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SIXTH EDITION

COBUIID-The essential resource for English language Learners! Now with FREE COH,JILDTo Go

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Collins COBUILD English/Spanish Student's

Dictionary of American English

Softcoverwith

CD-ROM 978'I-4240-L962'5

Collins COBUILD English/Espanol Glossary

Softcover

978-I-4240-1964'9 SOURCE CODE lOELTADO2

SIXTH EDITION

Regina L. Smalley Ma

ry K. Ruetten

Joann Rishel Kozyrev

NATIONAL GEOGRAPHIC

LEARNING Australia

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HEINLE

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CENGAGE Learning'

Korea. Mexico. Singapore. Spain. United Kingdom. United States

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GEOGRAPHIC

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LEARNING

t af lf

HEINLE CENGAGE Learning'

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ning Composition Skills: Academic Writing & Grammar, Sixth Edition Refi

A

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TO THE TEACHER

XVI

Unit One

The Paragraph

Chapter

The Writing Process

GETTING STARTED

3

Responding to an Image

3

fournal Writing

3

THE PROCESS OF WRITING

Prewriting: Generating Ideas

4

4

Brainstorming

5

Freewriting

5

Asking Wh- Questions

6

Clustering

.7

Connect to the Internet Planning

8 8

Drafting

8

Revision

8

Revising

8

Editing

9

Chapter 2

Introduction to the Paragraph

GETTING STARTED

1l

Responding to an Image

11

fournal Writing

11

lll

WRITINGS INTRODUCTION TO THE PARAGRAPH

t2

The Paragraph

t2

Narrowing the Topic

l3

Connect to the Internet

L6

The Topic Sentence

t6

Focusing the Topic Sentence

18

Placing the Topic Sentence

I9

Formulating the Topic Sentence

22

Support

23 24

Outlining

Unity

25

Coherence

28

COMPOSITION SKILLS

32 32

Sentence Parts Clauses

32

Phrases

32

Fragments

33

Run-On Sentences and Comma Splices

34

Final Writing Assignment

3s

Assignments from the DisciPlines

35

Chapter

3

The Narrative Paragraph: Personal Reflections

GETTING STARTED

36 37

Responding to an Image

37

fournal Writing

37

READING AND VOCABULARY

Readings: Personal Refl ections

38

Reading 1: From "My American fourney" by Colin Powell

38

Reading 2:"1he Best Part" by Mary Kay Mackin

39

Reading 3: "The Struggle to Be an All-American Girl" by Elizabeth Wong

4l

Building Vocabulary: Guessing Meaning from Context

iv Contents

38

43

WRITING: NARRATION

45

Present Narration

45

Past Narration

48

Connect to the Internet

49

coMPostTtoN sKttls

49

Adverbial Expressions of Time and Sequence

49

Refining Grammar Skills: Adverbials of Time and Sequence, Prepositions in Time Expressions, Adverb clauses of Time, The Simple past, the past Progressive, and the Past Perfect

50

Editing Final Writing Assignment Assignments from the Disciplines The Descriptive Paragraph: Important People, Important Places

Chapt er 4

GETTING STARTED

50

5l 5l

52 53

Responding to an Image

53

fournal Writing

53

READING AND VOCABULARY

Readings: Important People, Important places Reading

l:

"Uncle Kwok" by fade Snow Wong

Reading 2: From "Beyond the Sun' by Tom Huth

Building Vocabulary: Using Similes and Metaphors WRITING: DESCRIPTION

54 54 54 56 57 59

Describing a Place

60

Connect to the Internet

63

Describing a Person

63

coMPoslTtoN sKttls

66

Adverbs of Place

66

Modifying with Specific Details

67

Adjective Clauses

68

Refining Grammar Skills: Order of Adjectives, Participial Adjectives, Prepositional Phrases of Place, The Simple present vs. the Present Progressive

70

Editing

70

Contents v

Final Writing Assignment

7T

Assignments from the DisciPlines

7L

The Expository ParagraPh: Media and Entertainment

Chapter

73

GETTING STARTED

Responding to an Image

73

|ournal Writing

73

74

READING AND VOCABULARY

Readings: Media and Entertainment Reading

l: "|ackie Chan'by

Lee Server

Reading 2: "No Funny Business at Newbury Comics" by William M. Pride, Robert f. Hughes, |ack R. KaPoor

Building Vocabulary: Learning Word Forms WRITING: EXPOSITION

74 74

76 79 81

The Topic Sentence in an Expository Paragraph

81

Supporting a Generalization

83

Specific Details

83

Examples

87

Illustrations and Anecdotes

90

Connect to the Internet COMPOSITION SKILLS

Organization of Details and Examples

9I 92 92

Order of Importance: Saving the Best for Last

92

Order of Familiarity: From the More Familiar to the Less Familiar

93

Order of Time: From the Past to the Present

93

Transitional Words and Phrases

95

Refining Grammar Skills: Definite and Indefinite Articles, The Present Perfect vs. The Simple Past

97

Editing

vi

72

97

Final Writing Assignment

98

Assignments from the DisciPlines

98

Contents

Unit Two

The Essay Introduction to the Essay

Chapter 6 GETTING STARTED

101

Responding to an Image

101

|ournal Writing

101

WRITING: INTRODUCTION TO THE ESSAY

r02

The Thesis Statement

r02

Introduction

r04

The

The Funnel Approach

10s

The Developmental Paragraphs

108

Breaking Down a Topic

r09

Drafting the Body of the Essay

TT2

The Conclusion

115

coMPostTtoN sKttls

118

Outlining

118

Connect to the Internet

119

Final Writing Assignment

r20

Assignments from the Disciplines

L20

Chapter 7

The Example Essay: The Power of Culture and Language

GETTING STARTED

L2l 122

Responding to an Image

122

fournal Writing

r22

READING AND VOCABULARY

123

Readings: The Power of Culture and Language Reading

l: "How Unwritten

Rules Circumscribe Our Lives" by Bob Greene

Reading 2: 'Americanization Is Tough on Macho" by Rose Del Castillo Guilbault

Building Vocabulary: Understanding Connotation and Denotation Connect to the Internet

r23 r23 126 129 130

Contents

vii

WRITINGs EXEMPLI FICATION

Number of Examples

131

Choosing Fair Examples

133

Making Examples ComPlete

135

COMPOSITION SKILLS

r37

Organization of ExamPles

r37

Transitions Between ParagraPhs

r37

Transitions to Introduce Examples

138

Repeating Key Words and Phrases

140

Refining Grammar Skills: Noun Clauses, Gerunds and Infinitives

r43 r43

Editing

Final Writing Assignment

t44

Assignments from the DisciPlines

L45

Chapter 8

The Comparison and Contrast EssaY: Styles of Communication

GETTING STARTED

r46 r47

Responding to Images

t47

fournal Writing

r47

READING AND VOCABULARY

Readings: Styles of Communication

148 148

Reading 1: "Conversational Ballgamet" by Nancy Masterson Sakamoto

148

Reading 2: "Home Ground, Schoolyard: A Double Life' by Daria Muse

151

Building Vocabulary: Learning Synonyms and Antonyms WRITING: COMPARISON AND CONTRAST

153 155

Points of Comparison

r56

Emphasis on Comparison or Contrast

r56

Patterns of Organization

r57

Pattern A (Point-bY-Point)

t57

Pattern B (All of One/All of the Other)

L59

Using the Two Patterns of Comparison and Contrast in Essays

viii

131

Contents

159

COMPOSITION SKILLS

164

Transitions for Comparison and Contrast

r64

Connect to the Internet

t67

Refining Grammar skills: Adverb clauses of comparison, Contrast, and Concession; Comparative Forms

169

Editing

170

Final Writing Assignment

170

Assignments from the Disciplines

T7L

Chapter 9

The Classification Essay: Marketing and Advertising

GETTING STARTED

t72 173

Responding to an Image

173

fournal Writing

173

READING AND VOCABULARY

Readings: Marketing and Advertising Reading

l:

"The Marketing Mix" by William Pride and O.C. Ferrell

Reading 2: "Motivation" by charles Lamb ]r., Joseph Hair fr., and Carl McDaniel

Building vocabulary: Recognizing Negative prefixes WRITING: CLASSIFYING

174 174 174 L78 181 183

Principles of Classification

183

Making the Classification Complete

185

Connect to the Internet

185

Or ganizing the Classification Essay

186

Introducing Categories

186

COMPOSITION SKILLS

Introductory Paragraphs The Ttrrnabout

190 190 190

Transitions for Classifi cation

191

Refining Grammar Skills: Adjective Clauses, Correlative Conjunctions

193

Editing

193

Final Writing Assignment

194

Assignments from the Disciplines

194

Contents ix

Chapter

The Process Analysis Essay: Success!

196

GETTING STARTED

Responding to an Image

L96

fournal Writing

196

READING AND VOCABULARY

Readings: Success!

r97

r97

Reading 1: "Ways to Change a Habit" by Dave Ellis

r97

Reading 2: " Tlte Environmental Transformation of Chattanooga' Tennessee" by G. Tyl.t Miller and Scott E. Spoolman

20r

Building Vocabulary: Differentiating Multiple Meanings of a Word WRITI NG: PROCESS ANALYSIS

203

206

Planning the Process Analysis Essay

206

Connect to the Internet

210

Organizing the Process Analysis Essay

210

coMPoslfloN sKltls Introductory ParagraPhs The Dramatic Entrance

2t5 215 215

216

Coherence Participial Phrases and Adverb Clauses

Refining Grammar Skills: Adverb Clauses of Purpose, Adverb Clauses Reduced to Participial Phrases, Real conditionals

216 217 217

Editing

Final Writing Assignment

218

Assignments from the DisciPlines

2t8

Chapter

The Cause-and-Effect EssaY: Academic Achievement

GETTING STARTED

x

195

219 220

Responding to an Image

220

fournal Writing

220

Contents

READING AND VOCABULARY

221

Readings: Academic Achievement

,

22r

Reading 1: "surfing's up and Grades Are Down" by Rene Sanchez

22I

Reading 2: "TJte Growth of Early Childhood Education' by Eva L. Essa

225

Building vocabulary: understanding phrasal verbs

228

WRITING: CAUSE AND EFFECT

Multiple

Causes

230

with a Single Effect

230

Organizing the Causal Analysis Essay

233

The Thesis Statement for the causal Analysis Essay

235

False Cause Reasoning

237

Connect to the Internet

238

Single Cause with Multiple Effects

239

Organizing the Effect Analysis Essay

240

The Thesis Statement for the Effect Analysis Essay

241

The Causal Chain

243

Introductory Paragraph: The Relevant euotation

247

coMPostTtoN sKttrs

249

Transitions and Expressions for Cause and Effect

249

Refining Grammar Skills: Articles with Quantifiers, Articles with Count and Noncount Nouns, Adverb Clauses of Cause and Result, Unreal Conditions

250

Editing

2s0

Final Writing Assignment

251

Assignments from the Disciplines

252

Chapter

The Argumentative Ess ay: Educational Excellence

253

GETTING STARTED

254

Responding to an Image

254

fournal Writing

254

VOCABUTARY Readings: Educational Excellence

READING AND

Reading

l:

255 255

"The Excellent Inevitability of Online Courses" by Margaret

Reading 2:"Let's Put the Excellence Back in the

Building vocabulary: Recognizing

A'by Elliott

collocations

Miles

Brooks

255 Z5g

262

Contents xi

WRITI NG: ARGUMENTAI ION

The Argumentative Thesis: Taking a Stand

26s

The Opposition: Knowing What You Are Up Against

265

Supporting Your Points and Explaining Reasons

267

Connect to the Internet

270

Refuting and Conceding the Opposition

271

Organizing the Argumentative Essay

272 274

COMPOSITION SKILLS The Introductory ParagraPh

274

The Concluding ParagraPh

275

Coherence Review

276

Refining Grammar Skills: Noun Clauses in Indirect Speech, Passive Voice

278 278

Editing

Final Writing Assignment

279

Assignments from the DisciPlines

280

Unit Three

Refining Grammar Skills

ADJECTIVES

284

Order of Adjectives

284

Participial Adj ectives

28s

ADVERBIALS

287

Prepositional Phrases of Place

287

Adverbials of Time and Sequence

288

Prepositions in Time ExPressions

289

29r

ARTICLES The Indefinite Article: a, an, some

29r

The Definite Articlez the

292

Articles with Quantifiers

294

Articles with Count and Noncount Nouns

298 299

CLAUSES

Adjective Clauses

xii

264

Contents

300

Adjective Clause Subordinators

300

Restrictive and Nonrestrictive Adj ective Clauses

303

Adjective Clauses Reduced to Participial Phrases

304

Adverb Clauses

307

Adverb Clauses of Time

307

Verb Tense in Adverbial Clauses of Time

309

Adverb Clauses of Comparison

310

Adverb Clauses of Contrast

310

Adverb Clauses of Concession

310

Adverb Clauses of purpose

312

Adverb Clauses of Cause

313

Adverb Clauses of Result

315

Adverb Clauses Reduced to participial phrases

316

The Present Participle (verb + ing)

3r6

The Perfect Participle (having + verb + ed)

3r6

The Passive Perfect participle (having been + verb + ed)

316

Noun Clauses

318

Noun Clauses in Indirect euestions

319

Noun Clauses in Indirect Speech

320

Noun Clauses

as Object of

prepositions

32r

Subjunctive Noun Clauses

32r

Verbs + Subjunctive Noun Clauses

321

Adjectives + Subjunctive Noun Clauses

322

COMPARATIVE FORMS

323

Indicators of Equality or Similarity

323

Indicators of Inequality

325

CONDITIONALS

328

Real Conditions

328

Unreal Conditions

329

CORRELATIVE CONJ

U

NCTIONS

GERUNDS AND INFINITIVES

331 333

Gerunds and Infinitives as Subjects

333

Gerunds and Infinitives as Objects

334

Gerunds as Objects of Prepositions

337

PASSIVE VOICE

339

The Passive Voice vs. the Active Voice

339

The Passive Voice: Five Points to Review

340

Contents

xiii

342

VERB TENSE SYSTEM

The Simple Present vs. The Present Progressive

342

The Simple Present Tense

343

The Present Progressive Tense

344

The Simple Past, the Past Progressive, and the Past Perfect

346

The Simple Past Tense

346

The Past Progressive Tense

347

The Past Perfect Tense

347

Would + Verb and used fo + verb

349

The Present Perfect vs. The Simple Past

349

The Present Perfect Tense

350

Time Words That Indicate the Present Perfect and Simple Past

351

Appendices APPENDIX 1: PEER REVIEW WORKSHEETS

356

Peer Review for ParagraPhs

356

Peer Review for EssaYs

3s7

APPENDIX 2: USING SOURCES FOR SUPPORT lN YOUR WRITING

3s8

Plagiarism

358

Avoiding Plagiarism

3s9

Summar izing, Paraphrasing, and Quoting

360

Summarizing

36r

Incorrect Use of SummarY

361

Correct Use of SummarY

361 362

ParaPhrasing

Incorrect ParaPhrasing

362

Correct ParaPhrasing

362

363

Quotations Incorrect Use of Quotation

363

Correct Use of Quotation

363

364

Citations Step One: Internal Citation

36s

Step TWo: List of Works Cited

366

APPENDIX 3: SPECIAL USES OF THE DEFINITE ARTICLE

370

The Definite Article

with Place Names

370

The Definite Article

with Other Names

37r

xiv Contents

APPENDIX 4: PU NCTUATION

Punctuation Problems

.

372 372

Fragments

372

Comma Splices and Run-on Sentences

372

Punctuation Rules

373

The Period

373

The Comma

373

The Semicolon

375

The Colon

375

The Em Dash

376

Parentheses

376

Brackets

376

Quotation Marks Italics (italics)

376

The Apostrophe

378

The Hyphen

379

Numbers

379

377

APPENDIX 5: RULES FOR CAPITALIZATION

380

APPENDIX 6: NOUN PLURALS

382

APPENDIX 7: SUBJECT-VERB AGREEMENT

384

Basic Subject-Verb Agreement

384

Special Considerations for Subj ect-Verb Agreement

385

APPENDIX 8: PRINCIPAL PARTS OF IRREGULAR VERBS

387

APPENDIX 9: COMMONLY CONFUSED VERBS

390

APPENDIX 1o: VERBS AND THEIR COMPLEMENTS

39r

Verb + Infinitive

391

Verb + Noun Phrase + Infinitive

391

Verb + Gerund

392

Verb + Gerund or Infinitive

393

Verb (+ Noun Phrase) + Gerund

393

Verb + Preposition (+ Noun Phrase) + Gerund

394

Adjective + Preposition + Gerund

394

Adjective + Infinitive

39s

Verb + Noun Clause

396

INDEX

398

CREDITS

402

Contents xv

The sixth edition of Refining Composition Skills is an integrated program of writing and grammar for irigh-intermediate and advanced level students of English and as a Second or Foreign Language (ESL/EFL). The program provides paragraph strategies, rhetorical of essay-level writing developm.nt, utt introduction to and use grammar support] and a rich selection of readings that serve as springboards for ilriting. Witlh^its extensive appendices, the text can further serve as a handbook for writing, grammar and -..h*ics. The primary audience is the academically-oriented Esl/EFtstudent; however, the text can-be used in developmental writing courses for students who could benefit from more guidance in writing compositions.

Underlying AssumPtions Refining Composition Skilk is based on the following assumptions:

. Reading, writing, and thinking are interrelated activities. . Writing is a process, and beginning writers benefit from focusing on each step in"the

pio..r, explicitly until in.y

become more skillful and confident

writers.

r J[ write well, writers must engage with ideas. Th.y must encounter

interesting ideas and connect them to their own knowledge and experience. The more student writers are intrigued by ideas, the more time and effort they will spend in writing about them. . Writers must be aware of the context in which they are writing, so students must understand the expectations of academic audiences and ways to fulfill those expectations. Because rhetorical strategies vary from culture to culture, stuients may not be familiar with the conventions of academic discourse in English. These students can therefore profit from explicit discussion and Inalysis of the methods of development and strategies that English-language writers use in academic discourse. . Fluency in writing is not to be confused with grammatical accuracy; writers need to d&elop both. When creating a text, writers focus on rhetorical and organiiational issues. Once the text has been drafted, they need to pay attention to grammatical accuracy.

xvi

To the Teacher

Design of the Text firing Composition Skilk addresses these underlying assumptions in the following ways: R

' ]o engage students' interest, the readings in each chapter are thematically linked. The themes are broad enough so all students ian relate to them; at the same time, they are current and relevant to an academic setting. Student writers explore the particular theme through journal writing, reading, and discussion. These activities pique students' interest, fosier critical thinking, and provide a context for writing assignments.

'

For many students, Unit 1 will be largely review. Chapter 1 introduces the writing process and lays the groundwork for the writing cycle students will utilize as they write parcgraphs and essays in later chapters. Chapter 2 introduces the organization of the paragraph, and Chapters 3,4,and 5 focus on- developing narrative, descriptive, and expository paragraphs, respectively. For more advanced classes in which students ha-ve rona paragraph writing skills, the teacher may choose to cover the content in Unit 1 quickly and refer to these chapters when students need help using narration, description, and exposition to develop their essays. In Unit 2, students will use these types of paragraphs in the developmental paragraphs of their essays.

'

Unit 2 focuses on essay writing. Chapter 6 introduces the organization of the essay. Chapters 7 through 12 each address a method of development typically used in academic writing, including example essays, comparison and contrast, classification, process, cause and effecl, and argumentative writing.

'

Each chapter contains samples of both professional and student writing. The professionally written selections serve both to engage students' interest and to exempliff a method of development. Because few writers rely on only one method of development to make their point, the passages reflect a blend of methods. Nevertheless, the primary mode of development is evident in each. The student writings also function as examplei of a method of development. By looking at the choices other writers *uk., student writers can develop awareness of context and method. Th.y learn what is appropriate in academic writing and what rhetorical strategies are available to them. This awareness is crucial for student writers to seJtheir work as part of the academic community.

'

Each chapter offers a variety of activities designed to help students focus on writing skills apPropriate for the particular method of development.

'

Each chapter introduces cohesive devices relevant to the method of development and suggests particular grammar points for further study. The grammar points are explained and practiced in Unit 3: Refining Grammar

To the Teacher

nrii

Skills. This section is not intended to cover all English grammar. Instead, it focuses on structures that can be troublesome for ESL/EFL students. Learning to use these structures will help students develoP a more precise, varied, and sophisticated writing style.

Organization of the Text Refining Composition Skilk is organizedinto three units: Unit 1: The Paragraph, Unit 2:Ihe Essay, and Unit 3: Refining Grammar Skills.

Units I and 2 together consist of twelve chapters. Most chapters contain the following sections:

l

1. Getting Started: This section begins with "Responding to an Imagel' an activity that invites students to think about the theme and share ideas and experiences with classmates. This is followed by "|ournal Writingi' an opportunity to explore ideas in writing and connect personally to the theme of the chapter. 2. Reading and Vocabulary: This section starts with two or more high-interest readings followed by comprehension and discussion questions. Following the readings, "Building Vocabulary" includes the presentation and practice of a vocabulary expansion strategy and the presentation of word partners from the Collins COBUILD Dictionary of American English. 3. Writing: This section introduces the main rhetorical points of the chapter. Students work with authentic text and student models as they analyze the different aspects of organizingand developing paragraphs. They also work through the steps in the writing process and are presented with many writing assignments that focus on one or more steps in the writing process. The "Final Writing Assignment" at the end of the chapter suggests several topics for writing and culminates with Peer review and self-editing.

4. Composition Skills: This section focuses on cohesion and grammar. Students are taught different devices for achieving cohesion, including how to use the appropriate connecting words for the kind of writing they are doing. "Refining Grammar Skills" refers students to grammar points in Unit 3 that are especially relevant to the pattern of development they are working on. This is followed by an editing exercise that gives students an opportunity to practice their editing skills for these grammar points. An optional "Connect to the Internet" activity helps students develop digital skills while extending their understanding of the chapter's theme and reinforcing the rhetorical strategy in speaking and writing. 3 is titled "Refining Grammar Skills" and consists of the grammar points referenced in each chapter. These key grammar points are arranged in alphabetical order and introduced with explanations, examples, and exercises. Specific grammar points are identified as being especially relevant to each pattern of development

Unit

xviii To the Teacher

and are cross-referenced by page number to make them easy to find. However, the grammar sections can be covered in any order or assigned individually depending on the needs of a particular class, student, or curriculum.

Appendices: There are ten appendices, including useful information and practice in grammar and mechanics.

Appendix I Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendix 9 Appendix 10

Peer Review Worksheets

Using Sources for Support in Your Writing Special Uses of the Definite

Article

Punctuation

Capitalization Noun Plurals Subj ect- Verb

Agreement

Principal Parts of Irregular Verbs Commonly Confused Verbs Verbs and Their Complements

In this edition, Appendix 2 has been greatly expanded to help students understand why and how to avoid plagiarism. Exercises have been included to give students practice with paraphrasing, summar izing, and quoting as well as with lrffe documentation. For more advanced students who ur. pt.paring to do academic research, the content of this appendix could be covered in the middle of the term. Students should be required to use sources in the essays that they write from that point on.

New to the Sixth Edition 1. New and updated readings and topics-including "No Funny Business at Newbury Comics" (Chapter 5), "Home Ground, Sihoolyard: A Double Life' (Chapter 8), "The Marketing Mix" (Chapte r g), "Ways to Change a Habit and The Environmental Transformation of Chattanoog., Tennessee-" (Chapter 10), "The Growth of Early Childhood Education" (Chipter l1), and "The

ixcellent Inevitability of Online Courses" (Chapter L2)-keep students engaged with up-to-date content.

2. "Responding to an Image" is new to this edition and allows students to tap into different learning styles and gain input from images as well as text. Care has been taken to help students build visual literacy by including a variety of images, including charts and graphs of the types that students might encounter in academic classes. 3. "Building Vocabulary" presents and practices a vocabulary-building strategy and introduces common collocations through Word Partnership boxes from' the CoIIins COBUILD Dictionary of American English,thus highlighting the importance of vocabulary development for academic writing. To the Teacher

xix

4. An editing exercise helps students master the important skill of selfcorrecting. burden on today's busy student. Whenever possible, explanations were revised to ensure that they are clear and concise. More information is presented in chart form for easy reference.

5. Simplified explanations

ease the

6. A new full-color design and open layout ease navigation for students and teachers.

7.

Anassessment CD-ROM with ExamVief allows teachers to create tests and quizzes easily. Grammar, editing, writing, and vocabulary activities test students on reading skills, target vocabulary, and grammar points presented in the student book. An answer key and additional online instructor resources can be found on the Web.

Articulation with Developing Composition Skills Skills, an intermediate - level writing pro gram' has been d.n lop.das a natural stepping stone to Refining Composition Skilk. This intermediaie-level text introduces students to the various rhetorical modes through an approach that affirms the interconnectedness of writing, reading, D ev elo p in g C omp o sitio n

and grammar.

ror To the Teacher

A textbook bears the name of the authors on the cover, but it takes dozens of people to make it a reality. For this edition, thanks are due to Sherrise Roehr and Tom |efferies for their planning and guidance on the direction of the revision; to David Spain for the countless things he did to keep this project on track; and to Caitlin Driscoll for insight into the diverse needs of the users of the book and efforts to ensure that professors and students are aware of our many new features and carefully considered revisions. Many people at PreMediaGlobal are to be thanked for the mechanics of making a manuscript into a book, including photo research, copyediting, composition, and more. I owe a debt of gratitude to Alexandra Lee and Caitlin Rakay for taking on the complicated, time-consuming, and tedious task of clearing permissions for the professional selections that appear throughout the book. Finally, Laura Le Dr6an poured countless hours into the revision as its developmental editor. The fondness she developed for this book when she taught with it was evident throughout the time we worked together, and I am indebted to her for her careful detailed suggestions, readiness to offer solutions when I could think of none, and willingness to defer to my opinion when it was strongly held. This revision was planned based on feedback from many users but particularly on detailed reviews submitted by the following instructors. Their commentary is much appreciated.

Darenda Borge rs, Brow ard

C ollege,

Ft. Lauderdale, Florida

Matthew Pierce, P enn State Univ er sity, lJ niv ersity Park, Pennsylvania

Kathryn Porter, University of Houston, Houston,

Texas

Evina Torres, Zoni School, New York, New York Susan Weldon, Gateway Community College, New Haven, Connecticut

On a personal note, I wish to thank Regina Smalley and Mary K. Ruetten for entrusting their creation into my care. I take this commitment to their original vision-which has taught so many students to be better, more successful writersvery seriously. I also wish to thank Patricia Dunkel, who set me on my early professional path and has now become a close friend and neighbor; Susan Maguire, who taught me much of what I know that is worth knowing; Suzanne Panferov, who is a pillar of support and provided helpful insight into the selection of readings for

Acknowledgments ;ori

the text; Kelly Sanders-Karpulk, who can always be counted on to help me think my way out of any predicament that I have gotten myself into; and Dimitri Kozyrev, who is always there to pick up the pieces when I take on too much. Finally, I wish to thank my mother-in-law, Thtiana Davydova, who became an adult student of English as a Foreign Language just in order to be able to talk with my parents, Richard and Rebecca Rishel; she is truly an inspiration.

sii

Acknowledgments

THEPARAGRAPH

T

To learn the stages of the writing process

T

To practice techniques for generating ideas To understand the difference between revising and editing

Gettirg Started Responding to an Image Look at the photograph and discuss these questions with your class or in a small group.

1. Think about your history

as an academic writer. How

often have you been asked to submit essays in English to an instructor for evaluation, as the student(s) in this photograph are doing? What kinds of assignments have you been given?

2,

Have you submitted essays or other academic assignments in a language other than English? What do you like about academic writing and why? What do you dislike and why?

fournal Writing A journal is a place for you to record your observations and reflect on them. In your journal, you may describe a conversation you overheard or an unusual occurrence you witnessed. You might describe how this connects to your own life.

Writing in your journal is a way of thinking in writing-a way for you to explore and discover what you think. It can also serve as a storehouse for future writing material. When you get a writing assignment, you can look back in your journal for topics, ideas, and materials to get you started. Chapter 1: The Writing Process 3

Your teacher may assign topics for your journal, such as:

. responding to a reading passage. . reflecting on your writing process. o prewriting in preparation for another assignment. In your journal writing, you will focus on ideas and insight. Write as much as you can, allowing your mind to make connections. Do not worry too much about grammatical correctness or style. Focus on recording what you think. Choose one of the following topics and then write in your journal for about 20 minutes:

l. Describe

yourself as a writer. What kinds of things do you like to write about? What do you dislike? What is hard for you? Easy?

2. Tell about your most successful writing experience. When did you write something that you were particularly proud of? What does this experience tell you? 3. Recall an unusual occurrence you witnessed recently. What happened? Why was it unusual?

The Process of

Writirg

This book is designed to help you become a better writer. In the following chapters, you will focus on writing paragraphs and essays by using different patterns of thinking. In this chapter, however, you will focus on the process of writing. Writers go through a general sequence of stages called prewriting, drafting, and revision. You will work through these same stages as you complete your paragraphs and essays.

Prewriting: Generating Ideas Writing is frustrating when you cannot think of anything to say about a topic. In this section, you will learn a number of strategies and techniques for generating ideas. Use these techniques when you first begin to think about your topic and then anytime you feel your flow of ideas is drying up.

4

Refining Composition Skills

Brainstorming A brainstorm is a sudden insight or connection. Brainstorming is a way to associate ideas and stimulate thinking. To brainstorm, follow these steps:

'

Start with a word or phrase, and for a set period of time, write a list of ideas as quickly as possible, putting down whatever comes to mind.

' '

Follow your thoughts without looking back or organ izing. After the set time is up, look over your list for related ideas.

Related ideas may suggest a topic you can write about. Use brainstorming to focus on a particular topic or to develop an essay in progress. Study this example of a brainstorm. The writer has checked the ideas she could use to write a physical description of her grandmother. My Orandmother

/ /

/

small

energetric

/ /

irinkled snin, slippers gr ow s sNr a n g e

/ ExERclsE

1

v et g

eNabl

e

s

{

skinny spo0s onhands drives old car twinkle in eye

apple Lrees

smell-homemade bread

clean clobhes

yellow curbains in kitrchen hair up in bun

glasses

/

Asa clast choose one or two of the following general topics.Then brainstorm onyourown about the topic for l5 minutes. Arrange related ideas in groups. Compare and contrast your groups with those of your classmates to see how different writers explore different aspects of a topic.

family a problem travel a memory education a fear

a sport or game television

automobiles

Freewriting Freewriting is writing without stopping. It means writing whatever comes to your mind without worrying about whether the ideas are good or the grammar is correct. when you freewrite, follow these suggestions so that you do not interrupt the flow of your ideas:

' .

'

set a goal, such as a time limit of 15 minutes or a number of pages in your journal. Then write continuously until you reach your goal. Do not censor any thoughts or insights or cross anything out.

After you have finished, reread what you have written, and look for interesting ideas that might be useful to you in your writing. Chapter 1: The Writing Process 5

Read this example of freewriting about a vivid memory. k. ?

q.

AMemorv

3

$*L b{' b

remember a f,ime I goIlosL, I was a litale gid-maybe seven yeare. Gone shoppinq with my family-my Varenls were doing something-l don't remember whal, and I walked away-l don'I

3

I

I ?

know why. Maybe I saw somethinq or I gotbored,Then I iusN remember sifrinq on f,he counher by f,he sales clerk and I wae

l

6,

1

crying. I was wearing a blue dress and new shoes, SLared aT' them. The clerk w as talking lo me an d e ayin g Lhin gs like don' I Worry, if,'E OK,we'llfindyour mama,Thal's alll remember,l don'l remember if my ?arenNs found me or whaN-l quess Nhey did. I don't know how Nhey noliced I waE qone,

B

! s

# c" b rd

\'.,,

a

EXERCISE

2

Choose one of the following topics and then freewrite for five minutes.

trip family member or friend a familiar place a custom in your family

a recent a

the environment your job an early memory a site you have visited or want to visit

Asking Wh- Questions When newspaper reporters write articles, they try to answer Wh- questions in the first sentence of the report: who, what, when, where, why, and how. You can use these same questions to generate material for your writing. Asking these questions allows you to see your topic from different points of view and to clarify your position on the topic. Here are examples of Wh- questions used for generating ideas. The writer started with a sentence containing the bare facts he wanted to write about and then developed a numbe r of Wh- questions about each fact. After completing his list of questions, he answered them. He used the information generated in his answers to write his essay.

My uncle was laid offfrom his job at the hospital last April because of the recession.

1. Who is my uncle really?What kind of a person is he?What do people think of him? 2. What happened exactly? How and when did it happen? Why? Who was present? What did my uncle say when he found out? 3. Where did my uncle work? Where is this place? What do I know about the location? What department did he work in? What did he do there?

6

Refining Composition Skills

EXERCISE

3

Choose one of the topics listed in Exercises 1 or 2 or choose your own topic. Then write as many Wh- questions as you can on the topic and answer them.

Clustering Clustering is making

map of your ideas. It may allow you to think more creatively and make new associations. Here is how to do it:

.

a visual

'

Begin with your topic circled in the middle of a sheet of paper. Draw a line out from the circle and then write an idea associated vrith the topic in a new circle. Draw lines and then write ideas associated with the new idea.

'

Continue to map or cluster until you have many associations. study your map to find new associations about your topic and to see the relationship between ideas' The graphic may reveal .otrtt"itiott yoo had not thought about before.

. .

"

Here is an example of clustering that the writer could use to develop an essay about the benefits or problems with advertising. eat too much candy

ex: eat vitamins

like candy teaches bad habits

hurts children too many ads

interrupts TV programs

dont tell truth

ADVERTISING

ex: raisin bran offer for record,

but record didnt work

TV people

Chapter 1: The Writing Process 7

EXERCISE 4

Choose one of the topics listed in Exercises 1 or 2 or choose your own topic. Then use clustering to map your ideas about it. Start with your topic in the middle of the page and

then work out from there. CONNECT TO THE INTERilET

Are you a visual learner? Some writers find that looking at a photograph or image helps them to get started writing. To find a wide variety of images_ to help you generate ideas for writing, go to your favorite Internet search engine and see if it has in "images" link. Search for your writing topic and browse through the images your search produces.

Bring one or more of the images you find to class and then exchange images with a partnei. Use the prewriting technique of your choice to generate ideas about your partner's image for five or ten minutes.

Planning After writers have generated ideas about their topics, they focus their ideas on a main point and then develop a rough plan for the paragraph or essay they are going to wriie. In the chapters thai follow, you will learn how to focus ideas in controlling sentences. You will also study how to effectively organize and develop ideas.

Drafting Drafting is the actual writing of the paragraph or essay. Once you have gathered material and made a rough plan, you are ready to follow the plan and write. While writing your first draft, focus on getting your meaning down on paper; do not be ou.rly-.oncerned with grammatical correctness at this stage. Depending on the lengtir of the piece of writing,you maywrite it in one or several sittings.

Revision The first draft of a piece of writing is really just a place to start. Successful writers know that revision usuatly takes more time than drafting. Revision consists of two

parts: revising, or changing the content and organization of the paragraph or essay' and editing the sentences and words for correctness and accutacy.

Revising Revising is really rethinking or reseeing your paper. During prewriting and drafting, yo; are finding ideas ind getting them down without judging them. When you revise, you must evaluate your writing.

It is also helpful to ask someone else, such as a classmate, to read your first draft and give you feedback. For this purpose, you will find "Peer Review Worksheets" in

I

Refining Composition Skills

Appendix I and on the companion website. Use these to respond to each other's writing. The following are guidelines for being an effective peer reviewer: 1. Think of the writing as a work in progress.

2. Think of yourself

as a coach

or guide, not

a

judge.

3. Look at the big picture. Do not just focus on grammatical or spelling errors.

4. comment on what the writer has done well. Be specific. 5. Comment on the weak parts of the writing. Be specific. 6. Be honest but tactful in commenting on the writing. Your teacher may also give you feedback on a draft. Once you have received feedback, you can decide whatkinds of changes to make. Following are the major ways you will revise:

l.

Add material to support your ideas or add sentences and phrases to connect ideas.

2. Cut parts that are not relevant to the topic or that repeat what has already been said.

3. Replace parts you have cut. 4. Move material around to change the order of sentences or paragraphs. In the "Composition Skills" section of each chapter, you will study ways to revise and improve your drafts.

Editing Editing is the final stage of the writing process. Once you are basically satisfied with the content of your paper, you will want to turn your attention to the form and expression of your ideas. At this point, you may need to rephrase or edit some of your sentences. Rephrase any sentences that are not clear or precise. Finally, check your sentences to make sure they are grammatically and mechanically correct. Catching your own mistakes is a skill that requires much practice. Most chapters include a short editing exercise to help you develop this skill. You can also refer to "Unit 3: Refining Grammar Skills" for help with grammar forms that are challenging for you. As a last step, proofread your paper. Read the paper to find any remaining errors in grammar, spelling, mechanics, or punctuation. Remember that the writing process is flexible. You do not move through the stages of the process in a rigid, lockstep fashion. Instead, you will move back and forth between the stages, perhaps going back to prewrite for some more material after you have revised or rewritinga paragraph that you have just drafted.

Discover the best way for you to prewrite, draft, and revise. Some people spend more time prewriting than others; some people spend more time drafting and revising or editing. There is no one right way. As you continue to refine your composition skills, you will develop your own individual method.

Chapter 1: The Writing Process 9

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