Fluent Essays

English 1302 Project 1: Narrative Argument 100 points/2 pp ds, 2 research citations ©2016 Stacia Campbell, Ph.D. Relevant Reading: Chapters 2&9 of Argument Today textbook ASSIGNMENT: Using your chapter readings, class discussion, and instructor’s guidance, of at least two pages double-spaced MINIMUM (not counting header, blank lines, or title lines, but actual original text written by you!) SPECIFICATIONS: Your story MUST BE PRECISE, based on events EXPERIENCED OR OBSERVED IN 5 minutes to ONE HOUR of time, no more. Yes, you can do this! It’s not an autobiography that you are writing; it’s a short and POWERFUL narrative argument—a story that argues on its own through the powerful way that you tell it! Think of it as a “slice-into-life-up-close-moment-memoir”! Revisit the “Quick View” on Page 174 of your textbook, noting that “narratives are generative because they invite an audience to identify” and “are useful for challenging or reinforcing existing cultural frames.” Also note the sequence: 1) scene setting, 2) complication, 3) evaluation, 4) resolution, 5) (optional “lesson” or call to action). See Pages 176-179 for great tips on these! See Pages 179-180 for style and design tips! Brainstorming Question: WHAT STORY COULD YOU TELL THAT WOULD “ILLUSTRATE HOW REAL PEOPLE EXPERIENCE THE WORLD” (174)—providing a way to be persuasive through detail-rich storytelling when perhaps reasoning would not succeed? What powerful assertion could you make through a single non-fiction story? WRITE A NARRATIVE ARGUMENT RESEARCH REQUIREMENTS (THERE ARE TWO): 1) INTERVIEW AT LEAST ONE PERSON WHO CAN SOMEHOW “TESTIFY” TO YOUR EXPERIENCE OR OBSERVATION (it could even be the person who experienced what you saw happen!) Find a way to incorporate a quote from this person SMOOTHLY into your conclusion. 2) INTRODUCE IN YOUR OWN WORDS AND INCORPORATE A WORKING WEB LINK TO A VIDEO THAT RELATES TO YOUR STORY SOMEHOW (you decide that interesting connection as the author!) Don’t forget that you will need to create a CORRECTLY FORMATTED WORKS CITED PAGE with the interview and the video as entries! (Visit Pages 396-397 and 405 in our Argument Today textbook if you are having trouble remembering how to do a Works Cited page from English 1301! You are accountable for this skill being already developed when you begin English 1302; see a tutor if you need a review!) Reminder: Your Works Cited page is a SEPARATE double-spaced LAST PAGE with a centered header “Works Cited” (always!) and DOES NOT COUNT toward length! GRADING CRITERIA: 1. 1)  Engaging narrative content that “argues for itself” (without a thesis statement) 2. 2)  Minimum length met and minimum research requirements met 3. 3)  Incorporation of narrative elements including title, scene setting, characterization, dialogue (in quotes, even if internal thoughts of you as the narrator), conflict, pacing techniques, and resolution. 4. 4)  College-level sentence structures that are free of serious grammar errors such as run-ons and comma splices, and reveal attempts at style and sophistication (intentional syntax, parallel structures, evocative word choice, etc.) 5. 5)  Correctly formatted Works Cited page with at least two entries per assignment specifications 6. 6)  Bonus gauntlet for “outstanding” level = an intriguing title, powerful sensory detail, at least one original metaphor of your own, and evidence of strong temporal, spatial, and logical transitions. Writing Today Third EdiTion Boston Columbus Hoboken Indianapolis New York San Francisco Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo richard Johnson-shEEhan Purdue University charlEs PainE University of New Mexico ProposalsReader Argument Reviews Collaborate Handbook PlanResearch Draft Genre Design New! 2016 MLA Updates Vice President and Editor in Chief: Joseph Opiela Lead Program Manager: Lauren A. Finn Senior Development Editor: Anne Brunell Ehrenworth Vice President, Marketing: Roxanne McCarley Marketing Manager: Allison Arnold Executive Digital Producer: Stefanie Snajder Content Specialist: Erin Jenkins www.pearsonhighered.com Student Edition ISBN 10: 0-13-458641-7 Student Edition ISBN 13: 978-0-13-458641-0 A la Carte ISBN 10: 0-13-458255-1 A la Carte ISBN 13: 978-0-13-458255-9 Project Manager: Denise Phillip Grant Project Coordination, Text Design, and Electronic Page Makeup: Cenveo® Publisher Services Design Lead/Cover Designer: Heather Scott Cover Image: Viktoria Kurpas/Shutterstock Senior Manufacturing Buyer: Roy L. Pickering, Jr. Printer/Binder: R.R. Donnelley/ Crawfordsville Cover Printer: Phoenix Color/ Hagerstown Acknowledgments of third-party content appear on pages 791–794, which constitute an extension of this copyright page. PEARSON, ALWAYS LEARNING, and MYWRITINGLAB are exclusive trademarks, in the United States and/or other countries, of Pearson Education, Inc., or its affiliates. Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos, or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc., or its affiliates, authors, licensees, or distributors. Library of Congress Cataloging-in-Publication Data Johnson-Sheehan, Richard. Writing today / Richard Johnson-Sheehan, Purdue University, Charles Paine University of New Mexico.—Third edition. pages cm Includes index. ISBN 978-0-321-98465-4 1. English language–Rhetoric. 2. Report writing. 3. Study skills. I. Paine, Charles. II. Paine, Charles. III. Title. PE1408.J753 2016 808’.042—dc23 2014042173 Copyright © 2016, 2013, 2010 by Pearson Education, Inc. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permis- sion should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions Department, please visit www.pearsoned.com/permissions/. 10 9 8 7 6 5 4 3 2 1—DOC—18 17 16 www.pearsonhighered.com www.pearsoned.com/permissions/ 3 Readers, Contexts, and Rhetorical Situations 21 Profiling Readers 22 A Brief Reader Profile • An Extended Reader Profile • Using a Reader Analysis Worksheet Analyzing the Context 26 Place • Medium • Social and Political Influences Genres and the Rhetorical Situation 28 Quick Start Guide 30 Talk About This • Try This Out • Write This 31 4 Reading Critically, Thinking Analytically 33 Looking Through and Looking At a Text 34 Reading Critically: Seven Strategies 35 Strategy 1: Preview the Text • Strategy 2: Play the Believing and Doubting Game • Strategy 3: Annotate the Text • Strategy 4: Analyze the Proofs in the Text • Strategy 5: Contextualize the Text • Strategy 6: Analyze Your Own Assumptions and Beliefs • Strategy 7: Respond to the Text Using Critical Reading to Strengthen Your Writing 41 Responding to a Text: Evaluating What Others Have Written • Responding with a Text’s Positions, Terms, and Ideas: Using What Others Have Written Quick Start Guide 45 Talk About This • Try This Out • Write This 46 Contents 1 Writing and Genres 1 What Are Genres? 1 Using Genres to Write Successfully 2 Writing with Genres • Genres in Movies Genres and the Writing Process 4 Using a Writing Process • Using Genre as a Guiding Concept Transfer: Using Genres in College and in Your Career 6 Quick Start Guide 7 Talk About This • Try This Out • Write This 8 2 Topic, Angle, Purpose 10 Topic: What Am I Writing About? 11 Angle: What Is New About the Topic? 12 What Has Changed to Make This Topic Interesting Right Now? • What Unique Experiences, Expertise, or Knowledge Do I Have About This Topic? Purpose: What Should I Accomplish? 14 Thesis Statement (Main Claim) Choosing the Appropriate Genre 16 Quick Start Guide 18 Talk About This • Try This Out • Write This 19 Preface xiii iii P a r t 1 Getting Started iv CoNteNts 5 Memoirs 48 At-A-Glance: Memoirs 49 One Student’s Work: Helen Sanderson, “Diving In” 50 Inventing Your Memoir’s Content 51 Inquiring: Finding an Interesting Topic • Inquiring: Finding Out What You Already Know • Researching: Finding Out What Others Know Organizing and Drafting Your Memoir 54 Setting the Scene in Rich Detail • Main Point or Thesis • Describing the Complication • Evaluating and Resolving the Complication • Concluding with a Point—An Implied Thesis Choosing an Appropriate Style 55 Evoking an Appropriate Tone or Voice • Using Dialogue Designing Your Memoir 57 Microgenre: The Literacy Narrative 58 Frederick Douglass, “Learning to Read and Write” 59 Quick Start Guide 60 Readings Jean Ellen Whatley, “My Ex Went to Prison for Sex Crimes” 61 Thaddeus Gunn, “Slapstick” 63 Talk About This • Try This Out • Write This 65 6 Profiles 67 At-A-Glance: Profiles 68 One Student’s Work: Katie Koch, “Brother, Life Coach, Friend” 69 Inventing Your Profile’s Content 71 Inquiring: Finding Out What You Already Know • Researching: Finding Out What Others Know Organizing and Drafting Your Profile 73 The Introduction • The Body • The Conclusion Choosing an Appropriate Style 74 Designing Your Profile 75 Microgenre: The Bio 76 Stephanie Wilson, NASA Astronaut 77 Quick Start Guide 78 Readings Tim Madigan, “The Serial Rapist is Not Who You Think” 79 Eric Wills, “Hot for Creature” 82 Talk About This • Try This Out • Write This 91 7 Reviews 93 At-A-Glance: Reviews 94 One Student’s Work: Christina Lieffring, “BB’s Lawnside Blues & BBQ” 95 Inventing Your Review’s Content 96 Inquiring: Discovering Common Expectations • Researching: Gathering Background Information • Researching: Go Experience It Organizing and Drafting Your Review 98 The Introduction • Description or Summary of the Subject • Discussion of Strengths and Shortcomings • Conclusion Choosing an Appropriate Style 100 Use Plenty of Detail • Set the Appropriate Tone • Changing the Pace Designing Your Review 101 Microgenre: The Rave 102 Haley Frederick, “Hunger Games: Catching Fire Review” 103 Quick Start Guide 104 Readings Christy Lemire, “The Lego Movie” 105 Margaret Lyons, “Sherlock Returns, Brilliant as Ever” 108 Talk About This • Try This Out • Write This 111 P a r t 2 Using Genres to Express Ideas CoNteNts v 8 Literary Analyses 113 At-A-Glance: Literary Analyses 114 One Student’s Work: Chalina Peña, “Making ‘The Story of an Hour’ Make Sense” 115 Inventing Your Literary Analysis’s Content 117 Read, Reread, Explore • Inquiring: What’s Interesting Here? • Researching: What Background Do You Need? Organizing and Drafting Your Literary Analysis 120 The Introduction: Establish Your Interpretive Question • The Body: Summarize, Interpret, Support • The Conclusion: Restate Your Thesis Choosing an Appropriate Style 122 Use the “Literary Present” Tense • Integrate Quoted Text • Move Beyond Personal Response Designing Your Literary Analysis 123 Microgenre: The Reading Response 124 A Student’s Reading Response to Paul Laurence Dunbar’s “We Wear the Mask” 126 Quick Start Guide 127 Readings Kate Chopin, “The Story of an Hour” 128 Daniel P. Deneau, “An Enigma in Chopin’s ‘The Story of an Hour’” (MLA) 130 Talk About This • Try This Out • Write This 134 9 Rhetorical Analyses 136 At-A-Glance: Rhetorical Analyses 137 One Student’s Work: Claire Mengebier, “Rhetorical Analysis of Match.com” 138 Inventing Your Rhetorical Analysis’s Content 140 Inquiring: Highlight Uses of Proofs • Researching: Finding Background Information Organizing and Drafting Your Rhetorical Analysis 143 The Introduction • Explanation of Rhetorical Concepts • Provide Historical Context and Summary • Analysis of the Text • The Conclusion Choosing an Appropriate Style 146 Designing Your Rhetorical Analysis 147 Microgenre: The Ad Critique 148 Paloma Aleman, “The Axe Effect” 149 Quick Start Guide 150 Readings Edward Hoagland, “The Courage of Turtles” 151 Adam Regn Arvidson, “Nature Writing in America: Criticism Through Imagery” 156 Talk About This • Try This Out • Write This 159 10 Commentaries argUMeNt 161 At-A-Glance: Commentaries 162 One Student’s Work: David Meany, “Why My Generation Doesn’t Care About Performance Enhancement” (MLA) argUMeNt 163 Inventing Your Commentary’s Content 165 Inquiring: Finding Out What You Already Know • Researching: Finding Out What Others Know Organizing and Drafting Your Commentary 166 The Introduction • Explain the Current Event or Issue • Support Your Position argUMeNt • Clarify Your Position argUMeNt • The Conclusion Choosing an Appropriate Style 169 Get into Character • Imitate a Well-Known Writer • Match Your Tone to Your Readers’ Expectations • Use Analogies, Similes, and Metaphors Designing Your Commentary 170 Microgenre: Letter to the Editor argUMeNt 172 Caroline Klinker, “Letter to the Editor: Modern-Day Religious Climate on Campus is Detrimental” 173 Quick Start Guide 175 Readings Greg Hampikian, “When May I Shoot a Student?” argUMeNt 176 Sally Kohn, “Don’t Click on Celebrity Nude Photos, ISIS Videos” argUMeNt 178 Talk About This • Try This Out • Write This 182 vi CoNteNts 11 Arguments argUMeNt 184 At-A-Glance: Arguments 185 One Student’s Work: “Death Penalty Eliminates the Risk of Future Violent Crimes” by Katlyn Firkus argUMeNt 186 Inventing Your Argument’s Content 187 Inquiring: Identifying Your Topic • Inquiring: Identifying Points of Contention argUMeNt • Researching: Finding Out What Others Believe and Why Organizing and Drafting Your Argument 190 The Introduction • Summary and Limitations of Opposing Positions argUMeNt • Your Understanding of the Issue • Reasons Your Understanding is Stronger • Conclusion Choosing an Appropriate Style 192 Use Plain Style to Describe the Opposing Position • Use Similes, Metaphors, and Analogies When Describing Your Position • Use Top-Down Paragraphs • Define Unfamiliar Terms Designing Your Argument 194 Microgenre: The Rebuttal argUMeNt 196 Dr. John Abraham, “Global Warming Most Definitely Not a Hoax–A Scientist’s Rebuttal” 197 Quick Start Guide 199 Readings Ted Miller, “Should College Football Be Banned?” argUMeNt 200 Kate Dailey, “Friends with Benefits: Do Facebook Friends Provide the Same Support as Those In Real Life?” argUMeNt 202 Talk About This • Try This Out • Write This 206 12 Proposals argUMeNt 208 At-A-Glance: Proposals 209 One Student Group’s Work: “SCC Café Proposal” 210 Inventing Your Proposal’s Content 214 Inquiring: Defining the Problem • Inquiring: Analyzing the Problem • Researching: Gathering Information and Sources • Inquiring: Planning to Solve the Problem • Researching: Finding Similar Projects Organizing and Drafting Your Proposal 217 The Introduction • Description of the Problem, Its Causes, and Its Effects • Description of Your Plan • Discussing the Costs and Benefits of Your Plan • The Conclusion Choosing an Appropriate Style 222 Designing Your Proposal 222 Microgenre: The Pitch 224 Hans Fex, “Mini Museum” 225 Quick Start Guide 226 Readings Samuel Goldman, “How to Fix Grade Inflation at Harvard” argUMeNt 227 Jim Rough, “A Rebirth of ‘We the People’” argUMeNt 229 Talk About This • Try This Out • Write This 237 13 Analytical Reports 239 At-A-Glance: Reports 240 One Student Group’s Work: Kaisa Lee and Jamie Koss, “College Students’ Attitudes on the Causes of Infidelity” 241 Inventing Your Analytical Report’s Content 251 Inquiring: Finding Out What You Already Know • Researching: Creating a Research Plan • Researching: Gathering Sources and Revisiting Your Hypothesis Organizing and Drafting Your Analytical Report 256 Executive Summary of Abstract • Introduction • Methods Section • Findings or Results Section • Discussion Section • Conclusion/Recommendations • References or Works Cited • Appendices Choosing an Appropriate Style 259 Designing Your Analytical Report 260 Microgenre: The Explainer 262 World Freerunning Parkour Federation, “What is Parkour?” 263 Quick Start Guide 265 Readings Andrew Gelman and George A. Romero, “How Many Zombies Do You Know? Using Indirect Survey Methods to Measure Alien Attacks and Outbreaks of the Undead” (APA) 266 Pew Research Center, “The Rising Cost of Not Going to College” (APA) 269 Talk About This • Try This Out • Write This 280 CoNteNts vii 14 Research Papers 282 At-A-Glance: Research Papers 283 One Student’s Work: “Lives Not Worth the Money?” Katelyn Turnbow (MLA) 284 Inventing Your Research Paper’s Content 289 Inquiring: Defining Your Topic, Angle, Purpose • Researching: Finding Out What Others Know Organizing and Drafting Your Research Paper 290 The Introduction • The Body • The Conclusion • Works Cited or References Choosing an Appropriate Style 293 Designing Your Research Paper 294 Microgenre: The Annotated Bibliography 296 Sara Rodriguez, “Annotated Bibliography: The Fog of Revolution” (MLA) 297 Quick Start Guide 298 Readings Paul Rosenzweig et al., “Drones in U.S. Airspace: Principles for Governance” (APA) 299 James Knoll, “Serial Murder: A Forensic Psychiatric Perspective” (APA) 306 Talk About This • Try This Out • Write This 314 P a r t 3 Developing a Writing Process 15 Inventing Ideas and Prewriting 316 Prewriting 317 Concept Mapping • Freewriting • Brainstorming or Listing • Storyboarding Using Heuristics 320 Asking the Journalist’s Questions • Using the Five Senses • Investigating Logos, Ethos, Pathos argUMeNt • Cubing Exploratory Writing 323 Journaling, Blogging, or Microblogging • Writing an Exploratory Draft • Exploring with Presentation Software Taking Time to Invent and Prewrite 326 Quick Start Guide 327 Talk About This • Try This Out • Write This 328 16 Organizing and Drafting 329 Sketching Out Your Paper’s Organization 330 Using the Genre to Create a Basic Outline • Filling Out Your Outline Drafting Your Introduction: Tell Them What You’re Going to Tell Them 331 Five Introductory Moves • Using a Grabber to Start Your Introduction • Using a Lead to Draw in the Readers Drafting the Body of Your Paper: Tell Them 336 Overcoming Writer’s Block Drafting Your Conclusion: Tell Them What You Told Them 338 Quick Start Guide 340 Talk About This • Try This Out • Write This 341 17 Choosing A Style 342 Writing in Plain Style 342 Guideline 1: Clarify Who or What the Sentence Is About • Guideline 2: Make the “Doer” the Subject of the Sentence • Guideline 3: Put the Subject Early in the Sentence • Guideline 4: State the Action in the Verb • Guideline 5: Eliminate Nominalizations • Guideline 6: Boil Down the Prepositional Phrases • Guideline 7: Eliminate Redundancies • Guideline 8: Use Sentences That Are Breathing Length Establishing Your Voice 346 Set a Specific Tone • Get into Character • Imitate Other Writers Writing Descriptively with Figures and Tropes 348 Use Similes and Analogies • Use Metaphors • Use Personification • Use Onomatopoeia • Use Alliteration and Assonance Improving Your Writing Style 351 Quick Start Guide 352 Talk About This • Try This Out • Write This 353 viii CoNteNts 18 Designing 354 Design Principle 1: Balance 354 Balancing a Page Design Principle 2: Alignment 356 Design Principle 3: Grouping 357 Design Principle 4: Consistency 358 Choosing Typefaces • Using Headings Consistently Design Principle 5: Contrast 359 Using Photography and Images 360 Using Graphs and Charts 360 Creating a Graph or Chart • Choosing the Appropriate Graph or Chart Quick Start Guide 365 Talk About This • Try This Out • Write This 366 19 Revising and Editing 367 Level 1: Global Revision 368 Challenge Your Draft’s Topic, Angle, and Purpose • Think About Your Readers (Again) and the Context Level 2: Substantive Editing 373 Determine Whether You Have Enough Information (or Too Much) • Reorganize Your Work to Better Use the Genre • Look for Ways to Improve the Design • Ask Someone Else to Read Your Work Level 3: Copyediting 377 Review Your Title and Headings • Edit Paragraphs to Make Them Concise and Consistent • Revise Sentences to Make Them Clearer • Revise Sentences to Make Them More Descriptive Level 4: Proofreading 378 Read Your Writing Aloud • Read Your Draft Backwards • Read a Printed Copy of Your Work • Know Your Grammatical Weaknesses • Use Your Spellchecker and Grammar Checker Peer Review: Asking for Advice 379 Quick Start Guide 380 Talk About This • Try This Out • Write This 381 P a r t 4 Strategies for Shaping Ideas 20 Developing Paragraphs and Sections 382 Creating a Basic Paragraph 383 Transition or Transitional Sentence (Optional) • Topic Sentence (Needed) • Support Sentences (Needed) • Point Sentence (Optional) Getting Paragraphs to Flow (Cohesion) 386 Subject Alignment in Paragraphs • Given-New in Paragraphs Organizing a Section 387 Opening, Body, Closing • Organizational Patterns for Sections Quick Start Guide 389 Talk About This • Try This Out • Write This 390 21 Using Basic Rhetorical Patterns 391 Narrative 392 Description 392 Describing with the Senses • Describing with Similes, Metaphors, and Onomatopoeia Definition 393 Classification 395 Step One: List Everything That Fits into the Whole Class • Step Two: Decide on a Principle of Classification • Step Three: Sort into Major and Minor Groups Cause and Effect 396 Comparison and Contrast 397 Combining Rhetorical Patterns 398 Quick Start Guide 399 Talk About This • Try This Out • Write This 400 CoNteNts ix 22 Using Argumentative Strategies argUMeNt 401 What Is Arguable? 402 Arguable Claims • Four Sources of Arguable Claims Using Reason, Authority, and Emotion 405 Reason (Logos) • Authority (Ethos) • Emotion (Pathos) Avoiding Logical Fallacies 409 Rebuttals and Refutations 411 Summarize Your Opponents’ Position Objectively • Recognize When the Opposing Position May Be Valid • Concede Some of the Opposing Points • Refute or Absorb Your Opponents’ Major Points • Qualify Your Claims Quick Start Guide 415 Talk About This • Try This Out • Write This 416 23 Collaborating and Peer Response 417 Working Successfully in Groups 418 Working Successfully in Teams 420 Planning the Project • Forming: Setting Goals, Getting Organized • Storming: Managing Conflict • Norming: Getting Down to Work • Performing: Working as a Team Using Peer Response to Improve Your Writing 423 Types of Peer Response and Document Cycling • Responding Helpfully During Peer Response Quick Start Guide 427 Talk About This • Try This Out • Write This 428 P a r t 5 Doing Research 24 Starting Research 430 Starting Your Research Process 431 Step One: Define Your Research Question • Step Two: Develop a Working Thesis • Step Three: Devise a Research Plan Doing Start-Up Research 433 Assessing a Source’s Reliability 433 Is the Source Credible? • Is the Source Up to Date? • How Biased Are the Author and the Publisher? • Can You Verify the Evidence in the Source? • How Biased Are You? Managing Your Research Process 435 Finalizing a Research Schedule • Starting Your Bibliography File Following and Modifying Your Research Plan 436 When Things Don’t Go As Expected Quick Start Guide 437 Talk About This • Try This Out • Write This 438 25 Finding Sources and Collecting Evidence 439 Using Primary and Secondary Sources 439 Evaluating Sources with Triangulation 441 Finding Electronic and Online Sources 442 Using Internet Search Engines • Using the Internet Cautiously • Using Documentaries and Television/Radio Broadcasts • Using Wikis, Blogs, and Podcasts Finding Print Sources 446 Locating Books At Your Library • Finding Articles At Your Library Using Empirical Sources 449 Interviewing People • Using an Informal Survey • Doing Field Observations Quick Start Guide 453 Talk About This • Try This Out • Write This 454 26 Citing, Quoting, Paraphrasing, and Summarizing Sources 455 Citing 446 Quoting 458 Brief Quotations • Long Quotations Paraphrasing and Summarizing 459 Paraphrasing • Summarizing Framing Quotes, Paraphrases, and Summaries 463 Avoiding Plagiarism 465 Academic Dishonesty • Patchwriting • Ideas and Words Taken without Attribution • The Real Problem with Plagiarism Quick Start Guide 468 Talk About This • Try This Out • Write This 469 x Contents 27 Using MLA Style 470 Parenthetical Citations 471 When the Author’s Name Appears in the Sentence • Citing More Than One Source in the Same Sentence • Citing a Source Multiple Times • Citing a Source with No Page Numbers • Other Parenthetical References Preparing the List of Works Cited 475 Including More Than One Source from an Author • Citing a Source that Appears in Another Source (Containers) • Formatting a List of Works Cited Citing Sources in the List of Works Cited 477 Citing Books and Other Nonperiodical Publications • Citing Journals, Magazines, and Other Periodicals • Citing Web Publications • Citing Other Kinds of Sources A Student’s MLA-Style Research Paper: Brian Naidus, “A Whole New World: A Background on the Life of the Freshwater Shark” 485 28 Using APA Style 493 Parenthetical Citations 493 When the Author’s Name Appears in the Sentence • Citing More Than One Source in the Same Sentence • Citing a Source Multiple Times • Other Parenthetical References Preparing the List of References 496 Formatting a List of References in APA Style Citing Sources in the List of References 499 Citing Books and Other Nonperiodical Publications • Citing Journals, Magazines, and Other Periodicals • Citing Web Publications • Citing Other Kinds of Sources A Student’s APA-Style Research Paper: Austin Duus, “Assortive Mating and Income Inequality” 507 P a r t 6 Getting Your Ideas Out There 29 Writing with Social Networking 518 Is This Writing? 518 Creating a Social Networking Site 519 Choose the Best Site for You • Be Selective About Your “Friends” • Update Your Profile Regularly Starting Your Own Blog 520 Choose a Host Site for Your Blog • Writing and Updating Your Blog Writing Articles for Wikis 522 Write the Article • Add Your Article to the Wiki Putting Videos and Podcasts on the Internet 523 Create Your Own Video or Record Your Podcast • Edit Your Work • Upload Your Video or Podcast Quick Start Guide 525 Talk About This • Try This Out • Write This 526 30 Creating a Portfolio 527 Two Basic Kinds of Portfolios 527 Getting Started on Your Portfolio 528 Step One: Collect Your Work 529 Archiving for a Specific Course • Archiving for Your College Career • Archiving for Your Professional Career Step Two: Select the Best Artifacts 530 Step Three: Reflect on Your Work 531 Your Reflection as an Argument Step Four: Present Your Materials 531 Creating an E-Portfolio Keeping Your Portfolio Up to Date 535 Creating a Starter Résumé 536 Quick Start Guide 538 Talk About This • Try This Out • Write This 539 CoNteNts xi 31 Succeeding on Written Exams and Assessments 540 Step One: Prepare for the Exam 541 Meet with Study Groups • Ask Your Professor About the Exam • Pay Attention to Themes and Key Concepts • Study the Assessment Rubric or Scoring Guidelines • Create Your Own Questions and Rehearse Possible Answers Step Two: Start Your Written Exam 543 Review the Exam Quickly to Gain an Overall Picture • Budget Your Time Step Three: Answer the Questions 543 Organize Your Answer Step Four: Complete the Written Exam 545 One Student’s Written Exam 545 Quick Start Guide 548 Talk About This • Try This Out • Write This 549 32 Presenting Your Work 550 Step One: Plan Your Presentation 551 Ask a Few Key Questions to Get Started • Choose the Appropriate Presentation Technology • Allot Your Time Step Two: Organize Your Ideas 553 Introduction: Tell Them What You’re Going to Tell Them • The Body of Your Talk: Tell Them • Conclusion: Tell Them What You Told Them • Question and Answer Step Three: Design Your Visual Aids 556 Format Your Slides Step Four: Prepare Your Delivery 557 Body Language • Voice and Tone Step Five: Practice and Rehearse 559 Practice, Practice, Practice • Rehearse, Rehearse, Rehearse Quick Start Guide 560 Talk About This • Try This Out • Write This 561 P a r t 7 Anthology of Readings 33 Memoirs 562 Edward Abbey, “The First Morning” 563 Thomas Rogers, “The College Hazing That Changed My Life” 567 Demetria Martinez, “Lines in the Sand” 570 Jackie Robinson, “The Noble Experiment” 572 34 Profiles 578 Carl Wilkinson, “Dave Grohl and the Foo Fighters” 579 Jody L. Ipsen, “Prudencia” 584 Nathan Heller, “Lorde: The Music Phenomenon of the Year” 587 City of Los Angeles Department of Recreation and Parks, General Information for Griffith Park 591 Benjamin Percy, “Welcome to the Jungle” 592 35 Reviews 595 Dan Schindel, “ Frozen Tries and Fails to Be Both Traditional and Modern” 596 Stephen King, “Why We Crave Horror Movies” 598 Dorothy Woodend, “Why Watching Christian Blockbuster Noah Is Like Sitting in a Giant Bathtub” 601 Ryan Taljonick, “Tomb Raider: Definitive Edition” 605 36 Literary Analyses 608 Robert Frost, “Stopping by Woods on a Snowy Evening” 609 Steven Monte, “An Overview of ‘Stopping By Woods on a Snowy Evening’ ” 610 Laura Miller, “Touched by a Vampire” 614 “Reader’s Guide to Langston Hughes” 618 37 Rhetorical Analysis 623 Garrett Epps, “The … Writing Today Third EdiTion Boston Columbus Hoboken Indianapolis New York San Francisco Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo richard Johnson-shEEhan Purdue University charlEs PainE University of New Mexico ProposalsReader Argument Reviews Collaborate Handbook PlanResearch Draft Genre Design New! 2016 MLA Updates Vice President and Editor in Chief: Joseph Opiela Lead Program Manager: Lauren A. Finn Senior Development Editor: Anne Brunell Ehrenworth Vice President, Marketing: Roxanne McCarley Marketing Manager: Allison Arnold Executive Digital Producer: Stefanie Snajder Content Specialist: Erin Jenkins www.pearsonhighered.com Student Edition ISBN 10: 0-13-458641-7 Student Edition ISBN 13: 978-0-13-458641-0 A la Carte ISBN 10: 0-13-458255-1 A la Carte ISBN 13: 978-0-13-458255-9 Project Manager: Denise Phillip Grant Project Coordination, Text Design, and Electronic Page Makeup: Cenveo® Publisher Services Design Lead/Cover Designer: Heather Scott Cover Image: Viktoria Kurpas/Shutterstock Senior Manufacturing Buyer: Roy L. Pickering, Jr. Printer/Binder: R.R. Donnelley/ Crawfordsville Cover Printer: Phoenix Color/ Hagerstown Acknowledgments of third-party content appear on pages 791–794, which constitute an extension of this copyright page. PEARSON, ALWAYS LEARNING, and MYWRITINGLAB are exclusive trademarks, in the United States and/or other countries, of Pearson Education, Inc., or its affiliates. Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos, or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc., or its affiliates, authors, licensees, or distributors. Library of Congress Cataloging-in-Publication Data Johnson-Sheehan, Richard. Writing today / Richard Johnson-Sheehan, Purdue University, Charles Paine University of New Mexico.—Third edition. pages cm Includes index. ISBN 978-0-321-98465-4 1. English language–Rhetoric. 2. Report writing. 3. Study skills. I. Paine, Charles. II. Paine, Charles. III. Title. PE1408.J753 2016 808’.042—dc23 2014042173 Copyright © 2016, 2013, 2010 by Pearson Education, Inc. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permis- sion should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions Department, please visit www.pearsoned.com/permissions/. 10 9 8 7 6 5 4 3 2 1—DOC—18 17 16 www.pearsonhighered.com www.pearsoned.com/permissions/ 3 Readers, Contexts, and Rhetorical Situations 21 Profiling Readers 22 A Brief Reader Profile • An Extended Reader Profile • Using a Reader Analysis Worksheet Analyzing the Context 26 Place • Medium • Social and Political Influences Genres and the Rhetorical Situation 28 Quick Start Guide 30 Talk About This • Try This Out • Write This 31 4 Reading Critically, Thinking Analytically 33 Looking Through and Looking At a Text 34 Reading Critically: Seven Strategies 35 Strategy 1: Preview the Text • Strategy 2: Play the Believing and Doubting Game • Strategy 3: Annotate the Text • Strategy 4: Analyze the Proofs in the Text • Strategy 5: Contextualize the Text • Strategy 6: Analyze Your Own Assumptions and Beliefs • Strategy 7: Respond to the Text Using Critical Reading to Strengthen Your Writing 41 Responding to a Text: Evaluating What Others Have Written • Responding with a Text’s Positions, Terms, and Ideas: Using What Others Have Written Quick Start Guide 45 Talk About This • Try This Out • Write This 46 Contents 1 Writing and Genres 1 What Are Genres? 1 Using Genres to Write Successfully 2 Writing with Genres • Genres in Movies Genres and the Writing Process 4 Using a Writing Process • Using Genre as a Guiding Concept Transfer: Using Genres in College and in Your Career 6 Quick Start Guide 7 Talk About This • Try This Out • Write This 8 2 Topic, Angle, Purpose 10 Topic: What Am I Writing About? 11 Angle: What Is New About the Topic? 12 What Has Changed to Make This Topic Interesting Right Now? • What Unique Experiences, Expertise, or Knowledge Do I Have About This Topic? Purpose: What Should I Accomplish? 14 Thesis Statement (Main Claim) Choosing the Appropriate Genre 16 Quick Start Guide 18 Talk About This • Try This Out • Write This 19 Preface xiii iii P a r t 1 Getting Started iv CoNteNts 5 Memoirs 48 At-A-Glance: Memoirs 49 One Student’s Work: Helen Sanderson, “Diving In” 50 Inventing Your Memoir’s Content 51 Inquiring: Finding an Interesting Topic • Inquiring: Finding Out What You Already Know • Researching: Finding Out What Others Know Organizing and Drafting Your Memoir 54 Setting the Scene in Rich Detail • Main Point or Thesis • Describing the Complication • Evaluating and Resolving the Complication • Concluding with a Point—An Implied Thesis Choosing an Appropriate Style 55 Evoking an Appropriate Tone or Voice • Using Dialogue Designing Your Memoir 57 Microgenre: The Literacy Narrative 58 Frederick Douglass, “Learning to Read and Write” 59 Quick Start Guide 60 Readings Jean Ellen Whatley, “My Ex Went to Prison for Sex Crimes” 61 Thaddeus Gunn, “Slapstick” 63 Talk About This • Try This Out • Write This 65 6 Profiles 67 At-A-Glance: Profiles 68 One Student’s Work: Katie Koch, “Brother, Life Coach, Friend” 69 Inventing Your Profile’s Content 71 Inquiring: Finding Out What You Already Know • Researching: Finding Out What Others Know Organizing and Drafting Your Profile 73 The Introduction • The Body • The Conclusion Choosing an Appropriate Style 74 Designing Your Profile 75 Microgenre: The Bio 76 Stephanie Wilson, NASA Astronaut 77 Quick Start Guide 78 Readings Tim Madigan, “The Serial Rapist is Not Who You Think” 79 Eric Wills, “Hot for Creature” 82 Talk About This • Try This Out • Write This 91 7 Reviews 93 At-A-Glance: Reviews 94 One Student’s Work: Christina Lieffring, “BB’s Lawnside Blues & BBQ” 95 Inventing Your Review’s Content 96 Inquiring: Discovering Common Expectations • Researching: Gathering Background Information • Researching: Go Experience It Organizing and Drafting Your Review 98 The Introduction • Description or Summary of the Subject • Discussion of Strengths and Shortcomings • Conclusion Choosing an Appropriate Style 100 Use Plenty of Detail • Set the Appropriate Tone • Changing the Pace Designing Your Review 101 Microgenre: The Rave 102 Haley Frederick, “Hunger Games: Catching Fire Review” 103 Quick Start Guide 104 Readings Christy Lemire, “The Lego Movie” 105 Margaret Lyons, “Sherlock Returns, Brilliant as Ever” 108 Talk About This • Try This Out • Write This 111 P a r t 2 Using Genres to Express Ideas CoNteNts v 8 Literary Analyses 113 At-A-Glance: Literary Analyses 114 One Student’s Work: Chalina Peña, “Making ‘The Story of an Hour’ Make Sense” 115 Inventing Your Literary Analysis’s Content 117 Read, Reread, Explore • Inquiring: What’s Interesting Here? • Researching: What Background Do You Need? Organizing and Drafting Your Literary Analysis 120 The Introduction: Establish Your Interpretive Question • The Body: Summarize, Interpret, Support • The Conclusion: Restate Your Thesis Choosing an Appropriate Style 122 Use the “Literary Present” Tense • Integrate Quoted Text • Move Beyond Personal Response Designing Your Literary Analysis 123 Microgenre: The Reading Response 124 A Student’s Reading Response to Paul Laurence Dunbar’s “We Wear the Mask” 126 Quick Start Guide 127 Readings Kate Chopin, “The Story of an Hour” 128 Daniel P. Deneau, “An Enigma in Chopin’s ‘The Story of an Hour’” (MLA) 130 Talk About This • Try This Out • Write This 134 9 Rhetorical Analyses 136 At-A-Glance: Rhetorical Analyses 137 One Student’s Work: Claire Mengebier, “Rhetorical Analysis of Match.com” 138 Inventing Your Rhetorical Analysis’s Content 140 Inquiring: Highlight Uses of Proofs • Researching: Finding Background Information Organizing and Drafting Your Rhetorical Analysis 143 The Introduction • Explanation of Rhetorical Concepts • Provide Historical Context and Summary • Analysis of the Text • The Conclusion Choosing an Appropriate Style 146 Designing Your Rhetorical Analysis 147 Microgenre: The Ad Critique 148 Paloma Aleman, “The Axe Effect” 149 Quick Start Guide 150 Readings Edward Hoagland, “The Courage of Turtles” 151 Adam Regn Arvidson, “Nature Writing in America: Criticism Through Imagery” 156 Talk About This • Try This Out • Write This 159 10 Commentaries argUMeNt 161 At-A-Glance: Commentaries 162 One Student’s Work: David Meany, “Why My Generation Doesn’t Care About Performance Enhancement” (MLA) argUMeNt 163 Inventing Your Commentary’s Content 165 Inquiring: Finding Out What You Already Know • Researching: Finding Out What Others Know Organizing and Drafting Your Commentary 166 The Introduction • Explain the Current Event or Issue • Support Your Position argUMeNt • Clarify Your Position argUMeNt • The Conclusion Choosing an Appropriate Style 169 Get into Character • Imitate a Well-Known Writer • Match Your Tone to Your Readers’ Expectations • Use Analogies, Similes, and Metaphors Designing Your Commentary 170 Microgenre: Letter to the Editor argUMeNt 172 Caroline Klinker, “Letter to the Editor: Modern-Day Religious Climate on Campus is Detrimental” 173 Quick Start Guide 175 Readings Greg Hampikian, “When May I Shoot a Student?” argUMeNt 176 Sally Kohn, “Don’t Click on Celebrity Nude Photos, ISIS Videos” argUMeNt 178 Talk About This • Try This Out • Write This 182 vi CoNteNts 11 Arguments argUMeNt 184 At-A-Glance: Arguments 185 One Student’s Work: “Death Penalty Eliminates the Risk of Future Violent Crimes” by Katlyn Firkus argUMeNt 186 Inventing Your Argument’s Content 187 Inquiring: Identifying Your Topic • Inquiring: Identifying Points of Contention argUMeNt • Researching: Finding Out What Others Believe and Why Organizing and Drafting Your Argument 190 The Introduction • Summary and Limitations of Opposing Positions argUMeNt • Your Understanding of the Issue • Reasons Your Understanding is Stronger • Conclusion Choosing an Appropriate Style 192 Use Plain Style to Describe the Opposing Position • Use Similes, Metaphors, and Analogies When Describing Your Position • Use Top-Down Paragraphs • Define Unfamiliar Terms Designing Your Argument 194 Microgenre: The Rebuttal argUMeNt 196 Dr. John Abraham, “Global Warming Most Definitely Not a Hoax–A Scientist’s Rebuttal” 197 Quick Start Guide 199 Readings Ted Miller, “Should College Football Be Banned?” argUMeNt 200 Kate Dailey, “Friends with Benefits: Do Facebook Friends Provide the Same Support as Those In Real Life?” argUMeNt 202 Talk About This • Try This Out • Write This 206 12 Proposals argUMeNt 208 At-A-Glance: Proposals 209 One Student Group’s Work: “SCC Café Proposal” 210 Inventing Your Proposal’s Content 214 Inquiring: Defining the Problem • Inquiring: Analyzing the Problem • Researching: Gathering Information and Sources • Inquiring: Planning to Solve the Problem • Researching: Finding Similar Projects Organizing and Drafting Your Proposal 217 The Introduction • Description of the Problem, Its Causes, and Its Effects • Description of Your Plan • Discussing the Costs and Benefits of Your Plan • The Conclusion Choosing an Appropriate Style 222 Designing Your Proposal 222 Microgenre: The Pitch 224 Hans Fex, “Mini Museum” 225 Quick Start Guide 226 Readings Samuel Goldman, “How to Fix Grade Inflation at Harvard” argUMeNt 227 Jim Rough, “A Rebirth of ‘We the People’” argUMeNt 229 Talk About This • Try This Out • Write This 237 13 Analytical Reports 239 At-A-Glance: Reports 240 One Student Group’s Work: Kaisa Lee and Jamie Koss, “College Students’ Attitudes on the Causes of Infidelity” 241 Inventing Your Analytical Report’s Content 251 Inquiring: Finding Out What You Already Know • Researching: Creating a Research Plan • Researching: Gathering Sources and Revisiting Your Hypothesis Organizing and Drafting Your Analytical Report 256 Executive Summary of Abstract • Introduction • Methods Section • Findings or Results Section • Discussion Section • Conclusion/Recommendations • References or Works Cited • Appendices Choosing an Appropriate Style 259 Designing Your Analytical Report 260 Microgenre: The Explainer 262 World Freerunning Parkour Federation, “What is Parkour?” 263 Quick Start Guide 265 Readings Andrew Gelman and George A. Romero, “How Many Zombies Do You Know? Using Indirect Survey Methods to Measure Alien Attacks and Outbreaks of the Undead” (APA) 266 Pew Research Center, “The Rising Cost of Not Going to College” (APA) 269 Talk About This • Try This Out • Write This 280 CoNteNts vii 14 Research Papers 282 At-A-Glance: Research Papers 283 One Student’s Work: “Lives Not Worth the Money?” Katelyn Turnbow (MLA) 284 Inventing Your Research Paper’s Content 289 Inquiring: Defining Your Topic, Angle, Purpose • Researching: Finding Out What Others Know Organizing and Drafting Your Research Paper 290 The Introduction • The Body • The Conclusion • Works Cited or References Choosing an Appropriate Style 293 Designing Your Research Paper 294 Microgenre: The Annotated Bibliography 296 Sara Rodriguez, “Annotated Bibliography: The Fog of Revolution” (MLA) 297 Quick Start Guide 298 Readings Paul Rosenzweig et al., “Drones in U.S. Airspace: Principles for Governance” (APA) 299 James Knoll, “Serial Murder: A Forensic Psychiatric Perspective” (APA) 306 Talk About This • Try This Out • Write This 314 P a r t 3 Developing a Writing Process 15 Inventing Ideas and Prewriting 316 Prewriting 317 Concept Mapping • Freewriting • Brainstorming or Listing • Storyboarding Using Heuristics 320 Asking the Journalist’s Questions • Using the Five Senses • Investigating Logos, Ethos, Pathos argUMeNt • Cubing Exploratory Writing 323 Journaling, Blogging, or Microblogging • Writing an Exploratory Draft • Exploring with Presentation Software Taking Time to Invent and Prewrite 326 Quick Start Guide 327 Talk About This • Try This Out • Write This 328 16 Organizing and Drafting 329 Sketching Out Your Paper’s Organization 330 Using the Genre to Create a Basic Outline • Filling Out Your Outline Drafting Your Introduction: Tell Them What You’re Going to Tell Them 331 Five Introductory Moves • Using a Grabber to Start Your Introduction • Using a Lead to Draw in the Readers Drafting the Body of Your Paper: Tell Them 336 Overcoming Writer’s Block Drafting Your Conclusion: Tell Them What You Told Them 338 Quick Start Guide 340 Talk About This • Try This Out • Write This 341 17 Choosing A Style 342 Writing in Plain Style 342 Guideline 1: Clarify Who or What the Sentence Is About • Guideline 2: Make the “Doer” the Subject of the Sentence • Guideline 3: Put the Subject Early in the Sentence • Guideline 4: State the Action in the Verb • Guideline 5: Eliminate Nominalizations • Guideline 6: Boil Down the Prepositional Phrases • Guideline 7: Eliminate Redundancies • Guideline 8: Use Sentences That Are Breathing Length Establishing Your Voice 346 Set a Specific Tone • Get into Character • Imitate Other Writers Writing Descriptively with Figures and Tropes 348 Use Similes and Analogies • Use Metaphors • Use Personification • Use Onomatopoeia • Use Alliteration and Assonance Improving Your Writing Style 351 Quick Start Guide 352 Talk About This • Try This Out • Write This 353 viii CoNteNts 18 Designing 354 Design Principle 1: Balance 354 Balancing a Page Design Principle 2: Alignment 356 Design Principle 3: Grouping 357 Design Principle 4: Consistency 358 Choosing Typefaces • Using Headings Consistently Design Principle 5: Contrast 359 Using Photography and Images 360 Using Graphs and Charts 360 Creating a Graph or Chart • Choosing the Appropriate Graph or Chart Quick Start Guide 365 Talk About This • Try This Out • Write This 366 19 Revising and Editing 367 Level 1: Global Revision 368 Challenge Your Draft’s Topic, Angle, and Purpose • Think About Your Readers (Again) and the Context Level 2: Substantive Editing 373 Determine Whether You Have Enough Information (or Too Much) • Reorganize Your Work to Better Use the Genre • Look for Ways to Improve the Design • Ask Someone Else to Read Your Work Level 3: Copyediting 377 Review Your Title and Headings • Edit Paragraphs to Make Them Concise and Consistent • Revise Sentences to Make Them Clearer • Revise Sentences to Make Them More Descriptive Level 4: Proofreading 378 Read Your Writing Aloud • Read Your Draft Backwards • Read a Printed Copy of Your Work • Know Your Grammatical Weaknesses • Use Your Spellchecker and Grammar Checker Peer Review: Asking for Advice 379 Quick Start Guide 380 Talk About This • Try This Out • Write This 381 P a r t 4 Strategies for Shaping Ideas 20 Developing Paragraphs and Sections 382 Creating a Basic Paragraph 383 Transition or Transitional Sentence (Optional) • Topic Sentence (Needed) • Support Sentences (Needed) • Point Sentence (Optional) Getting Paragraphs to Flow (Cohesion) 386 Subject Alignment in Paragraphs • Given-New in Paragraphs Organizing a Section 387 Opening, Body, Closing • Organizational Patterns for Sections Quick Start Guide 389 Talk About This • Try This Out • Write This 390 21 Using Basic Rhetorical Patterns 391 Narrative 392 Description 392 Describing with the Senses • Describing with Similes, Metaphors, and Onomatopoeia Definition 393 Classification 395 Step One: List Everything That Fits into the Whole Class • Step Two: Decide on a Principle of Classification • Step Three: Sort into Major and Minor Groups Cause and Effect 396 Comparison and Contrast 397 Combining Rhetorical Patterns 398 Quick Start Guide 399 Talk About This • Try This Out • Write This 400 CoNteNts ix 22 Using Argumentative Strategies argUMeNt 401 What Is Arguable? 402 Arguable Claims • Four Sources of Arguable Claims Using Reason, Authority, and Emotion 405 Reason (Logos) • Authority (Ethos) • Emotion (Pathos) Avoiding Logical Fallacies 409 Rebuttals and Refutations 411 Summarize Your Opponents’ Position Objectively • Recognize When the Opposing Position May Be Valid • Concede Some of the Opposing Points • Refute or Absorb Your Opponents’ Major Points • Qualify Your Claims Quick Start Guide 415 Talk About This • Try This Out • Write This 416 23 Collaborating and Peer Response 417 Working Successfully in Groups 418 Working Successfully in Teams 420 Planning the Project • Forming: Setting Goals, Getting Organized • Storming: Managing Conflict • Norming: Getting Down to Work • Performing: Working as a Team Using Peer Response to Improve Your Writing 423 Types of Peer Response and Document Cycling • Responding Helpfully During Peer Response Quick Start Guide 427 Talk About This • Try This Out • Write This 428 P a r t 5 Doing Research 24 Starting Research 430 Starting Your Research Process 431 Step One: Define Your Research Question • Step Two: Develop a Working Thesis • Step Three: Devise a Research Plan Doing Start-Up Research 433 Assessing a Source’s Reliability 433 Is the Source Credible? • Is the Source Up to Date? • How Biased Are the Author and the Publisher? • Can You Verify the Evidence in the Source? • How Biased Are You? Managing Your Research Process 435 Finalizing a Research Schedule • Starting Your Bibliography File Following and Modifying Your Research Plan 436 When Things Don’t Go As Expected Quick Start Guide 437 Talk About This • Try This Out • Write This 438 25 Finding Sources and Collecting Evidence 439 Using Primary and Secondary Sources 439 Evaluating Sources with Triangulation 441 Finding Electronic and Online Sources 442 Using Internet Search Engines • Using the Internet Cautiously • Using Documentaries and Television/Radio Broadcasts • Using Wikis, Blogs, and Podcasts Finding Print Sources 446 Locating Books At Your Library • Finding Articles At Your Library Using Empirical Sources 449 Interviewing People • Using an Informal Survey • Doing Field Observations Quick Start Guide 453 Talk About This • Try This Out • Write This 454 26 Citing, Quoting, Paraphrasing, and Summarizing Sources 455 Citing 446 Quoting 458 Brief Quotations • Long Quotations Paraphrasing and Summarizing 459 Paraphrasing • Summarizing Framing Quotes, Paraphrases, and Summaries 463 Avoiding Plagiarism 465 Academic Dishonesty • Patchwriting • Ideas and Words Taken without Attribution • The Real Problem with Plagiarism Quick Start Guide 468 Talk About This • Try This Out • Write This 469 x Contents 27 Using MLA Style 470 Parenthetical Citations 471 When the Author’s Name Appears in the Sentence • Citing More Than One Source in the Same Sentence • Citing a Source Multiple Times • Citing a Source with No Page Numbers • Other Parenthetical References Preparing the List of Works Cited 475 Including More Than One Source from an Author • Citing a Source that Appears in Another Source (Containers) • Formatting a List of Works Cited Citing Sources in the List of Works Cited 477 Citing Books and Other Nonperiodical Publications • Citing Journals, Magazines, and Other Periodicals • Citing Web Publications • Citing Other Kinds of Sources A Student’s MLA-Style Research Paper: Brian Naidus, “A Whole New World: A Background on the Life of the Freshwater Shark” 485 28 Using APA Style 493 Parenthetical Citations 493 When the Author’s Name Appears in the Sentence • Citing More Than One Source in the Same Sentence • Citing a Source Multiple Times • Other Parenthetical References Preparing the List of References 496 Formatting a List of References in APA Style Citing Sources in the List of References 499 Citing Books and Other Nonperiodical Publications • Citing Journals, Magazines, and Other Periodicals • Citing Web Publications • Citing Other Kinds of Sources A Student’s APA-Style Research Paper: Austin Duus, “Assortive Mating and Income Inequality” 507 P a r t 6 Getting Your Ideas Out There 29 Writing with Social Networking 518 Is This Writing? 518 Creating a Social Networking Site 519 Choose the Best Site for You • Be Selective About Your “Friends” • Update Your Profile Regularly Starting Your Own Blog 520 Choose a Host Site for Your Blog • Writing and Updating Your Blog Writing Articles for Wikis 522 Write the Article • Add Your Article to the Wiki Putting Videos and Podcasts on the Internet 523 Create Your Own Video or Record Your Podcast • Edit Your Work • Upload Your Video or Podcast Quick Start Guide 525 Talk About This • Try This Out • Write This 526 30 Creating a Portfolio 527 Two Basic Kinds of Portfolios 527 Getting Started on Your Portfolio 528 Step One: Collect Your Work 529 Archiving for a Specific Course • Archiving for Your College Career • Archiving for Your Professional Career Step Two: Select the Best Artifacts 530 Step Three: Reflect on Your Work 531 Your Reflection as an Argument Step Four: Present Your Materials 531 Creating an E-Portfolio Keeping Your Portfolio Up to Date 535 Creating a Starter Résumé 536 Quick Start Guide 538 Talk About This • Try This Out • Write This 539 CoNteNts xi 31 Succeeding on Written Exams and Assessments 540 Step One: Prepare for the Exam 541 Meet with Study Groups • Ask Your Professor About the Exam • Pay Attention to Themes and Key Concepts • Study the Assessment Rubric or Scoring Guidelines • Create Your Own Questions and Rehearse Possible Answers Step Two: Start Your Written Exam 543 Review the Exam Quickly to Gain an Overall Picture • Budget Your Time Step Three: Answer the Questions 543 Organize Your Answer Step Four: Complete the Written Exam 545 One Student’s Written Exam 545 Quick Start Guide 548 Talk About This • Try This Out • Write This 549 32 Presenting Your Work 550 Step One: Plan Your Presentation 551 Ask a Few Key Questions to Get Started • Choose the Appropriate Presentation Technology • Allot Your Time Step Two: Organize Your Ideas 553 Introduction: Tell Them What You’re Going to Tell Them • The Body of Your Talk: Tell Them • Conclusion: Tell Them What You Told Them • Question and Answer Step Three: Design Your Visual Aids 556 Format Your Slides Step Four: Prepare Your Delivery 557 Body Language • Voice and Tone Step Five: Practice and Rehearse 559 Practice, Practice, Practice • Rehearse, Rehearse, Rehearse Quick Start Guide 560 Talk About This • Try This Out • Write This 561 P a r t 7 Anthology of Readings 33 Memoirs 562 Edward Abbey, “The First Morning” 563 Thomas Rogers, “The College Hazing That Changed My Life” 567 Demetria Martinez, “Lines in the Sand” 570 Jackie Robinson, “The Noble Experiment” 572 34 Profiles 578 Carl Wilkinson, “Dave Grohl and the Foo Fighters” 579 Jody L. Ipsen, “Prudencia” 584 Nathan Heller, “Lorde: The Music Phenomenon of the Year” 587 City of Los Angeles Department of Recreation and Parks, General Information for Griffith Park 591 Benjamin Percy, “Welcome to the Jungle” 592 35 Reviews 595 Dan Schindel, “ Frozen Tries and Fails to Be Both Traditional and Modern” 596 Stephen King, “Why We Crave Horror Movies” 598 Dorothy Woodend, “Why Watching Christian Blockbuster Noah Is Like Sitting in a Giant Bathtub” 601 Ryan Taljonick, “Tomb Raider: Definitive Edition” 605 36 Literary Analyses 608 Robert Frost, “Stopping by Woods on a Snowy Evening” 609 Steven Monte, “An Overview of ‘Stopping By Woods on a Snowy Evening’ ” 610 Laura Miller, “Touched by a Vampire” 614 “Reader’s Guide to Langston Hughes” 618 37 Rhetorical Analysis 623 Garrett Epps, “The …