Thematic Contents xv
Essay Pairs xxi
Preface xxiii
W
I-
n
r
A
eading Critically
CRITICALREADING
CONSIDERING YOUR WRITING
CONTEXT 34
.
Purpose 34
Audience 35
1
Distinguishing Facts from Opinions 2
Making Inferences 3
Synthesizing lnformation 4
Evaluating Quality 4
Detecting Errors in Logic 5
The Writer's Role 36
GENERATING IDEAS 37
.*
Qualities of an Effective Thesis 47
How to Compose Your Thesis 48
ORDERING IDEAS 50
Outlining 50
The Informal Outline 51
The Outline Tree 52
14
The Formal Outline 52
The Purpose of Summaries 15
Suggestions for Writing a Summary
A Sample Summary 76
USING THE PATTERNS OF
DEVELOPMENT 57
15
READING SELECTION
17
The Purpose of Synthesis 17
Suggestions for Synthesizing
Information 18
A Sample Synthesis 19
GAIL GODWIN
Godwin warns writers about the inner critic, that
restraining voice that interferes with inspiration.
Charts and Graphs 22
Photographs 23
Advertisements 25
m
er
I
z
28
MORTIMER AOLER
58
The Watcher at the Gates 58
STRATEGIES FOR CRITICAL READING OF
VISUAL MATERIAL 21
READING SELECTION
45
Location of the Thesis 46
Approach Your Reading with a Reflective and
QuestioningAttitude 8
Preview the Material 8
Do a First Reading 9
Reread and Study 9
A Sample Marked Essay 1 1
Keeping a Reading Journal 13
SYNTHESIZING
Shaping a Writing Topic 37
Discovering Ideas to Develop Your Topic 42
DEVELOPING ATHESIS
STRATEGIES FOR CRITICAL READING 8
SUMMARIZING
Planning an Essay
and Using the
Patterns of
Development
.
How to Mark a Book 28
The man who helped design the Great Books
Program explains that to really own a book, a
person must write in it
writing and Rewriting
WRITING YOUR FIRST DRAFT 61
i7ps forDrafting 61
ESSAY STRUCTURE 62
The Introduction 62
Body Paragraphs 64
The Conclusion 72
The fitle 74
VISUALIZING AN ESSAY 74
ALFRED KAZlN
My Neighborhood 124
REVISING YOUR DRAFT 77
With vivid description, Karin expresses his
response to the Brownsville tenement thathe
grew up in.
Tips for Revising 79
Revising with Peer Review 79
EDITING YOUR DRAFT 83
'RICK BASS
A Winter's Tale 129
T i ~ for
s Editina 84
Rick.Bassdescribes winterathis Montana home,
along with its effect on him, entertains at the
same time he relates his experience, expresses
his feelings, andinforms the reader.
PROOFREADINGTHE FINAL COPY 85
An Essay in Progress: "The Not-so-Ideal
Male" 85
ANNIE DlLLPiRD
READING SELECTION 89
The Deer at Providencia 135
PAUL ROBERTS
Oillard combines description with narration to
relate her experiences with suffering and her
uncertainty about why it exists.
How to Say Nothing in 500 Words 89
With tongue planted firmly in cheek, Roberts
offers writing advice to students.
GRETEL EHRLICH
Struck by Lightning 141
With images of remarkable power. Ehrlich
combines description and narration to inform
readers about what happened when she was
struck by lightning.
ALBERT0 RIOS
The Vietnam Wall 149 (poem)
USING DESCRIPTION FOR A PURPOSE 102
In thispoem, Riosdescribes the Vietnam Wall
and the effect it has on people.
Description in College, at Work, and in the
Community 103
ADDITIONAL ESSAY ASSIGNMENTS 152
DECIDING ON A DOMINANT
IMPRESSION 104
SUPPORTING DETAILS 105
Objective and Expressive Details
Descriptive Words
105
V)
107
Similes and Metaphors
109
ORGANIZING DETAILS 110
PROCESS GUIDELINES: STRATEGIES
FOR WRITING DESCRIPTION 112
CHECKLIST FOR REVISING
DESCRIPTION 112
ANNOTATED STUDENT ESSAY 114
The Gendarme 114
*N. S C O n MOMADAY
THE PATTERN 155
USING NARRATION FOR A PURPOSE 155
Narration in College, at Work, and in the
Community 156
SUPPORTING DETAILS 158
Writing Dialogue
159
ORGANIZING DETAILS 160
The Homestead on Rainy Mountain
Creek 119
PROCESS GUIDELINES: STRATEGIES FOR
WRITING NARRATION 162
In this reverent description of his childhood
home, N. Scott Momaday relates his experience
andexpresses his feelings about "sacred
recollections of the mind and heart"
CHECKLIST FOR REVISING
NARRATION 164
*New to this edition.
ANNOTATED STUDENT ESSAY 165
The Family Reunion, Revis~ed 165
SUPPORTING DETAILS 212
*CHRIS ABANI
The Lolterv 169
Hypothetical Examples 213
Torelate his experience andexpress his feelings.
Chrfs Abaninarrates a horrific account01 mob
violence and vigilante justice.
LANGSTON HUGHES
Salvation 173
Langston Hughes usesnarration to relate a
painful experience: his loss of faith at a revival
service.
%VIUIAM
ORGANIZING DETAILS 214
PROCESS GUIDELINES: STRATEGIES FOR
WRITING EXEMPLIFICATION 216
CHECKLIST FOR REVISING
EXEMPLIFICATION 217
ANNOTATED STUDENT ESSAY 218
*Food for Thought 218
GLABERSON
Seeking Justice after a Fatal Spin of the
Cvlinder 177
'CULLEN MURPHY
William Glabersonk narrative accountof teens
playing Russian roulene informs the reader of a
tragic event.
Usingexemplification t o i n f o n andentertain,
Cullen Murphy illustrates a surprising sin of
omission.
NATALIE KUSZ
V I P GABRIEL
Ring leader 183
computers Help Unite Campuses But Also
Drive Some Students Apart 228
The last thing her friends thought she would do
was callattention to her face. With narration and
cause-and-effect analysis, the authorof this
essayexplains why she didso-bypiercing her
nose.
Gabriel uses exemplification to inform his audience
about the increasing use of computers on college
campuses and the pros and cons of that use.
RALPH ELLISON
JEAN SHEPHERD
On Being the Target of Discrimination 234
Lostat C 189
Usingnarration anddescription a humoristlooks
back at his high schoolalgebra class to relate his
exoerience. entertain the reader. andinform the
reader of some truths about eduiation.
LEEK. ABBOTT
The View of M e from Mars 199
(short story)
W t h examples developed with narration and
description, Ellison relates his experience and
thereby informs readers of what ir was like m
grow up when laws prohibitedAfrican4mericans
from visiting zoos, participating in band concerts,
and attending neighborhood schools.
BARBARA EHRENREICH
AbbottS shortstory is really hyo stories, one
within the other. Both stories inform readers
about the nature of lies and forgiveness, using
narration, description, and cause-and-effect
analysis.
ADDITIONAL ESSAY ASSIGNMENTS
Lifosuction 223
205
What I've Learned frzm Men: Lessons for a
Full-Grown Feminist 242
Using exemplification, cause-and-effect analysis,
definition, andcontrast, Ehrenreich informs
readers about the ladylike behavior of women
andargues that women shouldabandon that
behavior.
JONATHAN KOZOL
Untouchables 248
ce
I
Y
5 Exemplification
I
1
THE PATTERN 209
USING EXEMPLIFICATION FOR A
PURPOSE 210
Exemplification in College, at Work, and in the
Communi?y 211
Combining exemplification with cause-and-effect
analysis, Kozolgives a dramatic account of the
real consequences of homelessness to persuade
readers that government policy and our own fear
are part of the problem.
?ONI
CADE BAMBARA
The Lesson 257
Combining exemplification andnarration to
entertain andinform. the authornotes thatthe
m ~ s t i m ~ o r t a n t ~ e s s can
b n sbe the mostpainfuk
and they aren't necessarily learned in school.
ADDITIONAL ESSAY ASSIGNMENTS
264
informing to persuading herreaders that
embalming is unnecessary.
'NAOMI SHIHAB NYE
TheTraveling Onion 316
Usingprocess analysis anddescription, Nye will
entertain you as she informs you about the
complexjourney the simple onion takes to reach
its place in a stew.
USING PROCESS ANALYSIS FOR A
PURPOSE 268
Process Analysis in College, at Work, and in
the Community - 269
SUPPORTING DETAILS 270
ORGANIZING DETAILS 272
PROCESS GUIDELINES: STRATEGIES FOR
WRITING A PROCESS ANALYSIS 273
CHECKLIST FOR REVISING A PROCESS
ANALYSIS 276
ANNOTATED STUDENT ESSAY 277
-
A Visit to Candyland 277
M I K L ~VAMOS
S
How I'llBecome an American 281
Hungarian-born Vimosentertains with a satiric
look at Americans and in the process suggests
areas for improvement Perhaps the process
analysis willalso persuade you thatwe
Americans should change our ways.
DIANE COLE
Don't Just Stand There 285
Cole informs readers of processes for dealing
with ethnic, racial, and sexist slurs. She also
drawson narration andexemplification to
achieve her purpose.
HENRY LOUIS GATES, JR.
In the Kitchen 291
The authorinforms readers by explaining several
processes for straightening African-American
hair-and the politics underlying the processes.
He also uses description anddefinition.
TIMOTHY HARPER
Shoot to Kill 299
As a result of the shootings at Columbine High
School, police rapid-response procedures have
changed. Using process analysis, contrast.
cause-and-effect analysis, anddescription,
Timothy Harperinforms readers about both the
old and new procedures.
2 Comparison-Contrast
* THE PAllERN 323
USING COMPARISON-CONTRASTFOR A
PURPOSE 324
Comparison-contrast in College, at Work, and
in the Community 324
CHOOSING SUBJECTS 326
SUPPORTING DETAILS 327
ORGANIZING DETAILS 328
PROCESS GUIDELINES: STRATEGIES FOR
WRITING COMPARISON-CONTRAST 331
CHECKLIST FOR REVISING COMPARISONCONTRAST 333
ANNOTATED STUDENT ESSAY 334
Teaching a New Dog Old Tricks 334
BRUCE CATTON
Grant and Lee: A Study i n Contrasts 338
Cattoncompares and contrasts the Civil War
generals to inform readers about the nature of
each man.
SUZANNE B R l l l
Neat People vs. Sloppy People 344
Sloppy people are morally superior to neat
people, according to this entertaining contrast of
the neat and the sloppy.
*NICHOLAS D. KRISTOF
Behind the Formaldehyde Curtain 307
In Japan, Nice Boys (and Girls) Finish
Together 348
With description, Mitford tells you more than
you may wantto know about the processes of
embalming and burial. Herpurpose goes beyond
With comparison-contrast andexemplification,
Kristofinforms readers about the difference
between the Japanese emphasis on harmony
JESSICA MITFORD
viii
k-
Contents
and the American emphasis on competition. With
cause-and-effect analvsis. he also ex~lainswhv
Japanese value harmdny and the effects of thai
preference. You willnote that he also expresses
his feelings about the two orientations.
PROCESS GUIDELINES: STRATEGIES
FOR WRITING CAUSE-AND-EFFECT
ANALYSIS 387
ALICE WALKER
CHECKLIST FOR REVISING CAUSE-ANDEFFECT ANALYSIS 389
Am l Blue? 3 8
ANNOTATED STUDENT ESSAY 390
Walker combinescomparison, narration, and
description in the story of a horse named Blue.
Thepatterns allow the author to relate part of her
experience, inform readers about the nature of
animals, and persuade the reader that animals
should be treated better.
DEBORAH TANNEN
Squeaky Wheels and Protruding Nails:
Direct and Indirect Speech 359
Making important statements indirectly can be a
form ofpolite deference, but it can have deadly
consequences. To inform readers of this point,
Tannendefines andcontrasts directandindirect
communication. She also works to persuade her
audience thatone sfyle isnotbetterthan the other.
Why Athletes Use Steroids 390
DOROTHY SIEGEL
What Is Behind the Growth of Violence on
College Campuses? 394
A vice president for student services at Maryland
College, Siegelinforms readers of the causes of
campus violence.
'ANDREW SULLIVAN
Why the M Word Matters to M e 401
Using cause-and-effect analysis, Andrew
Sullivan relates his experience as a gay man and
expresses his feelings about the importance of
gay marriage to persuade readers thatsuch
unions should be allowed.
ARTHUR L CAMPA
Anglo vs. Chicano: Why? 368
'JAMES SUROWlECKl
The author combines contrast with cause-andeffect analysis to inform readers of the cultural
differences between Anglos and Chicanos and of
the reasons for those differences.
James Surowieckiuses cause-and-effect analysis
andcomparison-contrast to inform readers that
music oublishers often buv air time to better
positidn their songs on radio play lists and to
persuade readers thatthis practice is flawed.
Paying to Play 405
'ROBERT FROST
Fire and Ice 374
EVAL PRESS
In "fire and Ice," Robert Frost uses comparisoncontrast to inform the reader aboutthe dangers
of desire and hate.
Fouled Out 410
ADDITIONAL ESSAY ASSIGNMENTS
376
Usino cause-and-effect analvsis and
exemplification, Press infirm's readers of what
happened when a Universiiy of Indiana professor
cr~t~clzed
basketball coach Bobby Knight.
BRENT STAPLES
Just Walk on by: A Black Man Ponders His
Power to Alter Public Space 416
To inform readers, Brent Staples looks at what
causes the perception that black men are
threatening. Then he goes on to express how that
perception affects him.
CALVIN TRILLIN
I
THE PATTERN 381
USING CAUSE-AND-EFFECT ANALYSIS FOR
APURPOSE 382
Cause-and-EffectAnalysis in College, at
Work, and in the Communify 382
SUPPORTING DETAILS 384
Avoiding Errors in Logic 385
ORGANIZING DETAILS 386
It's Just Too late 422
Calvin Trillininforms readers bynarrating the
events thatcaused the death of a teenager.
LESLIE MARMON SILK0
Lullaby 432 (short story)
In this powerful, dark short story, Leslie Marmon
Silko combines cause-and-effect analysis with
narration to inform readers of the effects of
racism on a Navajo family.
ADDITIONAL ESSAY ASSIGNMENTS
440
DESMOND MORRIS
Territorial Behaviour 477
A notedzoologist classifies the territorial
behavior of humans and with cause-and-effect
analvsis andexemolifications informs readers
aboit how the behvior helps us reconcile our
cooperative and competitive spirits.
THE PATTERN 443
OYLAN THOMAS
USING CLASSIFICATION AND DIVISION
FOR A PURPOSE 444
Do Not Go Gentle into That Good
Night 486 (poem)
_
In his poignantpoem, Thomas classifies the ways
different kinds ofmen face death to persuade his
father to resist his own death.
Classification and Division in College, at
Work, and in the Community 445
THE ORDERING PRINCIPLE FOR
CLASSIFICATION AN0 DIVISION 447
ADDITIONAL ESSAY ASSIGNMENTS 488
SUPPORTING DETAILS 447
ORGANIZING DETAILS 448
PROCESS GUIDELINES: STRATEGIES
FOR WRITING CLAsslFlcATloN ANo
DIVISION 451
:.- a
Ilt M i n i t i o n
CHECKLIST FOR REVISJNG
CLASSIFICATION AN0 DIVISION 451
ANNOTATED STUDENTESSAY 452
Strictly Speaking 452
SlSSELA BOK
White Lies 455
Are white liesreallyharmless? Withclassification
anddefinition, Bok informs readers of the forms
these lies take andargues thattheymay notbe
as harmless as we think they are.
MARTIN LUTHER KING, JR.
The Ways of Meeting Oppression 459
Civilrights leader Dr. Martin Luther King, Jr.,
informs readers of the ways to respond to
oooression bvclassifvina them, and then he
works to persuade his aidfence that the
nonviolent way is the best, using cause-andeffect analysis anddefinition.
DAVID BODANIS
What's in your Toothpaste? 464
Using division, process analysis, anddescription,
David Bodanis informs the reader that toothpaste
is not the aooealino oroduct we think iris. and he
argues thai jtmaynbteven be necessary.
WILLIAM ZINSSER
Colleee
- Pressures 469
Zinsser combines classification, exemplification,
andcause-and-effect analysis toinform readers
of the kinds of pressures Yale college students
face. Whatis the antidote to stress?Zinsserargues
that it rests with the students themselves.
USING DEFINITION FOR A PURPOSE 492
Definitionin College, at Work, andin the
Community 493
SUPPORTING DETAILS 494
ORGANIZING DETAILS 495
PROCESS
FOR
497
CHECKLIST FOR REVISING
DEFINITION 497
ANNOTATED STUDENT ESSAY 498
"Why Did the Chicken Cross the Mobius
Strip? 498
JUDY BRADY
l Wanta Wife 502
Bradyk definitioninforms the reader of the difficuky
of the traditional wife's role, and it works to
persuade the reader of the unfairness of thatrole.
*JONATHAN RAUCH
Caring
Your Introvert506
Withdefinition andcontrast Jonathan Rauch
informs readers of the characteristics of an
introvert He also aims to persuade readers that
introvens are better than extroverts.
J0 GooOWIN
PARKER
What Is Poverly? 511
With definition, description, andcause-andeffect analysis, Parker informs the readerof the
true nature ofpoverty in an effort to persuade
her audience to take action againstit.
INDUCTIVE AND DEDUCTIVE
REASONING 553
MALCOLM GIADWELL
The Aft of Failure 516
Gladwelldefines the termspanicking and
choking anddraws on narration, comparisoncontra% process analysis, andcause-and-effect
analysis to inform readers about howpanicking
and choking lead to failure.
ELlE WIESEL
To Be a J e w 527
A sumvor of the Holocaust usesdefinition and
narration t o i n f o n readers of whatitmeans to
be a Jew, and he usescause-and-effect analysis
to inform about the relationshio between Jews
and Christians and some of thb effects of the
Holocaust.
PAT MORA
Induction 553
Deduction 554
ORGANIZING ARGUMENTATIONPERSUASION 555
PROCESS GUIDELINES: STRATEGIES
FOR WRITING ARGUMENTATIONPERSUASION 558
CHECKLIST FOR REVISING
ARGUMENTATION-PERSUASION
In her ironic poem, Pat Mora defines Americans
as they are seen by immigrants, and she informs
readers of the process some immigrants follow to
"Americanize" their children.
539
559
ANNOTATED STUDENT ESSAY 560
-.
Immigrants 537 (poem)
ADDITIONAL ESSAY ASSIGNMENTS
THETOULMIN MODEL 552
'Cast Out of Kansas: Music Censorship in
Public Libraries 560
SHOULD THE LAW ALLOW CLONING OF
EMBRYONIC STEM CELLS? 564
*JEREMY RlFKlN
Why l Oppose Human Cloning 566
Jeremy Rifkin draws on cause-and-effect
analysis, narration, andcomparison-contrast to
persuade readers that therapeutic cloning, is
both wrong and dangerous.
*RAYMOND BARGLOW
A Reply to Rifkin 573
I
ArgurnentationPersuasion
Relying on cause-and-effect analysis and
comparison-contrast,ffaymond Barglow refutes
Rifkin's argument against embryonic stem cell
research to persuade readers that embryonic
stem cell research should be supported.
IS JUSTICE SERVED BY TRYING JUVENILE
OFFENDERS AS ADULTS? 580
THE DIFFERENCE BETWEEN
ARGUMENTATION AN0 PERSUASION 543
THE NEW YORK TIMES EDITORIAL
PURPOSE AND AUDIENCE 544
Little Adult Criminals 581
Argumentation-Persuasion in College, at
Work, andin the Community 544
SUPPORTING DETAILS 546
Logos 546
Pathos 548
Ethos 549
How Logos, Pathos, and Ethos Relate to
Purpose and Audience 549
RAISING AND COUNTERING
OBJECTIONS 551
This editorial draws on exemplification and
cause-and-effect analysis to persuade its
audience that juvenile offenders should not be
tried as adults.
LAURENCE STEINBERG
Should Juvenile Offenders Be Tried as
Adults? 585
Using definition, contrast, andcause-and-effect
analysis, Steinberg argues that young people
older than 12 and younger than 16 should be
assessed to determine whether they should be
tried as juveniles or as adults.
LINDA J. COLLIER
Adult Crime, Adult Time 591
With process analysis andan analysis of effects.
Collier argues for trying juveniles as adults.
TIMOTHY ROCHE AND AMANDA BOWER
Young Voicesfrom the Cell 596
The authors use cause-and-effect analysis and
exemplification to explain whatprompts young
boys to kill and how they fare in adult prisons
after their convictions.
AMENDMENT PROTECT ON COUEGE
CAMPUSES? 604
C)
k Combining Patterns of
Development
PATTERNS FOR A PURPOSE 639
USING THE PATTERNS OF DEVELOPMENT
IN YOUR WRITING 640
PROCESS GUIDELINES: STRATEGIES FOR
COMBINING PAllERNS 640
ANNOTATED STUDENT ESSAY 642
*The Telephone Is O u t l M Is In 642
NAT HENTOFF
Free Speech on Campus 605
*BRAD WHETSTINE
Using cause-and-effect analysis andexemplification, a writer and journalist argues for the
protection of hate speech on collige campuses.
Augustinian Influences 646
CHARLES A. LAWRENCE Ill
The Debate over Placlhg Limits on Racist
Speech Must Not Ignore the Damage It
Does to Its Victims 612
Brad Whetstine combines narration, cause-andeffect analysis, description, andcomparisoncontrast to relate his experience mak~ngthe
decision to give up a welding career for college
and to express his feelings about the catalyst for
that decision.
GEORGE ORWELL
Using cause-and-effect analysis, Lawrence aims
to persuade his audience thathate speech on
campus should not be afforded constitutional
protection.
To relate experience, inform, and persuade,
Orwell combines narration anddescription in an
account of an execution.
*HARVEY A. SILVERGLATEAND GREG LUKIANOFF
RICHARD RODRIGUEZ
Speech Codes: Alive and Well at
Colleges 617
Complexion 657
The authors use exemplification, cause-and-effect
analysis, anddefinition to persuade the readers
that campus speech codes, which existon many
campuses, are a serious threat to free speech.
*HOWARD M. WASSERMAN
Fan Profanity 625
Howard M. Wassermanuses exemplification and
definition to inform readers about the kinds of
profane weech used bv college sports fan. To
bersuade'readers that such speech isprotected
by the FirstAmendment, Wasserman draws on
comparison andcause-and-effect analysis.
A Hanging 650
Rodriguez uses contrast, narration, and
description to relate how he was affected by his
dark complexion,
*PAGAN KENNEDY
One Room, 3,WO Brains 662
Using cause-and-effect analysis, description,
narration, and process analvsis, Pagan Kennedy
informs readers about the ~ a r v a r dgrain issue.
Resource Center and the work done there. She
also works to ~ersuadereaders to donate their
brains to science and to relate an experience
qndexpress the feelings of a brain researcher.
'ESTHER THORSON
*ROBERT O'NEIL
Dissect an Ad 670
What Limits Should Campus Nehvorks Place
on Pornography? 632
Combiningdivision, cause-and-effect analysis, and
exemplification, Esther Thorson informs readers
about the components of televisedpolitical
advertisements and how they persuade viewers.
Robert O'Neiluses cause-and-effect analysis to
inform readers about the conflict between free
speech and restricting Internet access to
pornography. He also argues for a compromise
solution to the conflict between free speech
advocates who oppose censorship and those
who favor restrictions.
E. B. WHITE
Once More to the Lake 676
After40 years, White returns to a family vacation
spot with his son and comes to a startling
conclusion. To express his feelings and relate his
experience. White combines description with
narration andcomparison-contrast.
DRAWING ON SOURCES: PARAPHRASING
AND QUOTING 690
INTEGRATING PARAPHRASES AN0
QUOTATIONS 693
AVOIDING PLAGIARISM 695
DOCUMENTING SOURCES 696
ce
W
!
Locating,
i
Evaluating,
Sand Drawing on
Sources
USING SOURCES 685
LOCATING SOURCES 686
EVALUATING PRINT AND INTERNET
SOURCES 689
ANNOTATED STUDENT ESSAY 702
"Divorce as a Violation of Trust"
Credits C-1
Glossary G-1
lndex of Images 1-1
lndex of Essays by Purpose 1-3
-Index of Student s a y
lndex
1-9
1-7
703