Hearing-by-Mail Unit P.O. Box 29201 Brooklyn, NY 11202 Subject: Ticket #4089-01411 Attention: Finance Department

why I am

I am writing to explain why am I pleading “not guilty” to a parking

received

F

J

ticket I recieved on the morning of friday, june 24, 2010. Please read the following explanation and refer to the enclosed documents.

J

On the evening of june 23, I parked a rented car on the south side

S

legally

of 18th street. I knew I could park there legaly overnight until 8:30 a.m.

F

At approximately 8:15 friday morning, I went to move the car from

Chapter 37

that parking space. When I arrived, I discovered that the front tire on the passenger side was flat. Unable to change the tire, I went to my

company’s

apartment a few blocks away to phone the rental companys hotline. I think that I made the call at about 8:30 a.m. On the photocopies of

Continental’s

Continentals service records, you will see they dispatched someone at 8:39 a.m. Unfortunately, while I was away from the car making that

ticket. It

call, I received a ticket, it was written at 8:40 a.m. I’m sure you can see why I am pleading “not guilty” to this parking

had

;

offense. I have every intention of moving the car by the specified time,/

Chapter 37 Editing Paragraphs and Essays 499

I was not able to do so until roadside assistance arrived to replace the flat tire.

t

Yours Truly,

Ari Praz Ari Praz Enclosures: 2

PRACTICE 8 Edit an Essay

Correct twenty errors in the next student essay. Answers may vary. 1.

Sports surround us every day in the papers, on television, and on the radio. colleges Some people criticize our sports-driven culture. Sports critics say that colleges’ achievements put young athletes on pedestals and do not emphasize the achievments of students in academic programs. In fact, athletes do not receive enough praise. get First, colleges with good sports teams gets a lot of publicity. For example, cover : during the football season, three national television channels covers the games ^ , CBS, NBC, and ABC. During the basketball playoffs, March Madness CBS ^ brings covers the games. The publicity that colleges receive from sports bring more . They students to the academic programs. Sports help these programs, they do not harm them.

3.

In addition, colleges and universities make money from their student A A athletes. For example, the National Collegiate athletic association (NCAA), the organization devoted to the administration of intercollegiate athletics million in the United States, showed $422.2 millions in revenue in its 2002–2003 comes budget. A large part of this money come from television. Most of the money is

Chapter 37

Copyright © 2015 by Pearson Education

2.

500 Part IV The Editing Handbook

redistributed to colleges and universities. Every year, educational institutions give use the funds not only for their sports programs but also are giving money to academic programs. Clearly, colleges show good long-term planning when they promote star athletes. 4.

Moreover, sports are a motivation for athletes to go to college. Last year, were there was about 360,000 student athletes in NCAA-affiliated colleges. Over those 126,000 of thoses athletes received either a partial or a full scholarship. really to Therefore, they were real motivated. To attend postsecondary institutions.

Teaching Tip Writer’s World Competition

Chapter 37

Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

5.

Colleges and universities are right to pay special attention to athletes and

sports programs. Because of the extra effort that student athletes must give to succeed suceed, and because of the publicity and money that educational institutions , receive from sports programs and their athletes colleges and universities have a ^ their serious obligation to encourage there athletes.

Part V Reading Strategies and Selections In the first part of Chapter 38, you will learn strategies that can help you improve your reading skills. Later in the chapter, you will see a number of thought-provoking essays that present a wide range of viewpoints about topics related to popular culture and college life; psychology and health care; our environment and the workplace; and spies, hackers, and the legal world. As you read each essay, think about how the writer achieves his or her purpose using one or more of these writing patterns: Illustration, Narration, Description, Process, Definition, Classification, Comparison and Contrast, Cause and Effect, and Argument.

POpULAR CULTURE AND COLLEgE LIFE Reading 1. “Being a Hyphenated American” by Zaina Arafat, page 508

(Definition)

Reading 2. “Fads” by David A. Locher, page 510

(Classification)

Reading 3. “This Boat Is My Boat” by Drew Hayden Taylor, page 513

(Comparison and contrast)

Reading 4. “Gone with the Windows” by Dorothy Nixon, page 516

(Comparison and contrast)

Reading 5. “It’s Class, Stupid!” by Richard Rodriguez, page 518

(Argument)

Reading 6. “The Case for Affirmative Action: An Open Letter to Five Justices” by Dave Malcolm, page 521

(Argument)

501

Psychology and Health Care Reading 7. “The Catcher of Ghosts” by Amy Tan, page 525

(Description)

Reading 8. “The Sanctuary of School” by Lynda Barry, page 528

(Narration)

Reading 9. “Musicophilia” by Oliver Sacks, page 531

(Definition)

Reading 10. “Why We Make Mistakes” by Joseph T. Hallinan, page 534

(Illustration)

Our Environment and The Workplace Reading 11. “Mother Nature’s Melting Pot” by Hugh Raffles, page 537

(Cause and effect)

Reading 12. “Aunt Tee” by Maya Angelou, page 540

(Description)

Reading 13. “Advertising Appeals” by Michael R. Solomon, Greg W. Marshall, and Elnora W. Stuart, page 542

(Classification)

Reading 14. “Is Anything Private Anymore?” by Sean Flynn, page 545

(Cause and effect)

Reading 15. “The Beeps” by Josh Freed, page 548

(Illustration)

Spies and Hackers and The Legal World

502

Reading 16. “The Criminal Justice Process” by John Randolph Fuller, page 551

(Process)

Reading 17. “How Spies Are Caught” by Anonymous, page 554

(Process)

Reading 18. “My Relentless Pursuit” by Amanda Enayati, page 556

(Narration)

From Reading to Writing

38

Learning Objectives LO 1 Practice reading

strategies. (p. 503)

LO 2 Analyze reading

selections. (p. 508)

Aspiring songwriters and musicians study different musical styles to determine which lyrics, notes, rhythms, and so on work well together. In the same way, by reading different pieces of writing, you can observe which elements other writers use and how they use them. Then, you can try applying the same principles to your own writing.

Reading Strategies When you read, you also develop your writing skills. You expand your vocabulary and learn how other writers develop topics. In addition, you learn to recognize and use different writing patterns. Finally, reading helps you find ideas for your own paragraphs and essays. The next strategies can help you become a more successful reader and writer. They guide you through the reading process and provide useful tips for getting specific information from a piece of writing.

Previewing Previewing is like window shopping; it gives you a chance to see what the writer is offering. When you preview, look quickly for visual clues so that you can determine the selection’s key points. Review the following:  Titles or subheadings (if any)  The first and last sentences of the introduction  The first sentence of each paragraph

LO 1 Practice reading strategies. User Community “I used Part V, and in particular the reading selections and questions/ activities in Chapter 38, extensively in my course. For a developmental class, these selections were excellent. My students found them interesting to read and the questions/activities helped them to practice critical thinking. We had excellent discussions on the readings.” —Jeff Partridge, Capital Community College

503

504 Part V Reading Strategies and Selections

 The concluding sentences of the selection  Any photos, graphs, or charts

Finding the Main Idea After you finish previewing, read the selection carefully. Search for the main idea, which is the central point that the writer is trying to make. In an essay, the main idea usually appears somewhere in the first few paragraphs in the form of a thesis statement. However, some professional writers build up to the main idea and state it only in the middle or at the end of the essay. Additionally, some professional writers do not state the main idea directly.

Hint

Making a Statement of the Main Idea

If a reading does not contain a clear thesis statement, you can determine the main idea by asking yourself who, what, when, where, why, and how questions. Then, using the answers to those questions, write a statement that sums up the main point of the reading.

Making Inferences If a professional writer does not state the main idea directly, you must look for clues that will help you infer or figure out what the writer means to say. For example, read the next paragraph, and try to infer the writer’s meaning. The band cost about $4,500 for the night. The hall rented for $900, and we figured we got a good deal. We had to decorate it ourselves. There were flowers on every table ($25 for each bouquet); rented china and silverware ($1,850); and tablecloths, tables, and chairs ($900). The catered food worked out to be $40 per person, multiplied by 300. This is not counting the dresses, the tuxedos, the photographer, or the rented limos. Sure, it was a special night. It is too bad the guests of honor split up three months later.

PRACTICE 1 Read the preceding paragraph. Then answer the following questions. a wedding 1. What is the subject of the paragraph? __________________________________ parent of the 2. What is the writer’s relationship to the guests of honor? ___________________ bride or groom, or someone who is paying for the wedding ________________________________________________________________ Weddings cost too much money. 3. What is the writer’s main point? ______________________________________ ________________________________________________________________

Finding the Supporting Ideas Different writers use different types of supporting ideas. They may give steps for a process, use examples to illustrate a point, give reasons for an argument, and so on. Try to identify the author’s supporting ideas.

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Highlighting and Making Annotations After you read a long text, you may forget some of the author’s ideas. To help you remember and quickly find the important points, you can highlight key ideas and make annotations. An annotation is a comment, question, or reaction that you write in the margin of a page. Each time you read a passage, follow the next steps.  Look in the introductory and concluding paragraphs. Underline sentences that sum up the main idea. Using your own words, rewrite the main idea in the margin.  Underline or highlight supporting ideas. You might even number the arguments or ideas. This will allow you to understand the essay’s development.  Circle words that you do not understand.  Write questions in the margin if you do not understand the author’s meaning.  Write notes beside passages that are interesting or that relate to your own experiences.  Jot down any ideas that might make interesting writing topics.

 Look at the word. Is it a noun, a verb, or an adjective? Sometimes it is easier to understand a word if you know how that word functions in the sentence.

What does “primordial” mean? Reasons humans don’t like fake smiles Writing Ideas: faking emotions, white lies

➢

Context clues are hints in the text that help define a word. To find a word’s meaning, try the following strategies.

I should try it. “smilercizers” —made-up word

➢

Using Context Clues

Interesting finding Experiment suggests that happiness can be achieved by smiling.

➢

When you read, you will sometimes come across unfamiliar words. You can try to guess the word’s meaning, or you can circle it and look it up later.

Expert opinion

➢ ➢

Understanding Difficult Words

➢ ➢

1 Robert Kall is a Philadelphia-based Positive Psychology conference organizer. While working as a therapist, he tried simple smiling as a way to treat depression. “I would put surface electrodes on the smile muscles in people’s faces and, using electromyography, would measure the strength of their smiles,” he said. “People who were not depressed had smile muscles that were on average four times stronger than people who were depressed,” he said. This amazed him. So he began developing what could only be described as a smiling exercise program. “I would have depressed people pump ‘smile’ iron,” he said. “I would have them do repetitions: three sets of 12 every day.” By naturally triggering smiles, the “smilercizers” would seem to drive themselves to happier states. 2 There’s good reason why people resist the Act Happy concept. In primordial situations, fake and phony emotions might suggest a trap or danger. We’re naturally suspicious around fake smiles, and forced laughter suggests fraud. We gauge our trust in others by their smiles. A put-on smile may suggest dishonesty and therefore danger, and phony laughter may signal manipulation. However, when using emotions to drive positive states, the dishonesty may not matter.

➢

Copyright © 2015 by Pearson Education

Here is an annotated passage from an essay titled “Don’t Worry, Act Happy” by Albert Nerenberg.

506 Part V Reading Strategies and Selections

 Look at surrounding words. Look at the sentence in which the word appears, and try to find a relation between the difficult word and the words that surround it. Maybe there is a synonym (a word that means the same thing) or an antonym (a word that means the opposite). Maybe other words in the sentence help define the word.  Look at surrounding sentences. Sometimes you can guess the meaning of a difficult word by looking at the sentences, paragraphs, and punctuation surrounding the word. When you use your logic, the meaning becomes clear.

PRACTICE 2 1. Can you easily define the word affluence? Yes No 2. Can you easily define the word plagued?

Yes

No

Answers will vary for questions 1 and 2.

3. If you do not understand the meanings of those two words, then read them in the context of the next paragraph. You will notice that it is much easier to guess their meanings. John Macionis writes in his book, Sociology, that until a few centuries ago, the entire world was poor. But some researchers claim that it is affluence that demands an explanation. Affluence came within reach of a growing share of people in Western Europe during the late Middle Ages as world trade expanded. Then industrial technology created new wealth and gradually improved the living standard of even the poorest people. Poverty, which had plagued humanity throughout history, was finally in decline. Now write your own definition of the words as they are used in the paragraph. wealth 4. affluence: _______________________________________________________ bothered, tormented 5. plagued: ________________________________________________________

ESL Teaching Tip If you have ESL students in your class, draw their attention to this hint.

ESL Teaching Tip Ask nonnative speakers to brainstorm a list of words in their native languages that look like English words. Then they should determine whether the words have similar or different meanings in both languages. For example, some English words that Spanish speakers may misuse—because the meanings of similar-looking words in Spanish are different—are animator, formation, actually, deception, resume, embarrassed, and sensible.

Hint

Cognates

Cognates, or word twins, are English words that may look and sound like words in another language. For example, the English word responsible is similar to the Spanish word responsable, although the words are spelled differently. If English is not your first language, and you read an English word that looks similar to a word in your language, check how it is being used in context. It may, or may not, mean the same thing in English as it means in your language. For example, in English, assist means “to help.” In Spanish, assistar means “to attend.” If you are not sure of a word’s meaning, consult a dictionary.

Using a Dictionary If you do not understand the meaning of an unfamiliar word after using context clues, look up the word in a dictionary. A dictionary is useful if you use it correctly. Review the following tips for dictionary usage.  Look at the dictionary’s front matter. The preface contains explanations about the various symbols and abbreviations.  Read all of the definitions listed for the word. Look for the meaning that best fits the context of your sentence.

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 Look up root words, if necessary. If the difficult word has a prefix such as un- or anti-, you may have to look up the root word. Here is an example of how dictionaries set up their definitions. Word Division Your dictionary may use black dots to indicate places for dividing words.

Stress Symbol ( ´ ) and Pronunciation Some dictionaries provide the phonetic pronunciation of words. The stress symbol ( ´ ) lets you know which syllable has the highest or loudest sound.

Parts of Speech The n means that deception is a noun. If you don’t understand the parts of speech symbol, look in the front or the back of your dictionary for a list of symbols and their meanings.

de•cep’tion / [di-sep´sh n] / n 1, the act of misleading. 2, a misrepresentation; artiface; fraud. e

From The New American Webster Handy College Dictionary (New York: Signet, 2000), 606.

Hint

Online Dictionaries

There are many good online dictionaries, including those that provide a pronunciation link and a thesaurus. Some good Web sites are Longman’s Online Dictionary at ldoceonline.com and Dictionary.com.

From Reading to Writing After you finish reading a selection, try these strategies to make sure that you have understood it.

Copyright © 2015 by Pearson Education

 Summarize the reading. When you summarize, you use your own words to write a condensed version of the reading. You leave out all information except the main points.  Outline the reading. An outline is a visual plan of the reading. First, write down the main idea of the essay, and then note the most important idea from each paragraph. Under each idea, include a detail or an example.

Make a Written Response Your instructor may ask you to write about your reaction to a reading. These are some questions you might ask yourself before you make a written response.  What is the writer’s main point?  What is the writer’s purpose? Is the writer trying to entertain me, persuade me, or inform me?  Who is the audience? Is the writer directing his or her message at someone like me?  Do I agree or disagree with the writer’s main point?  What aspects of the topic can I relate to? After you answer the questions, you will have more ideas to use in your written response.

Teaching Tip If your students need more information on how to write summaries, refer them to Chapter 15.

Teaching Tip To reinforce the link between reading and writing, assign students a particular reading and have them make a plan of that reading. Then point out that student essays also need a clear plan.

508 Part V Reading Strategies and Selections

LO 2 Analyze reading selections.

Reading Selections Themes: Popular Culture and College Life

reading 1 1080L/748 words

Being a Hyphenated American Zaina Arafat Zaina Arafat is a young Arab American. In the next essay, she reflects on identity and culture. As you read this definition essay, also look for elements of narration and comparison and contrast.

1 During the 1991 Persian Gulf War, I came home from school one day

in tears. My classmates had been ridiculing me, and when I told my mother, she went straight to the administration. She said that during this particularly emotional time, they should make extra efforts to prevent discrimination against Arab-American students. They agreed, and assured her that they would. Months later, I came home complaining of the same torment: “They’re still calling me fat! Zaina AraFAT!” Right then, my mother realized the teasing had nothing to do with my ethnic background. It was simply kids being kids. As a first-generation Arab-American, my ethnic duality has exposed me to a series of assumptions that stem from both ignorance and fear of the unknown. But these assumptions exist on both sides.

2 My parents moved to the United States from the West Bank a year before

I was born. Growing up in the suburbs of Washington, D.C., my family seemed just like everyone else’s, with a few variations that most wouldn’t have noticed. For example, while my friends’ fathers cracked open a bag of chips after work, my dad went straight for pumpkin seeds. My friends’ moms drove minivans; mine, a two-seater. Their parents were big on curfews, grammar, “time outs,” and seat belts. Soda was strictly forbidden in their houses, as were Cocoa Puffs for breakfast, and television was allowed only on weekends.

3 I really didn’t understand these rules. Since the American tendency toward laissez-faire: permissive

overparenting contradicted my parents’ Mediterranean, laissez-faire approach, the structure and what I saw as rigidity that existed in my friends’ houses were absent in ours. Rather, our family was informal and spontaneous.

4 My friends found much in my life to be confused by, too, such as why my

mom and dad called me mom and dad, as is tradition in Arab culture. They wondered why my parents and their friends seemed to be yelling at each other whenever they conversed, why every social gathering inevitably ended with dancing, and why our nicknames were longer than our actual ones: Zanzoon for Zaina; Abu Zooz for my brother, Zaid.

5 As a kid, I was insecure about the nuances that set us apart, especially when hummus: a spread made with chickpeas, lemon, garlic, and salt, very common in Middle Eastern cooking

friends asked for a bologna sandwich as soon as they saw whatever we were serving. But as I grew older, I began to appreciate my parents’ attempt to assimilate while retaining our own traditions. We always had a turkey on Thanksgiving—that it was stuffed with rice and served with hummus seemed a fair compromise. 6 I found that while being an Arab-American in the US got better with age, the reverse applied when I visited the Middle East. As a kid, I couldn’t wait for

Chapter 38 From Reading to Writing 509

these summer excursions. The moment I arrived in Jordan, where my extended family lives, I felt like a celebrity. I was coming from America, and that alone brought me relative fame and adoration. But eventually, things began to change. No longer able to get a free ride because of my American identity, I found there were many unspoken rules that were unfamiliar to me, such as when to put out my hand versus going for the cheek, and if the latter, two kisses or three? Also, no one wears shorts past the age of twelve. (Once on a visit to Bethlehem, my uncle had to trade me his trousers for my cutoffs.) 7 Despite the humbling, awkward moments that accompanied these lessons, I’ve begun to accept the potential for mistakes as an inevitable cross-cultural byproduct. And in doing so, I’ve realized that being Arab-American has different meanings, depending on where I am. In the Middle East, it often means having to stress that Americans shouldn’t be equated with their country’s foreign policy. In the US, it involves explaining that the Islamists shown on television represent a sliver of the Muslim population. It also entails reminding Americans that while Al Jazeera may seem oversensationalized, American media seems sanitized to Arabs. 8 In many ways, “having a foot in both worlds” means having a full presence in neither. Although the phrase isn’t meant to be interpreted literally, after twenty-seven years of balancing between two cultures and continents, I can say with certainty that it’s far from figurative. But it’s from such a vantage point that stereotypes are abolished. And as I get further away from a cultural identity crisis—and as a Kenyan-American was able to become US president—I realize that having dual ethnicity may be a great thing after all.

Teaching Tip Cooperative Learning (Sharing Circle) Ask students to work in groups of three and share answers to the critical thinking questions. They can also discuss the writing topics.Then you can take up the answers with the class.

Al Jazeera: a news network based out of Qatar

Vocabulary and Comprehension 1. In paragraph 5, what does the word nuances mean? a. colors b. problems c. subtle differences 2. Find a word in paragraph 6 that means the “second of two choices.” latter ________________________________ 3a. Where are the writer’s parents originally from?

Copyright © 2015 by Pearson Education

Her parents are from the West Bank. _____________________________________________________ 3b. Where do they live presently? They live in Washington, D.C. ________________________________________________________________ 4. What were some cultural differences the author mentions between her “American” friends and her own family? List at least three differences. Answers may vary. Her parents ate different snacks—pumpkin seeds, not potato chips; her ________________________________________________________________ parents had different parenting styles, they had fewer rules than her ________________________________________________________________ friends’ parents; her parents had different activities when their friends ________________________________________________________________ came over, like dancing. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Complete additional reading comprehension questions for this selection at mywritinglab.com

510 Part V Reading Strategies and Selections

Critical Thinking 5. What is the significance of the title? She feels not completely American, as if she is a part of two cultures. ________________________________________________________________ ________________________________________________________________ 6. What example does the author use to show that her family tried to integrate into American society? Her family celebrated Thanksgiving with turkey but served it with hummus. ________________________________________________________________ ________________________________________________________________ 7. How does the author show that cultural misunderstandings are not just one-sided. She gives examples of how her friends did not understand some of her ________________________________________________________________ family’s traditions. She also states that she did not know some etiquette ________________________________________________________________ when she visited her family in the Middle East. For example, girls over the ________________________________________________________________ age of twelve don’t wear shorts. Also, Middle Easterners may believe that all ________________________________________________________________ Americans agree with America’s foreign policy. ________________________________________________________________ ________________________________________________________________ 8. How does the author’s attitude toward her dual heritage change? When she was younger, she was uncomfortable with some of the differences. ________________________________________________________________ As an adult, she seems to think it is a positive aspect of her life. ________________________________________________________________ ________________________________________________________________ Teaching Tip Students will benefit from a discussion about the writing topics. After the discussion, ask students to write a paragraph or essay about one of the topics. Remind them to follow the steps of the writing process.

Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work. 1. In paragraph 8, the author writes, “‘having a foot in both worlds’ means having a full presence in neither.” Do you agree or disagree with this statement? Give examples to support your ideas. 2. How do you define yourself: as an American or a hyphenated American? Explain your answer. 3. America promotes itself as a melting pot rather than a mosaic. In your opinion, which idea is better?

reading 2 1080L/767 words

Fads David A. Locher David A. Locher is an author and college professor at Missouri Southern State College. The next excerpt about fads is from his book Collective Behavior. As you read this classification essay, also look for elements of definition and illustration writing.

Chapter 38 From Reading to Writing 511

Copyright © 2015 by Pearson Education

1 Fads can take a wide variety of forms. However, almost all fads have a

common pattern. They always appear quickly. They seem to come from nowhere and suddenly occupy the attention of virtually everyone. Then, as quickly as they came, they fade from popularity. Most fads can be placed into one of three general categories: activity fads, product fads, and fashion or apparel fads. 2 Activity fads center on some leisure activity like breakdancing or rollerblading. People suddenly feel excited about taking part in an activity that has never seemed appealing before. Prior to the 1950s, people never felt the urge to stuff themselves into a phone booth with a large number of other people, and few have done it since then. However, it was all the rage for several years in the 1950s. Disco dancing came and (thankfully) went. Manufacturers often capitalize on these fads by producing a range of accessories to go with the activity. Often, music and movies that relate to the activity are rushed into production in an attempt to cash in on the fad before it ends. The song “The Streak,” by Ray Stevens, and the film Wheels (a skateboarding film) are both good examples of attempts to make money from fad participants. 3 Useful product fads center on the acquisition of products that serve some purpose, however unimportant. In late 1998, “onion-bloom machines” suddenly became popular. Millions of Americans bought this kitchen tool designed to cut a large onion into a ready-to-fry “bloom” similar to the popular fried “onion blooms” served in restaurants. They were advertised on television almost every night. Stores quickly sold out their supply of the devices. The product itself is relatively useful, or at least serves some function. In this case, it makes a kind of variation of onion rings. However, the product is neither particularly necessary nor terribly important. The vast majority of onion-bloom machines are probably gathering dust in kitchen cabinets and closets all over the United States. Like many products at the center of these fads, onion-bloom machines remain on the market, but prices and demand dropped dramatically once the initial excitement wore off and people no longer felt the need for such a product in their lives. 4 Frivolous product fads may be the most interesting of all. People may stand in line for hours, fight with each other, and spend hundreds or thousands of dollars just so they can own something that is useless. The Pet Rock is the ideal example of this type of fad. In late 1975, an entrepreneur marketed a plain rock in a cardboard box called “The Pet Rock” and sold over one million at 5 dollars each. The Pet Rock was not decorated, nor did it do anything. It was, in fact, an ordinary rock. Today, it may seem difficult to understand why one million Americans would pay 5 dollars for a stone, particularly in 1975 when 5 dollars could buy a meal or two tickets to the movies. Such is the nature of useless product fads. They are always difficult to explain or understand after they end. 5 Fashion fads may or may not involve the purchase of a particular item. For example, millions of American women purchased and wore “leg warmers” in the 1980s. These wooly socks without feet were worn over pants or stockings and were used for their look, rather than practical function. Other fashionrelated fads may not involve buying anything. In late 1999, at the University of Missouri in Columbia, Missouri, hundreds of young women on campus began wearing their hair loosely gathered into a small ponytail that stuck straight up from the top of their head. The only accessory required was a rubber band. No products were purchased. The rapid adoption of the unflattering look and its relatively rapid disappearance would categorize the hairstyle as a fad.

ESL Teaching Tip If you have students from other countries, ask them about fads in their countries.

Teaching Tip Cooperative Learning (Jigsaw) Ask students to read the text for homework or in class. Then divide the class into groups of three or four students. Ask some groups to list the main points of the text and write a summary. Ask the other groups to list about ten difficult words and phrases from the text and to define them from the context. Then pair different groups and ask them to share their information.

512 Part V Reading Strategies and Selections 6 Fads usually seem strange or even ridiculous in hindsight. Looking back, it is

hard to believe that hundreds, thousands, or even millions of Americans took part in bizarre fads such as pole sitting, phone booth stuffing, and breakdancing. What drives otherwise normal people to pay money for a rock, to jump from a bridge or crane attached to a bungee cord, or to stand in freezing weather for hours in order to run, push, shove, and fight over a thirty-dollar talking toy? According to Turner and Killian, in their book Collective Behavior, there is nothing wrong with the participants in fads. Most of them are ordinary people. It is the situation that is abnormal. Once confusion and uncertainty set in, people can potentially be led into unusual behavior.

Vocabulary and Comprehension 1. Find a slang expression in paragraph 2 that means “popular.” Phone booth stuffing

all the rage ______________________________ 2. How does Locher define a fad? Fads are varied activities that get people’s attention. They appear and fade ________________________________________________________________ very quickly. ________________________________________________________________ 3. Underline the thesis statement in this essay.

Complete additional reading comprehension questions

4. Locher divides one of the categories mentioned in the thesis statement into two subcategories. What are they? He divides product fads into useful and frivolous product fads. ________________________________________________________________

for this selection at

5. Give examples of the characteristics of each fad Locher mentions.

mywritinglab.com

Activity fads: leisure activities like breakdancing, rollerblading, disco ________________________________________________________________ dancing ________________________________________________________________ Useful product fads: unnecessary items such as onion-bloom ________________________________________________________________ machines ________________________________________________________________ Frivolous product fads: useless items like the Pet Rock ________________________________________________________________ Fashion fads: items such as leg warmers; hairstyles ________________________________________________________________ Critical Thinking 6. Locher clearly dislikes some of the fads. Which fads does he directly criticize? In paragraph 2, he says that disco dancing “thankfully” went, and in ________________________________________________________________ paragraph 5, he calls the ponytail fad “unflattering.” ________________________________________________________________ 7. Who benefits the most when a product becomes a fad? the manufacturer of the product ________________________________________________________________ 8. Why do fads disappear? People become bored with the fad or realize its uselessness. ________________________________________________________________ ________________________________________________________________

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Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work. 1. What fads have you followed? Have you bought something silly, joined in an activity that was suddenly popular, or worn your hair in a trendy style? Describe one or more fads that you have followed. 2. Write a classification paragraph or an essay about other types of fads. Make sure the fads are linked by a common classification principle. For example, you might write about types of body improvement fads or types of hair fads, or you might break down fashion fads or activity fads into categories. 3. Why do you think some people are motivated to create or follow fads?

reading 3 This Boat Is My Boat Drew Hayden Taylor Drew Hayden Taylor is a playwright and author. His writings include essays and short stories about First Nations cultures and concerns. As you read this comparison and contrast essay, also look for elements of argument and cause and effect.

Copyright © 2015 by Pearson Education

1 F. Scott Fitzgerald once wrote, “The rich are different from you and me,”

to which everybody usually responds, “Yeah, they’ve got more money.” On a similar theme, it’s been my Ojibwa-tainted observation over the years that “middle-class white people are different from you and me.” They’re insane. Much has been written over the years about the differences between native people and nonnative people, and the way they view life. There’s no better example of this admittedly broad opinion than in the peculiar world of outdoor recreational water sports and the death wish that inspires them. 2 As a member of North America’s indigenous population, I’ve cast a suspicious glance at all these waterlogged enthusiasts for several reasons. The principal one is the now familiar concept of cultural appropriation—this time of our methods of water transportation. On any given weekend, our rivers are jam-packed with plastic and fiberglass kayaks and canoes, hardly any of them filled with authentic Inuit or First Nations people, all looking to taunt death using an aboriginal calling card. 3 Historically, kayaks and canoes were the life’s blood of Inuit and native communities. They were vital means of transportation and survival, not toys to amuse bored weekend warriors. For instance, there is a brand of gloves used by kayakers to protect their hands from developing calluses, called Nootkas. To the best of my knowledge, the real Nootka, a West Coast First Nation, neither kayaked White-water kayaking nor wore gloves.

1220L/787 words

514 Part V Reading Strategies and Selections 4 Let’s examine the different ways these two cultural groups react to a

Sami: indigenous people inhabiting the Arctic area of Sápmi

single visual stimulus. A group of native people and white people sit in two separate canoes before a long stretch of roaring rapids—with large pointy rocks and lots and lots of turbulent white water. Watch the different reactions. Granted, I’m generalizing, but I think I can safely say the vast majority of native people, based on thousands of years of traveling the rivers of this great country of ours, would probably go home and order a pizza, or possibly put the canoe in their Ford pickup and drive downstream to a more suitable and safe location. Usually, the only white water native people enjoy is in their showers. Hurtling toward potential death and certain injury tends to go against many traditional native beliefs. Contrary to popular assumption, “portage” is not a French word—it is Ojibwa for “Are you crazy? I’m not going through that! Do you know how much I paid for this canoe?” When sunburned Caucasian canoeists are in the same position, their natural inclination is to aim directly for the rapids, paddling as fast as they can toward the white water. 5 Recently, for purely anthropological reasons, I risked my life to explore the unique subcultures of white-water canoeing and sea kayaking. There is also a sport known as white-water kayaking, but I have yet to put that particular bullet in my gun. So for three days, I found myself in the middle of Georgian Bay, during a storm, testing my abilities at sea kayaking. With me were a former Olympic rower, a Quebecois lawyer, a leading diabetes specialist, and a six-foot-seven ex-Mormon. We bonded over four-foot swells and lightning. The higher the waves, the more exciting they found the experience. 6 Various indigenous populations developed other sports that have been corrupted and marketed as something fun to do when not sitting behind a desk in a high-rise office building. The Scandinavian Sami were instrumental in the development of skiing, though I doubt their motivation was to hurl themselves down as fast as gravity and snow would allow. The same could be said of bungee jumping. Originally a coming-of-age ritual in the South Pacific, young boys would build platforms, tie vines to their legs, and leap off to show their bravery and passage into adulthood. The same motivation doesn’t drive today’s bungee jumpers. 7 I have brought up the issue of recreational cultural appropriation many times with a friend who organizes these outdoor adventures. The irony is she works at a hospital, and she chews me out for not wearing a helmet while biking. She says there is no appropriation. If anything, her enthusiasm for the sports is a sign of respect and gratefulness. 8 People should pay a royalty of sorts every time they try to kill themselves using one of our aboriginal cultural legacies. Of course, no aboriginal group has ever sought a patent or copyright protection for kayaks or canoes—that was not part of the treaty negotiations. But somebody should definitely investigate the possibility. Or better yet, every time nonnatives go white-water canoeing or kayaking, they should first take an aboriginal person to lunch. That is a better way of showing respect and gratefulness, and it involves much less paperwork.

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Vocabulary and Comprehension 1. What is the ethnic background of the author of this text? Ojibwa _______________________________ 2. In your own words, describe the author’s thesis? Write a thesis statement. The white middle-class have viewed and taken over some native traditions ________________________________________________________________ and cultural icons and branded them as their own. ________________________________________________________________ ________________________________________________________________ 3. What examples does the author use to support his thesis? White people use kayaks and canoes for risky water sports activities, ________________________________________________________________ unlike First Nations peoples who used them originally as a means of ________________________________________________________________ transportation. White people borrow native terminology to market brands ________________________________________________________________ such as gloves. The Sami invented skiing but not as a risky sport. South ________________________________________________________________ Pacific islanders invented a type of bungee jumping as a coming-of-age ________________________________________________________________ ritual. ________________________________________________________________ 4. In paragraph 2, what is cultural appropriation? A dominant culture adopting some traditions from another culture. ________________________________________________________________ ________________________________________________________________

Critical Thinking 5. What does the author think about white middle-class people who borrow native traditions? He thinks they are crazy to engage in risky activities such as white-water ________________________________________________________________ river kayaking. ________________________________________________________________

Copyright © 2015 by Pearson Education

6. In which paragraph does the author acknowledge the opposition when he discusses cultural appropriation? What point does he make? In paragraph 7, when his nurse friend says that engaging in such sports is a ________________________________________________________________ sign of respect for native traditions. ________________________________________________________________ 7. What is the general tone of the author toward his subject?

a. angry

b. sad

c. amused

d. serious

8. What does the author want the nonnatives to understand? The author wants to inform nonnatives about how much they owe First ________________________________________________________________ Nations peoples. He also wants nonnatives to be grateful. ________________________________________________________________

Complete additional reading comprehension questions for this selection at mywritinglab.com

516 Part V Reading Strategies and Selections

Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work. 1. Compare and contrast one of the following: two risky sports, two different holidays, two different brands of the same product, two different cultural traditions, or two different vacations. 2. Do you have a favorite activity or pastime? Describe it. It could be a sports activity or a leisure activity. 3. Drew Hayden Taylor uses humor to make fun of an ethnic group: Caucasians. What are some positive and/or negative effects of ethnic humor?

reading 4 1040L/743 words

Gone with the Windows Dorothy Nixon Dorothy Nixon, a freelance writer, has written for Salon.com, Chatelaine, and Today’s Parent magazine. She is also the author of Threshold Girl, which can be read on Amazon’s Kindle. In the next essay, she compares how information today is stored or lost compared to the past. As you read this comparison and contrast essay, also look for elements of cause and effect and narration.

1 The other day, I had trouble accessing Photoshop through our home network.

Teaching Tip Cooperative Learning (Jigsaw) Ask students to read the text for homework or in class. Then divide the class into groups of three or four students. Ask some groups to list the main points of the text and write a summary. Ask the other groups to list about ten difficult words and phrases from the text and to define them from the context. Then pair different groups and ask them to share their information.

The program was on my other computer, so I had to whip downstairs to see what the problem was. I discovered that my back-up computer was in pieces. My eighteen-year-old had pulled its hard drive apart, no doubt for some mischievous reason, and left the cannibalized carcass to air in the middle of the room. 2 When I asked, “What’s up?” he said he needed a component to be able to play a computer game in his room with his friends—and some other people in Japan. Of course, my son has the most advanced computer in the house, by far. My son also visits all the usual Web sites so popular with teens and gets a lot of viruses on his computer. So he is always “wiping his hard drive,” as he puts it. 3 I know this because he and his dad like to discuss such things. (That’s definitely a good thing.) I seldom butt in on these conversations, but the other day I overheard a remark that distressed me. My son was oh-so-casually explaining to my husband how he had inadvertently erased all of his photographs from his grade 11 trip to Europe. The images had evaporated into the ether. All gone. Not to worry, he said, “Lots of other kids still have theirs.” 4 Now, he had taken hundreds of pictures of Baroque fountains, messy hotel rooms, and bleary-eyed teens—and shown me the snapshots just once upon his return. I had intended to print out the best ones and mail them to his grandmother. Now she will never see that picture of her grandson Mark with that “gladiator” in front of the Roman Coliseum. 5 Digital technology makes it all just so easy. We can instantly capture our most intimate and spontaneous moments and effortlessly pass these images on to friends and family by e-mail or snail mail or post them on Web sites for the entire wired world to see. And, still, my son’s record of his once-in-a-lifetime experience is lost forever.

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6 I have a different perspective on things: About two years ago, I found some

old documents saved by my husband’s ancestors from Richmond, Quebec, in a trunk in my father-in-law’s basement. There was a direct-mail ad for Crisco Shortening from 1915, when butter was getting costly. I found a National Drug Company promotional brochure with ads for bizarre remedies such as white liniment for ailments like “brain worry” and “fag” (what we might refer to as chronic fatigue) and impotency. 7 There were family documents, too. Hundreds of letters were tied up in ribbons. Great Uncle Herb’s letters reveal he was always in debt. A newspaper clipping described British militant suffragette Barbara Wylie’s arrival in Montreal in 1912. Reporters couldn’t believe how attractive a feminist could be! 8 I also discovered booklets containing detailed household accounts. For the 1883 marriage, it cost 5 dollars for a lady’s ring and 50 cents for a frying pan. In 1884, after the baby’s arrival, a toy cost 5 cents, but the doctor’s bill was 51 dollars! In 1896, a house built in pseudo-Scottish Baronial style went for 2,712 dollars. Family expenses for the era averaged between 300 and 500 dollars a year. Wood for heating and dentist and medical bills (outside of childbirth) were the big expenses. 9 We’re talking a lot of history here, of interest to family as well as to historians. I posted my findings on the Web, and the information has been very well received by the academic community. Some scholars have actually thanked me for making the effort. It was just luck, I tell them, just luck that one day while I was waiting for the washing machine to end its spin cycle, my gaze rested on an old Victorian trunk in a basement where I’d been hundreds of times before. I got curious. 10 Will future amateur historians be as lucky as I was? With all the runaway digital documentation going on in homes today, will today’s family history be available or accessible to future inquiring minds like mine? We just recently transferred our baby videos to CD, but it’s possible that in a few years the CD format will be as impenetrable as a cuneiform tablet. My son’s experience with his high school pictures suggests that a lot of twenty-first century family history could be, well, gone with the windows. And that will indeed be ironic—and a great big shame.

cuneiform tablet: a stone tablet with the earliest known writing system in the world

Copyright © 2015 by Pearson Education

Vocabulary and Comprehension 1. In paragraph 1, what does cannibalized carcass refer to? the shell and pieces of the computer ________________________________________________________________ 2. In paragraph 10, find a word that means “puzzling.” impenetrable _______________________________ 3. What event happened that made the author think about technology? Her son’s grade 11 school trip photos disappeared because his computer ________________________________________________________________ malfunctioned. ________________________________________________________________ 4. Nixon compares the present with the past. What comparison pattern does she use? a. point by point b. topic by topic

Complete additional reading comprehension questions for this selection at mywritinglab.com

518 Part V Reading Strategies and Selections

Critical Thinking 5. Nixon actually compares more than the present to the past. List other topics she compares. Her son’s reaction to her reaction about the loss of his photos; prices of ________________________________________________________________ items in the past with today’s prices; how society keeps records today ________________________________________________________________ versus the past; how technology changes very quickly; people’s attitudes ________________________________________________________________ toward keeping a record of their lives versus people’s attitudes in the past. ________________________________________________________________ ________________________________________________________________ 6. Why did the author put the information she found in a trunk on her Web site? She thinks that historians can learn valuable information from history. ________________________________________________________________ ________________________________________________________________ 7. How does the author see the relationship between history and technology? She got distressed about the loss of her son’s photos and thinks valuable ________________________________________________________________ information may also be lost because of technology. ________________________________________________________________ ________________________________________________________________ Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work. 1. Compare one of the following: two decades, two discoveries, or your past to your present. 2. Imagine that you could time-travel to a period in your past. Where would you go and why? Would you change what happened? 3. Write about an event in history. Narrate what happened.

reading 5 1060L/709 words

Teaching Tip Ask students to try to define affirmative action before they read.

It’s Class, Stupid! Richard Rodriguez Richard Rodriguez is a writer and an essayist who published the novel Days of Obligation. He also writes for the Los Angeles Times and Harper’s. The next selection is an argument essay about affirmative action that originally appeared in the online magazine Salon.com. As you read, also look for elements of the comparison and contrast writing pattern.

1 Some weeks ago, a law professor at the University of Texas got in trouble for

ouster: dismissal

saying that African Americans and Mexicans are at a disadvantage in higher education because they come from cultures that tolerate failure. Jesse Jackson flew to Austin to deliver a fiery speech; students demanded the professor’s ouster.

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Copyright © 2015 by Pearson Education

2 It was all typical of the way we have debated affirmative action for years.

Both sides ended up arguing about race and ethnicity; both sides ignored the deeper issue of social inequality. Even now, as affirmative action is finished in California and is being challenged in many other states, nobody is really saying what is wrong with affirmative action: It is unfair to poor whites. 3 Americans find it hard to talk about what Europeans more easily call the lower class. We find it easier to sneer at the white poor—the “rednecks,” the trailer-park trash. The rural white male is Hollywood’s politically correct villain du jour. 4 We seem much more comfortable worrying about race; it’s our most important metaphor for social distinction. We talk about the difference between black and white, not the difference between rich and poor. American writers—Richard Wright, James Baldwin, Toni Morrison—are brilliant at describing what it is like to be a racial minority. But America has few writers who describe as well what it is like to be poor. We don’t have a writer of the stature of D.H. Lawrence—the son of an English coal miner—who grew up embarrassed by his soft hands. At the University of Texas, it was easier for the Sicilian-born professor Lino Graglia to notice that the students who dropped out of school were Mexican American or black than to wonder if they might be poor. 5 At the same time, the angry students who accused the law professor of racism never bothered to acknowledge the obvious: Poor students do often come from neighborhoods and from families that tolerate failure or at least have learned the wisdom of slight expectations. Education is fine, if it works. I meet young people all the time who want to go to college, but Mama needs her oldest son to start working. It is better to have a dollar-and-cents job working at Safeway or McDonald’s than a college diploma that might not guarantee a job. 6 Anyone who has taught poor children knows how hard it is to persuade students not to be afraid of success. There is the boy who is mocked by male classmates for speaking good English. There is the girl who comes from a family where women are not assumed to need, or want, education. 7 We also don’t like to admit, though we have argued its merits for twenty years, that the chief beneficiaries of affirmative action—black, brown, female— are primarily middle class. It still doesn’t occur to many progressives that affirmative action might be unfair to poor whites. That is because poor whites do not constitute an officially recognized minority group. We don’t even notice the presence or, more likely, the absence of the poor white on college campuses. Our only acknowledgment of working-class existence is to wear fashionable working-class denim. 8 A man I know, when he went to Harvard, had only a pair of running shoes to wear and had never owned a tie. He dropped out of Harvard after two years. I suppose some of his teachers imagined it was because he was Hispanic, not that he was dirt poor. The advantage I had, besides my parents, were my Irish nuns—who themselves had grown up working class. They were free of that middle-class fear (typical today in middle-class teachers) of changing students too much. The nuns understood that education is not an exercise in self-esteem. They understood how much education costs, the price the heart pays. 9 Every once in a while, I meet middle-class Americans who were once lower class. They come from inner cities and from West Texas trailer parks. They are successful now beyond their dreams, but bewildered by loss, becoming so

du jour: French term meaning “of the day” or “at the present time”

Teaching Tip Cooperative Learning (Sharing Circle) Ask students to work in groups of three and share answers to the critical thinking questions. They can also discuss the writing topics. Then you can take up the answers with the class.

520 Part V Reading Strategies and Selections

different from their parents. If only America would hear their stories, we might, at last, acknowledge social class. And we might know how to proceed, now that affirmative action is dead and so many poor kids remain to be educated. Vocabulary and Comprehension Complete additional reading comprehension questions for this selection at mywritinglab.com

1. Find a word in paragraph 6 that means “made fun of.” mocked _________________________________ 2. What does the word constitute in paragraph 7 mean? Circle the best answer. a. govern b. appoint c. represent 3. Look in the first two paragraphs and underline the thesis statement. 4. According to the author, what prevents many poor people from attending college? Give at least three reasons. They can’t afford college and need to work, they are afraid of success, they ________________________________________________________________ have learned to tolerate failure, and they have low expectations. ________________________________________________________________ ________________________________________________________________ 5. Who benefits the most from affirmative action, according to the author? The chief beneficiaries of affirmative action are people who are black, brown, ________________________________________________________________ female, and primarily middle class. ________________________________________________________________ Critical Thinking 6. Explain why Rodriguez disagrees with affirmative action. The author believes that affirmative action does not take poverty into ________________________________________________________________ account, so middle-class people benefit the most from affirmative action. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 7. The author compares the English writer D.H. Lawrence with American writers such as Toni Morrison. How is this comparison relevant for this essay? D.H. Lawrence, whose father was a coal miner, can describe what it is like ________________________________________________________________ to be poor, whereas American authors describe “what it is like to be a racial ________________________________________________________________ minority.” The comparison is relevant because it supports Rodriguez’s point ________________________________________________________________ that poverty, not race, is important. ________________________________________________________________ 8. In paragraph 1, Rodriguez includes an anecdote about a University of Texas law professor. Explain why the author agrees or disagrees with the professor. The author agrees that some groups have “cultures that tolerate failure.” ________________________________________________________________ However, he disagrees that the groups are ethnically based and suggests that ________________________________________________________________ such toleration of failure is more evident among poor families. ________________________________________________________________ ________________________________________________________________

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9. The author writes that his teachers, Irish nuns with working-class backgrounds, “understood how much education costs, the price the heart pays.” What does he mean? (Look in paragraphs 8 and 9 for clues.) Education has the potential of distancing people from the values and ________________________________________________________________ experiences of their parents. Rodriguez gives the example of wealthy ________________________________________________________________ Americans who came from inner cities and trailer parks who feel successful ________________________________________________________________ “but bewildered by loss” because they are so different from their parents. ________________________________________________________________ ________________________________________________________________ Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work.

Teaching Tip Discuss Writing Topic 3 with the whole class. In which ways can poverty be “expensive”? (1) the poor must finance their own education; (2) someone who is uneducated may earn less; (3) poor children often receive lower-quality schooling, which lowers their chances of doing well on standardized tests and getting into good colleges.

1. In your employment or education, have you had any positive or negative experiences because of your economic, gender, ethnic, or racial background? 2. Do you agree or disagree with the author’s argument? Support your point of view with specific examples. 3. The writer James Baldwin once said that being poor has high costs. What are the costs? Give examples or anecdotes to support your ideas.

reading 6 The Case for Affirmative Action: An Open Letter to Five Justices Dave Malcolm Dave Malcolm is a professor in San Diego. In 1995, the following letter was entered into the Congressional Record by U.S. Representative Esteban Torres in response to anti– affirmative action decisions by the Supreme Court. As you read this argument essay, also look for elements of illustration, definition, and comparison and contrast.

Copyright © 2015 by Pearson Education

1 On Monday, June 12, 1995, at 10:50 a.m., I left the office of my cardiologist

having just been informed that my aortic valve implant was “leaking” and that replacement surgery would be required within the next three to six months. At 10:55 a.m., on the same date, I heard on my car radio about two new Supreme Court 5–4 decisions, each apparently placing serious additional limitations on programs of affirmative action. I drove homeward, feeling sick at heart—not from feelings of anxiety about my imminent open-heart surgery but from feelings of dismay at the direction in which the country seems to be moving, especially in regard to affirmative action. 2 You see, I know a lot about affirmative action. I count myself an expert on the subject. After all, I have benefited from it all my life. That is because I am white, I am male, I am Anglo, and I am Protestant. We male WASPs have had a great informal affirmative action program going for decades, maybe centuries. I am not speaking only of the way our “old boy networks” help people like me get into the right colleges or get jobs or get promotions. That is only the surface.

1240L/1217 words

Teaching Tip Discuss what people can do to change public policy. Point out that the next selection is an open letter written to five Supreme Court justices; thus, the writer was trying to influence public policy.

Teaching Tip Cooperative Learning (Pair & Share) Ask students to work with a partner to make a plan for this essay.Then they can get together with another pair and compare their essay plans.

522 Part V Reading Strategies and Selections

diminutive: affectionate nickname

figuratively: symbolically; not literally

Underneath, our real affirmative action is much more than just a few direct interventions at key moments in life. The real affirmative action is also indirect and at work twenty-four hours a day, seven days a week, year in and year out. Because it is informal and indirect, we tend to forget or deny just how allimportant and pervasive it really is. 3 However, far be it from me to put the direct “old boy” surface stuff down. I was admitted without difficulty to the Ivy League college my father had attended. This was back in the days when the only quotas were quotas to keep certain people out, not to help them get in. There were no limits on reasonably bright kids like me—the admissions people spoke of the children of alumni as “legacies,” but whether this was because the college was inheriting us as students or because the college hoped to inherit money from our families, I was never quite sure. I got a teaching job right out of college in the heart of the Depression—my father was a school superintendent well liked among his colleagues. 4 After World War II, when I became a university professor, I received promotion and tenure in minimum time, more quickly than many of my female colleagues. Of course, the decision makers knew me better; I was part of the monthly poker group and played golf every Friday afternoon. Yes, direct affirmative action—direct preferential treatment because of my gender and my color and good connections—have been good to me. 5 But, like other white males, I have benefited less obviously but far more significantly from indirect preferential treatment. Indirect affirmative action is at work to a greater or lesser degree on behalf of virtually all white males, whether one is aware of it or not. It is what did not happen to me. There were destructive, painful experiences that I did not have to endure. Early in life, I knew that boys were more important than girls and so did the girls. I have never had to worry about whether my skin color was light enough or dark enough. 6 For two of my long-time colleagues and closest personal friends, it has been a very different story. Raymond was the lightest skinned member of his family. He recalls that he was the only one who could get his hair cut downtown—but the family had to drop him off a block away from the barber shop. He once told me that he had probably spent more time worrying about his light skin than any other one thing in life. Would his fellow African Americans think he was black enough? When whites thought he was East Indian or South American, should he let them think so? 7 Maria had the opposite problem. As a child, she was called la prieta (“the little dark one”). Even though she knew the diminutive was a mark of affection, she still was aware that the label was no compliment. When she became a young woman, well-meaning whites told her, “You don’t look Mexican,” meaning that she looked more Spanish and hence almost white. The message always hurt deeply not simply because the speakers personally so clearly believed that there was something inferior about being Mexican but also because they had unhesitatingly assumed that she did, too, and hence would consider such a statement to be a compliment. 8 I have never had to endure “what-is-he-doing-here?” looks any time I walked along a residential street in a suburban area. I have not had to notice white women clutching their purses more tightly when they meet me walking along the street. I have never seen the “For Rent” or “For Sale” signs figuratively snatched out of the window as I walked up to the front door. I cannot even begin to imagine the insults, large and small, that send a five- or six-year-old running tearfully home to ask Mommy or Daddy, “Why can’t I be white?”

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9 Out of the dozens of times I have crossed the border from Tijuana to San

Diego, the one time I was pulled over to have my car inspected was when returning with my friend, Raymond, and another African American male as passengers. I was furious, but my friends restrained me, assuring me it was no big deal and that it happened to them all the time. That day I got some small sense of the rage and fury and helplessness and frustration that some people experience daily and are forced to smother. 10 I have never been so bombarded by negative messages that I began to internalize them and to suspect they might in part be true. As a professional person, I have never had to carry the burden of knowing that the slightest mispronunciation or grammatical error on my part will be seized upon by some people as validation of their negative stereotypes, not only about me but also about my people. But entire populations of my potential competitors have labored and are still laboring under disadvantages of this very sort as they compete with me. This is white male “affirmative action” at its most effective—the flip side of destructive life-long bombardment by negative messages. 11 Yes, affirmative action for some folks remains alive and well and unthreatened by court decisions. I ought to know. All my life I have been an indirect beneficiary because indirect affirmative action has been so effective at crippling or eliminating so many of those who might have been my competitors. As a white male, I have never had to compete with them on a level playing field. 12 The promise of the American dream is a society which is color-fair, not color-blind. Formal affirmative action programs play a dual role. They make the playing fields a bit more level, and they remind us that we still have far to go. It is no solution for society to trash its current formal efforts to make opportunity a little more equal as long as so many powerful informal barriers to equality of opportunity still persist. Think about it.

Teaching Tip Cooperative Learning (Jigsaw) Ask half the class to read “The Case for Affirmative Action” and ask the other half to read “It’s Class, Stupid!” Then ask students who read the same reading to pair up. They should list the main arguments in their reading. After that, ask those who read Reading 5 to pair up with students who read Reading 6. They can share ideas and discuss which writer makes a more compelling case.

Vocabulary and Comprehension 1. What introduction style does the author use? Circle the best answer. a. general background c. opposing position

Copyright © 2015 by Pearson Education

b. definition

d. anecdote

2. Using your own words, describe the main idea of this essay. The author argues that male WASPs have an informal and indirect affirmative ________________________________________________________________ action program that continues to benefit them. ________________________________________________________________ ________________________________________________________________ 3. How has the author benefited from indirect affirmative action? List some examples. Malcolm got into college because of family connections. He got teaching jobs ________________________________________________________________ easily because of connections, and he received promotions because, as a white ________________________________________________________________ male, he socialized with the right people. He did not have to endure subtle ________________________________________________________________ types of discrimination based on race or gender. ________________________________________________________________ ________________________________________________________________

Complete additional reading comprehension questions for this selection at mywritinglab.com

524 Part V Reading Strategies and Selections

4. What examples does the author give to illustrate that members of less-favored groups have to live with destructive, painful experiences? Minorities get insulted (others assume that Maria doesn’t want to be ________________________________________________________________ associated with her Mexican heritage); they are racially profiled (Raymond is ________________________________________________________________ pulled over at the border); they receive negative messages; they must worry ________________________________________________________________ about their accents; they may feel negative about their skin color. ________________________________________________________________ ________________________________________________________________ Critical Thinking 5. Why was Malcolm promoted more quickly than his female colleagues? The author’s social life presented him with opportunities to bond with his ________________________________________________________________ bosses. For example, he played golf and poker with them. ________________________________________________________________ 6. Explain how a “For Rent” sign could be “figuratively snatched from a window” (paragraph 8). It could be “figuratively snatched” when landlords lie to possible tenants, ________________________________________________________________ saying that the room is no longer for rent. ________________________________________________________________ 7. What are Malcolm’s main arguments for supporting affirmative action? White males have had indirect advantages for many generations; affirmative ________________________________________________________________ action based on color or gender gives those same advantages to minorities ________________________________________________________________ and women, thus making the playing field more level. Malcolm gives examples to ________________________________________________________________ show the advantages that white males receive as well as the disadvantages ________________________________________________________________ that minorities must live with. ________________________________________________________________ 8. Who is Dave Malcolm? What have you learned about him after reading this text? List characteristics that describe him, and make some educated guesses about his personality. Answers will vary. Malcolm, an older white Protestant male, has a high level of education and is ________________________________________________________________ quite well off. He is aware of his privileged position and may feel guilty about ________________________________________________________________ it. He seems open-minded, and he associates with people regardless of their ________________________________________________________________ color or status. He may be quite compassionate since he is writing a letter to ________________________________________________________________ support affirmative action programs. He is willing to get involved in a cause he ________________________________________________________________ Teaching Tip For Writing Topic 1, ask students to consider the point Rodriguez makes in “It’s Class, Stupid!” How has Dave Malcolm’s social class helped him prosper? Is social class more or less relevant than race in Malcolm’s success?

believes in. ________________________________________________________________ Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work. 1. Compare Malcolm’s view of affirmative action with the view expressed by Richard Rodriguez in the essay titled “It’s Class, Stupid!” With whom do you agree, and why?

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2. List examples of ways in which people are stereotyped. You can discuss age, appearance, race, and so on. 3. What is your view about equality? Should laws protect some members of society to ensure equal access to work, education, and housing? Why or why not?

Themes: Psychology and Health Care

reading 7 The Catcher of Ghosts

800L/1052 words

Amy Tan Amy Tan is an American writer. One of her most well-known novels is The Joy Luck Club. She has explored themes such as mother–daughter relationships and cultural issues. As you read this descriptive story, which appeared in her book The Bonesetter’s Daughter, also look for elements of narration and cause and effect.

1

When we returned home, Mother and Father, as well as our aunts and uncles, were bunched in the courtyard, talking in excited voices. Father was relating how he had met an old Taoist priest at the market, a remarkable and strange man. As he passed by, the priest had called out to him: “Sir, you look as if a ghost is plaguing your house.”

2 “Why do you say that?” Father asked. 3 “It’s true, isn’t it?” the old man insisted. “I feel you’ve had a lot of bad luck

Teaching Tip Explain that the writer uses “Mother” and “Father” as proper nouns—as names for her parents—thus the words are capitalized. Normally, those words would be lowercase.

and there’s no other reason for it. Am I right?”

4 “We had a suicide,” Father admitted, “a nursemaid whose daughter was

about to be married.”

5 “And bad luck followed.” 6 “A few calamities,” Father answered.

Copyright © 2015 by Pearson Education

7 The young man standing next to the priest then asked Father if he had heard

of the famous Catcher of Ghosts. “No? Well, this is he, the wandering priest right before you. He’s newly arrived in your town, so he’s not yet as well known as he is in places far to the north and south. Do you have relatives in Harbin? No? Well, then! If you had, you’d know who he is.” The young man, who claimed to be the priest’s acolyte, added, “In that city alone, he is celebrated for having already caught one hundred ghosts in disturbed households. When he was done, the gods told him to start wandering again.”

8 When Father finished telling us how he had met these two men, he added,

“This afternoon, the famous Catcher of Ghosts is coming to our house.”

9 A few hours later, the Catcher of Ghosts and his assistant stood in our

courtyard. The priest had a white beard, and his long hair was piled like a messy bird’s nest. In one hand he carried a walking stick with a carved end that looked like a flayed dog stretched over a gateway. In the other, he held a short beating stick. Slung over his shoulders was a rope shawl from which hung a large wooden bell. His robe was not the sand-colored cotton of most wandering monks I had seen. His was a rich-looking blue silk, but the sleeves were greasestained, as if he had often reached across the table for more to eat.

Harbin: a large town in northeastern China

526 Part V Reading Strategies and Selections 10 I watched hungrily as Mother offered him special cold dishes. It was late

ingot: pieces of metal historically used as currency

GaoLing: the girl’s younger sister

afternoon, and we were sitting on low stools in the courtyard. The monk helped himself to everything—glass noodles with spinach, bamboo shoots with pickled mustard, tofu seasoned with sesame seed oil and coriander. Mother kept apologizing about the quality of the food, saying she was both ashamed and honored to have him in our shabby home. Father was drinking tea. “Tell us how it’s done,” he said to the priest, “this catching of ghosts. Do you seize them in your fists? Is the struggle fierce or dangerous?” 11 The priest said he would soon show us. “But first I need proof of your sincerity.” Father gave his word that we were indeed sincere. “Words are not proof,” the priest said. 12 “How do you prove sincerity?” Father asked. 13 “In some cases, a family might walk from here to the top of Mount Tai and back, barefoot and carrying a load of rocks.” Everyone, especially my aunts, looked doubtful that any of us could do that. 14 “In other cases,” the monk continued, “a small offering of pure silver can be enough and will cover the sincerity of all members of the immediate family.” 15 “How much might be enough?” Father asked. 16 The priest frowned. “Only you know if your sincerity is little or great, fake or genuine.” 17 The monk continued eating. Father and Mother went to another room to discuss the amount of their sincerity. When they returned, Father opened a pouch and pulled out a silver ingot and placed this in front of the famous Catcher of Ghosts. 18 “This is good,” the priest said. “A little sincerity is better than none at all.” 19 Mother then drew an ingot from the sleeve of her jacket. She slid this next to the first so that the two made a clinking sound. The monk nodded and put down his bowl. He clapped his hands, and the assistant took from his bundle an empty vinegar jar and wad of string. 20 “Where’s the girl that the ghost loved best?” asked the priest. 21 “There,” Mother said, and pointed to me. “The ghost was her nursemaid.” 22 The priest said to me, “Fetch me the comb she used for your hair.” 23 My feet were locked to the ground until Mother gave me a little knock on the head to hurry. So I went to the room Precious Auntie and I had shared not so long before. I picked up the comb she used to run through my hair. It was the ivory comb she never wore, its ends carved with roosters, its teeth long and straight. I remembered how Precious Auntie used to scold me for my tangles, worrying over every hair on my head. 24 When I returned, I saw the assistant had placed the vinegar jar in the middle of the courtyard. “Run the comb through your hair nine times,” he said. So I did. 25 “Place it in the jar.” I dropped the comb inside, smelling the escape of cheap vinegar fumes. “Now stand there perfectly still.” The Catcher of Ghosts beat his stick on the wooden bell. It made a deep kwak, kwak sound. He and the acolyte walked in rhythm, circling me, chanting, and drawing closer. Without warning, the Catcher of Ghosts gave a shout and leapt toward me. I thought he was going to squeeze me into the jar, so I closed my eyes and screamed, as did GaoLing. 26 When I opened my eyes, I saw the acolyte was pounding a tight-fitting wooden lid onto the jar. He wove rope from top to bottom, bottom to top, then all around the jar, until it resembled a hornet’s nest. When this was done, the

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Catcher of Ghosts tapped the jar with his beating stick and said, “It’s over. She’s caught. Go ahead. Try to open it, you try. Can’t be done.” 27 Everyone looked, but no one would touch. Father asked, “Can she escape?” 28 “Not possible,” said the Catcher of Ghosts. “This jar is guaranteed to last more than several lifetimes.” Vocabulary and Comprehension 1. Find a word in paragraph 7 that means “helper.” acolyte ______________________________ 2. Why do Mother and Father need the services of the Catcher of Ghosts?

Complete additional reading comprehension questions for this selection at mywritinglab.com

They think a ghost is haunting their house and bringing them bad luck. ________________________________________________________________ ________________________________________________________________ 3. Who is the ghost and what relationship did it have with the family? The ghost was the nursemaid of the daughter. ________________________________________________________________ 4. A simile is a comparison using like or as. Underline an example of a simile that the author uses to describe the priest. 5. The author uses imagery in this essay. Give an example of the following: Answers will vary. Slung over his shoulders was a rope shawl from which hung a large sight: ___________________________________________________________ wooden bell. ________________________________________________________________ It made a deep kwak, kwak sound. sound: __________________________________________________________ ________________________________________________________________ cheap vinegar fumes smell: __________________________________________________________ ________________________________________________________________ Mother gave me a little knock on the head. touch: __________________________________________________________ ________________________________________________________________

Copyright © 2015 by Pearson Education

Critical Thinking 6. Who is Precious Auntie? She is the nursemaid of the little girl, and she is the ghost. ________________________________________________________________ ________________________________________________________________ 7. What can you infer, or guess, about the Catcher of Ghosts when he asks for “proof of sincerity?” Answers will vary. You can infer that he is being insincere because he really only wants people to ________________________________________________________________ pay him. ________________________________________________________________ 8. What can you infer about the characters of Mother and Father from their actions? They seem to be superstitious because they believe in ghosts. They are also ________________________________________________________________ rich enough to hire the priest. They are a little naive because they believe in the ________________________________________________________________ priest’s ability to catch ghosts. ________________________________________________________________

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Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work. 1. Describe an incident from your childhood or the childhood of your parents or grandparents. Try to use descriptive imagery. 2. Describe a family tradition. Give as many details as possible using the five senses. 3. What are some examples of superstitions that people have?

reading 8 1020L/1290 words

Teaching Tip Ask students to work with a partner to make a plan for this essay. Then they can get together with another pair and compare their essay plans.

The Sanctuary of School Lynda Barry Lynda Barry is a cartoonist, writer, and playwright. Her work includes graphic novels and the syndicated comic strip Ernie Pook’s Comeek. As you read this narrative essay, also look for elements of description.

1 I was seven years old the first time I snuck out of the house in the dark.

It was winter, and my parents had been fighting all night. They were short on money and long on relatives who kept “temporarily” moving into our house because they had nowhere else to go. 2 My brother and I were used to giving up our bedroom. We slept on the couch, something we actually liked because it put us that much closer to the light of our lives, our television. At night when everyone was asleep, we lay on our pillows watching it with the sound off. We watched Steve Allen’s mouth moving. We watched Johnny Carson’s mouth moving. We watched movies filled with gangsters shooting machine guns into packed rooms, dying soldiers hurling a last grenade, and beautiful women crying at windows. Then the sign-off finally came, and we tried to sleep. 3 The morning I snuck out, I woke up filled with a panic about needing to get to school. The sun wasn’t quite up yet, but my anxiety was so fierce that I just got dressed, walked quietly across the kitchen, and let myself out the back door. 4 It was quiet outside. Stars were still out. Nothing moved, and no one was in the street. It was as if someone had turned the sound off on the world. 5 I walked the alley, breaking thin ice over the puddles with my shoes. I didn’t know why I was walking to school in the dark. I didn’t think about it. All I knew was a feeling of panic, like the panic that strikes kids when they realize they are lost. 6 That feeling eased the moment I turned the corner and saw the dark outline of my school at the top of the hill. My school was made up of about fifteen nondescript portable classrooms set down on a fenced concrete lot in a rundown Seattle neighborhood, but it had the most beautiful view of the Cascade Mountains. You could see them from anywhere on the playfield, and you could see them from the windows of my classroom—Room 2. 7 I walked over to the monkey bars and hooked my arms around the cold metal. I stood for a long time just looking across Rainier Valley. The sky was beginning to whiten, and I could hear a few birds. 8 In a perfect world, my absence at home would not have gone unnoticed. I would have had two parents in a panic to locate me, instead of two parents in a

Copyright © 2015 by Pearson Education

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panic to locate an answer to the hard question of survival during a deep financial and emotional crisis. 9 But in an overcrowded and unhappy home, it’s incredibly easy for any child to slip away. The high levels of frustration, depression, and anger in my house made my brother and me invisible. We were children with the sound turned off. And for us, as for the steadily increasing number of neglected children in this country, the only place where we could count on being noticed was at school. 10 “Hey there, young lady. Did you forget to go home last night?” It was Mr. Gunderson, our janitor, whom we all loved. He was nice and he was funny and he was old with white hair, thick glasses, and an unbelievable number of keys. I could hear them jingling as he walked across the playfield. I felt incredibly happy to see him. 11 He let me push his wheeled garbage can between the different portables as he unlocked each room. He let me turn on the lights and raise the window shades, and I saw my school slowly come to life. I saw Mrs. Holman, our school secretary, walk into the office without her orange lipstick on yet. She waved. I saw the fifth-grade teacher, Mr. Cunningham, walking under the breezeway eating a hard roll. He waved. 12 And I saw my teacher, Mrs. Claire LeSane, walking toward us in a red coat and calling my name in a very happy and surprised way, and suddenly my throat got tight and my eyes stung and I ran toward her crying. It was something that surprised us both. 13 It’s only thinking about it now, twenty-eight years later, that I realize I was crying from relief. I was with my teacher, and in a while I was going to sit at my desk, with my crayons and pencils and books and classmates all around me, and for the next six hours I was going to enjoy a thoroughly secure, warm, and stable world. It was a world I absolutely relied on. Without it, I don’t know where I would have gone that morning. 14 Mrs. LeSane asked me what was wrong, and when I said “Nothing,” she seemingly left it at that. But she asked me if I would carry her purse for her, an honor above all honors, and she asked if I wanted to come into Room 2 early and paint. 15 She believed in the natural healing power of painting and drawing for troubled children. In the back of her room, there was always a drawing table and an easel with plenty of supplies, and sometimes during the day she would come up to you for what seemed like no good reason and quietly ask if you wanted to go to the back table and “make some pictures for Mrs. LeSane.” We all had a chance at it—to sit apart from the class for a while to paint, draw, and silently work out impossible problems on 11 × 17 sheets of newsprint. 16 Drawing came to mean everything to me. At the back table in Room 2, I learned to build myself a life preserver that I could carry into my home. 17 We all know that a good education system saves lives, but the people of this country are still told that cutting the budget for public schools is necessary, that poor salaries for teachers are all we can manage, and that art, music, and all creative activities must be the first to go when times are lean. 18 Before- and after-school programs are cut, and we are told that public schools are not made for baby-sitting children. If parents are neglectful temporarily or permanently, for whatever reason, it’s certainly sad, but their unlucky children must fend for themselves. Or slip through the cracks. Or wander in a dark night alone. 19 We are told in a thousand ways that not only are public schools not important, but that the children who attend them, the children who need them most, are not

Teaching Tip Tell students that no comma is required for three or more items when each item is separated by “and.” The “and” functions as a comma. Example: He was nice and he was funny and he was old.

530 Part V Reading Strategies and Selections

a thousand points of light: a spirit of volunteerism encouraged by former president Bush

important either. We leave them to learn from the blind eye of a television or to the mercy of “a thousand points of light” that can be as far away as stars. 20 I was lucky. I had Mrs. LeSane. I had Mr. Gunderson. I had an abundance of art supplies. And I had a particular brand of neglect in my home that allowed me to slip away and get to them. But what about the rest of the kids who weren’t as lucky? What happened to them? 21 By the time the bell rang that morning, I had finished my drawing, and Mrs. LeSane pinned it up on the special bulletin board she reserved for drawings from the back table. It was the same picture I always drew—a sun in the corner of a blue sky over a nice house with flowers all around it. 22 Mrs. LeSane asked us to please stand, face the flag, place our right hands over our hearts, and say the Pledge of Allegiance. Children across the country do it faithfully. I wonder now when the country will face its children and say a pledge right back. Vocabulary and Comprehension

Complete additional reading

1. Find a word in paragraph 6 that means “uninteresting.”

comprehension questions

nondescript _______________________________

for this selection at mywritinglab.com

2. What type of narrator is telling this story? a. first person b. third person 3. When and where does the story take place? It takes place at a public school in a rundown Seattle neighborhood when the ________________________________________________________________ author was seven years old. ________________________________________________________________ 4. Why did the author sneak out of her house and go to the school? She became extremely anxious and had a panic attack. ________________________________________________________________ ________________________________________________________________ Critical Thinking 5. Describe the author’s family life. You will have to infer or guess. Her parents used to fight a lot. They did not have much money. Family life ________________________________________________________________ was full of tension, and she and her brother were neglected. For example, they ________________________________________________________________ stayed up late watching television when they were young. ________________________________________________________________ 6. In paragraph 6, the author writes that she stopped feeling anxious when she saw the school. What are some reasons that she felt secure at the school? The school was a safe and stable environment. The school staff was friendly. ________________________________________________________________ The janitor was funny, and her teacher helped her to deal with her anxiety. ________________________________________________________________ ________________________________________________________________ 7. In paragraph 9, the author writes, “We were children with the sound turned off.” What does she mean? The parents of the author ignored and neglected their children. The parents ________________________________________________________________ did not respond to the needs of their children. ________________________________________________________________

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8. What role did Mrs. LeSane play in the author’s childhood? She provided the author with a sense of security because she did not judge. ________________________________________________________________ She also gave the author a tool, drawing, to deal with her anxiety. The author ________________________________________________________________ was given an outlet to express herself. ________________________________________________________________ 9. According to the author, how does the public school system of her childhood compare to the public school system of today? In her childhood, public schools had the funds to offer arts and music ________________________________________________________________ programs. Today, public schools have had budget cuts and can’t offer such ________________________________________________________________ programs to students who need them. ________________________________________________________________ 10. The author uses imagery—description using the senses—to depict her environment. Give an example of each of the following types of imagery. Answers will vary. I turned the corner and saw the dark outline of my school at the top of Sight: ___________________________________________________________ the hill. ________________________________________________________________ ________________________________________________________________ I walked the alley, breaking thin ice over the puddles with my shoes; I Sound: __________________________________________________________ could hear them (the keys) jingling as he walked. ________________________________________________________________ ________________________________________________________________ I walked over to the monkey bars and hooked my arms around the cold Touch: __________________________________________________________ metal. ________________________________________________________________ ________________________________________________________________ Writing Topics 1. Narrate an event that happened in your childhood at school. How did you feel? 2. Who was your childhood role model? Was it a parent, teacher, or another adult? Explain why you respected this person.

Copyright © 2015 by Pearson Education

3. Describe what the ideal classroom would look like. Mention the space, the type of teachers, and the activities in an ideal classroom.

reading 9 Musicophilia Oliver Sacks Dr. Oliver Sacks is professor of neurology and psychiatry at Columbia University. He has written several best-selling books on case studies of people with neurological disorders. His book Awakenings (1973) was made into a film in 1990, starring Robin Williams. This excerpt is taken from his book, Musicophilia. As you read this definition essay, also look for patterns of cause and effect and narration.

1 In 1994, Tony Cicoria, a forty-two-year-old orthopedic surgeon, was at a

lake for a family gathering. It was a pleasant and breezy afternoon, but he noticed a few storm clouds in the distance. He went to a pay phone outside the pavilion to make a quick call (this was before the age of cell phones). He still

920L/1052 words

532 Part V Reading Strategies and Selections

CPR: cardiopulmonary resuscitation, a method used to restart the heart and restore breathing

remembers every single second of what happened next: “I was talking to my mother on the phone. I heard thunder in the distance and hung up. The phone was a foot away from where I was standing when I got struck. I remember a flash of light coming out of the phone. It hit me in the face. Then I was flying backwards. Baffled, I looked around. I saw a woman position herself over my body and give it CPR. I saw a blue light and my own body on the ground.” 2 After Cicoria’s near-death experience, he awoke to great pain from the burns on his face and left foot, where the electrical charge had entered and exited his body. The police came and wanted to call an ambulance, but Cicoria refused, delirious. They took him home instead, where he called his own doctor. His cardiologist suspected a cardiac arrest but could find nothing amiss. Cicoria also consulted a neurologist—he was feeling sluggish and having some difficulties with his memory. A couple of weeks later, when his energy returned, Dr. Cicoria went back to work. There were still some lingering memory problems—he occasionally forgot the names of rare diseases—but all his surgical skills were unimpaired. In another two weeks, his memory problems disappeared, and that, he thought, was the end of the matter. Another month went by. 3 What happened next still fills Cicoria with amazement. Life had returned

to normal, seemingly, when “suddenly, over two or three days, there was this insatiable desire to listen to piano music.” It was completely unlike anything in his past. He did not own a piano, and the only music he occasionally listened to was rock music. With this sudden longing for piano music, he began to buy recordings and became especially enamored of Chopin’s pieces. Cicoria said, “I had the desire to play them. I ordered all the sheet music. At that point, our babysitter asked if she could store her piano in our house—so just when I craved one, a piano arrived. I could hardly read the music, but I started to teach myself.” At first, his fingers seemed stiff and awkward.

4 And then, on the heels of this sudden desire for piano music, Cicoria started

to hear music in his head. “The first time,” he said, “it was in a dream. I woke up, and the music was still in my head. I jumped out of bed and started trying to write down as much as I could remember.” This was not too successful—he had never tried to write or notate music before. But whenever he sat down at the piano to work on Chopin, his own music would come and take over: “It had a very powerful presence.”

5 The music came from deep inside him. He said, “It’s like a radio frequency.

If I open myself up, it comes.” Now he had to struggle not just with learning to play the Chopin, but to give form to the music continually running in his head, and to try it out on the piano. He said, “I would get up at four in the morning and play until I went to work, and when I got home from work, I was at the piano all evening. My wife was not pleased. I was possessed.”

6 By the third month after being struck by lightning, Cicoria—once an

easygoing family man who was almost indifferent to music—was inspired, even possessed, by music, and rarely had time for anything else. The music often came in “an absolute torrent” of notes with no breaks and no rests between them, and he would have to give it shape and form. Cicoria continued to work on his piano playing and his compositions. He got books on notation, and soon realized that he needed a music teacher.

7 Some years passed, and this new inspiration never deserted him. He

continued to work as a surgeon, but his heart and mind were centered on music. In 2004, he got divorced, and the same year, he had a terrible motorcycle

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accident. He made a complete recovery and was back at work two months later. Neither the accident nor his divorce affected his passion for music. 8 After a few years of practicing and playing, Cicoria took part in a ten-day retreat for amateur and professional musicians. He prepared two pieces for his concert: Chopin’s “B-flat Minor Scherzo” and his own first composition, which he called “Rhapsody, Opus 1.” His playing, and his story, electrified the audience. Many expressed the fantasy that they, too, might be struck by lightning. Concert pianist Erica V. Feidner said that he played with “great passion” and with skill, an astounding feat for someone with virtually no musical background who had taught himself to play at forty-two. 9 What caused Dr. Cicoria’s remarkable access of musicality and his sudden love of music? Patients with degeneration of the front parts of the brain sometimes develop a startling release of musical talents as they lose the powers of abstraction and language—but clearly this was not the case with Dr. Cicoria. He was articulate and highly competent in every way. There was nothing to suggest that Tony Cicoria had experienced any significant brain damage. 10 So why was there such a delay in the development of Cicoria’s musicophilia? What was happening in the six or seven weeks that elapsed between the lightning strike and his sudden eruption of musicality? Changes were presumably occurring in the weeks after the lightning strike, when his brain must have started reorganizing—preparing for musicophilia. New tests of brain function have been developed since Cicoria had his injury in 1994, and he agreed that it would be interesting to investigate this further. But after a moment, he reconsidered, and said that perhaps it was best to let things be. He felt that he had a lucky strike, and the music was a blessing—not to be questioned. Vocabulary and Comprehension lingering 1. Find a word in paragraph 2 that means “remaining.” ______________________ a. unsatisfactory

b. unstable

c. uncontrollable

3. In your own words, what happened to Tony Cicoria? Answer who, what, when, where, and how questions. In 1994, in upstate New York, Tony Cicoria was hit by lightning. This event ________________________________________________________________ Copyright © 2015 by Pearson Education

additional reading comprehension questions

2. In paragraph 3, what does insatiable mean?

Complete

triggered some changes in his brain. He became passionate about piano music, ________________________________________________________________ learned to play difficult pieces, and composed his own music. ________________________________________________________________ ________________________________________________________________ 4. Why was it so astounding that Cicoria became a pianist? Before his accident, he knew very little about music and did not know how to ________________________________________________________________ play the piano. ________________________________________________________________ ________________________________________________________________ 5. According to the author Oliver Sacks, what are some physical causes that may lead someone to become a musicophile? Brain degeneration or trauma may cause a person to display great talent ________________________________________________________________ in music. ________________________________________________________________

for this selection at mywritinglab.com

534 Part V Reading Strategies and Selections

Critical Thinking 6. Did Cicoria experience any negative effects because of his musicophilia? He became obsessive about the piano and music. It took up all of his ________________________________________________________________ spare time and left no time for his wife and family. It may have contributed ________________________________________________________________ to his divorce. ________________________________________________________________ 7. Who is the audience for this essay? general audience ________________________________________________________________ 8. The general purpose of this text is to entertain and inform. What is the specific purpose? to explain how brain injuries may result in interesting behavior ________________________________________________________________ Writing Topics 1. Write about a turning point in your life. Narrate what happened. 2. Argue that music or another art form is important in people’s lives. 3. Write about a song that is really important to you. Explain what the song makes you think about or feel.

reading 10 900L/1066 words

User Community “The readings in the back of the book are excellent. They are in tune with student interests and call forth interesting discussions.” —Kim Rickard, Sinclair Community College

Why We Make Mistakes Joseph T. Hallinan Joseph T. Hallinan was a journalist for the Wall Street Journal, and he has won the Pulitzer Prize for Investigative Reporting. As you read this illustration essay from his book, Why We Make Mistakes, also look for elements of narration and cause and effect.

1 We all know the cliché “To err is human,” and it is true enough. When

something goes wrong, the cause is overwhelmingly attributed to human error: airplane crashes (70 percent), car wrecks (90 percent), workplace accidents (also 90 percent). You name it, and humans are usually to blame. Many of our most common errors can be attributed to three things: not really seeing, not really paying attention, and trying to do too many things at once. 2 Every day, we look, but we do not always see. In fact, we often have startling kinds of blindness. One type is called “change blindness.” About ten years ago, Daniel Simons and Daniel Levin, of Cornell University, designed an experiment. They had “strangers” on campus ask pedestrians for directions. The experiment involved a twist. As the stranger and the pedestrian talk, they are rudely interrupted by two men who pass between them while carrying a door. The interruption is brief—lasting just one second. But during that second, something important happens. One of the men carrying the door trades places with the “stranger.” When the door is gone, the pedestrian is confronted with a different person who continues the conversation as if nothing had happened. Would the pedestrians notice that they were talking to someone new? Only seven of the fifteen pedestrians noticed the change. When the actor dressed as a construction worker, and he was changed for another person dressed in the

Copyright © 2015 by Pearson Education

Chapter 38 From Reading to Writing 535

same clothing, even fewer people noticed the change. Seeing, it turns out, is very hard work. 3 Seeing is especially difficult when people are asked to look for things that usually aren’t there. Dr. Jeremy Wolfe, a professor of ophthalmology at Harvard Medical School, has done experiments showing that observers have “quitting thresholds.” He asked volunteers to look at busy, packed images and to find a tool, such as a wrench or hammer. If the tool was in the image 50 percent of the time, the volunteers were correct 93 percent of the time. When the tool was rarely present—in one out of a hundred images, their error rate soared. They sped up and quit earlier, spending less time on each image. According to Wolfe, humans are hardwired to quit early when the target is unlikely to be there. And most of the time that response works well enough. 4 So, what happens if someone’s job is to find a gun or a tumor? Both baggage screeners at airports and radiologists at hospitals spend the bulk of their time looking for things they rarely see. In the case of radiologists, routine mammograms reveal tumors just 0.3 percent of the time. In other words, 99.7 percent of the time, radiologists won’t find what they are looking for. Not surprisingly, radiologists have considerable error rates. Several studies suggest the “miss” rate hovers in the 30 percent range. In one study, doctors at the Mayo Clinic went back and checked the previous “normal” chest X-rays of patients who subsequently developed lung cancer. What they found was horrifying: Up to 90 percent of the tumors were visible in the previous X-rays. The researchers also noted that the cancers had been visible “for months or even years.” The radiologists had simply missed them. 5 Finally, another reason we make mistakes is because of multitasking. The term, cribbed from the computer word, describes a technique by which a computer can split up its work into many processes or tasks. This allows us to run, say, Microsoft Word while downloading something from the Internet. Most of us think our brains can work in the same way. But multitasking is, for most of us, a mirage. Although we think we are focusing on several activities at once, our attention is actually jumping back and forth between the tasks. There are strict limits to the number of things we can do at one time. Not even a computer, by the way, can multitask; it actually switches back and forth between tasks several thousand times per second, giving us the illusion that everything is happening simultaneously. 6 The consequences of multitasking can be deadly. Consider the case of Captain Robert Loft, the pilot of Eastern Airlines Flight 401. While making his final approach to Miami International Airport, he noticed that the landing gear was down, but the indicator light didn’t come on. He circled around, leveled off at one thousand feet, and decided to have a look. He couldn’t figure it out, so he called in the first officer, and then the flight engineer. Even a flight mechanic from Boeing was flying that day and he, too, came to take a look. Soon, nobody was flying the plane. It went lower and lower. Suddenly, the captain shouted, “What’s happening here?” 7 Those were his last words. Five seconds later, the plane plowed into the Everglades and burst into flames, killing everyone on board. A study later determined that the crew had become so engrossed in the task that they had lost awareness of their situation, all because of a $12 light bulb. 8 The crash wasn’t a fluke. The experience of flying a perfectly good airplane into the ground is so common that an engineer from Honeywell coined a term for it: “Controlled Flight into Terrain” (CFIT). It is one of the most lethal

Teaching Tip Cooperative Learning (Jigsaw) Ask students to read the text for homework or in class. Then divide the class into groups of three or four students. Ask some groups to list the main points of the text and write a summary. Ask the other groups to list about ten difficult words and phrases from the text and to define them from the context. Then pair different groups and ask them to share their information.

multitasking: performing several jobs at once

536 Part V Reading Strategies and Selections

hazards in aviation and accounts for 40 percent of all aircraft accidents. Why? Pilots had “task saturation”—trying to do too many things at one time. 9 Divided attention can produce a dangerous condition known as inattention blindness. In this condition, it is possible for a person to look directly at something and still not see it. For instance, a bus driver near Washington, D.C., was talking on a cell phone to his sister when he drove into a bridge and sheared the top of the bus off. Glass and metal rained down on the passengers. The driver later told investigators that he had failed to see the bridge. 10 There are small things we can do to become less error prone. First, we should get enough sleep. Sleepy people make mistakes. It also helps to change our habits and try to look at things afresh. Habit saves us time and mental effort, but it can kill our ability to perceive novel situations. After a while we see only what we expect to see. Finally, we need to slow down. Multitasking is one of the great myths of the modern age.

Complete additional reading comprehension questions for this selection at mywritinglab.com

Vocabulary and Comprehension 1. What introductory style does the author use? a. general background b. anecdote

c. historical

fluke 2. Find a word in paragraph 8 that means “an unlikely occurrence.” ____________ 3. Highlight the thesis statement. 4. Underline the topic sentence in paragraphs 2, 3, 5, and 6. Be careful because the topic sentence may not be the first sentence in the paragraph. Look for a sentence that sums up the main idea of the paragraph. 5. Provide an example from the text for each of the following problems. In the Cornell University “door” study, participants a. Change blindness: __________________________________________________ don’t notice when the person they are talking to is switched. _____________________________________________________________ _____________________________________________________________ Radiologists don’t always see b. Looking for something that is rarely there: _______________________________

tumors. They have a miss rate of about 30 percent. _____________________________________________________________ _____________________________________________________________ Pilots have flown into the ground because they were doing c. Multitasking: _____________________________________________________

too many things at once, and a Washington area bus driver drove into _____________________________________________________________ a bridge because he was multitasking. _____________________________________________________________ Critical Thinking 6. Using your own words, define the term “quitting threshold.” Also, explain how the phenomenon might be dangerous. Answers will vary. A “quitting threshold” occurs when people must constantly look for ________________________________________________________________ something that is almost never there. They tend to give up early and stop ________________________________________________________________ looking carefully. It could be dangerous if a technician fails to notice a tumor ________________________________________________________________ or if a baggage screener doesn’t see a gun. ________________________________________________________________

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7. What are some possible rules or strategies that could reduce car and plane accidents? Use your imagination and come up with two or three ideas. Answers will vary. Pilots and drivers could be reminded on a regular basis about the dangers of ________________________________________________________________ multitasking. There could be stronger laws against texting and driving. ________________________________________________________________ ________________________________________________________________ 8. What is the general tone of the author toward his subject? a. serious and neutral b. passionate c. sarcastic

d. sad

9. What is the specific purpose of the text? The purpose is to inform readers about some of the reasons that people ________________________________________________________________ make mistakes. ________________________________________________________________ Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work. 1. What types of mistakes have you made? List some and provide specific examples. 2. What are some types of multitasking that students do? Are you and other students effective at multitasking? Provide evidence to support your answer. 3. Explain the value of making mistakes. What do people learn?

Themes: Our Environment and The Workplace

reading 11 Mother Nature’s Melting Pot Hugh Raffles

Copyright © 2015 by Pearson Education

Hugh Raffles is an anthropologist and author who writes about the relationship between humans and animals. His most recent book is Insectopedia. As you read this cause and effect essay, also look for patterns in illustration and comparison and contrast.

1 The anti-immigrant sentiment sweeping the country, from draconian

laws in Arizona to armed militias along the Mexican border, has taken many Americans by surprise. It shouldn’t—nativism runs deeply in the United States. Just ask our nonnative animals and plants: They too are commonly labeled as aliens, even though they also provide significant benefits to their new home. But just as America is a nation built by waves of immigrants, our natural landscape is a shifting mosaic of plant and animal life. Like humans, plants and animals arrive unannounced, encounter unfamiliar conditions, and proceed to remake each other and their surroundings.

2 Designating some species as native and others as alien denies this ecological

and genetic dynamism. It draws an arbitrary historical line based as much on aesthetics, morality, and politics as on science, a line that creates a mythic time of purity before places were polluted by interlopers. What’s more, many of the species we now think of as natives may not be especially well suited to being here. They might be, in an ecological sense, temporary residents, no matter how

1230L/753 words

538 Part V Reading Strategies and Selections

Eucalyptus trees

permanent they seem to us. These “native” species can have serious effects on their environment. Take the mountain pine beetle: Thanks to climate change, its population is exploding in the West, devastating hundreds of thousands of square miles of forest. 3 It’s true that some nonnative species have brought with them expensive and well-publicized problems; zebra mussels, nutria, and kudzu are prime examples. But even these notorious villains have ecological or economic benefits. Zebra mussels, for example, significantly improve water quality, which increases populations of small fish, invertebrates, and seaweeds—and that, in turn, has helped expand the number of larger fish and birds. Indeed, nonnative plants and animals have transformed the American landscape in unmistakably positive ways. Honeybees were introduced from Europe in the 1600s, and new stocks from elsewhere in the world have landed at least eight times since. They have succeeded in making themselves indispensable, economically and symbolically. In the process, they have made us grateful that they arrived, stayed, and found their place. 4 But the honeybee is a lucky exception. Today, a species’ immigration status often makes it a target for eradication, no matter its effect on the environment. Eucalyptus trees, charged with everything from suffocating birds with their resin to elevating fire risk with their peeling bark, are the targets of large-scale felling. Yet eucalyptuses are not only majestic trees popular with picnickers, but are also one of the few sources of nectar available to northern Californian bees in winter and a vital destination for migrating monarch butterflies. 5 There are plenty of less controversial examples. Nonnative shad, crayfish, and mud snails provide food for salmon and other fish. Nonnative oysters on the Pacific Coast build reefs that create habitat for crab, mussels, and small fish, appearing to increase these animals’ populations. The ice plant, a muchvilified Old World succulent, spreads its thick, candy-colored carpet along the California coast. Concerned that it is crowding out native wildflowers, legions of environmental volunteers rip it from the sandy soil and pile it in slowly moldering heaps along the cliffs. Yet the ice plant, introduced to the West Coast at the beginning of the twentieth century to stabilize railroad tracks, is an attractive plant that can also deter erosion of the sandstone bluffs on which it grows. 6 Efforts to restore ecosystems to an imagined pristine state almost always fail. Once a species begins to thrive in a new environment, there’s little we can do to stop it. Indeed, these efforts are often expensive and can increase rather than relieve environmental harm. An alternative is to embrace the impurity of our cosmopolitan natural world and, as some biologists are now arguing, to consider the many ways that nonnative plants and animals—not just the natives—benefit their environments and our lives. 7 Last month, along with 161 other immigrants from more than 50 countries, I attended an oath-swearing ceremony in Lower Manhattan and became a citizen of the United States. In a brief speech welcoming us into a world of new rights and responsibilities, the presiding judge emphasized our diversity. It is, he said, the ever-shifting diversity that immigrants like us bring to this country that keeps it dynamic and strong. These familiar words apply just as meaningfully to our nation’s nonnative plants and animals. Like the humans with whose lives they are so entangled, they too are in need of a thoughtful and inclusive response.

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Vocabulary and Comprehension draconian 1. Find a word in paragraph 1 that means “harsh.” __________________________

additional reading

2. Underline the thesis statement of this essay.

comprehension questions

3. What are some positive effects that at least two nonnative species might have on the environment? Answers will vary.

mywritinglab.com

Zebra mussels purify water, which allows more fish to thrive; honeybees from ________________________________________________________________ Europe have benefited the economy; eucalyptus trees attract California bees ________________________________________________________________ with their nectar and provide shelter for monarch butterflies. ________________________________________________________________ 4. What measures do well-meaning eco-volunteers take to protect the landscape from nonnative species? They cut eucalyptus trees; they rip out nonnative plants like the ice plant. ________________________________________________________________ 5. Why do such measures usually fail? Once a species begins to thrive, there is little that can be done to stop it. ________________________________________________________________ Also such measures are expensive, and they might do more environmental ________________________________________________________________ harm than good. ________________________________________________________________ Critical Thinking 6. Why does the author compare anti-immigrant sentiment to plants and animals? Some ecologists think of some nonnative plants and animals as unworthy ________________________________________________________________ settlers in the landscape, which is similar to anti-immigration sentiment. ________________________________________________________________ 7. Why does the author think it is wrong to categorize some species as nonnative and others as native? All species of plants and animals may have both positive and negative effects ________________________________________________________________ on the environment. Also it creates the wrong idea that native species are ________________________________________________________________ better than nonnative species. It gives the false idea that the landscape was ________________________________________________________________ pure before the invasion of foreign species. ________________________________________________________________ Copyright © 2015 by Pearson Education

Complete

________________________________________________________________ 8. What lessons about human immigration can we learn from animal and plant migration? Answers will vary. Different immigrants add to the richness of the United States, just like ________________________________________________________________ nonnative plants and animals. ________________________________________________________________ Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work. 1. What are some causes and effects of natural disasters? 2. What are some reasons that people move to other countries?

for this selection at

540 Part V Reading Strategies and Selections

3. Most Americans are descendants of immigrants. Luis Gutierrez, a politician, once said that the older immigrants fear the newcomers. Write a response. For instance, you can define a “real American” or discuss fear of outsiders, or you could explain how you are a descendant of immigrants.

reading 12 1040L/857 words

Aunt Tee Maya Angelou

Teaching Tip Tell students to circle any examples of slang or nonstandard English. Ask students how to correct the nonstandard forms into standard English.

Teaching Tip Direct students to pay attention to descriptive imagery as they read.

User Community “I like using the sample readings in the back of the text in conjunction with the writing modes. For example, the essay ‘Fads’ nicely complements the Classification Essay, and the essay ‘Aunt Tee’ nicely complements the Description Essay. The textbook helps us coordinate both reading and writing.” —Trudy Krisher, Sinclair Community College

commodious: large; spacious

Maya Angelou is a poet, historian, civil rights activist, and writer. In this next essay from her collection I Wouldn’t Take Nothing for My Journey Now, Angelou writes about an important person in her life. As you read this description essay, also look for elements of narration and comparison and contrast.

1 Aunt Tee was a Los Angeles member of our extended family. She was

seventy-nine when I met her, sinewy, strong, and the color of old lemons. She wore her coarse, straight hair, which was slightly streaked with gray, in a long braided rope across the top of her head. With her high cheekbones, old gold skin, and almond eyes, she looked more like an Indian chief than an old black woman. (Aunt Tee described herself and any favored member of her race as Negroes. Black was saved for those who had incurred her disapproval.) 2 She had retired and lived alone in a dead, neat ground-floor apartment. Wax flowers and china figurines sat on elaborately embroidered and heavily starched doilies. Sofas and chairs were tautly upholstered. The only thing at ease in Aunt Tee’s apartment was Aunt Tee. 3 I used to visit her often and perch on her uncomfortable sofa just to hear her stories. She was proud that after working thirty years as a maid, she spent the next thirty years as a live-in housekeeper, carrying the keys to rich houses and keeping meticulous accounts. “Living in lets the white folks know Negroes are as neat and clean as they are, sometimes more so. And it gives the Negro maid a chance to see white folks ain’t no smarter than Negroes. Just luckier. Sometimes.” 4 Aunt Tee told me that once she was housekeeper for a couple in Bel Air, California, and lived with them in a fourteen-room ranch house. There was a day maid who cleaned, and a gardener who daily tended the lush gardens. Aunt Tee oversaw the workers. When she began the job, she cooked and served a light breakfast, a good lunch, and a full three- or four-course dinner to her employers and their guests. Aunt Tee said she watched them grow older and leaner. After a few years, they stopped entertaining and ate dinner, hardly seeing each other at the table. Finally, they sat in a dry silence as they ate evening meals of soft scrambled eggs, melba toast, and weak tea. Aunt Tee said she saw them growing old but didn’t see herself aging at all. 5 She became the social maven. She started “keeping company” (her phrase) with a chauffeur down the street. Her best friend and her friend’s husband worked in service only a few blocks away. 6 On Saturdays, Aunt Tee would cook a pot of pigs’ feet, a pot of greens, fry chicken, make potato salad, and bake a banana pudding. Then, that evening, her friends—the chauffeur, the other housekeeper, and her husband—would come to Aunt Tee’s commodious live-in quarters. There the four would eat

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and drink, play records and dance. As the evening wore on, they would settle down to a serious game of bid whist. Naturally, during this revelry, jokes were told, fingers were snapped, feet were patted, and there was a great deal of laughter. 7 Aunt Tee said that what occurred during every Saturday party startled her and her friends the first time it happened. They had been playing cards, and Aunt Tee, who had just won the bid, held a handful of trumps. She felt a cool breeze on her back and sat upright and turned around. Her employers had cracked her door open and beckoned to her. Aunt Tee, a little peeved, laid down her cards and went to the door. The couple backed away and asked her to come into the hall, and there they both spoke and won Aunt Tee’s sympathy forever. 8 “Theresa, we don’t mean to disturb you,” the man whispered, “but you all seem to be having such a good time.” 9 The woman added, “We hear you and your friends laughing every Saturday night, and we’d just like to watch you. We don’t want to bother you. We’ll be quiet and just watch.” 10 The man said, “If you’ll just leave your door ajar, your friends don’t need to know. We’ll never make a sound.” Aunt Tee said she saw no harm in agreeing, and she talked it over with her company. They said it was OK with them, but it was sad that the employers owned the gracious house, the swimming pool, three cars, and numberless palm trees, but had no joy. Aunt Tee told me that laughter and relaxation had left the house; she agreed it was sad. 11 That story has stayed with me for nearly thirty years, and when a tale remains fresh in my mind, it almost always contains a lesson which will benefit me. I draw the picture of the wealthy couple standing in a darkened hallway, peering into a lighted room where black servants were lifting their voices in merriment and comradery, and I realize that living well is an art which can be developed. Of course, you need the basic talents to build upon: They are a love of life and the ability to take great pleasure from small offerings, an assurance that the world owes you nothing, and awareness that every gift is exactly that, a gift. Because of the routines we follow, we often forget that life is an ongoing adventure.

Teaching Tip Cooperative Learning (Sharing Circle) Ask students to work in groups of three and share answers to the critical thinking questions. They can also discuss the writing topics. Then you can take up the answers with the class.

Copyright © 2015 by Pearson Education

Vocabulary and Comprehension 1. What is a social maven in paragraph 5? a social expert or enthusiast ________________________________________________________________ 2. What is the meaning of revelry in paragraph 6? fun, merriment ________________________________________________________________ 3. Angelou uses descriptive imagery. Descriptive imagery includes active verbs, adjectives, and other words that appeal to the senses (sight, smell, touch, sound, taste). Underline at least six examples of descriptive imagery. Answers will vary. 4. Why was it so important for Aunt Tee to be neat and tidy? She wanted whites to think that even though some blacks are poor, they are ________________________________________________________________ as neat and clean as rich whites. ________________________________________________________________

Complete additional reading comprehension questions for this selection at mywritinglab.com

542 Part V Reading Strategies and Selections

Critical Thinking 5. Why does Angelou call her aunt’s apartment dead in paragraph 2? Aunt Tee’s apartment had wax flowers and china statues. Her apartment ________________________________________________________________ was extremely tidy, as if no one were living in it. ________________________________________________________________ 6. In paragraph 3, Angelou quotes Aunt Tee. Why does the author use the slang word ain’t? Angelou uses “ain’t” to characterize Aunt Tee and how Aunt Tee would have ________________________________________________________________ spoken. ________________________________________________________________ 7. What can you infer about the lives of Aunt Tee’s wealthy employers? What types of people are they? The white employers do not appear to have close friends. They probably have ________________________________________________________________ a formal relationship with each other. They seem lonely. ________________________________________________________________ ________________________________________________________________ 8. In paragraph 4, Aunt Tee says that she does not see herself aging. Why does she say this? Aunt Tee, unlike her employers, has a lively social life that helps her feel ________________________________________________________________ young. ________________________________________________________________ Teaching Tip Here are additional writing suggestions: Ask students to explain why housework is or is not important or to compare themselves to someone who is much cleaner or messier.

Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work. 1. Write about a time when you saw an event that changed your perception of someone. 2. Angelou tells a story to make a point about living life to the fullest. Write about a moment in time when you felt that you were living life to its fullest. Use descriptive imagery in your writing. 3. Do you live in a clean, organized environment or a messy one? Describe a clean or messy room in your home. (You might reread Angelou’s depiction of Aunt Tee’s home to get some ideas.)

reading 13 1250L/455 words

Advertising Appeals Michael R. Solomon, Greg W. Marshall, and Elnora W. Stuart The next essay, which appeared in Marketing: Real People, Real Choices, focuses on advertising. As you read this classification essay, also look for the illustration and argument writing patterns.

1 An advertising appeal is the central idea of the ad. Some advertisers use an

emotional appeal, complete with dramatic color or powerful images, while others bombard the audience with facts. Some feature sexy people or stern-looking experts—even professors from time to time. Different appeals can

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Copyright © 2015 by Pearson Education

work for the same product, from a bland “talking head” to a montage of animated special effects. Although an attention-getting way to say something profound about cat food or laundry detergent is more art than science, there are some common appeals that are highly effective. 2 Testimonials are a useful type of endorsement. A celebrity, an expert, or a “man in the street” states the product’s effectiveness. The use of celebrity endorsers is a common but expensive strategy. It is particularly effective for mature products that need to differentiate themselves from competitors, such as Coke and Pepsi, which enlist celebrities to tout one cola over another. For example, Michael Jackson and Shakira have been in Pepsi ads, and Bill Cosby and Bill Gates have endorsed Coke. Makeup and perfume companies also hire well-known faces to promote their brands. For instance, Penelope Cruz advertises L’Oreal mascara, and Nicole Kidman promotes Chanel. 3 A slice-of-life format presents a dramatized scene from everyday life. Slice-of-life advertising can be effective for everyday products such as peanut butter and headache remedies that consumers may feel good about if they see “real” people buying and using them. Tide, for instance, regularly depicts ordinary kids playing a rough and tumble game and arriving home covered in dirt and grass stains. Old El Paso shows a family of four sitting around the kitchen table enjoying their tacos. 4 Fear appeal ads highlight the negative consequences of not using a product. Some fear appeal ads focus on physical harm, while others try to create concern for social harm or disapproval. Mouthwash, deodorant, and dandruff shampoo products play on viewers’ concerns about social rejection. Also, life insurance companies successfully use fear appeals, as do ads aimed at changing behaviors, such as messages discouraging drug use or encouraging safe sex. Axe, for instance, has a humorous ad depicting a young man with very dirty, messy hair. The young fellow gets ambushed by a group of girls who wash his hair with Axe shampoo. Election campaigns make particular use of fear advertising. For example, during the country’s health care debate, many political ads warned about seniors dying and about socialized medicine. Senators regularly warn voters about their opponents’ tax plans. 5 Advertising creative types, including art directors, copywriters, photographers, and others, work hard on a “big idea”—a concept that expresses the aspects of the product, service, or organization in a tangible way. The best ads are attention-getting, memorable, and appealing to consumers.

Teaching Tip Cooperative Learning (Jigsaw) Ask students to read the text for homework or in class.Then divide the class into groups of three or four students. Ask some groups to list the main points of the text and write a summary. Ask the other groups to list about ten difficult words and phrases from the text and to define them from the context. Then pair different groups and ask them to share their information.

Vocabulary and Comprehension 1. Find two words in paragraph 2 that mean the same thing as “promote.” tout endorse or advertise ______________________ ______________________ 2. Highlight the thesis statement in the essay.

4. Underline the topic sentence in paragraphs 2 to 4. b. to inform

additional reading comprehension questions for this selection at mywritinglab.com

3. What introduction style does the author use? Circle the best answer. a. general background b. anecdote c. definition 5. What is the author’s purpose? a. to persuade

Complete

c. to entertain

544 Part V Reading Strategies and Selections

Critical Thinking 6. Add an appropriate transitional word or phrase to the beginnings of paragraphs 2 to 4. Write your ideas here. Answers will vary. Para. 2 ______________________ Para. 3 ______________________ Para. 4 ______________________ 7. Include an additional example of each type of ad. Think about some ads that you have seen. Answers will vary. testimonial ______________________________________________________ ________________________________________________________________ ________________________________________________________________ slice-of-life ______________________________________________________ ________________________________________________________________ ________________________________________________________________ fear appeal ______________________________________________________ ________________________________________________________________ ________________________________________________________________ 8. What are ethical problems with fear-appeal ads? Think of examples to support your point. Answers will vary. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 9. Which type of advertising is most effective, in your opinion? Which type of ad is least effective? Explain your answers. Answers will vary. Most effective: ____________________________________________________ ________________________________________________________________ ________________________________________________________________ Least effective: ____________________________________________________ ________________________________________________________________ ________________________________________________________________ Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work. 1. Develop another way to classify advertising into at least three categories. List characteristics and examples of each category.

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2. Describe a very effective advertising campaign. Include details to support your point. 3. What products have been elevated into necessities when they are actually quite useless? Have you ever been influenced to buy a useless item because of a really good advertisement? Write about the power of advertising to influence people.

reading 14 Is Anything Private Anymore?

1110L/1103 words

Sean Flynn Sean Flynn has written for Parade magazine, Esquire, and GQ. Notice that some newspaper and magazine articles contain short, one-sentence paragraphs. As you read this cause and effect essay, also look for elements of illustration.

Copyright © 2015 by Pearson Education

1 Kevin Bankston was a closet smoker who hid his habit by sneaking cigarettes

outside his San Francisco office. He expected anonymity on a big city street. But in 2005, an online mapping service that provided ground-level photographs captured him smoking—and made the image available to anyone on the Internet. This year, Google’s Street View project caught him again. 2 Coincidence? Absolutely. Yet Bankston’s twice-documented smoking highlights a wider phenomenon: Privacy is a withering commodity for all of us. 3 What you buy, where you go, whom you call, the Web sites you visit, the e-mails you send—all of that information can be monitored and logged. “When you’re out in public, it’s becoming a near certainty that your image will be captured,” says the newly nonsmoking Bankston. 4 Should you care? I’ve interviewed numerous people on all sides of the privacy debate to find out just how wary we should be. 5 One thing is clear: In today’s world, maintaining a cocoon of privacy simply isn’t practical. Need a mortgage or a car loan? A legitimate lender is going to verify a wealth of private information, including your name and address, date of birth, Social Security number, and credit history. We all make daily trade-offs for convenience and thrift: Electronic tollbooths mean you don’t have to wait in the cash-only lane, but your travel habits will be tracked. The Piggly Wiggly discount card saves you $206 on your annual grocery bill, but it counts how many doughnuts and six-packs you buy. MySpace posts make it easy to keep in touch with friends, but your comments live on. 6 So how do you live in a digital world and still maintain a semblance of privacy? Experts say it’s crucial to recognize that those bits of data are permanent—a trail of electronic crumbs that is never swept away, available to anyone with the skills and inclination to sniff it out. 7 Privacy may not feel like much of an issue for those in their teens and twenties. They’ve grown up chronicling their lives on popular social networking sites like Facebook for easy retrieval by friends and strangers alike. But some young people don’t realize that what was funny to college buddies might not amuse a law-firm recruiter. Employers regularly research job applicants on the Internet. Some colleges are helping students prepare: Duke University hosts seminars on how to clean up a Facebook account. “You learn why posting pictures of you riding the mechanical bull at Shooters is a bad idea,” says Sarah Ball, a senior whose own page is secure and clean.

Teaching Tip Often, journalistic writing contains pronoun shifts. As an extra activity, ask your students to edit this essay for shifting pronouns. For instance, they could use “we” consistently.

Teaching Tip Cooperative Learning (Pair & Share) Ask students to work with a partner to make a plan for this essay. Then they can get together with another pair and compare their essay plans.

546 Part V Reading Strategies and Selections 8 Amy Polumbo, twenty-two, restricted her page on Facebook to a hundred

ubiquitous: everywhere

or so people who knew her password. “It was a way for me to keep in touch with friends all over the country,” she says. But after she was crowned Miss New Jersey in June, someone downloaded pictures of her and threatened blackmail. She thwarted the attempt by releasing the photos herself (they’re quite innocent) but suffered weeks of embarrassment. 9 “I know how easy it is for someone to take advantage of you on the Internet,” says Polumbo. “The Web is a place where people can destroy your reputation if you’re not careful.” 10 In fact, all kinds of transgressions now are easily retrievable. An employee at a New York City bank watched his reputation shrink when his colleagues pulled up an article from a small-town newspaper about his drunk-driving arrest two years earlier. Divorce lawyers have been issuing subpoenas for electronic tollbooth records to use in custody cases. (You say you’re home at 6 p.m. to have dinner with the kids, but Fast Lane says you’re getting off the Massachusetts Turnpike at 7 p.m.) Abbe L. Ross, a divorce lawyer in Boston, finds a gold mine in computers: financial data, e-mails, what Web sites a soon-to-be-ex spouse looks at and for how long. “I love to look through hard drives,” she says. 11 Details about you already are stashed in enormous databases. Unless you pay cash for everything, data brokers almost certainly have compiled a profile of you that will be bought and sold dozens of times to marketers and direct-mail firms. “There’s almost nothing they can’t find out about you,” says Jack Dunning, who worked in the junk-mail business for thirty-five years. Right now, there are roughly 50,000 such lists for sale in a $4 billion a year industry. Now junk mail is going digital: Companies can use personal profiles and records from Internet search engines to tailor advertising—both what you see and precisely when you see it—to individual consumers. 12 And new databases are being created all the time. Most of the major proposals for health-care reform, for example, include compiling medical records into easily and widely accessible digital files. In July, the FBI requested $5 million to pay the major phone companies to maintain logs of your calls—information the Feds can’t legally stockpile themselves but might find useful later. 13 Surveillance cameras are increasingly ubiquitous in our post-9/11 world. Indeed, New York City plans to ring the financial district with them, as central London did several years ago. 14 Of course, there are upsides. London’s network of cameras helped capture failed car bombers in June. And streamlined electronic medical records would make health care safer and more efficient. 15 Still, most experts say we need to be vigilant about the increasing encroachments on our privacy. 16 The ability to collect information and images has outpaced the security available to protect them. Since January 2005, nearly 160 million personal records have been stolen or inadvertently posted online. 17 And even if information stays secure, the big question remains: Who should be allowed to access these databases? The FBI might find evidence against a few bad guys in millions of phone records, but the government could track all

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of your calls too. (President Bush has acknowledged that the National Security Agency tapped phone calls, though whose and how many is unknown.) 18 Even more disturbing: All of those data files can be linked and crossreferenced. At the 2001 Super Bowl in Tampa, fans were scanned with cameras linked to facial-recognition software in a hunt for suspected terrorists. Some privacy advocates worry that police could videotape anti-war marches and create a library of digital faces or start mining Web pages for personal information. 19 Kevin Bankston was only caught smoking, but he’s worried about larger implications: “The issue isn’t whether you have anything to hide,” he says. “The issue is whether the lack of privacy would give the government an inordinate amount of power over the populace. This is about maintaining the privacy necessary for us to flourish as a free society.” Vocabulary and Comprehension 1. In paragraph 8, what does the word thwarted mean? a. helped b. answered c. prevented 2. Highlight the thesis statement. 3. This essay was written in a journalistic style with very short paragraphs. Revise this essay by drawing lines to indicate where paragraphs could be joined. Answers will vary. 4. Why do we accept invasions of privacy? Sum up the main idea of paragraph 5. We accept invasions of privacy because it is convenient. ________________________________________________________________ ________________________________________________________________ 5. Which sentence best sums up the main idea of paragraph 7? a. Privacy may not feel like much of an issue for those in their teens and twenties. b. But some young people don’t realize that what was funny to college buddies might not amuse a law-firm recruiter. c. Duke University hosts seminars on how to clean up a Facebook account. Copyright © 2015 by Pearson Education

6. According to paragraph 11, why do companies pay for information about you? They can use that information to tailor advertising to individual needs. ________________________________________________________________ ________________________________________________________________ Critical Thinking 7. Why do people put potentially embarrassing photos and information on sites such as Facebook? Use your own ideas. Answers will vary. They want to share information, be funny, and connect with family and ________________________________________________________________ friends, but they don’t consider the consequences. ________________________________________________________________

Complete additional reading comprehension questions for this selection at mywritinglab.com

548 Part V Reading Strategies and Selections

8. According to the essay, what are three possible consequences of posting personal photos online of partying, etc.? Provide examples from the text. Answers will vary. Job recruiters may see them. People can be blackmailed, as in the Amy ________________________________________________________________ Polumbo case. They can be used to destroy someone’s reputation. Divorce ________________________________________________________________ lawyers can use the information. ________________________________________________________________ ________________________________________________________________ 9. Why does this essay begin and end with a reference to Kevin Bankston? What does his example show? Answers will vary. Bankston was caught smoking by a Google Street View camera, so his ________________________________________________________________ secret was exposed. It shows that this lack of privacy can affect us all and ________________________________________________________________ can have consequences that can be far-reaching. ________________________________________________________________ Writing Topics 1. At the end of the essay, Bankston says, “The issue is whether the lack of privacy would give the government an inordinate amount of power over the populace.” Write a cause and effect essay about the possible consequences if the government compiles private information about citizens. 2. Reflect on how social networking sites serve to make everybody feel famous in their own social circles. Illustrate how this is true with examples from your life. 3. How has technology changed during your lifetime? Trace some of the technological advances that you have witnessed, and explain whether they are positive or negative.

reading 15 1050L/783 words

The Beeps Josh Freed Josh Freed is an award-winning journalist and documentary film writer. In the following example of an illustration essay, also look for elements of comparison and contrast and cause and effect.

1 Uh-oh. Something in the house is beeping—but what? Is it the stove

announcing that dinner is cooked? Or is the dryer proclaiming my clothes are ready? Is the fridge defrosting, the thermostat adjusting, the smoke alarm dying, or is my cell phone dead? I’m living in an electronic jungle, trained to leap at every beep—if I could just figure out which beep it is. 2 I grew up in a time of easier-to-identify sounds, when telephones ding-alinged, cash registers ka-chinged, and typewriters clacked; when school bells clanged, fire alarms rang, and ambulance sirens wailed—instead of today’s digital whooping. Now they are all being replaced by the beep-beeps and bingbings that are the frantic soundtrack of the twenty-first century. 3 Many of these high-pitched beeps are strangely hard to locate, even when they are right beside me. I usually fumble around for my cell phone when it rings because I can’t figure out which pants pocket it’s in—or which pants.

Copyright © 2015 by Pearson Education

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Maybe it’s lost under the armchair again? Several times a week, a mystery beeping goes off somewhere in our house, and I run around like a lunatic trying to find whatever it is. I listen to our bookshelves, to our laundry piles, and even to the inside of the fridge. But the beeping always stops long before I crack the mystery. 4 Meanwhile, I am bombarded on every side by other urgent electronic sounds. My car beeps constantly, nagging me to put on my seat belt, or turn off the lights, or lock the trunk, or whatever else it’s trying to tell me—probably: “Wipe your shoes before you mess up my floor, mister!” My printer beeps identically when it’s out of paper, or out of toner, or when something is jammed—but which is it? My microwave beeps all the time, just for fun. 5 Out in the world, elevators and ATM machines beep constantly. TV shows beep when they bleep out swear words. Store machines beep when they swipe your groceries, or you try to swipe theirs without paying. Then there are security beeps: the loud BEEEEP . . . BEEEEP . . . BEEEEP that says you’re about to be run down by a city street cleaner that’s backing up; the shrill beep-beep-beep-beep that says you have 15 seconds to punch in the house alarm code or an old-fashioned siren will go off alerting a security firm that you are an intruder in your own home. The simple but dreaded beep of an airline security wand means it’s time to start your striptease act. 6 Even life itself is measured in beeps. Hospitals are full of machines whose soft beeps indicate you are still alive. “I beep, therefore I am.” We are born into the world in a noisy jungle of beeping medical monitors and wires. We will probably leave it the same way—for most of us, the world will end with a beep, not a bang. 7 Who would have guessed the sound of the twenty-first century would be the cry of the cartoon Road Runner, the fast-stepping bird that was always pursued by Wile E. Coyote, crying beep-beep as it ran? Today we are all Road Runners, frantically beeping as we run for our lives, chased by our own high-speed machines and hectic lifestyles. 8 Beep-beep! Fasten your seat belt. Beep-beep! You have another new e-mail . . . NOW. “BEEP! BEEP! Hello, we value your call, but we can’t be bothered to take it now, so please don’t speak until the beep.” Electronic sounds have become so widespread, ornithologists report many birds are now mimicking our beeps, buzzes, and chirps as part of their mating songs. There are parrots that sound like cell phones, mockingbirds that mimic microwaves, and white-bellied caiques that do perfect car alarms. 9 Will the entire animal kingdom eventually chirp, roar, and growl electronically? Or will a new generation of humans choose more soothing sounds, like a phone ring that sounds exactly like birdsong, instead of vice-versa? Or an alarm clock that sounds like a rooster? Or a cash register that once again makes a genuine ka-ching? Perhaps we will all have truly personalized ring tones made by gentle New Age mechanical voices that show some respect for our space: “Jossshhh . . . This is your sto-o-ove speaking. Dinner is ready whenever you are, but don’t rush—I’ll keep it warm. Sorry if I disturbed you.” “Suu-ssan . . . This is your phone ringing. Suu-ssan. I’m in your brown purse, under your make-up and your dirty gym socks. Will you take the call . . . or should I?” To beep or not to beep? That is the question future generations must face. But for now, I’ve got to run. That beeping just started again, and I’ve just figured out what it is: my computer.

Teaching Tip Cooperative Learning (Sharing Circle) Ask students to work in groups of three and share answers to the critical thinking questions. They can also discuss the writing topics. Then you can take up the answers with the class.

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Vocabulary and Comprehension Complete additional reading comprehension questions for this selection at mywritinglab.com

mimicking 1. Find a word in paragraph 8 that means “imitating.” ______________________ 2. Freed states that he is “living in an electronic jungle.” What does he mean? He feels that there are too many electronic gadgets around his house just ________________________________________________________________ like too much vegetation in a jungle. ________________________________________________________________ ________________________________________________________________ 3. The author discusses three main locations where he is bombarded with electronic beeps. List at least three locations and give examples of some noise-making machines in each category. Answers will vary. home: stove, thermostat, smoke alarm, clothes dryer, microwave, printer ________________________________________________________________ car: seatbelt, lights, door is open or trunk is unlocked ________________________________________________________________ outside world: elevator, ATMs, store machines, airline security wand ________________________________________________________________ hospitals: beeping medical monitors and wires ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 4. How has new office technology affected nature? Birds are now imitating the sounds that machines make. ________________________________________________________________ ________________________________________________________________ Critical Thinking 5. Why is the author frustrated with the new technology? Give at least two reasons. Answers will vary. They all make the same sound. There are too many sounds. The author has ________________________________________________________________ trouble locating the machine making a sound because sound turns off too ________________________________________________________________ quickly. The sounds make our lives feel speedy. ________________________________________________________________ 6. What is the tone of the essay? Circle the best answer. a. serious c. humorous b. angry d. neutral 7. The author is indirectly comparing two worlds. What are they? the world in which he was growing up and the present world; before and after ________________________________________________________________ beeps ________________________________________________________________ Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work. 1. In your daily life, what actions or objects frustrate you? List some examples to support your point. 2. What is your most valuable possession? Give examples of why it is valuable. 3. Does modern technology make life easier or was life better when technology was simpler? Use examples to support your point of view.

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Themes: Spies and Hackers and The Legal World

reading 16 The Criminal Justice Process John Randolph Fuller John Randolph Fuller teaches criminology at the University of West Georgia. He has also been a parole officer and criminal justice planner. This excerpt is taken from his book Criminal Justice Mainstream and Crosscurrents. As you read this process essay, also look for elements of illustration and cause and effect.

Copyright © 2015 by Pearson Education

1 In April 1983, the pelvic portion of a female torso was found on the banks

of the Mississippi River near Davenport, Iowa. In an autopsy, the pathologist estimated that the victim was between eighteen and forty years old, had probably given birth, and had likely been dismembered with a chainsaw. With the help of techniques considered cutting-edge at the time, including DNA evidence, investigators matched the woman’s characteristics to those of Joyce Klindt, a Davenport woman who had gone missing the month before. Eventually, her husband admitted murdering her, cutting her up with a chainsaw, and dumping her remains in the river. 2 The criminal justice system is extremely complex. It is clear to most observers of the system that only a very small percentage of the crimes committed result in someone going to prison. The criminal justice system is frustrating not only for the general public, but also for those who work in the system, as well as for victims, offenders, and their respective families because it is close to being overloaded. It is useful to envision the criminal justice system as a large funnel in which cases move downward toward their final disposition. The problem with the funnel is that it is too small to hold all the cases, and so a considerable amount of leakage occurs. Police officers, prosecutors, and judges use discretion to decide which cases are pushed further into the funnel of the criminal justice system and which ones are kicked out. 3 Processing criminal cases begins with reported crimes. At the wide mouth of the funnel are all the crimes committed in society, such as murder, rape, burglary, insurance fraud, shoplifting, and car theft. It includes all the acts that can be defined as crime whether they have been reported or not. Many, maybe even most, crimes are never reported, or if they are, they get handled informally and never make it into the official crime reporting systems. Criminologists call these unreported acts the dark figures of crime. A bit lower and at a point narrower in the funnel are crimes known to the police. These are the behaviors that the police include in their reports and are officially measured. However, individual police officers or police administrators can exercise considerable discretions in determining just how a behavior will be categorized for reporting purposes. 4 After a crime has been reported, police investigate and try to solve the crime. The investigation into the death of Joyce Klindt has been cited as a classic example of good investigation, and it set precedents for the use of scientific evidence in courts. But such success stories are not the norm. In probing the 1996 murder of JonBenet Ramsey, a local police detective was accused of making crucial mistakes in the investigation. The investigation into the little girl’s death is ongoing with no clear results to date. In other less sensational cases, police investigate to the best of their abilities but must deal with limited resources, poor physical evidence, a cold trail, or just bad luck. Typically,

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no contest: the defendant does not admit guilt or proclaim innocence

police gather tissue samples and fingerprints, talk with witnesses and victims, and examine police records of potential suspects. Sometimes, the evidence is gathered quickly, and a suspect is apprehended at once. Other times, cases languish and are solved years later or never solved at all. 5 Once the police have enough evidence of a crime, they make an arrest. It should come as no surprise that the police do not make an arrest for every crime they detect. In fact, clearance rates can vary widely, depending on the type of crime and the priorities of the police department. For instance, most Driving Under the Influence (DUI) offenses go undetected, but proactive police practices such as sobriety checkpoints can greatly increase the arrest statistics for a police agency. Arrests are an important measure in our crime funnel because they provide a good indication of what will happen in the rest of the criminal justice system. Arrests provide the system with the cases it must handle. 6 After a suspect is arrested, the police must make an official report of the charges. Booking occurs at the police station, where a suspect’s name, age, and address are recorded, as well as information on the time, place, and reason for arrest. Usually, a photograph and fingerprints are taken, and the suspect’s clothing and personal effects are stored. The suspect is usually placed in a holding cell until he or she can be questioned further. The suspect is advised of her rights and signs the report that she understands her rights. 7 Of all the arrests made by the police, only a percentage result in a person being charged with a crime by the prosecutor and funneled deeper into the criminal justice system. The discretion used by the prosecutor to decide which cases to eliminate is determined by a number of factors. The first factor is resources. The decision to prosecute is dependent on personnel, budget, space, and agency priorities. The prosecutor may have too many other cases deemed more important, or may decide there is insufficient evidence to charge a suspect. The prosecutor may think that the police made too many procedural errors. Finally, the prosecutor may have personal or agency priorities concerning what types of cases will be pressed. Political corruption cases may be encouraged or discouraged depending on the part affiliation of the state attorney versus the defendant. 8 Suspects must be brought before a judge within a reasonable time of their arrest for an initial appearance. At this stage, the defendant is formally charged with a crime and will respond by pleading guilty, not guilty, or no contest at a first court hearing or arraignment. The defendants then have a preliminary hearing where the prosecutor presents evidence to show that the defendant has committed the crime, also known as probable cause. The judge decides if the defendant will be granted bail. Bail is money paid to the court to ensure that a suspect who is released from jail will appear in court. 9 Few cases actually make it to the trial phase of the criminal justice process. Many cases get resolved by plea-bargaining, a negotiation between defense attorneys and prosecutors that results in some type of punishment. Of the cases that go to trial, only a small percentage end up in guilty verdicts that require further processing of the case. Some defendants are acquitted or found not guilty. Sometimes a case is dismissed because the prosecution is unable to present a viable case against the defendant. Most of the legal decisions are made behind the scenes, and the excitement and drama in the courtroom are actually quite rare.

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10 The criminal justice system is very complex from the initial police

investigation to the final verdict in a trial. The funnel analogy serves to point out how the numbers of cases dwindle drastically as they go through the criminal justice system.

Vocabulary and Comprehension 1. What are the dark figures of crime? See paragraph 3. unreported criminal acts ________________________________________________________________ 2. Highlight the thesis statement. 3. What are some obstacles police face when they investigate a crime? Police may not have enough resources or physical evidence, the trail may be ________________________________________________________________ cold, or they may have bad luck. ________________________________________________________________ 4. What are some factors that prosecutors must consider before deciding to prosecute a case? A prosecutor must have enough resources, such as enough personnel and ________________________________________________________________ money. He or she must also think the case is important enough and that there ________________________________________________________________ is sufficient evidence to prosecute. The prosecutor must also know that the ________________________________________________________________ police have not made too many procedural errors. The state attorney may ________________________________________________________________ have political reasons to prosecute or not prosecute corruption cases. ________________________________________________________________ 5. What type of introductory style does the author use? a. opposing position b. anecdote c. definition Critical Thinking 6. Using your own words, explain how criminal cases are processed in the criminal justice system. First, a crime is reported. Then the police investigate the crime, and if they ________________________________________________________________

Copyright © 2015 by Pearson Education

have enough evidence, the police apprehend a suspect. The suspect is then ________________________________________________________________ booked for the crime, and the prosecutors decide if there is enough evidence ________________________________________________________________ to lay a charge. The suspect is brought before a judge and pleads guilty or ________________________________________________________________ not guilty. Then bail is set. Lawyers on both sides may plea bargain, or the ________________________________________________________________ case may go to trial. ________________________________________________________________ ________________________________________________________________ 7. Why does the author refer to a funnel when explaining the criminal justice system? Many crimes are committed, but few cases make it to trial. ________________________________________________________________ ________________________________________________________________

Complete additional reading comprehension questions for this selection at mywritinglab.com

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Teaching Tip Cooperative Learning (Sharing Circle) Ask students to work in groups of three and share answers to the critical thinking questions. They can also discuss the writing topics. Then you can take up the answers with the class.

8. In paragraph 2, the author mentions that many crimes are never reported. Using your own ideas, give some reasons why a victim may not want to report a crime. Answers will vary. Victims may feel threatened by the criminal, they may feel ashamed, they ________________________________________________________________ may lack time and money, they may not trust the police, or they may lack ________________________________________________________________ confidence in the system. ________________________________________________________________ 9. In paragraph 9, the author states that many cases may get resolved through plea bargain. Think of some reasons why a defense attorney and a prosecutor might want to avoid a court trial, and therefore, want to plea bargain. Defense lawyers might think that a plea bargain will result in less severe ________________________________________________________________ punishment for their clients. Prosecutors might think they could lose a case ________________________________________________________________ because of weak evidence. Both lawyers might want to save time and money ________________________________________________________________ by avoiding a lengthy trial. ________________________________________________________________ Writing Topics 1. Have you or someone you know ever been a victim of crime or conducted a criminal act? What did you do? Describe the process you went through. 2. Describe some steps people should take to be safer on their college campus or in their neighborhood. 3. Argue that certain types of criminals are treated too leniently or too harshly.

reading 17 1310L/549 words

How Spies Are Caught This process essay recounts how spies are caught. As you read the text, also look for definition and cause and effect writing patterns.

1 Espionage is a high-risk criminal offense. The traitor must fear arrest for the

rest of his or her life, as the statute of limitations does not apply to espionage. Former National Security Agency employee Robert Lipka was arrested in 1996—thirty years after he left NSA and twenty-two years after his last contact with Soviet intelligence. There are four principal ways by which spies are detected: Reporting by U.S. sources within the foreign intelligence service, routine counterintelligence monitoring, a tip from a friend or spouse, or the traitor’s own mistakes. 2 Of the Americans who held a security clearance who have been arrested for espionage, about half were caught as a result of information provided by a defector from the foreign intelligence service or an agent or friend within the foreign service that the spy was working for. People who betray their country often have little fear of being caught because they think they are smarter than everyone else. They think they can easily get away with it. However, no matter how smart or clever a spy may be, he or she has no protection against U.S. Government sources within the other intelligence service. 3 If the spy is not reported by sources within the other intelligence service, there is a strong likelihood of detection through routine counterintelligence

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operations. Of the cleared Americans arrested for espionage or attempted espionage during the past twenty years, 26 percent were arrested before they could do any damage, and 47 percent were caught during their first year of betrayal. This is not surprising, as counterintelligence agents know many of the foreign intelligence officers active in the United States and know where they work, where they live, where they hang out, and how they ply their trade. Any would-be spy who doesn’t know how the counterintelligence system works is likely to be caught in the counterintelligence web. 4 Espionage usually requires keeping or preparing materials at home, traveling to signal sites or secret meetings at unusual times and places, a change in one’s financial status with no corresponding change in job income, and periods of high stress that affect behavior. All of these changes in the normal pattern of behavior often come to the attention of other people and must be explained. Other people become suspicious and pass their suspicions on. This sometimes comes out during the periodic security clearance reinvestigation. 5 Spying is a lonely business. To explain these changes in behavior, or because of a need to confide in someone else, spies often confide in a spouse or try to enlist the help of a friend. The friend or spouse in whom the spy confides often does not remain a friend or loyal spouse after he or she realizes what is going on. 6 Most people who betray their country are not thinking rationally, or they would not be involved in such a self-destructive activity. They are driven, in large part, by irrational emotional needs to feel important, successful, powerful, or to get even or to take risks. These emotional needs are out of control, so the same emotional needs that lead them to betray also cause them to flaunt their sudden affluence or to brag about their involvement in some mysterious activity. Because they are so mixed up psychologically, they make mistakes that get them caught. Vocabulary and Comprehension Questions flaunt 1. Find a word in paragraph 6 that means “to show off.” ______________________

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2. What are the four ways in which spies are usually caught? Reporting by U.S. sources within the foreign intelligence service; routine ________________________________________________________________ counterintelligence monitoring; a tip from a friend or spouse; the traitor’s own ________________________________________________________________ mistakes ________________________________________________________________ ________________________________________________________________ 3. Give an example of the following types of support. 26 percent of spies are detected before they reveal any secrets; Statistic: ________________________________________________________ 47 percent of spies are caught within the first year of spying. ________________________________________________________________ the story about Robert Lipka in the introduction Anecdote: _______________________________________________________ ________________________________________________________________ 4. How might a friend or coworker suspect that someone is a spy? A spy might have a change in income or might have great stress and therefore ________________________________________________________________ show a change in behavior. ________________________________________________________________

Complete additional reading comprehension questions for this selection at mywritinglab.com

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Critical Thinking 5. Give at least three reasons that people betray government secrets. Answers will vary. for money; to get even with someone; for emotional needs, such as the need to ________________________________________________________________ feel important; or to take risks ________________________________________________________________ ________________________________________________________________ 6. By making inferences, determine some consequences of espionage on the individual spy. Answers will vary. The individual may feel ashamed or become the object of hate. The spy may ________________________________________________________________ go to jail if caught, may have to live a secretive life, or may have a lot of ________________________________________________________________ stress. ________________________________________________________________ 7. In your opinion, how does treachery affect a country? Answers will vary. It may lose a technological, political, or economic advantage over other ________________________________________________________________ countries. It may develop a culture of suspicion within its society. ________________________________________________________________ ________________________________________________________________ Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work. 1. Many people feel insecure in this post-9/11 society. What steps can people take to feel safe in their own homes? Explain. 2. Most people value their privacy. Should government agencies in the United States have the right to spy on citizens by any means? 3. These days, citizens can use social media tools to spy on each other. For example, teachers and police officers have been caught on cell phone videos doing misdeeds. Ordinary people have also been humiliated if they have done something embarrassing and it was caught on video and posted online. What are some benefits or disadvantages of citizen spying?

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My Relentless Pursuit Amanda Enayati

Teaching Tip Cooperative Learning (Sharing Circle) Ask students to work in groups of three and share answers to the critical thinking questions. They can also discuss the writing topics. Then you can take up the answers with the class.

Amanda Enayati’s work has appeared in the Washington Post and Detroit News. Her writing also appears in Let Me Tell You Where I’ve Been: New Writing by Women of the Iranian Diaspora.

1 In the first twenty-four hours after someone broke into my car in my own

driveway, I was mostly mad at my husband. Who leaves a backpack with a BlackBerry and a wallet full of cash and credit cards in the car overnight, with a GPS visible on the dashboard and the freaking car doors unlocked? We might as well have hung a sign on the door that read, “Suckers live here. Welcome!” 2 I had canceled four credit cards and ordered a new BlackBerry before I thought to check Craigslist. It occurred to me that the savvy modern thief would

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hock stolen wares online. I did a search in a 40-mile radius of my neighborhood. My GPS was the first thing that popped up. Well, to be honest, I wasn’t certain that Garmin Nuvi 265W was my GPS; I didn’t remember the model number. Still, it was awfully suspicious. It was the only Garmin on Craigslist that morning. 3 My hands shook as I tapped out what I hoped was a casual e-mail query: “Hi!! I could TOTALLY use a GPS. Is this one still available? Where are you located? Thanks!!! Jasmine.” 4 The reply came in less than minute. The seller described accessories that were painfully familiar: the dash mount and the auto charger—no box, no manual, and no receipt. He listed an address for pickup at an outdoor mall in San Mateo, about five miles away, and asked for my telephone number so he could call me. He signed his name “John,” but the name listed in the parenthesis next to his email address read, “Harry Sham.” The nerve. 5 At this point, I hadn’t called the cops. Our car was unlocked, after all, so it was almost as if we deserved to get robbed. But then something peculiar happened. A woman who lived a few blocks away e-mailed to say she found some papers from my wallet, including my business card, in her front yard. She wanted to return them to me, thinking I might have dropped them accidentally. I had to wonder: What else might be dumped around my neighborhood? My kids and I set out on foot for a scavenger hunt. We found my book buyers’ card among some bushes and my backpack in someone’s driveway, with the BlackBerry still inside. For about a mile up the road, I found pieces of my life, snatched and discarded. I suppose I should have been glad to get my things back. But finding fragments of my private life in people’s yards and scattered on the street, in the shrubs and gutters, is a unique kind of psychological torment. Suddenly a routine violation started to feel really personal. 6 Aspiring thief, you just never know what you’re stepping into when you hit up a random car on a random street. However badass you think you may be, there is someone on the other side of the robbery. And in this particular case, it was someone who had escaped the Iranian Revolution as a child, who had roamed the world alone for five years because her parents couldn’t get out, who had watched from a dozen blocks away as the twin towers crumbled, who had just barely clawed her way out of that concentration camp known as latestage cancer, if only because she was intent on raising her babies, come hell or high water. And all of this before she even turned forty. Can you see how that someone might be way more twisted than you? 7 By the end of that first day, I knew what the thief looked like. I ran his e-mail address through a reverse e-mail finder, which cost me about 15 bucks for a month’s worth of “surveillance.” He used that same e-mail address to sign up for a low-rent dating site, uploading three pictures of himself and three pictures of his girl Amberley, with a heart tattoo on her right boob. He was a tall linebacker type with an emerging belly, a blond buzz cut, and piercing blue eyes that seemed to issue a dare. He had not posted his whole name, but I knew what I had to work with: John F, Caucasian, twenty-three years old, from San Mateo. His moniker was Johnny Boi. 8 At the time, I was still dabbling. Then two events on Wednesday pushed my hand. That morning, an elderly woman a few blocks away had found some more papers in her yard, one of them particularly embarrassing. Then, around 9:30 p.m., I received a Facebook message from someone who lived in my old apartment. A good Samaritan had put an envelope through her mail slot that

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contained my driver’s license with the old address and my now-canceled credit cards. That person included a note saying she had found my stuff on the ground in the San Mateo Caltrain station. 9 That sealed it: I called the police. They were over in fifteen minutes. I filed a report, handed over Johnny Boi’s Craigslist ad and his photos from the dating site. The following day, I met a detective I’ll call Inspector Vargas. He was not the touchy-feeliest man in the world, but he seemed competent and was hunky in a Marlboro-man sort of way. If my amateur sleuthing impressed him, he did not utter a word about it. 10 He sent a reply to Johnny’s now-several-days-old Craigslist ad. I doubted Johnny Boi would respond, and I was right. Inspector Vargas also insisted I find the GPS model and serial number. Without it, he said, there was no way to connect the thief to my stuff. You might suspect someone who has not cleared out her wallet in two years probably didn’t record her GPS model and serial number. And you would be correct. Hard as I tried, I couldn’t find either. But here’s what I did instead. I called all my credit card companies to see if Johnny Boi had managed to slip in any charges in those two or three hours before I shut down the cards. The answer was no, no, no, and yes, McDonald’s. 11 Inspector Vargas told me later that credit card thieves will head someplace like a McDonald’s or a gas station first to see if the card is still working. Smart move, Johnny Boi. Actually, no, it was not smart at all, and here’s why: McDonald’s has developed one of the best restaurant surveillance systems in the entire world. Now I didn’t know this either, but Inspector Vargas did. Because as soon as I got him the time and place Johnny had used my Amex, he went on down to that McDonald’s in San Mateo and looked through its surveillance tapes. And there, in his full glory, was my boy. The hat he was sporting didn’t even come close to covering him up. 12 By now it was Friday afternoon, and Inspector Vargas does not work weekends or Mondays. I knew if we were to find out anything else about Johnny in the next several days, it would have to be all me. That’s when I started to hang out on Johnny’s dating site. He hadn’t logged on in ten days, and I was hitting a dead end. After more searches, I couldn’t find him—but Johnny’s girl Amberley came up on a social networking site. Actually her cleavage did, complete with the heart tattoo. Her profile was very public, and prominent among her list of BFFs was, well, you know who. And his profile was public. 13 It was the mother lode: his first and last name, his birth date and birth place, his height, and his high school. I faxed the information to Inspector Vargas. I made sure to point out Johnny Boi’s friend Tatiana’s comment from three months back: “Dude!!! How do you not work? You win the freak’n lotto? If yes, you need to be spreadin the love.” The writer in me could not resist checking out Johnny’s two or three angry poems posted on his MySpace. They were pretty good. 14 Two days later, I got a call at 7 a.m. Inspector Vargas had run Johnny Boi’s photo by the San Mateo police. They recognized him immediately because our boy was on probation. According to Inspector Vargas, Johnny Boi went on the run soon after the police visited his apartment. That night, Amberley took her man’s photo collage off her Web page. The following day someone named Paula wrote on Amberley’s page, “Tell your friend that his parents are being harassed by the police. He ought to DO THE RIGHT THING and turn himself in!!” Poor Paula’s mood was listed as “anxious.” The next day, Inspector Vargas told

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me Johnny Boi was in jail. A couple weeks later, Johnny Boi pleaded guilty and served a two-year sentence. 15 I’ve told this story many times since. I get a lot of reactions because it’s a strange tale—to think anyone can find out so much online about a thief. But what took me a long time to realize, what I missed amid my drama of violation and vengeance, was the remarkable displays of kindness I experienced from absolute strangers—people who retrieved scraps of paper from lawns, picked up piles of discarded cards from a dirty train station floor, drove miles to restore someone’s belongings, and searched Facebook to find me. If I were mathematically inclined, I might even observe that in my tale, the good guys outnumbered the bad guys, by about ten to one. Vocabulary and Comprehension 1. In paragraph 2, the word savvy means a. well-informed b. misunderstood

Complete

c. enthusiastic

hock 2. In paragraph 2, find a word that means “to pawn.” _______________________ 3. What type of narration is used? a. first person b. third person 4. The writer survived some traumatic events. List three of them. She escaped from the Iranian Revolution and roamed the world alone for five ________________________________________________________________ years. She was near the World Trade Center towers when they were attacked. ________________________________________________________________ She is also a cancer survivor. ________________________________________________________________ ________________________________________________________________ 5. Describe three of the writer’s personality traits. Answers will vary. persistent, obsessive, patient, knowledgeable about social media ________________________________________________________________ 6. What stolen items did the writer get back? her book buyer’s card, her backpack with her BlackBerry inside, some ________________________________________________________________ embarrassing papers, her driver’s license, and the canceled credit cards ________________________________________________________________

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Critical Thinking 7. What strategies did the writer use to find out the identity of the thief? List at least six steps that she took. First, she responded to an ad on Craigslist for a GPS that was identical ________________________________________________________________ to hers. After the thief replied, she ran his e-mail address through a ________________________________________________________________ reverse e-mail finder. Through his e-mail address, she found a site where ________________________________________________________________ he had uploaded photos of himself and his girlfriend. She asked her credit ________________________________________________________________ card companies if anyone had used her credit card. She gave the relevant ________________________________________________________________ information about the thief to the police. She then went on a social media site ________________________________________________________________ to find the thief’s girlfriend. On the girlfriend’s site, there was information ________________________________________________________________ about the thief. She gave the information to the police who arrested him. ________________________________________________________________

additional reading comprehension questions for this selection at mywritinglab.com

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8. Why was she so determined to find the thief? She felt violated. She had survived many obstacles in the past such as the ________________________________________________________________ Iranian Revolution and breast cancer, and she didn’t want a petty thief to ________________________________________________________________ beat her. ________________________________________________________________ ________________________________________________________________ 9. In this essay, the thesis is implied but not stated directly. Which sentence best sums up the main idea of the essay? a. Thieves should be careful when they steal from people’s cars. b. I used some ingenuity and online sleuthing to find the man who had robbed me. c. There are some horrible people in the world. d. Strangers showed remarkable kindness after I was robbed, returning items that they had found. 10. What lessons about human nature did the writer learn from her experience? She realized that while there were some who exploit people, most others ________________________________________________________________ are very helpful and caring. ________________________________________________________________ ________________________________________________________________

Teaching Tip Writer’s World Competition Please advise students that they can submit their paragraphs and essays for possible publication to: www.pearsonhighered .com/essayrewards/ writingrewards.html

Writing Topics Write about one of the following topics. Remember to explore, develop, and revise and edit your work. 1. Have you ever lost something or had something you valued stolen from you? Narrate what happened. 2. Write about a time when you felt conflicted and had to make a difficult decision. Describe what happened. 3. What is your impression of human nature? Are people essentially good or bad? Provide examples of people you know.

Appendix 1

Grammar Glossary

The Basic Parts of a Sentence Parts of Speech

Definition

Some Examples

Adjective

Adds information about the noun

cautious, cold, easy, happy, slow, strange

Adverb

Adds information about the verb, adjective, or other adverb; expresses time, place, and frequency

cautiously, coldly, easily, happily, slowly, strangely, sometimes, usually, never

Conjunctive adverb

Shows a relationship between two ideas

also, consequently, finally, however, furthermore, moreover, therefore, thus

Coordinating conjunction

Connects two ideas of equal importance

for, and, nor, but, or, yet, so

Determiner

Identifies or determines if a noun is specific or general

a, an, the, this, that, these, those, any, all, each, every, many, some

Interjection

A word expressing an emotion

ouch, yikes, oh

Noun

A person, place, or thing

singular: man, dog, person plural: men, dogs, people

Preposition

Shows a relationship between words (source, direction, location, etc.)

at, to, for, from, behind, above

Pronoun

Replaces one or more nouns

he, she, it, us, ours, themselves

Subordinating conjunction

Connects two ideas when one idea is subordinate (or inferior) to the other idea

after, although, because, unless, until

Verb

Expresses an action or state of being

action verb: run, eat, walk, think state of being or linking verb: is, become, seem

PRACTICE 1 Label each word with one of the following terms. adjective conjunction

noun preposition

verb pronoun

adverb interjection

adjective EXaMpLe: easy __________________ noun 1. human __________________

verb 7. whispered __________________

preposition 2. with __________________

adverb 8. quickly __________________

preposition 3. below __________________

conjunction 9. because __________________

pronoun 4. herself __________________

noun 10. children __________________

interjection 5. wow __________________

pronoun 11. they __________________

(linking) verb 6. was __________________

interjection 12. ouch __________________ 561

562 Appendix 1 Grammar Glossary

Types of Clauses and Sentences Other Key Terms

Definition

Example

clause

An independent clause has a subject and a verb and expresses a complete idea.

The movie is funny.

A dependent clause has a subject and a verb but cannot stand alone. It “depends” on another clause in order to be complete.

although it is violent

phrase

A group of words that is missing a subject, a verb, or both, and is not a complete sentence

in the morning after the storm

simple sentence

One independent clause that expresses a complete idea

The movie is funny.

complex sentence

At least one dependent clause joined with one independent clause

Although the movie is violent, it conveys an important message.

compound sentence

Two or more independent clauses that are joined together

Some movies are funny, and others are deeply moving.

compound-complex sentence

At least two independent clauses joined with at least one dependent clause

Although the movie is violent, it is very entertaining, and it conveys an important message.

PRACTICE 2 Identify the types of sentences. Beside each sentence, write one of the following:

S C CX CCX

simple sentence compound sentence complex sentence compound-complex sentence

1. I took a university course that was very interesting.

cx _____

2. In the course, I read a book about a famous women’s rights crusader, and I finished the book in an hour.

c _____

3. Elizabeth Cady Stanton was born in 1915, and her father was a lawyer, judge, and congressman.

c _____

4. When Elizabeth was a young girl, she heard about an unfair law.

cx _____

5. The law restricted a woman’s right to own property.

s _____

6. One day, she took a pair of scissors, and she cut out the law from her father’s law book.

c _____

7. She thought that the law would be cancelled.

cx _____

8. Her plan didn’t work, of course, but her father had an unusual reaction to her act.

c _____

9. He put down his pen and looked at Elizabeth.

s _____

10. With a serious expression on his face, he told Elizabeth that she could change things, and he asked her to think about his words.

ccx _____

Appendix 2

Irregular Verbs

Irregular Verbs Base Form

Simple Past

Past Participle

Base Form

Simple Past

Past Participle

arise

arose

arisen

feel

felt

felt

be

was, were

been

fight

fought

fought

beat

beat

beat, beaten

find

found

found

become

became

become

flee

fled

fled

begin

began

begun

fly

flew

flown

bend

bent

bent

forbid

forbade

forbidden

bet

bet

bet

forget

forgot

forgotten

bind

bound

bound

forgive

forgave

forgiven

bite

bit

bitten

forsake

forsook

forsaken

bleed

bled

bled

freeze

froze

frozen

blow

blew

blown

get

got

got, gotten

break

broke

broken

give

gave

given

breed

bred

bred

go

went

gone

bring

brought

brought

grind

ground

ground

build

built

built

grow

grew

grown

burst

burst

burst

hang*

hung

hung

buy

bought

bought

have

had

had

catch

caught

caught

hear

heard

heard

choose

chose

chosen

hide

hid

hidden

cling

clung

clung

hit

hit

hit

come

came

come

hold

held

held

cost

cost

cost

hurt

hurt

hurt

creep

crept

crept

keep

kept

kept

cut

cut

cut

kneel

knelt

knelt

deal

dealt

dealt

know

knew

known

dig

dug

dug

lay

laid

laid

do

did

done

lead

led

led

draw

drew

drawn

leave

left

left

drink

drank

drunk

lend

lent

lent

drive

drove

driven

let

let

let

eat

ate

eaten

lie**

lay

lain

fall

fell

fallen

light

lit

lit

feed

fed

fed

lose

lost

lost

TEAChINg TIP Ask students to highlight verbs that remain unchanged in all three forms. Answers are bet, burst, cost, cut, hit, hurt, let, put, quit, read, rid, set, shut, slit, split, spread, and thrust.

*When hang means “to suspend by a rope, as in a form of capital punishment,” then it is a regular verb. The past form is hanged. **Lie can mean “to rest in a flat position.” When lie means “tell a false statement,” then it is a regular verb: lie, lied, lied.

563

564 Appendix 2 Irregular Verbs

Base Form

Simple Past

Past Participle

Base Form

Simple Past

Past Participle

make

made

made

speed

sped

sped

mean

meant

meant

spend

spent

spent

meet

met

met

spin

spun

spun

mistake

mistook

mistaken

split

split

split

pay

paid

paid

spread

spread

spread

prove

proved

proved, proven

spring

sprang

sprung

put

put

put

stand

stood

stood

quit

quit

quit

steal

stole

stolen

read

read

read

stick

stuck

stuck

rid

rid

rid

sting

stung

stung

ride

rode

ridden

stink

stank

stunk

ring

rang

rung

strike

struck

struck

rise

rose

risen

swear

swore

sworn

run

ran

run

sweep

swept

swept

say

said

said

swell

swelled

swollen

see

saw

seen

swim

swam

swum

sell

sold

sold

swing

swung

swung

send

sent

sent

take

took

taken

set

set

set

teach

taught

taught

shake

shook

shaken

tear

tore

torn

shine

shone

shone

tell

told

told

shoot

shot

shot

think

thought

thought

show

showed

shown

throw

threw

thrown

shrink

shrank

shrunk

thrust

thrust

thrust

shut

shut

shut

understand understood

understood

sing

sang

sung

wake

woke

woken

sink

sank

sunk

wear

wore

worn

sit

sat

sat

weep

wept

wept

sleep

slept

slept

win

won

won

slide

slid

slid

wind

wound

wound

slit

slit

slit

withdraw

withdrew

withdrawn

speak

spoke

spoken

write

wrote

written

Simple Past (An action was completed at a stated or understood past time.) Last year, Henry sang in the choir.

FUTURE TIME

Simple Present (An action is a general fact or habit.) She rarely eats breakfast.

Present Progressive (An action is happening now.) I am reading now.

Future Tenses (An action will occur at a future date.) We will leave soon. OR We are going to leave soon.

Future Progressive (An action will be in progress later.) I will be working tonight at 9 P.M.

Future Perfect (A future action occurs up to or before another future action.) By the time I retire, I will have worked here for forty years.

TODAY

Present Perfect (A past action continues to the present time.) I have been here since March.

Past Progressive (A past action was in progress and was interrupted.) We were eating lunch when the phone rang.

Past Perfect (A past action occurred before another past time.) He didn’t go because he had already seen the show.

Present Perfect (A past action was repeated and the times are unknown.) Orphan has seen the film six times.

PAST TIME

Appendix 3

Quick Guide A to Verb Tenses ESL Teaching Tip

This tense chart has been specifically created for your nonnative speakers. It can help them visualize when to use the major verb tenses.

565

566

Appendix 4

ombining Ideas C in Sentences

Making Compound Sentences

Teaching Tip Explain to students that they can remember the list of coordinators by using the mnemonic device “fanboys.”

A.

Complete idea

, coordinator , for , and , nor , but , or , yet , so

complete idea.

B.

;

Complete idea

complete idea.

C. Complete idea

; transitional expression, ; furthermore, ; however, ; in fact, ; moreover, ; therefore,

complete idea.

Making Complex Sentences D. Complete idea

E.

566

Subordinator Although Because Before Even though Unless When

subordinator although because before even though unless when

incomplete idea

incomplete idea.

,

complete idea.

Appendix 5

Punctuation and Mechanics

Apostrophe (’) Use an apostrophe  to join a subject and a verb together. We’re late.  to join an auxiliary with not. I can’t come.  to indicate possession. Ross’s computer is new.

Comma (,) Use a comma  to separate words in a series (more than two things). Place a comma before the final and. The doctor is kind, considerate, and gentle.  after an introductory word or phrase. In the evenings, Carson volunteered at a hospital.  around interrupting phrases that give additional information about the subject. Alan, an electrician, earns a good salary.  in compound sentences before the coordinator. We worked for hours, and then we rested.  around relative clauses containing which. The documents, which are very valuable, are up for auction.  in quotations, after an introductory phrase or before an ending phrase. Picasso said, “Find your passion.” “Find your passion,” Picasso said. Note: Do not join two complete sentences with a comma!

Colon (:) Use a colon  after a complete sentence that introduces a list, or after the following. The course has the following sections: pregnancy, labor, and lactation.

567

568 Appendix 5 Punctuation and Mechanics

 after a complete sentence that introduces a quotation. Picasso’s advice was clear: “Find your passion.”  before an explanation or example. Carlos explained what he really needed: a raise.  to separate the hours and minutes in expressions of time. The mall opens at 9:30 a.m.

Semicolon (;) Use a semicolon to join two independent but related clauses. Mahatma Gandhi was a pacifist; he believed in nonviolence.

Quotation Marks (“ ”) Use quotation marks around direct speech. When a quotation is a complete sentence, capitalize the first word in the quotation. Place the end punctuation inside the closing quotation marks. In his essay, Levi said, “We were interchangeable.” If the end of the quotation is not the end of your sentence, end the quotation with a comma. If your quotation ends with other punctuation, put it inside the closing quotation marks. “We were interchangeable,” according to Levi. “You can’t be serious!” she shouted. “What did you call me?” he replied.

Integrated Quotations If you integrate a quotation in a sentence, add quotation marks around the words the speaker quoted. Dorothy Nixon calls herself a “terrible mother.”

“Inside” Quotations If one quotation is inside another quotation, add single quotation marks (‘ ’) around the inside quotation. Sondra explained, “My mother said, ‘Your teacher wants to meet me.’ ”

Citing Page Numbers If you are using MLA style, write the page number in parentheses and place it after the quotation. Place the final period after the parentheses if the quotation ends the sentence. In his essay, Levi says, “We were interchangeable” (4).

Appendix 5 Punctuation and Mechanics 569

Capitalization Always capitalize  the pronoun I and the first word of every sentence.  the days of the week, months, and holidays. Tuesday

May 22 Labor Day

 the names of specific places, such as buildings, streets, parks, public squares, lakes, rivers, cities, states, and countries. Kelvin Street Lake Erie White Plains, New York  the names of languages, nationalities, tribes, races, and religions. Spanish Mohawk Buddhist  the names of specific planets (but not the sun or moon). Venus Saturn Earth moon  specific course or program titles (but not when the course is mentioned without the title). Economics 201 Nursing 411 an economics course  the titles of specific individuals. General Dewitt

Dr. Franklin Mr. Blain

 the major words in titles of literary or artistic works. The Great Gatsby

The Diviners Crime and Punishment

 the names of historical eras and movements. World War I Cubism the Middle Ages

Punctuating Titles Place the title of short works in quotation marks. Capitalize the major words. Short works include songs, short stories, newspaper and magazine articles, essays, and poems.

Copyright © 2015 by Pearson Education

The Beatles’ worst song was “Help.” Italicize the title of a longer document. If the title is in handwritten text, underline it. Long works include television series, films, works of art, magazines, books, plays, and newspapers. Handwritten Typed

We watched the classic movie West Side Story. We watched the classic movie West Side Story.

Appendix 6

Writing Paragraphs and Essays in Exams In many of your courses, you will have to answer exam questions with a paragraph or an essay. Although taking any exam can be stressful, you can reduce exam anxiety and increase your chances of doing well by following some preparation and exam-writing strategies.

Preparing for Exams Here are some steps you can take to help prepare for exams.  Before you take an exam, make sure that you know exactly what material you should study. Do not be afraid to ask the instructor for clarification. Also ask what materials you should bring to the exam.  Review the assigned information, class notes, and the textbook, if any.  Read and repeat information out loud.  Take notes about important points.  Study with a friend.

Hint

Predict Exam Questions

An effective study strategy is to predict possible exam questions. Here are some tips:  Look

for important themes in your course outline.  Study your notes and try to analyze what information is of particular importance.  Look at your previous exams for the course. Determine whether any questions or subjects are repeated in more than one exam. After you have looked through the course outline, your notes, and previous exams, write out possible exam questions based on the information that you have collected. Then practice writing the answers to your questions.

Writing Exams Knowing your material inside and out is a large part of exam writing; however, budgeting your time and knowing how to read exam questions are important, too. When you receive the exam paper, look it over carefully and try these test-taking strategies.

Schedule Your Time Determine Point Values One of the most stressful things about taking an exam is running out of time. Before you write, find out exactly how much time you have. Then, plan how much time you will need to answer the questions. 570

Appendix 6 Writing Paragraphs and Essays in Exams 571

As soon as you get an exam, scan the questions and determine which questions have a larger point value. For example, you might respond to the questions with the largest point value first, or you might begin with those that you understand well. Then go to the more difficult questions. If you find yourself blocked on a certain answer, do not waste a lot of time on it. Go to another question, and then go back to the first question later.

Carefully Read the Exam Questions It is important to read exam instructions thoroughly. Follow the next steps.

Identify Key Words and Phrases When you read an exam question, underline or circle key words and phrases in order to understand exactly what you are supposed to do. In the next example, the underlined words highlight three different tasks. Distinguish between Paleolithic, Mesolithic, and Neolithic. Place these periods in chronological order and describe how the people lived during

2. Organize the essay according to each period’s date. 3. Discuss what people did for shelter, food, and leisure activities.

those times.

Examine Common Question Words Exam questions direct you using verbs (action words). This chart gives the most common words that are used in both paragraph- and essay-style questions.

Copyright © 2015 by Pearson Education

1. Discuss how each time period differs from the other.

Verb

Meaning

describe discuss review

Examine a subject as thoroughly as possible. Focus on the main points.

narrate trace

Describe the development or progress of something using time order.

evaluate explain your point of view interpret justify take a stand

State your opinion and give reasons to support your opinion. In other words, write an argument paragraph or essay.

analyze criticize classify

Explain something carefully by breaking it down into smaller parts.

enumerate list outline

Go through important facts one by one.

compare contrast distinguish

Discuss important similarities and/or differences.

define explain what is meant by

Give a complete and accurate definition that demonstrates your understanding of the concept.

explain causes

Analyze the reasons for an event.

explain effects

Analyze the consequences or results of an event.

572 Appendix 6 Writing Paragraphs and Essays in Exams

Verb

Meaning

explain a process

Explain the steps needed to perform a task.

summarize

Write down the main points from a larger work.

illustrate

Demonstrate your understanding by giving examples.

PRACTICE 1 Determine the main type of response that you would use to answer each essay question. Choose one of the following essay patterns. narrate explain a process explain causes/effects define argue

classify

compare and contrast

Example: Discuss the term affirmative action.

define __________________________________________________________ 1. Distinguish between the interest rate and the rate of return. compare and contrast ________________________________________________________________ 2. Describe what happened during the Tet Offensive. narrate ________________________________________________________________ 3. List and describe five types of housing. classify ________________________________________________________________ 4. What steps are required to improve your city’s transportation system? explain a process ________________________________________________________________ 5. List the reasons for global warming. explain causes ________________________________________________________________ 6. Give a short but thorough description of narcissism. define ________________________________________________________________ 7. Discuss whether religious symbols should be banned from schools. argue ________________________________________________________________

Follow the Writing Process When you answer paragraph or essay exam questions, remember to follow the writing process. Explore Develop

 Jot down any ideas that you think can help you answer the question.  Use the exam question to guide your topic sentence or thesis statement.  List supporting ideas. Then organize your ideas and create a paragraph or essay plan.  Write the paragraph or essay. Use transitions to link your ideas.

Appendix 6 Writing Paragraphs and Essays in Exams 573

Revise and edit

 Read over your writing to make sure it makes sense and that your spelling, punctuation, and mechanics are correct.

PRACTICE 2 Choose three topics from Practice 1 and write topic sentences or thesis statements. Answers will vary. Example: Discuss the term affirmative action.

Affirmative action policies give Topic sentence or thesis statement: _______________________________ certain groups in society preferential treatment to correct a __________________________________________________________ h__________________________________________________________ istory of injustice. 1. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

PRACTICE 3 Read the following test material and answer the questions that follow. Essay Exam You will have ninety minutes to complete the following test. Write your answers in the answer booklet.

Copyright © 2015 by Pearson Education

A. Define the following terms (2 points each). 1. Region

2. Economic geography 3. Territoriality 4. Spatial distribution 5. Gross national product

B. Write an essay response to one of the following questions. Your essay should contain relevant supporting details. (20 points)

6. Define and contrast an open city with a closed city. 7. Discuss industrial location theories in geography, and divide the theories into groups. 8. Explain the steps needed to complete a geographical survey. List the steps in order of importance.

574 Appendix 6 Writing Paragraphs and Essays in Exams

Schedule Your Time and Determine Point Values Answers will vary for 3–4. 30 points 1. What is the total point value of the exam? ______________________________ six 2. How many questions do you have to answer? ___________________________ 3. Which part of the exam would you do first? Explain why. _________________ You might ________________________________________________________________ choose to do part B first because it is worth more points. ________________________________________________________________ 4. Schedule your time. How much time would you spend on each part of the exam? 30 minutes 60 minutes Part A: _______________________ Part B: ______________________ Part B is worth twice as much as Part A so you Explain your reasoning. ____________________________________________ should spend twice as much time on it. ________________________________________________________________ ________________________________________________________________ Carefully Read the Exam Questions 5. Identify key words in Part B. What important information is in the instructions? an essay, one of the questions, relevant supporting details ________________________________________________________________ 6. What two things must you do in question 6?

define a. _______________________

contrast b. _______________________

7. What type of essay is required to answer question 7?

a. Comparison and contrast

b. Classification

c. Process

8. What type of essay is required to answer question 8?

a. Comparison and contrast

b. Classification

c. Process

Appendix 7

Spelling, Grammar, and Vocabulary Logs In the first few pages of your writing portfolio or on the next pages, keep spelling, grammar, and vocabulary logs. The goal of keeping spelling and grammar logs is to help you stop repeating the same errors. When you write new assignments, you can consult the lists and hopefully break some ingrained bad habits. The vocabulary log can provide you with interesting new terms that you can incorporate into your writing.

Spelling Log Every time you misspell a word, record both the mistake and the correction in your spelling log. Then, before you hand in a writing assignment, consult your spelling log. The goal is to stop repeating the same spelling errors. EXaMPLe:

Incorrect realy exagerated

Correct really exaggerated

Grammar Log Each time a writing assignment is returned to you, identify one or two repeated errors and add them to your grammar log. Then, before you hand in writing assignments, consult the grammar log in order to avoid making the same errors. For each type of grammar error, you could do the following:  Identify the assignment and write down the type of error.  In your own words, write a rule about the error.  Include an example from your writing assignment. EXaMPLe: Illustration Paragraph (Feb. 12) Run-On

Do not connect two complete sentences with a comma. accidents. Other Bad drivers cause accidents, other drivers do not expect sudden lane changes.

Vocabulary Log As you use this book, you will learn new vocabulary words. Keep a record of the most interesting and useful vocabulary words and expressions. Write a synonym or definition next to each new word. EXaMPLe: Exasperating means “annoying.”

575

576 Appendix 7 Spelling, Grammar, and Vocabulary Logs

Spelling Log ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Appendix 7 Spelling, Grammar, and Vocabulary Logs 577

Grammar Log ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Copyright © 2015 by Pearson Education

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

578 Appendix 7 Spelling, Grammar, and Vocabulary Logs

Vocabulary Log ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Credits TEXt Page 3: “Things to do in Indiana” by Anthony Coffman. Copyright © Pearson Education; p. 7: From Understanding Music, 3rd Ed. by Jeremy Yudkin. Upper Saddle River, NJ: Prentice Hall, 2002; p. 7: From “Two Altercations” by Richard Bausch from Ploughshares. Copyright © 1999 Ploughshares, Inc; p. 19: From Understanding Music, 3rd Ed. by Jeremy Yudkin. Upper Saddle River, NJ: Prentice Hall, 2002; pp. 19–20: Adapted from “Love and Heartbreak on Facebook” by Zunaira Zaki from ABC News.com. Copyright © May 20,2008. Used by permission of ABC News; p. 20: From Criminal Justice Today: An Introductory Text for the Twenty-first Century, 6th Edition by Frank Schmalleger. Upper Saddle River, NJ: Prentice Hall, 2001; p. 25: Helen Keller, The Story of My Life; p. 26: From Out Of Many: A History of the American People by Faragher et al. Upper Saddle River, NJ: Prentice Hall; p. 27: From The Great Gatsby by F. Scott Fitzgerald; p. 28: From The Maltese Falcon by Dashiell Hammett. Published by Alfred A. Knopf, Inc. New York, © 1929,1930; pp. 50–51: “Intelligent toilets, smart couches and the house of the future” by Julia Johnson from Digital Life In Financial Post 6/6/2012 Copyright © 2012. by National Post. Material reprinted with the express permission of: National Post, a division of Postmedia Network Inc; p. 51: “The Harm of Technology, at your convenience” by Nancy A. Ghaley. Copyright © Pearson Education; p. 77: From “Wrapped up in a blanket of snow - and silence” by Joan Donaldson. Copyright © March 7, 2007 by Christian Science Monitor. Used by permission of Joan Donaldson; p. 80: Used by permission of the author; pp. 84–85: From A Beginner’s Guide to the Humanities, 2nd by Philip E. Bishop. Upper Saddle River, NJ: Pearson/Prentice Hall © 2007; p. 111: From “Spotting Lies: What Are the Clues” from Sociology by John J. Macionis. Upper Saddle River, NJ: Pearson Prentice Hall, 2007; p. 125: From Cultural Anthropology by Nancy Bonvillain. Copyright © Pearson; p. 126: From, “What’s in a Package” from The Total Package: The Secret History and Hidden Meanings of Boxes, Bottles, Cans and Other Persuasive Containers by Thomas Hine. Published by Little Brown and Company, Copyright © 1995; p. 138: From Memory: Is It What Makes Us Human?” by Joseph Brean from National Post. Copyright © December 20, 2009 by National Post. Material reprinted with the express permission of: National Post, a division of Postmedia Network Inc; p. 150: Based on “Rethinking Green: Eat Global, Not Local” by Kevin Libin from National Post, © Dec 8, 2009; p. 179: From Art: A Brief History by Marilyn Stokstad. Upper Saddle River, NJ: Prentice Hall; pp. 180–181: Excerpt from “Bringing the High Line Back to Earth” by Witold Rybczynski From The New York Times; May 14, 2011. Copyright © 2011 by The New York Times. All rights reserved. Used by permission and protected by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission of this Content without express written permission is prohibited; p. 181: From Put GI Barbie In The Bargain Bin by Dorothy Nixon. Copyright © Dorothy Nixon. Used by permission of the author; p. 181: From Anthropology, 12th Edition by Carol R. Ember, Melvin R. Ember and Peter N. Peregrine. Upper Saddle River, NJ: Pearson/ Prentice Hall, Copyright © 2007; p. 184: “Positive Messages in Hip Hop Music” by David Raby-Pepin; p. 178: Adapted from Michael R. Solomon. Consumer Behavior: Buying, Having and Being 10th Ed.

Copyright © 2013 by Pearson Education; pp. 190–191: From “Comics provide space for social commentary” by Nicholas Slayton. University of Southern California Daily Trojan. Copyright © 2012 by Nicholas Slayton. Used by permission of the author; p. 192: “Regular Summer Chores Pose Chemical Risks” by Tom Keenan. Calgary Herald, July 24, 2008. Copyright © by Thomas Keenan. Used by permission of the author; pp. 195–196: “My Prison Story” by Yirga Gebremeskel © Pearson Education; pp. 196–197: “A Lesson in Humility” by Jeff Kemp. Copyright © by Jeff Kemp, used by permission of the author; p. 199: From Next Door by Kurt Vonnegut, Jr. first published in Cosmopolitan, April 1955. Copyright © Kurt Vonnegut, Jr; p. 200: “Roaring Waves of Fire” by Christi Lester © Pearson Education; pp. 201–202: “Chicken Hips” by Catherine Pigott from Globe and Mail, March 20, 1990. Copyright © by Catherine Pigott, used by permission of the author; pp. 204–205: “The Wonders of Power Point” by Karine Godin; pp. 206–207: “Steps to Music Success” by Jake Sibley. Copyright © by Jake Sibley. Used by permission of the author. Jake Sibley is an independent writer and musician. He can be reached at jakesibley. com; pp. 209–210: “Homophobia” by Dominic Chartrand. Used by permission of the author; pp. 211–212: “What is Luck?” by Matthew Hutson from The 7 Laws of Magical Thinking: How Irrationality Keeps Us Happy, Healthy, and Sane. Copyright © by Matthew Hutson. Reproduced by the permission of the author; pp. 215–216: Damron, W. Stephen, Introduction to Animal Science: Global, Biological, Social and Industry Perspectives, 3rd Ed., © 2006. Printed and Electronically reproduced by permission of Pearson Education, Inc., Upper Saddle River, New Jersey; p. 219: “Two Jobs” by Adrianna Gonzalez © Pearson Education; pp. 220–221: “Just Say No” by Mark Milke from The Calgary Herald January 15, 2012. Copyright © 2012 by Mark Milke. Used by permission of the author; pp. 224–225: “Don’t Worry, Act Happy” by Albert Nerenberg from The (Montreal) Gazette, October 4, 2008. Copyright © 2008 by Albert Nerenberg. Used by permission of the author; p. 228: “The Importance of Music” by Christine Bigras; pp. 229–230: “Robot ethics, Morals and the machine” from The Economist Jun 2nd 2012. Copyright © 2012. Used by permission of The Economist; p. 240: From Crime Scene Analysis: Practical Procedures and Techniques by Wilson T. Sullivan, III. Upper Saddle River, NJ: Pearson Prentice Hall, 2007; p. 240: From “The Boys Have Fallen Behind” by Nicholas D Kristof from The New York Times; March 28, 2010. Copyright © 2010 by The New York Times. All rights reserved. Used by permission and protected by the Copyright Laws of theUnited States. The printing, copying, redistribution, or retransmission of this Content without express written permission is prohibited; pp. 240–241: From “The American Way of Blame” by Martin Seligman from APA Monitor, 29 (7), p. 2; Washington D.C., American Psychological Association, July 1998; pp. 241–242: From A Short History of Nearly Everything by Bill Bryson. Broadway Books, Copyright ©2003; pp. 247–248: “Cell Phone Safety” by Stephanie Saumur; p. 508: “Being a Hyphenated American” by Zaina Arafat from The Christian Science Monitor, Feb. 6, 2009. Used by permission of the author; p. 510: Locher, David A., Collective Behavior,1st, ©2002. Printed and Electronically reproduced by permission of Pearson Education, Inc., Upper Saddle River, New Jersey; p. 513: “This Boat Is My Boat” by Drew Hayden Taylor from This Magazine, July-August 2004.

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580 Credits Copyright © 2004 by Drew Hayden Taylor. Used by permission of the author; p. 516: “Gone with the Windows ” by Dorothy Nixon from Globe and Mail, Oct. 16, 2006. Copyright © 2006 by Dorothy Nixon. Used by permission of the author; p. 518: “It’s Class, Stupid!” by Richard Rodriguez from Salon.com. Copyright © 1997 by Salon.com This article first appeared in Salon.com at http://Salon.com An online version remains in the Salon archives. Reprinted with permission; p. 525: “Ghost”, from The Bonesetter’s Daughter by Amy Tan, Copyright © 2001 by Amy Tan. Used by permission of G.P. Putnam’s Sons, a division of Penguin Group (USA) LLC; p. 528: Barry, Lynda. “The Sanctuary of School” from The New York Times January 5, 1992. Copyright © 1992 by Lynda Barry. All rights reserved. Used by permission; p. 531: From Musicophilia: Tales of Music and the Brain by Oliver Sachs, copyright © 2007, 2008 by Oliver Sachs. Used by permission of Alfred A. Knopf, a division of Random House, Inc; p. 534: From Why We Make Mistakes by Joseph T. Hallinan. Copyright © 2009 by Broadway Books. Used by permission of Broadway Books a division of Random House, Inc; p. 537: “Mother Nature’s Melting Pot” by Hugh Raffles From The New York Times; 4/3/2011. Copyright © 2011 by The New York Times. All rights reserved. Used by permission and protected by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission of this Content without express written permission is prohibited; p. 540: From Wouldn’t Take Nothing For My Journey Now by Maya Angelou, Copyright © 1993 by Maya Angelou. Used by permission of Random House, Inc; p. 542: Solomon, Michael R.; Marshall, Greg W.; Stuart, Elnora W., Marketing: Real People, Real Choices, 7th, © 2012. Printed and Electronically reproduced by permission of Pearson Education, Inc., Upper Saddle River, New Jersey; p. 545: “Is Anything Private Anymore?” by Sean Flynn from Parade Magazine, Sept. 16, 2007. Copyright © 2007 by Sean Flynn. Used by permission of the author; p. 548: Welcome to the Electronic Jungle and a Life of Beeping Misery by Josh Freed from The Montreal Gazette, Aug 2, 2008. Copyright © 2008 by Josh Freed. Used by permission of the author; p. 556: Enayati, Amanda “My Relentless Pursuit of the Guy Who Robbed Me” Salon, Sept. 20, 2010. Used by permission of Foundry Media on behalf of Amanda Enayati.

Photos Page 4: Lynne Gaetz; p. 8: © 1999 by Arnie Levin The New Yorker Collection/The Cartoon Bank; p. 14: Violence Policy Center; p. 15: Lynne Gaetz; p. 33: Olga Khoroshunova/Fotolia; p. 34: Lynne Gaetz; p. 35 (tr): Alessandro Lai/Fotolia; p. 35 (b): Paco Ayala/Fotolia; p. 36: Dimitri Surkov/Fotolia; p. 37: Lamax/Fotolia; p. 38: Pominova/Fotolia; p. 41: Rabbit75 Fot/Fotolia; p. 49: IPics/ Fotolia; p. 54 (l): Igor Mojzes/Fotolia; p. 54 (lm): Brent Wong/ Fotolia; p. 54 (rm): Arekor/Fotolia; p. 54 (r): Mario Beauregard/ Fotolia; p. 58 (l): 20TH Century Fox TV/Album/Newscom; p. 58 (m): Universal Pictures/Everett Collection; p. 58 (r): Everett Collection; p. 59: Kilukilu/Fotolia; p. 65 (l): Yanik Chauvin/ Fotolia; p. 65 (m): Jens Ottoson/Fotolia; p. 65 (r): Volodymyr Shevchuk/Fotolia; p. 70 (l): Columbia Pictures/Album/Newscom;

p. 70 (m): American Broadcasting Companies, Inc; p. 70 (r): American Broadcasting Companies, Inc; p. 72: Iofoto/Fotolia; p. 77 (l): Zigzagmtart/Fotolia; p. 77 (m): Keisergala/Fotolia; p. 77 (r): Nilanjan/Fotolia; p. 82: Paramount/Everett Collection; p. 83: Felix Mizioznikov/Fotolia; p. 89 (l): Artstudio Pro/Fotolia; p. 89 (lm): Melking/Fotolia; p. 89 (r): Aleksandar Jocic/Fotolia; p. 89 (r): Aricica/Fotolia; p. 94: Eric Liebowitz/© The CW/courtesy Everett Collection; p. 95: Brocreative/Fotolia; p. 102 (l): Tyler Olson/Fotolia; p. 102 (m): Elnur/Fotolia; p. 102 (r): Elnur/Fotolia; p. 107: AF archive/ Alamy; p. 109: Jane/Fotolia; p. 116 (l): ErickN/Fotolia; p. 116 (m): Viperagp/Fotolia; p. 116 (r): David Smith/Fotolia; p. 121: AF archive/ Alamy; p. 123: Bst2012/Fotolia; p. 130 (l): Photos 12/Alamy; p. 130 (lm): Yuri Arcurs/Fotolia; p. 130 (m): WavebreakmediaMicro/Fotolia; p. 130 (r): Bst2012/Fotolia; p. 135: Sony Pictures Classics/The Everett Collection; p. 136: Draganica/Fotolia; p. 142 (l): Lulu Berlu/Fotolia; p. 142 (m): Axz 65/Fotolia; p. 142 (r): Thomas Launois/Fotolia; p. 147: Glen Wilson/Everett Collection; p. 148: Nancy Ney/Thinkstock; p. 154 (l): Kaponia Aliaksei/Fotolia; p. 154 (m): Kelly Marken/ Fotolia; p. 154 (r): Flashgun/Fotolia; p. 162 (l): AF Archive/Alamy; p. 162 (r): Fox Broadcasting Company/Album/Newscom; p. 165: Simone80/Fotolia; p. 186: Newscom; p. 188: Jc/Fotolia; p. 189: Yuri Arcurs/Fotolia; p. 233: Andres Rodriguez/Fotolia; p. 238: Pixelbliss/ Fotolia; p. 252: Andres Rodriguez/Fotolia; p. 258: ArenaCreative/ Fotolia; p. 260: Adbusters Media Foundation; p. 263: Scott Griessel/ Fotolia; p. 266: Smithore/Fotolia; p. 270: Semmickphoto/Fotolia; p. 273: Maksim Šmeljov/Fotolia; p. 275: Maxoidos/Fotolia; p. 278: Xof711/Fotolia; p. 279: Amy Myers/Fotolia; p. 282: Vetal1983/ Fotolia; p. 283: James Thew/Fotolia; p. 285: Jörg Hackemann/ Fotolia; p. 286: Andrew Bayda/Fotolia; p. 290: Fotolia; p. 291: Alex Timaios USA Photography/Alamy; p. 297: Photobank/Fotolia; p. 301: Andrii Oleksiienko/Fotolia; p. 305: Svedoliver/Fotolia; p. 309: Thomas Wanstall/The Image Works; p. 312: Akova/Fotolia; p. 314: CallallooAlexis/Fotolia; p. 320: Yuriy/Fotolia; p. 327: Morphart/ Fotolia; p. 331: ToroSeduto/Fotolia; p. 333: Thomas Jansa/Fotolia; p. 334: Jürgen Fälchle/Fotolia; p. 338: Jürgen Fälchle/Fotolia; p. 345: Storm/Fotolia; p. 346: Sergey Peterman/Fotolia; p. 353: ZUMA Press, Inc./Alamy; p. 355: Fotolia; p. 357: Xy/Fotolia; p. 361: Brian Jackson/ Fotolia; p. 370: Elena Kharichkina/Fotolia; p. 371: Eurobanks/ Fotolia; p. 373: Morphart/Fotolia; p. 376: Dmitry Pichugin/Fotolia; p. 389: RCH/Fotolia; p. 390: Vitaly Krivosheev/Fotolia; p. 392: Meryl/Fotolia; p. 394: Alexandr Kuliyev/Fotolia; p. 408: Jim/ Fotolia; p. 410: Atm2003/Fotolia; p. 422: Micheal Jung/Fotolia; p. 424: Yanik Chauvin/Fotolia; p. 426: Byheaven/Fotolia; p. 431: Ambrophoto/Fotolia; p. 433: Ruslan Gilmanshin/Fotolia; p. 435: Sixtus/Fotolia; p. 442: Nomad Soul/Fotolia; p. 456: Chrispo/Fotolia; p. 458: Pressmaster/Fotolia; p. 469: Bisli/Fotolia; p. 471: Codesyn/ Fotolia; p. 479: Paul Buck/EPA/Alamy; p. 484: Sergey Nivens/Fotolia; p. 490: Fotomatrix/Fotolia; p. 492: Karelnoppe/Fotolia; p. 503: Lakalla/Fotolia; p. 512: Danita Delimont Creative/Alamy; p. 513: Clearviewstock/Fotolia; p. 538: LianeM/Fotolia; p. 548: By Studio/ Fotolia; p. 549: Photo Dave/Fotolia; p. 551: Alexskopje/Fotolia; p. 559: James Steid/Fotolia.

Index

A a, 382 Abstract nouns, 381 Academic writing, research for, 233–34 according to, 256 Action verbs, 257 Active voice, 340, 342 Addresses, commas in, 465–66 Adjectives comparative, 416–21 defined, 410 past participles as, 343 placement of, 411 problems with, 411–12 superlative, 416–21 Adverbs comparative, 416–21 conjunctive, 269 defined, 289, 412 forms of, 413–14 frequency, 414–15 problems with, 415–16 in sentences, beginning with, 289 superlative, 416–21 “Advertising Appeals” (Solomon, Marshall, and Stuart), 542–45 ain’t, 359 along with, 362 American Psychological Association (APA), 242 American spelling, 445 an, 382 and, 396 Anecdotes, 153, 227 Annotations, 505 Antecedents, 400–401 Anthologies, citations in, 244 Antonyms, 126–27, 506 Apostrophes in contractions, 471–73 defined, 471

in expressions of time, 474–75 to show ownership, 473–74 Application letter, commas in, 467 Appositives with commas, 461 compound sentences with, 293–94 defined, 293 Argument, 149, 157. See also Argument essays; Argument paragraphs Argument essays, 227–32 checklist for, 232 conclusion in, 228 defined, 227 professional, 229–31 student, 228–29 supporting ideas for, 227 thesis statement in, 227–28 topic sentences in, 228 Argument paragraphs, 148–62 checklist for, 162 concluding sentences in, 149 considering both sides of the issue in, 156 errors in writing, 157 exploring topics for, 151 first draft for, 159 generalizations in, 157 paragraph plan for, 157–58 revising and editing, 159–60 supporting ideas in, 149, 153–57 topic sentences in, 149, 151–53 transitional expressions in, 159 visualizing, 154–55 Artificial breaks in paragraphs, 182 Assignments, understanding, 4 Associated meanings, 157 as well as, 362 at, 386 Audience, 5, 165 “Aunt Tee” (Angelou), 540–42 Autobiography, 60, 194

581

582 Index

B bad/badly, 416 be, 325–27, 359–60 “The Beeps” (Freed), 548–50 “Being a Hyphenated American” (Arafat), 508–10 be + past participles, 340–42 Body sentences of essays, 3, 164, 242–43 of paragraphs, 3, 16 Books, citations in, 244–45 Brainstorming, 9–10, 78, 115 British spelling, 445 Business letters, commas in, 465–68 by, 341

C Capitalization, 484–86 “The Case for Affirmative Action: An Open Letter to Five Justices” (Malcolm), 521–25 “The Catcher of Ghosts” (Tan), 525–28 Category, definition by, 99, 209 Cause and effect essays, 222–26 checklist for, 226 conclusion in, 224 professional, 224–26 student, 223–24 supporting ideas for, 223 thesis statement in, 222–23 topic sentences in, 223–24 Cause and effect paragraphs, 136–47 checklist for, 147 conclusion in, 137 exploring topics for, 138–40 first draft for, 144 paragraph plan for, 143–44 revising and editing, 145–46 supporting ideas in, 137, 141–43 topic sentences in, 137, 140–41 transitional expressions in, 144 visualizing, 142 Cause and effect writing, 137. See also Cause and effect essays; Cause and effect paragraphs Chicago Manual of Style (CMS), 242 Chronological order, 25 Circular reasoning, 37–38 Citations, 242–47. See also Works Cited page in anthologies, 244 in essays, 242–43 in-text, 242

parenthetical, 242 in written materials, 244–46 Citing sources. See Citations Classification charts, 113–14 Classification, defined, 110, 213. See also Classification essays; Classification paragraphs Classification essays, 213–18 checklist for, 218 conclusion in, 215 professional, 215–17 student, 214–15 supporting ideas for, 213–14 thesis statement in, 213–14 topic sentences in, 214 Classification paragraphs, 109–22 categories in, 111 checklist for, 122 classification charts for, 113–14 conclusion in, 110 exploring topics for, 112–14 first draft for, 117–18 paragraph plan for, 116–17 revising and editing, 118–20 supporting ideas in, 110, 116 topic sentences in, 110, 115–16 transitional expressions in, 117–18 visualizing, 116 Classification principle, 110 Clauses defined, 276 dependent, 276, 463–64 independent, 276, 314 nonrestrictive, 464–65 Clichés, 437–38 Clustering, 10–11 Cognates, 506 Coherence, revising for, 38–40, 183 Collective nouns, 364–65, 400 Colon (:), 486–87 Commas, 458–70 in addresses, 465–66 in application letter, 467 appositive with, 461 in business letters, 465–68 in complex sentences, 463–65 in complimentary closings, 466 in compound sentences, 462–63 in dates, 466 defined, 458 after dependent clauses, 463–64 after interrupting words/phases, 461–62 after introductory words/phases, 460–61 in nonrestrictive clauses, 464–65 in salutations, 466 in series, 459–60

Index 583

Comma splice, 305 Comparative adjectives, 416–21 Comparative adverbs, 416–21 Comparison and contrast essays, 218–22 checklist for, 222 conclusion in, 219 professional, 220–21 student, 219–20 supporting ideas for, 218–19 thesis statement in, 218–19 topic sentences in, 219 Comparison and contrast paragraphs, 123–35 checklist for, 135 conclusion in, 124 exploring topics for, 127–28 first draft for, 132 paragraph plan for, 130–32 patterns in, 124–27 purpose of, 124 revising and editing, 132–34 supporting ideas in, 124, 129–30 topic sentences in, 124, 128–29 transitional expressions in, 132 visualizing, 130 Comparisons. See also Comparison and contrast essays; Comparison and contrast paragraphs defined, 124, 218 parallel structure of words in, 315 pronouns in, 395 Complete subjects, 253 Complete verbs, 259 Complex sentences, 275–85 commas in, 463–65 defined, 276, 463 embedded questions in, 282–84 punctuation in, 278 relative pronouns in, 280–82 subordinating conjunctions in, 276–80 Complimentary closings, commas in, 466 Compound antecedents, 400 Compound nouns, 378, 474 Compound sentences, 263–74, 287–88 with appositives, 293–94 commas in, 462–63 coordinating conjunctions in, 264–67 defined, 264, 462 with past participle, 291–92 with present participle, 290–91 semicolons in, 267–69 simple vs., 263–64 transitional expressions in, 269–72

Compound subjects, 253 Compound verbs, 257 Concluding sentences. See Conclusions Conclusions in argument essays, 228 in cause and effect essays, 224 in cause and effect paragraphs, 137 in classification essays, 215 in classification paragraphs, 110 in comparison and contrast essays, 219 in comparison and contrast paragraphs, 124 defined, 180 in definition essays, 210 in definition paragraphs, 96 in descriptive essays, 200 in essays, 3, 164, 180–81 in illustration essays, 191 in illustration paragraphs, 50 in narrative essays, 196 in narrative paragraphs, 60 in paragraphs, 3, 16 in process essays, 205 in process paragraphs, 84 Conditional sentences, verbs in, 351–53 Confused words, commonly. See Spelling Conjunctions. See Coordinating conjunctions; Subordinating conjunctions Conjunctive adverbs, 269 Consistent verb tenses, 371–76 Consonants, doubling final, 445–48 Constructive criticism, 43 Context clues, 505–6 Contractions, 328, 471–73 Contrast, defined, 124, 218. See also Comparison and contrast essays; Comparison and contrast paragraphs Controlling idea, 18, 63, 75, 87, 98, 115, 167 Coordinating conjunctions, 264–67 could, 372 could of, 353–54 Count nouns, 380–82 “The Criminal Justice Process” (Fuller), 551–54

D Dangling modifiers, 428–31 Dates, commas in, 466 Definition, 98–99, 209. See also Definition essays; Definition paragraphs

584 Index Definition essays, 208–13 checklist for, 213 conclusion in, 210 defined, 208 professional, 210–12 student, 209–10 supporting ideas for, 209 thesis statement in, 208–9 topic sentences in, 210 Definition paragraphs, 95–108 checklist for, 108 conclusion in, 96 exploring topics for, 98 first draft for, 104–5 paragraph plan for, 103–4 revising and editing, 105–6 supporting ideas in, 96, 102–3 synonyms in, 98–101 topic sentences in, 96, 98–102 transitional expressions in, 104 visualizing, 102–3 Dependent-clause fragments, 301–2 Dependent clauses, 276, 463–64 Description, defined, 73. See also Descriptive essays; Descriptive paragraphs Descriptive essays, 198–203 checklist for, 203 conclusion in, 200 professional, 201–2 student, 199–201 supporting ideas for, 199 thesis statement in, 198, 200 topic sentences in, 200 Descriptive paragraphs, 72–82 checklist for, 82 exploring topics for, 75 first draft for, 79–80 paragraph plan for, 79 revising and editing, 80–81 sensory details in, 77–78 supporting ideas in, 73, 76–78 telling vs. showing in, 77 topic sentences in, 73, 75–76 transitional expressions in, 79–80 visualizing, 76–77 Determiners, 382–85 Developing stage of writing, 15–33 checklist for, 33 defined, 15 first draft in, 31 narrowing of topic in, 16–18 paragraph plan in, 28–31 supporting ideas in, 23–28 topic sentence in, 18–23 Dictionary, 245, 506–7

Difficult words, 505–7 Direct quotations, 194, 241, 288 do, 326–27, 359–60 Dominant impression, 73, 199 Double negatives, 330–31 Doubling final consonants, 446–48 during, 386 DVDs, citations in, 246

E -e, 445 E-books, citations in, 245 -ed, 411–12 Editing. See also Revising and editing defined, 34, 182 for errors, 42–44 of essay, 499–500 of formal letter, 497–99 of paragraphs, 495, 496–97 peer feedback and, 43–44 tips for, 42–43 of workplace memo, 496 Effects, short- or long-term, 223 ei, 443 Ellipsis marks (. . .), 488 Embedded questions, 282–84 Emotional arguments, 157 Emphatic order, 25–26, 141 Encyclopedia, citations in, 245 English, 321 -er, 417, 419 Errors, editing for, 42–44 -es, 377, 444–45 ESL Teaching Tip on adjectives and adverbs, 134, 411–12, 414, 416, 419 on apostrophes, 472, 475 on argument paragraphs, 152 on associated meanings, 157 on be, 360 on brainstorming, 78 on business letters, 465–66 on capitalization, 485, 491 on cause and effect paragraphs, 147 on circular reasoning, 37 on classification charts, 113 on clichés, 437 on cognates, 506 on compound sentences, 288 on conjunctions, 264, 277, 280 on considering both sides of the issues, 156 on contractions, 472 on could, 372

Index 585

on definition paragraphs, 107 on determiners, 383 on doubling final consonants, 446 on exploring topics, 127 on figurative speech, 199 on fragments, 301 on freewriting, 8 on gerunds, 253, 299 on his or her, 394 on ie or ei, 443 on indefinite pronouns, 363 on infinitives, 258, 330 on linear arguments, 154 on modifiers, 425, 432 on negatives, 328 on nouns, 379, 381 on paragraph plan, 131 on paragraph structure, 16 on parallel structure, 319 on past participles, 335 on persons vs. people, 378 on prefixes, 444 on prepositions, 255, 385–86 on pronouns, 393, 397, 399, 409 on punctuation marks, 491 on questions, 328, 365 on quotation marks, 476 on sentences, 296 on slang, 438 on space order, 25 on spelling, 449, 457 on standard American English, 438 on subjects, 254, 405 on subject–verb agreement, 322, 358–59 on suffixes, 444 on synonyms, 100, 241 on there, 365 on time markers, 337 on time order, 25 on topic sentences, 20, 75 on transitional expressions, 39, 269 on verbs, 257, 283, 347, 355–56 on verb tenses, 259, 321, 323–25, 336, 338, 360, 375 on vivid language, 78 on which, 281 on would, 372 Essay Links on argument paragraphs, 149 on cause and effect paragraphs, 140 on classification charts, 117 on classification paragraphs, 110, 115 on comparison and contrast patterns, 125 on concluding sentences, 29

on controlling idea, 63, 75, 87, 98, 115 on definition paragraphs, 98 on descriptive paragraphs, 73 on developing stage of essays, 15 on illustration paragraphs, 50 on narrative paragraphs, 60 on narrowing of topics, 17 on paragraph plan, 28, 55, 66, 79, 90, 103, 131, 143 on process paragraphs, 84 on revising and editing, 35, 36, 41 on sensory details, 77 on supporting ideas, 23, 25, 66, 103, 131, 153 on thesis statement, 63, 66, 75, 79, 87, 90, 98, 103, 115, 131, 140, 143 on titles, 184 on topic sentence, 18, 21, 52, 88, 128, 131 on transitional expressions, 38 Essay plans for essay, 173–76 formal, 174–75 Essays. See also Professional essays; Student essays; specific types of argument, 227–32 body sentences of, 3, 164, 242–43 cause and effect, 222–26 characteristics of, 3 checklist for, 188 classification, 213–18 comparison and contrast, 218–22 conclusion of, 3, 164, 180–81 defined, 163 definition, 208–13 descriptive, 198–203 editing of, 499–500 exploring topics for, 165–67 final draft for, 185–86 first draft for, 182 illustration, 190–93 introduction in, 3, 164, 177–80 narrative, 194–98 narrowing of topics for, 165–67 patterns in, 189–232 (See also specific types of essays) process, 203–8 research, 247–48 research for enhancing, 233–49 revising and editing, 182–84, 188 supporting ideas in, 170–73 thesis statement in, 3, 164, 167–70 title of, 164, 184–85 unity in, 171 Works Cited page for, 243–44 writing, 165–88

586 Index -est, 417 Exact language. See Vocabulary Exaggerated claims, 157 Examples, defined, 153 Exclamations, 288–89 Explanatory fragments, 300–301 Exploring stage of writing, 4–14 audience in, 5 checklist for, 14 defined, 4 exploring strategies in, 8–12 journals for, 12 purpose of, 5–6 topic in, 5 writing portfolios for, 12 Exploring strategies, 8–12 brainstorming as, 9–10 clustering as, 10–11 freewriting as, 8–9 questioning as, 10 Exploring topics. See also Topics for cause and effect paragraphs, 138–40 for classification paragraphs, 112–14 for comparison and contrast paragraphs, 127–28 for definition paragraphs, 98 for descriptive paragraphs, 75 for essays, 165–67 for illustration paragraphs, 52 for narrative paragraphs, 61–63 for process paragraphs, 86–87

F Facts, defined, 153, 227 “Fads” (Locher), 510–13 few, 383 fewer, 419 Figurative speech, 199 Films, citations in, 246 Final draft, 44–45, 185–86 First draft for cause and effect paragraphs, 144 for classification paragraphs, 117–18 for comparison and contrast paragraphs, 132 for definition paragraphs, 104–5 for descriptive paragraphs, 79–80 in developing stage of writing, 31 for essays, 182 for illustration paragraphs, 55–56 for narrative paragraphs, 67–68 for process paragraphs, 91 of writing, 31 First-person narration, 60, 62, 194 Focused prewriting, 8

for, 386 Formal essay plan, 174–75 Formal letter, editing of, 497–99 Fragments, 297–304 defined, 298 dependent-clause, 301–2 explanatory, 300–301 with -ing or to, 299–300 phrase, 298 Freewriting, 8–9 Frequency adverbs, 414–15 -ful, 411, 443 Fused sentences, 305

G General prewriting, 8 Gerunds, 253, 349–51. See also -ing “Gone with the Windows” (Nixon), 516–18 gonna, 348–49 good, 416 gotta, 348–49 Grammar concepts on adjectives and adverbs, 410–23 on apostrophes, 471–75 on capitalization, 484–86 on colon, 486–87 on commas, 458–70 on complex sentences, 275–85 on compound sentences, 263–74 on determiners, 382–85 on editing, 492–500 on ellipsis marks, 488–89 on exact language, 433–41 (See also Vocabulary) on fragments, 297–304 on hyphens, 487–88 importance of, 250 on modifiers, 424–33 on nouns, 376–82 on parallel structure of words, 312–19 on past participles, 334–45 on prepositions, 385–89 on pronouns, 392–409 on quotation marks, 476–78 on run-on sentences, 305–11 on sentence variety, 286–96 on simple sentences, 252–62 on spelling, 442–57 on subject–verb agreement, 357–70 on titles, punctuation in, 478–81 on verb forms, 346–56 (See also Verbs) on verb tenses, 320–33, 371–76

Index 587

Grammar Hints on adjectives and adverbs, 134 on affect vs. effect, 139 on complete sentences, 57 on embedded questions, 160 on modifiers, 81 on parallel structure of words, 119 on pronouns, 92 on quotations, 69, 243 on semicolons, 99 Grammar Links on active voice, 314 on adverbs, 259 on apostrophes, 394 on clauses, 397 on collective nouns, 400 on commonly confused words, 324, 417 on complex sentences, 287 on compound sentences, 287 on editing, 42 on linking verbs, 343 on noncount nouns, 420 on passive voice, 314 on past participles, 292, 335 on punctuation, 281 on quotations, 194, 241, 289, 488 on revising and editing, 57, 69, 81, 92, 106, 119, 133, 146, 160 on transitional expressions, 39 on verb tenses, 321, 323, 324, 358, 361

H had + past participles, 338–39 have, 326–27, 359–60 have/has + past participles, 336–38 help, 358 Helping verbs, 258–60 here, 254, 365 Hints on according to, 256 on adjectives and adverbs, 271, 413, 420, 487 on along with, 362 on apostrophes, 475 on appositives, 293, 435 on argument paragraphs, 152 on arguments, 150, 227 on as well as, 362 on audience, 5, 97 on be, 359 on by, 341 on capitalization, 485 on circular reasoning, 154–55

on citations, 242 on classification charts, 113, 117 on classification essays, 213 on cognates, 506 on commands, 204 on commas, 267, 289, 459, 461 on complex sentences, 276, 278 on compound sentences, 265, 287 on conclusions, 30, 181 on conditional sentences, 352 on conjunctions, 280 on consistent voice, 314 on constructive criticism, 43 on contractions, 472 on could, 372 on definition essays, 209 on dictionaries, 442, 507 on dominant impressions, 76 on effects, short- or long-term, 223 on emphatic order, 26 on -es, 377 on exploring strategies, 8, 12 on figurative speech, 199 on -ful, 443 on his or her, 394 on imagery, 434 on infinitives, 258 on -ing, 299 on interrupting phrases, 366 on main ideas, 504 on making a point, 87, 100, 115 on modifiers, 426–27, 429 on narrowing of topics, 17, 166 on negatives, 328 on nouns, 379 on numbers, writing of, 466 on of the, 402 on paragraph plan, 29, 90, 117 on paragraph structure, 16 on passive voice, 342, 343 on past/passed, 324 on peer feedback, 43 on persons vs. people, 378 on plagiarism, 238–39 on police, 364 on prepositional phrases, 255 on pronouns, 395, 399, 406 on questions, 283, 328 on quotation marks, 477 on quotations, 194, 227, 241, 288 on research, 156 on semicolons, 268 on sexist language, 403 on slang, 438 on sources, 236 on spelling, 45, 445, 448, 449, 451 on stop, 350

588 Index Hints (cont.) on subjects, 253, 405 on supporting ideas, 24, 41, 88 on that, 281, 464 on thesis statement, 168, 177, 204 on time markers, 337 on titles, 185, 479 on topic sentences, 21, 61, 87 on transitional expressions, 39 on unity in paragraphs, 182 on verbs, 298, 330, 347 on verb tenses, 321, 323 on vocabulary, 45 on Web sites, 235 on which, 281, 464 on who/whom, 397, 464 on Works Cited page, 244 on would, 372 his or her, 394 “How Spies Are Caught,” 554–56 hyphen (-), 487–88

I ie, 443 Illustration, defined, 50. See also Illustration essays; Illustration paragraphs Illustration essays, 190–93 checklist for, 193 conclusion in, 191 professional, 192–93 student, 190–91 supporting ideas in, 190 thesis statement in, 190 topic sentences in, 191 Illustration paragraphs, 49–58 checklist for, 58 conclusion in, 50 exploring topics for, 52 first draft for, 55–56 paragraph plan for, 54–55 revising and editing, 56–57 supporting ideas in, 53–54 supporting sentences in, 50 topic sentences in, 50, 52–53 transitional expressions in, 55–56 visualizing, 53–54 Imagery, 73 Indefinite pronouns, 363–64, 402–4 Independent clause, 276, 314 Indirect quotations, 194 Inferences, 504 Infinitives, 349–51, 350–51 Information gathering, 234–36

-ing, 253, 299, 346–48, 411–12. See also Gerunds fragments with, 299–300 subjects as, 299 Internet, 235–36 Interrupting phrases, 461–62 subject–verb agreement for, 366–68 Interrupting words, 461–62 subject–verb agreement for, 366–68 between verbs, 259 In-text citations, 242 Introduction in essay, 3, 164, 177–80 lead-in for, 177 styles of, 177 Introductory paragraphs, 177. See also Introduction Introductory phases, 460–61 Introductory words, 460–61 Irregular plural nouns, 377–79 Irregular simple past tense verbs, 324–27 Irregular verbs, 322, 335 “Is Anything Private Anymore?” (Flynn), 545–48 “It’s Class, Stupid!” (Rodriguez), 518–21

J Journal of the American Medical Association, 153 Journals, 12

L Language, 403, 434–35. See also Vocabulary Lead-in for introduction, 177 less, 419 -less, 411 Library, information gathering at, 234–35 Linking verbs, 257 Links in paragraphs, 183 little, 383 Logical consequences, 153, 227 Look-alike words, spelling of, 451–55

M Magazines, citations in, 245 Main idea, reading strategies on, 504 Main verbs, 258

Index 589

Making a point in sentences, 64, 87, 100, 115 many, 383 Metaphors, defined, 199 Misplaced modifiers, 425–27. See also Modifiers Misspelled words, 449–51. See also Spelling Modal auxiliaries, 258 Modern Language Association (MLA) styles, 97, 238, 242, 478 for research essay, 246–48 Modifiers, 424–33 dangling, 428–31 defined, 424 limiting, 425 misplaced, 425–27 past participle, 425 prepositional phrase, 425 present participle, 425 more, 417, 419 “Mother Nature’s Melting Pot” (Raffles), 537–40 much, 383 Multiple subjects, subject–verb agreement for, 362 “Musicophilia” (Sacks), 531–34 “My Relentless Pursuit” (Enayati), 556–60 MyWritingLab™. See Writer’s Journal (MyWritingLab™); Writer’s Room (MyWritingLab™)

N Narration, 60, 194. See also Narrative essays; Narrative paragraphs Narrative essays, 194–98 checklist for, 198 conclusion in, 196 professional, 196–97 student, 195–96 supporting ideas in, 194 thesis statement in, 194–95 topic sentences in, 195 Narrative paragraphs, 59–71 checklist for, 71 conclusion in, 60 exploring topics for, 61–63 first draft for, 67–68 paragraph plan for, 66–67 revising and editing, 68–69 supporting ideas in, 60, 65–66 topic sentences in, 60, 63–65 transitional expressions in, 67

types of, 60–61 visualizing, 65–66 Narrowing of topic in developing stage of writing, 16–18 for essays, 165–67 Negation, definition by, 99, 209 Negatives, simple past tense verbs for, 328–30 Newspaper articles, citations in, 245 Noncount nouns, 380–82 Nonrestrictive clauses, 464–65 Nonstandard English, 321 Nonstandard verbs, 348–49, 353–54 Nouns, 376–82 abstract, 381 compound, 378, 474 count, 380–82 determiners for, 382–85 noncount, 380–82 plural, 376–80 singular, 376–80 Numbers, pronouns shifts in, 406

O Objective pronouns, 393 of the, 402 Online materials, citations for, 245–46 Opening words, 289–90 Opposition, answering the, 153–54, 227 or, 396 Outline. See Essay plans; Paragraph plans Oversimplifying, 142 Ownership, apostrophes to show, 473–74

P Paragraph Links on argument essays, 227, 231 on cause and effect essays, 222, 226 on classification essays, 213, 217 on comparison and contrast essays, 218, 222 on definition essays, 208, 212 on descriptive essays, 198, 203 on illustration essays, 193 on narrative essays, 194, 198 on process essays, 203, 208 on supporting ideas, 227 on thesis statements, 190

590 Index Paragraph plans, 28–31 for cause and effect paragraphs, 143–44 for classification paragraphs, 116–17 for comparison and contrast paragraphs, 130–32 for concluding sentences, 29–31 for definition paragraphs, 103–4 for descriptive paragraphs, 79 in developing stage of writing, 28–31 for illustration paragraphs, 54–55 for narrative paragraphs, 66–67 for process paragraphs, 90–91 Paragraphs. See also specific types of argument, 148–62 artificial breaks in, 182 body sentences in, 3, 16 cause and effect, 136–47 characteristics of, 3 classification, 109–22 comparison and contrast, 123–35 conclusions in, 3, 16 defined, 47 definition, 95–108 descriptive, 72–82 editing of, 495, 496–97 illustrative, 49–58 introductory, 177 (See also Introduction) links in, 183 narration, 59–71 patterns, 148–62 (See also specific types of paragraphs) process, 83–94 rambling, 182 structure of, 16 supporting ideas in, 3, 36 topic sentence in, 3, 16 unity in, 23, 35 Parallel structure of words, 312–19 in comparisons, 315 defined, 312 identifying faulty, 313–17 in independent clauses, 314 in series, 313 Paraphrasing, 238–41 Parenthetical citations, 242 passed/past, 324 Passive voice, 340–42 Past participles, 334–45 as adjective, 343 be +, 340–42 compound sentences with, 291–92 defined, 291, 334–35 had +, 338–39 have/has +, 336–38

modifiers in, 425 to form passive voice, 340–42 to form past perfect tenses, 338–39 to form present perfect tenses, 336–38 Past perfect tense verbs, 338–39 Peer feedback, 43–44 Periodicals, citations in, 245 Person, 406 Personification, 199 persons vs. people, 378 Phrase, defined, 255 Phrase fragments, 298 Plagiarism, 156, 238–39 Plural nouns, 376–80 irregular, 377–79 key words for, 379–80 possessive, 473–74 Plural subjects, 253 Point by point pattern for comparison and contrast, 125, 218 Point of view, 60, 194, 406 police, 364 Portfolios, 12 Possessive compound nouns, 474 Possessive plural nouns, 473–74 Possessive pronouns, 393–94 Possessive singular nouns, 473 Prefixes, 443–43. See also Suffixes Prepositional phrases. See also Prepositions defined, 255, 289 modifiers in, 425 in simple sentences, 255–57 Prepositions, 385–89 commonly confused, 386–88 defined, 255, 385 expressions containing, 388–89 pronouns in, 396 in sentences, beginning with, 289 Present participles, 290–91, 425 Present perfect tense verbs, 336–38, 360 Previewing, reading strategies on, 503–4 Prewriting, 8. See also Exploring strategies Process, defined, 84, 203. See also Process essays; Process paragraphs Process essays, 203–8 checklist for, 208 conclusion in, 205 professional, 206–7 student, 204–5 supporting ideas in, 204 thesis statement in, 204 topic sentences in, 205

Index 591

Process paragraphs, 83–94 checklist for, 94 conclusion in, 84 exploring topics for, 86–87 first draft for, 91 paragraph plan for, 90–91 revising and editing, 91–93 supporting ideas in, 84, 88–89 topic sentences in, 84, 87–88 transitional expressions in, 91 types of, 84 visualizing, 89 Professional essays for arguments, 229–31 for cause and effect, 224–26 for classification, 215–17 for comparison and contrast, 220–21 for definition, 210–12 for descriptive, 201–2 for illustration, 192–93 for narrative, 196–97 for process, 206–7 Progressive tense verbs, 346–48 Pronouns, 253, 392–409 with and, 396 antecedents and, 400–401 in comparisons, 395 defined, 392 indefinite, 363–64, 402–4 objective, 393 with or, 396 possessive, 393–94 in prepositions, 396 reflexive, 399–400 relative, 280–82, 397–98 shifts in, 406–7 subjective, 393 vague, 404–5 Punctuation in complex sentences, 278 of quotations, 288 in series, 459 in titles, 478–81 Purpose, defined, 165

Q Questions embedded, 282–84 as exploring strategy, 10 rhetorical, 288 sentence variety with, 288–89 simple past tense verbs for, 328–30 verbs in, 259, 365

Quotation marks, 476–77 Quotations defined, 238 direct, 194, 241, 288 indirect, 194 punctuation of, 288 quotation marks inside, 477 research and, 241–42 sentence variety with, 288–89

R Radio, citations in, 246 Rambling paragraphs, 182 Reading Links on dictionaries, 443 on legal issues, 457 on plagiarism, 156 on workplace issues, 491 Reading selections “Advertising Appeals” (Solomon, Marshall, and Stuart), 542–45 “Aunt Tee” (Angelou), 540–42 “The Beeps” (Freed), 548–50 “Being a Hyphenated American” (Arafat), 508–10 “The Case for Affirmative Action: An Open Letter to Five Justices” (Malcolm), 521–25 “The Catcher of Ghosts” (Tan), 525–28 “The Criminal Justice Process” (Fuller), 551–54 “Fads” (Locher), 510–13 “Gone with the Windows” (Nixon), 516–18 “How Spies Are Caught,” 554–56 “Is Anything Private Anymore?” (Flynn), 545–48 “It’s Class, Stupid!” (Rodriguez), 518–21 “Mother Nature’s Melting Pot” (Raffles), 537–40 “Musicophilia” (Sacks), 531–34 “My Relentless Pursuit” (Enayati), 556–60 “The Sanctuary of School” (Barry), 528–31 “This Boat Is My Boat” (Taylor), 513–16 “Why We Make Mistakes” (Hallinan), 534–37

592 Index Reading strategies, 503–7 on main idea, 504 on previewing, 503–4 on supporting ideas, 504–5 on understanding difficult words, 505–7 for writing, 507 Redundancy in vocabulary, 435–36 Reflect On It on adjectives and adverbs, 421 on apostrophes, 481–82 on argument paragraphs, 161 on capitalization, 489 on cause and effect paragraphs, 146 on classification paragraphs, 120 on commas, 468–69 on comparison and contrast paragraphs, 134 on complex sentences, 284 on compound sentences, 272 on definition paragraphs, 106 on descriptive paragraphs, 81 on determiners, 390 on developing stage of writing, 32 on essays, 187 on exploring stage of writing, 12–13 on fragments, 302 on illustration paragraphs, 57 on modifiers, 431 on narrative paragraphs, 69–70 on nouns, 390 on parallel structure, 317 on past participles, 344 on prepositions, 390 on process paragraphs, 93 on pronouns, 407 on punctuation, 489 on quotation marks, 481–82 on research, 249 on revising and editing stage, 45 on run-ons, 310 on sentence variety, 294 on simple sentences, 260–61 on spelling, 455 on subject–verb agreement, 368 on titles, 481–82 on verbs, 354 on verb tenses, 332, 373–74 on vocabulary, 439 Reflexive pronouns, 399–400 Regular simple past tense verbs, 323–24 Regular verbs, 322, 335 Relative pronouns, 397–98 in complex sentences, 280–82 Research, 233–49 for academic writing, 233–34 defined, 233

information gathering and, 234–36 paraphrasing, 238–41 quoting, 241–42 sources for, 236–38, 242–47 summarizing, 238–41 Research essay, MLA style for, 247–48 Research Links, 227, 238 Revising. See also Revising and editing circular reasoning and, 37–38 for coherence, 38–40, 183 defined, 34, 182 for style, 41–42, 183 for supporting ideas, 36–38, 182 transitional expressions and, 38–40 for unity, 35, 182 Revising and editing, 34–46. See also Editing; Revising of cause and effect paragraphs, 145–46 checklist for, 46 of classification paragraphs, 118–20 of comparison and contrast paragraphs, 132–34 defined, 34 of definition paragraphs, 105–6 of descriptive paragraphs, 80–81 of essays, 182–84, 188 of final draft, 44–45 of illustration paragraphs, 56–57 of narrative paragraphs, 68–69 of process paragraphs, 91–93 Run-on sentences, 305–11 correcting, 306–10 defined, 305 types of, 305

S -s, 444–45 Salutations, commas in, 466 “The Sanctuary of School” (Barry), 528–31 -self/-selves, 399–400 Semicolons, 267–69 Sensory details, 77–78 Sentences. See also Sentence variety; specific types of adverbs in, beginning with, 289 complex, 275–85 compound, 263–74, 287–88 conditional, 351–53 defined, 252 fragments of (See Fragments) fused, 305 making a point in, 64 prepositions in, beginning with, 289 run-on, 305–11

Index 593

simple, 252–62 topic, 18–23 Sentence variety, 286–96. See also Compound sentences defined, 286 with exclamation, 288–89 opening words and, 289–90 with questions, 288–89 with quotations, 288–89 Series, 313, 459–60 Sexist language, 403 should of, 353–54 Showing vs. telling, 77 Similes, 199 Simple past tense verbs, 322–30 agreements for, 360 contractions in, 328 defined, 322 irregular, 324–27 for negatives, 328–30 for questions, 328–30 regular, 323–24 time markers for, 337 Simple present tense verbs, 321–22, 358–60 Simple sentences, 252–62 compound vs., 263–64 defined, 252 helping verbs in, 258–60 prepositional phrases in, 255–57 subjects in, 252–55 verbs in, 257–58 Simple subjects, 253 since, 386 Singular nouns, 376–80 key words for, 379–80 possessive, 473 Singular subjects, 253 Slang, 438–39 Sound-alike words, spelling of, 451–55 Sound recordings, citations in, 246 Sources citing (See Citations) keeping track of, 238 for research, 236–38, 242–47 Space order, 26–27 Speech, parts of, 261 Spelling, 442–57 American, 445 British, 445 commonly misspelled words and, 449–51 of look-alike and sound-alike words, 451–55 rules for, 442–48 of two-part words, 447 Spelling checker tool, 451

Standard American English, 321, 438–39 Statistics, defined, 153, 227 stop, 350 Strategies for writing. See Exploring strategies Student essays on argument, 228–29 on cause and effect, 223–24 on classification, 214–15 on comparison and contrast, 219–20 on definition, 209–10 on descriptive, 199–201 on illustration, 190–91 on narrative, 195–96 on process, 204–5 Style, revising for, 41–42, 183 Subjective pronouns, 393 Subjects. See also Topics complete, 253 compound, 253 defined, 252 as -ing, 299 plural, 253 simple, 253 in simple sentences, 252–55 singular, 253 special problems with, 254–55 after subordinating conjunctions, 280 unstated, 254–55 Subject–verb agreement, 357–70 for collective nouns, 364–65 defined, 357 for indefinite pronouns, 363–64 for interrupting words/phrases, 366–68 for multiple subjects, 362 rules for, 357–61 for verbs before subjects, 365–66 Subordinating conjunctions in complex sentences, 276–80 defined, 276, 463 meanings of, 277–80 subjects after, 280 Subordinators, defined, 271 Suffixes, 443–46. See also Prefixes Summarizing, 238–41 Superlative adjectives, 416–21 Superlative adverbs, 416–21 Supporting ideas, 23–28. See also Supporting sentences in argument essays, 227 in cause and effect essays, 223 in cause and effect paragraphs, 137, 141–43 in classification essays, 213–14 in classification paragraphs, 110, 116 in comparison and contrast essays, 218–19

594 Index Supporting ideas (cont.) in comparison and contrast paragraphs, 124, 129–30 in definition essays, 209 in definition paragraphs, 96, 102–3 in descriptive essays, 199 in descriptive paragraphs, 73, 76–78 in developing stage of writing, 23–28 in essays, 170–73 generating, 23–25, 171–72 in illustration essays, 190 in illustration paragraphs, 53–54 in narrative essays, 194 in narrative paragraphs, 60, 65–66 organizing, 25–28, 172–73 in paragraphs, 3, 36 in process essays, 204 in process paragraphs, 84, 88–89 reading strategies on, 504–5 revising for, 36–38, 182 Supporting sentences, 50. See also Supporting ideas Synonyms, 506 definition by, 98–99, 209 in definition paragraphs, 98–101

T Teaching Tips on active voice, 342 on adjectives and adverbs, 134, 410–13, 418–23 on ain’t, 359 on antonyms, 126–27 on apostrophes, 471–72, 475, 481–83 on application letters, 467 on argument essays, 229, 232 on argument paragraphs, 148–50, 157, 161–62 on audience, 5, 6–7 on bad/badly, 416 on brainstorming, 9, 50, 88, 102, 121, 172 on business letters, 466 on capitalization, 484–85, 489–91, 493 on categories, 101, 209 on cause and effect essays, 224 on cause and effect paragraphs, 136–38, 146–47 on citations, 243 on classification charts, 113–14 on classification essays, 215 on classification paragraphs, 109–11, 120–22 on clauses, 282 on clichés, 437

on clustering, 10 on collective nouns, 364, 401 on commas, 458–60, 463–64, 468–70 on comparison and contrast essays, 218–20 on comparison and contrast paragraphs, 123–26, 135 on complete sentences, 298 on complete verbs, 259 on complex sentences, 275–76, 284–85, 287 on compound sentences, 263, 265, 271–74, 287 on concluding sentences, 30–31 on conclusions, 181 on conditional sentences, 352 on considering both sides of the issue, 156 on constructive criticism, 43 on coordinating conjunctions, 267 on dangling modifiers, 428–30 on definition essays, 210 on definition paragraphs, 95–97, 106, 108 on descriptive essays, 201–2 on descriptive paragraphs, 72–74, 81–82 on determiners, 382–84, 390–91 on developing stage of writing, 32–33 on double negatives, 331 on doubling final consonant, 447 on editing, 42–43, 492, 500 on ellipsis marks, 488 on embedded questions, 283 on emphatic order, 26 on essay plans, 174–76 on essays, 187–88 on exploring stage of writing, 12, 13 on exploring topics, 52, 61–63, 75, 86, 98, 127, 139–40, 151 on figurative speech, 199 on final draft, 186 on first draft, 31, 67 on first-person narration, 62 on fragments, 297–98, 304 on freewriting, 9 on fused sentences, 306 on gerunds, 350–51 on good/well, 416 on grammar, 253 on illustration essays, 192 on illustration paragraphs, 49, 51–52, 57 on indefinite nouns, 402 on infinitives, 350–51 on informal writing, 4 on information gathering, 234

Index 595

on introductory words, 460 on journals, 12 on lead-in for introduction, 177 on look-alike words, 451, 453 on MLA style guidelines, 97, 246, 478 on modifiers, 424–26, 431–32 on narrative essays, 194, 196 on narrative paragraphs, 59, 60, 69 on narrowing of topic, 17, 166 on negation, 101, 209 on nonprogressive verbs, 347 on nonstandard verbs, 348–49, 353 on nouns, 376–77, 390–91 on paragraph plans, 29, 55, 67, 79, 90–91, 104, 117, 131, 143–44, 158 on paragraph structure, 16 on parallel structure, 312–13, 317–19 on paraphrasing, 238, 240 on parts of speech, 261 on passive voice, 340, 342 on past participles, 334, 336, 344–45 on past perfect tense verbs, 339 on past progressive tense verbs, 323 on peer feedback, 43 on portfolios, 12 on prefixes, 118, 443 on prepositions, 260–61, 389, 390–91 on present participles, 291 on present tense verbs, 359 on process essays, 206 on process paragraphs, 83–84, 93–94 on pronouns, 253, 392–93, 395–96, 407, 409 on punctuation, 489–91 on questioning, 10 on quotation marks, 476–77, 481–83 on quotations, 238 on reading strategies, 507 on research, 234, 249 on research essay, 248 on revising and editing, 45–46, 56–57, 68–69, 80, 92, 105, 119, 133, 145, 159, 182 on roots, 118 on run-on sentences, 92, 305–6, 310–11 on semicolons, 268 on sentence variety, 286, 289, 294–96 on sexist language, 403 on simple sentences, 254, 260–62 on slang, 438–39 on sound-alike words, 451, 453 on sources, 236–37 on spelling, 442, 448–49, 455–57 on subjects, 252 on subject–verb agreement, 357–58, 368–70 on subordinating conjunctions, 277

on suffixes, 118, 443 on summarizing, 238, 241 on supporting ideas, 24–25, 28, 35, 67, 88, 142, 153–55, 158, 170, 172, 174, 176 on synonyms, 99–100, 101, 209 on telling vs. showing, 77 on that, 281 on thesaurus, 101 on thesis statements, 168, 172, 180, 190, 204 on third-person narration, 62 on titles, 478, 481–83 on topics, 5 on topic sentences, 18–22, 53, 64, 88, 102, 115, 129, 141, 151 on transitional expressions, 39–40, 79 on verbs, 346–47, 354, 356 on verb tenses, 320, 322, 332–33, 341, 371–75 on vivid language, 78, 434 on vocabulary, 433, 435, 439–41 on Web sites, 235 on which, 281, 398 on who/whom, 281, 397 on Works Cited page, 244, 246 Technology Links on editing, 42 on freewriting, 9 on supporting ideas, 24 on topic sentences, 20 TECH Teaching Tips on adjectives and adverbs, 423 on apostrophes, 482 on argument paragraphs, 157 on brainstorming, 115 on capitalization, 490 on classification paragraphs, 112, 115 on commas, 470 on comparison and contrast patterns, 126 on compound sentences, 271, 274 on definition paragraphs, 97 on determiners, 391 on editing, 43 on embedded questions, 283 on fragments, 301, 302 on helping verbs, 259 on irregular verbs, 327 on modifiers, 431 on narrative paragraphs, 68 on nouns, 391 on paragraph plan, 57, 91 on parallel structure, 313, 318 on past participles, 292, 345 on prepositions, 391 on pronouns, 408

596 Index TECH Teaching Tips (cont.) on punctuation, 490 on quotation marks, 482 on run-on sentences, 311 on sentence variety, 295 on sexist language, 403 on titles, 482 on verbs, 355 on verb tenses, 333 on vocabulary, 440 Television, citations in, 246 Telling vs. showing, 77 that, 281, 367–68, 383, 397–98, 464 the, 382, 420 the most, 417 there, 254, 365 Thesaurus, 101 these, 383 Thesis statement, 63, 66, 75, 79, 87, 90, 98, 103, 115, 131, 140, 143 in argument essays, 227–28 in cause and effect essays, 222–23 characteristics of good, 167 in classification essays, 213–14 in comparison and contrast essays, 218–19 controlling idea in, 167 defined, 167 in definition essays, 208–9 in descriptive essays, 198, 200 in essays, 3, 164, 167–70 in illustration essays, 190 in narrative essays, 194–95 in process essays, 204 supporting ideas for, 168 writing effective, 167–68 Third-person narration, 60, 194 Third-person singular form, 358 this, 383 “This Boat Is My Boat” (Taylor), 513–16 those, 383 Time, expressions of, 474–75 Time markers, 337 Time order, 25 Titles capitalizing, 478–81 descriptive, 184 of essays, 164, 184–85 related to writing pattern, 185 to, 299–300, 386 Topic by topic pattern for comparison and contrast, 125, 219 Topics. See also Exploring topics; Subjects; Topic sentences defined, 165 exploring (See Exploring stage of writing) narrowing of, 16–18

Topic sentences, 18–23 in argument essays, 228 in cause and effect essays, 223–24 in cause and effect paragraphs, 137, 140–41 in classification essays, 214 in classification paragraphs, 110, 115–16 in comparison and contrast essays, 219 in comparison and contrast paragraphs, 124, 128–29 in definition essays, 210 in definition paragraphs, 96, 98–102 in descriptive essays, 200 in descriptive paragraphs, 73, 75–76 in developing stage of writing, 18–23 identifying, 19–20 in illustration essays, 191 in illustration paragraphs, 50, 52–53 in narrative essays, 195 for narrative paragraphs, 60, 63–65 in paragraphs, 3, 16 in process essays, 205 in process paragraphs, 84, 87–88 writing effective, 20–23 Transitional expressions, 25, 38–40 in cause and effect paragraphs, 144 in classification paragraphs, 117–18 in comparison and contrast paragraphs, 132 in compound sentences, 269–72 defined, 269 in definition paragraphs, 104 in descriptive paragraphs, 79–80 in illustration paragraphs, 55–56 in narrative paragraphs, 67 in process paragraphs, 91 revising and, 38–40 Transitional words. See Transitional expressions Two-part words, spelling of, 447

U Unity in essays, 171 in paragraphs, 23, 35 revising for, 35, 182 Unstated subjects, 254–55 User Community on argument paragraphs, 161 on commas, 468 on coordinating conjunctions, 264 on definition paragraphs, 108 on dependent-clause fragments, 302

Index 597

on descriptive sentences, 73 on effects, short- or long-term, 223 on exploring strategies, 8 on grammar, 253 on illustration paragraphs, 50–51 on narrative paragraphs, 61 on oversimplifying, 142 on process paragraphs, 85 on pronouns, 408 on reading strategies, 503 on subject–verb agreement, 369 on subordinating conjunctions, 276 on thesis statement, 167 on topic sentences, 115 on transitional expressions, 56 on vague pronouns, 404

V Vague pronouns, 404–5 Vague words, defined, 433 Venn diagram, 130 Verbs, 346–56. See also Verb tenses; specific types of action, 257 complete, 259 compound, 257 in conditional sentences, 351–53 defined, 252, 257 gerunds as, 349–51 helping, 258–60 infinitives as, 349–51 interrupting words between, 259 irregular, 322, 335 linking, 257 main, 258 nonstandard, 348–49, 353–54 past perfect tense, 338–39 progressive tense of, 346–48 in questions, 259, 365 regular, 322, 335 in simple sentences, 257–58 subject–verb agreement for, 365–66 Verb tenses, 320–33. See also Verbs consistent, 371–76 defined, 258, 320 double negatives and, 330–31 simple past, 322–30 simple present, 321–22 using standard, 321 Visualization in cause and effect paragraphs, 142 in classification paragraphs, 116

in comparison and contrast paragraphs, 130 in definition paragraphs, 102–3 in descriptive paragraphs, 76–77 in illustration paragraphs, 53–54 in narrative paragraphs, 65–66 in process paragraphs, 89 Vivid language, 434–35 Vocabulary clichés in, 437–38 redundancy in, 435–36 specific and detailed, 433–35 standard American English vs. slang, 438–39 wordiness in, 435–36 Vocabulary Boost on antonyms, 126–27 on associated meanings, 157 on language variances, 68 on prefixes and suffixes, 118 on repetition, 57 on synonyms, 144 on thesaurus, 101 on verbs, 93 on vivid language, 78

W wanna, 348–49 was, 325–26 Web addresses on Internet, 235 Web-only articles, citations on, 246 Web sites, 235 well, 416 were, 325–26 which, 281, 367–68, 397–98, 464 who, 281, 367–68, 397–98, 464 whom, 397–98, 464 whose, 397–98 “Why We Make Mistakes” (Hallinan), 534–37 Wordiness in vocabulary, 435–36 Words commonly confused (See Spelling) difficult, 505–7, 506–7 interrupting, 259, 461–62 introductory, 460–61 misspelled, 449–51 opening, 289–90 parallel structure of, 312–19 transitional (See Transitional expressions) two-part, 447 vague, 433 Workplace memo, editing of, 496 Works Cited page, 243–44, 246

598 Index would, 372 would of, 353–54 Writer’s Circle on capitalization, 491 on modifiers, 432 on parallel structure, 319 on pronouns, 409 on punctuation marks, 491 on sentence variety, 296 on spelling, 457 on verb tenses, 375 Writer’s Desk on argument paragraphs, 151 on brainstorming, 9 on cause and effect paragraphs, 139 on classification charts, 114, 117 on classification paragraphs, 112 on clustering, 11 on comparison and contrast paragraphs, 127 on conclusions, 181 on considering both sides of the issue, 156 on definition paragraphs, 98 on essay plans, 176 on final draft, 45, 186 on first draft, 31, 56, 67, 80, 91, 105, 118, 132, 144, 159, 182 on freewriting, 9 on illustration paragraphs, 52 on introductions, 180 on narrative paragraphs, 61 on narrowing of topic, 17–18, 166–67 on paragraph plans, 29, 55, 67, 79, 90–91, 104, 131–32, 143–44, 158 on process paragraphs, 86–87 on questioning, 10 on revising and editing, 43, 57, 69, 81, 93, 106, 120, 134, 146, 160, 184 on sensory details, 78 on supporting ideas, 25, 54, 66, 89, 103, 142–43, 172–73 on thesis statement, 169–70 on topic sentences, 22–23, 53, 64–65, 76, 88, 101–2, 115–16, 129, 141, 152–53 Writer’s Exchange on argument paragraphs, 148 on cause and effect paragraphs, 136 on classification paragraphs, 109 on comparison and contrast paragraphs, 123 on definition paragraphs, 95 on descriptive paragraphs, 72 on illustration paragraphs, 49 on narration paragraphs, 59 on process paragraphs, 83

Writer’s Journal (MyWritingLab™) on accidents, 424 on body art, 263 on business ownership, 458 on cameras for spying, 346 on cars, 392 on crime, 433, 442 on culture, 252 on environment, 376 on extracurricular activities, 357 on fame, 286 on good habits, 305 on health, 410 on hurting yourself, 424 on media influences, 371 on movies, 320 on musical singers, 471 on online shopping, 484 on personalities, 312 on physical activities, 275 on problem-solving techniques, 297 on social networking, 334 Writer’s Room (MyWritingLab™) on adjectives and adverbs, 423 on apostrophes, 483 on argument essays, 231 on argument paragraphs, 161–62 on capitalization, 491 on cause and effect essays, 226 on cause and effect paragraphs, 147 on classification essays, 217 on classification paragraphs, 121 on commas, 470 on comparison and contrast essays, 222 on comparison and contrast paragraphs, 134–35 on complex sentences, 285 on compound sentences, 274 on definition essays, 212 on definition paragraphs, 107 on descriptive essays, 203 on descriptive paragraphs, 82 on determiners, 391 on developing stage of writing, 32–33 on essays, 187–88 on exploring stage of writing, 13–14 on fragments, 304 on illustration essays, 193 on illustration paragraphs, 58 on modifiers, 432 on narrative essays, 198 on narrative paragraphs, 70 on nouns, 391 on parallel structure of words, 319

Index 599

on past participles, 345 on prepositions, 391 on process essays, 208 on process paragraphs, 93–94 on pronouns, 409 on punctuation, 491 on quotation marks, 483 on research, 249 on revising and editing, 46 on run-ons, 311 on sentence variety, 296 on simple sentences, 262 on spelling, 457 on subject–verb agreement, 370 on titles, 483 on verbs, 356 on verb tenses, 333, 375 on vocabulary, 441 Writing academic, research for, 233–34 cause and effect, 137 essay, 165–88

patterns of, 185, 189 (See also Paragraphs) reading strategies for, 507 Writing Links on editing, 183 on emphatic order, 172 on exploring topics, 165 on imagery, 434 on space order, 172 on time order, 172 on transitional expressions, 183 on unity in paragraphs, 182 Writing process defined, 2 developing stage of, 15–33 exploring stage of, 4–14 revising and editing stage of, 34–46 Written responses, 507

Y -y, 445–46

Revising Checklist for a Paragraph

Revising Checklist for an Essay

Does the topic sentence

Does the introduction

 make a point about the topic?

 contain a clearly identifiable thesis statement?

 express a complete thought?

 build up to the thesis statement?

 make a direct statement and not contain expressions such as I think that or I will explain?

Does the thesis statement

Does the body

 make a valid and supportable point?

 have adequate support? Are there enough details to support the topic sentence?  have coherence? Are ideas presented in an effective and logical manner?  have unity? Is the paragraph unified around one central topic?  have style? Are sentences varied in length? Is the language creative and precise? Does the concluding sentence  bring the paragraph to a satisfactory close?  avoid introducing new or contradictory information? (Note: Not all paragraphs have concluding sentences.)

 convey the essay’s controlling idea?  appear as the last sentence in the introduction?  make a direct point and not contain expressions such as I think that or I will explain? Do the body paragraphs  have adequate support? Does each body paragraph have a topic sentence that clearly supports the thesis statement? Are there enough details to support each paragraph’s topic sentence?  have coherence? Are ideas presented in an effective and logical manner? Do transitional words and phrases help the ideas flow smoothly?  have unity? Is the essay unified around one central topic? Does each body paragraph focus on one topic?  have style? Are sentences varied in length? Is the language creative and precise? Does the conclusion  bring the essay to a satisfactory end?  briefly summarize the ideas that the writer discusses in the essay?  avoid introducing new or contradictory ideas?  possibly end with a quotation, suggestion, or prediction?

Editing Checklist

Brief Contents

 Are the verb tenses correct?  Do the subjects and verbs agree?  Do the pronouns agree with their antecedents?

Preface ix

24 25 26 27 28 29 30 31 32 33 34 35 36 37

Part I The Writing Process 2

1 Exploring 4 2 Developing 15 3 Revising and Editing 34 Part II Paragraph Patterns 47

4 5 6 7 8 9 10 11 12

Illustration 49 Narration 59 Description 72 Process 83 Definition 95 Classification 109 Comparison and Contrast 123 Cause and Effect 136

Part III The Essay 163

13 14 15

38

Other Verb Forms 346 Subject–Verb Agreement 357 Tense Consistency 371 Nouns, Determiners, and Prepositions 376 Pronouns 392 Adjectives and Adverbs 410 Mistakes with Modifiers 424 Exact Language 433 Spelling and Commonly Confused Words 442 Commas 458

Enhancing Your Writing with Research 233

Simple Sentences 252 Compound Sentences 263 Complex Sentences 275 Sentence Variety 286 Fragments 297 Run-Ons 305 Faulty Parallel Structure 312 Present and Past Tenses 320

 Are the words spelled correctly? Sentences  Are the sentences complete, with a subject and verb?  Are the parts of the sentences correctly connected?  Are the ideas in the sentences expressed in a parallel way?  Are the modifiers near the words being modified?

Capitalization and Other Punctuation Marks 484

 Are punctuation marks used correctly?

Editing Paragraphs and Essays 492

 Are the words capitalized correctly?

From Reading to Writing 503

Alternate or Your Instructor’s Symbols (please –ll in)

Meaning

Chapter Reference

ad

Adjective or adverb problem

30

agr

Agreement problem (subject and verb or pronoun and antecedent do not agree)

26

Standard Symbol

cap

Capital letter is missing or is used unnecessarily

36

coh

Coherence is lacking

2, 3

cliché

Cliché, or overused phrase, should be removed

32

Combine words or sentences

17, 18, 19

dev

Development needed

2, 3, 13

Faulty logic (ideas lacking in logic or clarity)

2, 3, 13

frag

Fragment (incomplete sentence)

20

intro

Introduction needs to be added or improved

2, 13

m

Modifier error (dangling or misplaced modi–er)

31

p

Punctuation problem

34, 35, 36

pl

Plural form error

28

pro

Pronoun error

29

ro

Run-on sentence (two complete sentences are incorrectly connected)

21

shiffl

Tense or pronoun shifts illogically

27, 29

sp

Spelling error (misspelled word or look-alike, sound-alike error)

33

supp

Support is inadequate (lacks complete supporting details)

2, 3, 13

tense, vt

Verb tense error

23, 24, 25

Appendix 1

Grammar Glossary 559

trans

Transition needed

2, 3, 13

Appendix 2

Irregular Verbs 561

ts

Appendix 3

A Quick Guide to Verb Tenses 563

Topic sentence or thesis statement problem

2, 13

unity

Unity problem (sentences do not relate to the topic sentence or the thesis statement)

2, 3, 13

wc

Word choice problem (wrong choice of word)

32

w

Wordy (not concise)

32

//

Parallel structure error (parts of the sentence are not uniform)

22

Remove a word, phrase, or paragraph

2, 3, 13, 32

wo

Word order is incorrect

30, 31

?

Unclear meaning

32, 33

Appendix 4

Combining Ideas in Sentences 564

Appendix 5

Punctuation and Mechanics 565

Appendix 6

Writing Paragraphs and Essays in Exams 568

Appendix 7

Spelling, Grammar, and Vocabulary Logs 573

Credits 577 Index 579 Inside Back Cover Revising Checklist for a Paragraph Revising Checklist for an Essay Editing Checklist Revising and Editing Symbols

INSIDE FRONT COVER GAET.5126.P&E.Inside cover mech.indd 1

 Is the choice of words appropriate?

Punctuation and Mechanics

Appendices

Essay Patterns 189

 Are the verbs and pronouns consistent, with no unnecessary shifts?

The Apostrophe, Quotation Marks, and Titles 471

Writing the Essay 165

Part IV The Editing Handbook 250

16 17 18 19 20 21 22 23

Past Participles 334

Part V Reading Strategies and Selections 501

Argument 148

Revising and Editing Symbols

Words

INSIDE BACK COVER 11/8/13 4:13 PM

$Gaetz, Lynne_ Phadke, Suneeti - The writer\'s world _ paragraphs and essays-Pearson (2015)$

Gaetz, Lynne_ Phadke, Suneeti - The writer\'s world _ paragraphs and essays-Pearson (2015)

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