A contemporary thematic reader, Joining a Community of Readers offers a holistic approach to
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while providing ample practice with shorter and longer readings. The real-life context for
Alexander/Ja
A Thematic A
Alexander J
5E . . . . . . . .
Roberta Alexander | San Diego City College
Joining a Community of Readers:
A Thematic Approach to Reading, 5th Edition
Adams/Patt
Versatility, 11
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INTRODUCTOR READING—NEW FOR 2011!
ducts.
DEVELOPMENTAL READING AND CRITICAL THINKING
Index
1
Introductory Reading
Gi
CONTENTS
Developmental English Highlights .............................................................................. 2–3
Technology Offerings.................................................................................................. 4–5
TeamUP Faculty Programs.............................................................................................. 6
Developmental Reading and Critical Thinking ................................................................. 7
Introductory Reading ..................................................................................................................... 8
Intermediate Reading ................................................................................................................... 13
Advanced Reading........................................................................................................................ 19
Vocabulary .................................................................................................................................. 26
Critical Thinking........................................................................................................................... 29
Y
Developmental Writing ................................................................................................. 31
Grammar.................................................................................................................................... 32
Sentences & Paragraphs................................................................................................................ 37
Paragraphs & Essays..................................................................................................................... 47
Essay ........................................................................................................................................... 60
Readers ....................................................................................................................................... 67
Author Index ................................................................................................................ 73
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DEVELOPMENTAL READING & CRITICAL THINKING
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Joining a Community
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Reading Keys,
3rd Edition
Reading for Results,
11th Edition
Laraine E. Flemming
Laraine E. Flemming
Roberta Alexander
978-0-547-19095-2
978-0-495-80245-7
978-0-495-80257-0
Page 10
Page 13
Page 8
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Vocabulary
Developing
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11th Edition
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Becky Patterson
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The World of
Words: Vocabulary
for College Success,
8th Edition
Christine Carter
Margaret Ann Richek
978-0-495-80251-8
978-0-618-88943-3
978-0-495-80255-6
Page 22
Page 19
Page 26
DEVELOPMENTAL WRITING
Grammar
The Least You Should
Know about English:
Form C, 10th Edition
Basic Grammar
and Usage, 8th Edition
Penelope Choy
Dorothy Goldbart Clark
Conlin
5-80252-5
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Intermediate
Introductory
Plus:
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with
ntation,
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978-1-4282-1155-1
Paige Wilson
Teresa Ferster Glazier (late)
Page 34
978-0-495-90286-7
Page 32
3
Brief Read. . . . . . . 72
Developmental English Highlights—
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and Beyond: With
Integrated Readings,
6th Edition
Inside Writing,
Form A
7th Edition
978-1-4282-6380-2
Lee Brandon
Kelly Brandon
978-0-495-80250-1
Page 37
978-0-495-80213-6
Sentence-Combining
Workbook, 3rd Edition
Pam Altman
Mari Caro
Lisa Metge-Egan
Leslie Roberts
William Salomone
Stephen McDonald
Page 40
Page 38
Advance
Paragraphs and Essays
Evergreen:
A Guide to Writing
with Readings,
9th Edition
The Writer’s
Workplace
with Readings,
7th Edition
Paragraphs and Essays:
With Integrated
Readings, 11th Edition
Susan Fawcett
Lee Brandon
Kelly Brandon
978-0-495-79857-6
978-0-495-80180-1
Page 49
Page 47
Sandra Scarry
John Scarry
978-1-439-08210-2
Page 53
DEVE
Essay
The Writer’s
Workplace:
Building College
Writing Skills,
9th Edition
Sandra Scarry
John Scarry
978-1-439-08212-6
Page 53
The Write Start:
Paragraphs to
Essays with
Professional and
Student Readings,
4th Edition
Gayle Feng-Checkett
Lawrence Checkett
978-0-495-80258-7
Patterns Plus:
A Short Prose
Reader with
Argumentation,
10th Edition
Gramma
Mary Lou Conlin
978-0-495-80252-5
Page 60
Page 51
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
3
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our titles.
ls by calling:
Complementing Cengage Learning’s developmental reading texts, ReadSpace is a flexible,
interactive, and customizable program that assesses students’ reading skills
Comprehensive. Intuitive. Customizable.
for Developmental English
ReadSpace
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personal best with our interactive online services and products.
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Aplia's Developmental Reading and Writing
learning solutions motivate students to
become stronger readers and writers by
pairing high-interest content with interactive
assignments and instant feedback. Aplia’s
current, cutting-edge assignments include
automatically graded questions and in-depth
explanations to reinforce understanding of
course concepts. Reading assignments allow
students to interact with the text, identify main points and supporting details,
learn critical-thinking skills, and improve comprehension. Writing assignments
build confidence with individualized practice and clear, predictably structured
questions.
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Comprehensive. Intuitive. Customizable.
Complementing Cengage Learning’s developmental reading texts, ReadSpace is a flexible,
interactive, and customizable program that assesses students’ reading skills
and helps you save time with a powerful course management system. Gear
up with this complete course technology solution.
The great benefits of ReadSpace include:
Š CL Assess Pre- and Post-Tests and quizzes linked to Personalized Study
Plans for self-remediation
Š A Reading Survey that walks students through an examination of their
attitudes about reading as well as their understanding of the importance
of reading to their academic success and career
Š Total Practice Zone, a treasure chest of self-grading practices that allows
students to brush up on their reading skills
Š An Online Reading Strategies module that explores the challenges of
reading online resources.
WriteSpace
for Developmental English
Time-saving. Skill-building. Motivating.
WriteSpace for Developmental English is a
flexible, interactive, and customizable program that assesses students’ skills.
You will love the timesaving solutions of its powerful course management
system as well as the ability to customize practices and assignments. Your
students will benefit from the program’s helpful tutorials and skill-building
exercises.
BOTH PROGRAMS INCLUDE:
Š CL Interactives, multimedia presentations
that allow you to incorporate current events,
critical thinking, and visual literacy into your
course
Š Access to Personal Tutor, mentoring resources
providing your students with additional assistance and review as they write their papers
7
WriteSpace includes:
Š Diagnostic assessments in writing and grammar skills that are linked to
individualized concept reviews and study paths for self-remediation.
Š Interactive exercises and writing and grammar tutorials that give
students additional practice beyond the classroom.
Š Plagiarism Prevention Zone, a crash course for students designed to
help you keep plagiarism problems to a minimum.
Š Multiple versions of student paragraph and essay models that walk
students through different stages of the writing process and show them
how to use instructor feedback to improve their writing.
Visit www.cengage.com/devenglish
For more information on ReadSpace or WriteSpace,
contact your local sales representative: www.cengage.com/findrep2.html
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
5
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Inside Writing,
Sentences,
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TeamUP—and take your
Developmental English
course to new heights!
Cengage Learning’s TeamUP program connects you to new tools
and teaching ideas to help you engage your students, including:
Service and training specialists who provide online training and support
to help you and your students get started using their course materials.
Faculty Programs consultants who offer peer-to-peer consultation on
your curriculum as well as professional development workshops.
Custom Media group support which enables you to customize your
digital solutions to match your curriculum and needs.
Learn more at www.cengage.com/TeamUP!
FREE
Developmental English eSeminars to reinvigorate your teaching
With current topics and experienced presenters, the Wadsworth
Developmental English eSeminar Series offers opportunities for
professional development right at your desk. Our experts present
relevant topics ranging from learning styles and active learning
strategies to motivation and raising expectations.
Visit www.cengage.com/tlc/devenglish
each semester to access updated eSeminar schedules and archived
presentations.
7
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DEVELOPMENTAL READING AND CRITICAL THINKING
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Should Know
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VISIT US ONLINE www.cengage.com/devenglish/2011catalog
7
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Developmental Reading and Critical Thinking ................................................................. 7
TeamUP Faculty Programs.............................................................................................. 6
Technology Offerings.................................................................................................. 4–5
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CONTENTS
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1
dition
Š
Joining a Community of Readers:
A Thematic Approach to Reading, 5th Edition
Roberta Alexander | San Diego City College
Index
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Adams
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Alexander Jo
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Š The Fifth Edition includes nine new readings.
Š New interactive opening pages motivate students and promote thought-provoking and
lively discussion.
Š A focus on writing is realized through a new recurrent exercise that emphasizes the
reading-writing connection. This new exercise encourages students to make connections
by working collaboratively with other students and by relating reading content to their
own experience and previous knowledge.
Š Inspirational quotations from well-known personalities encourage students to have
confidence in themselves and make the commitment to achieve their goals.
Š New Teaching Tips in the margins of every chapter include useful suggestions for using
internet resources to reinforce content, designing classroom and collaborative activities to
encourage active learning, and assigning exercises that build on reading assignments. Some
indicate how Chapter Review activities can be incorporated during chapter instruction.
B
Bailey/Powell
...........
Atkinson/Lon
Today’s Colleg
Altman/Caro
Workbook, 3E
Š
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Š
Š
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A contemporary thematic reader, Joining a Community of Readers offers a holistic approach to
developing reading skills and building schema. It maintains a constant focus on key skills
while providing ample practice with shorter and longer readings. The real-life context for
skill instruction engages students as they are able to stay with a single theme throughout
each instructive unit. The author’s PRO reading strategy (Prepare to Read, Read Actively
and Reflect, and Organize to Learn) places an emphasis on pre-reading, active reading,
and post-reading activities throughout the text and gets students applying the skills in the
context of the reading process. Significant attention is given to vocabulary skills and finding
the main idea and support.
Bailey/Powell
Readings, 7E .
Bosco/Buchn
...........
Brandon At
...........
Š
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576 pages | Paperbound
7 3⁄8 x 9 1⁄4 | 2-color | ©2011
ISBN: 978-0-495-80257-0
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INTRODUCTOR READING—NEW FOR 2011!
Introductory Reading
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DEVELOPMENTAL READING AND CRITICAL THINKING
Š
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KEY FEATURES
Š A holistic approach to reading that presents reading skills in the context of real-life issues
helps students adapt reading and study strategies to all of their academic courses as well
as to the workplace.
Š Each chapter focuses on a single theme so that students can work with the ideas long
enough to begin to understand and use the material in its complexity. This greater
depth allows students to apply critical-thinking skills more effectively in class discussions,
assigned writings, and collaborative activities.
Š The reading process focus involves essential steps to reading—pre-reading activities,
active reading, and post-reading tasks—that are built into each chapter. Students apply
the new skills learned within the context of the reading process.
Š An “Organize to Learn” feature teaches students learning strategies and study skills,
including how to organize their thoughts and classroom material.
Š “Language Tips” offer useful notes on reading and language issues that are especially
helpful for non-native English speakers.
Š Collaborative exercises and activities provide multiple opportunities for group work
and collaboration.
Š End-of chapter review material includes a “Putting It Together” chart that graphically
summarizes the skills the chapter has introduced, a skills review activity, writing
assignments, post-reading activities for further group work, and a web-based activity.
Š Two mastery tests in each chapter give students further opportunities to master skills
and to evaluate their progress. In addition, cumulative mastery tests at the back of the
book assess all the core skills in the book. They can be used as pre- and post-test
instruments to measure student progress or for student practice at the end of the term.
Š A Reader’s Toolkit appendix includes instruction and practice on reading visual aids, advice
on test-taking, and guidance for navigating and evaluating web sites.
5
8
WADSWORTH, A PART OF CENGAGE LEARNING
Brandon At
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Focused on interesting, contemporary themes, A Community of Readers presents college-level
reading skills concerning real-life issues relevant to students. A Community of Readers, the
second of two books in the Alexander reading series, offers guided, detailed instruction on
all segments of the reading and learning process: reading, discussing, writing, and critical
thinking. The author uses a unique system to teach the reading process called PRO (Prepare
to Read, Read Actively and Reflect, and Organize to Learn), which gives students a concrete
lemming,
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in length
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Roberta Alexander | San Diego City College
Jan Jarrell | San Diego City College
A Community of Readers: A Thematic Approach to Reading,
5th Edition
DEVELOPMENTAL READING AND CRITICAL THINKING
2
Essay
Intermediate Reading
DEVELOPMENTAL READING AND CRITICAL THINKING
Introductory Reading
KING
ESSAy
Readers
2
DEVEL
TABLE OF CONTENTS
Note: Each chapter concludes with a Chapter Review section that includes: Put It Together,
Reviewing Skills, Writing, Collaborating, Extending Your
Thinking, and Working the Web
1. The Reading Process: Becoming a Successful Student
Getting Ready to Read. Reading 1: “I Can’t Accept Not Trying” Michael
Jordan. Setting Goals and Achieving Them. Managing Your Time. Meeting
Others, Knowing Yourself. Reading 2: “Positive Self-Esteem” Denis Waitley.
The Importance of Reading. Becoming an Active Reader: The PRO System. 1.
Prepare to Read. Concentrating. Previewing. Reading 3: “Your Psychosocial
Health” adapted from Rebecca J. Donatelle. Using Previous Knowledge. Asking
Preparing-to-Read Questions and Predicting. Reading 4: “Some Reflections on
Reading” Daniel R. Walther. Choosing a Reading Strategy. Organize to Learn:
Preview a Textbook. 2. Read Actively. Making Connections. Thinking Critically
Language Tip: Reader’s Questions and Active Reading. 3. Organize to Learn.
Reading 5: “Effective Speaking and Listening” Curtis O. Byer and Louis W.
Shainberg. Mastery Test 1A: “Latinas: Journeys of Achievement and Vision.”
Nicholasa Mohr. Mastery Test 1B: “Learning to Read.” Malcolm X.
2. Working with Words: Technology and You
Getting Ready to Read. Reading 1: “Try to Imagine” Lashawnda Jackson. Working with Words. Reading and Vocabulary. Textbook Vocabulary Aids. Context
Clues. Reading 2: “Technology: What Is It and How It Changes Our Lives”
adapted from James M. Henslin. Word Parts. Language Tip: Word Forms.
Suffixes. Reading 3: “House of the Future” Jan Lombardi. Dictionary Skills.
Organize to Learn: Your Personal Vocabulary Plan. Reading 4: “Orwell’s Future
Has Arrived” Myesha Ward. Mastery Test 2A: “Small, Smaller, Smallest: Medical Technology of Today and for the Future” Paul Hursel. Mastery Test 2B:
“The Cutting Edge of Change” adapted from James M. Henslin.
Chapter 3: Main Ideas: How We Look
Getting Ready to Read. Reading 1: “Skin Deep Matters” Martín de la Cruz.
What Is a Reading About? Topics. Main Ideas. The Difference Between Topics
and Main Ideas. Stated Main Ideas. Main Ideas at the Beginning. Main Ideas
in the Middle. Main Ideas at the End. Organize to Learn: Mark Main Ideas.
Thesis Statements. Reading 2: “Touch It Up! The Art of Making ‘Beautiful
People’” Lia Trageser. Reading 3: “Body Art” Olivia Mayberry. Reading 4:
“The Hidden Costs of That Buff Bod” Mark Santos. Language Tip: Follow
Directions. Mastery Test 3A: “Behind the Veil” Roberta Alexander. Mastery
Test 3B: “Armando’s Tattoos” Ivan Ramos.
4. Unstated Main Ideas: Challenges in Education.
Getting Ready to Read. Reading 1: “Will Johnny Get A’s?” Connie Leslie.
Unstated Main Ideas. Reading 2: “The Best Teacher in America” A. Jerome
Jewler and John N. Gardner. Writing Main Idea Sentences. Language Tip:
Writing Complete Sentences. Organize to Learn: Work in Groups. Reading
3: “Participating in Small Groups” adapted from Larry Samovar. Reading 4:
“Reading, Writing, and . . . Buying?” Consumer Reports. Mastery Test 4A:“A
Third of the Nation Cannot Read These Words” Jonathan Kozol. Mastery Test
4B: “Blowing Up the Tracks” Patricia Kean.
5. Main Ideas and Supporting Details: Popular Culture
Getting Ready to Read. Reading 1: “Violence and Video Games” Jenn Laidman.
Supporting Details. Recognizing Supporting Details in Sentences. Separating
General from Specific. Recognizing Supporting Details in Paragraphs. Using
Supporting Details to Find the Unstated Main Idea. Language Tip: Facts. Reading
2: “Video Games: The Reality of the Digital World” Marley Peifer. Organize to
Learn: Outline. Reading 3: “Advertisement: How the Industry Hits Its Target”.
Selling to Kids. Reading 4: “Teen Girl Magazines: The Good, the Bad, and
the Beautiful” Elena Marie Peifer. Mastery Test 5A: “Fighting over Sneakers”
Richard Campbell. Mastery Test 5B: “Some Day My Prince Will Come” Kelly
Mayhew and Elena Marie Peifer.
6. Working with Main Ideas and Supporting Details: Television in Our Society
Getting Ready to Read. Reading 1: “The Oprah Hour, the Oprah World” Craig
Stoughton. Major and Minor Supporting Details. Major Supporting Details.
Minor Supporting Details. Working with Main Ideas and Major and Minor
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Supporting Details. Using an Outline. Organize to Learn: Make a Map. Marking
Main Ideas and Major and Minor Supporting Details. Writing Summaries.
Language Tip: Paraphrasing and Avoiding Plagiarizing. Reading 2: “Trouble on
the Air” Aline Franco. Reading 3: “Crack and the Box” Pete Hamill. Reading 4:
“Sports and Television: Isolation or Community?” Jim Miller. Mastery Test 6A:
“Get Rich Quick!” Shawna Livingston. Mastery Test 6B: “Why We Love American
Idol” Ella de Castro Baron.
7. Patterns of Organization: Families
Getting Ready to Read. Reading 1: “My Husband’s Nine Wives” Elizabeth
Joseph. Patterns of Organization. Examples. Chronological Order. Organize to
Learn: Make a Time Line. Definitions. Reading 2: “Old Cultures and New International Families” Richard P. Appelbaum and William J. Chambliss. Language
Tip: Transitions. Mixed and Paired Patterns of Organization. Comparison and
Contrast. Organize to Learn: Make a Circle Diagram. Cause and Effect. Organize
to Learn: Make a Concept Map. Summary Chart: Patterns of Organization.
Reading 3: “How to Meet a Mate” Virginia Maggio. Reading 4: “The Slave
Family” adapted from Roberta A. Divine, T. H. Breen, George M. Fredrickson,
and R. Hal Williams. Mastery Test 7A: “The Choices My Family Makes” Fatima
Khan. Mastery Test 7B: “Marriage, Childbirth, and Child-Rearing” adapted
from James M. Henslin.
8. Inferences: Coming of Age
Getting Ready to Read. Reading 1: “The Boy Code: ‘Everything’s Just Fine’”
William Pollack. Recognizing Inferences. Making Inferences from Visual Clues.
Making Inferences While Reading. Organize to Learn: Separate Personal Opinion
from Reasonable Inferences. Finding Inferences in Longer Passages. Reading 2:
“Codes of Conduct” Geoffrey Canada. Language Tip: Imagery and Connotation.
Reading 3: “Boys Today Are Falling Behind” William Pollack. Reading 4: “A
Minefield: Teenagers and Racism on the U.S.–Mexico Border” Enrique Dávalos.
Mastery Test 8A: “When Money Is Everything, Except Hers” Dirk Johnson Mastery
Test 8B: “Worshipping the Gods of Thinness” Mary Pipher.
9. Critical Reading: Social Connectedness and Community
Getting Ready To Read. Reading 1: “Thank You M’am” Langston Hughes.
Critical Reading. Facts and Opinions. Fact. Opinion. Language Tip: Word Clues
for Recognizing Opinions. Recognizing Fact and Opinion. Worldview, Point
of View, and Purpose. Worldview. Point of View. Purpose. Reading 2: “Police
Training: Ethics and Integrity in Decision-Making” Dianne Castañeda. Organize
to Learn: Listing. Drawing Conclusions. Summary Chart: The Steps in Critical
Reading. Reading 3: “Healthy and Happy or Bowling Alone?” adapted from
Robert Putnam. Reading 4: “A Gang, a Murder, Forgiveness, and Community”
Cynthia Roberts. Mastery Test 9A: “The Montgomery Bus Boycott: An AfricanAmerican Community Challenges Segre-gation” adapted from John Mack
Faragher, Mary Jo Buhle, Daniel Czitrom, and Susan H. Armitrage. Mastery Test
9B: “The Singer Solution to World Poverty” adapted from Peter Singer.
Additional readings correlate to Chapters 4–9
Reading 4: The Hidden Curriculum: Classroom Environment, Joan Ferrante
Reading 5: Persuasive Techniques in Contemporary Advertising, Richard Campbell
Reading 6: Survival of the Fittest? The Survivor Story Kelly Mayhew
Reading 7: Families and Diversity, William E. Thompson and Joseph V. Hickey
Reading 8: Youth and Alcohol, Vincent N. Parillo
Reading 9: Are You Ready? Vicki Chang
Cumulative Mastery Tests
Reading A: “Loneliness” adapted from Wayne Weiten and Margaret Lloyd
Reading B: “Lizzie Borden, Murderer,” James Kirby Martin, Randy Roberts,
Steven Mintz, Linda O. McMurry, and James H. Jones.
A Reader’s Toolkit
1. Reading Visual Aids. Maps. Graphs. Pie Charts. Tables. Answer Key for Visual
Aids Practice Exersises 1–4. 2. Test-Taking Tips. Overcome Nervousness. Anticipate Test Questions. Follow Directions. Understand the Types of Questions
Objective Questions. Essay Questions. Vocabulary Clues for Test-Taking. In Objective Questions. In Essay Questions. 3. Navigating and Evaluating Web Sites.
Source. Currency. Usefulness. Elements of a Web Site. Answer Key for Web Site
Practice Exercise 5.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
9
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Connect: College Reading motivates students to improve their reading comprehension by
focusing on what they already know. This success-driven strategy empowers students to
identify and draw on their strengths no matter what their learning style may be—in fact,
ition
1ST EDITION
Ivan Dole | North Lake Community College
Leslie Taggart
Connect: College Reading
INTERMEDIATE READING—AVAILABLE NOW!
DEVE
DEVELOPMENTAL READING AND CRITICAL THINKING
Intermediate Reading
Essay
NKING
DEVELOPMENTAL READING AND CRITICAL THINKING
Introductory Reading
Readers
Reading Keys, 3rd Edition
Laraine E. Flemming
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Reading Keys—the first in a three-book reading series by Laraine Flemming—offers a comprehensive introduction to reading skills and strategies, from using context clues to identifying
purpose and bias. Clear, accessible explanations present reading concepts without oversimplifying the process of reading comprehension. To ensure students’ understanding, reading
“keys” or summaries follow the explanations, breaking them down into manageable chunks.
Throughout each chapter, a steady progression of more difficult exercises assesses students’
understanding of the material and promotes improved comprehension and critical-thinking
skills. This incremental approach to instruction and assessment makes it easier for beginning
readers to absorb and master new information. The third edition of this text offers even
more engaging readings—Laraine Flemming’s signature—as well as a focus on study skills,
a new vocabulary feature, and a revised final chapter, “From Comprehension to Critical
Reading.” A complete technology package—including online homework and practice and a
package of PowerPoint® slides and tests for the instructor—provides students with dynamic
learning opportunities and instructors with enhanced teaching options.
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ISBN: 978-0-547-19095-2
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NEW TO THIS EDITION
Š A new Chapter 1, “Getting Into a Textbook State of Mind,” provides context for
acquiring reading skills, with sections including “Learn How to Develop and Maintain
Concentration,” “Preview Your Assignments,” and “Read Strategically.”
Š A new vocabulary feature, “Ten Words for Your Textbook Vocabulary,” helps students
acquire and develop an academic vocabulary.
Š New sample sentences, paragraphs, and longer readings on lively and contemporary
topics, grab and maintain students’ interest.
Š Four new “Combining Your Skills” reading selections at the end of the text provide both
textbook and high-interest readings.
Š An appendix on using the dictionary has been updated to include the use of online
dictionaries.
KEY FEATURES
Š The text moves students from general reading strategies (in Chapter 1) and defining
words in context through topics and main ideas, drawing inferences, and identifying
patterns of organization.
Š Each topic provides explanation and a “Reading Keys” summary, followed by numerous
exercises, which provide immediate hands-on practice.
Š End-of-chapter elements include a “Rounding Up the Keys” summary, “Ten Words for
Your Vocabulary,” a longer “Digging Deeper” reading selection with questions to develop
analytical skills, and six to eight tests that measure students’ comprehension.
Š Frequent textbook selections prepare students for academic reading, bolstered by
vocabulary boxes and features that encourage development of appropriate vocabulary.
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3. Connecting the General to the Specific in Reading and Writing.
General and Specific Words. Putting the Terms General and Specific
into Context. Understanding the Difference Between General and
Specific Sentences. The Writer’s Responsibility. The Reader’s Response.
Connecting General and Specific Sentences in Paragraphs. General
Sentences in Last Position. Vocabulary Check. Digging Deeper: Going
Global. Test 1: Vocabulary Review. Test 2: Distinguishing Between
General and Specific Sentences. Test 3: Distinguishing Between
General and Specific Sentences. Test 4: Recognizing the Most General
Sentence. Test 5: Recognizing the Most General Sentence. Test 6:
by
ts to
fact,
Test 2: Reading Charts and Graphs. Test 3: Understanding Visual Aids.
8. Beyond the Paragraph: Reading Longer Selections
Moving Beyond the Paragraph. Titles and Headings are Tip-offs. One
Main Idea Controls and Unifies the Others. Topic Sentences versus
“Thesis Statements”. Double Vision Is Essential. Implied Main Ideas
Are Slow to Emerge. Major Supporting Details Expand Their Territory.
Concluding Paragraphs Fulfill More Functions. The Writer’s Purpose
Becomes Clearer. Diagramming Major and Minor Details. Implied
Main Ideas in Longer Readings. Vocabulary Check. Monitoring Comprehension with Informal Outlines. Making a Sentence Outline. Taking
READ
Readers
Intermediate Reading
DEVELOPMENTAL READING AND CRITICAL THINKING
KING
Readers
Introductory Reading
DEVELOPMENTAL READING AND CRITICAL THINKING
DEVEL
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TABLE OF CONTENTS
Preface.
1. Getting Into a Textbook State of Mind
Learn How to Develop and Maintain Concentration. Preview
Your Assignments. Use the Web for Background Knowledge. Read
Strategically. Make Connections Between General and Specific
Sentences. Making Marginal Notes. The Reading Paraphrase Versus the Writing Paraphrase. Learning the Language of Textbooks.
Rounding Up the Keys. Ten Words for Your Textbook Vocabulary.
Digging Deeper: Muscle Reading. Test 1: Reviewing the Key Points.
Test 2: Developing Your Textbook Vocabulary.
2. More on Words and Meanings
Using Context Clues. Restatement Clues. Contrast Clues. Example
Clues. General Knowledge Clues. Breaking Words into Parts.
Rounding Up the Keys. Digging Deeper: New Words Needed. Test
1: Reviewing the Key Points. Test 2: Using Context Clues. Test 3:
Using Context Clues. Test 4: Using Word Parts and Context Clues.
Test 5: Using Word Parts and Context Clues. Test 6: Using Word
Parts and Context Clues. Test 7: Using Word Parts and Context
Clues.
3. From Topics to Main Ideas
What’s the Topic Phrasing the Topic Inferring the Topic. What’s
the Main Idea. Looking for Topic Sentences. Is the Topic Sentence First or Second? Transitions and Topic Sentences in Second
Position. Testing Your Topic Sentence. Rounding Up the Keys.
Ten More Words for Your Textbook Vocabulary. Digging Deeper:
Life Lessons from the Family Dog. Test 1: Identifying Topics and
Topic Sentences. Test 2: Identifying Topics and Topic Sentences.
Test 3: Identifying Topics and Topic Sentences. Test 4: Identifying
Topics and Topic Sentences. Test 5: Identifying Topics and Topic
Sentences. Test 6: Paraphrasing. Test 7: Developing Your Textbook
Vocabulary.
4. More on Topic Sentences
Topic Sentences in Third Place. Topic Sentences Closer to the Middle. Topic Sentences at the End. Get into the Habit of Paraphrasing. Inaccurate Paraphrasing. Why Paraphrasing Works. Rounding
Up the Keys. Ten More Words for Your Textbook Vocabulary. Digging Deeper: Family Ties. Test 1: Reviewing the Key Points. Test 2:
Recognizing Topic Sentences. Test 3: Recognizing Topic Sentences.
Test 4: Recognizing Topic Sentences. Test 5: Recognizing Topic
Sentences. Test 6: Developing Your Textbook Vocabulary.
5. Working Together: Topic Sentences and Supporting Details
The Function of Supporting Details. Supporting Details Clarify,
Explain, and Convince. Major and Minor Details. Major Details
Minor Details. Evaluating Minor Details. Clues to Major Details
in Topic Sentences. Topic Sentences, Transitions, and Major
Details. Paraphrasing and Note-Taking. Rounding Up the Keys.
Ten More Words for Your Textbook Vocabulary. Digging Deeper:
Killer Waves. Test 1: Reviewing the Key Points. Test 2: Recognizing
Supporting Details. Test 3: Recognizing Supporting Details. Test 4:
Taking Notes on Paragraphs. Test 5: Understanding Major and
Minor Details. Test 6: Recognizing Major and Minor Details. Test 7:
Writing Summaries. Test 8: Developing Your Textbook Vocabulary.
6. Drawing Inferences about Implied Main Ideas
Inferring Main Ideas. Effective and Ineffective Inferences. Avoiding
a Communication Breakdown. Allusions and Inferences. Rounding
Up the Keys. Ten More Words for Your Textbook Vocabulary.
Digging Deeper: Are Employers Making a Mistake Banning Facebook from the Workplace? Test 1: Reviewing the Key Points. Test
2: Identifying the Implied Main Idea. Test 3: Identifying the Implied
Main Idea. Test 4: Identifying the Implied Main Idea. Test 5:
Inferring the Implied Main Idea. Test 6: Developing Your Textbook
Vocabulary.
7. Recognizing Patterns of Organization
Time. Order. Process. Sequence of Dates and Events. Simple
Listing. Definition. Cause and Effect. Comparison and Contrast.
Classification. Rounding Up the Keys. Ten More Words for Your
Textbook Vocabulary. Digging Deeper: The Origins of Cinco de
Mayo. Test 1: Reviewing the Key Points. Test 2: Patterns and Topic
Sentences. Test 3: Recognizing Patterns of Organization. Test 4:
Recognizing Patterns of Organization. Test 5: Recognizing Patterns
of Organization. Test 6: Recognizing Patterns of Organization. Test
7: Developing a Textbook Vocabulary.
8. Mixing and Matching Patterns
Pure Versus Mixed Patterns. Combining Patterns in Longer
Readings. Patterns and the Implied Main Idea. Deciding What’s
Important. Common Combinations. Rounding Up the Keys. Ten
More Words for Your Textbook Vocabulary. Digging Deeper:
The Kursk’s Tragic End. Test 1: Reviewing the Key Points. Test 2:
Recognizing Patterns in Paragraphs. Test 3: Recognizing Patterns
in Paragraphs. Test 4: Recognizing Patterns in Paragraphs. Test 5:
Recognizing Mixed Patterns in Longer Readings. Test 6: Recognizing Mixed Patterns in Longer Readings. Test 7: Recognizing Mixed
Patterns in Longer Readings. Test 8: Developing Your Textbook
Vocabulary.
9. From Comprehension to Critical Reading
Informative Versus Persuasive Writing. Characteristics of Informative Writing. Characteristics of Persuasive Writing. When Bias Goes
Overboard. Rounding Up the Key Points. Ten More Words for Your
Textbook Vocabulary. Digging Deeper: Archbishop Oscar Romero.
Test 1: Reviewing the Key Points. Test 2: Distinguishing Between
Fact and Opinion. Test 3: Fact, Opinion, or Both. Test 4: Recognizing Tone and Purpose. Test 5: Evaluating Bias. Test 6: Developing Your Textbook Vocabulary.
Combining Your Skills
Reading 1: “The Seven-Day Antiprocrastination Plan,” Dave Ellis.
Reading 2: “Culture, Subcultures, and the Marketplace,” William
M. Pride and O.C. Ferrell. Reading 3: “The Demise of Dating,”
Charles M. Blow. Reading 4: “Good Grief,” Richard Lederer.
Reading 5: “Backlash: Women Bullying Women in the Workplace,” Mickey Meece. Reading 6: “Nonjudgmental and Critical
Listening,” Joseph DeVito. Reading 7: “What Makes a Hero?,” Ted
Tollefson. Reading 8: “Taylor’s Miracle,” Rick Bragg. Reading 9:
“Online Therapy,” Marilyn Elias. Reading 10: “Checking the Stats,”
Laraine Flemming.
Appendix: Dictionaries, Online and in Print. Index.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
7
11
10
WA
Reading for Results is the mid-level text in the ever-popular reading series by Laraine Flemming,
which includes Reading Keys (beginning level) and Reading for Thinking (advanced level). This
hallmark developmental reading text is filled with stimulating readings that range in length
from single paragraphs to textbook excerpts. Chapters and explanations are carefully struc-
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Laraine E. Flemming
Reading for Results, 11th Edition
INTERMEDIATE READING—NEW FOR 2011!
DEVELOPMENTAL READING AND CRITICAL THINKING
Introductory Reading
Readers
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2
DEVELOPMENTAL READING AND CRITICAL THINKING
Intermediate Reading
Readers
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INTRODUCTORy READING—ADDITIONAL TITLES AVAILABLE
Reading Strategies for Today’s College Student,
1st Edition
Rhonda Holt Atkinson | Central Missouri State University
Debbie G. Longman | Southeastern Louisiana University
352 pages | Paperbound | 2-color | ©2006
ISBN: 978-0-838-45710-8
This text is designed for low-level reading courses and/or ESL courses
in the developmental reading program. It uses selections from reading sources that students will encounter daily in college—textbooks,
college catalogs, financial aid documents, correspondence and other
information from institutions, articles from college newspapers, and
web-based information—to build reading comprehension. After an
introductory chapter that explains how to use the text and its key features, the next five chapters of the text focus on the language of college
coursework including decoding, dictionary and thesaurus use, using
the context, structural analysis, and vocabulary development. Following those chapters, the remaining five chapters introduce students to
reading strategies for understanding main ideas, details, and drawing
conclusions. The text focuses on reading fundamentals and academic
reading, employing a low reading level and conversational writing style.
The Reading Portfolio, 2nd Edition
Diane Perotti Bosco | Suffolk County Community College
Janice Anselmo Buchner | Suffolk County Community College
384 pages | Paperbound | 1-color | ©2004
ISBN: 978-0-618-25660-0
The Reading Portfolio combines thematic readings with skill-building
exercises to help lower-level developmental students learn to assimilate
effective reading strategies. An innovative portfolio approach to reading encourages students to record their reactions to each selection and
submit the collection for grading at the end of the course. Instructors
are not limited to the portfolio approach. This text also lends itself to
use with traditional grading methods. This edition highlights topics
from popular culture and the media using a wide range of readings
from best- selling authors.
Houghton Mifflin College Reading Series, Book 1,
2nd Edition
528 pages | Paperbound | 1-color | ©2006
ISBN: 978-0-618-54186-7
The Houghton Mifflin College Reading Series follows a consistent sequence
and structure, pairing skills and strategies with paragraphs and short
selections to introduce new concepts in context. The readings represent a diverse range of sources, including textbooks and magazines.
The Houghton Mifflin College Reading Series Book 1, Second Edition is the
first book in a three-level series and is designed for lower-level reading
courses. The readings in the Second Edition have been updated for
currency and relevance to students’ interest, and have been reviewed
carefully to ensure grade-level appropriateness.
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9
12
WADSWORTH, A PART OF CENGAGE LEARNING
12/01/2009 01:45:47
512 Pag
ISB
TABLE OF CO
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The Reading Portfolio combines thematic readings with skill-building
352 pages | Paperbound | 2-color | ©2006
ISBN: 978-0-838-45710-8
Rhonda Holt Atkinson | Central Missouri State University
Debbie G. Longman | Southeastern Louisiana University
Reading Strategies for Today’s College Student,
1st Edition
384 pages | Paperbound | 1-color | ©2004
ISBN: 978-0-618-25660-0
Diane Perotti Bosco | Suffolk County Community College
Janice Anselmo Buchner | Suffolk County Community College
The Reading Portfolio, 2nd Edition
INTRODUCTORy READING—ADDITIONAL TITLES AVAILABLE
Readers
Introductory Reading
DEVELOPMENTAL READING AND CRITICAL THINKING
KING
Intermediate Reading
DEVELOPMENTAL READING AND CRITICAL THINKING
DEVEL
2
Readers
INTERMEDIATE READING—NEW FOR 2011!
mily” by Alice
ack Unlike
” by Sue
d Be Harmful”
Gays Marry?”
Anne Rishi.
Reading for Results, 11th Edition
Laraine E. Flemming
Reading for Results is the mid-level text in the ever-popular reading series by Laraine Flemming,
which includes Reading Keys (beginning level) and Reading for Thinking (advanced level). This
hallmark developmental reading text is filled with stimulating readings that range in length
from single paragraphs to textbook excerpts. Chapters and explanations are carefully structured so that each skill builds on the previous one until students are ready to tackle longer,
multi-paragraph selections. By Chapter 11, “More on Purpose, Tone, and Bias,” students
are ready to think about the basic structure of an argument and lay the foundations for
critical thinking.
kham. “The
f Yeager. “A
weatshops” by
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w.productivityRoy Wilson.
The Issue
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by Joseph F.
The
ganda?”
by the Editor
itmo
h and
loyd Steffen.
752 pages | Paperbound
7 3⁄8 x 9 ¼ | 4-color | ©2011
ISBN: 978-0-495-80245-7
Available with Aplia
Developmental Reading
www.aplia.com/developmentalenglish
NEW TO THIS EDITION
Š Reading for Results now features a beautiful full-color design.
Š A new Chapter 7, “Drawing Inferences to Understand Visual Aids,” includes thorough
coverage of interpretation of charts and graphs (formerly included in an appendix),
with opportunities for practice and end-of-chapter quizzes.
Š Chapter 1, “Strategies for Textbook Learning,” is revised to show how underlining,
annotating, diagramming, outlining, and note-taking are incorporated into the SQ3R
study system.
Š Chapter 4, “From Topics to Topic Sentences,” describes a new step-by-step system for
paraphrasing, and more exercises ask for paraphrased answers. Chapter 4 also introduces a new system for discovering paragraph topics.
Š Chapter 9, “Recognizing Patterns of Organization in Paragraphs,” includes a new section
on the simple listing pattern and differentiates it from the classification pattern.
Š Over two hundred new words, many drawn from academic texts, are introduced in
context and defined in footnotes, and new “Vocabulary Check” boxes periodically review
words learned in previous passages.
Š A new “Summing Up the Key Points” box after each chapter section and a brief “Check
Your Understanding” quiz a few pages further on utilize a “review and recall” format that
has been shown to aid study and retention.
7
KEY FEATURES
Š Reading for Results is a proven reading text that helps students master skills such as
identifying main ideas, locating supporting details, recognizing transitions, and
identifying patterns.
Š Chapters and explanations are carefully structured with each skill building upon the
previous one, so that, by the last chapter, students are ready to analyze arguments and
develop critical-thinking abilities.
TABLE OF CONTENTS
Preface.
1. Strategies for Textbook Learning
Introducing SQ3R: Survey, Question, Read, Recall, Review S: Survey
to Get a General Overview and Make Predictions Q: Ask and Answer
Questions While Reading R-1: Read Difficult Material in Sections or
Chunks R-2: See How Much You Can Recall Right After Reading R-3:
Review Right After Completing the Assignment. Write While Reading. Understand Your Learning Style. The Importance of Varying Your
Reading Rate. Mining the Web for Background Knowledge. Vocabulary
Check. Digging Deeper: Memories Are Made of This. Test 1: Vocabulary Review. Test 2: Vocabulary Review.
2. Building Word Power
Using Context Clues. Contrast Clues. Restatement Clues. General
Knowledge Clues. Context and Meaning. Defining Words from Their
Parts. Learning Roots, Prefixes, and Suffixes. Combine Forces: Use
Context Clues and Word Parts. More Pointers About Specialized
Vocabulary. Recognizing Key Terms. Paragraphs Devoted to Definitions.
Checking the Glossary. Connotations and Denotations of Words.
Connotation, Denotation, and Context. Turning to the Dictionary.
The Difference Between Reading and Writing Vocabularies. Digging
Deeper: Word Lovers and Word History. Test 1: Using Context Clues.
Test 2: Using Context Clues. Test 3: Using Context Clues. Test 4: Word
Analysis and Context Clues. Test 5: Word Analysis and Context Clues.
Test 6: Word Analysis and Context Clues.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
13
16
W
l Weisskopf /
nswering the
ng Students
a New Lens,
Cowen /
Role Model,
ing and
of Hero /
TABLE OF CONTENTS
Preface.
1. Getting Into a Textbook State of Mind
Learn How to Develop and Maintain Concentration. Preview
Your Assignments. Use the Web for Background Knowledge. Read
Strategically. Make Connections Between General and Specific
Sentences. Making Marginal Notes. The Reading Paraphrase Versus the Writing Paraphrase. Learning the Language of Textbooks.
Rounding Up the Keys. Ten Words for Your Textbook Vocabulary.
6. Drawing Inferences about Implied Main Ideas
Inferring Main Ideas. Effective and Ineffective Inferences. Avoiding
a Communication Breakdown. Allusions and Inferences. Rounding
Up the Keys. Ten More Words for Your Textbook Vocabulary.
Digging Deeper: Are Employers Making a Mistake Banning Facebook from the Workplace? Test 1: Reviewing the Key Points. Test
2: Identifying the Implied Main Idea. Test 3: Identifying the Implied
Main Idea. Test 4: Identifying the Implied Main Idea. Test 5:
Inferring the Implied Main Idea. Test 6: Developing Your Textbook
DEVE
DEVELOPMENTAL READING AND CRITICAL THINKING
Introductory Reading
Readers
NKING
DEVELOPMENTAL READING AND CRITICAL THINKING
Intermediate Reading
Readers
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15
3. Connecting the General to the Specific in Reading and Writing.
General and Specific Words. Putting the Terms General and Specific
into Context. Understanding the Difference Between General and
Specific Sentences. The Writer’s Responsibility. The Reader’s Response.
Connecting General and Specific Sentences in Paragraphs. General
Sentences in Last Position. Vocabulary Check. Digging Deeper: Going
Global. Test 1: Vocabulary Review. Test 2: Distinguishing Between
General and Specific Sentences. Test 3: Distinguishing Between
General and Specific Sentences. Test 4: Recognizing the Most General
Sentence. Test 5: Recognizing the Most General Sentence. Test 6:
Identifying General Sentences in Paragraphs.
4. From Topics to Topic Sentences
Determining the Topic. Phrasing the Topic. From Topic to Main Ideas.
Topic Sentences and Main Ideas. More on Topic Sentences. On the
Alert for Reversal Transitions. Locating Topic Sentences. Transitional
Sentences. Topic Sentence at Mid-Point. Topic Sentence in Last
Position. Doubling Up on Topic Sentences. Question and Answer.
Vocabulary Check. Paraphrasing to Test Comprehension. Reading
versus Writing Paraphrases. Vocabulary Check. Digging Deeper: Jury
Dodgers Beware. Test 1: Vocabulary Review. Test 2: Vocabulary Review.
Test 3: Vocabulary Review. Test 4: Vocabulary Review. Test 5: Identifying
Topics and Topic Sentences. Test 6: Recognizing Topics and Topic
Sentences. Test 7: Recognizing Topics, Topic Sentences, and Transitions.
Test 8: Recognizing Topic Sentences. Test 9: Recognizing an Accurate
Paraphrase. Test 10: Recognizing the Most Accurate Paraphrase.
5. Focusing on Supporting Details
Supporting Details Develop Topic Sentences. Understanding the Difference Between Major and Minor Details. The Role of Minor Details
Evaluating Minor Details. Topic Sentences Help Identify Major Details.
Transitions and Major Details. Vocabulary Check. Reader-Supplied
Supporting Details. Concluding Sentences and Supporting Details.
Vocabulary Check. Digging Deeper: Debating Private Prisons. Test 1:
Vocabulary Review. Test 2: Vocabulary Review. Test 3: Recognizing
Supporting Details. Test 4: Identifying Topic Sentences and Supporting
Details. Test 5: Distinguishing Between Major and Minor Details. Test
6: Recognizing Topic Sentence Clues to Major Details. Test 7: Recognizing Supporting Details and Concluding Sentences. Test 8: Topics,
Topic Sentences, and Inferring Supporting Details. Test 9: Recognizing
the Function of Every Sentence.
6. More about Inferences
Inferences in Everyday Life. Cartoons Quips and Quotes. Idioms.
Drawing Inferences to Construct Topic Sentences. Inferring Main
Ideas. Five Types of Paragraphs to Imply the Main Idea. Just the Facts.
Question and Answer. Competing Points of View. Comparison and
Contrast. Results of Research. Vocabulary Check. More on Evaluating
Your Inferences Illustrating Logical and Illogical Inferences. Vocabulary
Check. Digging Deeper: Black Baseball. Test 1: Vocabulary Review.
Test 2: Vocabulary Review. Test 3: Recognizing the Implied Main Idea.
Test 4: Recognizing the Implied Main Idea. Test 5: Recognizing the
Implied Main Idea. Test 6: Recognizing the Implied Main Idea. Test 7:
Recognizing the Implied Main Idea.
7. Drawing Inferences from Visual Aids
Drawing Inferences from Pie Charts. Line Graphs. Bar Graphs. Vertical
Bar Graph. Horizontal Bar Graph. Interpreting Drawings and Cartoons.
Digging Deeper: Voting Goes High-Tech. Test 1: Reviewing Visual Aids.
14
WADSWORTH, A PART OF CENGAGE LEARNING
Test 2: Reading Charts and Graphs. Test 3: Understanding Visual Aids.
8. Beyond the Paragraph: Reading Longer Selections
Moving Beyond the Paragraph. Titles and Headings are Tip-offs. One
Main Idea Controls and Unifies the Others. Topic Sentences versus
“Thesis Statements”. Double Vision Is Essential. Implied Main Ideas
Are Slow to Emerge. Major Supporting Details Expand Their Territory.
Concluding Paragraphs Fulfill More Functions. The Writer’s Purpose
Becomes Clearer. Diagramming Major and Minor Details. Implied
Main Ideas in Longer Readings. Vocabulary Check. Monitoring Comprehension with Informal Outlines. Making a Sentence Outline. Taking
Notes with Informal Outlines. Making an Informal Outline. More on
Diagramming. Vocabulary Check. Digging Deeper: Legal Rights for
Animals. Test 1: Vocabulary Review. Test 2: Vocabulary Review. Test
3: Vocabulary Review. Test 4: Recognizing Controlling Main Ideas and
Supporting Details. Test 5: Recognizing Controlling Main Ideas and
Supporting Details. Test 6: Recognizing the Main Idea, Supporting
Details, and Author’s Purpose.
9. Recognizing Patterns of Organization in Paragraphs
Pattern 1: Definition. Pattern 2: Time Order. Sequence of Dates and
Events. Process. Pattern 3: Simple Listing. Pattern 4: Comparison and
Contrast. Pattern 5: Cause and Effect. Pattern 6: Classification. Identifying the Primary Pattern. Vocabulary Check. Digging Deeper: Types of
Love. Test 1: Vocabulary Review. Test 2: Vocabulary Review. Test 3–6:
Recognizing Primary Patterns.
10. Combining Patterns in Paragraphs and Longer Readings
Combining Patterns in Paragraphs. Not All Patterns Are Equal. Seeing
Patterns in Longer Readings. Taking Notes on Mixed Patterns. Vocabulary Check. Digging Deeper: The Development of Self in Childhood.
Test 1: Vocabulary Review. Test 2: Identifying Main Ideas and Patterns
of Organization. Test 3: Identifying Main Ideas and Patterns of Organization. Test 4: Identifying Main Ideas and Patterns of Organization.
11. More on Purpose, Tone, and Bias
Why Think About Purpose? The Signs of Informative Writing. Persuasive Writing. On the Meaning of “Primary Purpose”. Separating Fact
and Opinion. Checking the Facts. Facts and Tone Opinions. Combining Opinions with Facts. Evaluating Bias in Persuasive Writing. When
Bias Goes Overboard. An Example of Acceptable Bias. Sound Opinions Need Solid Reasoning. Shaky Arguments. Hasty Generalizations.
Irrelevant Evidence. Circular Reasoning. Offering False Alternatives.
Making Careless Comparisons. Vocabulary Check. Digging Deeper:
Critical Thinking and Pseudo-Psychologies—Palms, Planets, and
Personality. Test 1: Vocabulary Review. Test 2: Fact or Opinion. Test 3:
Fact, Opinion, or Both. Test 4: Identifying Tone. Test 5: Recognizing
Tone and Excessive Bias. Test 6: Locating Errors in Logic.
Putting It All Together
Reading 1: “Beyond Time Management.” Reading 2: “Arriving at a
Crossroads.” Reading 3: “Marla Ruzicka: Activist Angel.” Reading
4: “The Altruistic Personality.” Reading 5: “Where Does Free Speech
End?” Reading 6: “Is Facebook Growing Up Too Fast?” Reading 7:
“Memory, Perception, and Eyewitness Testimony.” Reading 8: “Is a
Monster Pandemic Around the Corner?” Reading 9: “Whaddya Have
to Do to Get a Kidney Around Here?” Reading 10: “Debating Parental
Notification Laws.”
Appendix: More About Dictionary Labels. Index.
READE
49
6 3⁄8
ISB
Reading Keys—the first in a three-book reading series by Laraine Flemming—offers a comprehensive introduction to reading skills and strategies, from using context clues to identifying
purpose and bias. Clear, accessible explanations present reading concepts without oversimplifying the process of reading comprehension. To ensure students’ understanding, reading
“keys” or summaries follow the explanations, breaking them down into manageable chunks.
Throughout each chapter, a steady progression of more difficult exercises assesses students’
understanding of the material and promotes improved comprehension and critical-thinking
skills. This incremental approach to instruction and assessment makes it easier for beginning
book
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Laraine E. Flemming
Reading Keys, 3rd Edition
Readers
Introductory Reading
DEVELOPMENTAL READING AND CRITICAL THINKING
KING
Essay
Intermediate Reading
DEVELOPMENTAL READING AND CRITICAL THINKING
DEVEL
INTERMEDIATE READING—AVAILABLE NOW!
1ST EDITION
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Ivan Dole | North Lake Community College
Leslie Taggart
Connect: College Reading motivates students to improve their reading comprehension by
focusing on what they already know. This success-driven strategy empowers students to
identify and draw on their strengths no matter what their learning style may be—in fact,
visually and aurally oriented students are uniquely supported through an online Resource
Center featuring a range of interactive learning opportunities.
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nd accessible
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Connect: College Reading
736 pages | Paperbound
7 3⁄8 x 9 1⁄4 | 4-color | ©2010
ISBN: 978-1-413-03316-8
KEY FEATURES
Š The text begins with a “Prep Reading” that guides students through their first reading.
The readings are supported by vocabulary help within the text, as well as audio and
video support on the accompanying Resource Center.
Š The authors teach students a variety of proven techniques designed to help them master
college-level reading skills, including the MAPPS reading strategy and the EASY vocabulary
strategy.
Š Each end-of-chapter reading includes “Critical-Thinking Level” questions that target
all six levels of Bloom’s taxonomy to get students in the practice of using the levels and
broadening their ideas. These questions force students to identify why they chose their
answer and what proof they have that their answer is the correct one.
Š Throughout the chapter, students encounter a range of reading pedagogy. “Pre-Reading
the Selection” apparatus helps prepare students to read, gets them to connect their prior
knowledge, and provides them with any cultural literacy knowledge they might need.
“Reading Journal” and vocabulary prompts during reading help students find the meaning
in each paragraph and guide them through unknown vocabulary. Finally, the post-reading
apparatus targets comprehension, critical thinking, and vocabulary retention.
Available with Aplia
Developmental Reading
www.aplia.com/developmentalenglish
TABLE OF CONTENTS
Plan for Success: A Course Preview.
PART I: READING TO SUCCEED
1. Exploring the Reading Process.
2. Asking Questions.
3. Developing Your Vocabulary.
PART II: READING TO UNDERSTAND
4. Understanding Paragraph Structure.
5. Recognizing Patterns of Organization.
6. Identifying Implied Main Ideas.
PART III: READING AND STUDYING
COLLEGE TExTBOOKS
7. Reading and Taking Notes on
Textbook Chapters.
8. Using and Integrating Visual Information.
PART IV: READING CRITICALLY
9. Distinguishing Fact and Opinion.
10. Analyzing the Author’s Tone.
11. Evaluating the Author’s Reasoning
and Evidence.
12. Applying Your Critical Reading Skills
Online.
Appendix: A Guide to Reading Novels.
laborative
emic essays.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
15
3. Connect
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14
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Note: Each chapter concludes with a Chapter Review section that includes: Put It Together,
Reviewing Skills, Writing, Collaborating, Extending Your
Thinking, and Working the Web
1. The Reading Process: Becoming a Successful Student
Getting Ready to Read. Reading 1: “I Can’t Accept Not Trying” Michael
Jordan. Setting Goals and Achieving Them. Managing Your Time. Meeting
Others, Knowing Yourself. Reading 2: “Positive Self-Esteem” Denis Waitley.
The Importance of Reading. Becoming an Active Reader: The PRO System. 1.
Prepare to Read. Concentrating. Previewing. Reading 3: “Your Psychosocial
Health” adapted from Rebecca J. Donatelle. Using Previous Knowledge. Asking
Edition
TABLE OF CONTENTS
Introductory Reading
Readers
Intermediate Reading
Essay
Supporting Details. Using an Outline. Organize to Learn: Make a Map. Marking
Main Ideas and Major and Minor Supporting Details. Writing Summaries.
Language Tip: Paraphrasing and Avoiding Plagiarizing. Reading 2: “Trouble on
the Air” Aline Franco. Reading 3: “Crack and the Box” Pete Hamill. Reading 4:
“Sports and Television: Isolation or Community?” Jim Miller. Mastery Test 6A:
“Get Rich Quick!” Shawna Livingston. Mastery Test 6B: “Why We Love American
Idol” Ella de Castro Baron.
7. Patterns of Organization: Families
Getting Ready to Read. Reading 1: “My Husband’s Nine Wives” Elizabeth
Joseph. Patterns of Organization. Examples. Chronological Order. Organize to
Learn: Make a Time Line. Definitions. Reading 2: “Old Cultures and New Inter-
352 pages
ISBN: 978
Rhonda H
Debbie G.
Readin
1st Edi
INTR
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DEVELOPMENTAL READING AND CRITICAL THINKING
A Community of Readers: A Thematic Approach to Reading,
5th Edition
ESSAy—
Roberta Alexander | San Diego City College
Jan Jarrell | San Diego City College
Focused on interesting, contemporary themes, A Community of Readers presents college-level
reading skills concerning real-life issues relevant to students. A Community of Readers, the
second of two books in the Alexander reading series, offers guided, detailed instruction on
all segments of the reading and learning process: reading, discussing, writing, and critical
thinking. The author uses a unique system to teach the reading process called PRO (Prepare
to Read, Read Actively and Reflect, and Organize to Learn), which gives students a concrete
learning process to follow. Each chapter introduces a key reading skill (e.g. main idea, vocabulary, inference) and focuses on one theme. This thematic organization helps students
develop schema while improving their reading skills.
Flemming,
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The Fifth Edition maintains the focus on student participation in the classroom community,
and covers basic to high level reading skills including examining fact and opinion, understanding bias, and thinking critically.
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624 pages | Paperbound
7 3⁄8 x 9 ¼ | 4-color | ©2010
ISBN: 978-0-547-18953-6
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TABLE OF CONTENTS
Note: Each chapter concludes with a Chapter Review which includes a Reader's Checklist, Critical
Reflections, Writing Activity, Classroom Community, Extend Your Thinking, and Work the Web.
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NEW TO THIS EDITION
Š Dynamic introductions to the chapter theme include cartoons, graphs, and evocative
photographs.
Š A new “Write About It” feature helps to build the reading/writing connection.
Š New “Reader’s Tips” are integrated into the chapters and support students’ reading
skills.
Š Easy-to-find vocabulary words and definitions enable students to comprehend
information at a glance.
Š “Put It Together” charts help students identify and define key concepts in each chapter.
KEY FEATURES
Š “Evaluating and Navigating Websites” prepares students for research in other disciplines
and in freshman composition.
Š “Reading Visual Aids” instruction is integrated throughout the text and highlighted in a
condensed section.
Š “A Reader’s Toolkit” is included where students may study independently and test themselves on their skills. Two cumulative mastery tests give students the opportunity to test
themselves on all the skills covered in the text and can be used for review or as pre- and
post-test instruments.
Š Thorough coverage of visual aids and vocabulary can be found throughout the book. An
entire chapter, “Working with Words,” is dedicated to building vocabulary.
Š A thematic approach allows students to focus on a single topic and explore complex
material from different viewpoints.
f “Check
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d
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understand,
2
DEVELOPMENTAL READING AND CRITICAL THINKING
2
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PART I: SKILLS INSTRUCTION AND THEMATIC READINGS
1. The Reading Process: Joining a Community of Readers
Prepare to Read. Reading 1 “Becoming a Student: Joining a Study Group” Barbara Jordan.
The Reading Process: Pro. Preparing to Read. Determining Your Purpose. Previewing. Previewing a Section. Using Previous Knowledge. Predicting What You Will Learn. Reading 2 “Use
the Tools for College Success!” Jesse Cunningham. Reading Actively and Reflecting. Reading
Actively. Reflecting. Reader’s Tip: Form a Study Group. Organizing and Using What You Have
Read. S: Selecting the Facts and Concepts You Need to Know. U: Using the Material You’ve
Selected. R: Reciting the Information. E: Examining Your Learning Periodically. Reading 3
16
WADSWORTH, A PART OF CENGAGE LEARNING
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672 pages |Paperbound | 8 x 10 | ©2009
ISBN: 978-0-618-98582-1
Mary C. Fjeldstad | City University
of New York / LaGuardia Community College
Laraine E. Flemming
The Thoughtful Reader,
5th Edition
Reading for Thinking, 6th Edition
Cited List. W
You Must Do
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Works Cited
Sources. Non
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ADVANCED READING: AVAILABLE NOW!
Paragrap
3
Advanced Reading
DEVELOPMENTAL READING AND CRITICAL THINKING
DEVELOPMENTAL READING AND CRITICAL THINKING
KING
Incorporating a wealth of practice exercises
and high-interest readings, Reading for Thinking
480 pages |Paperbound | 7 3⁄8 x 9 1⁄4 | ©2009
ISBN: 978-1-413-03347-2
Intermediate Reading
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“Suburb High, USA: School or . . .” Marley Peifer. Reader’s Tip: How
to Use a Textbook. Write About It. Chapter Review. Put It Together:
The Reading Process. Critical Reflections in the Classroom Community.
Extend Your Thinking. Work the Web. Master Test 1A “Take Your
Memory Out of the Closet” Dave Ellis. Master Test 1B “What Is
Collaborative Learning” Toni Haring- Smith.
2. Working with Words: Living with Technology
Prepare to Read. Reading 1 “Can You Hold Please? Your Brain Is on
the Line” Elijah James. Working with Words. Reading and Vocabulary.
Context Clues. Definition and Synonym Clues. Example Clues. General
Information Clues. Contrast Clues. Reading 2 “Living with Digital
Technology” George Beekman and Michael J. Quinn. Word Parts.
Prefixes. Roots. Suffixes. Suffixes and Parts of Speech. The Dictionary.
Parts of a Dictionary Entry. Choosing the Correct Meaning from the
Dictionary. Reading 3 “The Robot Soldiers” Tim Weiner. Reader’s Tip:
Textbook Aids and Specialized Vocabulary. Write About It. Chapter
Review. Put It Together. Critical Reflections in the Classroom Community. Extend Your Thinking. Work the Web. Master Test 2A “A
Ring Tone Meant to Fall on Deaf Ears” Paul Vitello. Mastery Test 2B
“Security, Privacy, Freedom and Ethics: The Delicate Balance” George
Beekman and Michael J. Quinn.
3. Topics and Main Ideas: Our Food, Our Culture
Prepare to Read. Reading 1 “Oh, the Flavor of Your Fries” Eric
Schlosser. Topics and Main Ideas. Topics. Main Ideas. Stated Main
Ideas in Paragraphs. Reader’s Tip: Identifying. General and Specific
Information. Restating Main Ideas. Implied Main Ideas in Paragraphs.
Main Ideas in Short Passages. Main Ideas and Thesis Statements in
Long Passages. Reading 2 “Celebrations of Thanksgiving: A Marriage
of Contrasting Traditions” April Reynolds. Reading 3 “Table Rituals”
Laurie Tarkan. Write About It. Chapter Review. Put It Together.
Critical Reflections in the Classroom Community. Extend Your
Thinking. Work the Web. Master Test 3A “Behind the Counter” Eric
Schlosser. Master Test 3B “Eating: Why We Do It When We Do”
Douglas A. Bernstein and Peggy W. Nash.
4. Support for Main Ideas: Staying Well
Prepare to Read. Reading 1 “Wellness: The New Health Goal” Paul
M. Insel and Walton T. Roth. Supporting Points. Major Supporting
Points. Minor Supporting Points. Distinguishing Between Major and
Minor Supporting Points. Organizing to Learn. Marking Texts. Making
Bulleted Lists. Outlining. Summarizing. The Process of Summarizing.
Reader’s Tip: Paraphrasing the Main Idea in Summaries. Reading 2
“Exercise for Health and Fitness” Paul M. Insel and Walton T. Roth.
Reading 3 “Stressed Out” National Institutes of Health. Write About
It. Chapter Review. Put It Together. Critical Reflections in the Classroom Community. Extend Your Thinking. Work the Web. Mastery Test
4A “A Personal Stress Survival Guide” Dianne Hales. Mastery Test 4B
“Drugs: The Truth” Dave Ellis.
5. Patterns of Organization: Where We Live, Our Communities
Prepare to Read. Reading 1 “American Cities One Hundred Years Ago”
Robert A. Divine, T. H. Breen, George M. Fredrickson, and R. Hal
Williams. Patterns of Organization. Chronological Order and Narration. Transitions and Clues. Organizing to Learn: Creating a Time
Line. Definition and Classification. Transitions and Clues. Organizing
to Learn: Creating a Vocabulary List. Exemplification. Transitions and
Clues. Organizing to Learn: Creating an Outline and Map. Cause and
Effect. Transitions and Clues. Organizing to Learn: Creating a Chart.
Comparison and Contrast. Transitions and Clues. Organizing to Learn:
Creating a Circle Diagram. Process. Transitions and Clues. Organizing to Learn: Creating a Flowchart. Reading 2 “Gated Developments:
Fortresses or Communities?” Heather Eudy. Combined Patterns of
Organization. Problem and Solution. Transitions and Clues. Organizing to Learn: Creating a Chart. Argument. Transitions and Clues.
Organizing to Learn: Using Many Options. Reading 3 “‘My Blood Runs
Silver and Black’: Raiders Fans and Community Jim Miller and Kelly
Mayhew. Reader’s Tip: Summary Chart of Transitions and Clues for
Patterns of Organization. Write About It. Chapter Review. Put It
Together. Critical Reflections in the Classroom Community. Extend
Your Thinking. Work the Web. Master Test 5A “Life and Death in an
Indian City” Joan Ferrante. Mastery Test 5B “Sociological Perspectives
on Urbanization and City Life” Alex Thio.
6. Inferences and Reading Literature Dealing with Gender
Prepare to Read. Reading1 “Sex and Gender” William E. Thompson
and Joseph V. Hickey. Inferences. Inferences from Visual Aids. Inferences in Textbooks. Inferences in Autobiographies. Reading 2 “Sex,
Lies, and Conversation” Deborah Tannen. Inferences from Words.
Connotations. Irony. Reading Literature. Imagery. Similes. Metaphors.
Poetry. Fiction. Reader’s Tip: Key Questions for Reading Fiction.
Reading 3 “The Chase” Alberto Moravia. Write About It. Chapter
Review. Put It Together. Critical Reflections in the Classroom Community. Extend Your Thinking. Work the Web. Mastery Test 6A “Black
Men and Public Space” Brent Staples. Mastery Test 6B “The Men We
Carry in Our Minds” Scott Russell Sanders.
7. Facts and Opinions: Living in a Diverse Society
Prepare to Read. Reading 1 “Identity in Transformation” Yasmin
Ahmed. Fact and Opinion. Fact. Opinion. Recognizing Fact and
Opinion. Evaluating Facts. What Are the Sources of the Facts? Which
Facts Are Included? Reading 2 “Colorblind: When Blacks and Whites
Can See No Gray” Alex Kotlowitz. Evaluating Opinions. What Are the
Author’s Worldview and Point of View? What Is the Author’s Purpose?
Is the Author Biased? Reader’s Tip: What Is the Author’s Tone? Reading
3 “Signing for a Revolution: Gallaudet University and Deaf Culture”
Heather Eudy. Write About It. Chapter Review. Put It Together. Critical
Reflections in the Classroom Community. Extend Your Thinking. Work
the Web. Mastery Test 7A “Rage” Martín Espada. Mastery Test 7B
“Spanish at School Translates to Suspension” T. R. Reid.
8. Critical Thinking: Science, Society, and Disease
Prepare to Read. Reading 1 “’This Is the End of the World’: The Black
Death” Barbara Tuchman. Critical Thinking. Analysis. Synthesis. Evaluation. Using Critical Thinking to Solve Problems. Reading 2 “Pathology
of the Black Death” John P. McKay, Bennett D. Hill, and John Buckler.
Scientific Method. Ethics. Reading 3 “With Every Epidemic, Tough
Choices” Lawrence K. Altman, MD. Evaluating Arguments. Examine
the Evidence. Consider the Structure. Check for Fallacies. Make Ethical
Decisions. Reader’s Tip: Guidelines and Key Questions for Evaluating
Arguments. Reading 4 “As Sick As It Gets” Rudolph Mueller, MD.
Write About It. Chapter Review. Put It Together. Critical Reflections
in the Classroom Community. Extend Your Thinking. Work the Web.
Mastery Test 8A “Putting a Plague in Perspective” Daniel Halperin,
MD. Mastery Test 8B “Making Well People ‘Better’” Pat Mooney.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
17
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Houghton Mifflin College Reading Series,
Book 2, 2nd Edition
Jill Lewis | New Jersey City University
592 pages | Paperbound | 1-color | ©2006
ISBN: 978-0-618-54187-4
dition
this
The Houghton Mifflin College Reading Series follows a consistent sequence
and structure, pairing skills and strategies with paragraphs and short
selections to introduce new concepts in context. The readings represent
a diverse range of sources, including textbooks and magazines. This
is the second book in a three-level series and is designed for mid-level
reading courses. The readings in the Second Edition have been
updated for currency and relevance to students’ interest, and have
been reviewed carefully to ensure grade-level appropriateness.
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Academic Literacy combines a mid-level handbook of reading strategies
with textbook readings from six different disciplines to help students
succeed across the college curriculum. This useful combination of
readings and handbook allows instructors great teaching flexibility.
In addition to the many academic readings, Academic Literacy also
includes a substantive apparatus of detailed instructions and exercises,
techniques for active listening and note taking, short-answer questions,
tips on how to prepare for tests, and tests that engage students’
critical-thinking skills. It especially emphasizes self-assessment as a
way to develop good reading habits.
ew
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Academic Literacy: Readings and Strategies,
4th Edition
656 pages | Paperbound | 1-color | ©2007
ISBN: 978-0-618-63946-5
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18
WADSWORTH, A PART OF CENGAGE LEARNING
Š
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12/01/2009 01:45:47
Essay
3. Test Taking
Overcome Test Anxiety. Anticipate Test Questions. Follow Directions.
Understand the Types of Questions. Objective Questions. Essay Questions. Vocabulary Clues for Test Taking. In Objective Questions. In
Essay Questions.
4. Writing Tips for Readers
5. Evaluating and Navigating Web Sites
Source. Currency. Table II.3: Domain Names and Reliability. Usefulness. The Elements of a Web Site.
6. Reader Response Journals
7. Reading Circles
Get Organized. Reading Circle Meetings. Final Presentation (optional).
Role Assignment. Sheets. Summarizer. Discussion Leader. Passage
Selector. Researcher/Connector. Illustrator. Vocabulary Finder. Anonymous Reading Circle Evaluations (sample).
8. Poster Sessions
Preparing Your Topic. Preparing Your Poster. Content. Visual Appearance. Preparing Your Oral Presentation. Giving Your Presentation.
Poster Session Peer Evaluations. How Poster Sessions Are Graded.
9. Suggested Reading for Book Projects.
Text Credits. Photo and Art Credits. Index.
INTERMEDIATE READING—ADDITIONAL TITLES AVAILABLE
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ExTEND YOUR THINKING:
ADDITIONAL READINGS AND ExERCISES
For Chapter 1, Joining a Community of Readers: “Understanding
Emotional Intelligence” Skip Downing. For Chapter 2, Living with
Technology: “Looking Into Your Brain” Mauricio Medina. For
Chapter 3, Our Food, Our Culture: "The National Eating Disorder"
Jamal Jackson. For Chapter 4, Staying Well: "Creativity and Longevity"
Norman Cousins. For Chapter 5, Where We Live, Our Communities:
"Curitiba, Brazil—A City with a Sustainable Vision" Daniel D. Chiras.
For Chapter 6, Dealing with Gender: "Shame" Dick Gregory.
For Chapter 7, Living in a Diverse Society: "The War Prayer" Mark
Twain. For Chapter 8, Science, Society, and Disease: "Ethical Issues Surrounding End of Life Choices" John J. Macionis. Cumulative
Mastery Tests. A "The Pill" Paul S. Boyer, Clifford E. Clark, Jr., Joseph
F. Kett, Neal Salisbury, Harvard Sitkoff, Nancy Woloch. B "DrugAbusing Mothers-To-Be: Are They Criminals?" Danuta Bukatko and
Marvin W. Daehler.
Part II: A READER'S TOOLKIT
1. Reading Visual Aids
Maps. Graphs. Tables. Pie Charts.
2. Note Taking: The Cornell Note-Taking System
Record. Reduce. Reflect. Recite. Review. Use the Cornell Method.
ssays:
ing, and
n
Intermediate Reading
ity College,
Induction and Deduction. Practice C-1: Drawing Conclusions from
Paragraphs. Practice C-2: Arguments and Responses. Practice C-3:
Identifying Logical Fallacies. Practice C-4: Evaluating Pros and Cons
of an Argument: Pro: “Abstinence-only Programs Benefit Youths” by
Kathleen Tsubata. Con: “Abstinence-only Programs do Not Work” by
the American Civil Liberties Union. Application 1: Recognizing Attitude, Bias, and Inference in Other Materials. D. Putting It All Together.
Practice D-1: Timed Reading: “Self-Esteem Is Earned, Not Learned” by
Mike Schmoker. Practice D-2: Timed Reading: “Push for De-Emphasis
of College Sports.” By David Holahan. D-3: Times Reading: “America,
Stand Up for Justice and Decency” by Macarena Hernandez. Questions
3. DEVELOPING STUDY READING STRATEGIES
A. Surveying Textbooks. Practice A-1: Surveying This Book. Practice A-2:
Surveying Another Textbook. B. Surveying Textbook Chapters: The SQ3R
Study Technique. Practice B-1: Surveying and Reading a Psychology Textbook Chapter. Practice B-2: Surveying and Reading a Communications
Textbook Chapter. C. Marking and Underlining Textbooks. Practice C-1:
Surveying, Reading, and Marking a History Textbook Chapter. Practice
C-2: Reading and Marking an Art History Textbook Chapter. D. Taking
Reading Notes. E. Test-Taking Strategies. F. Scanning and Graphic Aids.
Practice F-1: Charts. Practice F-2: A Map, Graph, and Chart. Practice
F-3: An Index. Practice F-4: A Table. G. Putting It All Together. Practice
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Developing Reading Versatility is written for the upper-level reading course (grade levels 9-12).
This classic text offers students a comprehensive skills-strategies approach to reading that
takes them from basic vocabulary development all the way through critical comprehension
skills. The text offers a range of readings and exercises designed to help students meet any
academic challenge and maximize both their efficiency and effectiveness as readers and
students. From the development of study skills to using the Internet effectively to learning to
evaluate textbook-style readings, Developing Reading Versatility offers students all the tools they
W. Royce Adams | Santa Barbara City College, Emeritus
Becky Patterson
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ISBN: 978-0Lee Brandon
Developing Reading Versatility, 11th Edition
At a Glan
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Advanced Reading
DEVELOPMENTAL READING AND CRITICAL THINKING
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Advanced Reading
DEVELOPMENTAL READING AND CRITICAL THINKING
DEVEL
ADVANCED READING—NEW FOR 2011!
1ST EDITION
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ISBN: 978-0-618-88943-3
Available with Aplia
Developmental Reading
www.aplia.com/developmentalenglish
KEY FEATURES
Š The text’s unique chapter organization is built on a framework of brain-based learning.
Š Themes applied to each chapter act as a way to build prior knowledge.
Š “Reading Study Skills,” “Vocabulary Skills,” and “Understanding Visuals”—significant
areas of concern for developmental readers—are integrated into every chapter in a
meaningful way that relates to the reading topic at hand.
Š Varied practice throughout the book includes the “Thinking It Through” feature, which
models a newly learned skill so that students can see and practice in a non-threatening
environment. The “On Your Own” feature then challenges students to apply the skill
without guidance.
Š Applications at the end of each chapter provide marginal support and prompt students
to practice all the different skills learned in the chapter. To hold students’ interest, and
to prepare them for the variation they will encounter in their college courses, no two
applications have the same apparatus.
TABLE OF CONTENTS
UNIT 1: READING FOR STRUCTURE
(THEME: THE BRAIN: MEMORY, LEARNING AND SUBSTANCE USE)
1. Understanding Structure: Active Reading Strategies
Pre Assessment: “5 Things You Must Never Forget,” by Greg Soltis. STUDY STRATEGIES:
Using Your Motivation, Time Management, and Learning Styles Motivation: The Key to
Success. On Your Own: Are You Motivated? Setting Achievable Goals Quick Tips: 10 Tips
for Setting Goals. On Your Own: Setting Your Long-Term, Intermediate, & Short-Term Goals.
Time Management Learning Styles VARK Quick Tips: Working with Your VARK Learning
Style. Before, During, After Reading. Multiple Intelligences. Quick Tips: Choose Your Study
Environment. On Your Own: Applying Study Skills to Goal Setting. ACTIVE READING Metacognition. Memory and How the Brain Processes Information. Sensory Memory. Working
(Short Term) Memory. Long Term Memory. Forgetting. Quick Tips: Memory and Study
Strategies for College Success. Purpose for Reading. Surveying and Previewing a Reading.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
N.
608 pages | Paperbound
7 3⁄8 x 9 1⁄4 | 4-color | ©2011
The knowledge of how we learn, the focus of the first chapter, permeates the text and
informs the selection of strategies and skills to be introduced and mastered in a specific
order. In addition, learning is treated as incremental, with the reader gradually taking more
responsibility with each new chapter. While each chapter emphasizes carefully selected
reading skills and strategies, thematic content for each chapter establishes solid background
knowledge of and interest in the subject matter. Specific and relevant study skills, vocabulary
skills, and strategies for reading graphic material, so common in college textbooks, are
integrated within each chapter as well.
ocess with
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Christine Evans Carter
Mindscapes is a comprehensive college reading preparatory text (spanning grade levels 10-12)
that takes a metacognitive approach and focuses on how the brain processes information,
often referred to as brain-based learning. Since metacognition can best be understood as
thinking about “thinking,” the text consistently presents new information with written “think
alouds” to model the thought process involved in applying skills and strategies to reading
passages. Based on the premise that the brain learns best through organization of information, the text presents the recognition of text structure as a fundamental skill—one that is
especially important for students who have limited prior knowledge of a subject. This focus
on text structure provides a scaffold onto which developmental-level readers can apply new
knowledge. Information is presented in a carefully crafted sequence that serves to build upon
prior knowledge and expand understanding of skills and strategies in a recursive manner.
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Mindscapes: Critical Reading Skills and Strategies
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Reading Rate. USING TEXTBOOK FEATURES. On Your Own: Finding
Textbook Features. MARKING AND ANNOTATING TEXT. Why Use
Text Marking? How to Mark a Text. Quick Tips: Suggested Techniques
for Marking a Text. Quick Tips: The “SOUL” Method of Taking Notes.
Thinking It Through: Marking a Text. On Your Own: Marking a Text
VOCABULARY STRATEGY: Improving Your College-level
Vocabulary. Using a Dictionary. Recognizing Common College
Vocabulary. On Your Own: Using the Dictionary with the Top 100
Vocabulary Words. Quick Tips: Recognizing Commonly Misused
Words. UNDERSTANDING GRAPHICS: Reading Complex Tables.
When Reading a Research Study. READING CONTROVERSIAL TEXT.
Prescriptive Versus Descriptive Writing. Quick Tips: Distinguishing
Prescriptive Writing from Descriptive Writing. Mapping Arguments.
Thinking It Through: Mapping an Argument. On Your Own: Mapping
an Argument. Fact and Opinion. Quick Tips: Differences between Facts
and Opinions. On Your Own: Recognizing Fact and Opinion. Types of
Support for Arguments. Thinking It Through: Identifying Fact, Opinion,
and Support for Point of View. On Your Own: Identifying Fact, Opinion,
and Support for Point of View. Thinking It Through: Mapping an Argument and Recognizing Support. On Your Own: Mapping an Argument
ADV
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DEVELOPMENTAL READING AND CRITICAL THINKING
Advanced Reading
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DEVELOPMENTAL READING AND CRITICAL THINKING
Advanced Reading
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Surveying a Reading. Questioning: Creating Guide Questions. Thinking
It Through: Formulating Good Guide Questions. On Your Own: Surveying a Reading. Previewing a Reading. IDENTIFYING TOPIC. Thinking
It Through: Identifying Topic. Quick Tips: Identifying Topic. On Your
Own: Identifying Topic. HOLISTIC READING STRATEGIES: SQ3R
and SQ4R. PQ4R. KWL. On Your Own: Applying Reading Strategies.
VOCABULARY STRATEGY: Using Context Clues. Thinking It Through:
Using Context Clues. On Your Own: Using Context Clues UNDERSTANDING GRAPHICS: Applying Topic and Questioning to Visual
Aids. Thinking It Through: Applying Questioning to Graphs. On Your
Own: Applying Questioning to Graphs. APPLICATIONS. Application 1:
“The Three R’s of Remembering: Record, Retain, Retrieve,” by Constance
Staley. Application 2: “Increase Your Memory Power,” by Carol Kanar.
Application 3: “Inside the Mind of a Savant,” by Darold A. Treffert and
Daniel D.Christensen. Post Assessment: “The Spotless Mind,” by Michael
Rosenwald.
2. Understanding Structure: Patterns of Organization and
Supporting Details
Pre Assessment: “Alcohol Stunts Neuron Generation,” by Carolyn
Seydel. RECOGNIZING PATTERNS OF ORGANIZATION. The Importance of Patterns of Organization. Quick Tips: Benefits of Recognizing
Patterns of Organization. How to View Patterns of Organization. What
Function Do Patterns of Organization Serve? The Role of Transition
Words. Supporting Details. Major and Minor Details. Categories of
Organizational Patterns. Patterns That List. Quick Tips: When Is a
List a List? Patterns That Explain. Patterns That Analyze. Quick Tips:
Steps to Determining Organizational Pattern. Thinking It Through:
Mixed Patterns. On Your Own: Identifying Patterns of Organization in
Shorter Passages. Thinking It Through: Identifying an Overall Pattern of
Organization in Longer Readings. Quick Tips: Patterns of Organization.
Facts. On Your Own: Identifying Topic and Patterns. RELATIONSHIPS
BETWEEN IDEAS. Thinking It Through: Finding Relationships between
Ideas. On Your Own: Finding Relationships between Ideas. STUDY
STRATEGY: Paraphrase to Aid Comprehension. Thinking It Through:
Paraphrasing a Reading. On Your Own: Paraphrasing a Reading.
Quick Tips: How to Paraphrase. VOCABULARY STRATEGY: Identifying
Prefixes and Suffixes. Prefixes. On Your Own: Using Prefixes to Alter the
Meaning of a Word Suffixes. On Your Own: Using Suffixes to Alter the
Part of Speech of a Word. UNDERSTANDING GRAPHICS: Identifying
Patterns and Supporting Details. Thinking It Through: Seeing the
Relationships between Ideas in Graphics. On Your Own: Seeing the
Relationship between Ideas in Graphics. APPLICATIONS. Application 1: “Is Marijuana Dangerous?,” by Douglas A. Bernstein, Louis
A. Penner, Alison Clarke-Stewart and Edward J. Roy. Application 2:
“Alcohol and the Adolescent Brain,” by Scott Swartzwelder. Application
3: “Drugs and the Brain.” Post Assessment: “Trading for a High,” by
Carolyn Banta. Unit 1: Textbook Application. Laura Freberg, “Chapter
16 Psychological Disorders,” from Discovering Biological Psychology.
UNIT 2: READING FOR MAIN IDEAS (THEME: COMMUNICATION AND CONFLICT ACROSS CULTURES)
3. Understanding Explicit Main Ideas
Pre-Assessment: “The Differences between Boys and Girls … at the
Office,” by Marjory Weinstein. AUTHOR’S PURPOSE. To Inform. To
Instruct. To Persuade. To Entertain On Your Own: Determining an
Author’s Purpose. MAIN IDEA. Purpose Is Linked to Main Idea.
Topic, Purpose, Pattern for Supporting Details and Main Idea Are
20
Intertwined. The Difference between Topic and Main Idea. Quick Tips:
Things to Remember about Main Idea. Finding the Main Idea. Quick
Tips: Steps to Finding the Main Idea. Quick Tips: Steps to Checking the
Main Idea. Where Are Explicit Main Ideas Located? Explicit Main Idea
in a Whole Reading. Explicit Main Idea in a Subsection of a Reading.
Explicit Main Idea in a Paragraph—The Topic Sentence. On Your Own:
Determining Topic Sentences within Paragraphs. Thinking It Through:
Finding the Main Idea of a Whole Reading. On Your Own: Finding the
Main Idea. STUDY STRATEGY: Summarizing to Express Main Idea and
Supporting Details. Quick Tips: Summary Essentials. How to Write a
Summary. Thinking It Through: Summarizing a Reading. On Your Own:
Summarizing a Reading VOCABULARY STRATEGY: Recognizing Root
Words. On Your Own: Recognizing Root Words. UNDERSTANDING
GRAPHICS: Finding the Main Idea in Visual Aids. On Your Own: Finding the Main Idea in Bar Graphs. APPLICATIONS. Application 1: “We
Just Clicked,” by Lisa Takeuchi Cullen and Coco Masters. Application 2:
“Diversity and Cultural Contacts: Interpreting through Different I’s,” by
Teri Kwal Gamble and Michael W. Gamble. Application 3: “MySpace
Faces Stiff Competition in Japan,” by Yuri Kageyama. Post Assessment:
“The Pitfalls of E-mail,” by Marina Krakovsky.
4. Understanding Implied Main Ideas
Pre-Assessment: “Like Humans, Chimps Bow to Social Pressure,” by
Bjorn Carey. MAKING INFERENCES AND DRAWING CONCLUSIONS.
Inferences and Your Background Knowledge. Quick Tips: Steps to Making
Inferences and Drawing Conclusions. Thinking It Through: Making
Reasonable Inferences & Drawing Logical Conclusions. On Your Own:
Making Reasonable Inferences & Drawing Logical Conclusions. IMPLIED
MAIN IDEA. Topic + Existing Sentence = Implied Main Idea. Sentence
+ Sentence = Implied Main Idea. General Statement Based on Supporting Details= Implied Main Idea. Steps to Finding the Implied Main
Idea. Quick Tips: Writing Implied Main Idea Statements. On Your Own:
Finding Implied Main Ideas in Paragraphs. Thinking It Through: Finding
the Implied Main Idea of a Longer Reading. On Your Own: Finding the
Implied Main Idea of a Whole Reading. On Your Own: Formulating
Implied Main Ideas. UNDERSTANDING GRAPHICS: Finding Implied
Main Ideas in Visual Aids and Cartoons. On Your Own: Finding Implied
Main Ideas in Visual Aids and Cartoons. VOCABULARY STRATEGY:
Understanding Figurative Language. On Your Own: Recognizing
Figurative Language. STUDY STRATEGY: Reading and Understanding
Literature. Quick Tips: Steps to Finding the Main Idea of Literature
Elements to Consider When Reading Literature. Quick Tips: Elements
to Consider When Reading Literature. Thinking It Through: Analyzing a
Poem. On Your Own: Analyzing a Poem. APPLICATIONS. Application
1: “Organized Crime—American Mafia.” Application 2: “A Brief History
of the Salem Witch Trials,” by Jess Blumberg. Application 3: “The Lottery,” by Shirley Jackson. Post Assessment: Study: “Office Bullies Create
Workplace ‘Warzone’,” by Jeanna Bryner. Unit 2: Textbook Application.
Perry/Baker/Hollinger, “Chapter 24 World War I and Its Aftermath: The
Last Generation and the Jazz Age” from The Humanities in the Western
Tradition.
UNIT 3: READING FOR STUDY (THEME: EDUCATION AND RESPONSIBILITY)
5. Understanding Text Marking and Annotation
Pre Assessment: “Losing Global Ground,” by Lynn Olson. STUDY
STRATEGIES: Critical Thinking and Using Question/Answer Relationships (QAR) As A Study Aid. READING RATE. Quick Tips: Calculating
WADSWORTH, A PART OF CENGAGE LEARNING
12/01/2009 01:45:47
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Surveying a Reading. Questioning: Creating Guide Questions. Thinking
It Through: Formulating Good Guide Questions. On Your Own: Surveying a Reading. Previewing a Reading. IDENTIFYING TOPIC. Thinking
It Through: Identifying Topic. Quick Tips: Identifying Topic. On Your
Own: Identifying Topic. HOLISTIC READING STRATEGIES: SQ3R
and SQ4R. PQ4R. KWL. On Your Own: Applying Reading Strategies.
VOCABULARY STRATEGY: Using Context Clues. Thinking It Through:
Using Context Clues. On Your Own: Using Context Clues UNDERSTANDING GRAPHICS: Applying Topic and Questioning to Visual
Aids. Thinking It Through: Applying Questioning to Graphs. On Your
Intertwined. The Difference between Topic and Main Idea. Quick Tips:
Things to Remember about Main Idea. Finding the Main Idea. Quick
Tips: Steps to Finding the Main Idea. Quick Tips: Steps to Checking the
Main Idea. Where Are Explicit Main Ideas Located? Explicit Main Idea
in a Whole Reading. Explicit Main Idea in a Subsection of a Reading.
Explicit Main Idea in a Paragraph—The Topic Sentence. On Your Own:
Determining Topic Sentences within Paragraphs. Thinking It Through:
Finding the Main Idea of a Whole Reading. On Your Own: Finding the
Main Idea. STUDY STRATEGY: Summarizing to Express Main Idea and
Supporting Details. Quick Tips: Summary Essentials. How to Write a
ESSAYS. “Nea
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DEVELOPMENTAL READING AND CRITICAL THINKING
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Textbook Features. MARKING AND ANNOTATING TEXT. Why Use
Text Marking? How to Mark a Text. Quick Tips: Suggested Techniques
for Marking a Text. Quick Tips: The “SOUL” Method of Taking Notes.
Thinking It Through: Marking a Text. On Your Own: Marking a Text
VOCABULARY STRATEGY: Improving Your College-level
Vocabulary. Using a Dictionary. Recognizing Common College
Vocabulary. On Your Own: Using the Dictionary with the Top 100
Vocabulary Words. Quick Tips: Recognizing Commonly Misused
Words. UNDERSTANDING GRAPHICS: Reading Complex Tables.
Thinking It Through: Applying Inference to a Complex Table. On
Your Own: Reading Complex Tables. Application 1: “Get In, Show
Up, Drop Out,” by Alex Kingsbury. Application 2: “Math Anxiety
Saps Working Memory Needed To Do Math,” by Julie Steenhuysen.
Application 3: “Development of Achievement Motivation.” Post
Assessment: “Linking Learning to Earning,” by Lynn Olson.
6. Understanding Text Note-Taking
Pre Assessment: “Arguments For and Against Social Responsibility,”
by Ricky W. Griffin. STUDY STRATEGIES: Taking Notes in Class and
Succeeding on Tests in College. Double Column Notes. Cornell Notes.
Quick Tips: Taking Good College Notes in College Classes. How to
Take Tests in College. Objective Tests. Quick Tips: General Tips for Taking Objective Tests. Essay Exams. Types of Essay Questions. COLLEGE
READING IN THE DISCIPLINES. NOTE-TAKING FROM READING.
Quick Tips: Using the SOUL Method for Taking Notes. Outlines.
Thinking It Through: Creating an Outline. On Your Own: Creating an
Outline. On Your Own: Creating a Topic Outline. Graphic Organizers:
Webs, Clusters, Maps Charts. Double Column Notes. Quick Tips:
Note-Taking Methods. Thinking It Through: Taking Notes from a
Reading. On Your Own: Taking Notes from a Reading. VOCABULARY
STRATEGIES: Studying Vocabulary. Textbook Glossaries. Learning Key
Terms. Method 1: Dedicated Notebook for Vocabulary. Method 2:
Vocabulary Cards. On Your Own: Create Vocabulary Cards. UNDERSTANDING GRAPHICS: Reading and Understanding Diverse Graphic
Formats. On Your Own: Reading and Understanding Diverse Graphic
Formats. Application 1: “Report: Teen Birth Rate Hits Record Low,” by
Jennifer Kerr. Application 2: “Racial Injustice.” Application 3: “Planet’s
Population Hit 6.5 Billion Saturday,” by Leonard David. Post Assessment: “Future Use of Natural Resources,” by Chernicoff, Fox, and
Tanner. Unit 3: Textbook Application. Grace Huerta, “Chapter 4 Equity
and Education Practice,” from Diverse Histories, Diverse Perspectives.
UNIT 4: READING CRITICALLY (THEME: CRIME, MEDICINE AND
ETHICS)
7. Understanding Arguments
Pre Assessment: “Innocent Suspects Confess Under Pressure,” by
LiveScience Staff. STUDY STRATEGIES: How to Read a Variety of
Sources. How to Read an Essay. Quick Tips: Important Information
to Note When Reading an Essay. How to Read a Newspaper Article.
Quick Tips: Important Information to Note When Reading a Newspaper Article. How to Read a Newspaper Editorial. Quick Tips: Important Information to Note When Reading an Editorial. How to Read a
Research Study. The Structure of a Research Study. How to Approach
Research Study Reading. Quick Tips: Important Information to Note
When Reading a Research Study. READING CONTROVERSIAL TEXT.
Prescriptive Versus Descriptive Writing. Quick Tips: Distinguishing
Prescriptive Writing from Descriptive Writing. Mapping Arguments.
Thinking It Through: Mapping an Argument. On Your Own: Mapping
an Argument. Fact and Opinion. Quick Tips: Differences between Facts
and Opinions. On Your Own: Recognizing Fact and Opinion. Types of
Support for Arguments. Thinking It Through: Identifying Fact, Opinion,
and Support for Point of View. On Your Own: Identifying Fact, Opinion,
and Support for Point of View. Thinking It Through: Mapping an Argument and Recognizing Support. On Your Own: Mapping an Argument
and Recognizing Support VOCABULARY STRATEGY: Recognizing Bias
and Tone: Denotation and Connotation and Loaded Language. Connotation and Denotation. Bias and Tone. Loaded Language.
On Your Own: Recognizing Loaded Language. UNDERSTANDING
GRAPHICS: Distinguishing Fact from Opinion in Visuals. On Your Own:
Distinguishing Fact from Opinion in Visuals. Application 1: “The Social
Psychology of False Confessions: Compliance, Internalization, and
Confabulation,” by Saul M. Kassin and Katherine L. Kiechel. Application 2: “Theory Links Lead Exposure, Crime,” by Shankar Vedantam.
Application 3: “The Devil in Confessions,” by Elizabeth F. Loftus. Post
Assessment: “The Real Crime: 1,000 Errors in Fingerprint Matching
Every Year,” by LiveScience Staff.
8. Evaluating Arguments
Pre Assessment: “Doctors Back Plan to Store Medical Info Under
Your Skin.” STUDY STRATEGY: Recognizing Deductive and Inductive
Reasoning. Deductive Reasoning Inductive Reasoning. Quick Tips:
Recognizing Deductive and Inductive Reasoning. On Your Own: Recognizing Deductive and Inductive Reasoning. DECONSTRUCTING AND
EVALUATING ARGUMENTS. Evaluating Reasoning in an Argument.
Quick Tips: Steps to Evaluating an Argument. Determining if Support
Is Relevant. Errors in Reasoning. Logical Fallacies: Unintentional Errors
in Reasoning. Propaganda and Card Stacking: Intentional Errors in
Reasoning. Quick Tips: Determining Validity or Relevance of Support. On Your Own: Identifying Errors in Reasoning. Determining if an
Argument Is Sound. Quick Tips: Determining if an Argument Is Sound.
Quick Tips: Recognizing Errors in Reasoning. On Your Own: Identifying
Errors in Reasoning. Quick Tips: Evaluating an Argument. Thinking It
Through: Evaluating an Argument. On Your Own: Evaluating an Argument. VOCABULARY STRATEGY: Intended Meaning: Euphemisms and
Doublespeak. Euphemisms. Doublespeak On Your Own: Identifying
Euphemisms and Doublespeak. UNDERSTANDING GRAPHICS: Recognizing Propaganda in Advertisements. On Your Own: Identifying Propaganda in Advertisements. Application 1: “Preventing Memory Loss: Pro:
Should we encourage use of scientific techniques to enhance memory
and other cognitive functions?,” by Ronald Bailey; Con: CON by
Expert Group on Cognitive Enhancements. Application 2: “Our View:
Organ Donations Fall Short; Financial Incentives Can Help,” by U.S.A
Today editorial staff; Opposing view: “Organs aren’t commodities,” by
Charles B. Fruit. Application 3: “Amnesia Is the New Bliss.” by Chuck
Klosterman. Post Assessment: “Hoping for a Girl,” by Jeff Grossman
Unit 4: Textbook Application. Suzanne Samuels, “Chapter 14 Law and
Medicine,” from Law, Politics, and Society.
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Mindscapes is a comprehensive college reading preparatory text (spanning grade levels 10-12)
that takes a metacognitive approach and focuses on how the brain processes information,
often referred to as brain-based learning. Since metacognition can best be understood as
thinking about “thinking,” the text consistently presents new information with written “think
1ST EDITION
Christine Evans Carter
Mindscapes: Critical Reading Skills and Strategies
ADVANCED READING—NEW FOR 2011!
ExTEND
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For Chapt
Emotiona
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Jamal Jac
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At a Glanc
W. Royce Adams | Santa Barbara City College, Emeritus
Becky Patterson
Lee Brandon |
Developing Reading Versatility is written for the upper-level reading course (grade levels 9-12).
This classic text offers students a comprehensive skills-strategies approach to reading that
takes them from basic vocabulary development all the way through critical comprehension
skills. The text offers a range of readings and exercises designed to help students meet any
academic challenge and maximize both their efficiency and effectiveness as readers and
students. From the development of study skills to using the Internet effectively to learning to
evaluate textbook-style readings, Developing Reading Versatility offers students all the tools they
need—as well as practice using them—to become successful college students.
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Developing Reading Versatility, 11th Edition
NEW TO THIS EDITION
Š The relocation of Chapter 9 on textbook comprehension to the Literal Comprehension
section gives students upfront information and practice exercises designed to enhance
their overall academic experience.
Š Chapter 3 on computer reading skills has been moved to the Critical Comprehension
section, where students will gain a better understanding of how to critically analyze
information provided on the Internet.
Š Additional timed readings have been added to help students improve reading rates.
384 pages | Paperbound
8 1⁄2 x 11 | 2-color | ©2011
ISBN: 978-0-495-80251-8
KEY FEATURES
Š Vocabulary checks at the end of each chapter familiarize students with words that they
should know to successfully complete academic reading assignments at the college level.
Š Pro and con essays in the critical comprehension section helps students develop the skills
to recognize the strengths and weaknesses of different arguments and analytical styles.
Š Exercises in three progressive areas—literal, critical, and affective comprehension—give
students the chance to gradually build their reading and analytical skills.
Š Numerous comprehension and vocabulary questions and exercises throughout the text
help reinforce the material and build students’ reading confidence.
Š Updated information on the Internet and the effective use of search engines is paired with
Internet activities that give students the opportunity to develop their online research skills.
TABLE OF CONTENTS
Unit One: Literal Comprehension
1. DEVELOPING VOCABULARY SKILLS
Introduction to Vocabulary Development. Introducing Malcolm X
“How I Discovered Words: A Homemade Education”. A. Learning
New Words: Three Methods. Method 1: A Vocabulary Notebook or
Computer Compilation. Method 2: The Column Folds. Method 3:
Vocabulary Cards. Application 1: Learning New Words. Check Test.
B. Learning Words in Context. Practice B-1: Contextual Hints. Practice
B-2: Signal Words. Practice B-3: Contextual Examples. Practice B-4: Definition Clues. Practice B-5: Contextual Clues in Paragraphs. Practice B-6:
Quick Quiz. C. Learning Word Parts and Structure. Practice C-1: Prefixes
That Express Negativity and Reversal. Practice C-2: Prefixes That Express
Time and Place. Practice C-3: Miscellaneous Prefixes. Practice C-4:
Quick Quiz. Practice C-5: Noun Suffixes. Practice C-6: More Noun Suffixes. Practice C-7: Miscellaneous Suffixes. Practice C-8: Roots. Practice
C-9: More Roots. Application 2: Finding Word Parts in Other Readings.
Practice C-10: Quick Quiz. D. Learning Dictionary Skills. Practice D-1:
Pronunciation Keys. Practice D-2: Word Entry Knowledge. Practice D-3:
Finding Information. Practice D-4: Quick Quiz. Practice D-5: “What You
Should Look for in a Dictionary” by Robert M. Pierson. Application 3:
Evaluating Your Own Dictionary. Other “Word Banks” E. Putting It
22
WADSWORTH, A PART OF CENGAGE LEARNING
All Together. Practice E-1: Reading Comprehension Survey: “Is Ain’t a
Word?” by Mary Brockenborough. Practice E-2: Timed Reading: “In
Praise of the F Word” by Mary Sherry. Questions for Group Discussion.
2. DEVELOPING LITERAL RECALL
A. Finding the Topic, Main Ideas, and Supporting Details. Practice A-1:
More on Main Ideas. Practice A-2: Recognizing Topics, Main Ideas,
and Supporting Details. Practice A-3: Separating Main Ideas from
Supporting Details. Application 1: Finding Main Ideas and Supporting
Details. B. Reading for Main Ideas: Paragraph Patterns. Practice B-1:
Finding Main Ideas though Paragraph Patterns. Application 2: Finding
Paragraph Patterns. Practice B-2: Main Ideas in Longer Passages. C.
Finding an Author’s Thesis. Practice C-1: “War on Prejudice Starts with
Ourselves” by Michael Yachnik. Practice C-2: “Why Race Isn’t as ’Black’
and ’White’ as We Think” by Brent Staples. D. Summarizing As a Way
To Test Your Understanding. Practice D-1: “Ten Mental Blocks to Creative Thinking” by Brian Clark. Practice D-2: Practice in Summarizing.
Practice D-3: More Summarizing. Practice. Application 3: Summarizing
Materials of Your Own Choice. E. Flexible Reading Rates. F. Putting It
All Together. Practice F-1: “Thinking: A Neglected Art” by Carolyn Kane.
Practice F-2: Timed Reading: “Putting Reading in Its Proper Place” by
Dominic F. Martia. Practice F-3: “Tilting the Level Playing Field? It’s
Nothing New” by Eric Weiner. Questions for Group Discussion.
288 pages | Pa
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3. Test Taking
Overcome Test Anxiety. Anticipate Test Questions. Follow Directions.
Understand the Types of Questions. Objective Questions. Essay Questions. Vocabulary Clues for Test Taking. In Objective Questions. In
Essay Questions.
4. Writing Tips for Readers
5. Evaluating and Navigating Web Sites
Source. Currency. Table II.3: Domain Names and Reliability. Usefulness. The Elements of a Web Site.
6. Reader Response Journals
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ExTEND YOUR THINKING:
ADDITIONAL READINGS AND ExERCISES
For Chapter 1, Joining a Community of Readers: “Understanding
Emotional Intelligence” Skip Downing. For Chapter 2, Living with
Technology: “Looking Into Your Brain” Mauricio Medina. For
Chapter 3, Our Food, Our Culture: "The National Eating Disorder"
Jamal Jackson. For Chapter 4, Staying Well: "Creativity and Longevity"
Norman Cousins. For Chapter 5, Where We Live, Our Communities:
"Curitiba, Brazil—A City with a Sustainable Vision" Daniel D. Chiras.
For Chapter 6, Dealing with Gender: "Shame" Dick Gregory.
Essays:
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Advanced Reading
DEVELOPMENTAL READING AND CRITICAL THINKING
DEVEL
3. DEVELOPING STUDY READING STRATEGIES
A. Surveying Textbooks. Practice A-1: Surveying This Book. Practice A-2:
Surveying Another Textbook. B. Surveying Textbook Chapters: The SQ3R
Study Technique. Practice B-1: Surveying and Reading a Psychology Textbook Chapter. Practice B-2: Surveying and Reading a Communications
Textbook Chapter. C. Marking and Underlining Textbooks. Practice C-1:
Surveying, Reading, and Marking a History Textbook Chapter. Practice
C-2: Reading and Marking an Art History Textbook Chapter. D. Taking
Reading Notes. E. Test-Taking Strategies. F. Scanning and Graphic Aids.
Practice F-1: Charts. Practice F-2: A Map, Graph, and Chart. Practice
F-3: An Index. Practice F-4: A Table. G. Putting It All Together. Practice
G-1: Surveying a Chapter from a Business Textbook. Practice G-2: Study
Reading and marking a Textbook Chapter.
Unit Two: Critical Comprehension
4. DISTINGUISHING FACT FROM OPINION
A. Fact Finding. Practice A-1: Fact-Finding. Practice A-2: More Fact
Finding. Practice A-3: Fact versus Opinion. Practice A-4: Interpreting
“Facts”. Practice A-5: Comparing “Facts”: “Do We Need God in the
Pledge?” by Jay Sekulow and “Government Shouldn’t Impose Religion
on Citizens: by Barry W. Lynn. B. Reading Opinions of Others. Practice
B-1: “How Good Are Your Opinions? by Vincent Ryan Ruggerio. Practice
B-2: Evaluating Differing Opinions. Part A:. Part A: “An Ex-Drug Smuggler’s Perspective” by Brian O’Dea. Part B: “Should We Tax Pot?” by
Patt Morrison. Practice B-3: Quick Quiz on Fact/Opinion. C. Detecting
Propaganda. Practice C-1: Detecting Propaganda Techniques.
Practice C-2: “Detecting Propaganda” by Richard Altick and Andrea
Lunsford. Application 1: Recognizing Propaganda at Work. D. Putting
It All Together. Practice D-1: Introducing Ishmael Reed and “America:
The Multinational Society”. Practice D-2: Timed Reading: “Bring Back
the Draft” by William I. Hauser and Jerome Slater. Questions for Group
Discussion
5. RECOGNIZING TONE, FIGURATIVE LANGUAGE,
AND POINT OF VIEW
A. Recognizing Intent, Attitude, and Tone. Practice A-1: “Ban Athletes
Who Don’t Use Steroids” by Sidney Gendin. Practice A-2: “Is Harry
Potter Evil?” by Judy Blume. Questions for Discussion. B. Recognizing
Figurative Language. Practice B-1: Identifying Literal versus Figurative
Language. Practice B-2: Recognizing Tone through Figurative Language.
Practice B-3: “Thirst for a Hero” from the Philadelphia Inquirer. Practice
B-4: “Do Away with Public Schools” by Jonah Goldberg. Application 1:
Finding Figurative Language in Other Materials. C. Comparing Biased
Points of View. Practice C-1: “Shield Our Youth with Censorship” by William Shannon. Practice C-2: A Controversy: Should the Bible Be Taught
in Schools? “Teach, Don’t Preach, the Bible” by Bruce Feiler. Practice
C-3: A Controversy: Separation of Church and State. “Gods Are Created
in Our Own Image” by Randy Alcorn. Practice C-4: Timed Readings
Comparing Two Points of View. “All the News That’s Fit to Post” by Neil
Morton. “Vox Humana” by Mark Briggs. Practice C-5: Put It in Writing.
Questions for Group Discussion. D. Putting It All Together. Practice
D-1: Timed Reading: “Talk, Not Torture Gets the Information” by Matthew Alexander. Practice D-2: timed Reading: “Television Humiliation”
by Adam Cohen. Questions for Group Discussion.
6. RECOGNIZING INFERENCES, DRAWING CONCLUSIONS AND
EVALUATING ARGUMENTS
A. Recognizing Inferences. Practice A-1: Drawing Inferences. Practice
A-2: Recognizing Inferences. B. Recognizing Inferences and Facts.
Practice B-1: Drawing Inferences from Facts. Practice B-2: Drawing
Inferences from Descriptive Passages. C. Drawing Conclusions Using
Induction and Deduction. Practice C-1: Drawing Conclusions from
Paragraphs. Practice C-2: Arguments and Responses. Practice C-3:
Identifying Logical Fallacies. Practice C-4: Evaluating Pros and Cons
of an Argument: Pro: “Abstinence-only Programs Benefit Youths” by
Kathleen Tsubata. Con: “Abstinence-only Programs do Not Work” by
the American Civil Liberties Union. Application 1: Recognizing Attitude, Bias, and Inference in Other Materials. D. Putting It All Together.
Practice D-1: Timed Reading: “Self-Esteem Is Earned, Not Learned” by
Mike Schmoker. Practice D-2: Timed Reading: “Push for De-Emphasis
of College Sports.” By David Holahan. D-3: Times Reading: “America,
Stand Up for Justice and Decency” by Macarena Hernandez. Questions
for Group Discussion.
7. DEVELOPING COMPUTER READING SKILLS
A. Reading on the World Wide Web. Practice A-1:. Reading on the
World Wide Web. Practice A-2: Understanding Web Sites. Practice A-3:
The E-Mail and Blog Evolution. B. Practices Using the Internet. Practice
B-1: Using Search Engines. Practice B-2: On Your Own: An Internet
Training Guide. Practice B-3: Visiting Sites on the Internet. C. Reading
about the World Wide Web. Practice C-1: “Internet Research and
Internet Plagiarism” from 123HelpMe.com. Reviewing Summarizing.
Practice C-2: Reading About Internet Literacy. “Case Study: The State of
the Onion” by R. W. Burniske. Practice C-3: Vocabulary Review. D. Putting It All Together. Practice D-1: Timed Reading: “How Students Get
Lost in Cyberspace” by Steven R. Knowlton. Practice D-2: Timed Reading: “Yahoo in China” by William H. Shaw and Vincent Barry. Questions
for Group Discussion.
Unit Three: Affective Comprehension
8. DEVELOPING AFFECTIVE AWARENESS
A. Responding Affectively. Practice A-1: An Ad. Practice A-2: Another
Ad. Practice A-3: Introducing Linda Ellerbee: “When Television Ate My
Best Friend.” Practice A-4: A Modern Fable: “The Princess and the Tin
Box” by James Thurber. Application 1: Responding Affectively to an
Advertisement. B. Recognizing Images and Analogies in Affective
Language. Images and Analogies: “The Death of the Ball Turret Gunner” by Randall Jarrell. Practice B-1: Lines from Poetry. Practice B-2:
Images in a Poem: “Oh, My Love Is Like a Red, Red Rose” by Robert
Burns. Practice B-3: Intent and Attitude in a Poem: “Metaphors” by
Sylvia Plath. Practice B-4: Two Versions of the Lord’s Prayer. Practice
B-5: Quick Quiz.C. Putting It All Together. Practice C-1: “Poetry Is Dead:
Does Anybody Really Care?” by Bruce Wexler. Practice C-2. Reactions
to “Poetry Is Dead: Does Anybody Really Care?” Practice C-3: A Poem:
“Introduction to Poetry” by Billy Collins. Practice C-4: Introducing
Langston Hughes: “Salvation”. Application 2: Recognizing Images in
Affective Language. Questions for Group Discussion.
9. READING AFFECTIVELY EFFECTIVELY
A. Reading Short Stories Affectively. Practice A-1: Reacting to Fictional
Passages. Practice A-2: Images in Fiction. Practice A-3: “The Story of
an Hour” by Kate Chopin. Practice A-4: “The Outpatient” by Rosalind
Warren. Questions for Group Discussion. Practice A-5: Introducing Gary
Soto “1, 2, 3”. Questions for Group Discussion. B. Reading Exposition Affectively. Practice B-1: “I Hate My iPhone” by Virginia Heffernan.
Questions for Group Discussion. Practice B-2: “High Anxiety” by Randye
Hoder. Questions for Group Discussion. Practice B-3: “The Barrio” by
Robert Ramirez. Application: Practicing Aesthetic Awareness. C. Putting
It All Together. Practice C-1: Introducing Barbara Kingsolver “Queen of
Nothing”. Practice C-2: “Cultural Myths as obstacles to Critical Thinking”
by Gary Columbo, Robert Cullen, and Bonnie Lisle. Questions for Group
Discussion. Student Record Chart. Timed Reading Conversation Charts.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
23
TABLE OF
Unit One:
1. DEVELO
Introductio
“How I Dis
New Word
Computer
Vocabulary
B. Learning
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22
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DEVE
DEVELOPMENTAL READING AND CRITICAL THINKING
“Suburb High, USA: School or . . .” Marley Peifer. Reader’s Tip: How
to Use a Textbook. Write About It. Chapter Review. Put It Together:
The Reading Process. Critical Reflections in the Classroom Community.
Extend Your Thinking. Work the Web. Master Test 1A “Take Your
Memory Out of the Closet” Dave Ellis. Master Test 1B “What Is
Collaborative Learning” Toni Haring- Smith.
2. Working with Words: Living with Technology
Prepare to Read. Reading 1 “Can You Hold Please? Your Brain Is on
the Line” Elijah James. Working with Words. Reading and Vocabulary.
Intermediate Reading
3
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Effect. Transitions and Clues. Organizing to Learn: Creating a Chart.
Comparison and Contrast. Transitions and Clues. Organizing to Learn:
Creating a Circle Diagram. Process. Transitions and Clues. Organizing to Learn: Creating a Flowchart. Reading 2 “Gated Developments:
Fortresses or Communities?” Heather Eudy. Combined Patterns of
Organization. Problem and Solution. Transitions and Clues. Organizing to Learn: Creating a Chart. Argument. Transitions and Clues.
Organizing to Learn: Using Many Options. Reading 3 “‘My Blood Runs
Silver and Black’: Raiders Fans and Community Jim Miller and Kelly
DEVELOPMENTAL READING AND CRITICAL THINKING
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21
Advanced Reading
Paragraph
ADVANCED READING: AVAILABLE NOW!
The Thoughtful Reader,
5th Edition
Mary C. Fjeldstad | City University
of New York / LaGuardia Community College
480 pages |Paperbound | 7 3⁄8 x 9 1⁄4 | ©2009
ISBN: 978-1-413-03347-2
The Thoughtful Reader, Fifth Edition, offers
thematically arranged, engaging articles, essays
and stories, as well as textbook chapters that allow students to read
deeply and fluently about a topic. Based on the assumption that reading
and writing are inextricably linked, interesting and challenging writing
exercises accompany the reading selections to help students further
develop their reading, thinking, and writing skills.
NEW TO THIS EDITION
Š Many new reading selections have been added: a powerful essay
by Jonathan Kozol on how the educational system has failed our
poorest children; a lively piece by Isaac Asimov exploring the
meaning of “intelligence”; a discussion of cheating in American
schools; the search for a unique identity by Muslim-American
teens; and Sandra Cisneros’s musing on the meaning of being
an only daughter in a family of seven children.
Š The unit on work includes several new and appealing readings:
an essay by Barbara Ehrenreich, the author of Nickel and Dimed:
On Not Getting by in America, explains her effort to experience and
record the struggles of people trying to get by on minimum wage;
a companion piece on a young mother of two trying to survive on
what she earns at Burger King; and a lively discussion of the joys
and sorrows of multitasking.
Š The unit on controversial issues adds a heartbreaking essay by a
young woman who must decide if and when to have the test for
Huntington’s Disease, knowing she has a 50-50 chance of being a
victim. There also is an article on the effects of TV violence.
Š Unit Six, “Reading and Thinking about Textbooks,” includes three
completely new textbook excerpts.
Š The “Learning Strategies” section has been updated. Explanations
of marking text and summary writing have been clarified.
KEY FEATURES
Š Each unit begins with a section called “Thinking About the Theme”
that invites students to think about the subject they’ll be exploring
in the readings to follow.
Š Units II-V provide special projects for students to pursue additional
application of topics.
Š Unit VI offers students an opportunity to tackle real textbook
chapters.
24
WADSWORTH, A PART OF CENGAGE LEARNING
Reading for Thinking, 6th Edition
Laraine E. Flemming
672 pages |Paperbound | 8 x 10 | ©2009
ISBN: 978-0-618-98582-1
Incorporating a wealth of practice exercises
and high-interest readings, Reading for Thinking
focuses on improving reading skills at the
“micro- level” and moving on to the “macrolevel.” Over half of the book is devoted to evaluating, drawing
inferences, and identifying tone, bias, and purpose. The Sixth
Edition continues to focus on developing students’ comprehension
and critical-thinking skills. Flemming uses a carefully designed
sequence of explanations and exercises that allows students to
approach critical reading as a natural extension of essential comprehension skills, rather than a discrete set of new strategies. Armed
with the ability to both analyze and evaluate a writer’s work, students
apply those twin intellectual tools to Flemming’s trademark highinterest readings to determine purpose, analyze evidence, detect bias,
recognize tone, and compare opposing points of view.
NEW TO THIS EDITION
Š Rather than including just a chapter section, this edition of Reading
for Thinking has an entire chapter on vocabulary building, which
introduces a series of words central to the study of government,
psychology, and sociology.
Š A chapter on Organizational Patterns covers definition, process,
sequence of dates and events, simple listing, classification, comparison and contrast, and cause and effect.
Š A section on Inferences and Pronouns spends time on connecting
antecedents to pronouns and uses this instruction to underscore
the importance of reader-supplied inferences.
Š This edition offers students useful criteria for evaluating websites,
with a step-by-step system for using the Web to supplement their
background knowledge about unfamiliar textbook material.
KEY FEATURES
Š Individual chapters cover Topic, Main Ideas, and Transitions and
Patterns of Organization.
Š Chapter 4 provides students with targeted instruction.
Š New diagrams in Chapter 4 provide visual models of patterns.
An increased emphasis on interpretation of visuals (graphs, charts,
and websites) throughout the text promotes visual literacy and
proficiency.
Š Pedagogical tools include a glossary of common idioms,
similes, and metaphors, and new vocabulary review quizzes at
the end of each chapter.
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For thirty years, students have mastered writing basics with Wilson and Glazier’s The Least
You Should Know about English. Uncomplicated, well established, and student tested, the
nd
Paige Wilson | Pasadena City College
Teresa Ferster Glazier (late) | Western Illinois University
The Least You Should Know about English: Writing Skills,
Form C, 10th Edition
GRAMMAR—NEW FOR 2011!
Grammar
DEVELOPMENTAL WRITING
Paragraph
4
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Advanced Reading
and Essays
DEVELOPMENTAL READING AND CRITICAL THINKING
DEVEL
4
ADVANCED
READING: ADDITIONAL TITLES AVAILABLE
Advanced Reading
ys. The Title
All Together:
The Reader’s Corner: Expanding Perspectives
Through Reading, 3rd Edition
Reading Matters, 1st Edition
Laraine E. Flemming
Carol C. Kanar | Valencia Community College
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hat Words
352 pages | Paperbound | 1-color | ©2005
ISBN: 978-0-618-25661-7
416 pages |Paperbound | 4-color | ©2008
ISBN: 978-0-618-77540-8
Written for upper-level developmental courses, The Reader’s Corner
features compelling reading selections and strategies that build strong
critical-thinking and analytical skills. The readings vary in length and
reflect a range of sources, from the Associated Press to the works of
authors such as Dave Barry, Caroline Huang, and William Raspberry.
Longer selections allow students to apply new skills and strategies to
material similar what they will encounter in other college courses.
Unlike traditional texts that teach reading skills through “skill and
drill” exercises, The Reader’s Corner inspires students to think critically
about what they read by offering a more authentic reading experience.
The Third Edition presents new textbook readings and poetry selections,
providing students with additional opportunities to practice their skills
and work with college-level readings. A robust pre- and post- reading
apparatus accompanies each selection and helps build students’
vocabulary, critical-reading, and critical-thinking skills.
Leah McCraney | University of Alabama at Birmingham
384 pages | Paperbound | 1-color | ©2007
ISBN: 978-1-413-01621-5
This unique college reading text gives students experience reading
and evaluating poetry, short stories, essays, and textbook chapters.
An innovative Instructor’s Manual gives instructors a wealth of teaching ideas and background material on each piece with a focus on
critical thinking.
onsistent
sitions.
es. Increasing
ng Sentence
ntences with
ng Sentences
mpound
ives.
Developing Textbook Thinking: Strategies for
Success in College, 5th Edition
Sherrie L. Nist | The University of Georgia, Athens
William Diehl | The Corporation for Business, Work, and Learning
464 pages | Paperbound | 1-color | ©2002
ISBN: 978-0-618-12344-5
An Introduction to Critical Reading, 6th Edition
the Big Pic-
This high-level developmental reader focuses on reading flexibility and
how to analyze different genres of writing. Students learn different
strategies for approaching textbooks, magazines, newspapers, and
other genres. After a basic review of comprehension and critical-reading skills, the text introduces four units of thematically linked readings.
Each reading is accompanied by a description of its specific features
and some appropriate responses to those features. Readings that
center on two or three related issues encourage students to develop
informed opinions—allowing them to shape and revise their opinions as
they receive, evaluate, and synthesize opposing points of view.
The Fifth Edition of Developing Textbook Thinking continues to guide
mid- to high-level developmental students through a series of highly
successful strategies based on the authors’ own BCA system. A fourstep process, BCA represents Before Reading, Staying Connected
During Reading, and After Reading (Studying and Reviewing.) General
strategies for reading and studying are taught in the context of the
BCA system, including how to find the main idea, identify supporting
details, and take lecture notes.
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Houghton Mifflin College Reading Series,
Book 3, 2nd Edition
624 pages | Paperbound | 4-color | ©2007
ISBN: 978-0-618-54188-1
The Houghton Mifflin College Reading Series follows a consistent sequence
and structure, pairing skills and strategies with paragraphs and short
selections to introduce new concepts in context. The readings represent a diverse range of sources, including textbooks and magazines.
The Houghton Mifflin College Reading Series Book 3, Second Edition is the
third book in a three-level series and is designed for high-level reading
courses. The readings in the Second Edition have been updated for
currency and relevance to students’ interest, and have been reviewed
carefully to ensure grade-level appropriateness.
orrect Words.
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VISIT US ONLINE www.cengage.com/devenglish/2011catalog
25
28
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DEVELOPMENTAL WRITING
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DEV
NKING
reement
DEVELOPMENTAL READING AND CRITICAL THINKING
VOCABULARy—NEW FOR 2011!
PARAG
Margaret Ann Richek | Northeastern Illinois University
This time-tested, top-selling vocabulary textbook not only teaches students the vocabulary
they need for academic success but also provides them with the tools to acquire new words
independently for years to come. A wealth of easy-to-use and engaging exercises offer indepth word practice. A focus on three critical skills—dictionary use, context clues, and word
elements—builds lifelong word acquisition skills. New online audio exercises hone pronunciation, and an abundance of support materials, including pre-written online tests for every
chapter, make life easier for instructors.
g Strategy
Words to
Part 2.
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Word
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n Part
age—of
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art 1.
2.
en Belt.
414 pages | Paperbound
7 3⁄8 x 9 1⁄4 | 2-color | ©2011
ISBN: 978-0-495-80255-6
oms.
NEW TO THIS EDITION
Š New online audio exercises and a recorded pronunciation key help students practice
proper pronunciation of vocabulary words—especially helpful for online classes where
instructors cannot model pronunciation.
Š Fun new photographs featuring real students provide cues for word meanings to aid
visual learners and ESL students.
Š New “Insight into Idioms” exercises introduce students to ever-present English idioms
like “feeling blue” and “ham it up.”
Š New content and essays use vocabulary words in context to explore fresh, contemporary
themes.
Š New exercises and sample sentences appeal to student interests.
KEY FEATURES
Š Sample sentences, exercises, and passages reflect contemporary developments.
Š “Context Clues” exercises allow students to practice their skills with classic quotes and
sentences from periodicals.
Š “Find the Example” exercises challenge students to apply their word knowledge to reallife situations.
TABLE OF CONTENTS
Preface.
PART I: DICTIONARY SKILLS AND CONTExT CLUES
Parts of Speech. Word Endings and Parts of Speech
1. Words About People
Did You Know? What’s in a Name? Learning Strategy Using the Dictionary. Words to Learn
Part 1. Exercises Part 1. Words to Learn Part 2. Exercises Part 2. Chapter Exercises. Passage:
The Sandwich King? Insight into Idioms—Expressions for Color.
2. Words in the News
Did You Know? How Many Ways Can a Team Win or Lose? Learning Strategy Context Clues
of Substitution. Words to Learn Part 1. Exercises Part 1. Words to Learn Part 2. Exercises
Part 2. Chapter Exercises. Passage: Sneakers: A Multibillion-Dollar Industry. Insight into
Idioms—Communication.
3. Words for Feeling, Expression, and Action
Did You Know? How Do Cars Get Their Names? Learning Strategy Context Clues of
Definition. Words to Learn Part 1. Exercises Part 1. Words to Learn Part 2. Exercises Part 2.
Chapter Exercises. Passage: Jackie Robinson, Baseball Hero. Insight into Idioms—Feelings
and Actions.
4. Other Useful English Words
Did You Know? How Does English Get New Words? Learning Strategy Context Clues of
Opposition. Words to Learn Part 1. Exercises Part 1. Words to Learn Part 2. Exercises Part 2.
27
Paragraph
The World of Words: Vocabulary for College Success, 8th Edition
earnPart 1.
2. Words
Tattoos,
og
Vocabulary
26
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12/01/2009 01:45:47
72
8½
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TABLE OF CO
Note: Most chapt
You Trying to Say
Critical Thinking,
Remember.
Part I: GETTIN
1. Why Write?
Put It in Writin
Writing. What I
Thinking Critically teaches the fundamental thinking, reasoning, reading, and writing abilities
that students need for success. The text begins with basic skills related to personal experience and then carefully progresses to the more sophisticated reasoning skills required for
abstract, academic contexts. The Ninth Edition maintains the hallmarks that make Thinking
John Chaffee | LaGuardia College, City University of New York
Thinking Critically, 9th Edition
CRITICAL THINKING
Paragraph
Critical Thinking
DEVELOPMENTAL READING AND CRITICAL THINKING
and Essays
Vocabulary
DEVELOPMENTAL READING AND CRITICAL THINKING
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Chapter Exercises. Passage: The Lion Who Didn’t Forget. Insight into
Idioms—Rhyme and Repetition. Review: Chapters 1–4.
PART II: WORD ELEMENTS
Prefixes, Roots, and Suffixes. Using Word Elements.
5. Word Elements: Prefixes
Did You Know? Where Does English Come From? Learning Strategy
Word Elements: Prefixes. Prefixes Part 1. Words to Learn Part 1.
Exercises Part 1. Prefixes Part 2. Words to Learn Part 2. Exercises Part 2.
Chapter Exercises. Passage: Food of the People. Insight into Idioms—
Expressions for Time.
6. Word Elements: People and Names
Did You Know? Which Words Come from Names? Learning Strategy
Word Elements About People. Word Roots Part 1. Words to Learn Part
1. Exercises Part 1. Prefixes and Name Words Part 2. Words to Learn
Part 2. Exercises Part 2. Chapter Exercises. Passage: The Greek Myth of
Winter. Insight into Idioms—Expressions About the Body.
7. Word Elements: Movement
Did You Know? How Did Inventions Get Their Names? Learning Strategy Word Elements: Movement. Word Roots Part 1. Words to Learn
Part 1. Exercises Part 1. Prefixes of Movement Part 2. Words to Learn
Part 2. Exercises Part 2. Chapter Exercises. Passage: Celebrity Fever.
Insight into Idioms—Actions.
8. Word Elements: Together and Apart
Did You Know? What Are Two Sources of English? Learning Strategy
Word Elements: Together and Apart. Prefixes Part 1. Words to Learn
Part 1. Exercises Part 1. Word Roots Part 2. Words to Learn Part 2.
Exercises Part 2. Chapter Exercises. Passage: Intelligence Under Fire:
The Story of the Navajo Code Talkers. Insight into Idioms—Agreement
and Anger. Review: Chapters 5–8.
9. Word Elements: Numbers and Measures
Did You Know? How Were the Months of the Year Named? Learning Strategy Word Elements: Numbers and Measures. Prefixes Part 1.
Words to Learn Part 1. Exercises Part 1. Word Elements Part 2. Words
to Learn Part 2. Exercises Part 2. Chapter Exercises. Passage: Tattoos,
So Modern and Yet So Ancient. Insight into Idioms—Money.
10. Word Elements: Thought and Belief
Did You Know? Animal Words of Thought and Belief. Learning Strategy
Word Elements: Thought and Belief. Word Elements Part 1. Words to
Learn Part 1. Exercises Part 1. Prefixes Part 2. Words to Learn Part 2.
Exercises Part 2. Chapter Exercises. Passage. The Origins of Superstitions. Insight into Idioms—Animals.
11. Word Elements: The Body and Health
Did You Know? How Did Snacks Originate? Learning Strategy Word
Elements: The Body and Health. Word Elements Part 1. Words to Learn
Part 1. Exercises Part 1. Word Elements Part 2. Words to Learn Part
2. Exercises Part 2. Chapter Exercises. Passage: A New Language—of
Silence. Insight into Idioms—Food.
12. Word Elements: Speech and Writing
Did You Know? Shortening English. Learning Strategy Word Elements:
Speech and Writing. Word Elements Part 1. Words to Learn Part 1.
Exercises Part 1. Word Elements Part 2. Words to Learn Part 2.
Exercises Part 2. Chapter Exercises. Passage: Planting the Green Belt.
Insight into Idioms. Communicating. Review: Chapters 9–12.
Answers to Quizzes. Index of Words, Word Elements, and Idioms.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
27
DEVEL
VOCA
26
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Mayfield’s Thinking for Yourself offers a unique integration of composition, reading, and
t Agreement.
nouns.
416 pages | Paperbound | 6 3⁄8 x 9 1⁄4 | 2-color | ©2010
ISBN: 978-1-428-23144-3
Marlys Mayfield | College of Alameda
Thinking for Yourself,
8th Edition
ith Thesis
cluding
GR
CRITICAL THINKING—AVAILABLE NOW!
DEV
DEVELOPMENTAL READING AND CRITICAL THINKING
Critical Thinking
DEVELOPMENTAL READING AND CRITICAL THINKING
Vocabulary
Building Vocabulary for College,
7th Edition
R. Kent Smith | University College of Bangor
416 pages | Paperbound | 4-color | ©2009
ISBN: 978-0-618-97905-9
bility and
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Building Vocabulary for College is a vocabulary
worktext that helps students increase their
academic vocabulary through a practical,
memorization-based approach. Users love the book for its “conciseness yet broadness of application,” its focus on word parts, its noncondescending tone, and its emphasis on academic terms. The text
begins by presenting the basics such as common prefixes, suffixes, and
roots. The lessons in Section 1 alternate between those that introduce
ten word parts (along with two sentences featuring words based on
each part) and those that present ten challenging words (which appear on college aptitude tests) containing those word parts. Exercises
following word-parts lessons include multiple-choice, matching,
cloze sentences, and definitions, while exercises for challenging words
lessons ask students to write their own definitions and work through
multiple-choice exercises, cloze sentences, and analogies. The lessons
in Section 2 introduce terms from a variety of academic disciplines to
help students succeed across the curriculum. The Seventh Edition has
been streamlined to better illustrate the connection between words
and academic fields.
nd Essays
NKING
Paragraphs
VOCABULARy—
ADDITIONAL TITLE AVAILABLE
The Least You Should Know about Vocabulary
Building: Word Roots, 6th Edition
Teresa Ferster Glazier, Late | Western Illinois University
Carol Friend | Mercer Community College
Laura Knight | Mercer Community College
192 pages | Paperbound | 1-color | ©2008
ISBN: 978-1-413-02958-1
By drawing on words that students already understand, The Least You
Should Know about Vocabulary Building: Word Roots teaches vocabulary
with minimal time and effort. This text avoids rote memorization techniques and instead highlights the meaningful units within words. This
enables students to expand their vocabularies quickly and learn a reliable system for recognizing and retaining vocabulary. In addition, its
intuitive design and alphabetical organization make it easy for students
to use this edition as a reference tool as well as a textbook. As always,
this newest edition remains brief, affordable, and concise.
73
8½
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KEY FEATURES
Š Cloze passages at the end of all Section 1 lessons help students
assess their comprehension and progress.
Š Helpful student resources include features on connotations/
denotations, words easily confused, and etymologies.
65
8½
ISB
25
28
WADSWORTH, A PART OF CENGAGE LEARNING
12/01/2009 01:45:47
ility and
rent
Building Vocabulary for College is a vocabulary
worktext that helps students increase their
academic vocabulary through a practical,
memorization-based approach. Users love the book for its “conciseness yet broadness of application,” its focus on word parts, its non416 pages | Paperbound | 4-color | ©2009
ISBN: 978-0-618-97905-9
R. Kent Smith | University College of Bangor
Building Vocabulary for College,
7th Edition
192 pages | Paperbound | 1-color | ©2008
Teresa Ferster Glazier, Late | Western Illinois University
Carol Friend | Mercer Community College
Laura Knight | Mercer Community College
The Least You Should Know about Vocabulary
Building: Word Roots, 6th Edition
VOCABULARy—
ADDITIONAL TITLE AVAILABLE
Paragraph
Vocabulary
DEVELOPMENTAL READING AND CRITICAL THINKING
KING
and Essays
Critical Thinking
DEVELOPMENTAL READING AND CRITICAL THINKING
DEVE
with Thesis
ncluding
Thinking for Yourself,
8th Edition
Marlys Mayfield | College of Alameda
416 pages | Paperbound | 6 3⁄8 x 9 1⁄4 | 2-color | ©2010
ISBN: 978-1-428-23144-3
nt Agreement.
onouns.
Mayfield’s Thinking for Yourself offers a unique integration of composition, reading, and
critical thinking. It teaches thinking and writing from the “inside out,” and focuses on the
student’s thinking, perceiving, and awareness skills versus an “outside in” focus on rules
and imitation. Thinking for Yourself is a book that students like to read; its hallmark features
include interesting (and provocative) readings, cartoons, and a lively explanation of criticalthinking concepts and principles.
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CRITICAL THINKING—AVAILABLE NOW!
NEW TO THIS EDITION
Š There are 18 new readings in the 8th edition—more than in any previous edition—with a
total of 28 readings. All readings have been chosen not only for their high interest value
but for their brevity and simplicity in illustrating each chapter’s thinking concept.
Š Featured authors include: John Bul dau, Paul Krafel, Ernesto Quiñonez, Robert W. Fuller,
David Anderegg, Malcolm X, Melody Peterson, Eric Schlosser, Tim O’Brien, Richard P.
Feynman, Edward de Bono, Barbara Ehrenreich, William Ecenbarger, Al Gore, Bill
Swanson, Margaret Chao, Jabari Asim, Derrick Jensen, David Bacon, Sue Hubbell,
Thomas Jefferson, Martin Luther King, Jr.
Š This new edition contains a glossary in the text as well as on the website.
Š Part I, “Basics of Critical Thinking,” contains new photographs for descriptive and analytical writing exercises as well as many new cartoons
and new student writing examples.
Š Internet writing exercises have been placed in the Instructors’ Manual for optional use.
KEY FEATURES
Š Thinking for Yourself builds students’ self-confidence by validating what they already know, providing multiple exercises and assignments for
practice and application, and opening the path to lifelong self-directed thinking and writing improvement.
Š Each chapter is based on a common word concept that is commonly misunderstood. Multiple exercises are offered to test the ability to
understand and apply each concept to new situations. Learning is reinforced through multiple writing assignments, readings, summaries,
quizzes, and tests.
Š Prompted by cartoons and photographs, students begin with nonverbal problems designed to reveal their thinking perception habits; the
accompanying descriptive and report writing assignments enable students to train and refine their skills of perceiving, thinking, and expressing.
Š The text contains multiple tools for evaluating student progress, including end-of-chapter quizzes and scoring boxes after each writing
application. The scoring boxes also facilitate peer review; clarify instructions, standards, and priorities; and keep students focused on the
cognitive challenges of each assignment.
Š An appendix on the research paper includes a sample student paper. A second appendix teaches media.
BRIEF TABLE OF CONTENTS
PART I: BASICS OF CRITICAL THINKING.
1. Observation Skills: What’s Out There?
2. Word Precision: How Do I Describe It?
3. Facts: What’s Real?
PART II: PROBLEMS OF CRITICAL THINKING.
5. Assumptions: What’s Taken for Granted?
6. Opinions: What’s Believed?
7. Evaluations: What’s Judged?
8. Viewpoints: What’s the Filter?
9. Argument: What’s a Good Argument?
10. Fallacies: What’s a Faulty Argument?
11. Inductive Reasoning: How Do I Reason from Evidence?
12. Fallacies of Inductive Reasoning.
13. Deductive Reasoning: How Do I Reason from Premises?
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
29
32
W
only)
nd Essays
Chapter Exercises. Passage: The Lion Who Didn’t Forget. Insight into
Idioms—Rhyme and Repetition. Review: Chapters 1–4.
PART II: WORD ELEMENTS
Prefixes, Roots, and Suffixes. Using Word Elements.
5. Word Elements: Prefixes
Did You Know? Where Does English Come From? Learning Strategy
Word Elements: Prefixes. Prefixes Part 1. Words to Learn Part 1.
Exercises Part 1. Prefixes Part 2. Words to Learn Part 2. Exercises Part 2.
Chapter Exercises. Passage: Food of the People. Insight into Idioms—
Expressions for Time.
The Story of the Navajo Code Talkers. Insight into Idioms—Agreement
and Anger. Review: Chapters 5–8.
9. Word Elements: Numbers and Measures
Did You Know? How Were the Months of the Year Named? Learning Strategy Word Elements: Numbers and Measures. Prefixes Part 1.
Words to Learn Part 1. Exercises Part 1. Word Elements Part 2. Words
to Learn Part 2. Exercises Part 2. Chapter Exercises. Passage: Tattoos,
So Modern and Yet So Ancient. Insight into Idioms—Money.
10. Word Elements: Thought and Belief
Did You Know? Animal Words of Thought and Belief. Learning Strategy
DEVELOPMENTAL READING AND CRITICAL THINKING
Vocabulary
Critical Thinking
RITER
eading,”
scription.
e Theme
roes,”
in with Katia
ark a Book,”
e vs. Sloppy
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DEVELOPMENTAL READING AND CRITICAL THINKING
Paragraphs
CRITICAL THINKING
Thinking Critically, 9th Edition
John Chaffee | LaGuardia College, City University of New York
Thinking Critically teaches the fundamental thinking, reasoning, reading, and writing abilities
that students need for success. The text begins with basic skills related to personal experience and then carefully progresses to the more sophisticated reasoning skills required for
abstract, academic contexts. The Ninth Edition maintains the hallmarks that make Thinking
Critically an effective tool for both instructors and students. Each chapter provides an overview of an aspect of critical thinking, such as problem-solving, perception, and the nature
of beliefs—all of which are reinforced by provocative readings and “Thinking Activities” for
student review and practice. “Visual Thinking” features provide images for evaluation and
discussion, while “Thinking Passages” present readings and questions for analysis. Exercises,
discussion topics, and writing assignments encourage active participation and prompt
students to critically examine others’ thinking, as well as their own.
512 pages | Casebound |
7 ½ x 10 | 4-color | ©2009
ISBN: 978-0-618-94719-5
NEW TO THIS EDITION
Š Four-color illustrations and a new design emphasize the importance of visual literacy. A
new feature, “Thinking Critically About Images,” provides paired photos and questions
that prompt students to compare, contrast, and critically evaluate each set of images.
Š Several new readings provide current and controversial topics for thought and discussion.
Š Chapter 9 provides additional coverage of ethics and morality, including contemporary
examples; a revised Chapter 1 includes “The Critical Thinker’s Guide to Reasoning,” a
schematic that presents an overview of the critical-thinking process.
528
8½x
ISB
KEY FEATURES
Š Online resources for students include chapter exercises; writing and research projects; and
two new extended cases, Tom Randall’s Halloween Party and The Battle of Lexington.
Š Coverage of creative thinking in Chapters 1 and 12 encourages students to apply critical
and creative thinking in their personal as well as academic lives.
BRIEF TABLE OF CONTENTS
1. Thinking
2. Thinking Critically
3. Solving Problems
4. Perceiving and Believing
5. Constructing Knowledge
6. Language and Thought
7. Forming Applying Concepts
8. Relating and Organizing
9. Thinking Critically About Moral Issues
10. Constructing Arguments
11. Reasoning Critically
12. Thinking Critically, Living Creatively
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WADSWORTH, A PART OF CENGAGE LEARNING
TABLE OF CO
Chapter 1: To
How This Book
Learned.
Chapter 2: Crit
and Writing
Questions for T
Sample Student E
Weideman. Mo
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PART 1: GETT
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Strategy
This time-tested, top-selling vocabulary textbook not only teaches students the vocabulary
they need for academic success but also provides them with the tools to acquire new words
independently for years to come. A wealth of easy-to-use and engaging exercises offer in-
arnPart 1.
. Words
attoos,
eement
KING
Margaret Ann Richek | Northeastern Illinois University
The World of Words: Vocabulary for College Success, 8th Edition
PARA
VOCABULARy—NEW FOR 2011!
DEVELOPMENTAL READING AND CRITICAL THINKING
Vocabulary
DEVEL
Paragrap
and Essays
DEVELOPMENTAL WRITING
CRIT
bs in the Prestions. Separaand Here.
Tense. A
airs in the Past
lar Verbs.
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wnership.
Phrases,
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mmas for Dates
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Checkers.
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Section 2. Sentences & Paragraphs
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VISIT US ONLINE www.cengage.com/devenglish/2011catalog
31
30
W
Written for upper-level developmental courses, The Reader’s Corner
ing Meaning:
w Does the
the Writer
iter Trying
416 pages |Paperbound | 4-color | ©2008
ISBN: 978-0-618-77540-8
memoriza
ness yet b
352 pages | Paperbound | 1-color | ©2005
ISBN: 978-0-618-25661-7
Carol C. Kanar | Valencia Community College
The Reader’s Corner: Expanding Perspectives
Through Reading, 3rd Edition
s. The Title
ll Together:
This high-level developmental reader focuses on reading flexibility and
how to analyze different genres of writing. Students learn different
Laraine E. Flemming
Reading Matters, 1st Edition
4
ADVANCED
READING: ADDITIONAL TITLES AVAILABLE
Advanced Reading
Advanced Reading
DEVELOPMENTAL READING AND CRITICAL THINKING
DEVELOPMENTAL WRITING
Grammar
Paragraphs
DEVE
GRAMMAR—NEW FOR 2011!
The Least You Should Know about English: Writing Skills,
Form C, 10th Edition
Paige Wilson | Pasadena City College
Teresa Ferster Glazier (late) | Western Illinois University
For thirty years, students have mastered writing basics with Wilson and Glazier’s The Least
You Should Know about English. Uncomplicated, well established, and student tested, the
10th Edition continues to cover the basics of spelling, word choice, sentence structure, and
punctuation—as well as more advanced topics such as argumentation and summarizing
skills—in a brief, easy-to-follow way. Each concept includes concise explanations and many
exercises (with corresponding answers in the back of the book for immediate feedback) so
students quickly grasp and reinforce the subject matter. Popular “Continuous Discourse”
exercises use tidbits from history, literature, science, and current events to engage students
in the concept being explored. When the course ends, this concise text is an excellent reference tool students can use in writing papers for all their courses as well as in their careers.
and
on the
rules
features
of critical-
n—with a
est value
t.
W. Fuller,
hard P.
Bill
ell,
Form C is identical to Form A and B, except that many of the exercises have been changed.
This structure allows you to incorporate new exercises into your course without having to
change your syllabus.
366 Pages | Paperbound
7 3⁄8 x 9 1⁄4 | 2-color | ©2011
ISBN: 978-0-495-90286-7
artoons
ts for
to
aries,
s; the
expressing.
g
n the
NEW TO THIS EDITION
Š New exercises throughout Form C allow you to incorporate new practice material into
your course without having to change your syllabus.
KEY FEATURES
Š 150 exercises help students put concepts into practice. These exercises give students a
chance to learn the rules and automatically apply them to their own writing.
Š Exercise answers are found in the back of the book, giving students immediate feedback
on their work.
Š The text uses writing samples (by both students and professional writers), articles, and
assignments to enhance the writing process.
Š Part 4 on “Writing an Argument” moves students’ reading and writing skills beyond the
personal essay, and an expanded “Writing Summaries” section gives students even more
opportunities to learn and practice summarizing skills.
Š The Test Booklet available to instructors corresponds directly to the text’s content and
includes paragraph-format tests/exercises within each section.
The Least You Should Know about English: Writing Skills,
Form A, 10th Edition
336 pages | Paperbound | 7 3⁄8 x 9 ¼ | 4-color | ©2009 | ISBN: 978-1-413-03381-6
The Least You Should Know about English: Writing Skills,
Form B, 10th Edition
328 pages | Paperbound | 7 3⁄8 x 9 ¼ | 2-color | ©2010 | ISBN: 978-1-428-23079-8
?
og
nd Essays
4
NKING
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WADSWORTH, A PART OF CENGAGE LEARNING
32
720
8½
ISBN
A
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www.aplia
TABLE OF CO
UNIT 1: GETT
1. Exploring th
The Writing Pro
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Freewriting. Bra
a Journal. Unit
Senses, Describ
UNIT 2: DISCO
3. The Process
Defining and Lo
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2 Writers’ Work
UNIT 3: DEVE
5. Illustration
Thinking and W
tration Paragra
6. Narration
Thinking and W
Narrative Parag
NEW TO THIS EDITION
dence in
ntence
The first text to effectively integrate grammar instruction with writing practice, Inside Writing
continues to provide students with extensive writing exercises specifically designed to support
and reinforce the rules of grammar, usage, and mechanics. Using engaging allusions and
humorous examples and exercises throughout the text, ranging in topics from Karl Marx to
The Simpsons, Inside Writing encourages students to look beyond the simple mechanics of
writing as they learn to communicate their thoughts clearly and effectively.
William Salomone | Palomar College
Stephen McDonald | Palomar College
Inside Writing: A Writer’s Workbook, Form A, 7th Edition
DEVELOPMENTAL WRITING
lassification.
TABLE OF CONTENTS
Sentences
R. Kapoor,
o I Love Thee?”;
Nag! Nag!
insky,
Based: Joel
cs and Prompts
Differences
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5
Sentences and Paragraphs
DEVELOPMENTAL WRITING
Grammar
TING
SENTE
and Essays
PART I: WORD CHOICE AND SPELLING
Your Own List of Misspelled Words. Words Often Confused (Set 1).
Words Often Confused (Set 2). The Eight Parts of Speech. Adjectives
and Adverbs. Contractions. Possessives. Words That Can Be Broken
into Parts. Rules for Doubling a Final Letter. Using a Dictionary.
PART II: SENTENCE STRUCTURE
Finding Subjects and Verbs. Locating Prepositional Phrases. Understanding Dependent Clauses. Correcting Fragments. Correcting Runon Sentences. Identifying Verb Phrases. Using Standard English Verbs.
Using Regular and Irregular Verbs. Maintaining Subject-Verb Agreement. Avoiding Shifts in Time. Recognizing Verbal Phrases. Correcting
Misplaced or Dangling Modifiers. Following Sentence Patterns. Avoiding Clichés, Awkward Phrasing, and Wordiness. Correcting for Parallel
Structure. Using Pronouns. Avoiding Shifts in Person.
PART III: PUNCTUATION AND CAPITAL LETTERS
Period, Question Mark, Exclamation Point, Semicolon, Colon, Dash.
Comma Rules 1, 2, and 3. Comma Rules 4, 5, and 6. Quotation
Marks and Underlining/Italics. Capital Letters.
DEVE
GRA
PART IV: WRITING
What Is the Least You Should Know about Writing? Basic Structures.
1. The Paragraph: Defining a Paragraph. Types of Paragraphs. Sample
Paragraphs in an Essay.
2. The Essay: The Five-Paragraph Essay and Beyond. Defining an Essay.
A Sample Essay. Writing Skills.
3. Writing in Your Own Voice: Narration. Description.
4. Finding a Topic: Look to Your Interests. Focused Free Writing.
Clustering. Talking with Other Students.
5. Organizing Ideas: Thesis Statements. Organizing an Essay. Topic
Sentences. Organizing Body Paragraphs (or Single Paragraphs).
Transitional Expressions.
6. Supporting with Details: Types of Support.
7. Revising Your Papers. Revision Checklist. Exchanging Papers.
Proofreading Aloud.
8. Presenting Your Work: Paper Formats.
Titles.
9. Writing an Argument: Taking a Stand and Proving Your Point.
Three Requirements of a Strong Written Argument. A Longer,
More Challenging Reading.
10. Writing Summaries: Sample Summary.
Summary Checklist. Answers. Index.
Patterns of
d Writing.
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Combining
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VISIT US ONLINE www.cengage.com/devenglish/2011catalog
33
36
W
DEV
DEVELOPMENTAL WRITING
Sentences and Paragraphs
GRAMMAR—NEW FOR 2011!
ddresses
g
aragraphs
“More Than Book ’Em” [with stages]. Suggested Topics and Prompts
for Writing Analysis by Division. Writer’s Guidelines.
21. Process Analysis: Writing about Doing
Writing Process Analysis. Defining Directive and Informative Process
Analysis. Working with Directive Process Analysis. Working with Informative Process Analysis. Combined Forms. Student Demonstration of
Combined Forms: Patty Serrano, “Pupusas: Salvadoran Delight”.
Finding Patterns in Photos. Practicing Patterns of Process Analysis.
Readings for Critical Thinking, Discussion, and Writing. Paragraph:
Ann and Myron Sutton, “Nature on the Rampage”. Essays: Joan Gould,
Grammar
port in
al Expressions
ning. Causal
ause/Effect
. Chapter Self-
Parentheses. Brackets. Apostrophes. Hyphens. Capitalization. Chapter
Review. Chapter Review Exercises.
12. Spelling and Phrasing
Microtheme. Steps to Efficient Spelling. Your Spell Checker. Spelling
Tips. Frequently Misspelled Words. Confused Spelling and Confusing
Words. Wordy Phrases. Chapter Review. Chapter Review Exercises.
13. Brief Guide for ESL Students
Using Articles in Relation to Nouns. Sentence Patterns. Verb Endings.
Idioms. More Suggestions for ESL Writers.
PART III: USING THE WRITING PROCESS
DEVELOPMENTAL WRITING
he Thesis
he Essay Map
ITING
Paragraphs
P
Basic Grammar and Usage, 8th Edition
Penelope Choy | Los Angeles City College, Emerita
Dorothy Goldbart Clark | California State University, Northridge
Help students master the basics of the English language with Basic Grammar and Usage.
Covering the important rules of grammar, usage, and syntax, this text provides clear
explanations and numerous examples to help students succeed. Material is presented in
manageable segments, from simple to complex, enabling students to master each concept
before moving on. Exercises help them strengthen their grammar and the book-specific
website has grammar reviews that ensure that they master the material. Having stood the
test of time in the classroom, Basic Grammar and Usage is also ideal for independent study,
work in the writing lab, and as a reference for ESL students.
NEW TO THIS EDITION
Š New exercises in Units Three and Four require students to compose their own sentences
using the structures discussed in each chapter (for example, compound sentences,
parenthetical expressions, or restrictive and nonrestrictive clauses).
Š Unit Six includes opportunities for students to write sentences using parallel structure
and correctly positioned modifiers.
Š The section on apostrophes has been rewritten and expanded.
300 pages | Paperbound
6 3⁄8 x 9 1⁄4 | 1-color | ©2011
ISBN: 978-1-4282-1155-1
KEY FEATURES
Š In each lesson, students receive clear explanations of specific grammar rules and
structures along with numerous examples for each point.
Š Every lesson is followed by two exercises. Exercise A focuses on the material in that
particular lesson and Exercise B reviews material covered in earlier lessons in the unit
to ensure that students remember material previously studied.
Š Each unit ends with a composition that the students must proofread for errors and
then correct to demonstrate their mastery of the material.
Š A grammar chart on the inside of the front cover lists linking and helping verbs, common
prepositions, and types of conjunctions for easy reference.
Š This edition is also available with a time-saving Instructor’s Manual with answers to
the “B” exercises, detailed unit tests, diagnostic tests for each unit, and corresponding
achievement tests that help determine students’ progress.
554
8½
ISB
Table of Contents
PART I: LINKIN
1. Reading for
Text-Based and
Support for Tex
Writing. Docum
Student Text-Ba
[Guitar]”. Essa
to Be an All-Am
Career-Related
PART II: THE W
2. The Writing
Gathering Info
The Writing Pro
Assignment. Yo
3. The Writing
Organizing and
35
34
WADSWORTH, A PART OF CENGAGE LEARNING
12/01/2009 01:45:47
cess
Infortion of
”.
sis.
ph:
Gould,
Sentences, Paragraphs, and Beyond is the first in the popular two-level Brandon series. Written in
an informal, engaging tone, this easy-to-use text incorporates sentence-level grammar and
mechanics with in-depth instruction in the writing process and patterns of writing. Reading
instruction offers students the opportunity to analyze readings and practice the reading-based
writing required in academic environments. Students will master common writing patterns
while learning to use texts as a springboard for their own writing in the form of summary,
Lee Brandon | Mt. San Antonio College
Kelly Brandon | Santa Ana College
Sentences, Paragraphs, and Beyond:
With Integrated Readings, 6th Edition
Sentences
rating
st Edition
zona
y integrates
Sentences and Paragraphs
ss programs,
s, ages, and
m to achieve
actice finding
s of writing
rricular, and
of the writing
n pattern their
DEVELOPMENTAL WRITING
5659-4
TING
Careers:
dition
mpts
Paragraphs
Grammar
DEVELOPMENTAL WRITING
DEVE
TABLE OF CONTENTS
UNIT I: IDENTIFYING SUBJECTS AND VERBS
1. Sentences with One Subject and One Verb.
2. Multiple Subjects and Verbs.
3. Distinguishing Between Objects of Prepositions and Subjects.
4. Main Verbs and Helping Verbs.
Unit Review.
UNIT II: SUBJECT VERB AGREEMENT
5. Recognizing Singular and Plural Subjects and Verbs.
6. Indefinite Pronouns as Subjects.
7. Subjects Understood in a Special Sense.
8. Subjects Joined by Conjunctions.
Unit Review.
UNIT III: IDENTIFYING AND PUNCTUATING THE MAIN TYPES
OF SENTENCES
9. Compound Sentences.
10. Complex Sentences.
11. Avoiding Run-On Sentences and Comma Splices.
12. Correcting Fragments.
Unit Review.
UNIT IV: PUNCTUATION THAT “SETS OFF” OR SEPARATES
13. Parenthetical Expressions.
14. Appositives.
GRA
15. Restrictive and Nonrestrictive Clauses.
16. Commas with Introductory Phrases, Series, Dates, and Addresses
Unit Review.
UNIT V: PRONOUN USAGE
17. Subject, Object, and Possessive Pronouns.
18. Pronouns in Comparisons and Pronouns with -self, -selves.
19. Agreement of Pronouns with Their Antecedents.
20. Order of Pronouns and Spelling of Possessives.
Unit Review.
UNIT VI: CAPITALIZATION, MORE PUNCTUATION,
PLACEMENT OF MODIFIERS, PARALLEL STRUCTURE,
AND IRREGULAR VERBS
21. Capitalization.
22. Additional Punctuation.
23. Misplaced and Dangling Modifiers.
24. Parallel Structure.
25. Irregular Verbs.
Unit Review.
UNIT 7: PARAGRAPHS
26. Writing Effective Paragraphs.
Answers to “A” Exercises.
Index.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
35
34
W
This workbook uses sentence-combining techniques to help students develop confidence in
their writing at the sentence level and practice communicating their ideas in clear sentence
Pam Altman | San Francisco State University
Mari Caro | San Francisco State University
Lisa Metge-Egan
Leslie Roberts
g Modifiers.
SENTENCES AND PARAGRAPHS—NEW FOR 2011!
DEV
DEVELOPMENTAL WRITING
Sentences and Paragraphs
Grammar
aragraphs
Sentence-Combining Workbook, 3rd Edition
DEVELOPMENTAL WRITING
Splices.
iring Runjor Repairs.
ITING
Sentences a
GRAMMAR—AVAILABLE NOW!
uctures.
. Sample
Grammar to Go: How It Works and How to Use It, 3rd Edition
an Essay.
Barbara Goldstein | Hillsborough Community College
Jack Waugh | Hillsborough Community College
Karen Linsky | Hillsborough Community College
ng.
Brief and basic in its coverage, Grammar to Go offers students a unique focus on sentence
diagramming that helps them visualize and understand how words connect. Perfect as
a primary text or as a supplement for courses with an emphasis on learning basic grammar and punctuation skills, this edition incorporates a wide range of new material to help
students hone their skills—including additional traditional practice sets, more integrated
assignments, increased opportunities for writing practice, and expanded discussions of each
chapter’s content on the book specific website.
Topic
s).
s.
int.
g
288 Pages | Paperbound | ©2010
ISBN: 978-0-547-17124-1
NEW TO THIS EDITION
Š The authors have included a number of new practice sets along with additional integrated assignments. These exercises help students practice their grammar skills while
learning about topics ranging from English literature to professional sports and the
space program.
Š This edition includes access to expanded information on the companion website, including a step-by-step guide to the more complex diagramming of verbals and clauses.
Š A quick diagramming guide now appears on the inside front cover of the text for easy
reference.
Š Each chapter of the text now concludes with two writing exercises—“Ready to Write”
exercises require students to identify specific elements in a short passage, while “Write
Now” activities reinforce the lesson by giving students the opportunity to practice what
they’ve learned in their own composition.
KEY FEATURES
Š Unlike a handbook, this book helps students understand how language works, emphasizing understanding over memorization so that concepts and patterns become automatic as students move from simple to complex concepts.
Š The authors teach students how to “see” the various parts of the sentence through the
use of diagramming, enabling them to understand how words relate and connect based
on their position and function on the diagram frame.
Š Each chapter allows students to participate in the discovery of each rule through a process of reasoning and evaluating as they construct sentences within particular patterns.
Š The authors minimize the amount of memorization students need to do at any one time,
parceling information out as needed for each part of the process.
Š The text’s student-friendly layout separates “quick tips,” parts of speech, and common
misunderstandings into easy-to-read boxes for quick reference.
TABLE OF CONTENTS
Preface.
Part 1: English Grammar
1 Getting Started.
2. Sentence Patterns.
3. Adjectives and Adverbs.
4. Phrases.
5. Verbals and Verbal Phrases.
6. Word Order Variations.
7. Clauses.
8. Types of Sentences.
33
36
WADSWORTH, A PART OF CENGAGE LEARNING
12/01/2009 01:45:47
Part 2: Handbook
9. Sentence Fragments and Run-on
Sentences.
10. Commas.
11. Other Punctuation and Capitalization.
12. Subject/Verb Agreement.
13. Pronoun Usage.
14. Modifier Usage.
15. Sentence Coherence: Logic, Parallelism,
and Shifts.
16. Parts of Speech: Reference and Review.
Selected Answers to Chapter Exercises.
emphasis on cr
exercises.
NEW TO THIS
Š Coverage in
ration, exem
and effect, c
Š This edition
Š Added readi
short stories
Š New conten
and 84 new
KEY FEATURE
Š The text pro
to instructio
Š Reading-Rel
writing topic
opportunity
Š Writing Proc
time and eff
Š The streaml
needs and g
BRIEF TABLE O
1. The Writing
2. Combined a
3. Parts of Spe
4. Subjects and
5. Kinds of Sen
6. Combining S
7. Correcting F
8. Balancing Se
9. Verbs
10. Pronouns
11. Adjectives
12. Punctuatio
13. Spelling an
Brief and basic in its coverage, Grammar to Go offers students a unique focus on sentence
diagramming that helps them visualize and understand how words connect. Perfect as
a primary text or as a supplement for courses with an emphasis on learning basic gram-
opic
g.
emphasis on c
Barbara Goldstein | Hillsborough Community College
Jack Waugh | Hillsborough Community College
Karen Linsky | Hillsborough Community College
an Essay.
Grammar to Go: How It Works and How to Use It, 3rd Edition
ctures.
Sample
GRAMMAR—AVAILABLE NOW!
Grammar
DEVELOPMENTAL WRITING
Sentences
a Splices.
airing Runajor Repairs.
TING
Paragraphs
Sentences and Paragraphs
DEVELOPMENTAL WRITING
DEVE
SENTENCES AND PARAGRAPHS—NEW FOR 2011!
Sentence-Combining Workbook, 3rd Edition
ng Modifiers.
Pam Altman | San Francisco State University
Mari Caro | San Francisco State University
Lisa Metge-Egan
Leslie Roberts
Meaning. Special
her . . . Or”
hich, and That.
This workbook uses sentence-combining techniques to help students develop confidence in
their writing at the sentence level and practice communicating their ideas in clear sentence
structures. Each unit in this text focuses on a specific sentence-level technique followed by a
set of sentence-combining exercises involving a narrative story or factual topic. Through this
innovative story-telling approach, students practice viewing individual sentences as part of a
larger context and develop their sentence expansion skills.
Problem Verbs:
her. Active and
Problems.
le Negatives.
NEW TO THIS EDITION
Š New exercise sets involving new scenarios give students the opportunity to develop their
sentence expansion skills in a creative context.
Š Space for more student-generated sentences was added to allow students to create their
own thoughts and build essay-writing skills.
Pronoun
eement.
Methods
hifts in Point of
ctions.
is and
ns.
es. Commas
and Meaning.
omparisons.
. Locating
es. Avoiding
Commas.
uotation
is. Slash.
Together.
Writing.
ds. Forty
s. Ten Most
ngs. Past-Tense
ntences. Parts
. Dangling
ubject-Verb
nouns.
micolon.
ts. Dash.
Period.
monly
g.
208 pages | Paperbound
8 ½ x 11 | 1-color | ©2011
ISBN: 978-1-4282-6380-2
KEY FEATURES
Š Sentence-joining and sentence-modifying activities teach students to produce specific,
concise, fluent sentences.
Š Exercises at the end of each unit use a story-telling approach to show students how
individual sentences operate in a larger context.
Š Review exercises are grouped around a factual topic and guide students through a
sequence of sentence-combining prompts that illustrate logical relationships between
sentences.
TABLE OF CONTENTS
1. The Basic Sentence
Recognizing Verbs. Exercises: On the Campaign Trail. The Last
Campaign Trail. Take Me Out to the Ball Game. Using a Dictionary
to Choose Verb Forms. Write/Wrote/Written. Getting a Record. The
Onion Cure. Recognizing Subjects. Mind Your Manners. Get a Job.
Miracle Food.
2. Sentence Focus
Exercises: Hard Ball. Exam Stress. Who’s to Blame?
3. Joining Sentences with Coordinators
Exercises: Old House. Car Shopping.
4. Joining Sentences with Subordinators
Exercises: Familiar Pests. Stay on the Trail. Words that Show Logical
Relationships. Review 1: Chocolate High.
5. Joining Sentences to Show Comparison and Contrast
Exercises: George and Paul. Summary of Comparison and Contrast
Words. Getting in Shape. The Nuer and The Bakhteri. The Netsilik and
The Trobriands. Comparing the Past to the Present. The Middleton
Boom.
6. Joining to Show Concession
The Concessive Subordinators. Summary of Contrast and Concession
Words. Practice in Contrast and Concession: Two Neighborhoods.
Exercises: Sunny Hills and Sea View. My Neighborhood. Practice in
Contrast and Concession: Alternative to Gasoline. Alternatives to
Gasoline. Take a Stand.
7. Showing Logical Relationships with Transition Words
Using Transition Words Correctly. Exercises: Making Transitions
Between Idea Units. Touring Museums. Smooth Traveling.
8. Joining Parallel Structures
Exercises: The Decision. Joining Three or More Parallel Ideas. The
Cosmic Navy. You Be the Co-Author. Review 2: Nature and Nurture.
9. Modifying Nouns with Adjectives
Exercises: Never Too Young. Verb Forms as Adjectives. Double Dutch.
Hairdos—The Assyrian and Us.
10. Modifying Nouns with Prepositional Phrases
Exercises: The Great Outdoors. Global Warming. Review 3: Nessie.
Review 4: Sutro Baths Nostalgia. Review 5: Plastics—On Land and
In the Sea. Review 6: Superstitions.
11. Modifying Nouns with Appositives
Punctuation with Appositives. Exercises: The Ski Trip. Not So Typical
Music Listeners. Creating Appositives. Alfred and Edward. Madge and
Mordred. You be the Author. Review 7: Sense of Time.
12. Modifying Nouns with Adjective Clauses
Exercises: Nirvana and the Law. The Lonesome Cowboy. Special Rule:
Who/Whom. Belinda and Sedrick. Blind Date. Rio. You Be the Author.
13. Modifying Sentences with Verbal Phrases
Exercises: Going Out to Eat. The Economics Final. Creating Verbal
Phrases. Fitness Folly.
14. Final Review Exercises
Exercises: The Gateway Arch. License Plates. Dream a Little Dream
of Me. Earthquakes.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
37
TABLE O
1. Naming
Subjects a
Sentence P
Adverbs, a
Practice: N
2. Unders
Clauses. S
Compoun
Fused Sen
tence Prac
nate Clau
Place. Pra
40
W
aragraphs
Sentences a
GR
DEV
DEVELOPMENTAL WRITING
Grammar
Sentences, Paragraphs, and Beyond:
With Integrated Readings, 6th Edition
ompts
Lee Brandon | Mt. San Antonio College
Kelly Brandon | Santa Ana College
ocess
h Inforation of
t”.
ysis.
aph:
n Gould,
sing the
y: Seham
itton,
ated: J.
ggested
delines.
Sentences, Paragraphs, and Beyond is the first in the popular two-level Brandon series. Written in
an informal, engaging tone, this easy-to-use text incorporates sentence-level grammar and
mechanics with in-depth instruction in the writing process and patterns of writing. Reading
instruction offers students the opportunity to analyze readings and practice the reading-based
writing required in academic environments. Students will master common writing patterns
while learning to use texts as a springboard for their own writing in the form of summary,
reaction, or response. High-interest, distinctive readings are integrated throughout the Sixth
Edition for analysis and as models of good writing. Clear, explicit writing prompts support
each reading and focus on reading-based, cross-curricular, career-related, and general topics.
In addition, the photo/art program promotes critical thinking, lively discussion, and analytical
writing. Flexibility of instruction permits instructors to emphasize the paragraph or the essay,
or to mix units.
g Patterns
, and
s: Wayne
pirical
n of the
Raises”.
ank
y of ‘Girls
Writing
erences
rking
ttany
; Brittany
elated
mparison
Writing.
the
”; José
aph and
[with
nd the
areerst:
ting
rns of
ting.
aired
ay’s
ctor,
ting
Gale Barlow,
Credit’
Say No
n, “Some-
g
areers:
ition
15. Restrictive and Nonrestrictive Clauses.
16. Commas with Introductory Phrases, Series, Dates, and Addresses
Unit Review.
UNIT V: PRONOUN USAGE
17. Subject, Object, and Possessive Pronouns.
18. Pronouns in Comparisons and Pronouns with -self, -selves.
19. Agreement of Pronouns with Their Antecedents.
20. Order of Pronouns and Spelling of Possessives.
Unit Review.
UNIT VI: CAPITALIZATION, MORE PUNCTUATION,
Sentences and Paragraphs
659-4
TABLE OF CONTENTS
UNIT I: IDENTIFYING SUBJECTS AND VERBS
1. Sentences with One Subject and One Verb.
2. Multiple Subjects and Verbs.
3. Distinguishing Between Objects of Prepositions and Subjects.
4. Main Verbs and Helping Verbs.
Unit Review.
UNIT II: SUBJECT VERB AGREEMENT
5. Recognizing Singular and Plural Subjects and Verbs.
6. Indefinite Pronouns as Subjects.
DEVELOPMENTAL WRITING
s programs,
, ages, and
to achieve
ctice finding
of writing
ricular, and
ITING
39
496 pages | Paperbound
8 ½ x 10 7/8 | 4-color | ©2011
ISBN: 978-0-495-80213-6
NEW TO THIS EDITION
Š More than 40 percent of the 52 readings are new to this edition, including an
abundance of third-person essays.
Š Career-related readings explore topics and themes that directly apply to the world of work.
Š “Transitional Words” boxes in Chapters 18–24 help students to develop their writing in
each of the major patterns.
Š Marginal glossaries for selected readings define important terms in context.
528
8½
ISBN
KEY FEATURES
Š Contextualized grammar exercises help students master sentence writing essentials.
Š Comprehensive coverage of the basics teaches beginning writers how to write strong
sentences, paragraphs, and short essays that are both grammatically correct and
well developed.
Š Writing Process Worksheets guide students in the stages of writing.
TABLE OF CONTENTS
PART I: CONNECTING READING WITH WRITING
1. From Reading to Writing
Reading to Write. Reading Techniques. Written Responses to Reading.
Types of Writing. Kinds of Support for Text-Based Writing. Basic
Documentation. Documentation in Action. Essays and Applications:
Yi-Fu Tuan, “American Space, Chinese Place”; Hadley McGraw,
“Everyone Pays the Price”. Journal Writing. Cross-Curricular and
Career-Related Writing. Writer’s Guidelines.
PART II: WRITING SENTENCES
2. Parts of Speech
Microtheme. Principles for Identification. Chapter Review. Chapter
Review Exercises.
3. Subjects and Verbs
Microtheme. Subjects. Verbs. Location of Subjects and Verbs. Chapter
Review. Chapter Review Exercises.
4. Kinds of Sentences
Microtheme. Clauses. Writing Sentences. Procedure for Sentence
Analysis. Chapter Review. Chapter Review Exercises.
5. Combining Sentences
Microtheme. Coordination: The Compound Sentence. Subordination:
The Complex Sentence. Coordination and Subordination: The
Compound-Complex Sentence. Other Ways to Combine Ideas.
38
WADSWORTH, A PART OF CENGAGE LEARNING
Omissions: When Parts Are Missing. Variety in Sentences: Types, Order,
Length, Beginnings. Chapter Review. Chapter Review Exercises.
6. Correcting Fragments, Comma Splices, and Run-Ons
Microtheme. Fragments. Comma Splices and Run-Ons. Techniques for
Spotting Problem Sentences. Chapter Review. Chapter Review Exercises.
7. Verbs
Microtheme. Regular and Irregular Verbs. “Problem” Verbs. The Twelve
Verb Tenses. Subject-Verb Agreement. Consistency in Tense. Active and
Passive Voice. Strong Verbs. Subjunctive Mood. Chapter Review.
Chapter Review Exercises.
8. Pronouns
Microtheme. Pronoun Case. Pronoun-Antecedent Agreement. Pronoun
Reference. Chapter Review. Chapter Review Exercises.
9. Adjectives and Adverbs
Microtheme. Selecting Adjectives and Adverbs. Comparative and
Superlative Forms. Using Adjectives and Adverbs Correctly. Dangling
and Misplaced Modifiers. Chapter Review. Chapter Review Exercises.
10. Balancing Sentence Parts
Microtheme. Basic Principles of Parallelism. Signal Words. Combination
Signal Words. Chapter Review. Chapter Review Exercises.
11. Punctuation and Capitalization
Microtheme. End Punctuation. Commas. Semicolons. Quotation
Marks. Punctuation with Quotation Marks. Italics. Dashes. Colons.
TABLE OF CON
Note: Most chapte
You Trying to Say?
Critical Thinking,
Remember.
Part I: GETTIN
1. Why Write?
Writing Activity.
Writing? The W
2. The Writing
The Writing Pro
Thinking. Prewr
Help students master the basics of the English language with Basic Grammar and Usage.
Covering the important rules of grammar, usage, and syntax, this text provides clear
explanations and numerous examples to help students succeed. Material is presented in
Penelope Choy | Los Angeles City College, Emerita
Dorothy Goldbart Clark | California State University, Northridge
Basic Grammar and Usage, 8th Edition
GRAMMAR—NEW FOR 2011!
P
Sentences and Paragraphs
DEVELOPMENTAL WRITING
DEVE
for
“More Than Book ’Em” [with stages]. Suggested Topics and Prompts
for Writing Analysis by Division. Writer’s Guidelines.
21. Process Analysis: Writing about Doing
Writing Process Analysis. Defining Directive and Informative Process
Analysis. Working with Directive Process Analysis. Working with Informative Process Analysis. Combined Forms. Student Demonstration of
Combined Forms: Patty Serrano, “Pupusas: Salvadoran Delight”.
Finding Patterns in Photos. Practicing Patterns of Process Analysis.
Readings for Critical Thinking, Discussion, and Writing. Paragraph:
Ann and Myron Sutton, “Nature on the Rampage”. Essays: Joan Gould,
“Binding Decisions”; Preston Gralla, “Fast, Sleek, and Shiny: Using the
Internet to Help Buy New Cars”. Student Paragraphs and Essay: Seham
Hammat, “Making Faces” [with stages]; Text-Based: Labron Britton,
“Summary of ‘McDonald’s—We Do It All for You’”; Career-Related: J.
Kim Birdine, “The Skinny on Working for a Dermatologist”. Suggested
Topics and Prompts for Writing Process Analysis. Writer’s Guidelines.
22. Cause and Effect: Determining Reasons and Outcomes
Writing Cause and Effect. Finding Patterns in Photos. Practicing Patterns
of Cause and Effect. Readings for Critical Thinking, Discussion, and
Writing. Paragraph: Les Christie, “Neighbors from Hell”. Essays: Wayne
Weiten and Margaret Lloyd, “The Roots of Happiness: An Empirical
Analysis”; William Glaberson, “Seeking Justice after a Fatal Spin of the
Cylinder”; Del Jones, “Study Says Flirtatious Women Get Fewer Raises”.
Student Paragraph and Essay: Louis Crissman, “My Dad, the Bank
Robber” [with stages]; Text-Based: Donna Ramone, “Summary of ‘Girls
Form Backbone of Gangs’” Suggested Topics and Prompts for Writing
Cause and Effect. Writer’s Guidelines.
23. Comparison and Contrast: Showing Similarities and Differences
Writing Comparison and Contrast. Generating Topics and Working
with the 4 P’s. Point-by-Point Pattern Paragraph and Essay: Brittany
Markovic, “Evaluating the Piper Cherokee and the Cessna 172”; Brittany
Markovic, “The Piper Cherokee and the Cessna 172”. Career-Related
Writing. Finding Patterns in Photos. Practicing Patterns of Comparison
and Contrast. Readings for Critical Thinking, Discussion, and Writing.
Paragraph: Louise Dudley and Austin Faricy, “The Temple and the
Cathedral” Essays: Ryan J. Smith, “From B’wood to the ’Hood”; José
Antonio Burciaga, “A Mixed Tex-Cal Marriage”. Student Paragraph and
Essays: Charles Yang, “Chinese Parents and American Parents” [with
stages]; Text-Based: Bill Walker, “The Orderly, the Disorderly, and the
Illogical: A Two-Part Response to ‘The Messy Are in Denial’”; CareerRelated: Claudia Arambula, “Product Comparison and Contrast:
Alberto VO5 or Joico?” Suggested Topics and Prompts for Writing
Comparison and Contrast . Writer’s Guidelines.
24. Argument: Writing to Persuade
Writing Argument. Finding Patterns in Photos. Practicing Patterns of
Argument. Readings for Critical Thinking, Discussion, and Writing.
Paragraph: Patricia Volk, “The Most Underrated Candy Bar”. Paired
Essays: Should Grandparents Have Visitation Rights? USA Today’s
Editorial Board, “Stop Violating Parents’ Rights”; Richard S. Victor,
“’Family’ Includes Grandparents”. Essays: John R. Lott Jr., “Letting
Teachers Pack Guns Will Make America’s Schools Safer”; Joyce Gallagher, “A Modest Proposal: Guys Shouldn’t Drive Till 25”; Julie Barlow,
“Should Teachers Let Failing Students Pass by Doing an ‘Extra Credit’
Assignment?”. Student Essays: Text-Based: Carla Estrada, “Just Say No
to Extra Credit for Rescuing Failing Students”; Michael Holguin, “Someone Is Listening” [with stages]. Suggested Topics and Prompts
for Writing Argument. Writer’s Guidelines.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
ew
s
Parentheses. Brackets. Apostrophes. Hyphens. Capitalization. Chapter
Review. Chapter Review Exercises.
12. Spelling and Phrasing
Microtheme. Steps to Efficient Spelling. Your Spell Checker. Spelling
Tips. Frequently Misspelled Words. Confused Spelling and Confusing
Words. Wordy Phrases. Chapter Review. Chapter Review Exercises.
13. Brief Guide for ESL Students
Using Articles in Relation to Nouns. Sentence Patterns. Verb Endings.
Idioms. More Suggestions for ESL Writers.
PART III: USING THE WRITING PROCESS
14. The Writing Process: Stage One: Exploring/Experimenting/
Gathering Information
The Paragraph Defined. Basic Paragraph Patterns. The Writing Process.
Stage One Strategies. Writer’s Guidelines.
15. The Writing Process: Stage Two: Writing the Controlling Idea/
Organizing and Developing Support
Writing the Controlling Idea as a Topic Sentence. Writing an Outline.
Writer’s Guidelines.
16. The Writing Process: Stage Three: Writing/Revising/Editing
Writing Your First Draft. Revising Your Writing. Editing Your Writing. The
Writing Process Worksheet. Writer’s Guidelines.
17. Paragraphs and Essays
Writing the Short Essay. Examining a Paragraph and an Essay. Topics for
Short Essays. Writer’s Guidelines.
PART IV: WRITING PARAGRAPHS AND ESSAYS: INSTRUCTION,
WITH INTEGRATED READING SELECTIONS
18. Descriptive Narration: Moving Through Space and Time
Writing Descriptive Narration. The Narrative Pattern. The Descriptive
Pattern. Order for Descriptive Narration: Time and Space. Procedures
for Writing Descriptive Narration. Finding Patterns in Photos. Practicing Patterns of Narration. Practicing Patterns of Description. Readings
for Critical Thinking, Discussion, and Writing. Paragraph: Thomas S.
Whitecloud, “Blue Winds Dancing”. Essays: Helen Keller, “W-A-T-E-R”;
Gary Soto, “The Jacket”. Short Story: John Updike, “A & P”. Student
Paragraph and Essays: Joel Bailey, “King of Klutziness” [with stages];
Text-Based: Donald Sheppard, “Revenge and Punishment”; Charles C.
Ortiz, “Not Invulnerable”. Suggested Topics and Prompts for Writing
Descriptive Narration. Writer’s Guidelines.
19. Exemplification: Using Examples
Writing Exemplification. Finding Patterns in Photos. Practicing Patterns
of Exemplification. Readings for Critical Thinking, Discussion, and Writing. Paragraph: Eric Schlosser, “Colorado Springs—Every Which Way”.
Essays: Peter Carlson, “When Those Tattoos Really Get Under the Skin”;
Margo Kaufman, “My Way!”; Wil Haygood, “Underground Dads”.
Student Paragraph and Essay: Sarah Betrue, “Sweet and Sour Workplace” [with stages]; Text-Based: Eileen Baylor, “Hungering for Sounds
of Silence”. Suggested Topics and Prompts for Writing Exemplification.
Writer’s Guidelines.
20. Analysis by Division: Examining the Parts
Writing Analysis by Division. A Particular Use of Analysis by Division:
The Restaurant Review. Finding Patterns in Photos. Practicing Patterns
of Analysis by Division. Readings for Critical Thinking, Discussion, and
Writing. Paragraphs: Ponchitta Pierce, “Who Are Our Heroes?”; Paul B.
Hertneky, “Qualities of Good Bosses”. Essays: Lin Rolens, “Female Mea
Culpa”; Katherine S. Newman, “Low Wages, High Skills”. Restaurant
Review: “Delila’s”. Student Paragraph and Essay: Text-Based: Jessica
Ruiz, “Summary of ’A Big Wheel’ by Louis Grossberger”; Jerry Price,
ssa
Paragraph
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Grammar
DEVELOPMENTAL WRITING
TING
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oning. Causal
Cause/Effect
h. Chapter Self-
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tences. Six
ph. Sample
k. Writing
s. Pronouns.
ronouns.
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Compound
plex Sentence.
Splices and
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Additional
Parentheses.
Interrupters:
difiers).
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ases. Readings.
am Truck, Luis
Narration: The
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39
8
TABLE OF
PART I: C
1. From R
Reading to
Types of W
Documen
Yi-Fu Tuan
“Everyone
Career-Re
PART II: W
2. Parts o
Microthem
Review Ex
3. Subject
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4. Kinds o
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5. Combin
Microthem
The Comp
Compoun
38
W
assification.
nd Essays
PART I: WORD CHOICE AND SPELLING
Your Own List of Misspelled Words. Words Often Confused (Set 1).
Words Often Confused (Set 2). The Eight Parts of Speech. Adjectives
and Adverbs. Contractions. Possessives. Words That Can Be Broken
into Parts. Rules for Doubling a Final Letter. Using a Dictionary.
TABLE OF CONTENTS
PART IV: WRITING
What Is the Least You Should Know about Writing? Basic Structures.
1. The Paragraph: Defining a Paragraph. Types of Paragraphs. Sample
Paragraphs in an Essay.
2. The Essay: The Five-Paragraph Essay and Beyond. Defining an Essay.
A Sample Essay. Writing Skills.
3. Writing in Your Own Voice: Narration. Description.
4. Finding a Topic: Look to Your Interests. Focused Free Writing.
Clustering. Talking with Other Students.
5. Organizing Ideas: Thesis Statements. Organizing an Essay. Topic
GR
DEV
DEVELOPMENTAL WRITING
Grammar
5
Sentences and Paragraphs
Inside Writing: A Writer’s Workbook, Form A, 7th Edition
William Salomone | Palomar College
Stephen McDonald | Palomar College
eate their
456 pages | Spiralbound
8 x 10 | 2-color | ©2011
ISBN: 978-0-495-80250-1
pecific,
how
ons
The
urture.
e Dutch.
TABLE OF CONTENTS
1. Naming the Parts
Subjects and Verbs. Modifiers. Connectors.
Sentence Practice: Embedding Adjectives,
Adverbs, and Prepositional Phrases. Paragraph
Practice: Narrating an Event. Practice Test.
2. Understanding Sentence Patterns
Clauses. Simple, Compound, Complex, and
Compound-Complex Sentences. Fragments,
Fused Sentences, and Comma Splices. Sentence Practice: Combining Main and Subordinate Clauses. Paragraph Practice: Describing a
Place. Practice Test.
KEY FEATURES
Š Plentiful student examples are included in the paragraph practice exercises to provide
readers with more realistic samples after which to model their work.
Š The consistent use of five structured sections integrating the major principles of basic
grammar, sentence construction, and paragraph writing within each chapter facilitates
learning by breaking down the material into manageable segments.
Š Many of the practice exercises develop thematic ideas and contain a variety of cultural,
mythological, literary, and historical allusions. This popular feature not only stimulates
student interest but also reminds students that the educated writer has command of
much more than the correct use of mechanics, grammar, and punctuation.
3. Improving Sentence Patterns
Modifying with Practical and Infinitive Phrases.
Modifying with Adjective Clauses and
Appositives. Misplaced and Dangling Modifiers. Sentence Practice: Using Participial
and Infinitive Phrases. Essays and Paragraph
Practice: Using Examples. Practice Test.
4. Lining Up the Parts of a Sentence
Subject-Verb Agreement. Pronoun Agreement
and Reference. Pronoun Case. Sentence
Practice: Using Transitions. Essay and Paragraph Practice: Explaining Causes and Effects.
Practice Test.
5. Using Punctuation and Capitalization
Using Commas. Other Punctuation Marks.
Titles, Capitalization, and Numbers. Sentence
Practice: Sentence Variety. Essays and Paragraph Practice: Comparing and Contrasting.
Practice Test.
6. Choosing the Right Words and Spelling
Them Correctly
Irregular Verbs. Commonly Confused Words.
Spelling Rules. Sentence Practice: Effective and
Meaningful Sentences. Essays and Paragraph
Practice: Expressing an Opinion. Practice Test.
Practice Final Exam.
Answers to Practices.
essie.
and
Inside Writing: A Writer’s Workbook with Readings,
Form B, 6th Edition
Typical
adge and
William Salomone | Palomar College
Stephen McDonald | Palomar Collage
©2009 | 552 pages | Paperbound | 8 ½ x 11 | 2-color | ISBN: 978-1-428-23143-6
ial Rule:
e Author.
Effectively integrating grammar instruction with writing practice, Inside Writing: A Writer’s
Workbook with Readings, Form B combines a thorough introduction to essential writing
concepts with abundant examples and exercises to help students become more effective
writers. Inside Writing uses a clear and consistent structure to break down complex material
into manageable segments and to facilitate student learning. In every chapter, dedicated
sections cover the major principles of basic grammar, sentence construction, and paragraph
writing. Newly updated and expanded, the Sixth Edition of this trusted text provides more
extensive practice, new allusions, exercises, and examples.
erbal
ream
37
SENTEN
NEW TO THIS EDITION
Š Nearly half of the practices and exercises are new.
Š Each chapter contains a new thematic exercise that functions not only as a way to test
the students’ comprehension of grammar, punctuation, or usage principles but also as
an example of the writing assignment introduced in that chapter.
op their
ha
tween
Sentences a
The first text to effectively integrate grammar instruction with writing practice, Inside Writing
continues to provide students with extensive writing exercises specifically designed to support
and reinforce the rules of grammar, usage, and mechanics. Using engaging allusions and
humorous examples and exercises throughout the text, ranging in topics from Karl Marx to
The Simpsons, Inside Writing encourages students to look beyond the simple mechanics of
writing as they learn to communicate their thoughts clearly and effectively.
fidence in
entence
owed by a
ough this
s part of a
g
. Kapoor,
I Love Thee?”;
ag! Nag!
nsky,
ased: Joel
s and Prompts
PART II: SENTENCE STRUCTURE
Finding Subjects and Verbs. Locating Prepositional Phrases. Understanding Dependent Clauses. Correcting Fragments. Correcting Run-
DEVELOPMENTAL WRITING
Differences
ITING
40
WADSWORTH, A PART OF CENGAGE LEARNING
560
8½x
ISBN
Out”. Finding Patterns in Photos. Practicing Patterns of Classification.
Readings for Critical Thinking, Discussion, and Writing.
Paragraph: William M. Pride, Robert J. Hughes, and Jack R. Kapoor,
“Styles of Leadership”. Essays: Robert J. Trotter, “How Do I Love Thee?”;
Avi Friedman, “Living Environments”; Mary Ann Hogan, “Nag! Nag!
Nag Stop! Stop!” Student Paragraph and Essay: Boris Belinsky,
“Doctors Have Their Symptoms, Too” [with stages]; Text-Based: Joel
Follette, “Community College Pressures”. Suggested Topics and Prompts
for Writing Classification. Writer’s Guidelines.
13. Comparison and Contrast: Showing Similarities and Differences
Paragraphs and Essays
DEVELOPMENTAL WRITING
PART II: SEN
Finding Subje
standing Depe
PART I: WOR
Your Own List
Words Often
and Adverbs.
into Parts. Rul
TABLE OF C
Grammar
on
Sentences and Paragraphs
DEVELOPMENTAL WRITING
SENTENCES AND PARAGRAPHS—AVAILABLE NOW!
The Write Start: Sentences to Paragraphs with
Professional and Student Readings, 4th Edition
Inside Writing
ned to support
sions and
Karl Marx to
chanics of
Gayle Feng-Checkett | St. Charles Community College
Lawrence Checkett | St. Charles Community College
With its flexible and effective organization, varied and focused practices, and interesting
writing assignments, The Write Start: Sentences to Paragraphs with Professional and Student Readings
combines writing and grammar instruction to help students build the core skills necessary
for becoming effective writers. English as a Second Language pedagogy, from which all
developing writers can benefit, informs the entire text. This new edition has been reorganized
to better reflect the way that instructors teach the material; combining chapters was a
logical and sensible strategy and will enhance the text’s navigability.
a way to test
s but also as
Exercises on sentence fragments and sentence combining have been added, as have new
timely and thought-provoking professional and student readings, self-assessment questionnaires, and end-of-chapter “Writing Opportunities” that encourage students to see themselves as experts who will use writing in their careers.
s to provide
les of basic
ter facilitates
y of cultural,
nly stimulates
mmand of
n.
talization
tion Marks.
bers. Sentence
s and ParaContrasting.
nd Spelling
fused Words.
e: Effective and
nd Paragraph
. Practice Test.
3143-6
g: A Writer’s
writing
re effective
mplex material
, dedicated
nd paragraph
rovides more
Narrative Patterns. Practicing Descriptive Patterns. Finding Patterns
in Photos. Readings for Critical Thinking, Discussion, and Writing. Paragraph: Gary Soto, “One More Time”. Essays: N. Scott Momaday, “The
Story of a Well-Made Shield”; Gina Greenlee, “No Tears for Frankie”;
Judith Ortiz Cofer, “More”. Student Paragraphs, Essay, and Report:
Chantra Shastri, “Yearning for Love”; Mike Kavanagh, “The Drag” [with
stages]; Text-Based: Adam Rensky, “Rituals as Comfort Food for the
Soul”; Career-Related: Douglas Ross, “Incident Report of the Falling
Shoppers”. Suggested Topics and Prompts for Writing Descriptive Narration. Writer’s Guidelines.
Paragraphs
560 pages | Paperbound
8 ½ x 11 | 4-color | ©2010
ISBN: 978-0-547-20131-3
NEW TO THIS EDITION
Š At the suggestion of many instructors, the chapters have been reorganized and combined
to better reflect how most instructors are teaching the material. The chapters are still
modular and easily adapted to any syllabus. Chapters 1 and 2 have been combined,
Chapters 7 and 8 have been combined, and Chapters 10, 11, and 12 have been combined.
Š More exercises on sentence combining have been included in Chapters 3 and 5.
Additional exercises for sentence combining and sentence fragments have been included
in The Writer’s Resources section as well.
Š To help developing writing students retain what they have read and practiced, interactive
“Self-Assessment Questionnaires” appear at the end of each chapter.
Š To facilitate instruction and to generate student interest, several professional and
student readings have been replaced with more current and high-interest selections.
Š Examples of both professional and student essays appear in each mode of development
section.
KEY FEATURES
Š Flexible and effective chapter organization, varied and focused practices, and interesting
writing assignments provide instructors with a comprehensive teaching resource.
Š Combined writing and grammar instruction helps students build the core skills
necessary for becoming effective writers.
Š English as a Second Language pedagogy, used throughout the text, benefits all
developing writers.
TABLE OF CONTENTS
1. The Important Elements of Good Writing
Avoiding the Two Major Problems of Poor Writing. Writing as a Life Skill. Understanding
Good versus Poor Writing. Good Writing: Four Misconceptions. Good Writing Doesn’t Have
to Be Complicated. Good Writing Doesn’t Have to Be Long. Good Writing Is More Formal
than Talking. Good Writing Needs Proper Punctuation. The Computer, Writing, and You.
Chapter Self-Assessment Test.
PART 1: WRITING EFFECTIVE SENTENCES
2. The Simple Sentence and the Independent Clause
[ESL] The Subject. Nouns. Pronouns. Using Pronouns to Eliminate Repetition. Identifying
Subjects. [ESL] Subjects and Prepositional Phrases. [ESL] The Verb. Action Verbs. Linking
Verbs. Helping Verbs. [ESL] Verb Tense (Time). Compound Subjects. Compound Verbs.
Correcting Sentence Fragments. Chapter Self-Assessment Test.
3. Linking Independent Clauses Using the Comma and Coordinators
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
41
Paragraphs and Essays is the higher-level companion to Sentences, Paragraphs, and Beyond in the
popular two-book Brandon series. Written in an informal, engaging tone, this easy-to-use
text takes students through all the stages of the writing process as they transition from
d Usage.
s clear
esented in
Lee Brandon | Mt. San Antonio College
Kelly Brandon | Santa Ana College
Paragraphs and Essays: With Integrated Readings, 11th Edition
Grammar
AND E
y —N
2011!
DEVELOPMENTAL WRITING
Paragraphs and Essays
Sentences and Paragraphs
Sentences a
17. Persuasion (Including Cause and Effect)
Building the Persuasive Paragraph. The Pro/Con List. Support in
Persuasion Paragraphs. Organization Patterns. Transitional Expressions
for Persuasion. Persuasive Logic: Cause-and-Effect Reasoning. Causal
Chains. Problems to Avoid. Transitional Expressions for Cause/Effect
Writing. The Topic Sentence in a Cause/Effect Paragraph. Chapter SelfAssessment Test. Topic Bank. Writing Opportunities.
PART 3: WRITING EFFECTIVE ESSAYS
18. The Essay
The Five-Paragraph Essay. The Introductory Paragraph. The Thesis
Sentence. Expressing an Attitude in the Thesis Sentence. The Essay Map
in the Thesis Sentence. Putting It All Together. Introductory Sentences.
The Body Paragraphs. The Topic Sentence. Support Sentences. Six
Important Support Questions. The Concluding Paragraph. Sample
Student Essay. Chapter Self-Assessment Test. Topic Bank. Writing
Opportunities. The Writers Resources. Grammar: Nouns. Pronouns.
Personal Pronouns. Relative Pronouns. Demonstrative Pronouns.
Indefinite Pronouns. Reflexive Pronouns. Pronoun-Antecedent Agreement. Verbs. Present Tense. Past Tense. The Verb Be. Additional
Practice for Complex Verb Forms. Subject/Verb Agreement. Compound
Subject/Verb Agreement. Adjectives. Adverbs. Conjunctions. Interjections. Clauses and Phrases. Independent and Dependent Clauses.
Phrases. Types of Sentences. The Simple Sentence. The Compound
Sentence. The Complex Sentence. The Compound-Complex Sentence.
Additional Practice with Sentences. Correcting Comma Splices and
Run-Ons. Combining Sentences. Preposition Combinations. Articles.
Capitalization And Numbers: Capitalization. Numbers. Additional
Punctuation Rules: The Apostrophe. Quotation Marks. Parentheses.
Brackets. The Dash. The Hyphen. Underlining or Italics. Interrupters:
Restrictive and Nonrestrictive Clauses and Phrases. (Modifiers).
Words And Meaning: Commonly Misspelled Words. Words That
Sound Alike. Contractions That Sound Like Other Words. Words That
Sound or Look Almost Alike. Confusing Verbs That Sound Alike: Lie/
Lay; Rise/Raise; Sit/Set. Two- and Three-Word Verb Phrases. Readings.
Description: Deep Cold, Verlyn Klinkenborg. The Ice Cream Truck, Luis
J. Rodriguez. Halloween Havoc, Erin Nelson (Student). Narration: The
Roommate’s Death, Jan Harold Brunvand. The Eye of the Beholder,
Grace Suh. Andriyivsky Descent, Oksana Taranova (Student). Example:
Extremely Cool, A. J. Jacobs. Online Schools Provide New Education
Options, The Associated Press. Benefits of Large Corporations, Shelly
Nanney (Student). Classification: Why We Carp and Harp, Mary Ann
Hogan. The Plot Against People, Russell Baker. Michelangelo Madness,
Martin Brink (Student). Process: Conversational Ballgames, Nancy
Masterson Sakamoto. Strive to Be Fit, Not Fanatical, Timothy Gower.
How to Become a Successful Student, Aaron Breite (Student).
Comparison and Contrast: Grant and Lee: A Study in Contrasts, Bruce
Catton. Living on Tokyo Time, Lynnika Butler. The Family Sedan Versus
Dad’s Sports Car, Yvonne Olson (Student). Definition: Discrimination
Is a Virtue, Robert Keith Miller. The Handicap of Definition, William
Raspberry. What Is Success?, Hannah Glascock (Student).
Persuasion: The Recoloring of Campus Life, Shelby Steele. Indistinguishable from Magic, Robert L. Forward. Unconditional Support,
Beth Glenn (Student). The Family Collective, Denise Hillis (Student).
Limited Answer Key. Glossary. Credits. Index.
Parentheses. Br
Review. Chapte
12. Spelling an
Microtheme. St
Tips. Frequently
Words. Wordy
13. Brief Guide
Using Articles in
Idioms. More S
PART III: USIN
14. The Writing
Gathering Infor
The Paragraph
Stage One Strat
15. The Writing
Organizing and
Writing the Con
Writer’s Guideli
16. The Writing
Writing Your Fir
Writing Process
17. Paragraphs
Writing the Sho
Short Essays. W
PART IV: WRIT
WITH INTEGR
18. Descriptive
Writing Descrip
Pattern. Order f
for Writing Des
ing Patterns of N
for Critical Thin
Whitecloud, “B
Gary Soto, “The
Paragraph and
Text-Based: Do
Ortiz, “Not Invu
Descriptive Nar
19. Exemplifica
Writing Exempl
of Exemplificati
ing. Paragraph:
Essays: Peter Ca
Margo Kaufma
Student Paragra
place” [with sta
of Silence”. Sug
Writer’s Guideli
20. Analysis by
Writing Analysis
The Restaurant
of Analysis by D
Writing. Paragr
Hertneky, “Qua
Culpa”; Katheri
Review: “Delila’
Ruiz, “Summar
for
ew
WADSWORTH, A PART OF CENGAGE LEARNING
42
s
Coordinating Conjunctions. Correcting Run-on and Comma Splice
Sentences. Run-on. Comma Splice. Chapter Self-Assessment Test.
4. Combining Independent Clauses Using the Semicolon
Chapter Self-Assessment Test.
5. Combining Independent Clauses Using the Adverbial Conjunction
Chapter Self-Assessment Test.
6. Adding a List
Punctuating and Placing the List. Parallelism in a Series. Adding a
Colon for Variety Chapter Self-Assessment Test.
7. The Dependent Clause
Independent versus Dependent Clauses. Punctuating Dependent
Clauses. Chapter Self-Assessment Test.
8. Adding Information to Sentences
Introductory Phrase Variety. Punctuating the Introductory Word When
to Use Introductory Words. Adding Interrupters to the Sentence.
Chapter Self-Assessment Test.
PART 2: WRITING EFFECTIVE PARAGRAPHS
Prewriting Activities. Listing. Clustering (Mind Mapping). Cubing.
Cross-Examination. Brainstorming.
9. The Paragraph
The Topic Sentence. Support Sentences. Six Important Support
Questions. Creating the Working Outline of a Paragraph. Writing
the First Draft. Revising the First Draft. Proofreading: The Final Step.
Chapter Self-Assessment Test. Topic Bank. Writing Opportunities.
10. Description
Types of Description. Dominant Impressions. Sensory Images.
Comparisons. Simile. Metaphor. Personification. A Ten-Step Process
for Writing the Descriptive. Paragraph. Writing the Descriptive
Paragraph. Example of the Ten-Step Process at Work. Chapter SelfAssessment Test. Topic Bank. Writing Opportunities.
11. Narration
The Point of the Story. Developing the Narrative Paragraph. Model
Narrative Paragraphs. Transitional Expressions: Showing Time Sequence.
Chapter Self-Assessment Test. Topic Bank. Writing Opportunities.
12. Using Examples
The Topic Sentence. Transitional Expressions: Introducing Examples.
Using One Extended Example. Chapter Self-Assessment Test. Topic
Bank. Writing Opportunities.
13. Classification
Breaking Down a Topic. The Topic Sentence. Transitional Expressions:
Showing Time Your Classifications. Chapter Self-Assessment Test.
Topic Bank. Writing Opportunities.
14. Process
Types of Process. Organizing the Process Paragraph. Transitional
Expressions: Connecting the Steps. The Topic Sentence. Chapter SelfAssessment Test. Topic Bank. Writing Opportunities.
15. Comparison and Contrast
Deciding to Compare or Contrast. The Topic Sentence. Organizing
Comparisons and Contrasts. Block Method. Point-by-Point Method.
Transitional Expressions: Connecting Your Comparisons and Contrasts.
Chapter Self-Assessment Test. Topic Bank. Writing Opportunities.
16. Definition
Simple Definitions. Extended Definition. The Topic Sentence of an Extended Definition. Chapter Self-Assessment Test. Topic Bank. Writing
Opportunities.
ssa
aragraphs
P
DEVELOPMENTAL WRITING
Designed specifically for community colleges and business programs,
Writing Connections helps students of varying backgrounds, ages, and
majors recognize how strong writing skills can allow them to achieve
both their academic and professional goals. Students practice finding
common denominators and patterns across all key forms of writing
and learn to apply what they learn to personal, cross-curricular, and
560 pages | Paperbound | ©2004 | ISBN: 978-0-618-25659-4
The Dolphin Writer is a three-volume series focusing on writing—from
sentences to paragraphs to essays—in an easy-to-understand format
and at an affordable price. Each volume of The Dolphin Writer presents
students with comprehensive yet approachable coverage of the writing
process, from prewriting through peer evaluation, revision, and preparation of the final paper, and each also includes a section of numerous
level-appropriate readings. A focus on student success in all areas of
Lee Brandon | Mt. San Antonio College
448 pages | Paperbound | ©2008 | ISBN: 978-0-618-37912-5
Writing Connections: You, College, and Careers:
Book I: Sentences and Paragraphs, 1st Edition
The Dolphin Writer Book 1: Building Sentences
and Composing Paragraphs, 1st Edition
TABLE OF C
UNIT I: IDEN
1. Sentences w
2. Multiple Su
3. Distinguishi
4. Main Verbs
Unit Review.
UNIT II: SUBJ
5. Recognizing
6. Indefinite P
Grammar
Sentences and Paragraphs
DEVELOPMENTAL WRITING
Paragraphs
Sentences and Paragraphs
DEVELOPMENTAL WRITING
Get Writing: Sentences and Paragraphs, 2nd Edition
Mark Connelly | Milwaukee Area Technical College
Get Writing: Sentences and Paragraphs is a flexible textbook that meets the needs of a variety of
developmental writers including recent high school graduates, working adults, and those
for whom English is a second language. Get Writing gives students the opportunity to
acquire skills and develop confidence through their own writing. It motivates and shows
relevance by having students write for various purposes and write about their own goals,
families, jobs, college-life, personal interests, and the world around them. Throughout the
book students have the opportunity to express themselves on a range of issues and then to
examine and improve their words, sentences, and paragraphs. Above all, Get Writing asks
students to think critically and sharpen their editing skills by asking them two basic
questions: “What are you trying to say?” and “What have you written?”
es. Written in
ammar and
ng. Reading
e reading-based
ng patterns
summary,
out the Sixth
pts support
general topics.
, and analytical
h or the essay,
an
world of work.
heir writing in
t.
ssentials.
rite strong
ect and
Types, Order,
cises.
echniques for
view Exercises.
bs. The Twelve
se. Active and
Review.
ment. Pronoun
ive and
y. Dangling
w Exercises.
s. Combination
uotation
es. Colons.
528 pages | Paperbound
8 ½ x 11 | 4-color | ©2010
ISBN: 978-1-413-03350-2
NEW TO THIS EDITION
Š “Writing at Work” documents and professional essays are used to illustrate how writers
use patterns of development in the workplace.
Š “Chapter Goals” open each chapter to give students a quick overview of what they will
be learning.
Š “Top Twenty” icons alert students to the most common writing problems. These
problems were identified by a national survey of developmental writing instructors.
Š An increased number of exercises were built upon student papers and real-world
documents to make the connection between writing and everyday life.
KEY FEATURES
Š Two basic questions guide learning: “What are you trying to say” and “What have
you written?” are used throughout the text to encourage students to think critical and
sharpen their editing skills.
Š Visual writing prompts: Images that depict jobs, family, school life, popular culture, and
social issues are used to encourage students to analyze and question what they see. Photos
are shown in pairs to encourage students to examine similar or contrasting concepts.
Š Critical-thinking assignments: Students are motivated by exercises that invite them to
write about relevant everyday experiences and to express their opinions on issues ranging
from national security to their favorite television show.
Š Writing and editing exercises: Students develop their own sentences and paragraphs and
then look for ways to correct and improve their writing. Exercises cover diverse topics, including popular culture, recent events, academic concerns, and professional issues to meet
a range of student interests. Sequenced exercises give students the opportunity to identify
and repair individual sentences and then errors in context. Progressive exercises combine
errors from previous chapters to provide students a chance to master their editing skills.
Š Brief handbook section: A special section summarizes grammar and mechanics for easy
reference, eliminating the need for a separate handbook.
TABLE OF CONTENTS
Note: Most chapters include: Responding to Images, What Do You Know?, What Are
You Trying to Say?, What Have You Written?, Selecting Topics, Working Together,
Critical Thinking, What Have You Learned?, Writing on the Web, and Points to
Remember.
Part I: GETTING STARTED
1. Why Write?
Writing Activity. Goals of This Book. Using Get Writing. What Is Good
Writing? The Writing Context. Strategies for Succeeding in Writing Courses
2. The Writing Process
The Writing Process. Step One: Prewrite. Strategies for Increasing Critical
Thinking. Prewriting Techniques. Step Two: Plan. Moving from Topic to
Thesis. Organizing Support. Creating an Outline. Writing Activity. Step
Three: Write. Writing Activity. Step Four: Cool. Step Five: Revise. Using
Peer Review. Peer Review Guidelines. Revising Activity. Step Six: Edit. Editing Activity. Avoiding Plagiarism.
Part II: DEVELOPING PARAGRAPHS
3. Developing Topic Sentences and Controlling Ideas
What Is a Paragraph? Topic Sentences and Controlling Ideas. Reading
Topic Sentences. Writing Topic Sentences. Paragraphs Without Topic Sentences. Revising Paragraphs. Using Paragraph Breaks in Dialogue
4. Supporting Topic Sentences with Details
What Are Supporting Details? Steps to Building Effective Paragraphs.
Types of Support. Observations and Personal Experience. Examples. Facts.
Statistics. Testimony (Quotations).Blending Support.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
43
n sentence
erfect as
sic gram-
dition
The Fourth Edition of At a Glance: Sentences
focuses on essential grammar and sentence
mechanics. This text features instruction in the
writing process, writing patterns, increased
emphasis on critical thinking, eighty-four new writing topics, and new
©2009 | 240 pages | Paperbound
ISBN: 978-0-618-95779-8
Lee Brandon | Mt. San Antonio College
At a Glance: Sentences,
4th Edition
©2008 | 496 pages | Paperbound
ISBN: 978-0-618-95521-3
Susan Fawcett
Grassroots with Readings: The
Writer’s Workbook, 9th Edition
SENTENCES AND PARAGRAPHS—
ADDITIONAL TITLES
DEVELOPMENTAL WRITING
Sentences and Paragraphs
Grammar
DEVELOPMENTAL WRITING
Sentences and Paragraphs
Sentences a
5. Developing Paragraphs Using Description
What Is Description? Using Objective and Subjective Description. Creating
Dominant Impressions. Exam Skills. Improving Dominant Impressions
and Supporting Detail. Student Paragraphs. Putting Paragraphs Together.
Readings: “American Muslims,” Critical Thinking and Discussion. Paul M.
Barrett. “My Ecumenical Father,” Jose Antonio Burciaga. Critical Thinking
and Discussion. Writing at Work. Critical Thinking and Discussion. Steps
to Writing a Descriptive Paragraph.
6. Developing Paragraphs Using Narration
What Is Narration? Writing Narration: Making a Point. Exam Skills.
Writing Narrative: Using Transitions. Writing Narrative: Using Dialogue.
Student Paragraphs. Putting Paragraphs Together. Readings: “What’s in
a Name,” Henry Louis Gates, Jr. Critical Thinking and Discussion. “The
Fender Bender,” Ramon “Tianguis” Perez. Critical Thinking and Discussion. Writing at Work. Critical Thinking and Discussion. Steps to Writing
a Narrative Paragraph.
7. Developing Paragraphs Using Example
What Is an Example? Writing Example Paragraphs. Types of Examples.
Using Hypothetical. Examples. Writing Examples: Using Transitions. Key
Transition Words. Exam Skills. Student Paragraphs. Putting Paragraphs
Together. Readings: “The Company Man,” Ellen Goodman. Critical
Thinking and Discussion. “Mexicans Deserve More Than La Mordida,”
Joe Rodriguez. Critical Thinking and Discussion. Writing at Work. Critical
Thinking and Discussion. Steps to Writing an Example Paragraph.
8. Developing Paragraphs Using Comparison and Contrast
What Are Comparison and Contrast? The Purposes of Comparison and
Contrast. Writing to Explain. Writing to Convince. Organizing Comparison
and Contrast Paragraphs. Subject-by-Subject. Point-by-Point. Exam Skills.
Student Paragraphs. Putting Paragraphs Together. Readings: “Chinese
Space, American Space,” Yi-Fu Tuan. Critical Thinking and Discussion.
“Of My Friend Hector and My Achilles Heel,” Michael T. Kaufman.Critical
Thinking and Discussion. Writing at Work. Critical Thinking and Discussion. Steps to Writing a Comparison and Contrast Paragraph.
9. Developing Paragraphs Using Cause and Effect
What Is Cause and Effect? Cause and Effect: Critical Thinking. Exam Skills.
Student Paragraphs. Putting Paragraphs Together. Readings: “Why Boys
Don’t Play With Dolls,” Katha Pollitt. Critical Thinking and Discussion.
“I Refuse to Live in Fear,” Diana Bletter. Critical Thinking and Discussion.
Writing at Work. Focus Consulting. Critical Thinking and Discussion.
Steps to Writing a Cause and Effect Paragraph.
10. Toward the Essay
What Is an Essay? The Introduction. The Body. The Conclusion.
Developing Topic Sentences in Outlines.
11. Writing at Work
E-mail. Strategies for Writing E-mail. Reports. Strategies for Writing
Reports. Résumés. Strategies for Writing Résumés. Cover Letters.
Strategies for Writing Cover Letters.
Part III: WRITING SENTENCES
12. Recognizing the Power of Words
The Power of Words. Use Correct Words. Use Effective Words. Use
Concrete Nouns. Use Strong Verbs. Avoid Clichés. Use Appropriate
Words. Use Appropriate Level of Diction. Use Appropriate Idioms. Be
Aware of Connotations.
13. Writing Sentences
What Is a Sentence? Parts of Speech. Subjects and Verbs. What Are
Nouns? What Are Pronouns? Locating “Hidden Subjects”. Prepositional
Phrases. Verbs. Building Sentences: Independent and Dependent Clauses.
Sentence Length.
14. Avoiding Fragments
What Do You Know? What Are Fragments? Correcting Fragments.
15. Building Sentences Using Coordination and Subordination
What Are Coordination and Subordination? Types of Sentences.
Coordination. Coordinating Conjunctions. Adverbial Conjunctions.
Subordination.
44
WADSWORTH, A PART OF CENGAGE LEARNING
16. Repairing Run-ons and Comma Splices
What Are Run-ons? Run-ons: Fused Sentences and Comma Splices.
Fused Sentences. Comma Splices. Identifying Run-ons. Repairing Runons: Minor Repairs. Critical Thinking: Run-ons Needing Major Repairs.
Methods of Repairing Run-ons. Writing on the Web.
17. Correcting Dangling and Misplaced Modifiers
What Are Modifiers? Dangling Modifiers. Avoiding Dangling Modifiers.
Testing for Dangling Modifiers. Misplaced Modifiers.
18. Understanding Parallelism
What Is Parallelism? Overcoming Parallelism Errors.
Part IV: UNDERSTANDING GRAMMAR
19. Subject-Verb Agreement
What Is Subject-Verb Agreement? Grammar Choices and Meaning. Special
Nouns and Pronouns. Group Nouns. Hidden Subjects. “Either . . . Or”
Subjects. Indefinite Pronouns. Relative Pronouns: Who, Which, and That.
20. Verb Tense, Mood, and Voice
What Is Tense? Helping Verbs. Regular and Irregular Verbs. Problem Verbs:
Lie/Lay, Rise/Raise, Set/Sit. Shifts in Tense. Working Together. Active and
Passive Voice. Grammar Choices and Meaning. Other Verb Problems.
Could Have, Must Have, Should Have, Would Have. Double Negatives.
21. Pronoun Reference, Agreement, and Case
What Are Pronouns? Types of Pronouns. Using Pronouns. Pronoun
Reference. Using They without an Antecedent. Pronoun Agreement.
Singular and Plural Nouns and Pronouns. Avoiding Sexism. Methods
of Avoiding Sexism. Using They to Avoid Sexism. Avoiding Shifts in Point of
View. Using the Right Case. Pronoun Cases. Plural Constructions.
Between. Comparisons. The Verb To Be. Who and Whom. This and
That, These and Those. They and Them. Unnecessary Pronouns.
22. Adjectives and Adverbs
What Are Adjectives and Adverbs? Understanding Adjectives. Commas
and Adjectives. Understanding Adverbs. Grammar Choices and Meaning.
Good/Well, Bad/Badly. Comparisons. Avoiding Double Comparisons.
Using Superlatives.
23. Using Prepositions
What Are Prepositions? Commonly Confused Prepositions. Locating
Prepositions.
Part V: USING PUNCTUATION AND MECHANICS
24. Using Commas and Semicolons
What Are Commas and Semicolons? Comma. Comma Uses. Avoiding
Unnecessary Commas. Guide to Eliminating Unnecessary Commas.
Semicolon.
25. Using Other Marks of Punctuation
What Are the Other Marks of Punctuation? Apostrophe. Quotation
Marks. Colon. Parentheses. Brackets. Dash. Hyphen. Ellipsis. Slash.
Question Mark. Exclamation Point. Period.
26. Using Capitalization
What Is Capitalization? Rules for Capitalization. Working Together.
Critical Thinking. What Have You Written? Improving Your Writing.
27. Correcting Spelling Errors
Strategies to Improve Spelling. Commonly Misspelled Words. Forty
Commonly Misspelled Words. Commonly Confused Words. Ten Most
Commonly Confused Words. Forming Plurals. Adding Endings. Past-Tense
Spellings. Spelling Other Endings. Improving Spelling.
HANDBOOK
Basic Sentence Structure. Phrases and Clauses. Types of Sentences. Parts
of Speech. Sentence Errors. Fragments. Run-ons. Modifiers. Dangling
Modifiers. Misplaced Modifiers. Faulty Parallelism.Verbs. Subject-Verb
Agreement. Verb Tense. Problem Verbs. Shifts in Tense. Pronouns.
Reference. Agreement. Adjectives and Adverbs. Comma. Semicolon.
Apostrophe. Quotation Marks. Colon. Parentheses. Brackets. Dash.
Hyphen.Ellipsis. Slash. Question Mark. Exclamation Point. Period.
Capitalization.Spelling. Commonly Confused Words. Commonly
Misspelled Words. Two Hundred Topics for College Writing.
ANSWERS TO ODD-NUMBERED ExERCISES
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5. Developing Paragraphs Using Description
What Is Description? Using Objective and Subjective Description. Creating
Dominant Impressions. Exam Skills. Improving Dominant Impressions
and Supporting Detail. Student Paragraphs. Putting Paragraphs Together.
Readings: “American Muslims,” Critical Thinking and Discussion. Paul M.
Barrett. “My Ecumenical Father,” Jose Antonio Burciaga. Critical Thinking
and Discussion. Writing at Work. Critical Thinking and Discussion. Steps
to Writing a Descriptive Paragraph.
6. Developing Paragraphs Using Narration
What Is Narration? Writing Narration: Making a Point. Exam Skills.
Writing Narrative: Using Transitions. Writing Narrative: Using Dialogue.
Student Paragraphs. Putting Paragraphs Together. Readings: “What’s in
16. Repairing Run-ons and Comma Splices
What Are Run-ons? Run-ons: Fused Sentences and Comma Splices.
Fused Sentences. Comma Splices. Identifying Run-ons. Repairing Runons: Minor Repairs. Critical Thinking: Run-ons Needing Major Repairs.
Methods of Repairing Run-ons. Writing on the Web.
17. Correcting Dangling and Misplaced Modifiers
What Are Modifiers? Dangling Modifiers. Avoiding Dangling Modifiers.
Testing for Dangling Modifiers. Misplaced Modifiers.
18. Understanding Parallelism
What Is Parallelism? Overcoming Parallelism Errors.
Part IV: UNDERSTANDING GRAMMAR
19. Subject-Verb Agreement
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At a Glance: Sentences,
4th Edition
SENTENCES AND PARAGRAPHS—
ADDITIONAL TITLES
Lee Brandon | Mt. San Antonio College
©2009 | 240 pages | Paperbound
ISBN: 978-0-618-95779-8
The Fourth Edition of At a Glance: Sentences
focuses on essential grammar and sentence
mechanics. This text features instruction in the
writing process, writing patterns, increased
emphasis on critical thinking, eighty-four new writing topics, and new
exercises.
NEW TO THIS EDITION
Š Coverage includes instruction in writing patterns of descriptive narration, exemplification, analysis by division, process analysis, cause
and effect, comparison and contrast, definition, and argument.
Š This edition offers an increased emphasis on critical thinking.
Š Added reading selections include new student writing, and two
short stories by Edgar Allan Poe.
Š New content includes 30 percent revised sentence-writing exercises
and 84 new topics for writing paragraphs and short essays.
orks, emphacome auto-
KEY FEATURES
Š The text progresses from in-depth coverage of the writing process
to instruction on common writing patterns.
Š Reading-Related, General, Cross-Curricular, and Career-Related
writing topics appeal to a diverse range of students and provide
opportunity for practicing new skills.
Š Writing Process Worksheets provide guidance for students and save
time and effort for instructors.
Š The streamlined Self-Evaluation Chart helps students track their
needs and goals and promotes self-reliance.
through the
connect based
BRIEF TABLE OF CONTENTS
y to Write”
while “Write
practice what
hrough a proular patterns.
t any one time,
and common
Run-on
apitalization.
1. The Writing Process: Paragraphs and Essays
2. Combined and Specific Patterns of Writing and Writing Topics
3. Parts of Speech
4. Subjects and Verbs
5. Kinds of Sentences
6. Combining Sentences
7. Correcting Fragments, Comma Splices, and Run-Ons
8. Balancing Sentence Parts
9. Verbs
10. Pronouns
11. Adjectives and Adverbs
12. Punctuation and Capitalization
13. Spelling and Commonly Confused Words
Grassroots with Readings: The
Writer’s Workbook, 9th Edition
Susan Fawcett
©2008 | 496 pages | Paperbound
ISBN: 978-0-618-95521-3
Motivating students with high-interest
content and guiding them with a clear,
functional approach, Susan Fawcett’s
Grassroots inspires students to succeed. With
its excellent writing instruction, well-crafted
exercises, and engaging writing activities, Grassroots teaches students how
to write correct sentences and effective paragraphs. Fawcett introduces
each topic with a boxed example and follows it up with clear, easy to
read explanations. After the boxed example, Grassroots engages students
with bulleted points and questions before defining the rule. Then,
Grassroots inspires students and reinforces concepts with a wealth of
interesting examples and practice.
KEY FEATURES
Š The Ninth Edition features five new readings plus those selections
that rated most highly from the previous edition. An annotated
selection by Diane Sawyer on “dreaming big” opens the reader;
other selections include Leonard Pitts on our obsession with
thinness, Ellen Goodman on cell phones, Richard Rodriguez on
Americans’ accumulation of “stuff,” and Michaela Angela Davis
on quitting hip-hop.
Š Five pages of additional coverage of controlling idea and new topic
sentence practices provide instructors with better tools to help their
students write more effectively.
Š The expanded photo program features high-quality, carefully
selected images directly relevant to content. Captions with openended questions or thought-provoking writing or discussion
prompts develop critical thinking and viewing skills and increase
student comprehension.
Š More “real-world” writing assignments focus on the writing
opportunities and challenges students face in the 21st century.
Students see a connection between their writing assignments and
the real world so they are motivated to do their best work.
ic, Parallelism,
e and Review.
Exercises.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
657913T
Sig 5 A
45
Get Writing: Sentences and Paragraphs is a flexible textbook that meets the needs of a variety of
developmental writers including recent high school graduates, working adults, and those
for whom English is a second language. Get Writing gives students the opportunity to
acquire skills and develop confidence through their own writing. It motivates and shows
relevance by having students write for various purposes and write about their own goals,
families, jobs, college-life, personal interests, and the world around them. Throughout the
book students have the opportunity to express themselves on a range of issues and then to
examine and improve their words, sentences, and paragraphs. Above all, Get Writing asks
s. Written in
mmar and
g. Reading
reading-based
g patterns
ummary,
Mark Connelly | Milwaukee Area Technical College
Get Writing: Sentences and Paragraphs, 2nd Edition
DEVELOPMENTAL WRITING
Sentences and Paragraphs
aragraphs
DEVELOPMENTAL WRITING
Sentences and Paragraphs
Grammar
The Dolphin Writer Book 1: Building Sentences
and Composing Paragraphs, 1st Edition
Writing Connections: You, College, and Careers:
Book I: Sentences and Paragraphs, 1st Edition
448 pages | Paperbound | ©2008 | ISBN: 978-0-618-37912-5
Lee Brandon | Mt. San Antonio College
The Dolphin Writer is a three-volume series focusing on writing—from
sentences to paragraphs to essays—in an easy-to-understand format
and at an affordable price. Each volume of The Dolphin Writer presents
students with comprehensive yet approachable coverage of the writing
process, from prewriting through peer evaluation, revision, and preparation of the final paper, and each also includes a section of numerous
level-appropriate readings. A focus on student success in all areas of
reading, writing, and studying helps students organize, manage, and
implement techniques, including how to use a computer to assist in the
writing process. Book One includes complete coverage of sentence-toparagraph issues such as grammar, mechanics, and usage.
560 pages | Paperbound | ©2004 | ISBN: 978-0-618-25659-4
Writer’s Resources: Sentence Skills with Readings,
1st Edition
Julie Robitaille | Santa Fe Community College
Robert Connelly | Santa Fe Community College
608 pages | Paperbound | 4-color | ©2006
ISBN: 978-1-413-01003-9
This textbook focuses on the primary skills of college writing, teaching students that the sentence is the basic unit of all writing, and the
ability to write strong, error-free sentences is expected of all college
writers. Writer’s Resources: Sentence Skills With Readings covers all the essential sentence skills and provides instruction on the paragraph and
the essay. Each chapter provides the most important rules and concepts needed to write effective sentences. All rules are numbered for
easy reference, and practice using each rule is provided after each rule.
It also includes 10 professional readings and nine student paragraphs
and essays. The professional readings include vocabulary exercises,
comprehension questions, discussion questions, and writing topics.
Writer’s Resources: Sentence Skills, 1st Edition
Julie Robitaille | Santa Fe Community College
Robert Connelly | Santa Fe Community College
608 pages | Paperbound | 4- color | ©2006
ISBN: 978-1-413-01004-6
This textbook focuses on the primary skills of college writing, teaching students that the sentence is the basic unit of all writing, and the
ability to write strong, error-free sentences is expected of all college
writers. Writer’s Resources: Sentence Skills covers all the essential sentence
skills and provides instruction on the paragraph and the essay. Each
chapter provides the most important rules and concepts needed to
write effective sentences. All rules are numbered for easy reference,
and practice using each rule is provided after each rule. In addition,
there are review exercises covering all the rules for each skill and editing
exercises using each skill. Tests on the skill end each chapter. The “With
Readings” version of the text includes 10 professional readings and
nine student paragraphs and essays. The professional readings include
vocabulary exercises, comprehension questions, discussion questions,
and writing topics.
46
WADSWORTH, A PART OF CENGAGE LEARNING
Designed specifically for community colleges and business programs,
Writing Connections helps students of varying backgrounds, ages, and
majors recognize how strong writing skills can allow them to achieve
both their academic and professional goals. Students practice finding
common denominators and patterns across all key forms of writing
and learn to apply what they learn to personal, cross-curricular, and
workplace writing. Student examples illustrate all stages of the writing
process and serve as good models on which students can pattern their
own work.
Writing Sentences and Paragraphs: Integrating
Reading, Writing, and Grammar Skills, 1st Edition
Joy Wingersky | Glendale Community College, Arizona
Jan Boerner, Emerita | Glendale Community College, Arizona
464 pages | Paperbound | 2-color | ©2004
ISBN: 978-0-155-08530-5
The first of a two-book series, this new text systematically integrates
reading and grammar with basic writing instruction.
TABLE OF CO
UNIT I: IDENT
1. Sentences w
2. Multiple Sub
3. Distinguishin
4. Main Verbs a
Unit Review.
UNIT II: SUBJE
5. Recognizing
6. Indefinite Pr
7. Subjects Und
8. Subjects Join
Unit Review.
UNIT III: IDEN
OF SENTENCE
9. Compound
10. Complex Se
11. Avoiding R
12. Correcting
Unit Review.
UNIT IV: PUN
13. Parenthetic
14. Appositives
for
ew
s
ssa
17. Persuasion (Including Cause and Effect)
Building the Persuasive Paragraph. The Pro/Con List. Support in
Persuasion Paragraphs. Organization Patterns. Transitional Expressions
for Persuasion. Persuasive Logic: Cause-and-Effect Reasoning. Causal
Chains. Problems to Avoid. Transitional Expressions for Cause/Effect
Writing. The Topic Sentence in a Cause/Effect Paragraph. Chapter SelfAssessment Test. Topic Bank. Writing Opportunities.
PART 3: WRITING EFFECTIVE ESSAYS
18. The Essay
The Five-Paragraph Essay. The Introductory Paragraph. The Thesis
Sentence. Expressing an Attitude in the Thesis Sentence. The Essay Map
aragraphs
Coordinating Conjunctions. Correcting Run-on and Comma Splice
Sentences. Run-on. Comma Splice. Chapter Self-Assessment Test.
4. Combining Independent Clauses Using the Semicolon
Chapter Self-Assessment Test.
5. Combining Independent Clauses Using the Adverbial Conjunction
Chapter Self-Assessment Test.
6. Adding a List
Punctuating and Placing the List. Parallelism in a Series. Adding a
Colon for Variety Chapter Self-Assessment Test.
7. The Dependent Clause
Independent versus Dependent Clauses. Punctuating Dependent
Sentences
Sentences and Paragraphs
DEVELOPMENTAL WRITING
Paragraphs and Essays
DEVELOPMENTAL WRITING
P
AND E
Lee Brandon | Mt. San Antonio College
Kelly Brandon | Santa Ana College
Paragraphs and Essays is the higher-level companion to Sentences, Paragraphs, and Beyond in the
popular two-book Brandon series. Written in an informal, engaging tone, this easy-to-use
text takes students through all the stages of the writing process as they transition from
simple to complex writing assignments. Sample student paragraphs and essays with stages
exemplify the patterns of writing, while clear reading instruction offers students the opportunity to analyze readings and to practice the reading-based writing required in academic
environments. Students master common writing patterns while learning to use textbooks as
a springboard for their own writing in the form of summary, reaction, or response. Seventyone high-interest, distinctive readings are integrated throughout the Eleventh Edition
for analysis and as models of good writing. Clear, explicit writing prompts support each
reading and focus on reading-based, cross-curricular, career-related, and general topics. In
addition, the photo/art program promotes critical thinking, lively discussion, and analytical
writing. The text is flexible in its format, allowing instructors to begin at any stage of instruction and to emphasize the paragraph or the essay, or to mix assignments
wn sentences
ntences,
el structure
rrors and
erbs, common
nswers to
rresponding
554 pages | Paperbound
8 ½ x 11 | 4-color | ©2011
ISBN: 978-0-495-80180-1
New to this Edition
ŠŠ More than 40 percent of the seventy-one readings are new to this edition, including an
abundance of third-person essays.
ŠŠ Career-related readings explore topics and themes that directly apply to the world of work.
ŠŠ “Transitional Words” boxes in Chapters 7–15 help students to develop their writing in
each of the major patterns.
ŠŠ Marginal glossaries for selected readings define important terms in context.
KEY FEATURES
ŠŠ The text features a progression from in-depth coverage of the writing process to instruction on common writing patterns.
ŠŠ Chapters 7-15 offer sample student paragraphs and essays with stages to guide students
through the patterns of development.
ŠŠ The text includes a full handbook of grammar, mechanics, and punctuation, as well as a
brief guide for ESL students—all of which enhance students’ understanding of basic writing.
Table of Contents
PART I: LINKING READING AND WRITING
1. Reading for Writing
Text-Based and Reading-Related Writing. Types of Writing. Kinds of
Support for Text-Based Writing. Basic Documentation in Text-Based
Writing. Documentation in Action. Student Documented Paragraph.
Student Text-Based Essay: Joseph Ponca, “Listening to the Air
[Guitar]”. Essay and Applications: Elizabeth Wong, “The Struggle
to Be an All-American Girl”. Journal Writing. Cross-Curricular and
Career-Related Writing. Writer’s Guidelines.
PART II: THE WRITING PROCESS
2. The Writing Process: Stage One: Exploring/Experimenting/
Gathering Information
The Writing Process Defined. The Writing Process Worksheet. The
Assignment. Your Audience. Stage One Strategies. Writer’s Guidelines.
3. The Writing Process: Stage Two: Writing the Controlling Idea/
Organizing and Developing Support
Defining the Controlling Idea. Writing the Controlling Idea as a Topic
Sentence or Thesis. Organizing Support. Writer’s Guidelines.
4. The Writing Process: Stage Three: Writing/Revising/Editing
Writing the First Draft. Revising. Editing. Student Demonstration of All
Stages of the Writing Process. Writer’s Guidelines.
5. Writing the Paragraph
The Paragraph Defined. Basic Paragraph Patterns. The Writing Process
and the Paragraph. Student Demonstration of All Stages of the Writing
Process. Writer’s Guidelines.
6. Writing the Essay
The Essay Defined in Relation to the Developmental Paragraph.
Special Paragraphs Within the Essay. Student Demonstration of All
Stages of the Writing Process. Writer’s Guidelines.
PART III: WRITING PARAGRAPHS AND ESSAYS:
INSTRUCTION, WITH INTEGRATED READING SELECTIONS
7. Descriptive Narration: Moving Through Space and Time
Writing Descriptive Narration. Descriptive Patterns. Practicing
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VISIT US ONLINE www.cengage.com/devenglish/2011catalog
657913T
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47
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PART III: USI
Grammar
With its flexible and effective organization, varied and focused practices, and interesting
writing assignments, The Write Start: Sentences to Paragraphs with Professional and Student Readings
nside Writing
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Gayle Feng-Checkett | St. Charles Community College
Lawrence Checkett | St. Charles Community College
The Write Start: Sentences to Paragraphs with
Professional and Student Readings, 4th Edition
SENTENCES AND PARAGRAPHS—AVAILABLE NOW!
DEVELOPMENTAL WRITING
Sentences and Paragraphs
aragraphs
DEVELOPMENTAL WRITING
Paragraphs and Essays
Grammar
Narrative Patterns. Practicing Descriptive Patterns. Finding Patterns
in Photos. Readings for Critical Thinking, Discussion, and Writing. Paragraph: Gary Soto, “One More Time”. Essays: N. Scott Momaday, “The
Story of a Well-Made Shield”; Gina Greenlee, “No Tears for Frankie”;
Judith Ortiz Cofer, “More”. Student Paragraphs, Essay, and Report:
Chantra Shastri, “Yearning for Love”; Mike Kavanagh, “The Drag” [with
stages]; Text-Based: Adam Rensky, “Rituals as Comfort Food for the
Soul”; Career-Related: Douglas Ross, “Incident Report of the Falling
Shoppers”. Suggested Topics and Prompts for Writing Descriptive Narration. Writer’s Guidelines.
8. Exemplification: Writing with Examples
Writing Exemplification. Finding Patterns in Photos. Practicing Patterns of Exemplification. Readings for Critical Thinking, Discussion, and
Writing. Paragraph: David Levine, “Dropping Way Out”. Essays: Eric
Gall, “Little Brother Is Watching”; Adair Lara, “Who’s Cheap?”; José
Antonio Burciaga, “Tortillas”; Maya Angelou, “Liked for Myself”. Student Paragraph and Essays: Garabed Yegavian, “Traveling the World at
Home”; Lara Olivas, “Cheating Is Not Worth the Bother” [with stages];
Text-Based: Mason Arnold, “Grading a Professor’s Writing”. Suggested
Topics and Prompts for Writing Exemplification. Writer’s Guidelines.
9. Analysis by Division: Examining the Parts
Writing Analysis by Division. Finding Patterns in Photos. Practicing
Patterns of Analysis by Division. Readings for Critical Thinking,
Discussion, and Writing. Paragraphs: Jerry Bratcher, “Golden Oldies”;
Leonard Engel, “The Zones of the Sea”. Essay and Restaurant Review:
Michael D. Lemonich, “Designer Babies”; Joyce Gallagher, “Dining at
Mexican Fiesta”. Student Paragraph and Essays: Nancy Samuels, “More
Than Ordinary” [with stages]; Text-Based: Emmett Davis, “Elvis Presley,
King of the Twentieth Century”; Career-Related: Roger Myers, “Air
Traffic Control as a Career”. Suggested Topics and Prompts for Writing
Analysis by Division. Writer’s Guidelines.
10. Process Analysis: Writing About Doing
Writing Process Analysis. Finding Patterns in Photos. Practicing
Patterns of Process Analysis. Readings for Critical Thinking, Discussion,
and Writing. Paragraphs: Florence H. Pettit, “How to Sharpen a Knife”;
L. Rust Hills, “How to Eat an Ice-Cream Cone”. Essays: Garrison Keillor,
“Attitude”; Geraldine Baum, “Flirting Fundamentals”; Career-Related: C.
Edward Good and William Fitzpatrick, “A Successful Interview” Student
Paragraph and Essay: Text-Based: Larry Gardner, “A Summary of ‘How
Low-Balling Works on Your Mind’”; Career-Related: Tina Sergio, “Doing
a Flame Hair Tattoo” [with stages]. Suggested Topics and Prompts for
Writing Process Analysis. Writer’s Guidelines.
11. Cause and Effect: Determining Reasons and Outcomes
Writing Cause and Effect. Finding Patterns in Photos. Practicing Patterns of Cause and Effect. Readings for Critical Thinking, Discussion,
and Writing. Paragraphs: Anne Roiphe, “Why Marriages Fail”; Marian
Wright Edelman, “Family Heroes and Role Models”. Short Story: Irwin
Shaw, “The Girls in Their Summer Dresses”. Three Views on Violence:
Francis Flaherty, “The Ghetto Made Me Do It”; Judy Sheindlin and Josh
Getlin, “Enough Is Enough”; Student Essay: Shandra Morgan, “Kick
Me! Kiss Me!” Student Paragraph and Essays: Richard Blaylock, “The
Classroom and Beyond” [with stages]; Gloria Mendez, “The Use of SelfAnalysis”; Career-Related: Glen Dollar, “A Time to Talk and a Time to
Shut Up”. Suggested Topics and Prompts for Writing Cause and Effect.
Writer’s Guidelines.
12. Classification: Establishing Groups
Writing Classification. Student Paragraph: José Morales, “Sorting Them
48
WADSWORTH, A PART OF CENGAGE LEARNING
Out”. Finding Patterns in Photos. Practicing Patterns of Classification.
Readings for Critical Thinking, Discussion, and Writing.
Paragraph: William M. Pride, Robert J. Hughes, and Jack R. Kapoor,
“Styles of Leadership”. Essays: Robert J. Trotter, “How Do I Love Thee?”;
Avi Friedman, “Living Environments”; Mary Ann Hogan, “Nag! Nag!
Nag Stop! Stop!” Student Paragraph and Essay: Boris Belinsky,
“Doctors Have Their Symptoms, Too” [with stages]; Text-Based: Joel
Follette, “Community College Pressures”. Suggested Topics and Prompts
for Writing Classification. Writer’s Guidelines.
13. Comparison and Contrast: Showing Similarities and Differences
Writing Comparison and Contrast. Finding Patterns in Photos. Practicing Patterns of Comparison and Contrast. Readings for Critical Thinking, Discussion, and Writing. Paragraphs: Sharon S. Brehm, “Blue as in
Boy, Pink as in Girl”; Richard Rodriguez, “Public and Private”; Analogy:
Charles Prebish, “Heavenly Father, Divine Goalie” Essays: Kathy Shaskan, “Chick Flicks vs. Macho Movies: Can You Tell the Difference?”;
Bharati Mukherjee, “Two Ways to Become an American”; Suzanne Britt,
“Neat People vs. Sloppy People”. Student Paragraph and Essays: Thung
Tran, “Wives and Mothers in Vietnam and in America” [with stages];
Text-Based: Lydia Hsiao, “Struggling Against Silence”; Career-Related:
Tina Hsui, “A Razor That’s a Cut Above the Competition”. Suggested
Topics and Prompts for Writing Comparison and Contrast. Writer’s
Guidelines.
14. Definition: Clarifying Terms
Writing Definition. Finding Patterns in Photos. Practicing Patterns of
Definition. Readings for Critical Thinking, Discussion, and Writing.
Paragraph: Gregory Moorhead and Ricky W. Griffin, “Burnout”.
Essays: John Leo, “Bully, Bully”; Rose Del Castillo Guilbault, “Americanization Is Tough on ‘Macho’”; Janet Pearson, “Whose Values?”;
Christopher Grant, “Graffiti: Taking a Closer Look”. Student Paragraph
and Essay: Linda Wong, “Going Too Far” [with stages]; Text-Based:
Vincent Sheahan, “My-graines”. Suggested Topics and Prompts for
Writing Definition. Writer’s Guidelines.
15. Argument: Writing to Persuade
Writing Argument. Finding Patterns in Photos. Practicing Patterns of
Argument. Readings for Critical Thinking, Discussion, and Writing.
Essays: Meghan Daum, “Shouldn’t Men Have ’Choice’ Too?”; Camille
Paglia, “Rape: A Bigger Danger Than Feminists Know”; Suzanne Fields,
“Let Granny Drive If She Can” Student Paragraph, Essay, and Proposal:
Angela DeSarro, “My Life to Live—or Not” [with stages]; Text-Based: Eric
Horner, “Schools as Political Combat Zones”; Career-Related Proposal:
Roberto Betancourt, “Mandatory Tipping at BoBo’s”. Suggested Topics
and Prompts for Writing Argument. Writer’s Guidelines.
PART IV: USING SOURCES
16. Writing the Research Paper
The Research Paper Defined. Ten Steps to Writing a Research Paper.
Student Essay: Michael Chung, “Zoos—An Endangered Species?”.
Writer’s Guidelines.
PART V: HANDBOOK
17. Writing Effective Sentences
Parts of Speech. Subjects and Verbs. Kinds of Sentences. Combining
Sentences. Omissions. Variety in Sentence Types, Order, Length, Beginnings. Correcting Fragments, Comma Splices, and Run-Ons. Verbs.
Pronouns. Adjectives and Adverbs. Balancing Sentence Parts. Punctuation and Capitalization. Spelling. Avoiding Wordy Phrases. Brief Guide
for ESL Students.
TABLE OF CO
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Part II: DEVELOPING PARAGRAPHS.
3. Developing Topic Sentences and Controlling Ideas.
What Is a Paragraph? Topic Sentences and Controlling Ideas. Writing
Topic Sentences. Paragraphs without Topic Sentences. Revising
Paragraphs. Working Together. Using Paragraph Breaks in Dialogue.
4. Supporting Topic Sentences with Details.
What Are Supporting Details? Steps to Building Effective Paragraphs.
Start with a Clear Topic Sentence and Focused Controlling Idea.
Distinguish between Supporting Detail and Restating Topic Sentences.
14. Planning Essays.
What Is an Essay? TheThesis Statement. Organizing Essays. The Title
and Introduction. The Body. The Conclusion. Putting It All Together:
Developing an Outline. Topic Sentence Outlines.
15. Developing Essays.
How Do Writers Develop Essays? Description. Understanding Meaning:
What Is the Writer Trying to Say? Evaluating Strategy: How Does the
Writer Say It? Appreciating Language: What Words Does the Writer
Use? Narration. Understanding Meaning: What Is the Writer Trying
Written for u
416 pages |P
ISBN: 978-0Carol C. Kana
The Read
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ADVAN
Advanc
Advanced
Paragraphs and Essays
DEVELOPMENTAL WRITING
Grammar
Paragraphs and Essays
DEVELOPMENTAL WRITING
Evergreen: A Guide to Writing with Readings, 9th Edition
Susan Fawcett
Evergreen: A Guide to Writing with Readings combines carefully crafted instruction, high-interest
readings and student models, and plentiful practice exercises to provide the most effective
paragraph-to-essay-level developmental writing text on the market. The Ninth Edition
includes expanded and revised coverage of writing essays, including an additional essay
chapter and numerous additional student models. The new sections follow author Susan
Fawcett's MAP (model-analysis-practice) format, which provides an example of a concept
followed by clear description and analysis, and then the opportunity for immediate handson practice. Photographs and a colorful design, as well as high-interest readings by diverse
authors, engage and motivate students and have special appeal to the visual learner.
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ISBN: 978-0-495-79857-6
Available with Aplia
Developmental Writing
www.aplia.com/developmentalenglish
NEW TO THIS EDITION
Š Expanded coverage of essay writing includes a new chapter on “Types of Essays”;
additional student models for each writing pattern; and graphic organizer diagrams
that lead students through the process of writing an essay.
Š Additional content for the visual learner includes 20 new photographs to challenge
and engage students, a color-coded essay template, and a colorful design that draws
attention to main points and key features.
Š New student models throughout the text and in the “Writer’s Workshops” at the ends
of each unit provide realistic models for students' own writing.
Š New “Learning Styles” annotations in the Annotated Instructor's Edition point out how
information about a student's learning style can be used to facilitate learning.
Š Seven new reading selections in Unit 8 feature diverse topics and authors, with highinterest selections.
KEY FEATURES
Š Susan Fawcett's tested MAP format (Model-Analysis-Practice) first provides an example
of the concept presented, then discusses the concept, and immediately provides an
opportunity for hands-on practice.
Š Superior ESL coverage includes integrated practice opportunities for grammar and
spelling, an ESL Appendix that focuses on particular ESL stumbling blocks, ESL Tip
annotations in the AIE, and a separate Guide to Teaching Evergreen with ESL Students.
TABLE OF CONTENTS
UNIT 1: GETTING STARTED
1. Exploring the Writing Process
The Writing Process. Subject, Audience, and Purpose.
2. Prewriting to Generate Ideas
Freewriting. Brainstorming. Clustering. Asking Questions. Keeping
a Journal. Unit 1 Writers’ Workshop: Using One or Two of Your Five
Senses, Describe a Place.
UNIT 2: DISCOVERING THE PARAGRAPH
3. The Process of Writing Paragraphs
Defining and Looking at the Paragraph. Narrowing the Topic and
Writing the Topic Sentence. Generating Ideas for the Body. Selecting
and Dropping Ideas. Arranging Ideas in a Plan or an Outline. Writing
and Revising the Paragraph.
4. Achieving Coherence
Coherence Through Order. Coherence Through Related Sentences. Unit
2 Writers’ Workshop: Discuss the Pressures of Living in Two Worlds.
UNIT 3: DEVELOPING THE PARAGRAPHS
5. Illustration
Thinking and Writing Together. Checklist: The Process of Writing an Illustration Paragraph. Suggested Topic Sentences for Illustration Paragraphs.
6. Narration
Thinking and Writing Together. Checklist: The Process of Writing a
Narrative Paragraph. Suggested Topics for Narrative Paragraphs.
7. Description
Thinking and Writing Together. Checklist: The Process of Writing a
Descriptive Paragraph. Suggested Topics for Descriptive Paragraphs.
8. Process
Thinking and Writing Together. Checklist: The Process of Writing a
Process Paragraph. Suggested Topics for Process Paragraphs.
9. Definition
Single-Sentence Definitions. The Definition Paragraph. Thinking
and Writing Together. Checklist: The Process of Writing a Definition
Paragraph. Suggested Topics for Definition Paragraphs.
10. Comparison and Contrast
The Contrast and the Comparison Paragraphs. Thinking and Writing
Together. Checklist: The Process of Writing a Comparison or Contrast
Paragraph. Suggested Topics for Contrast or Comparison Paragraphs.
The Comparison and Contrast Paragraph. Suggested Topics for
Comparison and Contrast Paragraphs.
11. Classification
Thinking and Writing Together. Checklist: The Process of Writing
a Classification Paragraph. Suggested Topics for Classification
Paragraphs.
12. Cause and Effect
Thinking and Writing Together. Checklist: The Process of Writing a
Cause and Effect Paragraph. Suggested Topics for Cause and Effect
Paragraphs.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
49
Get Writing: Paragraphs and Essays is a flexible textbook that meets the needs of a variety of
developmental writers including recent high school graduates, working adults, and those
for whom English is a second language. Get Writing gives students the opportunity to
acquire skills and develop confidence through their own writing. It encourages students to
write about their own goals, families, jobs, college-life, personal interests, and the world
vocabulary
e new words
s offer in-
Mark Connelly | Milwaukee Area Technical College
Edition
Get Writing: Paragraphs and Essays, 2nd Edition
PARAGRAPHS AND ESSAyS—AVAILABLE NOW!
DEVELOPMENTAL WRITING
Paragraphs and Essays
Paragraphs and Essays
ocabulary
DEVELOPMENTAL WRITING
DEVEL
13. Persuasion
Thinking and Writing Together. Checklist: The Process of Writing a
Persuasive Paragraph. Suggested Topics for Persuasive Paragraphs.
Unit 3 Writers’ Workshop: Give Advice to College Writers.
UNIT 4: WRITING THE ESSAY
14. The Process of Writing an Essay
Looking at the Essay. Writing the Thesis Statement. Generating Ideas for
the Body. Organizing Ideas into an Outline. Ordering and Linking Paragraphs in the Essay. Writing and Revising Essays. Checklist: The Process
of Writing an Essay. Suggested Topics for Essays.
15. The Introduction, the Conclusion, and the Title
The Introduction. The Conclusion. The Title.
16. Types of Essays I
The Illustration Essay. Student Essays. Critical Thinking and Viewing:
Illustration. Planning and Writing the Illustration Essay. The Narrative
Essay. Student Essays. Critical Thinking and Viewing: Narration. Planning
and Writing the Narrative Essay. The Descriptive Essay. Student Essays.
Critical Thinking and Viewing: Description. Planning and Writing the
Descriptive Essay. The Process Essay. Student Essays. Critical Thinking
and Viewing: Process. Planning and Writing the Process Essay. The
Definition Essay. Student Essays. Critical Thinking and Viewing: Definition.
Planning and Writing the Definition Essay.
17. Types of Essays II
The Comparison and the Contrast Essay. Student Essays. Critical Thinking
and Viewing: Comparison Contrast. Planning and Writing the Comparison
and the Contrast Essay. The Classification Essay. Student Essays. Critical
Thinking and Viewing: Classification. Planning and Writing the Classification Essay. The Cause and Effect Essay. Student Essays. Critical Thinking
and Viewing: Cause and Effect. Planning and Writing the Cause and
Effect Essay. The Persuasive Essay. Student Essays. Critical Thinking and
Viewing: Persuasion. Planning and Writing the Persuasive Essay.
18. Summarizing, Quoting, and Avoiding Plagiarism
Avoiding Plagiarism. Writing a Summary. Checklist: The Process of
Writing a Summary. Using Direct and Indirect Quotation.
19. Strengthening an Essay with Research
Improving an Essay with Research. Finding and Evaluating Outside
Sources: Library and Internet. Adding Sources to Your Essay and
Documenting Them Correctly.
20. Writing Under Pressure: The Essay Examination
Budgeting Your Time. Reading and Understanding the Essay Question.
Choosing the Correct Paragraph or Essay Pattern. Writing the Topic
Sentence or the Thesis Statement. Checklist: The Process of Answering
an Essay Question. Unit 4 Writers’ Workshop: Analyze a Social Problem.
UNIT 5: IMPROVING YOUR WRITING
21. Revising for Consistency and Parallelism
Consistent Tense. Consistent Number and Person. Parallelism.
22. Revising for Sentence Variety
Mix Long and Short Sentences. Use a Question, a Command, or an
Exclamation. Vary the Beginnings of Sentences. Vary Methods of Joining
Ideas. Avoid Misplaced and Confusing Modifiers. Review and Practice.
23. Revising for Language Awareness
Exact Language: Avoiding Vagueness. Concise Language: Avoiding
Wordiness. Fresh Language: Avoiding Triteness. Figurative Language:
Similes and Metaphors.
24. Putting Your Revision Skills to Work
Unit 5 Writers’ Workshop: Examine Something That Isn’t What It
Appears to Be.
UNIT 6: REVIEWING THE BASICS
25. The Simple Sentence
Defining and Spotting Subjects. Spotting Prepositional Phrases. Defining
and Spotting Verbs.
26. Coordination and Subordination
Coordination. Subordination. Semicolons. Conjunctive Adverbs. Review.
27. Avoiding Sentence Errors
Avoiding Run-Ons and Comma Splices. Avoiding Fragments.
50
WADSWORTH, A PART OF CENGAGE LEARNING
28. Present Tense (Agreement)
Defining Subject-Verb Agreement. Three Troublesome Verbs in the Present Tense: To Be, To Have, To Do. Special Singular Constructions. Separation of Subject and Verb. Sentences Beginning with There and Here.
Agreement in Questions. Agreement in Relative Clauses.
29. Past Tense
Regular Verbs in the Past Tense. Irregular Verbs in the Past Tense. A
Troublesome Verb in the Past Tense: To Be. Troublesome Pairs in the Past
Tense: Can/Could, Will/Would.
30. The Past Participle
Past Participles of Regular Verbs. Past Participles of Irregular Verbs.
Using the Present Perfect Tense. Using the Past Perfect Tense. Using the
Passive Voice (To Be and the Past Participle). Using the Past Participle as
an Adjective.
31. Nouns
Defining Singular and Plural. Signal Words: Singular and Plural. Signal
Words with of.
32. Pronouns
Defining Pronouns and Antecedents. Making Pronouns and Antecedents
Agree. Referring to Antecedents Clearly. Special Problems of Case. Using
Pronouns with -self and –selves.
33. Prepositions
Working with Prepositional Phrases. Prepositions in Common Expressions.
34. Adjectives and Adverbs
Defining and Using Adjectives and Adverbs. The Comparative and the
Superlative. A Troublesome Pair: Good/Well.
35. The Apostrophe
The Apostrophe for Contractions. The Apostrophe for Ownership.
Special Uses of the Apostrophe.
36. The Comma
Commas for Items in a Series. Commas with Introductory Phrases,
Transitional Expressions, and Parentheticals. Commas for Appositives.
Commas with Nonrestrictive and Restrictive Clauses. Commas for Dates
and Addresses. Minor Uses of the Comma.
37. Mechanics
Capitalization. Titles. Direct Quotations. Minor Marks of Punctuation.
38. Putting Your Proofreading Skills to Work
Unit 6 Writers’ Workshop: Adopt a New Point of View.
UNIT 7: STRENGTHENING YOUR SPELLING
39. Spelling
Suggestions for Improving Your Spelling. Computer Spell Checkers.
Spotting Vowels and Consonants. Doubling the Final Consonant (in
Words of One Syllable). Doubling the Final Consonant (in Words of
More Than One Syllable). Dropping or Keeping the Final E. Changing or
Keeping the Final Y. Adding -S or –ES. Choosing IE or EI. Spelling Lists.
40. Look-Alikes/Sound-Alikes
Unit 7 Writers’ Workshop: Discuss a Time When You Felt Blessed.
UNIT 8: READING SELECTIONS
Reading Strategies for Writers. How Sunglasses Spanned the World.
“Hunger,” Nilsa Mariano. “The Flip Side of Internet Fame,” Jessica Bennett. “A Brother’s Murder,” Brent Staples. “Dear Dads: Save Your Sons,”
Christopher N. Bacorn. “Only Daughter,” Sandra Cisneros. “Good
Grammar Gets the Girl,” Elissa Englund. “A Risk-Free Life,” Leonard
Pitts, Jr. “When Greed Gives Way to Giving,” Ana Veciana-Suarez. “Two
Ways to Belong in America,” Bharati Mukherjee. “Cell Yell: Thanks for
(Not) Sharing,” Eric A. Taub. “Driving While Stupid,” Dave Barry. “Book
War,” Wang Ping. “Four Types of Courage,” Karen Castellucci Cox. “On
the Rez,” Ian Frazier. “Why the M Word Matters to Me,” Andrew Sullivan. “The Case for Torture,” Michael Levin. “Beauty: When the Other
Dancer Is the Self,” Alice Walker.
Quotation Bank.
Appendix: Some Guidelines for Students of English as a Second
Language. Acknowledgements. Index. Rhetorical Index.
PART I: AN INVITATION TO WRITING
1. Gathering Ideas for Writing
2. Recognizing the Elements of Good Writing
PART II: CREATING EFFECTIVE SENTENCES
Both books follow the same Table of Contents through Chapter 33;
Part VI appears in The Writer’s Workplace with Readings, 7th Edition only.
PART VI: FURTHER READINGS FOR THE COLLEGE WRITER
Narration. “Visiting Rites,” Susan Musgrave. “Summer Reading,”
Michael Dorris. “My Daughter Smokes,” Alice Walker. Description.
“Unforgettable Miss Bessie,” Carl T. Rowan. “A Day at the Theme
Park,” W. Bruce Cameron. Example/Illustration. “My Heroes,”
Elizabeth Berg. “America’s Gambling Craze,” James Popkin with Katia
Hetter. Process. “Slice of Life,” Russell Baker. “How to Mark a Book,”
Mortimer Adler. Comparison and Contrast. “Neat People vs. Sloppy
(Appears in The Writer’s Workplace with Readings, 7th Edition only)
TABLE OF CONTENTS
Chapter Exerc
Idioms—Rhy
PART II: WO
Prefixes, Roo
5. Word Elem
Did You Know
Word Elemen
Exercises Part
Chapter Exerc
Expressions fo
Vocabular
Paragraphs and Essays
DEVELOPMENTAL WRITING
al Thinking
Paragraphs and Essays
DEVELOPMENTAL WRITING
The Write Start: Paragraphs to Essays
with Professional and Student Readings, 4th Edition
Gayle Feng-Checkett | St. Charles Community College
Lawrence Checkett | St. Charles Community College
The Write Start: Paragraphs to Essays introduces the developing writer to the basic elements
necessary for writing effective essays in the academic environment. The Fourth Edition
focuses first on writing paragraphs that express thoughts about a topic, then on expanding the topic to the longer essay format. These skills will help students communicate more
effectively and prepare them for the rigors of their first college-level composition course.
Extended material for teachers who have ESL students alongside native speakers in the
developmental classroom includes highlighted material in the instructional chapters as well
as extensive grammar practice in the “Writer’s Resources” section.
riting abilities
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528 pages | Paperbound
8 ½ x 107/8 | 4-color | ©2011
ISBN: 978-0-495-80258-7
NEW TO THIS EDITION
Š Two new readings have been added to the “Additional Readings” section.
Š Readings are now ranked according to the Flesch-Kincaid Grade Reading Levels to address the challenge instructors and departments face in their classrooms with the
variance in students’ reading abilities.
Š Additional material has been added for teachers who have ESL students alongside native
speakers in the developmental classroom. This includes highlighted material in the instructional chapters and an extensive “Writer’s Resources” section, which contains extensive
grammar practice targeted toward non-native speakers needing supplemental instruction.
Š In the “Writer’s Resources”section, new “Read All About It” exercises have been added to
reflect this edition’s new essays.
KEY FEATURES
Š End-of-chapter writing assignments reinforce learning and help students apply what they
have read.
Š “Reading Comprehension Questions” in every chapter help students think about writing
by understanding what they have read.
Š “Three-Item Essay Map” presents a five-paragraph essay structure with three body
paragraphs to help students understand, incorporate, and master the writing process.
TABLE OF CONTENTS
Chapter 1: To the Student
How This Book Can Help You Reach Your Goals. Writing Can Be
Learned.
Chapter 2: Critical Thinking: The Connection Between Reading
and Writing
Questions for Thinking Critically. Applying the Critical Thinking Questions.
Sample Student Essay: Are Two Million American Inmates Too Many?, Tom
Weideman. Model Critical Thinking Analysis of “Are Two Million American
Inmates Too Many?” Sample Professional Essay: Designer Babies, Sharon
Begley. Critical Reading Questions. Chapter Review.
PART 1: GETTING STARTED: THE FUNDAMENTALS
Prewriting, Drafting, Revising, and Proofreading. The Paragraph. The
Essay. Audience. Unity. Coherence.
Chapter 3: The Writing Process
Prewriting. Drafting. Revising the Rough Draft. Proofreading—Catching
the “Little” Errors That Can Mean “Big” Trouble. The “Final” Final Step
From First Rough Draft to Finished Product. Chapter Review.
Chapter 4: The Introductory Paragraph
The Five-Paragraph Essay: An Instructional Model. The Thesis Statement
with Three-Item Essay Map. Introductory Sentences. Writing an Essay
from Start to Finish. San Francisco or Bust! Drafting an Introductory
Paragraph for the San Francisco Essay. Chapter Review.
Chapter 5: The Body Paragraphs
The Topic Sentence. Support Sentences. Parallelism in Paragraphs.
Drafting a Working Outline for a Body Paragraph. Writing the Body
Paragraphs for the San Francisco Essay. Additional Writing Assignments.
Chapter Review.
Chapter 6: The Concluding Paragraph
Call to Action. Warning. Prediction. Evaluation. Drafting the Concluding
Paragraph for the San Francisco Essay. Revising the First Rough Draft
of the San Francisco Essay. Revising the Second Rough Draft of the San
Francisco Essay. Sample Essay: San Francisco or Bust! Essay Writing
Technique Questions. Chapter Review.
PART 2: MOVING FORWARD: STRATEGIES FOR DEVELOPING
ESSAYS
The Modes of Development. Beyond the College Essay. Form Follows
Function: The Form of Professional Essays. As You Become a Better
Writer: Good Things to Come.
Chapter 7: The Descriptive Essay
Identifying Your Purpose. Writing the Descriptive Paragraph. Moving
from Paragraph to Essay. Sample Student Essay: Mr. Rogers Don’t Live Here,
Blanche Wade. Sample Professional Essay: El Hoyo, Mario Suarez. More
Topics for a Descriptive Essay. Writing Checklist for a Descriptive Essay.
Chapter Review
Chapter 8: The Narrative Essay
Identifying Your Purpose. Writing the Narrative Paragraph. Moving from
Paragraph to Essay. Sample Student Essay: Short—Yet Not Sweet, Kate Smith.
Sample Professional Essay: Time to Look and Listen, Magdoline Asfahani. More
Topics for a Narrative Essay. Writing Checklist for a Narrative Essay.
Chapter Review.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
51
For more than 20 years, The Writer’s Workplace has helped more than half a million two- and
Sandra Scarry | Formerly with the Office of Academic Affairs, City University of New York
John Scarry | Hostos Community College, City University of New York
The Writer’s Workplace with Readings: Building College Writing
Skills, 7th Edition
and
The Writer’s Workplace: Building College Writing Skills,
9th Edition
ulary
DEVELOPMENTAL WRITING
Paragraphs and Essays
ocabulary
DEVELOPMENTAL WRITING
Paragraphs and Essays
Critical Thi
CRITIC
Chapter 9: The Example Essay
Identifying Your Purpose. Writing the Example Paragraph. Moving from
Paragraph to Essay. Sample Student Essay: Opportunities in the Armed Forces.
Sample Professional Essay: Darkness at Noon, Harold Krents. More Topics
for an Example Essay. Writing Checklist for an Example Essay. Chapter
Review.
Chapter 10: The Classification Essay
Identifying Your Purpose. Writing the Classification Paragraph. Moving
from Paragraph to Essay. Sample Student Essay: Left Out, Randy Raterman.
Sample Professional Essay: Why I Want a Wife, Judy Brady-Syfers. More Topics
for a Classification Essay. Writing Checklist for a Classification Essay.
Chapter Review.
Chapter 11: The Process Essay
Identifying Your Purpose. Directional Process. Writing a Process Paragraph. Moving from Paragraph to Essay. Sample Directional Process Student
Essay: Using a Digital Camera Successfully, Jocilyn Jimenez. Sample Informational Process Student Essay: How to Be Successful at Kicking the Smoking Habit,
Stephany K. Higgs. Sample Professional Essay: Cat Bathing as Martial Art, Bud
Herron. More Topics for a Process Essay. Writing Checklist for a Process
Essay. Chapter Review.
Chapter 12: The Comparison or Contrast Essay
Identifying Your Purpose. Writing a Comparison or Contrast Paragraph.
Moving from Paragraph to Essay. Sample Comparison Student Essay:
Commercial vs. Residential Real Estate Sales, Nancy Smith. Sample Contrast
Student Essay: Two Different Neighbors, Tayde Cruz. Sample Professional Essay:
Light Skin versus Dark, Charisse Jones. More Topics for a Comparison or
Contrast Essay. Writing Checklist for a Comparison or Contrast Essay.
Chapter Review.
Chapter 13: The Definition Essay
Identifying Your Purpose. Writing an Extended Definition Paragraph.
Moving from Paragraph to Essay. Sample Definition Student Essay: The Patchwork Quilt, Kathy Young. Sample Definition Student Essay: What Is Christian
Rock?, Mat McNeal. Sample Definition Professional Essay: I was a Member of the
Kung Fu Crew, Henry Xi Lau. More Topics for a Definition Essay. Writing
Checklist for a Definition Essay. Chapter Review.
Chapter 14: The Cause or Effect Essay
Identifying Your Purpose. Writing a Cause or Effect Paragraph. Using
Transitional Expressions in Cause and Effect Writing. Moving from
Paragraph to Essay. Sample Cause Student Essay: Problems in Parenting, Mark
Collom. Sample Effect Student Essay: Giving Out, Yvonne Olsen. Sample Professional Essay: Why English-Only Laws Are Useless, Rosa Rivera. More Topics
for a Cause or Effect Essay. Writing Checklist for a Cause or Effect Essay.
Chapter Review.
Chapter 15: The Persuasive Essay
Identifying Your Purpose. Writing a Persuasive Paragraph. Moving from
Paragraph to Essay. Sample Student Essay: Working Pays Off, Randy Raterman. Sample Student Essay: Guys and Gals, Bryan Kemper. Sample Professional
Essay: Last Rites for the Indian Dead, Suzan Shown Harjo. More Topics for
a Persuasive Essay. Writing Checklist for a Persuasive Essay. Chapter
Review.
PART 3: SPECIAL WRITING SITUATIONS
The Research Paper. Timed In-Class Writing.
Chapter 16: The Research Paper
Select a Topic. Limit the Topic. Research the Topic and Take Notes.
Outline the Paper. Select the Researched Support Material. Arrange the
Quotations. Write the Paper. Document the Paper. Proofread the Paper
Prepare the Paper for Submission. The Modern Language Association
(MLA) Documentation Format. Sample Student Research Paper: Six-Year-Old
Harassers? Jennifer Staggs. Sample Professional Research Paper: The Ecstasy of
War, Barbara Ehrenreich.Chapter Review.
52
WADSWORTH, A PART OF CENGAGE LEARNING
Chapter 17: The Essay Exam
Time and Grade. Key Terms in Essay Questions. Prompts with Thesis
Statement and Essay Map Examples. Introductory and Concluding
Techniques. Chapter Review.
PART 4: THE WRITER’S RESOURCES
Sentence Elements.
Chapter 18: Nouns and Pronouns
Nouns. Pronouns. Personal Pronouns. Pronoun-Antecedent Agreement.
Relative Pronouns. Demonstrative Pronouns. Indefinite Pronouns.
Reflexive Pronouns.
Chapter 19: Verbs and Verbals
Present Tense. Past Tenses for Regular Verbs. Past Tenses for Irregular
Verbs. Progressive Tenses and the Present Participle. Complex Verb
Forms. Passive Voice. Subject-Verb Agreement. Compound Subject-Verb
Agreement.
Chapter 20: Adjectives and Adverbs
Adjectives. Adverbs. Comparative and Superlative Forms. Basics of Sentence Structure.
Chapter 21: Clauses
Independent and Dependent Clauses. Restrictive and Nonrestrictive
Clauses. Combining Clauses.
Chapter 22: Phrases
Appositives. Prepositional Phrases. Participial Phrases. Gerund Phrases
Infinitive Phrases. Absolute Phrases.
Chapter 23: Prepositions and Preposition Combinations
Prepositions. Preposition Combinations.
Chapter 24: Articles and Interjections
Articles. Interjections.
Chapter 25: Correcting Common Errors
Sentence Fragments. Comma Splices. Run-on Sentences. Misplaced and
Dangling Modifiers.
Chapter 26: Sentence Combining Practice
Chapter 27: Punctuation and Other Rules of Style
End Punctuation. Commas. Interrupters. Semicolons. Colons.
Apostrophes. Quotation Marks. Parentheses. Brackets. Dashes.
Hyphens. Underlining and Italics.
Chapter 28: Capitalization and Numbers
Capitalization. Numbers. Words and Meaning.
Chapter 29: Commonly Misspelled Words
Chapter 30: Words That Sound Alike
Chapter 31: Contractions That Sound Like Other Words
Chapter 32: Words That Sound or Look Almost Alike
Chapter 33: Confusing Verbs That Sound Alike
Chapter 34: Two- and Three-Word Verb Phrases
Chapter 35: Editing Practice for Appropriate Word Choice
Additional Readings
Description: Have You Ever Met an Asian Man You Thought Was Sexy?, Eric
Kim. The Death of the Moth, Virginia Woolf. Narration: For My Indian
Daughter, Lewis Sawaquat. The Coffee Shop, Andrea Casassa. Example:
Open Season on Koreans?, Elaine H. Kim. The Don Juan Syndrome, Julie
Chapa. Classification: Single White Female, Viet D. Dinh. Saffron Sky,
Gelareh Asayesh. Process: Internet Job Search, A. C. “Buddy” Krizan,
Patricia Merrier, Carol Larson Jones, and Jules Harcourt. My English, Julia
Alvarez. Comparison and Contrast: A Battle of Cultures, K. Connie Kang.
Two Ways to Belong in America, Bharati Mukherjee. Definition: In All Ways a
Woman, Maya Angelou. A Magic Circle of Friends, Elvira M. Franco. Cause
and Effect: Spanglish Spoken Here, Janice Castro. Why We Crave Horror
Movies, Stephen King. Persuasion: Just Say No to Random Drug Testing,
David Rocah. Naive Court Didn’t Go Far Enough with Drug Testing, Claude
Lewis. Fatherless America, David Blankenhorn. Choosing Virginity, Lorraine
Ali and Julie Scelfo.
Š This new ed
Š Part I, “Bas
and new stu
Š Internet wri
KEY FEATURE
Š Thinking for Y
practice and
Š Each chapte
understand
quizzes, and
Š Prompted b
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BRIEF TABLE
PART I: BASIC
1. Observation
2. Word Preci
3. Facts: Wha
PART II: PRO
5. Assumption
6. Opinions: W
Chapter 9: The Example Essay
Identifying Your Purpose. Writing the Example Paragraph. Moving from
Paragraph to Essay. Sample Student Essay: Opportunities in the Armed Forces.
Sample Professional Essay: Darkness at Noon, Harold Krents. More Topics
for an Example Essay. Writing Checklist for an Example Essay. Chapter
Review.
Chapter 10: The Classification Essay
Identifying Your Purpose. Writing the Classification Paragraph. Moving
from Paragraph to Essay. Sample Student Essay: Left Out, Randy Raterman.
Sample Professional Essay: Why I Want a Wife, Judy Brady-Syfers. More Topics
Chapter 17: The Essay Exam
Time and Grade. Key Terms in Essay Questions. Prompts with Thesis
Statement and Essay Map Examples. Introductory and Concluding
Techniques. Chapter Review.
PART 4: THE WRITER’S RESOURCES
Sentence Elements.
Chapter 18: Nouns and Pronouns
Nouns. Pronouns. Personal Pronouns. Pronoun-Antecedent Agreement.
Relative Pronouns. Demonstrative Pronouns. Indefinite Pronouns.
Reflexive Pronouns.
CRITI
Critical Th
Paragraphs and Essays
DEVELOPMENTAL WRITING
Vocabulary
Paragraphs and Essays
DEVELOPMENTAL WRITING
The Writer’s Workplace with Readings: Building College Writing
Skills, 7th Edition
and
The Writer’s Workplace: Building College Writing Skills,
9th Edition
ulary
Sandra Scarry | Formerly with the Office of Academic Affairs, City University of New York
John Scarry | Hostos Community College, City University of New York
For more than 20 years, The Writer’s Workplace has helped more than half a million two- and
four-year students work their way toward rewarding careers in a variety of fields. Presented
in a clear and visually appealing fashion, this text breaks down the difficult writing concepts
into easy-to-read, step-by-step explanations. All elements of writing, from grammar through
the writing process, are covered in this approachable style, making it the most comprehensive yet most engaging text available for the beginning writing student. Writing examples
and exercises new to the Seventh Edition cover topics of high interest and relevance to
today’s students.
The Least You
ocabulary
orization techn words. This
d learn a reliaddition, its
sy for students
ok. As always,
e.
736 pages | Spiralbound
8 ½ x 11 | 4-color | ©2011
ISBN: 978-1-439-08210-2
656 pages | Spiralbound
8 ½ x 11 | 4-color | ©2011
ISBN: 978-1-439-08212-6
The result of many years of classroom teaching and research, this comprehensive and timetested resource reflects the authors’ understanding that students are unique individuals
with diverse backgrounds and interests that must be accounted for as they engage in the
writing process.
NEW TO THIS EDITION
Š A wealth of new practices and exercises provide fresh content for this edition, most
notably the inclusion of current topics such as student credit card debt, serious head
injuries among young people playing sports, childhood obesity, global warming, and
the need for more fuel-efficient cars.
Š Many new model paragraphs include fine writing from such well-known names as
E. B. White, Colin Powell, and Deborah Tannen. The six new readings in the “Further
Readings” section include Lee Herrick’s essay, “What Is This Thing Called Family?”
as well as Molly Ivins’ lively essay, “Get a Knife, Get a Dog, but Get Rid of Guns.”
Š A new rhetorical table of contents enables instructors and students alike to locate
particular paragraphs and essays with ease.
Š Chapter 32 has been revised to contain additional and shorter model arguments on
topics that are easier for students to analyze: the use of cell phones while driving,
laptops in the classroom, and the legal drinking age.
Š Chapter 33 has been updated to incorporate the newest MLA Guidelines for
documenting sources. In addition, more emphasis has been placed on the issues
of plagiarism and how to avoid plagiarism by summarizing, paraphrasing, and using
quotations correctly.
KEY FEATURES
Š All grammar concepts are presented with careful explanation and numerous illustrative
examples, easing students into the material in a respectful and reassuring manner.
Š Extensive practice and exercise sets follow each concept so that students can practice
mastering the material that was presented before moving on to the next topic. Each
concept builds on what has been mastered in the previous section.
Š Mastery Tests at the end of each of the grammar and mechanics chapters reinforce all
of the concepts taught in the chapter, while the editing tests offer a cumulative review
of what was learned in previous chapters as well.
See Table Of Contents On Next Page
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
657913T
Sig 4 A
53
The Write Start: Paragraphs to Essays introduces the developing writer to the basic elements
necessary for writing effective essays in the academic environment. The Fourth Edition
focuses first on writing paragraphs that express thoughts about a topic, then on expanding the topic to the longer essay format. These skills will help students communicate more
effectively and prepare them for the rigors of their first college-level composition course.
Extended material for teachers who have ESL students alongside native speakers in the
iting abilities
onal experiequired for
ake Thinking
Gayle Feng-Checkett | St. Charles Community College
Lawrence Checkett | St. Charles Community College
The Write Start: Paragraphs to Essays
with Professional and Student Readings, 4th Edition
DEVELOPMENTAL WRITING
Paragraphs and Essays
l Thinking
DEVELOPMENTAL WRITING
Paragraphs and Essays
Vocabulary
TABLE OF CONTENTS
(Appears in The Writer’s Workplace with Readings, 7th Edition only)
Both books follow the same Table of Contents through Chapter 33;
Part VI appears in The Writer’s Workplace with Readings, 7th Edition only.
PART VI: FURTHER READINGS FOR THE COLLEGE WRITER
Narration. “Visiting Rites,” Susan Musgrave. “Summer Reading,”
Michael Dorris. “My Daughter Smokes,” Alice Walker. Description.
“Unforgettable Miss Bessie,” Carl T. Rowan. “A Day at the Theme
Park,” W. Bruce Cameron. Example/Illustration. “My Heroes,”
Elizabeth Berg. “America’s Gambling Craze,” James Popkin with Katia
Hetter. Process. “Slice of Life,” Russell Baker. “How to Mark a Book,”
Mortimer Adler. Comparison and Contrast. “Neat People vs. Sloppy
People,” Suzanne Britt. “Dream Houses,” Tenaya Darlington. Cause
and Effect. “Why Marriages Fail,” Anne Roiphe. “Requiem for the
Champ,” June Jordan. Definition and Analysis. “What Is This Thing
Called Family?,” Lee Herrick. “What Is Intelligence, Anyway?,” Isaac
Asimov. Classification. “The Ways of Meeting Oppression,” Martin
Luther King Jr. “The Changing American Family,” Alvin and Heidi
Toffler. Argumentation/Persuasion. “Get a Knife, Get a Dog, but Get
Rid of Guns,” Molly Ivins. “My Body is My Own Business,” Naheed
Mustafa. “Why Don’t These Women Just Leave?,” Elaine Weiss.
PART I: AN INVITATION TO WRITING
1. Gathering Ideas for Writing
2. Recognizing the Elements of Good Writing
PART II: CREATING EFFECTIVE SENTENCES
3. Finding Subjects and Verbs in Simple Sentences
4. Making Subjects and Verbs Agree
5. Understanding Fragments and Phrases
6. Combining Sentences Using Three Options for Coordination
7. Combining Sentences Using Subordination
8. Correcting Fragments and Run-Ons
9. Choosing Correct Pronouns
10. Working with Adjectives, Adverbs, and Parallel Structure
11. Practicing Irregular Verbs
12. Mastering Verb Tenses
13. Using Correct Capitalization and Punctuation
PART III: UNDERSTANDING THE POWER OF WORDS
14. Choosing Words That Work
15. Paying Attention to Look-Alikes and Sound-Alikes.
PART IV: CREATING EFFECTIVE PARAGRAPHS
16. Working with Paragraphs: Topic Sentences and Controlling Ideas
17. Working with Paragraphs: Supporting Details
18. Developing Paragraphs: Illustration
19. Developing Paragraphs: Narration
20. Developing Paragraphs: Description
21. Developing Paragraphs: Process Analysis
22. Developing Paragraphs: Comparison/Contrast
23. Developing Paragraphs: Cause and Effect
24. Developing Paragraphs: Definition and Analysis
25. Developing Paragraphs: Classification
PART V: STRUCTURING THE COLLEGE ESSAY
26. Moving from the Paragraph to the Essay
27. Following the Progress of a Student Essay
28. Writing an Essay Using Examples, Illustrations, or Anecdotes
29. Writing an Essay Using Narration
30. Writing an Essay Using Process Analysis
31. Writing an Essay Using Comparison/Contrast
32. Writing an Essay Using Persuasion
33. Other College Writing: The Research Paper and the Essay Exam
54
WADSWORTH, A PART OF CENGAGE LEARNING
APPENDIxES
A: Reference Guide for the ESOL Student. B: Parts of Speech. C: Irregular Verbs. D: Spelling. E: Transitions.
Answer Key to Practices and Selected Exercises
Chapter Exerci
Idioms—Rhym
PART II: WOR
Prefixes, Root
5. Word Eleme
Did You Know?
Word Element
Exercises Part 1
Chapter Exerci
Expressions for
6. Word Eleme
Did You Know?
Word Element
1. Exercises Par
Part 2. Exercise
Winter. Insight
7. Word Eleme
Did You Know?
egy Word Elem
Part 1. Exercise
Part 2. Exercise
Insight into Idi
8. Word Eleme
Did You Know?
Word Element
Part 1. Exercise
Exercises Part 2
13. Persuasion
Thinking and Writing Together. Checklist: The Process of Writing a
Persuasive Paragraph. Suggested Topics for Persuasive Paragraphs.
Unit 3 Writers’ Workshop: Give Advice to College Writers.
UNIT 4: WRITING THE ESSAY
14. The Process of Writing an Essay
Looking at the Essay. Writing the Thesis Statement. Generating Ideas for
the Body. Organizing Ideas into an Outline. Ordering and Linking Paragraphs in the Essay. Writing and Revising Essays. Checklist: The Process
of Writing an Essay. Suggested Topics for Essays.
15. The Introduction, the Conclusion, and the Title
The Introduction. The Conclusion. The Title.
28. Present Tense (Agreement)
Defining Subject-Verb Agreement. Three Troublesome Verbs in the Present Tense: To Be, To Have, To Do. Special Singular Constructions. Separation of Subject and Verb. Sentences Beginning with There and Here.
Agreement in Questions. Agreement in Relative Clauses.
29. Past Tense
Regular Verbs in the Past Tense. Irregular Verbs in the Past Tense. A
Troublesome Verb in the Past Tense: To Be. Troublesome Pairs in the Past
Tense: Can/Could, Will/Would.
30. The Past Participle
Past Participles of Regular Verbs. Past Participles of Irregular Verbs.
Using the Present Perfect Tense. Using the Past Perfect Tense. Using the
DEVE
Paragraphs and Essays
DEVELOPMENTAL WRITING
Vocabulary
Paragraphs and Essays
DEVELOPMENTAL WRITING
PARAGRAPHS AND ESSAyS—AVAILABLE NOW!
Get Writing: Paragraphs and Essays, 2nd Edition
h Edition
Mark Connelly | Milwaukee Area Technical College
Get Writing: Paragraphs and Essays is a flexible textbook that meets the needs of a variety of
developmental writers including recent high school graduates, working adults, and those
for whom English is a second language. Get Writing gives students the opportunity to
acquire skills and develop confidence through their own writing. It encourages students to
write about their own goals, families, jobs, college-life, personal interests, and the world
around them. Throughout the book students have the opportunity to express themselves on
a range of issues, then examine and improve their words, sentences, and paragraphs. Above
all, Get Writing asks students to think critically and sharpen their editing skills by asking
them two basic questions: “What are you trying to say?” and “What have you written?”
vocabulary
e new words
s offer ines, and word
ne pronunests for every
s practice
asses where
ngs to aid
ish idioms
contemporary
nts.
quotes and
dge to real-
ords to Learn
ses. Passage:
720 pages | Paperbound
8 ½ x 11 | 4-color | ©2010
ISBN: 978-1-428-26215-7
NEW TO THIS EDITION
Š “Writing at Work” documents and professional essays are used to illustrate how writers
use patterns of development in the workplace.
Š “Chapter Goals” open each chapter to give students a quick overview of what they will
be learning.
Š “Top Twenty” icons alert students to the most common writing problems, which were
identified by a national survey of developmental writing instructors.
Š An increased number of exercises was built upon student papers and real-world
documents to make the connection between writing and everyday life.
KEY FEATURES
Š Two questions guide learning: “What are you trying to say” and “What have you written?” are used throughout the text to encourage students to think critically and sharpen
their editing skills.
Š Visual writing prompts: Images that depict jobs, family, school life, popular culture, and
social issues are used to encourage students to analyze and question what they see. Photos are shown in pairs to encourage students to examine similar or contrasting concepts.
Š Critical-thinking assignments: Students are motivated by exercises that invite them to
write about relevant everyday experiences and to express their opinions on issues ranging
from national security to their favorite television show.
Š Writing and editing exercises: Students develop their own paragraphs and essays and
then look for ways to correct and improve their writing. Exercises cover diverse topics,
including popular culture, recent events, academic concerns, and professional issues to
meet a range of student interests. Sequenced exercises give students the opportunity to
identify and repair individual sentences and then errors in context. Progressive exercises
combine errors from previous chapters to help students master their editing skills.
Š Brief handbook section: A special section summarizes grammar and mechanics for easy
reference, eliminating the need for a separate handbook.
Context Clues
. Exercises
sight into
ues of
ercises Part 2.
ms—Feelings
Clues of
ercises Part 2.
TABLE OF CONTENTS
Note: Most chapters include: Responding to Images, What Do You Know?, What Are
You Trying to Say?, What Have You Written?, Selecting Topics, Working Together,
Critical Thinking, What Have You Learned?, Writing on the Web, and Points to
Remember.
Part I: GETTING STARTED
1. Why Write?
Put It in Writing. Writing Activity. Goals of This Book. Using Get
Writing. What Is Good Writing? The Writing Context. Writing Activity.
2. The Writing Process.
The Writing Process. Step 1: Prewrite. Prewriting Techniques. Writing
Activity. Step 2: Plan. Moving from Topic to Thesis. Working Together.
Organizing Support. Developing an Outline. Writing Activity. Step 3:
Write. Writing Activity. Step 4: Cool. Step 5: Revise. Using Peer Review.
Revising Activity. Step 6: Edit. Editing Activity. Avoiding Plagiarism.
Writing under Pressure: The Essay Exam.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
657913T
Sig 4 B
55
Evergreen: A Guide to Writing with Readings combines carefully crafted instruction, high-interest
readings and student models, and plentiful practice exercises to provide the most effective
paragraph-to-essay-level developmental writing text on the market. The Ninth Edition
includes expanded and revised coverage of writing essays, including an additional essay
chapter and numerous additional student models. The new sections follow author Susan
Fawcett's MAP (model-analysis-practice) format, which provides an example of a concept
followed by clear description and analysis, and then the opportunity for immediate handson practice. Photographs and a colorful design, as well as high-interest readings by diverse
r’s The Least
ted, the
,
Susan Fawcett
Evergreen: A Guide to Writing with Readings, 9th Edition
DEVELOPMENTAL WRITING
Paragraphs and Essays
Grammar
DEVELOPMENTAL WRITING
Paragraphs and Essays
Advanced
56
WADSWORTH, A PART OF CENGAGE LEARNING
ADVANC
Advance
4
14. Planning Essays.
What Is an Essay? TheThesis Statement. Organizing Essays. The Title
and Introduction. The Body. The Conclusion. Putting It All Together:
Developing an Outline. Topic Sentence Outlines.
15. Developing Essays.
How Do Writers Develop Essays? Description. Understanding Meaning:
What Is the Writer Trying to Say? Evaluating Strategy: How Does the
Writer Say It? Appreciating Language: What Words Does the Writer
Use? Narration. Understanding Meaning: What Is the Writer Trying
to Say? Evaluating Strategy: How Does the Writer Say It? Appreciating
Language: What Words Does the Writer Use? Example. Understanding
Meaning: What Is the Writer Trying to Say? Evaluating Strategy: How
Does the Writer Say It? Appreciating Language: What Words Does the
Writer Use? Definition. Understanding Meaning: What Is the Writer
Trying to Say? Evaluating Strategy: How Does the Writer Say It? Appreciating Language: What Words Does the Writer Use? Comparison
and Contrast. Understanding Meaning: What Is the Writer Trying to
Say? Evaluating Strategy: How Does the Writer Say It? Appreciating
Language: What Words Does the Writer Use? Division and Classification. Understanding Meaning: What Is the Writer Trying to Say? Evaluating Strategy: How Does the Writer Say It? Appreciating Language:
What Words Does the Writer Use? Process. Understanding Meaning:
What Is the Writer Trying to Say? Evaluating Strategy: How Does the
Writer Say It? Appreciating Language: What Words Does the Writer
Use? Cause and Effect. Understanding Meaning: What Is the Writer
Trying to Say? Evaluating Strategy: How Does the Writer Say It? Appreciating Language: What Words Does the Writer Use? Understanding Meaning: What Is the Writer Trying to Say? Evaluating Strategy:
How Does the Writer Say It? Appreciating Language: What Words
Does the Writer Use?
16. Revising Essays.
What Is Revision? Revising Elements of an Essay. Look at the Big Picture. Revising an Essay.
Part IV: IMPROVING ESSAYS.
17. Improving Style and Consistency.
Using Consistent Tense. Using Past and Present. Using Consistent
Person. Using Consistent Organization. Using Clear Transitions.
18. Improving Sentence Variety.
Varying Sentence Length. Short Sentences. Long Sentences. Increasing
Sentence Variety with Questions and Exclamations. Varying Sentence
Openings. Opening Sentences with Adverbs. Opening Sentences with
Prepositions. Varying Methods of Joining Ideas. Combining Sentences
with Present Participles. Combining Sentences Using Compound
Subjects and Verbs. Combining Sentences Using Appositives.
Combining Sentences. Using Relative Clauses.
19. Improving Word Choice.
The Power of Words. Improving Word Choices. Using Correct Words.
Using Effective Words. Using Specific Nouns. Using Strong Verbs.
Avoiding Clichés. Deleting “Deadhead” Words. Using Appropriate
Words. Using the Appropriate Level of Diction. Using Appropriate
Idioms. Commonly Misused Idioms. Being Aware of Connotations.
Part V: SPECIAL WRITING ASSIGNMENTS.
20. Using Sources and MLA Documentation.
Why Use and Document Sources? Using Sources. Finding and Locating
Sources. Library Sources. Internet Sources. Evaluating Online Sources.
What Is MLA Documentation? Using Citations. Building a Works
The Reade
Through R
Carol C. Kana
416 pages |Pa
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657913T
Part II: DEVELOPING PARAGRAPHS.
3. Developing Topic Sentences and Controlling Ideas.
What Is a Paragraph? Topic Sentences and Controlling Ideas. Writing
Topic Sentences. Paragraphs without Topic Sentences. Revising
Paragraphs. Working Together. Using Paragraph Breaks in Dialogue.
4. Supporting Topic Sentences with Details.
What Are Supporting Details? Steps to Building Effective Paragraphs.
Start with a Clear Topic Sentence and Focused Controlling Idea.
Distinguish between Supporting Detail and Restating Topic Sentences.
Support Topic Sentences with Adequate and Relevant Details. Types of
Support. Personal Observations and Experience. Examples. Facts and
Opinions. Statistics. Testimony (Quotations). Blending Support.
5. Developing Paragraphs Using Description.
What Is Description? Creating Dominant Impressions. Exam Skills.
Improving Dominant Impressions and Supporting Detail. Writing at
Work. Student Paragraphs. Putting Paragraphs Together. Selecting
Topics
6. Developing Paragraphs Using Narration.
What Is Narration? Writing Narration: Making a Point. Exam Skills.
Writing Narration: Using Transitions. Writing Narration: Using
Dialogue. Writing at Work. Student Paragraphs. Putting Paragraphs
Together. Selecting Topics.
7. Developing Paragraphs Using Example.
What Is an Example? Writing Example Paragraphs. Types of Examples.
Using Hypothetical Examples. Writing Example: Using Transitions.
Exam Skills. Writing at Work. Student Paragraphs. Putting Paragraphs
Together. Selecting Topics.
8. Developing Paragraphs Using Definition.
What Is Definition? Writing Definition: Establishing Meaning. The
Purpose of Definition. Exam Skills. Writing at Work. Student
Paragraphs. Putting Paragraphs Together. Selecting Topics.
9. Developing Paragraphs Using Comparison and Contrast.
What Are Comparison and Contrast? The Purposes of Comparison
and Contrast. Writing to Explain. Writing to Convince. Organizing
Comparison Paragraphs. Subject by Subject. Point by Point. Exam
Skills. Writing at Work. Student Paragraphs. Putting Paragraphs
Together. Selecting Topics.
10. Developing Paragraphs Using Division and Classification.
What Are Division and Classification? Writing Division Paragraphs.
Writing Classification Paragraphs. Exam Skills. Writing at Work. Student Paragraphs. Putting Paragraphs Together. Selecting Topics.
11. Developing Paragraphs Using Process.
What Is Process? Writing Paragraphs That Explain. Writing Paragraphs
That Give Directions. Exam Skills. Writing at Work. Student Paragraphs.
Putting Paragraphs Together. Selecting Topics.
12. Developing Paragraphs Using Cause and Effect.
What Is Cause and Effect? Critical Thinking for Writing Cause-andEffect Paragraphs. Exam Skills. Writing at Work. Student Paragraphs.
Putting Paragraphs Together. Selecting Topics.
13. Developing Paragraphs Using Argument.
What Is Argument? Critical Thinking for Writing Argument Paragraphs.
Understanding Your Audience. Appealing to Hostile Readers. Exam
Skills. Writing at Work. Student Paragraphs. Putting Paragraphs
Together. Selecting Topics.
Part III: WRITING ESSAYS.
Intermedi
on of Reading
ng, which
vernment,
n, process,
tion, compariconnecting
underscore
ng websites,
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DEVELOPMENTAL WRITING
“Suburb High
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2. Working
Prepare to Re
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| ©2009
Ebb and Flow of Black Consciousness Across the Americas.” Ursula
Le Guin, “American SF and The Other.” Internet Connection: Ursula
LeGuin, “Sexism.” Additional Topics and Issues for Comparison and
Contrast Essays.
8. Division and Classification.
Tips on Writing Division and Classification Essays. Martin Luther
King, Jr., “The Ways of Meeting Oppression.” Internet Connection:
Martin Luther King, Jr., “Passive Resistance.” Constance García-Barrio,
“Creatures That Haunt the Americas.” Internet Connection: Constance García-Barrio, Urban Myths. Robertson Davies, A Few Kind
h Edition
“Ghosts.” Black Elk, “The Offering of the Pipe as told to John G.
Neihardt” (Flaming Rainbow). Alice Walker, “Journey to Nine Miles.”
Internet Connection: Alice Walker, “Pilgrimages.” Nguyen Ngoc Ngan,
“Saigon, April 1975.” Alma Luz Villanueva, “Leaps of Faith.” Arthur C.
Clarke, “The Star.” Internet Connection: Arthur C. Clarke, “Crisis of
Faith/Science.”Additional Topics and Issues for Narrative Essays.
3. Description.
Details: Appealing to the Five Senses. Figurative Language: Appealing
to the Imagination. Dialogue: Revealing Characters Through Speech.
Actions: Describing People by What They Do. Tips on Writing Descrip-
ed Reading
Paragraphs and Essays
DEVELOPMENTAL WRITING
Cited List. Why Document Sources? What Not to Document. What
You Must Document. Using and Documenting Sources. Using Direct
Quotations. Using Paraphrases. MLA Guidelines for Listing Sources in
Works Cited and Parenthetical Notes. Books. Periodicals. Other Print
Sources. Nonprint Sources. Electronic Sources. Sources and Sample
Documented Essay. Book Excerpt. Magazine Article. A Website.
21. Writing at Work.
Email. Strategies for Writing Email. Reports. Strategies for Writing
Reports. Résumés and Cover Letters. Strategies for Writing Résumés.
Strategies for Writing Cover Letters.
Part VI: UNDERSTANDING GRAMMAR.
22. Understanding the Sentence.
What Is a Sentence? The Parts of Speech. Subjects and Verbs. What
Are Nouns? What Are Pronouns? Locating Hidden Subjects. Inverted
Sentences. Possessives Prepositional Phrases. Verbs. Building Sentences
with Independent and Dependent Clauses. Sentence Length.
23. Avoiding Fragments.
What Are Sentence Fragments? What Do You Know? What Are
Fragments? Correcting Fragments.
24. Building Sentences Using Coordination and Subordination.
What Do You Know? What Are Coordination and Subordination?
Types of Sentences. Coordination. Coordinating Conjunctions. Adverbial Conjunctions. Common Adverbial Conjunctions. Subordination.
25. Repairing Run-ons and Comma Splices.
What Are Run-ons? What Do You Know? Run-ons: Fused Sentences
and Comma Splices. Fused Sentences. Comma Splices. Identifying
Run-ons. Run-ons Needing Minor Repairs. Run-ons Needing Major
Repairs. Methods of Repairing Run-ons.
26. Correcting Dangling and Misplaced Modifiers.
What Are Dangling and Misplaced Modifiers? Dangling Modifiers.
Misplaced Modifiers. What Do You Know? Avoiding Dangling
Modifiers. Misplaced Modifiers.
27. Understanding Parallelism.
What Is Parallelism? Overcoming Parallelism Errors.
28. Subject-Verb Agreement.
What Is Subject-Verb Agreement? Grammar Choices and Meaning.
Special Nouns and Pronouns. Group Nouns. Hidden Subjects. “Either
. . . or” Subjects. Indefinite Pronouns. Relative Pronouns: Who, Which,
and That.
29. Verbs: Tense, Mood, and Voice.
What Are Verb Tense, Mood, and Voice? Helping Verbs. Regular and
Irregular. Verbs. Problem Verbs: Lie/Lay, Rise/Raise, Set/Sit. Shifts in
Tense. Mood. Active and Passive Voice. Grammar Choices and Meaning. Passive Voice in Professional Writing. Other Verb Problems. Could
Have, Must Have, Should Have, Would Have. Double Negatives.
30. Pronoun Reference, Agreement, and Case.
What Are Pronouns? Types of Pronouns. Using Pronouns. Pronoun
Reference. Pronoun Agreement. Singular and Plural Nouns and Pronouns. Avoiding Sexism. Methods to Avoid Sexism. Avoiding Illogical
Shifts in Point of View. Using the Right Case. Plural Constructions.
Between. Comparisons. The Verb To Be. Who and Whom. This and That,
These and Those. They and Them.
31. Adjectives and Adverbs.
What Are Adjectives and Adverbs? Understanding Adjectives. Understanding Adverbs. Grammar Choices and Meaning. Good and Well, Bad
and Badly. Comparisons. Superlatives.
Part VII: UNDERSTANDING PUNCTUATION AND MECHANICS
32. Commas and Semicolons.
What Are Commas and Semicolons? The Comma. Comma Uses.
Avoiding Unnecessary Commas. Semicolons. What Are Semicolons?
33. Other Marks of Punctuation.
What Are the Other Marks of Punctuation? The Apostrophe. Quotation.
Marks. Colon. Parentheses. Brackets. Dash. Hyphen. Ellipsis. Slash.
Question Mark. Exclamation Point. Period.
34. Capitalization.
What Is Capitalization? Rules for Capitalization.
35. Spelling Errors.
Commonly Misspelled Words. Commonly Confused Words. Forming
Plurals. Adding Endings. Past-Tense Spellings. Regular Verbs. Irregular
Verbs. Spelling Other Endings.
Part VIII: READINGS FOR WRITERS.
Strategies for Reading. First Reading. Second Reading. Emily Prager,
“Our Barbies, Ourselves.” Description: Luis Alberto Urrea, “Border
Story.” Carl Rowan, “Unforgettable Miss Bessie.” Narration: James
Dillard, “A Doctor’s Dilemma.” Maya Angelou, “Champion of the
World.” Example: Anna Quindlen, “Homeless.” Tony Brown, “Death
of a Dream.” Definition: Janice Castro, “Spanglish.” Laura Schlessinger, “What Is Support?” Comparison and Contrast: Rachel Carson,
“A Fable for Tomorrow.” Azadeh Moaveni, “Maman and America.”
Cornel West, “Black Political Leadership.” John Holt, “Three Kinds of
Discipline.” Process: Marvin Harris, “How Our Skins Got Their Color.”
Armond D. Budish, “Fender Benders: Legal Do’s and Don’ts.” John
Taylor Gatto, “Why Schools Don’t Educate.” Steven Reiss and James
Wiltz, “Why America Loves Reality TV.” Argument and Persuasion:
Lance Morrow, “Why I Changed My Mind on the Death Penalty.”
Mary Sherry, “In Praise of the F Word.”
HANDBOOK. ODD-NUMBERED ANSWERS.
ms,
uizzes at
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
57
What do John Steinbeck and Maya Angelou have in common? They’re both among the
great authors you’ll encounter in Visions Across the Americas: Short Essays for Composition. This
book presents 72 cross-cultural essays on such diverse themes as: Language and Culture;
The Family; Americans and Immigrants; Racism, Sexism, and Ageism; and Technology,
Cyberspace, and the Cosmos. An Irony and Humor theme has been added to this newest
edition. Each chapter provides students with a blueprint for a specific type of essay, with
ty. UsefulDirections.
Essay Questions. In
J. Sterling Warner | Evergreen Valley College
Judith Hilliard | San Jose State University
available
s
ssa
and
y —ADDITIONAL TITLES
dition
this
to
Joy Wingersky | Glendale Community College,
Arizona
Janice K. Boerner, Emerita | Glendale
Community College, Arizona
Diana Holguin-Balogh, Emerita | Front Range
Community College
KEY FEATURES
Š The text progresses from in-depth coverage of the writing process to
instruction on common writing patterns.
Š Reading-Related, General, Cross-Curricular, and Career-Related
writing topics appeal to a diverse range of students and provide opportunity for practicing new skills.
Š “Writing Process Worksheets” provide guidance for students and
save time and effort for instructors.
Š The streamlined “Self-Evaluation Chart” helps students track their
needs and goals and promotes self-reliance.
WADSWORTH, A PART OF CENGAGE LEARNING
Š
Š
Š
Š
Help students master paragraph and essay development with Writing Paragraphs and Essays. Successfully class-tested by thousands of
students, the text presents the steps needed to create effective introductions, support paragraphs, and strong conclusions. Engage your
students in various elements of the writing process with explanations,
new visual prompts, and real-life models and applications that build
their confidence and get them writing immediately.
Š
N
E
Š Help students connect with the real world with student writing
samples and job-related writing assignments.
Š Engage students in writing projects with new visual writing prompts
that get them writing about what they see.
Š Encourage well-researched writing with 90 percent new Internet
activities to strengthen students’ web researching skills.
Š Easily cross-reference text material with a newly added alternate
table of contents that includes a list of readings organized by patterns of development and a list of Internet activities by unit.
Š Refresh topic exploration with 30 percent new exercises and
examples.
Š
Š
N
E
Š Updates include optional text-based writing instruction; instruction in basic reading, including underlining and annotation; writing
summaries, reactions, and two-part responses; and an increased
emphasis on critical thinking.
Š Fourteen readings new to this edition include more third-person
paragraphs.
Š Instruction on plagiarism and documentation has been added.
Š A reproducible “Writing Process Worksheet” is accessible on the
student website.
544 pages | Spiral Bound | 8 ½ x 11 | 2-color | ©2009
ISBN: 978-1-413-03346-5
Š
Š
Š
Š
The Fourth Edition of At a Glance: Paragraphs
guides students through the process of prewriting, paragraph structure, and developing a paragraph in specific and combined rhetorical modes.
This text features new readings, optional text-based writing instruction, a chapter on writing the short essay, a brief handbook, and an
emphasis on critical thinking.
Š
Š
Š
Š
240 pages | Paperbound | ©2009
ISBN: 978-0-618-95775-0
ew
Lee Brandon | Mt. San Antonio College
Writing Paragraphs and Essays:
Integrating Reading, Writing, and
Grammar Skills, 6th Edition
Š
Š
At a Glance: Paragraphs,
4th Edition
58
Advanced R
dition
this
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Š
P
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DEVELOPMENTAL WRITING
Essay
Paragraphs and Essays
e Reading
aragraphs
Visions Across the Americas:
Short Essays for Composition, 7th Edition
DEVELOPMENTAL WRITING
KEY FEATURES
Š Streamline course text requirements with a single book that provides writing, reading, and grammar concepts instead of a combination of texts.
Š Offer integrated instruction with a logical progression of concepts
that starts with key fundamentals and moves on to more sophisticated writing topics.
Š Build students’ confidence as they learn step-by-step how individual
elements fit together to create cohesive writing.
Š Go beyond the basics with grammar and mechanics exercises aimed
at improving students’ thinking and writing skills.
Š Prepare students for proficiency testing with lessons on basic grammar, punctuation, and capitalization and for writing in the world of
work with job- and business-related exercises.
3. DEVELOPIN
A. Surveying Te
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Bridges to Better Writing makes the writing process less daunting to students by guiding them
through each step, giving them only what they need to know for a specific writing task.
Throughout the text, the authors incorporate the writing process and grammar into their
Luis Nazario | Pueblo Community College
Deborah Borchers | Pueblo Community College
William Lewis | Pueblo Community College
1ST EDITION
1ST EDITI
Bridges to Better Writing, 1st Edition
ESSAy—AVAILABLE NOW!
ADVA
Advanced
Essay
DEVELOPMENTAL WRITING
d Reading
Paragraphs and Essays
DEVELOPMENTAL WRITING
rehension
analyze
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Stephen McDonald | Palomar College
William Salomone | Palomar College
The Fourth Edition of At a Glance: Essays guides students through the
process of prewriting and writing essays in specific and combined
rhetorical modes. This text features new readings, optional text-based
writing instruction, a research paper unit, a brief handbook, and an
emphasis on critical thinking.
480 pages | Paperbound | 2-color | ©2008
ISBN: 978-1-413-02930-7
* To Read More about At a Glance: Essays please turn to page 65.
The Dolphin Writer Book 2: Composing
Paragraphs and Crafting Essays, 1st Edition
592 pages | Paperbound | 4-color | ©2008
ISBN: 978-0-618-37911-8
The Dolphin Writer is a three-volume series focusing on writing—from
sentences to paragraphs to essays—in an easy- to-understand format
and at an affordable price. Each volume of the The Dolphin Writer
presents students with comprehensive yet approachable coverage of
the writing process, from prewriting through peer evaluation, revision,
and preparation of the final paper, and each also includes a section
of numerous level-appropriate readings. A focus on student success
in all areas of reading, writing, and studying helps students organize,
manage, and implement techniques, including how to use a computer
to assist in the writing process. Book Two includes complete coverage
of paragraph-to-essay skills.
The Writer’s Response teaches students not only the basics of paragraph
and essay writing-unity, coherence, and support—but also the basics of
academic writing, making it a complete source for students preparing for higher-level work. Through a variety of exercises and extensive
readings, the text teaches students to read carefully and summarize
accurately, to recognize and respond to specific points in the material
they have read, to synthesize ideas from several reading selections, and
to evaluate and argue about the ideas they have found in their reading
material. Although the authors’ focus is on writing about reading, they
also encourage students to use their personal experiences to develop
and support their ideas. This combination results in a text that not
only imparts the fundamentals of college-level writing, but also helps
each student find his or her own voice-and discover that they do,
indeed, have something to say.
Writing Connections: You, College, and Careers:
Book II: Paragraphs and Essays, 1st Edition
Lee Brandon | Mt. San Antonio College
496 pages | Paperbound | 1-color | ©2004
ISBN: 978-0-618-26013-3
Designed specifically for community colleges and business programs,
Writing Connections helps students of varying backgrounds, ages, and
majors recognize how strong writing skills can allow them to achieve
both their academic and professional goals. Students practice finding
common denominators and patterns across all key forms of writing
and learn to apply what they learn to personal, cross-curricular, and
workplace writing. Student examples illustrate all stages of the writing
process and serve as good models on which students can pattern their
own work.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
mprehension
to enhance
288 pages | Paperbound | ©2009
ISBN: 978-0-618-95775-0
evels 9-12).
eading that
mprehension
s meet any
ders and
o learning to
the tools they
Lee Brandon | Mt. San Antonio College
The Writer’s Response:
A Reading-Based Approach to Writing, 4th Edition
At a Glance: Essays, 4th Edition
59
Quick Tips:
ea. Quick
Checking the
t Main Idea
a Reading.
Your Own:
It Through:
Finding the
ain Idea and
to Write a
ESSAYS. “Neat People vs. Sloppy People,” Suzanne Britt. “Conversational Ballgames,” Nancy Masterson Sakamoto. “Indy 500,” Chris Hanley
(student). “Shopping in Pajamas,” Francine Mercer (student).
7. Process.
PARAGRAPHS. “The Supply Chain,” Thomas L. Friedman. “How to
Bathe a Cat,” The Dog. “Brewing Beer,” Grace Lichtenstein. “The Right
Way to Eat an Ice-Cream Cone,” L. Rust Hills. “The Cook,” Barbara
Lewis (student).
ESSAYS. “A Guide to Proper Hand-Washing Technique,” Jennifer Traig.
“The Beekeeper,” Sue Hubbell. “Koto,” Edna Yano (student). “Think
Thin—Get Thin,” Junius Adams.
9. Definition.
PARAGRAPHS. “Running with the Cardio-Bots,” Walter Kirn. “The
Ultimate Kitchen Gadget,” Robert Capon. “Nostalgia,” Richard Shelton.
“What Does It Mean to Be Creative?” S. I. Hayakawa.
ESSAYS. “What Is Poverty?” Jo Goodwin Parker. “What Is Intelligence,
Anyway?” Isaac Asimov. “Total Eclipse of the Son,” Tiffany Kary.
“Earning Their Pinstripes,” Rick Reilly.
10. Argumentation and Persuasion.
PARAGRAPHS. “Tax Junk Food? Yes,” Michael F. Jacobson. “Frightening—
and Fantastic,” Anna Quindlen. “Drinking—What Age?” Barrett Seaman.
“The Measure of Our Success,” Marian Wright Edelman.
DEVELOPMENTAL WRITING
Essay
Reading
DEVELOPMENTAL WRITING
Essay
Advanced
ESSAy—NEW FOR 2011!
Patterns Plus: A Short Prose Reader with Argumentation,
10th Edition
Mary Lou Conlin | Cuyahoga Community College
Arranged rhetorically, this anthology of short essays and paragraphs suits both essay-level
developmental writing and freshman composition courses. Each chapter focuses on a
different rhetorical mode, from narration and description to process writing. Three features
make Patterns Plus: A Short Prose Reader with Argumentation a perennial best-seller: an engaging
mix of nonfiction, fiction, and student essays with careful consideration of multi-cultural
issues; a strong pedagogical apparatus that helps develop comprehension, analytical, and
writing skills; and clear presentation of the writing process and paragraph/essay structure.
The Tenth Edition includes new student readings, as well as works by well-known writers
such as Anna Quindlen, Stephen King, and James Baldwin. Updated pedagogical tools offer
students exactly what they need to master the content, including pre-reading, vocabulary,
and post-reading questions that test comprehension and encourage critical analysis of each
selection.
NEW TO THIS EDITION
Š Diverse reading selections—both student and professional—enhance this book’s unique
focus on reading and writing. The Tenth Edition includes four new paragraphs and
eleven new essays.
Š The author has added a new argumentation section that includes readings on a hot
topic in today’s world: global warming.
336 pages | Paperbound
6 7/8 x 9 1/4 | 1-color | ©2011
ISBN: 978-0-495-80252-5
KEY FEATURES
Š The introductory chapter lays the foundation for the entire text, offering an in-depth
presentation of the writing process and the structure of paragraphs and essays. Conlin
also touches on two key themes that appear consistently throughout the text: the
importance of revising and the process of collaborative writing.
Š Two alternate tables of contents (Thematic and Writing Across the Curriculum) provide
you with the flexibility to choose readings according to your own lesson plans and schedule
of assignments.
Š “Working Together” collaborative activities give students the opportunity to hone their
writing skills in groups and to benefit from the cooperative learning process.
TABLE OF CONTENTS
1. The Basics of Writing: Process and Strategies.
2. Narration.
PARAGRAPHS. “The Movie House,” John Updike. “The Hunt,” Leslie
Stern. “Why Harlem Is Not Manhattan,” John J. Jackson. “Geography,”
Elizabeth Bishop. “The Memorial Service,” Christopher Malinowski
(student).
ESSAYS. “Learning to Write,” Russell Baker. “Daughter’s Doll Teaches
Mom Lesson on Race,” Connie Schultz. “The Farm,” M. L. Simpson. “A
Little Nebraska,” Sarah Smith (student).
3. Description.
PARAGRAPHS. “A Perfect Dog,” John Grogan. “The Hiroshima Museum,” Barbara Kingsolver. “The Ravine,” Quincy Stott (student). “The
Attic,” Stephen King. “My Father,” James Baldwin.
ESSAYS. “Hush Timmy—This Is Like a Church,” Kurt Anderson. “The
Monster,” Deems Taylor. “Regular Customer,” Gloria Garrison (student).
“Limbo,” Rhonda S. Lucas (student).
60
WADSWORTH, A PART OF CENGAGE LEARNING
4. Examples.
PARAGRAPHS. “Distance Learning,” Mary Lord. “The Digital Revolution,” Ellen Cobb Ward. “Boomtown, U.S.A.,” Jeff Glasser. “Folk Art in
the Barrios,” Eric Kroll. “Democracy,” E. B. White.
ESSAYS. “The Social Meaning of T-Shirts,” Diana Crane. “Each Game
Was a Crusade,” Mark Harris. “Between Two Wars, 1913-1945,” Kathryn VanSpanckeren. “My Mother Never Worked,” Bonnie Smith-Yackel.
5. Classification and Division.
PARAGRAPHS. “Chili,” Charles Kuralt. “March of Science,” James K.
Page, Jr. “Fans,” Paul Gallico. “Brain Power,” Lester C. Thurow.
ESSAYS. “Ever Et Raw Meat?” Stephen King. “Eggs, Twinkies, and Ethnic
Stereotypes,” Jeanne Park. “Secrets of Man’s Unspoken Language,”
Desmond Morris. “Start Spreading the News: Seven Things You Should
Know Before Moving to New York,” Courtney Reimer.
6. Comparison and Contrast.
PARAGRAPHS. “Happy Returns,” Sarah Bernhard. “Good Girl, Bad
Girl,” Anna Quindlen. “Dogs and Cats,” Konrad Lorenze. “Yin and
Yang,” Mary Paumier Jones.
Reading Rate.
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Arranged rhetorically, this anthology of short essays and paragraphs suits both essay-level
developmental writing and freshman composition courses. Each chapter focuses on a
different rhetorical mode, from narration and description to process writing. Three features
make Patterns Plus: A Short Prose Reader with Argumentation a perennial best-seller: an engaging
Mary Lou Conlin | Cuyahoga Community College
Patterns Plus: A Short Prose Reader with Argumentation,
10th Edition
ESSAy—NEW FOR 2011!
Reading Rate
Textbook Fea
Text Marking
for Marking a
Thinking It T
VOCABULAR
Vocabulary.
Vocabulary.
Vocabulary
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ESSAYS. “Neat People vs. Sloppy People,” Suzanne Britt. “Conversational Ballgames,” Nancy Masterson Sakamoto. “Indy 500,” Chris Hanley
(student). “Shopping in Pajamas,” Francine Mercer (student).
7. Process.
PARAGRAPHS. “The Supply Chain,” Thomas L. Friedman. “How to
Bathe a Cat,” The Dog. “Brewing Beer,” Grace Lichtenstein. “The Right
Way to Eat an Ice-Cream Cone,” L. Rust Hills. “The Cook,” Barbara
Lewis (student).
ESSAYS. “A Guide to Proper Hand-Washing Technique,” Jennifer Traig.
“The Beekeeper,” Sue Hubbell. “Koto,” Edna Yano (student). “Think
Thin—Get Thin,” Junius Adams.
8. Cause and Effect.
PARAGRAPHS. “Giving In,” Michelle Cottle. “Why Eat Junk Food?”
Judith Wurtman. “An Eyewitness Account,” Jack London. “A
Momentous Arrest,” Martin Luther King, Jr. “On Being Unemployed,”
Nelliejean Smith (student).
ESSAYS. “Wanted Children,” Patrick Steptoe. “Reading for Pure
Pleasure,” Eileen Simpson. “The Thirsty Animal,” Brian Manning. “More
Than Words,” Victor Flores (student).
9. Definition.
PARAGRAPHS. “Running with the Cardio-Bots,” Walter Kirn. “The
Ultimate Kitchen Gadget,” Robert Capon. “Nostalgia,” Richard Shelton.
“What Does It Mean to Be Creative?” S. I. Hayakawa.
ESSAYS. “What Is Poverty?” Jo Goodwin Parker. “What Is Intelligence,
Anyway?” Isaac Asimov. “Total Eclipse of the Son,” Tiffany Kary.
“Earning Their Pinstripes,” Rick Reilly.
10. Argumentation and Persuasion.
PARAGRAPHS. “Tax Junk Food? Yes,” Michael F. Jacobson. “Frightening—
and Fantastic,” Anna Quindlen. “Drinking—What Age?” Barrett Seaman.
“The Measure of Our Success,” Marian Wright Edelman.
ESSAYS. “Hang It Up,” Jesse Scaccia. “Excuses, Excuses,” Helen C.
Vo-Dinh. “So That Nobody Has to Go to School if They Don’t Want
to,” Roger Sipher. “Facts About Global Warming You Should Know,”
Nathalie Fiset. “What if Global-warming Fears Are Overblown?” Jon
Birger.
11. Combining the Strategies.
“A Trip to Honduras,” Daniel Boehmer (student). “The Dare,” Roger
Hoffman. “Poetry,” Kirsten Bauman (student). “I Won’t Twitter My Life
Away,” Leonard Pitts, Jr. “Time to Look and Listen,” Magdoline Asfahani
(student).
Glossary. Credits. Index.
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VISIT US ONLINE www.cengage.com/devenglish/2011catalog
657913T
Sig 3 A
61
* To Read More about At a Glance: Essays please turn to page 65.
480 pages | Paperbound | 2-color | ©2008
ISBN: 978-1-413-02930-7
The Fourth Edition of At a Glance: Essays guides students through the
process of prewriting and writing essays in specific and combined
rhetorical modes. This text features new readings, optional text-based
writing instruction, a research paper unit, a brief handbook, and an
emphasis on critical thinking.
Stephen McDonald | Palomar College
William Salomone | Palomar College
288 pages | Paperbound | ©2009
ISBN: 978-0-618-95775-0
The Writer’s Response:
A Reading-Based Approach to Writing, 4th Edition
Lee Brandon | Mt. San Antonio College
At a Glance: Essays, 4th Edition
Reading
The Writer’s Response teaches students not only the basics of paragraph
and essay writing-unity, coherence, and support—but also the basics of
academic writing, making it a complete source for students preparing for higher-level work. Through a variety of exercises and extensive
DEVELOPMENTAL WRITING
Paragraphs and Essays
Essay
Advanced
ADVAN
ESSAy—AVAILABLE NOW!
1ST EDITION
vels 9-12).
ading that
prehension
meet any
ers and
learning to
he tools they
DEVELOPMENTAL WRITING
Bridges to Better Writing, 1st Edition
1ST EDITIO
Luis Nazario | Pueblo Community College
Deborah Borchers | Pueblo Community College
William Lewis | Pueblo Community College
Bridges to Better Writing makes the writing process less daunting to students by guiding them
through each step, giving them only what they need to know for a specific writing task.
Throughout the text, the authors incorporate the writing process and grammar into their
discussion of the methods of development so that students can connect the skills all at
once. With writing samples from each method that illustrate how writing is relevant to
students’ academic, personal, and future professional lives, Bridges to Better Writing
motivates students to take control of their future by developing better writing skills.
752 Pages | Paperbound | ©2010
ISBN: 978-1-413-03118-8
KEY FEATURES
Š Throughout Part I, the authors integrate information about the writing process with
methods of development and grammar coverage, showing students how these subjects
combine to create successful writing without overwhelming them with too much detail.
Š Writing samples draw from academic, career, and everyday life to show students how
writing skills can improve every facet of their adult lives.
Š While reviewing the basics of style, word choice, and punctuation, the text’s in-depth
grammar coverage exposes the top 10 common grammar errors that students make.
Š The text begins with an excellent introduction to the writing process that discusses myths
about writing and offers prewriting techniques designed to get students excited about
becoming better writers.
Š With Bridges to Better Writing, students have access to WriteSPACE, Cengage Learning’s
online writing program. This flexible, interactive, and customizable program motivates
and assesses students of English at all skill levels.
TABLE OF CONTENTS
PART I: WRITING YOUR PAPERS.
1. Let’s Talk about Writing.
2. Writing Your Descriptive Paragraph.
3. Writing Your Descriptive Narrative Essay.
4. Writing Your Expository Paragraph.
5. Developing Your Essay through Illustration.
6. Developing Your Essay through Process Analysis.
7. Developing Your Essay through Cause and Effect.
8. Developing Your Essay through Comparison and Contrast.
9. Developing Your Essay through Classification and Division.
10. Developing Your Essay through Definition.
11. Developing Your Argumentative Essay.
12. Making Choices: Writing the Integrated Essay.
PART II: WRITING WITH SOURCES.
13. Working with Sources.
14. Writing Your Research Paper.
PART III: EDITING FOR GRAMMAR.
15. Editing for Fragments.
16. Editing for Run-on Sentences.
17. Editing for Subject-Verb Agreement.
18. Editing for Pronouns.
19. Editing for Verb Use.
20. Editing for Adjectives and Adverbs.
WADSWORTH, A PART OF CENGAGE LEARNING
62
PART IV: EDITING FOR STYLE.
21. Writing Clear Sentences.
22. Writing Varied Sentences.
23. Avoiding Unneeded Words and Expressions.
PART V: USING THE CORRECT WORDS.
24. Frequently Confused Words.
25. Improving Your Spelling.
PART VI: USING PUNCTUATION AND CAPITALIZATION.
26. Using Commas, Semicolons, and Colons.
27. Other Punctuation and Capitalization.
PART VII: READING CRITICALLY.
28. Reading Critically: How to Approach a Reading Selection.
“The Inheritance of Tools” by Scott Russell Sanders. “Salvation” by
Langston Hughes. “Sex, Lies, and Conversation” by Deborah Tannen.
“The Maker’s Eye: Revising Your Own Manuscripts” by Donald Murray.
“The Jacket” by Gary Soto. “Public and Private Language” by Richard
Rodriguez. “Anatomy of a Hangover” by Donald G. Ross. “Sexism in
English: A 1990’s Update” by Alleen Pace Nilsen. “The Beatles: They
Changed Rock, Which Changed Culture, Which Changed Us” by Jeff
Greenfield.
Appendix A: Answers to Grammar Checkup Exercises
60
7 3⁄8
ISB
D
www.apl
Joy Wingersky | Glendale Community College,
Arizona
Janice K. Boerner, Emerita | Glendale
Community College, Arizona
The Fourth Edition of At a Glance: Paragraphs
Writing Paragraphs and Essays:
Integrating Reading, Writing, and
Grammar Skills, 6th Edition
Lee Brandon | Mt. San Antonio College
240 pages | Paperbound | ©2009
ISBN: 978-0-618-95775-0
At a Glance: Paragraphs,
4th Edition
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DEVELOPMENTAL WRITING
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DEVELOPMENTAL WRITING
Visions Across the Americas:
Short Essays for Composition, 7th Edition
w Directions.
. Essay Quesstions. In
J. Sterling Warner | Evergreen Valley College
Judith Hilliard | San Jose State University
What do John Steinbeck and Maya Angelou have in common? They’re both among the
great authors you’ll encounter in Visions Across the Americas: Short Essays for Composition. This
book presents 72 cross-cultural essays on such diverse themes as: Language and Culture;
The Family; Americans and Immigrants; Racism, Sexism, and Ageism; and Technology,
Cyberspace, and the Cosmos. An Irony and Humor theme has been added to this newest
edition. Each chapter provides students with a blueprint for a specific type of essay, with
pre- and post-reading questions and activities that reinforce an understanding of the
rhetorical modes addressed in that chapter.
ity. Useful-
dition
this
to
Š
ew
NEW TO THIS EDITION
Š Short discussions on rhetorical modes open each chapter and are followed by tips on
how to compose a particular type of essay.
Š A total of 72 reading selections includes 12 new essays by well-known authors such as
John Steinbeck, Barbara Ehrenreich, Neil Young, Anna Quindlen, Dave Barry, and Bruce
Henderson. These join selections from Toni Morrison, Amy Tan, Louise Erdrich, Ray
Bradbury, Alice Walker, Maxine Hong Kingston, Philip Chiu, Richard Rodriguez, Maya
Angelou, E. B. White, Gore Vidal, and Amiri Baraka, among others.
Š Twenty-five optional exercises, identified as “Internet Connections,” provide students
with practice researching material on the Internet and properly
documenting their sources.
Š A new thematic classification category—Irony and Humor—has been added.
Š Revised and updated content includes chapter introductions, pre- and post-reading
questions and additional writing topics, and all author biographies.
available
s
ssa
592 Pages | Paperbound | ©2010
ISBN: 978-1-428-26377-2
KEY FEATURES
Š An overview of the writing process in Chapter 1, “Communicating Is Language at Work”
serves as a resource for students and allows instructors flexibility in teaching.
Š Short discussions on rhetorical modes open each chapter and are followed by tips on
how to compose a particular type of essay effectively.
Š Additional writing topics at the end of every chapter provide numerous opportunities for
students to practice writing.
Š Pre- and post-reading questions and activities engage students in both critical thinking
and writing.
Š An Instructor’s Manual offers suggested approaches to rhetorical sections, suggested
responses to questions, an expanded bibliography, and quizzes for every essay.
dition
this
to
ew
Š
TABLE OF CONTENTS
Š
Š
Š
Š
Š
Š
Š
Š
Š
Š
Š
Š
Š
1. Communicating Is Language at Work.
Tips on Becoming an Active Reader. Toni Morrison, “Writers Together” (annotated).
Responding to Readings: Constructing Paragraphs and Essays. Generating Ideas and
Establishing a Focus. Peter Elbow, “Freewriting.” Structuring Essays. Point of View: Position
of Authority. Appropriate Use of Point of View. Lead-ins and Concluding Sentences.
Transitions. Revising and Editing. Joanne Jaime, “Marriage: The Changing Institution.”
Internet Connection: Joanne Jaime, “Modern Marriages.” Special Writing Activities: The
Individual and Group Response. Journals, Reading/Writing Logs, and Thesis Notebooks.
Response and Summary. Group Activities and Collaborative Writing. Summation. Pat
Mora, “Why I Am a Writer.” Ray Bradbury, “The Joy of Writing.” Amy Tan, “My Mother’s
English.”
2. Narration.
Common Elements of Narration. Creating Chronological Order. Developing Character.
Establishing Mood and Tone. Tips on Writing Narrative Essays. Maxine Hong Kingston,
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Reading
Cited List. Why Document Sources? What Not to Document. What
You Must Document. Using and Documenting Sources. Using Direct
Quotations. Using Paraphrases. MLA Guidelines for Listing Sources in
Works Cited and Parenthetical Notes. Books. Periodicals. Other Print
Sources. Nonprint Sources. Electronic Sources. Sources and Sample
Documented Essay. Book Excerpt. Magazine Article. A Website.
21. Writing at Work.
Email. Strategies for Writing Email. Reports. Strategies for Writing
Reports. Résumés and Cover Letters. Strategies for Writing Résumés.
30. Pronoun Reference, Agreement, and Case.
What Are Pronouns? Types of Pronouns. Using Pronouns. Pronoun
Reference. Pronoun Agreement. Singular and Plural Nouns and Pronouns. Avoiding Sexism. Methods to Avoid Sexism. Avoiding Illogical
Shifts in Point of View. Using the Right Case. Plural Constructions.
Between. Comparisons. The Verb To Be. Who and Whom. This and That,
These and Those. They and Them.
31. Adjectives and Adverbs.
What Are Adjectives and Adverbs? Understanding Adjectives. Under-
DEVELOPMENTAL WRITING
Paragraphs and Essays
DEVELOPMENTAL WRITING
Essay
Intermedia
Ebb and Flow of Black Consciousness Across the Americas.” Ursula
Le Guin, “American SF and The Other.” Internet Connection: Ursula
LeGuin, “Sexism.” Additional Topics and Issues for Comparison and
Contrast Essays.
8. Division and Classification.
Tips on Writing Division and Classification Essays. Martin Luther
King, Jr., “The Ways of Meeting Oppression.” Internet Connection:
Martin Luther King, Jr., “Passive Resistance.” Constance García-Barrio,
“Creatures That Haunt the Americas.” Internet Connection: Constance García-Barrio, “Urban Myths.” Robertson Davies, “A Few Kind
Words for Superstition.” Internet Connection: Mathew Shulman, “The
Science of Aphrodisiacs.” Bill Swanson, “How Films Feed the Mind
or When I’m Hungry, I Don’t Want to Eat Candy.” David Bodanis,
“What’s in Your Toothpaste?” Internet Connection: David Bodanis,
“Consumer Products.” Additional Topics and Issues for Division and
Classification Essays.
9. Cause and Effect.
Structuring Cause-and-Effect Essays. Cause-and-Effect Fallacies. Tips
on Writing Cause-and-Effect Essays. Megan McGuire, “Growing Up
with Two Moms.” Internet Connection: Megan McGuire, “Alternative
Lifestyles and Family.” Karen Ray, “The Naked Face.” Internet Connection: Karen Ray, “Cosmetics and Makeovers.” Phillip Persky, “Guilt.”
Carlos Bulosan, “Labor and Capital: The Coming Catastrophe.” Rose
Anna Higashi, “Eating with Immigrants.” Anastasia Toufexis, “The
Right Chemistry.” Additional Topics and Issues for Cause-and-Effect
Essays.
10. Combined Strategies.
Tips on Writing Expository Essays. Frank La Peña, “Sharing Tradition.”
Cynthia Lopez, “Curanderismo: A Healing Art.” Internet Connection:
Cynthia Lopez, “Holistic/Folk Medicine.” Neil Young, “The CD and the
Damage Done.” Jeanne Wakatsuki Houston and James. D. Houston,
“Arrival at Manzanar.” Reginald Lockett, “How I Started Writing Poetry.” Louise Erdrich, “American Horse.” Additional Topics and Issues
for Expository Essays.
11. Argumentation: The Logical Appeal.
Inductive Logic. Deduction. Types of Argumentation. Clearly Stated
Thesis. Avoiding Fallacies. Additional Topics and Issues for Argumentative Essays. Tips on Writing Argumentative Essays. Grace Sumabat
Mateo, “The Anima of Anime Revisited.” Amiri Baraka, “Soul Food.”
Paula Gunn Allen, “Who Is Your Mother? Red Roots of White Feminism.” Douglas Laycock, “Peyote, Wine, and the First Amendment.”
Anna Quindlen, “The Same People.” Mark Charles Fissel, “On-line
Learning and Student Success.” Additional Topics and Issues for Argumentative Essays.
12. Persuasion: The Emotional Appeal.
Organizing Persuasive Compositions. Tips on Writing Persuasive
Essays. Gore Vidal, “Drugs.” Phyllis McGinley, “Women Are Better
Drivers.” Dave Barry, “Men and Their Technological Toys.” Tammerlin Drummond, “Never Too Old.” Alice Park, “Can Science Tell a
Gymnast’s Age?” Bruce Henderson, “Why Are We In Iraq?” Additional
Topics and Issues for Writing Persuasive Essays.
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“Ghosts.” Black Elk, “The Offering of the Pipe as told to John G.
Neihardt” (Flaming Rainbow). Alice Walker, “Journey to Nine Miles.”
Internet Connection: Alice Walker, “Pilgrimages.” Nguyen Ngoc Ngan,
“Saigon, April 1975.” Alma Luz Villanueva, “Leaps of Faith.” Arthur C.
Clarke, “The Star.” Internet Connection: Arthur C. Clarke, “Crisis of
Faith/Science.”Additional Topics and Issues for Narrative Essays.
3. Description.
Details: Appealing to the Five Senses. Figurative Language: Appealing
to the Imagination. Dialogue: Revealing Characters Through Speech.
Actions: Describing People by What They Do. Tips on Writing Descriptive Essays. Langston Hughes, “Salvation.” Internet Connection: Langston Hughes, “Testimonies/Beliefs.” Maya Angelou, “Champion of the
World” from I Know Why the Caged Bird Sings. Internet Connection: Maya
Angelou, “Colloquialisms, Jargon, Slang.” Katherine Barrett, “Old Before Her Time.” Internet Connection: Katherine Barrett, “Role-Playing.”
N. Scott Momaday, from The Way to Rainy Mountain. Barbara Graham,
“Confessions of a Quit Addict.” John Steinbeck, “The Snake.”
Additional Topics and Issues for Descriptive Essays.
4. Illustration and Example.
Developing Your Thesis. Creating Vivid Examples. Tips on Writing
Illustration and Example Essays. Leslie Bow, “Now That’s Reality TV.”
Nikki Giovanni, “My Own Style.” Philip K. Chiu, “The Myth of the
Model Minority.” Internet Connection: Philip Chiu, “Model Minorities.” Ann Scheid, “Where Have All the Flowers Gone: Is the Human
Race Its Own Worst Enemy?” Internet Connection: Ann Scheid, “Ecology.” Russell C. Leong, “Notes from a Son to His Father.” Stephanie
Ericsson, “The Ways We Lie.” Additional Topics and Issues for Illustration and Example Essays.
5. Definition.
Definition by Example. Definition by History. Definition by Comparison or Contrast. Definition by Negation. Tips on Writing Definition
Essays. Isaac Asimov, “What Is Intelligence, Anyway?” Jo Goodwin
Parker, “What Is Poverty?” Internet Connection: Jo Goodwin Parker,
“Poverty in the United States.” Guillermo Gómez-Peña, “Documented
/ Undocumented.” Richard Rodriguez, “Does America Still Exist?” Sravani Banerjee, “Pizza, Pakora, and Pancit—The Importance of Global
Education.” Lee Herrick, “What Is This Thing Called Family?” Internet
Connection: Lee Herrick, “Adoption/Family.” Additional Topics and
Issues for Definition Essays.
6. Process Analysis.
Directive Process Papers: How to Do Something. Informative Process Papers: How Something Is/Was Done. Tips on Writing Process
Analysis Essays. Kathleen Hudson, “Interviews: Stories That Make a
Difference.” Joyce M. Jarrett, “Freedom.” Heidi Ramirez, “Community Re-discovered.” Malcolm X, “A Homemade Education” from The
Autobiography of Malcolm X. Luis M. Valdez, “Perspectives on Borders”.
Christine Ng, “Bringing Out the Flirt in You.” Additional Topics and
Issues for Process Analysis Essays.
7. Comparison and Contrast.
Developing Essays Using Comparison and Contrast. Irony and Voice.
Tips on Writing Comparison and Contrast Essays. Barbara Ehrenreich,
“Liposuction: The Key to Energy Independence.” Andrew Lam, “They
Shut My Grandmother’s Room Door.” E.B. White, “Education.”
Suzanne Britt, “That Lean and Hungry Look.” Internet Connection:
Suzanne Britt, “Irony.” Cobie Kwasi Harris, “River of Memory: The
64
WADSWORTH, A PART OF CENGAGE LEARNING
Appendix: MLA Documentation
Glossary of Literary and Rhetorical Terms.
Index: Authors and Titles.
Horizons best accommodates the needs of students in high-level
developmental writing and low-level freshman composition courses.
Its dual focus on thematic readings and rhetorical styles ensures that
This short-essay reader for upper-level developmental writing courses
is designed to help students improve their ability to read, understand,
Note: Each chapt
Reviewing Skills,
Thinking, and W
1. The Readin
Getting Ready
Jordan. Setting
Others, Knowi
The Importan
Prepare to Rea
Health” adapt
432 pages | Paperbound | 1-color | ©2001
ISBN: 978-0-618-04809-0
Michelle Christopherson | Modesto Junior College
400 pages | Paperbound | ©2004
ISBN: 978-0-618-15569-9
Growing Ideas: A Reader for Writers, 1st Edition
Horizons: A Reader of Experiences, 1st Edition
TABLE OF C
READERS—ADDITIONAL TITLES AVAILABLE
2
Introduct
Readers
DEVELOPMENTAL WRITING
e Reading
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ESSAy—AVAILABLE NOW!
Texts and Contexts:
A Contemporary Approach
to College Writing, 7th Edition
At a Glance: Essays, 4th Edition
Lee Brandon | Mt. San Antonio College
William S. Robinson | San Francisco State
University
Stephanie Tucker | California State University,
Sacramento
592 pages | Paperbound | 6 3⁄8 x 9 ¼ | 1-color
©2009 | ISBN: 978-1-413-03345-8
Texts and Contexts: A Contemporary Approach to College Writing designed
to help developmental and freshman composition students write academic essays in response to high-interest readings about contemporary and historical issues. The heart of the book is writing assignments
that develop students’ reading, writing, and cognitive abilities and that
prepare them for what they will be expected to do in college classes.
NEW TO THIS EDITION
Š A new assignment focuses on one of the most dramatic and famous
episodes in American history, the Battle of the Little Big Horn.
Š Several new readings have been added, including “The Other Battle
of Little Big Horn,” “Women Working More and Parenting More,”
“Failing Schools Try Longer Days,” “Health Care in France and the
United States: Learning from Each Other,” and “A Teacher Considers
Gun Violence on Campus.”
KEY FEATURES
Š The text includes writing assignments that develop students’
reading, writing, and cognitive abilities and prepare them for
academic work.
Š A “Proofreading Skills Workbook” at the end of the text allows
students to practice and evaluate their improvement in the areas
of grammar and proofreading.
Š Readings focus on compelling topics such as analyzing tomorrow’s
job market, campaign finance reform, college sports, healthcare,
and censorship.
Š “Writer’s Checklist” features highlight important writing skills
and show students how to apply those skills to selected readings.
Š Sentence-combining exercises in each chapter teach students how
to vary the length and type of sentences for maximum reader
impact.
288 pages | Paperbound | ©2009
ISBN: 978-0-618-95775-0
The Fourth Edition of At a Glance: Essays guides
students through the process of prewriting and
writing essays in specific and combined rhetorical
modes. This text features new readings, optional
text-based writing instruction, a research paper unit, a brief handbook,
and an emphasis on critical thinking.
NEW TO THIS EDITION
Š Updated coverage includes instruction on the summary, reaction,
and two-part response as text-based writing; added material on
plagiarism and documentation; and an increased emphasis on
critical thinking.
Š This edition features 16 new reading selections.
Š Instruction on plagiarism, documentation.
Š Increased emphasis on critical thinking.
Š A reproducible “Writing Process Worksheet” is accessible on the
student website.
KEY FEATURES
Š Reading-Related, General, Cross-Curricular, and Career-Related
writing topics appeal to a diverse range of students and provide
opportunity for practicing new skills.
Š “Writing Process Worksheets” provide guidance for students and
save time and effort for instructors.
Š The streamlined “Self-Evaluation Chart” helps students track their
needs and goals and promotes self-reliance.
Š Updates include optional text-based writing instruction; instruction
in basic reading, including underlining and annotation; writing
summaries, reactions, and two-part responses; and an increased
emphasis on critical thinking.
Š The text progresses from in-depth coverage of the writing process
to instruction on common writing patterns.
ara Jordan.
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VISIT US ONLINE www.cengage.com/devenglish/2011catalog
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The Writer’s Selections: Shaping Our Lives, 5th Edition is a thematic reader for beginning writers
that focuses on the influences and decisions that shape our lives, including other people,
events, cultures, media, work, and technology. Representing a wide range of sources and
supported by pre-reading and post-reading activities, the readings are short, readable, and
engaging. Writing about the Reading exercises require students to explore different approaches
and styles of writing. Journal assignments encourage students to explore their ideas and
write about them in a journal format; paragraph-length assignments offer writers the
opportunity to explore a focused topic; and essay-length assignments give students
Kathleen T. McWhorter | Niagara County Community College
The Writer’s Selections: Shaping Our Lives, 5th Edition
DEVELOPMENTAL WRITING
Readers
Essay
ESSAy—ADDITIONAL TITLES AVAILABLE
We Are America: A Thematic Reader and Guide to
Writing, 6th Edition
Anna Joy | Sacramento City College
640 pages | Paperbound | 1-color | ©2008
ISBN: 978-1-413-03037-2
The Practical Writer, 9th Edition
432 pages | Paperbound | 2-color | ©2008
ISBN: 978-1-413-03063-1
480 pages | Paperbound | 2-color | ©2008
ISBN: 978-1-413-03221-5
Writing Voyage: A Process Approach to Writing,
8th Edition
From Self to Sources: Essays and Beyond,
1st Edition
Thomas Tyner
Lee Brandon, Mt. San Antonio College
288 pages | Paperbound | 1-color | ©2008
ISBN: 978-1-413-02949-9
592 pages | Paperbound | © 2003
ISBN-13: 978-0-618-15064-9
Writing Voyage is a comprehensive text containing everything instructors
need to help students improve their writing. Thomas Tyner presents a
step-by-step writing process, showing students how their writing builds
and evolves while teaching essential writing skills that emphasize the
audience and the writer’s purpose. The text includes interesting
excerpts from professional writers to illustrate specific steps in the
writing process. The text makes it easy for you to take your students
through activities such as peer review, small-group writing discussions,
and regular journal writing to reflect on their writing experiences.
From Self to Sources focuses on helping students progress from writing
essays to research papers—a critical step in both higher-level developmental and freshman composition courses.
The Dolphin Writer is a three-volume series focusing on writing—from
sentences to paragraphs to essays—in an easy-to-understand format
and at an affordable price. Each volume of the The Dolphin Writer
presents students with comprehensive yet approachable coverage of
the writing process, from prewriting through peer evaluation, revision,
and preparation of the final paper, and each also includes a section
of numerous level-appropriate readings. A focus on student success
in all areas of reading, writing, and studying helps students organize,
manage, and implement techniques, including how to use a computer
to assist in the writing process. Book Three includes complete coverage
of essay skills.
Edward P. Bailey | Marymount University
Philip A. Powell
Writing Connections: You, College, and Careers:
Book III: Essays and Research Papers, 1st Edition
Lee Brandon | Mt. San Antonio College
576 pages | Paperbound | ©2004
ISBN: 978-0-618-26014-0
Designed specifically for community colleges and business programs,
Writing Connections helps students of varying backgrounds, ages, and
majors recognize how strong writing skills can allow them to achieve
both their academic and professional goals. Students practice finding
common denominators and patterns across all key forms of writing
and learn to apply what they learn to personal, cross-curricular, and
workplace writing. Student examples illustrate all stages of the writing
process and serve as good models on which students can pattern their
own work.
Integrations: Reading, Thinking, and Writing for
College Success, 1st Edition
William S. Robinson | San Francisco State University
Pam Altman | San Francisco State University
576 pages | Paperbound | ©2004
ISBN: 978-0-618-26014-0
Using a unique case study approach and emphasizing collaborative
learning, Integrations helps students write well-crafted academic essays.
66
WADSWORTH, A PART OF CENGAGE LEARNING
1ST EDITIO
The Practical Writer with Readings, 7th Edition
The Practical Writer clearly and succinctly provides both developmental
and first-year composition students with a manageable and accessible
step-by-step approach to writing, from the one-paragraph essay to the
five-paragraph essay, and beyond—into the research-driven paper and
different organizational strategies.
640 pages | Paperbound | ©2008
ISBN: 978-0-618-37910-1
Intermedia
INTERM
We Are America: A Thematic Reader and Guide to Writing introduces
beginning writers to the writing process, basic reading skills, and the
essential elements of effective writing—unity, coherence, completeness,
and sentence skills—and critical reading. This textbook includes a thematic reader with selections that reflect culturally and ethnically diverse
points of view. Readings, discussion questions, and topics for writing
are designed to mirror students’ backgrounds and concerns, and to
increase students’ sensitivity to experiences and cultural perspectives
different from their own.
The Dolphin Writer Book 3: Crafting Essays,
1st Edition
Reading
DEVELOPMENTAL WRITING
73
7 3⁄8
ISB
D
www.apl
VII. Self with Technology and Media
The Plot Against People, Russell Baker / *The Perfect Thing, Steven Levy /
*Bad Connections, Christine Rosen / The Distorting Mirror of Reality TV,
Sarah Coleman / YouTube: The People’s Network, Lev Grossman / The Real
Digital Divide, Shari Caudron / Fraternities of Netheads: Internet Addiction
on Campus, Kimberly S. Young / We ALL Pay for Internet Plagiarism, Ellen
Laird / **Do Newspapers Have a Future, Michael Kinsley / **The Blogs
Must Be Crazy, Peggy Noonan / Hype, Spin, Puffery, and Lies: Should We Be
Scared? Lane Jennings / Critical Thinking and Writing Assignments /
Writing a Report / Example: Technology and the Hearing Impaired (Tammy
VIII. Self with Heroes
Larger Than Life, Philip Toshio Sudo / My Right Hand, Michael Weisskopf /
In the Heart of a Hero, Johnny Dwyer / September 11, 2001: Answering the
Call, Bill Moon / Hero Inflation, Nicholas Thompson / *Giving Students
the Heroes They Need, Peter H. Gibbon / *Rosa Parks Through a New Lens,
Paul Rogat Loeb / **The New Heroes and Role Models, Tyler Cowen /
**More Than “Ms.” Chief, Richard Gonzales / **I Am Not a Role Model,
Charles Barkley / **True Grit, Barry Targan / Critical Thinking and
Writing Assignments / Writing a Review / Example: Review of Hero /
Acknowledgments / Index
TABLE
Preface.
1. Gettin
Learn Ho
Your Assi
Strategic
Sentence
sus the
Roundin
Introduct
Readers
DEVELOPMENTAL WRITING
e Reading
Readers
DEVELOPMENTAL WRITING
g Visual Aids.
READERS—AVAILABLE NOW!
Viewpoints, 7th Edition
ip-offs. One
ces versus
Main Ideas
heir Territory.
r’s Purpose
. Implied
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e. More on
Rights for
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ain Ideas and
Ideas and
upporting
W. Royce Adams | Santa Barbara City College, Emeritus
Spark your students’ interest in writing with Viewpoints. This thematically organized reader
offers diverse perspectives on various themes and issues, including social concerns, media,
human behavior, cultural differences, and human rights. With opening chapters that
include substantial writing and reading instruction and writing assignments both at the end
of each reading and on the web, Viewpoints takes students’ writing and critical-thinking skills
to the next level. This thoroughly revised Seventh Edition builds on the success of previous
editions with 35 new readings, all new photographs, author biographies, and source information for every selection.
NEW TO THIS EDITION
Š More than half of the text’s 65 readings have been replaced with fresh selections that
reflect the new themes being discussed.
Š This edition’s “Viewpoints on Images” feature has been updated with new photographs,
engaging students in the material through topical visual prompts that help students see
how concepts and ideas can be presented visually.
Š Each reading now features a short author biography as well as other source information
designed to give students a solid framework for understanding before they begin reading
the selection itself.
Dates and
parison and
ation. Identiper: Types of
w. Test 3–6:
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and Patterns
rns of Organianization.
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ns. Combiniting. When
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496 pages | Paperbound
6 3⁄8 x 9 ¼ | 4-color | ©2010
ISBN: 978-0-547-18279-7
KEY FEATURES
Š The first section of the text offers an overview of the skills required for thoughtful reading and writing, from the basic structure of an essay through the three stages of writing:
prewriting, drafting, and revising.
Š Chapters 3-10 include paired “Opposing Viewpoints” readings that present opposing
sides of a thematically relevant debate.
Š Each reading selection is followed by four types of questions that require students to
draw upon what they have already learned about reading and writing through formal
written assignments, journal entries, class or small group discussions, or even discussion
board entries in a course management system.
TABLE OF CONTENTS
Rhetorical Table of Contents.
PART I: VIEWPOINTS ON READING AND WRITING ESSAYS.
1. Viewpoints on Reading Essays.
Keeping a Reading Journal. Reading Essays. The Structure of an Essay. Thesis. Supporting
Evidence. Order of Support. Before Going On. Understanding the Content. Separating
Main Ideas from Supporting Details. Separating Fact from Opinion. Drawing Inferences.
Before Going On. Marking as You Read. “The Wet Drug” by Pete Hamill. Writing Summaries.
Writing Reflections. Collecting Words to Learn. Before Going On.
2. Viewpoints on Writing Essays.
Getting Started: Finding a Working Thesis (Stage 1). Discovering Ideas in Your Reading
Journal. Brainstorming. Freewriting. Before Going On. Getting It on Paper: Supporting Your
Thesis (Stage 2). Refining Your Thesis. Grouping Your Ideas. Outlining Your Support. Writing
an Argumentative Essay. Nutshell Statements. Patterning Your Paragraphs: The Beginning.
Patterning Your Paragraphs: The Middle. Patterning Your Paragraphs: The Ending. First
Draft. Before Going On. Getting It Right: Revising and Editing (Stage 3). Revising. Editing.
Proofreading. Before Going On. Revising and Editing Checklists: Brief Versions. On the Net.
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
67
Interactions: A Thematic Reader is designed to help students discover meaning in what they read
and to convey meaning in what they write. The text’s readings and accompanying apparatus—
which have been class tested and proven effective through six previous editions—guide
students from a consideration of self to an awareness of how the self interacts with other
people and phenomena. The book explains to students the process and interdependence
of reading and writing, stressing the connections students can make between their own
experiences and what they read. It also introduces them to prewriting techniques such as
building
lege
Ann Moseley | Texas A&M University
Jeanette Harris, Retired | Texas Christian University
Interactions: A Thematic Reader, 7th Edition
DEVELOPMENTAL WRITING
Readers
Reading
DEVELOPMENTAL WRITING
Readers
Intermedia
PART II: READINGS WORTH THINKING AND WRITING ABOUT.
3. Viewpoints on Acquiring Knowledge.
“Superman and Me” by Sherman Alexie. “To Err Is Wrong” by Roger
von Oech. “In Praise of the F Word” by Mary Sherry. “Zero” by Paul
Logan. “Your Kid’s Going to Pay for Cheating—Eventually” by Leonard
Pitts, Jr. “Yes: Abstinence Is Working” by Kathleen Tsubata. “They’ll
Abstain if Given Good Reason” by Deborah Roffman. STUDENT
ESSAY: “One Hundred Percent Half-Breed” by Bridget W. Dimery.
On the Net.
4. Viewpoints on Human Behavior.
“Call Me Crazy, But I Have to Be Myself” by Mary Seymour. “Night
Walker” by Brent Staples. “The Species Called Homo-Simpsons” by
Randy Alcorn. “The Ballad of Lynddie England” by Joseph L. Bageant.
“Lessons of Abu Ghraib” by Mark Bowden. “The Ghetto Made Me Do
It” by Francis Flaherty. “Seeking the Roots of Violence” by Anastasia
Toufexis. STUDENT ESSAY: “My Private Prison” by Jody Nelson. On
the Net.
5. Viewpoints on Cultural Differences.
“Veiled Intentions: Don’t Judge a Muslim Girl by Her Covering” by
Maysan Haydar. “It Could Happen Here” by Laila Al-Marayati. “The
Great Divide” by Michael Quintanilla. “Where I come from Is Like This”
by Paula Gunn Allen. “Forget the Melting Pot: Make Mine a Salad
Bowl” by Hannibal B. Johnson. “Cultural Baggage” by Barbara Ehrenreich. “Fish Cheeks” by Amy Tan. “After Two Years in the Melting Pot”
by Liu Zongren. STUDENT ESSAY: “On Being White” by Mara Joseph.
On the Net.
6. Viewpoints on Social Concerns.
“Your Mirror Image?” by Francine Russo. “Memories of a Sweet, Lethal,
Smoke-Filled Home” by Dean P. Johnson. “Shut Up About My Truck”
by Ace Atkins. “Our Tired, Our Poor, Our Kids” by Anna Quindlen.
“Why We Need a Draft” by Cpl. Mark Finelli. “Gagging Protesters by
the Manual” by Mathew Rothschild. “Bottomless Drinking Ban on
College Campuses” by Lis Wiehl. “Binge Drinking Is a Normal Impulse”
by Jennie Bristow. Student Essay: “Should I Believe in God?” by Amy
Kimoto. On the Net.
7. Viewpoints on Family and Marital Relationships.
“The Estrangement” by Jamaica Kincaid. “The Perfect Family” by Alice
Hoffman. “A Worldwide Family” by Diana Abu-Jaber. “Black Unlike
Me” by Jana Wolff. “Boys Mow Lawns, Girls Wash Dishes” by Sue
Shellenbarger. “Speaking Out: Why Gay Marriages Would Be Harmful”
by Robert Benne and Gerald McDermott. “Who Cares if Gays Marry?”
by Gregory Blair. Student Essay: “My Younger Sibling” by Anne Rishi.
On the Net.
8. Viewpoints on Work.
“Women Still Fighting for Job Equality” by DeWayne Wickham. “The
Company Man” by Ellen Goodman. “Less Is More” by Jeff Yeager. “A
Father’s Character” by Hal Lancaster. “Two Cheers for Sweatshops” by
Nicholas D. Kristof and Sheryl Wudunn. “Outsourcing Jobs Leaves the
American White-Collar Worker Behind” by Susan Gawlowicz. “How
Outsourcing Can Benefit Your Business” as found at www.productivitytools.com. Student Essay: “Oh, I’m Just a Housewife” by Roy Wilson.
On the Net.
9. Viewpoints on the Media and Technology.
“Calling the C-Word the C-Word” by James Poniewozik. “The Issue
Isn’t Sex, It’s Violence” by Caryl Rivers. “Making Them Squirm” by
John Tierney. “The Dumbing of America” by Susan Jacoby. “Televising
Humiliation” by Adam Cohen. “The Future of the Web” by Joseph F.
Coates. “What the Internet Cannot Do” by the Editors of The
Economist. Student Essay: “TV News: Journalism or Propaganda?”
by Jim Stone. On the Net.
10. Viewpoints on Human Rights.
“Justice” by Alan Dershowitz. “Is Torture Ever Justified?” by the Editor
of The Economist. “Verses of Suffering” by Marc Falkoff. “Gitmo
Conditions Have Improved” by the Associated Press. “Death and
Justice” by Edward I. Koch. “Casting the First Stone” by Lloyd Steffen.
On the Net.
Appendix. Acknowledgments. Index.
INTERM
75
7 3⁄8
ISB
D
www.apl
TABLE OF CO
Preface.
1. Strategies
Introducing S
to Get a Gene
Questions Wh
Chunks R-2: S
Review Right
ing. Understa
Reading Rate.
Check. Diggin
lary Review. T
68
WADSWORTH, A PART OF CENGAGE LEARNING
PART II: READINGS WORTH THINKING AND WRITING ABOUT.
3. Viewpoints on Acquiring Knowledge.
“Superman and Me” by Sherman Alexie. “To Err Is Wrong” by Roger
von Oech. “In Praise of the F Word” by Mary Sherry. “Zero” by Paul
Logan. “Your Kid’s Going to Pay for Cheating—Eventually” by Leonard
Pitts, Jr. “Yes: Abstinence Is Working” by Kathleen Tsubata. “They’ll
Abstain if Given Good Reason” by Deborah Roffman. STUDENT
ESSAY: “One Hundred Percent Half-Breed” by Bridget W. Dimery.
On the Net.
7. Viewpoints on Family and Marital Relationships.
“The Estrangement” by Jamaica Kincaid. “The Perfect Family” by Alice
Hoffman. “A Worldwide Family” by Diana Abu-Jaber. “Black Unlike
Me” by Jana Wolff. “Boys Mow Lawns, Girls Wash Dishes” by Sue
Shellenbarger. “Speaking Out: Why Gay Marriages Would Be Harmful”
by Robert Benne and Gerald McDermott. “Who Cares if Gays Marry?”
by Gregory Blair. Student Essay: “My Younger Sibling” by Anne Rishi.
On the Net.
8. Viewpoints on Work.
INTER
Intermedi
Readers
DEVELOPMENTAL WRITING
y Reading
Readers
DEVELOPMENTAL WRITING
Interactions: A Thematic Reader, 7th Edition
Ann Moseley | Texas A&M University
Jeanette Harris, Retired | Texas Christian University
Interactions: A Thematic Reader is designed to help students discover meaning in what they read
and to convey meaning in what they write. The text’s readings and accompanying apparatus—
which have been class tested and proven effective through six previous editions—guide
students from a consideration of self to an awareness of how the self interacts with other
people and phenomena. The book explains to students the process and interdependence
of reading and writing, stressing the connections students can make between their own
experiences and what they read. It also introduces them to prewriting techniques such as
freewriting, brainstorming, mapping, clustering, and journals. The Seventh Edition includes
approximately 90 reading selections, about one-third of which are new. Selections are
organized into thematic units that guide students from a consideration of self to an
examination of close human relationships and finally to more abstract topics such as work
and society. The selections represent a wide range of voices, topics, and sources, including a
balance of male and female authors and significant contributions by culturally diverse writers.
e
llege
-building
to assimilate
ach to readselection and
. Instructors
nds itself to
hts topics
f readings
512 Pages | Paperbound | ©2009
ISBN: 978-0-618-96286-0
NEW TO THIS EDITION
Š New reading/writing lessons in each unit provide students with detailed instruction and
models on the following topics: annotating a text, writing a personal essay, summarizing
a text, responding to a text, analyzing a text, writing a report, writing a persuasive essay,
and writing a review.
TABLE OF CONTENTS
Note: Asterisks indicate paired or grouped readings; match the # of asterisks
for a pair. Each chapter concludes with Exploring Ideas Together, Exploring the
Internet, and Writing Essays.
I. The Self
*My Name, Sandra Cisneros / *The Name Is Mine, Anna Quindlen / I’m
Just Me, Lylah M. Alphonse / Growing Up Asian, Kesaya E. Noda / The
Jacket, Gary Soto / Salvation, Langston Hughes / Living in Two Worlds,
Marcus Mabry / Invisible Woman, Nuar Alsadir / **Hearing the Sweetest
Songs, Nicolette Toussaint / **Call Me Crazy, But I Have to Be Myself, Mary
Seymour / Let Us Commence, Anne Lamott / Critical Thinking, Reading,
and Writing / Annotating a Text / Example: Annotated passage from
“The Secrets Our Body Clocks Reveal”
II. Self with Family
*Mother and Freedom, Maya Angelou / *The Old Man, Larry L. King /
I Love You, I Hate You, I AM YOU, Iris Krasnow / Only Daughter, Sandra
Cisneros / A Daughter’s Journey, Sharon Liao / A Parent’s Journey Out of the
Closet, Agnes G. Herman / **The New Science of Siblings, Jeffrey Kluger /
**Brothers, Bret Lott / No Snapshots in the Attic: A Granddaughter’s Search
for a Cherokee Past, Connie May Fowler / ***Fatherless America, David
Blankenhorn / ***The Perfect Family, Alice Hoffman / The Family That
Stretches (Together), Ellen Goodman / Critical Thinking and Writing
Assignments / Writing a Personal Essay / Example: Who Am I? Reflections
of Parents (Roderick Hartsfield, student)
III. Self and Relationships
*A Small Act, Jimmy Carter / *A Boyhood Friendship in a Divided Valley, Ben
Kamin / Vinnie’s Jacket, Anna Nussbaum / What Are Friends For? Marion
Winik / The Difference Between Male and Female Friendships, Ellen Goodman
and Patricia O’Brien / From Front Porch to Back Seat, Beth Bailey /
**Finding a Wife, Gary Soto / **My Home, My World, Archena Bhalla /
Marriage and Divorce American Style, E. Mavis Hetherington / Why
Marriages Are Lasting Longer, The Economist / Gay Marriage Looms as
“Battle of Our Time”, Jane Lampman / Critical Thinking, Reading, and
Writing / Writing a Summary / Example: Summary of “The Difference
Between Male and Female Friendships”
IV. Self with Work
*The Case Against Chores, Jane Smiley / *W-O-R-K, Brian Braaksma /
Easy Job, Good Wages, Jesus Colon / Big Russ, Tim Russert / The Lost
Generation, Sarah Karnaslewicz / **Girl in an Oven, Sarah Jeanette
Smith / **One Man’s Kids, Daniel Meier / Wage Gap Between Genders
Closes, Molly Hennessy-Fiske / No Work and No Play, James Surowiecki
What You Do Is What You Are, Nickie McWhirter / The Future of Work,
Robert B. Reich / Critical Thinking, Reading, and Writing / Responding to a Text / Example: “The McDonald Image” (Response to “What
You Do Is What You Are”)
V. Self with Society
Getting to Know About You and Me, Chana Schoenberger / Anonymous
Victims of Dreams and a River, Victor Landa / Indian Education, Sherman
Alexie / Cultural Diversity, Joan Marie Snider / *People Like Us, David
Brooks / *Mongrel America, Gregory Rodriguez / Immigration in
Perspective, Joyce Milambiling / Immigration—and the Curse of the Black
Legend, Tony Horwitz / **I Have a Dream, Martin Luther King, Jr. /
**The Audacity of Hope, Barak Obama / Critical Thinking, Reading,
and Writing / Analyzing a Text / Example: An Analysis of Audience in
Martin Luther King’s “I Have a Dream” Speech
VI. Self with Nature and Environment
*A Sense of Place, George J. Demko / *Sacred Cartography, Jan Deblieu /
**A Fable for Tomorrow, Rachel Carson / **Silent Spring at 40, Ronald
Bailey / Weather Reports, Kathleen Norris / Storm Country, Paul
Crenshaw / Dispatch from the Edge: Katrina, Anderson Cooper / ***An Inconvenient Truth, Al Gore / ***Some Convenient Truths, Gregg Easterbrook
Critical Thinking, Reading, and Writing / Writing a Persuasive Essay /
Example: Dice or Doves? (Cindy Camburn, student)
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
657913T
Sig 2 A
69
p-offs. One
es versus
ain Ideas
ir Territory.
’s Purpose
Implied
ring Comtline. Taking
Visual Aids.
Spark your students’ interest in writing with Viewpoints. This thematically organized reader
offers diverse perspectives on various themes and issues, including social concerns, media,
human behavior, cultural differences, and human rights. With opening chapters that
include substantial writing and reading instruction and writing assignments both at the end
W. Royce Adams | Santa Barbara City College, Emeritus
Viewpoints, 7th Edition
READERS—AVAILABLE NOW!
DEVELOPMENTAL WRITING
Readers
Reading
DEVELOPMENTAL WRITING
Readers
Introducto
VII. Self with Technology and Media
The Plot Against People, Russell Baker / *The Perfect Thing, Steven Levy /
*Bad Connections, Christine Rosen / The Distorting Mirror of Reality TV,
Sarah Coleman / YouTube: The People’s Network, Lev Grossman / The Real
Digital Divide, Shari Caudron / Fraternities of Netheads: Internet Addiction
on Campus, Kimberly S. Young / We ALL Pay for Internet Plagiarism, Ellen
Laird / **Do Newspapers Have a Future, Michael Kinsley / **The Blogs
Must Be Crazy, Peggy Noonan / Hype, Spin, Puffery, and Lies: Should We Be
Scared? Lane Jennings / Critical Thinking and Writing Assignments /
Writing a Report / Example: Technology and the Hearing Impaired (Tammy
Holm, student)
70
WADSWORTH, A PART OF CENGAGE LEARNING
VIII. Self with Heroes
Larger Than Life, Philip Toshio Sudo / My Right Hand, Michael Weisskopf /
In the Heart of a Hero, Johnny Dwyer / September 11, 2001: Answering the
Call, Bill Moon / Hero Inflation, Nicholas Thompson / *Giving Students
the Heroes They Need, Peter H. Gibbon / *Rosa Parks Through a New Lens,
Paul Rogat Loeb / **The New Heroes and Role Models, Tyler Cowen /
**More Than “Ms.” Chief, Richard Gonzales / **I Am Not a Role Model,
Charles Barkley / **True Grit, Barry Targan / Critical Thinking and
Writing Assignments / Writing a Review / Example: Review of Hero /
Acknowledgments / Index
TABLE O
Preface.
1. Getting
Learn How
Your Assig
Strategica
Sentences
sus the W
Rounding
Digging D
Test 2: De
2. More o
Using Con
Clues. Ge
Rounding
1: Review
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Parts and
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3. From T
What’s th
the Main
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Ten More
Life Lesso
Topic Sen
Test 3: Ide
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Sentences
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Topic Sen
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ing. Inacc
Up the Ke
ging Deep
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Test 4: Re
Sentences
5. Workin
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in Topic S
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Minor De
Writing Su
We Are America: A Thematic Reader and Guide to Writing introduces
640 pages | Paperbound | 1-color | ©2008
ISBN: 978-1-413-03037-2
Anna Joy | Sacramento City College
We Are America: A Thematic Reader and Guide to
Writing, 6th Edition
480 pages | Paperbound | 2-color | ©2008
ISBN: 978-1-413-03221-5
The Practical Writer with Readings, 7th Edition
432 pages | Paperbound | 2-color | ©2008
ISBN: 978-1-413-03063-1
1ST EDITI
The Practical Writer, 9th Edition
INTER
ESSAy—ADDITIONAL TITLES AVAILABLE
Intermedi
Essay
DEVELOPMENTAL WRITING
y Reading
Readers
DEVELOPMENTAL WRITING
The Writer’s Selections: Shaping Our Lives, 5th Edition
Kathleen T. McWhorter | Niagara County Community College
The Writer’s Selections: Shaping Our Lives, 5th Edition is a thematic reader for beginning writers
that focuses on the influences and decisions that shape our lives, including other people,
events, cultures, media, work, and technology. Representing a wide range of sources and
supported by pre-reading and post-reading activities, the readings are short, readable, and
engaging. Writing about the Reading exercises require students to explore different approaches
and styles of writing. Journal assignments encourage students to explore their ideas and
write about them in a journal format; paragraph-length assignments offer writers the
opportunity to explore a focused topic; and essay-length assignments give students
experience in narrowing a topic and developing a short essay.
rs a compreo identifying
hout oversimding, reading
eable chunks.
sses students’
tical-thinking
for beginning
fers even
tudy skills,
o Critical
actice and a
with dynamic
t for
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s students
mporary
rovide both
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defining
entifying
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ns to develop
n.
red by
vocabulary.
KEY FEATURES
Š Ten new readings cover timely, engaging topics such as voter participation, military
enlistment, capital punishment, job stress, organ donation, iPods in the workplace,
and the dangers of social networking.
Š “Reading Strategy” sections offer practical advice on how to approach each essay.
Š “Vocabulary Preview” lists present challenging words students will encounter in each
essay. Since students preview the words and their meanings before reading, their
comprehension of the essay will be strengthened.
288 Pages | Paperbound | ©2009
ISBN: 978-0-618-97386-6
TABLE OF CONTENTS
Note: Each chapter concludes with “Making Connections”
and “Internet Connections.”
Essential Reading and Writing Skills / The Reading Process /
The Writing Process
1. Decisions That Shape Our Lives
Brainstorming About Decisions / “A Rhodes Scholar with an Unlikely
Past,” Ray Rivera / “The Chosen One,” Laura Cunningham / “Whether
to Vote: A Citizen’s First Choice,” George C. Edwards III, Martin P.
Wattenberg, and Robert L. Lineberry / “Life Is So Good,” George
Dawson and Richard Glaubman / “Saying Good-bye to Eric,” Jennifer
S. Dickman / “Hold the Fries. Hey, Not All of Them!” Marian Burros
“The Gift of Sacrifice,” Blanca Matute (Student Essay)
2. Events That Shape Our Lives
Brainstorming About Events / “I Want Constantine’s Murderer to
Die,” Olga Polites / “The Scholarship Jacket,” Marta Salinas
“Ragtime, My Time,” Alton Fitzgerald White / “A Letter to My
Daughter,” Siu Wai Anderson / “Naked Terror,” Jeffrey Rosen /
“Breaking Glass,” Jonathan Rosen / “Desert Storm and Shield,”
Scott Stopa (Student Essay)
3. Work That Shapes Our Lives
Brainstorming About Work / “Breathe, Then Count to 10...,” Amy
Joyce / “Mr. Mom’s World,” David Case / “Cross Talk,” Deborah
Tannen / “What Are They Probing For?” Barbara Ehrenreich
“Why Interruption, Distraction, and Multitasking Are Not Such Awful
Things After All,” David H. Freedman / “Preparing for a Job Interview,”
Courtland L. Bovée, John V. Thill, and Barbara E. Schatzman / “Some
Lessons from the Assembly Line,” Andrew Braaksma (Student Essay)
4. Cultures That Shape Our Lives
Brainstorming About Culture / “Primary Colors,” Kim McLarin /
“Black and Latino,” Roberto Santiago / “Fifth Chinese Daughter,”
Jade Snow Wong / “The Beautiful Laughing Sisters—An Arrival Story,”
Mary Pipher / “Dumpster Diving,” Lars Eighner / “Silenced Voices:
Deaf Cultures and ’Hearing’ Families,” Richard Applebaum and
William J. Chambliss / “Cultural Education in America,” Jonathan
Wong (Student Essay)
5. Others Who Shape Our Lives
Brainstorming About Others / “Love Saves, in the Form of a Superhero
and His Kidney,” Angela Balcita / “The Promised Land,” Bill Cosby
“Our Wounded Hearts,” Allison Bernard / “Gay Marriages Unite,
and Divide, Families,” Elizabeth Armstrong / “Food from the ’Hood,”
Lester Sloan / “Bill Gates,” Jimmy Carter / “Do unto Others,” David
Polmer (Student Essay)
6. Media That Shape Our Lives
Brainstorming About the Media / “The Boss Puts the iPod to Work,”
Anjali Athavaley / “Oprah Winfrey,” Deborah Tannen / “My First
Story,” Patrice Gaines / “Music ’n Moods,” Carolyn Gard / “Prophets
Without Honor,” Donna Woolfolk Cross / “After the War Coverage,”
Barb Palser / “Sporting the Fan(tasy) of Reality TV,” Colleen Diez
(Student Essay)
7. Technology That Shapes Our Lives
Brainstorming About Technology / “Dangers of Social-Networking
Sites,” Brad Stone / “The Seven Sustainable Wonders of the World,”
Alan Thein Durning / “Stepping Through a Computer Screen, Disabled
Veterans Savor Freedom,” N. R. Kleinfield / “Thoughts, Interrupted:
Cell Phone’s Convenience Also Comes with a Price—Constant
Distraction,” Amy Joyce / “Dr. Dolphin,” Richard Blow / “RFID Tags:
Big Brother in Small Packages,” Declan McCullagh / “Human Interaction,” Christine Choi (Student Essay)
Glossary / Acknowledgments / Index of Authors and Titles / Revision
Checklist for Essays
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
657913T
Sig 2 B
71
William S. Robinson | San Francisco State
University
Stephanie Tucker | California State University,
Sacramento
college-level
ders, the
truction on
nd critical
RO (Prepare
ts a concrete
Texts and Contexts:
A Contemporary Approach
to College Writing, 7th Edition
The Fourth Edition of At a Glance: Essays guides
students through the process of prewriting and
288 pages | Paperbound | ©2009
ISBN: 978-0-618-95775-0
Lee Brandon | Mt. San Antonio College
At a Glance: Essays, 4th Edition
ESSAy—AVAILABLE NOW!
Reading
Introducto
2
DEVELOPMENTAL WRITING
Essay
Readers
ng,
DEVELOPMENTAL WRITING
READERS—ADDITIONAL TITLES AVAILABLE
TABLE OF C
Horizons: A Reader of Experiences, 1st Edition
Growing Ideas: A Reader for Writers, 1st Edition
400 pages | Paperbound | ©2004
ISBN: 978-0-618-15569-9
Michelle Christopherson | Modesto Junior College
Projections: Brief Readings on American Culture,
2nd Edition
J. Sterling Warner | Evergreen Valley College
Bill Swanson | South Puget Sound Community College
492 pages | Paperbound | 1-color | ©2003
ISBN: 978-0-155-04219-3
Projections is a thematic reader designed to make maximum use of the
cultural knowledge students bring with them into the classroom.
72
WADSWORTH, A PART OF CENGAGE LEARNING
432 pages | Paperbound | 1-color | ©2001
ISBN: 978-0-618-04809-0
This short-essay reader for upper-level developmental writing courses
is designed to help students improve their ability to read, understand,
and express ideas. Thematically organized, the text provides provocative readings that build on each other and prompt meaningful, ongoing discussion among students throughout the term. One important
reading/writing strategy is featured in each thematic chapter, and
extensive pre- and post-reading activities promote critical thinking,
reading, and writing.
The Working Reader, 1st Edition
Mary Lou Conlin | Cuyahoga Community College
240 pages | Paperbound | 1-color | ©2001
ISBN: 978-0-395-92920-9
Forty short selections for essay-level developmental writers focus on
work and the workplace. Writing activities focus on the types of writing
that students will be required to do when they start to work, such as
reports, memorandums, business letters, and charts and graphs.
657913T
Horizons best accommodates the needs of students in high-level
developmental writing and low-level freshman composition courses.
Its dual focus on thematic readings and rhetorical styles ensures that
students remain engaged as they practice narration, compare and
contrast, cause and effect, and other modes of writing. A diverse set of
reading selections from a variety of sources model different rhetorical
modes. A flexible organization also allows instructors to assign chapters in any order.
Note: Each chapt
Reviewing Skills,
Thinking, and W
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NOTES
y Reading
INDEX By AUTHOR
Index
A
Adams
Viewpoints, 7E . . . . . . . . . . . . . . 67
C
Carter Mindscapes: Critical Reading Skills
and Strategies . . . . . . . . . . . . . . . . . . . . . . 19
Flemming Reading for Thinking, 6E . . . . 24
Flemming Reading Matters, 1E . . . . . . . 25
Adams/Patterson Developing Reading
Versatility, 11E . . . . . . . . . . . . . . . . . . . . . 22
Chaffee Thinking Critically, 9E . . . . . . . . 30
Alexander Joining a Community of Readers,
5E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Choy/Clark Basic Grammar and Usage, 8e
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Alexander/Jarrell A Community of Readers:
A Thematic Approach to Reading, 5E . . . . 16
Christopherson Growing Ideas: A Reader
for Writers, 1E. . . . . . . . . . . . . . . . . . . . . . 72
Atkinson/Longman Reading Strategies for
Today’s College Student, 1E . . . . . . . . . . . 12
Conlin Patterns Plus: A Short Prose Reader
with Argumentation, 10E . . . . . . . . . . . . . 60
Altman/Caro et al. Sentence-Combining
Workbook, 3E. . . . . . . . . . . . . . . . . . . . . . 37
Conlin The Working Reader, 1E . . . . . . . 72
B
Bailey/Powell The Practical Writer, 9E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Connelly Get Writing: Paragraphs and
Essays, 2E . . . . . . . . . . . . . . . . . . . . . . . . . 55
Bailey/Powell The Practical Writer with
Readings, 7E . . . . . . . . . . . . . . . . . . . . . . . 66
D
Dole/Taggart Connect: College Reading, 1E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Hougton Mifflin Houghton Mifflin College
Reading Series, Book 3, 2E . . . . . . . . . . . . 25
The Dolphin Writer Book 1: Building
Sentences and Composing Paragraphs, 1E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
J
Joy We Are America: A Thematic Reader
and Guide to Writing, 6E . . . . . . . . . . . . . 66
Bosco/Buchner The Reading Portfolio, 2E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Brandon At a Glance: Essays, 4E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Brandon At a Glance: Paragraphs, 4E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Brandon At a Glance: Sentences, 4E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Brandon From Self to Sources: Essays and
Beyond, 1E . . . . . . . . . . . . . . . . . . . . . . . . 66
Brandon Writing Connections: You,
College, and Careers: Book I: Sentences and
Paragraphs, 1E . . . . . . . . . . . . . . . . . . . . . 66
Brandon Writing Connections: You,
College, and Careers: Book II: Paragraphs and
Essays, 1E . . . . . . . . . . . . . . . . . . . . . . . . . 59
Brandon Writing Connections: You,
College, and Careers: Book III: Essays and
Research Papers, 1E . . . . . . . . . . . . . . . . . 66
Brandon/Brandon Paragraphs and Essays:
With Integrated Readings, 11E . . . . . . . . . 47
Brandon/Brandon Sentences, Paragraphs,
and Beyond: With Integrated Readings, 6E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Connelly Get Writing: Sentences and
Paragraphs, 2E . . . . . . . . . . . . . . . . . . . . . 43
The Dolphin Writer Book 2: Composing
Paragraphs and Crafting Essays, 1E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
The Dolphin Writer Book 3: Crafting
Essays, 1E . . . . . . . . . . . . . . . . . . . . . . . . . 66
F
Fawcett Evergreen: A Guide to Writing with
Readings, 9E . . . . . . . . . . . . . . . . . . . . . . . 49
Fawcett Grassroots with Readings: The
Writer’s Workbook, 9E . . . . . . . . . . . . . . . 45
Feng-Checkett/Checkett The Write Start:
Paragraphs to Essays with Professional and
Student Readings, 4E . . . . . . . . . . . . . . . . 51
Feng-Checkett/Checkett The Write Start:
Sentences to Paragraphs with Professional
and Student Readings, 4E . . . . . . . . . . . . . 41
Fjeldstad The Thoughtful Reader, 5E . . . 24
Flemming Reading for Results 11E. . . . . 13
Flemming Reading Keys, 3E . . . . . . . . . . 10
G
Glazier/Friend/Knight The Least You
Should Know about Vocabulary Building:
Word Roots, 6E . . . . . . . . . . . . . . . . . . . . 28
Goldstein/Waugh/Linsky Grammar to Go:
How It Works and How to Use It, 3E . . . . 36
H
Horizons: A Reader of Experiences, 1E . . . 72
Hougton Mifflin Houghton Mifflin College
Reading Series, Book 1, 2E . . . . . . . . . . . . 12
Hougton Mifflin Houghton Mifflin College
Reading Series, Book 2, 2E . . . . . . . . . . . . 18
K
Kanar The Reader’s Corner: Expanding
Perspectives Through Reading, 3E. . . . . . . 25
L
Lewis Academic Literacy: Readings and
Strategies, 4E . . . . . . . . . . . . . . . . . . . . . . 18
M
Mayfield
Thinking for Yourself, 8E . . . . . 29
McCraney An Introduction to Critical
Reading, 6E. . . . . . . . . . . . . . . . . . . . . . . . 25
McWhorter The Writer’s Selections:
Shaping Our Lives, 5E . . . . . . . . . . . . . . . . 71
McDonald/Salomone The Writer’s
Response: A Reading-Based Approach to
Writing, 4E . . . . . . . . . . . . . . . . . . . . . . . . 59
Moseley/Harris Interactions: A Thematic
Reader, 7E. . . . . . . . . . . . . . . . . . . . . . . . . 69
VISIT US ONLINE www.cengage.com/devenglish/2011catalog
73
for Results,
NOTES
INDEX By AUTHOR
N
Nazario/Borchers/Lewis Bridges to Better
Writing, 1E . . . . . . . . . . . . . . . . . . . . . . . . 62
Nist/Diehl Developing Textbook Thinking:
Strategies for Success in College, 5E . . . . . 25
R
Richek The World of Words: Vocabulary for
College Success, 8E . . . . . . . . . . . . . . . . . . 26
Robinson/Altman Integrations: Reading,
Thinking, and Writing for College Success, 1E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Robinson/Tucker Texts and Contexts: A
Contemporary Approach to College Writing,
7E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Robitaille/Connelly Writer’s Resources:
Sentence Skills, 1E. . . . . . . . . . . . . . . . . . . 46
Index
S
Salomone/McDonald Inside Writing: A
Writer’s Workbook, Form A, 7E . . . . . . . . 40
W
Warner/Swanson Projections: Brief Readings on American Culture, 2E . . . . . . . . . . 72
Salomone/McDonald Inside Writing: A
Writer’s Workbook with Readings, Form B, 6E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Warner/Hilliard Visions Across the Americas: Short Essays for Composition, 7E . . . 63
Scarry/Scarry The Writer’s Workplace:
Building College Writing Skills, 9E. . . . . . . 53
Wilson/Glazier The Least You Should Know
about English: Writing Skills, Form A, 10E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Scarry/Scarry The Writer’s Workplace with
Readings: Building College Writing Skills, 7E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Wilson/Glazier The Least You Should Know
about English: Writing Skills, Form B, 10E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Smith Building Vocabulary for College, 7E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
T
Tyner Writing Voyage: A Process Approach
to Writing, 8E . . . . . . . . . . . . . . . . . . . . . . 66
Robitaille/Connelly Writer’s Resources:
Sentence Skills with Readings, 1E . . . . . . . 46
74
WADSWORTH, A PART OF CENGAGE LEARNING
Wilson/Glazier The Least You Should Know
about English: Writing Skills, Form C, 10E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Wingersky/Boerner Writing Sentences and
Paragraphs: Integrating Reading, Writing, and
Grammar Skills, 1E . . . . . . . . . . . . . . . . . . 46
Wingersky/Boerner/Holguin-Balogh Writing Paragraphs and Essays: Integrating Reading, Writing, and Grammar Skills, 6E . . . . 58
DEVEL
Sentence
Ne
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ORDERING INFORMATION
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NOTES
person
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To Request a Review Copy
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Fax 1-800-354-9706
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U.S. CAREER SCHOOLS, CONTINUING EDUCATION
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interactive,
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Paragraph
Sentences
New
Deve
ITIES
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CHANNEL-SPECIFIC RETURN POLICIES
School Returns Policy
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Learning Returns Policy, and includes the following guidelines:
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and titles returned.
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Retail, Business, Industry & Government
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FOR BUSINESS, INDUSTRY & GOVERNMENT
Active product may be returned to Cengage Learning Inc. up to 18
months from the date of purchase. For any Software, the seals must
not be broken, with the exception of 30 day reviews which may be
received back within 45 days with broken seals.
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Sig 1 B
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5-80255-6
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5-80245-7
. Flemming
for Results,
ition
NOTES
INDEX By AUTHOR
N
Nazario/Borchers/Lewis Bridges to Better
Writing, 1E . . . . . . . . . . . . . . . . . . . . . . . . 62
Nist/Diehl Developing Textbook Thinking:
Strategies for Success in College, 5E . . . . . 25
R
Richek
The World of Words: Vocabulary for
Index
S
Salomone/McDonald Inside Writing: A
Writer’s Workbook, Form A, 7E . . . . . . . . 40
Salomone/McDonald Inside Writing: A
Writer’s Workbook with Readings, Form B, 6E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Scarry/Scarry The Writer’s Workplace:
Building College Writing Skills, 9E. . . . . . . 53
W
Warner/Swanson Projections: Brief Readings on American Culture, 2E . . . . . . . . . . 72
DEVE
Warner/Hilliard Visions Across the Americas: Short Essays for Composition, 7E . . . 63
Wilson/Glazier The Least You Should Know
about English: Writing Skills, Form A, 10E
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Scarry/Scarry The Writer’s Workplace with
Š
Š
Š
Š
Š
Š
80
WADSWORTH, A PART OF CENGAGE LEARNING
Š
Š
Š
Š
Š
Š
Š
Š
dition
this
to
ew
Return P
Author I
Gram
Sent
Para
Essa
Read
Y
Develop
Intro
Inter
Adva
Voca
Criti
Develop
TeamUP
Technolo
Develop
CONT
NOTES
Reading
INDEX By AUTHOR
Index
A
Adams Viewpoints, 7E . . . . . . . . . . . . . . 67
pproach to
key skills
ntext for
C
Carter Mindscapes: Critical Reading Skills
and Strategies . . . . . . . . . . . . . . . . . . . . . . 19
Christopherson Growing Ideas: A Reader
for Writers, 1E. . . . . . . . . . . . . . . . . . . . . . 72
Alexander/Jarrell A Community of Readers:
A Thematic Approach to Reading, 5E . . . . 16
Choy/Clark Basic Grammar and Usage, 8e
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Alexander Joining a Community of Readers,
5E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chaffee Thinking Critically, 9E . . . . . . . . 30
Adams/Patterson Developing Reading
Versatility, 11E . . . . . . . . . . . . . . . . . . . . . 22
Flemming Reading for Thinking, 6E . . . . 24
Flemming Reading Matters, 1E . . . . . . . 25
G
Glazier/Friend/Knight The Least You
Should Know about Vocabulary Building:
Word Roots, 6E . . . . . . . . . . . . . . . . . . . . 28
Goldstein/Waugh/Linsky Grammar to Go:
How It Works and How to Use It, 3E . . . . 36