instructor’s manual -...

Instructor’s Manual

to accompany

Meyers

Composing with ConfidenceWriting Effective Paragraphs and Essays

Sixth Edition

Alan MeyersHarry S. Truman College

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Mexico City Munich Paris Cape Town Hong Kong Montreal

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Instructor’s Manual to accompany Meyers, Composing with Confidence: Writing Effective Paragraphs and Essays,Sixth Edition

Copyright ©2003 Pearson Education, Inc.

All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book forclassroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, exceptin the case of brief quotations embodied in critical articles and reviews.

Please visit our Web Site at http://www.ablongman.com

ISBN: 0-321-08834-4

1 2 3 4 5 6 7 8 9 10 -DPC - 05 04 03 02

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Contents

INTRODUCTION 1

USING THE TEXT 1

Suggestions for Preparing a Syllabus 1

Collaborative Work 3

A Mastery Learning Strategy 5

Assignments from Units One, Two, and Three 8

Assignments from Unit Four 8

Another Approach to Unit Four 10

Suggestions for Using the Readings 11

Suggestions for Non-English-Dominant Students 13

Suggestions for Further Reading 17

CHAPTER OBJECTIVES 21

CHAPTER NOTES 39

ANSWERS TO CHAPTER EXERCISES 57

TRANSPARENCY MASTERS 153

1

INTRODUCTION

This instructor’s manual and answer key for Composing with Confidence, Sixth

Edition, is divided into six parts:

1. general notes on using the text, including an explanation of a Mastery

Learning

strategy;

2. suggestions for further reading;

3. objectives for each chapter;

4. notes for each chapter;

5. answer keys for each chapter; and

6. transparency masters.

USING THE TEXT

Suggestions for Preparing a Syllabus

This text requires no special apparatus; use it to suit your own curriculum,

objectives, and teaching style. Indeed, the 28 chapters of the book and the reading

selections probably contain more material than can be covered in a single

semester or quarter, so you may omit or assign some chapters for supplemental

work. Whatever the sequence you decide on, you should probably assign chapters

from Unit One, on the composing process, early in the term; and then some

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combination of chapters from Unit Two, on revision and style, in conjunction

with chapters from Unit Three, on composing paragraphs and compositions.

Finally, chapters from Unit Four, on grammar and mechanics, can be paired with

the writing units so students view these sentence-level issues as part of the global

process of writing and revising—as ways of clarifying and strengthening ideas

while eliminating impediments to effective communication. Here are a few

suggestions for pairings of chapters:

Chapter 2, “The Composing Process,” combined with Chapter 19, “Writing

Complete Sentences.” (Writing complete sentences might be a first

objective.)

Chapter 3, “Composing a Powerful Paragraph,” combined with Chapter 20,

“Combining Sentences Through Coordination and Subordination.”

(Sentence joining logically follows writing complete sentences.)

Chapter 6, “Achieving Coherence,” combined with Chapter 23, “Achieving

Consistency.” (Coherence requires consistency.)

Chapter 9, “Composing a Description,” with Chapter 21, “Checking Subject-Verb

Agreement and Noun Plurals” (if the description is in the present tense).

And Chapter 11, “Explaining a Process,” with Chapter 21 (if the process

requires third person rather than the imperative or second person).

Chapter 9, “Making Classifications,” with Chapter 21, on subject-verb agreement,

or with Chapter 23, on consistency. (Errors in person, number, and

parallel construction often occur in classifications.) Another possible

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combination is with Chapter 26, “Using Apostrophes and Hyphens,” since

errors in ’s constructions often appear in present tense writing.

Chapter 10, “Composing Narratives,” or Chapter 15, “Examining Causes and

Effect,” with Chapter 22, “Checking Past-Tense and Past-Participle

Forms.” (Narration and causal analysis usually require past tense writing.)

Chapter 12, “Drawing Comparisons and Contrasts,” with Chapter 23, “Achieving

Consistency,” since comparisons should be consistent.

Chapter 14, “Composing Definitions,” combined with Chapter 23, on consistency,

and Chapter 24, “Using Pronouns,” since classification often leads to

inconsistencies in number or person.

Collaborative Work

Exercises in Units One, Two, and Three that focus on analyzing model

paragraphs and then the students’ own drafts, based on Revision Guideline

questions, can be conducted in small group discussions. These collaborative

sessions are often quite effective provided that (1) you first model the process of

analysis—praising the strengths (and potential strengths) in a student draft and

suggesting ways to strengthen it further—and (2) you monitor group activities

throughout the term—listening to the discussions, answering questions, and

offering suggestions. As you move from group to group, try to encourage

responses from all members and gently discourage the occasional too persistent

voice (which, incidentally, may be your own).

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Peer group predicting sessions based on a student’s own text are often

valuable tools for strengthening student drafts. You can model the process by

reading the opening sentence(s) of a student paper and asking for predictions of

what might follow. Write these suggestions on the board and then read on,

stopping to discuss where the paper does or does not fulfill the predictions (noting

also that every prediction need not be fulfilled). Continue reading and pausing at

various junctures to elicit further predictions and compare them with the text that

follows. Emphasize that writers need not be embarrassed by or ashamed of a lack

of clear organization, development, or purpose, but should welcome this feedback

before they revise.

After demonstrating the process with two or three papers, have students

work in five-member groups. Monitor the groups as just described. Use these

sessions to reinforce or teach any concept, including how potential misreadings

and variant readings can occur.

The “Revision Guidelines” form in the chapters in Units One, Two and

Three may be completed by the writer, a peer reader, or a small group working

collaboratively. You can facilitate the early collaborative group work by asking

students to distribute photocopies of their drafts to every member of the group.

Likewise, you can distribute enough blank photocopies of the Revision Guideline

form so every member can personally respond to each draft. These practices

accomplish several goals: (1) they encourage full participation by every member

of the group; (2) they demand a careful reading of each draft; and (3) they allow

writers to compare, evaluate, and respond to the responses of a diverse audience.

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In later assignments, completion of the Revision Guidelines form may be done by

the group as a whole, then by a single reader, and finally by the writer alone.

If you have students for whom English is a second language, collaborative

groups and peer review can provide a supportive, language-acquisition

environment. Some faculty have established a “buddy-system,” wherein

dominant and non-dominant English-speaking students are paired. In practicing

the language, both members of the pair gain a heightened awareness of the

structure of the language.

If peer group work proves successful, consider employing it for

discussions of material in Unit Four, especially the editing exercises. Comparative

responses usually demonstrate a number of alternatives for restructuring ideas and

resolving difficulties.

A Mastery Learning Strategy

As a result of my study with Benjamin Bloom, I have employed a Mastery

Learning strategy for use with this book. Briefly, Mastery Learning is designed

for the traditional classroom; it requires no individualized instruction, although

each student masters a unit of instruction at his or her own pace within certain

time constraints. Before exploring this strategy in detail, however, let me briefly

describe some now widely held assumptions about how students improve their

writing.

Two decades ago, Mina Shaughnessy’s groundbreaking research

demonstrated what is now commonplace: Many so-called errors result in part

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from the writer’s unfamiliarity with putting words on paper. We know now that

writing well is less a gift than a skill which improves with practice—especially

when students compose and revise in a nonpunitive atmosphere fostering the

cumulative acquisition of subskills. The last two decades have witnessed the shift

in emphasis from product to process: that is, a recursive cycle of invention,

drafting, revising, editing, and proofreading—the early drafts and revisions

centered on global matters of organization, development, and coherence; the later

revisions centered on sentence-level matters of grammar, mechanics, spelling, and

style.

Moreover, the last three decades of work by the researchers such as

Zoellner, Bruffee, Bereiter, and Scardamalia have demonstrated the simultaneous

connection between articulating and discovering ideas. One thought suggests

another, one sentence leads to the next—but along the way we often change our

minds and phrasing. The process of composing, therefore, encompasses both

discovery for the writer and communication to the reader. A first draft (and, to a

lesser degree, a second and a third) is a time to explore ideas, occasion, purpose,

and the needs of audience. In the initial stages of the process, we primarily direct

our attention not toward grammar but toward ideas—which we tend to express in

our natural idiom. If we speak in standard English, then we compose our early

drafts largely in that mode of expression. If we speak in a nonstandard dialect, our

early drafts may contain nonstandard forms. (Indeed, attempting to write a

“perfect” first draft often invites disaster: tangled syntax and a pronounced lack of

fluency.) In either case, however, we should address matters of grammar and

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mechanics during revisions, when we can examine our language coldly,

objectively.

From these assumptions arise three points:

1. Students should be made aware of the writing process and, within it, the

role of revision.

2. Students should be allowed to experiment and gain experience in writing,

with only their final drafts being graded.

3. Students should be told exactly what is expected of them and then graded

on that basis.

Thus, in a Mastery Learning strategy:

a. Instruction is divided into units (e.g., a unit on the topic sentence

and paragraph unity; a unit on writing complete sentences; or a

unit that combines the two).

b. Each unit begins with clearly stated objectives.

c. Students receive ample (and ungraded) practice in the skills to be

learned;

d. Students receive continual feedback about the degree to which

they have mastered the skills.

e. Students then submit their work for a grade.

The following sections outline the procedures involved in a Mastery

Learning strategy.

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Assignments from Units One, Two, and Three

The exercises in each chapter in Units One through Three lead students through

the recursive steps of the writing process, with emphasis on free writing,

clustering, and brainstorming; composing a topic sentence; organizing and

developing the paragraph or theme; criticizing and revising; and editing and

proofreading. Because students require the most guidance as they begin, work in

the first weeks of the term may proceed slowly, with the emphasis on modeling of

processes and generating early drafts. As the term progresses, the pace can

accelerate and the intervention between initial and final drafts can decrease.

You might have students hand in biweekly or weekly drafts of work based

on the end-of-chapter Suggestions for Writing. These assignments, again directed

toward an audience, an occasion, and a purpose, should facilitate student ability to

compose with confidence while honing drafting and revising skills. Many of these

practice writings may later be revised for grades.

Assignments from Unit Four

Chapters from Unit Four might be paired with chapters from Units One through

Three according to this procedure:

1. Students complete the chapter from Units One, Two, or Three, along with

several practice writings.

2. Students complete the Unit Four chapter(s) while continuing with practice

writings.

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3. Students then submit final drafts of papers to be evaluated based on the

skills taught in both units.

More specifically, instruction in a Unit Five chapter could proceed in this

way:

a. Students receive chapter objectives.

b. Students complete the exercises in the chapter.

c. Students are evaluated, either through the paragraph editing

exercise at the end of the chapter or through Objective Test, Form

A, in the test bank that accompanies this text. I do not assign letter

grades to these evaluations but use them as diagnostic tools that

provide students feedback on material not yet mastered.

d. Students restudy the material. Those exhibiting poor performance

(perhaps a score below 80 to 85 percent correct on the objective

quizzes) should review the chapter, see a tutor, work in peer study

groups, or work in a language lab.

e. Students are reevaluated, either through the Paragraph Editing Test

in the test bank or through the Objective Test, Form B. This

reevaluation should occur no later than the next class period and

may be administered (1) during your office hours; (2) elsewhere

under the supervision of an aide, tutor, or secretary (the supervisor

need only hand out the quiz and collect it); (3) in class during the

first ten minutes while the other students wait outside the room or

work on another assignment; or (4) at home. (I generally use this

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latter method to conserve class time.) The reevaluation might be

ungraded, since its purpose is to demonstrate readiness to complete

and revise final drafts.

f. The revised final drafts are then graded on the basis of the mastery

of material taught in the current and previous units.

Another Approach to Unit Four

Should you wish to teach only the chapters from Units One through Three while

referring individual students to chapters in Unit Four as needed, photocopy the

answer keys for Unit Four so students may check their own work. You may

evaluate student performance as just described.

Following are some additional methods for facilitating student ability to

identify and correct errors on practice writings:

1. Identify two or three of the most serious and repeated errors on a student’s

paper (perhaps sentence fragments, comma faults, or the confusion among

their/there/they’re).

2. Mark and correct the first instances of each.

3. Highlight with colored marker another one or two such errors, but do not

highlight the remaining instances.

4. Provide oral or written guidance on how the student should revise and

edit, as, for example: “The content of this paper is good, but you seem to

be having trouble with sentence fragments and comma usage. I’ve

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corrected the first few errors and have highlighted two others. There are

four more of these errors in the paper. Please correct all six errors.”

5. Assign the relevant chapters or parts of chapters in Unit Four either prior

to or after the student has revised the practice writing.

6. Repeat this procedure on later writings, identifying a different set of

errors. Your comments can be shorter once students become accustomed

to the process.

Suggestions for Using the Readings

The end-of-chapter readings in Unit Three may be used in a variety of ways:

1. as material for analysis of organization, development, transitions, and the like;

2. as material for reading instruction;

3. as models of the genres;

4. as vocabulary builders;

5. as prompts for student paragraphs and themes.

The readings may be assigned at the beginning of the unit or near the end,

depending on your purpose.

A group of essays also appears at the end of the text under the heading

“Reading Selections.” These essays can be used as topics for class discussion, a

focus for group collaborations, and a springboard for writing. In addition, these

essays can be assigned along with chapters in Unit Three.

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Like most good writing, these essays often contain more than one

rhetorical mode. However, you may wish to follow these guidelines:

“Buzzard” Chapters 9, 10

“I Know Why the Caged Bird Sings” Chapter 10

“Reflections” Chapters 9, 10

“What Is Poverty?” Chapters 14, 16

“A Tale of Two Gravies” Chapters 10, 12

“From a Grandpa, Above and Beyond” Chapters 10, 12

“Love Finds a Way” Chapters 10, 12

“Baby Birds” Chapter 11

“Neat People vs. Sloppy People” Chapter 12

“Death of a Moth” Chapters14, 15

“Living in Two Worlds” Chapters 10, 12

“The Myth of the Latin Woman” Chapters 10, 15

“Mother Tongue” Chapter 12

“When Bright Girls Think That Math Is a Waste of Time”Chapter 15

“Friends, Good Friends,—and Such Good Friends” Chapters 13, 14

“The Way to Rainy Mountain” Chapters 9, 10

Suggestions for Non-English-Dominant Students

Non-English-dominant students who lack complete familiarity with English

grammatical structures and idioms pose real challenges for composition

instructors. Such students must receive supplemental help in specific grammatical

structures. The following material may serve as a starting point.

Verb Phrases can be divided into the following categories.

I. Two-Word Phrases

1. Be + ing (the present and past continuous tenses)

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he is working, he was working

2. Be + past participle (present and past tense passive voice)

the checks are mailed, the checks were mailed

3. Have + past participle (present perfect and past perfect tenses)

have gone, has gone, had gone

4. Do + partial infinitive [without to] (negatives and questions in the

simple present and simple past tenses)

doesn’t go, don’t go, didn’t go

5. Modal auxiliary verbs + partial infinitive (for expressing present,

future, and with could and would, past modes)

will go, can go, shall go, would go, could go, should go, may go,

might go, must go (and ought to go—full infinitive)

II. Three-Word Phrases

1. Modal + have + past participle (for interpreting and discussing the

past and, with will, the future perfect)

could have gone, should have gone, might have gone, may have

gone, would have gone, must have gone, will have gone

2. Modal + be + ing (for expressing in a present or future continuous

mode)

could be going, should be going, might be going, may be going,

would be going, must be going, will be going

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3. Have + been + ing (for present and past continuous tenses)

have been doing, has been doing, had been doing

4. Be + being + past participle (for present continuous and past

continuous passive voice)

is being done, was being done

III. Four-Word Phrases

1. Modal + have + been + ing (for interpreting and discussing a

continuing past circumstance, and with will, a future perfect

circumstance)

could have been working, should have been working, will have

been working, etc.

2. Modal + have + been + past participle (for interpreting and

discussing in passive voice a past circumstance, or with will, a future

circumstance)

could have been done, should have been done, will have been done,

etc.

Indirect questions follow the word order of statements (subject-verb) even when

they begin with question words or are subordinate clauses within a question. The

tense of the verb in the indirect question corresponds to the tense of the main

clause.

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I want to know if (whether, how, when, where, why, how soon) you can

(would, will, should, etc.) help me.

He asked me if (whether, how, when, where, why, how soon) I could

(would, might, etc.) help him.

The articles a/an and the, while highly idiomatic, are used in the following

circumstances.

I. With singular countable nouns, choose between a/an for nonspecific

nouns and the for specific nouns:

a man the man in a gray flannel suit

II. With uncountable nouns and plural nouns, choose between the and no

article (since a/an means one, which does not apply to these nouns):

men, water

the men in gray flannel suits, the water in the river

III. Use the under the following conditions:

1. When a phrase follows the noun and makes it specific:

the people in the car, the boy sitting at the end of the row, the

woman that I know

2. When there is only one choice, so the word must be specific:

the sun, the first floor, the ceiling

3. When a noun is referred to a second time:

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A wool sweater should be dry-cleaned, since the sweater may

shrink in water.

4. When both writer and reader know the identity of the object discussed:

We should take the new car today.

Further suggestions may be found in texts in English as a Second

Language and in my text, Writing with Confidence, 6th Edition (Addison Wesley

Longman, 1999).

SUGGESTIONS FOR FURTHER READING

On the Correction of Errors

Dong, Yu Ren. “The Need to Understand ESL Students’ Native Language

Writing Experiences.” Teaching English in the Two-Year College 26

(1991): 277-285.

Hartwell, Patrick. “Grammar, Grammars, and the Teaching of Grammar.” College

English 47 (1985): 105–127.

Robinson, William S. “Towards a Theory of Error.” Teaching English in the Two-

Year College 26 (1998): 50-70.

Shaughnessy, Mina P. Errors and Expectations: A Guide for the Teacher of Basic

Writing. New York: Oxford University Press, 1977.

Song, Balin, and Isabella Caruso. “Do English and ESL for Faculty Differ in

Evaluating the Essays of Native English-Speaking and ESL Students?”

Journal of Second Language Writing 5 (1996): 163-82.

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William, James D. “Rule Governed Approaches to Languages and Composition.”

Written Communication 10 (1993): 542-68.

On Talking/Writing and Collaborative Learning

Belanoff, Pat, and Peter Elbow. “Using Portfolios to Increase Collaboration and

Community.” Journal of Writing Program Administration 9 (1986): 27-

39.

Bereiter, C., and M. Scardamalia. “From Conversation to Composition: The Role

of Instruction in a Developmental Process.” In Advances in Instructional

Psychology, Vol. 2. Ed. R. Glaser. NJ: Erlbaum, 1982. 1–64.

Bleich, David. “Collaboration and the Pedagogy of Disclosure.” College English

57 (1995): 43-61.

Bruffee, Kenneth A. “Collaborative Learning and the ‘Conversation of

Mankind.’” College English 46 (1984): 635–652.

_____ , Collaborative Learning. Baltimore: Johns Hopkins UP, 1993.

Dykstra, Pamela D. “Say It, Don’t Write It; Oral Structures as Framework for

Teaching Writing.” Journal of Basic Writing 13 (Spring 1994): 41–49.

Faigley, Lester, and S. P. Witte. “Analyzing Revisions.” College Composition

and Communication 32 (1981): 400–414.

Forman, Harris, ed. New Visions of Collaborative Writing. Portsmouth: Boynton,

1992.

Henshen, Beth M., and Edward Sidlow. “Collaborative Writing.” College

Teaching 38 (1990): 29-32.

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Kasper, Loretta F. “Writing to Read: Enhancing ESL Students’ Reading

Proficiency through Written Responses to Text.” Teaching English in the

Two-Year College 23 (February 1996): 25–33.

Sarbin, Theodore R., and others. “On Zoellnerism: Comments . . .” College

English 30 (1969): 645–668.

Singh-Gupta, Vidya, and Eileen Troutt-Erwin. “Preparing Students for Teamwork

Through Collaborative Writing and Peer Review Techniques.” Teaching

English in the Two-Year College 23 (1996) 127-136.

Smith, Rochelle. “Paragraphing for Coherence: Writing as Implied Dialogue.”

College English 46 (1984): 8–21.

Spear, Karen. Sharing Writing: Peer Response Groups in English Classes.

Portsmouth: Boynton, 1988.

Weiner, Harvey S. “Collaborative Learning in the Classroom: A Guide to

Evaluation.” College English 48 (1986): 52–61.

Zoellner, Robert. “Talk-Write: A Behavioral Pedagogy for Composition.” College

English 30 (1969): 267–320.

On the Composing Process

Anson, Chris. ed. Writing and Response: Theory, Practice, and Research.

Urbana, IL: NCTE, 1989.

Berkenkotter, Carol. “Decisions and Revisions: The Planning Strategies of a

Publishing Writer.” College Composition and Communication 34 (1983):

156–169.

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Emig, Janet. The Composing Process of Twelfth Graders. Urbana, IL: National

Council of Teachers of English, 1971.

Flower, Linda. Problem-Solving Strategies for Writing. New York: Harcourt

Brace Jovanovich, 1981.

_____ , and John R. Hayes. “A Cognitive Process Theory of Writing.” College

Composition and Communication 32 (1981): 365–387.

Huff, Roland K. “Teaching Revision: A Model of the Drafting Process.” College

English 45 (1983): 800–816.

Lent, Robin. “I Can Relate to that . . .: Reading and Responding in the Writing

Classroom.” College Composition and Communication 44 (1993): 232-

240.

Pianko, Sharon. “Reflection: A Critical Component of the Composing Process.”

College Composition and Communication 30 (1979): 275–284.

Reither, James A. “Writing and Knowing: Toward Redefining the Writing

Process.” College English 47 (1985): 620–628.

Schwalm, David E. “Degree of Difficulty in Basic Writing Courses: Insights from

the Oral Proficiency Interview Testing Program.” College English 47

(1985): 629–640.

Steelman, Jane D. “Revision Strategies Employed by Middle-Level Students

Using Computers.” Journal of Educational Computing Research 11

(1994): 141-152.

Straub, Richard, and Ronald F. Lunsford. Twelve Readers Reading: Responding

to College Writing. Creskill: Hampton, 1995.

20

Tobin, Lad, and Thomas Newkirk, eds. Taking Stock: The Writing Process

Movement in the 90s. Portsmouth: Boynton, 1994.

On Mastery Learning

Block, James H., ed. Schools, Society, and Mastery Learning. New York: Holt,

1974.

Bloom, Benjamin S. Human Characteristics and School Learning. New York:

McGraw-Hill, 1976.

_____ , et al. Handbook of Formative and Summative Evaluation of Student

Learning. New York: McGraw-Hill, 1971.

CHAPTER OBJECTIVES

Chapter 1 Objectives

After completing this chapter, a student should be able to

1. explain ways to increase confidence in writing;

2. explain different ways writing can be used;

3. list tips for composing on a computer.



1. explain the relationship between speaking and writing;

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2. explain that all writing addresses the needs of the occasion for, the subject of,

the audience for, and the goal or purpose of writing;

3. define the three main purposes in writing: to inform, to persuade, and to

entertain;

4. describe the recursive steps of the composing process: invention and

discovery; drafting, revising, editing and proofreading;

5. (if practical) begin to compose and revise on a word processor;

6. begin to examine his or her most efficient composing practices;

7. begin the process of composing by using brainstorming, clustering, and free

writing;

8. compose a first draft based on the material generated in brainstorming,

clustering, or free writing; and

9. revise the first draft to eliminate unclear or awkward phrasing.



1. define a paragraph, including its three main parts—the introduction, body,

and conclusion—and describe its physical appearance;

2. define the terms topic sentence, the point of a topic sentence, paragraph unity,

and paragraph coherence;

3. explain the role of the topic sentence as a guide for the reader;

4. identify topic sentences within paragraphs;

5. limit the topic of a paragraph;

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6. consider the occasion, audience, and purpose of the paragraph;

7. make a preliminary plan for the paragraph;

8. draft a topic sentence that makes a point (that is, expresses an attitude), either

prior to or after drafting the body of the paragraph;

9. draft the body of the paragraph;

10. revise the paragraph and topic sentence for unity; and

11. edit and proofread the paragraph.



1. define an expository composition or theme and describe its parts;

2. compose an expository composition by

a. considering occasion, audience, subject, and purpose,

b. discovering and exploring ideas,

c. limiting and narrowing the topic,

d. organizing and outlining ideas—either by starting with thesis and topic

sentences or by deriving the thesis and topic sentences from the specific

details,

e. drafting an introductory paragraph that attracts the reader’s attention

through a question, details or examples, a story, a misunderstood fact or

belief, or a direct statement of the thesis,

f. drafting a thesis statement and preview of the main points of development,

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g. drafting a body that develops these main points, with a topic sentence in

each paragraph and a logical and consistent arrangement among

paragraphs,

h. drafting a conclusion that summarizes the composition and brings it to a

graceful end,

i. revising to achieve coherence among paragraphs,

j. inserting transitions within and between paragraphs, and

k. revising, editing, and proofreading.



1. explain the relationship of explanations, details, and examples to the

development of a paragraph or essay;

2. explain how development provides clarity, interest, and proof;

3. compose a paragraph by generating details and examples to support a topic

sentence, or by arriving at a topic sentence based on details and examples;

4. compose a paragraph based in part on outside facts and figures; and

5. revise, edit, and proofread the paragraph.



1. define coherence and its role in the revision process;

2. achieve coherence through the use of parallelism;

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3. achieve coherence through clear pronoun reference to antecedents;

4. achieve coherence through repeated key terms, synonyms, and substitutions;

5. achieve coherence through transitional words and expressions; and

6. list several transitional expressions for enumeration, space relationships, time

relationships, addition, comparison, concession, contrast, emphasis,

illustration, qualification, reasons, and summary.



1. revise to employ strong verbs, tighten wordy expressions, and avoid overly

used verbs;

2. revise to avoid vague adjectives and expressions;

3. revise to eliminate wordiness and unnecessary repetition;

4. revise to eliminate clichés; and

5. revise to employ similes and metaphors.



1. revise to vary sentence lengths;

2. revise to vary sentence beginnings;

3. revise to vary sentence types, including rhetorical questions, commands, and

exclamations;

4. revise to employ compound subjects and predicates;

5. revise to employ appositives; and

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6. revise to employ -ing modifiers and past participle modifiers.



1. define description;

2. compose topic sentences and supporting details for a descriptive

paragraph/essay;

3. arrange the descriptive paragraph/essay using spatial organization;

4. clarify aspects of the description through comparisons;

5. further clarify the description through additional details;

6. insert transitional expressions to indicate the spatial organization; and

7. revise, edit, and proofread.



1. define narration;

2. compose a topic sentence and supporting details for a narrative, or

3. explore the details for a narrative, see what leading idea emerges, and express

that idea in a topic sentence;

4. arrange the narrative in chronological or climactic order;

5. supply appropriate transitional expressions for narration; and


26



1. define process analysis and name its three uses: to explain how to do

something, how something works, or how something is organized;

2. compose a process analysis by

a. examining and outlining the steps in the process,

b. drafting a topic sentence that names the process, establishes its importance,

and indicates whether the audience will be expected to perform the

process or merely understand it,

c. listing the materials required to perform the process, and

d. describing the steps involved in completing the process;

3. organize the paragraph/essay in chronological order, using appropriate

transitions; and




1. define comparison and contrast;

2. list the points of comparison or contrast between two things, persons, or

concepts to be compared;

3. compose a comparison-contrast paragraph/essay by

a. beginning with discovery, planning, outlining,

b. drafting topic sentences,

27

c. choosing whole-to-whole organization or part-to-part organization, and

d. including appropriate transitions.



1. define classification;

2. compose a paragraph/essay of classification by

a. discovering, planning, and outlining its main divisions,

b. selecting a single criterion for classification,

c. drafting a formal statement of classification in the topic

sentence or thesis statement,

d. allowing room for everyone or everything in the classification,

e. explaining or illustrating each category,

f. arranging the categories in some consistent order, and

g. including appropriate transitions; and




1. define definition and list the types of terms that may need to be defined: vague

terms, relative terms, terms with several meanings, related or commonly

confused terms, and specialized or technical terms;

2. draft a single-sentence definition by synonym or by formal classification;

28

3. compose a paragraph/essay of definition by

a. discovering, planning, and outlining the main ideas,

b. drafting a topic sentence or thesis statement,

c. developing the definition by illustration, negation, or historical process,

and

d. including appropriate transitions; and




1. define causal analysis and describe the two types: causes of an effect or

effects of a cause;

2. compose a causal-analysis by

a. discovering, planning, and outlining its main points,

b. organizing it either in chronological or climax order,

c. drafting a topic sentence or thesis statement, and

d. including appropriate transitional expressions; and




1. define persuasion and describe its components (reasons and explanations,

proof, and emotional appeals);

29

2. develop a persuasive strategy based on the subject chosen, the reason for

persuading, and the audience’s attitude toward the writer and the subject,

including:

a. analyzing the audience as friendly, neutral, or unfriendly,

b. attacking or acknowledging the arguments against the writer’s point of

view,

c. preparing a thesis statement and deciding where to include it,

d. basing an argument primarily on facts,

e. discussing the issue in human terms,

f. citing respected authorities and organizations,

g. predicting the results of actions;

3. draft an introduction that establishes trust between writer and audience;

4. draft and revise a well-organized body, based on the persuasive strategy;

5. draft and revise a conclusion that summarizes the main points and appeals for

action or change; and

6. further revise, edit, and proofread.



1. study for an essay examination by

a. identifying and restating the main points of the material,

b. memorizing key definitions, facts, and figures, and

c. anticipating questions;

30

2. begin the examination or impromptu theme by reading the directions carefully,

budgeting time, and, with the essay examination, answering the easiest

question first;

3. select a method of development for the answer or theme, based on the

directions in the question;

4. plan or organize the essay or theme;

5. compose a thesis statement (and preview), and a topic sentence for each

supporting paragraph—or a topic sentence for a single-paragraph answer

or theme;

6. develop the answer or theme with specific details; and

7. proofread the answer or theme.



1. Write a job application letter;

2. Write a résumé;

3. Write a business memo.



1. define a sentence, a clause, and a fragment;

31

2. identify the subject and action verb or linking verb in a clause;

3. revise to eliminate simple fragments;

4. identify independent clauses in combined sentences;

5. identify dependent clauses in combined sentences; and

6. revise to eliminate dependent clause fragments.



1. define coordination and a compound sentence, and name the coordinating

conjunctions;

2. combine independent clauses with coordinating conjunctions;

3. revise to eliminate run-on and comma-spliced sentences;

4. revise to combine independent clauses with semicolons while expressing

logical relationships through conjunctive adverbs;

5. define subordination and a complex sentence;

6. revise to combine clauses using subordinating conjunctions and relative

pronouns;

7. correctly punctuate clauses beginning with relative pronouns; and

8. revise to eliminate dependent clause fragments.



1. define present tense subject and verb agreement;

32

2. explain the rule of one -s;

3. compose and revise sentences to achieve verb agreement with noun subjects;

4. form the irregular plural forms of nouns;

5. compose and revise sentences to achieve verb agreement with pronoun

subjects;

6. compose and revise sentences to achieve verb agreement with compound

subjects;

7. compose and revise sentences to achieve subject agreement with the forms of

to be, do, and have;

8. compose and revise sentences in which the verbs agree with collective nouns;

9. compose and revise sentences in which There is or are agrees with the subject;

and

10. compose and revise sentences to achieve subject and verb agreement when a

phrase intervenes between the subject and verb.



1. identify all past tense regular verbs;

2. compose and revise sentences using the present perfect tense for actions that

have begun in the past and continue up to the present, or for completed

actions at an indefinite time in the past;

3. compose and revise sentences using the past perfect tense for actions that had

occurred before a later time in the past;

33

4. compose and revise sentences to achieve subject agreement with was and

were;

5. compose and revise sentences using all irregular past tense and past participle

verb forms; and

6. compose and revise sentences using the past participle after have, in the

passive voice, and as an adjective after linking verbs, before nouns, and

after nouns.



1. establish consistency in person and number;

2. establish consistency through the use of parallel structures;

3. establish consistency in tense; and

4. establish consistency in quotations and reported speech.



1. list the subject pronouns and object pronouns;

2. compose and revise sentences using correct subject case or object case with

compound subjects or objects;

3. compose and revise sentences using correct pronoun case in comparisons;

4. define an antecedent;

34

5. compose and revise sentences using the pronouns he/him, she/her, we/us, and

they/them only when the pronouns refer clearly to antecedents;

6. revise to substitute nouns for pronouns to achieve variety in a passage;

7. compose and revise sentences that correctly use pronouns to refer to

indefinite pronoun or collective noun antecedents;

8. compose and revise sentences that correctly use the relative pronouns who

and whom;

9. compose and revise sentences that correctly use the reflexive pronouns for

emphasis or when the same person or persons perform and receive the action

of a verb; and

10. compose and revise sentences that correctly use the demonstrative pronouns

this/these for things and ideas close in space or time, and that/those for things

and ideas distant in space or time.



1. define a modifier, an adjective, and an adverb;

2. change modifying clauses to phrases whenever possible;

3. employ a variety of modifying phrases (infinitives, prepositions, present

participles, past participles, and nouns for apposition); and

4. revise to avoid misplaced or dangling modifiers.



35

1. express possession or ownership by adding apostrophe + s to a common noun

that does not end in -s, apostrophe to a common noun that ends in -s, and

’s to all singular proper nouns ending in -s;

2. replace omitted letters in a contraction with an apostrophe;

3. make letters or groups of letters plural by adding apostrophe + s;

4. distinguish between apostrophe + s endings and -s endings on nouns and

verbs;

5. join two-word numbers with hyphens;

6. join prefixes to nouns with hyphens;

7. join two or more words that serve as a single adjective before a noun;

8. join compound words with hyphens; and

9. insert hyphens between syllables at the end of a line.



1. place commas between three or more items in a series;

2. place a comma between two independent clauses joined by a coordinating

conjunction;

3. place two commas around a sentence interrupter;

4. place a comma after an introductory word, phrase, or clause;

5. place a comma between two or more adjectives before a noun when the order

of the adjectives could be reversed;

6. place a question mark only after a direct question, not an indirect question;

36

7. place a semicolon between two independent clauses not joined by a

conjunction;

8. place a semicolon between items in a series if the items contain internal

punctuation;

9. place a colon after a complete statement that introduces a list or long

quotation;

10. place dashes around sentence interrupters that should be emphasized;

11. place parentheses around sentence interrupters that should be deemphasized;

12. place quotation marks around titles of short works but use underlining for

titles of longer works;

13. place quotation marks (or underline) around words to be defined, and around

their definitions;

14. place quotation marks around direct quotations—of a partial sentence, a full

sentence, or many sentences;

15. capitalize the first word of a directly quoted sentence;

16. place all commas and periods inside end quotation marks, but place question

marks inside the end quotation marks only when they are part of the

quotation; and

17. when quoting dialogue, begin a new paragraph with each change of speaker.



37

1. distinguish between the contractions and their sound-alike and look-alike

words;

2. correctly use final -d in the expressions used to, supposed to, and the word

prejudiced;

3. write have and not of after could, should, would, might, and must; and

4. correctly use the remaining sound-alike or look-alike words in the chapter.

CHAPTER NOTES

Chapter 1

This chapter lays out the orgainzation of the text and gives students an idea of

how the instruction in writing will progess. Instructors can also use this chapter

to organize an orientation to the course, the writing process, and the sequence of

learning objectives.

Chapter 2

Students must learn that effective writing cannot be accomplished in a few

minutes of scribbling in the cafeteria an hour before an assignment is due. They

should be disabused of the idea that writing is easy, but they shouldn’t be made to

feel it’s impossible. (With practice it becomes less difficult, and, like any difficult

task worth doing, it’s satisfying when performed well.) They should be

encouraged to develop a schedule that allows them time for invention (some of

which involves merely aimless thinking about the writing task as they do other

things), first drafting, revising, and editing. They should be encouraged to say

38

sentences aloud as they compose so they may hear their voices, and to read their

papers aloud afterward, preferably in the presence of another person—thus

making them aware of audience. Conversely, they should be discouraged from

trying to write “perfect” first drafts under the mistaken notion that good writers

never revise their work. Above all, they should be taken seriously as writers. (I

think that we instructors occasionally view developmental students a bit like

children, as if their lack of experience in writing reflects a similar lack of

experience in life.) Students should see that their ideas count, so writing

instruction is not merely hunting for errors, but attempting to strengthen the

expression of ideas and remove obstacles to understanding and respecting those

ideas.

Students should also be made aware that no two writers approach a task in

exactly the same way (and, in fact, that the same writer may approach different

tasks in different ways). Thus, they should be encouraged to be participants in as

well as observers of their composing—noting under what conditions and with

what procedures they work most efficiently and then trying to replicate those

conditions and procedures. I always discuss my own composing practices as a

model for them to emulate or depart from, and I try to be honest. Further, when I

assign a task that I consider artificial, I tell students so but explain my reasons for

assigning it. In short, I try to establish an atmosphere of mutual respect and

mutual vulnerability.

You may wish to model Exercise 6 by filling out the “Revision

Guidelines” form based on a student’s composition—or your own—so that

39

students begin to develop a sense of critical standards. Collaborative peer group

work on this exercise can then follow.

Chapter 3

The writing process is hardly as neat and uniform as this chapter implies.

Therefore, you might tell students that the “steps” in writing are recursive, that is,

they tend to overlap. For example, students may return to the first step—limiting

the topic—near the end of the writing process, when the paragraph has been

unified and the limits of the topic are sharply drawn. You might also emphasize

that the first revisions of the paragraph may focus mostly on global matters

(adding and removing detail, adjusting the topic sentence, reorganizing ideas,

rewording unclear passages), with the polishing work left for the final stages of

writing. You can add that if writers don’t make these large changes in their work,

they probably aren’t being critical enough. (A few weeks into the term, when

students complain they’re revising their work a dozen times, I reply that this is a

sign of growth as writers; they’re beginning to develop their critical abilities.)

One other matter: Many developmental writers do not think well in

abstractions. It’s difficult for them to plan a paragraph by formulating a topic

sentence and listing its supporting points. (For one thing, they cannot easily

distinguish between general and specific ideas.) Therefore, they may need to

discover their ideas through brainstorming or clustering before they arrive at a

controlling main idea. Eventually, though, their skill in writing topic sentences

does improve.

40

Chapter 4

You might emphasize that because the composition is more complex than the

paragraph, students should devote more time to the invention stage—that is,

discovering and then organizing their ideas. This does not necessarily mean

working from an outline. The shape of the final draft should be clear to the

readers, but that shape may be quite different from the writer’s original plan.

Students should understand that any preliminary outline is exactly that—a starting

point—and that as they think of new ideas they should revise or depart from the

original plan. Once writers determine what they should say or have said, they can

revise the thesis statement to preview each major point, and they can revise each

paragraph in the body to correspond to that preview. Thus, I present two options

here: from thesis and topic sentences to specifics, or from specifics to thesis and

topic sentences.

Chapter 5

Exercise 2, “Predicting Paragraph Development,” is crucial for helping students

determine, from the audience’s viewpoint, where and how much specific

development is needed. As supplemental work, you could ask students to prepare

topic sentences for further predicting sessions in their groups. A predicting

exercise is included in other chapters, but, as stated in the introduction to this

instructor’s manual, predicting based on the students’ own work is an extremely

valuable tool. The experience not only increases student awareness of the

41

relationship between writer and reader, but it calls attention to virtually every

important matter in composing and revising.

I’ve included a section on outside sources because so much of college

writing is based on them. Since many students plagiarize or write awkwardly in

their first attempts at using source material, you should guide students carefully

through this section, perhaps beginning the exercise as a class project, with you or

a student at the chalkboard taking suggestions on how to organize and phrase the

information before students write their own paragraphs. Many chapters in this

unit include a similar exercise on using outside sources, so you can introduce the

skill at any point and continually reinforce it.

Chapter 6

It’s important to emphasize that coherence is an outgrowth of clear thinking and

organization; once students have revised their papers with goals in mind,

coherence occurs naturally. The methods of achieving it discussed here serve as

resources to select from, and all needn’t be included in every paragraph. (Indeed,

such self-conscious writing sounds stiff and unnatural.)

Students who have difficulty with parallelism or pronoun reference might

be assigned Chapters 22 and 23 for additional practice.

Chapter 7

I’ve placed this material so early in the book because the chapter promotes

interesting and vivid writing, something pleasurable to both reader and writer.

Once students discover their power to write entertainingly, they are motivated to

42

pay attention to matters of unity, development, coherence, grammar, and

mechanics.

Chapter 8

You may wish to assign this chapter after Chapters 18-19, which discuss complete

sentences and sentence joining, and even after Chapter 21, which discusses past

participles as modifiers. Students who lack skill in using subordination may be

confused by the exercises in Chapter 8. You may also refer students to sections of

Chapters 18-19 for reference (in which case you might photocopy the answer

keys for student use).

Chapter 9

In the answer key for chapter exercises, I’ve indicated possible arrangements for

the sentences in Exercise 2, but more than one arrangement is possible. You may

therefore wish to discuss the arrangements in class, with the numbering written on

the chalkboard. This discussion should reinforce the concept of spatial order as

well as different methods of achieving coherence.

Chapter 10

A useful way to generate specific detail in narratives is to tell students: “Don’t tell

me what you felt; tell me what you did and what you said.” If you want students

to include specific dialogue, consider assigning a multiparagraph composition, in

which each change of speaker requires a new paragraph.

43

Chapter 11

You might stress that the purpose of process analysis—that is, whether the

audience is expected to perform the operation or merely to understand it—

determines the amount of detail in the instructions. Performance requires a more

specific and careful explanation, often accompanied by drawings or diagrams of

each step in the process. (Such visual aids may also be necessary for

understanding.)

Students should be cautioned against writing in recipe style (or

plagiarizing recipes): “Take two egg whites, beat for a minute, and blend in with

batter.” They should also be cautioned against shifting from second-person

declarative to imperative.

The end-of-chapter readings might be discussed in terms of audience and

purpose. The selection on replacing a broken windowpane is not entertaining; its

readers are not looking for entertainment, only clear guidance on performing the

process. The Keillor essay, however, is warm and even funny, establishing or

even modeling the tone of the kind of letter writing it encourages.

Chapter 12

Because few things are ever completely alike or completely different, you can

show that virtually every comparison involves contrast and vice versa, although

one or the other usually predominates. You might also suggest that the decision to

use whole-to-whole or part-to-part organization is tentative. Students should

abandon one approach and try the other if the first proves unwieldy.

44

The comparison grid is invaluable. It not only helps organize the

information, but it also generates information, since every item on one side needs

a companion item on the other.

Chapter 13

You might compare and contrast student answers to Exercises 2, 3, and 4,

drawing attention to the different criteria that may be used for classification, and

pointing out any overlapping of categories. Students should also be made aware

that the classification of behavior is often more difficult than the classification of

objects.

Chapter 14

As an in-class project before composing their own papers, students might explore

various formal definitions of several terms you supply, followed by a discussion

of the strengths and weaknesses of several attempts.

As an assignment ask students to select a term from one of their other courses

(e.g., libido from psychology or metamorphosis from biology) and prepare an

extended definitin from sources other than the dictionary. Here is an opportunity

to dissuade students of relying on a dictionary to define terms when they should

be seeking out “expert” sources. The knee-jerk “according to Webster’s

Dictionary” approach should be replaced with more sophisticated ways of

defining often complex terms.

Chapter 15

45

Causal analysis is among the most difficult of writing (and thinking) tasks. Most

first-year college students lack the sophistication to note logical fallacies,

overgeneralizations, and the like. You may wish to discuss such matters in class,

but probably shouldn’t criticize the students’ papers too severely for poor

reasoning. (Indeed, a single paragraph is hardly enough space to make careful

discriminations and explain a multiplicity of causes.) The main goal of this

chapter should be the mastery of causal-analysis organization.

Chapter 16

Persuasion is a very sophisticated skill, so students probably shouldn’t be judged

too harshly on the weaknesses of their arguments. In a developmental writing

course, the important issues are whether the writers have attempted to consider

the attitudes of their readers, whether the writers have structured their arguments

logically and clearly, and whether they have supplied adequate support for these

arguments.

Chapter 17

At the conclusion of the chapter, you might stage a mock examination based on

the passages in Exercise 1. Or students could request permission from instructors

to bring an essay examination question to class for discussion.

Chapter 18

46

You might emphasize that the job application letter models the format for

virtually every business letter. That is, the purpose of the letter should be

established in a thesis statement in the first paragraph. The body should provide

only information supporting the thesis. And the conclusion should specify what

the type of response the writer expects (a reply to the letter or some action on the

reader’s part), while concluding with a statement of thanks or an offer for further

help.

Many businesses specify the format to be used in memos. You might ask

students who see or write such memos at work to bring examples to class—or you

might supply examples. However, students should probably receive permission

from their employers before before sharing memos with the class.

Chapter 19

The main objective of this chapter is that students write complete sentences, not

diagram them. Therefore, you probably shouldn’t quibble too much with students

who include adjectives with subjects or adverbs (especially not) with verbs.

Attempting to identify each part of speech may be more confusing than helpful.

However, students should be admonished against mistaking verbals for

verbs. Specifically, they should know

1. that -ing words are never verbs unless preceded by some form of be;

47

2. that to before a verb makes it an infinitive and thus not a verb;

3. that past participles often look like verbs but occur before or after nouns,

functioning to describe the noun, not to state what it does or did.

Further, you might assure students that most fragments result from a lack

of understanding of punctuation, not from an unfamiliarity with sentences. All

humans know how to form sentences; otherwise, they could not communicate.

But many novice writers punctuate by ear, using commas or periods

interchangeably to mark pauses, thus creating both fragments and comma-spliced

sentences. There are some exceptions to this rule, however, notably among

students whose second language is English. For example, in Spanish, the

inflection of the verb suggests the pronoun subject, so one may write él está (it is)

or simply está, without the pronoun subject, as in “Is a hot day.”

Chapter 20

Many developmental writers know only the conjunctions and, but, so, and

because. They are literally encountering many of the joining words for the first

time in this chapter. Therefore, they should know three aspects of each joining

word or phrase:

1. its function (as a coordinating conjunction, subordinating conjunction, or

conjunctive adverb);

2. its meaning (to show contrast, result, addition, etc.); and

3. its relationship to punctuation.

48

This third point must be stressed repeatedly. Commas never join—they

separate—so commas cannot replace coordinating conjunctions between

independent clauses, nor are commas necessary before coordinating conjunctions

that join other structures. I like to illustrate the point by writing part of a silly

sentence on the chalkboard:

John ate a huge steak and then his dog. . . . (The reader thinks that and joins

steak and dog.)

followed by the complete sentence:

John ate a huge steak, and then his dog ate the table scraps. (The comma

signals to the reader that the clauses are separate.)

Students must also see that semicolons—not conjunctive adverbs—join

independent clauses. Otherwise, many students will place a semicolon before

each use of however or therefore.

Again, non-English-dominant students may commit errors in English

based on the practices of their first language. In Spanish, for example, commas

correctly join independent clauses. And in Semitic languages such as Arabic,

subordination rarely occurs.

You may wish to assign all or part of Chapter 22 for additional help in

punctuating the structures in this chapter.

Chapter 21

49

I usually begin this lesson with a demonstration of the three different ways final -s

or -es may be pronounced:

1. [z] after voiced endings, such as in the words boys, chairs, or needs;

2. [s] after unvoiced endings, such as in the words works, parents, or laughs; and

3. [?s] after words that already end in an -s (or similar sound), such as in the

words kisses, wishes, watches, buzzes, and taxes.

I emphasize that, except with [?s], final -s is hardly noticeable (and

sometimes difficult to pronounce, such as in the word asks), so its omission is

perfectly understandable. Therefore, I caution students that if they tend to drop

final -s from words, they must not trust their ears but must consciously apply the

rules in this chapter. I further suggest that they address subject-verb agreement

and the formation of noun plurals during revisions, when they can look at such

matters in isolation.

I must also remind myself to be patient with students—and to give them

ample practice with composing and revising. As Mina Shaughnessy shows in

Errors and Expectations, subject-verb agreement is a complex business, and some

students even commit errors of hyper correctness—adding -s to infinitives, for

example. These students are making progress; they need encouragement and more

opportunities to improve.

One other matter: In many languages, a combination of consonant + -s at

the end of a word rarely or never occurs (in Spanish, most final blends are -os, -es

50

, or -as), so many non-English-dominant students are attempting to reproduce a

sound they do not say, or say with great difficulty.

Chapter 22

I begin this lesson with a discussion of the three pronunciations of final -ed:

1. as [d] after voiced final sounds, such as in the words stayed, moaned, hugged,

and robbed;

2. as [t] after unvoiced final sounds, such as in the words ripped, sliced, and

worked;

3. as [?d] after words that already end in -t or -d, such as needed or wanted.

Thus, as in the case with final -s, only one pronunciation [?d] is noticeable, so I

again caution students to check for -ed endings in revisions.

For non-English-dominant students, -ed endings can be troublesome for a

variety of reasons. In Spanish, a consonant must precede final -d, and the final

sound is pronounced as a separate syllable (so many Hispanics will say, “I

walk[?d] into the room”—or “I walk into the room”). In other languages, the past

tense inflection may be at the beginning of a word or even nonexistent, as in

Chinese. Again, therefore, I warn students not to trust their ears.

Students should memorize the irregular verbs using this pattern: I do, I

did, I have done so they associate the past participle with have. They should

practice agreement with was and were, reviewing the rules from Chapter 20. They

should also practice using could and would, which so many students write as can

and will, especially in reported speech (also called indirect quotations), such as

51

“He asked me can he borrow my car.” (Note, incidentally, the lack of subject-verb

inversion and the absence of if; this might be discussed in class.)

The past perfect tense is unnecessary except in reported speech (“He told

me that he had been sick”), so it needn’t receive undue attention.

Chapter 23

A person/they (as opposed to a person/he) causes headaches for everyone. You

may wish to refer students to the discussion of indefinite pronouns in Chapter 23

and state your own preferences. Students will probably also want your viewpoint

on the use of the second person in compositions.

Many shifts in tense are really errors in tense inflections; that is, the

student intends to use the past tense but omits the -ed ending. These errors should

be addressed in Chapter 21, as should the confusion between can/could and

will/would. (These latter structures are especially troublesome to people from the

Philippines, whose language doesn’t distinguish between them.)

A handy way to explain parallelism is to show that and joins

grammatically identical structures:

John and I

tall, dark, and handsome

walked in and sat down

running and jumping

Then show that and between grammatically different structures sounds odd:

John and tall

52

walked in and sitting down

Chapter 24

An issue not addressed in this chapter is the incorrectly used in which that some

students throw into sentences in an attempt to sound elegant: “Computer

programming is a subject in which many of today’s students are studying.” The

error can be addressed through sentence combining:

Business administration is a field. I am interested in it.

Business administration is a field in which I am interested.

Business administration is a field. I know very little about it.

Business administration is a field about which I know very little.

With non-English-dominant students, the following error may occur:

Business administration is a field which I am interested in it.

The reason may be that in the students’ first language, the relative

pronoun functions as a conjunction, so the pronoun it does not disappear from the

clause. These students should be shown that which replaces the pronoun it in the

relative clause, but the position of the pronoun switches to the beginning of the

clause.

Chapter 25

Admittedly, some of the material in this chapter, especially Exercises 5,6 and 7, is

a challenge—because misplaced and dangling modifiers are difficult errors to

53

spot and correct. Therefore, you may need to guide students as they complete the

exercises.

Chapter 26

You may wish to teach this chapter in conjunction with Chapter 22, since students

so often confuse apostrophe -s with the final -s for noun plurals and verb endings.

Additionally, students can always benefit from practice in distinguishing between

it’s and its, they’re and their, and the like; therefore, you may refer them to the

first section in Chapter 26, where these matters are also treated.

I do not include plurals of numbers in this chapter because The Chicago

Manual of Style says that, whenever possible, numerals should be made plural

without the apostrophe before -s, as in the 1960s.

Chapter 27

This chapter may be taught in conjunction with Chapters 19 and 20, reinforcing

the instruction on eliminating fragments and punctuating combined sentences. I

find that these earlier chapters inevitably raise questions about how commas may

be used and about the distinction between the semicolon and the colon.

Although the section on quotation marks may seem overly long, my

experience shows that many students require extensive practice with quotations.

Students either omit quotation marks altogether, or they include beginning and

end quotation marks around each sentence in a long passage.

Chapter 28

54

This chapter may be used as a reference. Not every student need study the

distinctions among all of these homonyms or homophones.

ANSWERS TO CHAPTER EXERCISES

CHAPTER 2

Exercise 1

2. to inform or entertain

3. to persuade

4. to inform

5. to inform

6. to entertain

Exercise 2

1. a. pros: convenience in traveling to and from work; not having to depend on public

transportation; ability to transport coworkers.

cons: expense of owning and operating a car; having to deal with breakdowns;

having to travel during rush hours.

b. pros: not having to depend on parents for transportation; being able to work and go

on dates without depending on public transportation; being able to take

55

friends places.

cons: expense of owning, repairing, and insuring the car.

2. a. pros: getting the job because of one’s language skills; communicating easily with

clients and colleagues; being able to function easily in daily life in the foreign

country.

cons: having to study hard to master the language.

b. pros: learning the structure of one’s own language by learning another; learning

another culture through the language; perhaps reading literature or technical

material in another language.


3. (Answers will vary according to the city or town.)

a. pros: good opportunities for employment; good housing; good cultural

opportunities.

cons: (will depend on the city or town).

b. pros and cons: (will depend on the city or town).

c. pros and cons: (will depend on the city or town).

Exercise 3

1. a magazine article; evidence: use of the informal you and the informal use of

conjunctions to begin sentences

2. people with less knowledge; evidence: the beginning of the paragraph, which

explains how meanings change over time—something English teachers know

56

3. to inform

4. that words change over time. The article discusses the word awful because it’s so

familiar to readers and the original meaning is virtually lost.

CHAPTER 3

Exercise 1

Possible answers, as examples

2. The bad influence that television violence has on children

3. The struggle to pay tuition

4. The problems experienced by latchkey children (children left unsupervised because

both parents work)

4. Drug addiction among young people

5. Unsolicited and unwanted email.

Exercise 2

Paragraph B The first sentence

Paragraph C The first sentence

Paragraph D The first sentence

Paragraph E The last sentence

Paragraph F The first sentence

Paragraph G The first sentence

57

Paragraph H The first sentence

Exercise 3


2. A lot of commercials insult the intelligence of television viewers.

3. My job at the bank is never dull.

4. There are several arguments against capital punishment.

5. My three cats are very independent.

6. Many college students have to structure their time carefully to balance their part-time

job with studying.

CHAPTER 4

Exercise 1

1. The first paragraph is the introduction. Paragraphs B-E are the body. The last

sentence of Paragraph E serves as the conclusion.

2. There really was a model for Dr. Jekyll and Mr. Hyde: Deacon William Brodie, who

led a double life of criminal and respectable citizen in the mid-eighteenth century.

3. B. Just like the fictional character, William Brodie changed identities in the

nighttime. C. Until Brodie let his ego overcome his caution, his many crimes went

undetected for almost two decades.

D. With the police on his tail, Brodie tried to escape but didn’t succeed.

58

E. Although the man of two lives plotted for a third, his attempt to cheat the hangman

failed.

4. It connects by talking about everyone who has read the book or seen a version of the

movie and reminding (or informing) readers of the plot. It introduces the subject of

the essay in the last sentence. It doesn’t assume readers know about the subject,

which is the reason for the short plot summary. The sentence “Although the story

sounds impossible, it isn’t” is a way of suggesting that the essay will be informative

and perhaps entertaining.

5. The contrast between Brodie’s identity in the day and identity at night. The second

part of the contrast is introduced by “But Brodie’s dark side emerged when the sun

set.”

6. The first sentence, especially the words “this man of two lives.” Yes, it introduces the

idea of failing to cheat the hangman.

Questions for Analysis

1. All the sentences leading up to “The person I am today is very different. . .”

2. The first sentence of each paragraph. They begin with the words “First,” “Second,”

and “Finally,” thereby enumerating each main point.

4. However, while I was doing so, my looks, my thinking, and my behavior changed

dramatically.

5. Probably not, because he still respects those values, worries about losing them, and

hopes to stay the same person on the inside.

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CHAPTER 5

Exercise 1

The topic sentences are 4 (or 1 if 4 is considered introductory) and 6.

Exercise 2

Typical predictions1. How were the generals different? How were they alike?2. What should you do after reading your notes? How many steps are involved in the

process of studying? 3. What makes it like a house? How is food served? How do astronauts go to the

bathroom?4. What advances have occurred? How has conceiving children changed? How has

becoming a biological parent changed? How has delivering babies changed?

CHAPTER 6

Exercise 1

Paragraph B It didn’t fly; wasn’t put; wasn’t reproduced ;didn’t appear

Paragraph C appeared everywhere; because it appeared everywhere;

fought under; fought under

The marines did not adopt the flag until 1876; the U. S. Cavalry did not adopt it until

1887.

Paragraph D What we want is; And what we want was

Exercise 2


60

2. I visit the parks or spend time in the country. I swim in the river or go to the local

pool. I work in the garden or sit on a lawn chair.

3. I walk to the bathroom, rubbing the sleep out of my eyes. I get dressed, pulling the

clothes over my tired arms and legs. I stumble into the kitchen, bumping into walls

and chairs as I enter.

Exercise 4

(2) antecedent: lyrics pronoun: them

(3) antecedent: the song pronoun: it


(9) antecedent: the lyrics pronoun: they

Exercise 5

(1) banner, hoisted

(3) “hoisted”

(4) banner, storm flag, small flag

(5) storm flag

(6) banner

Exercise 6

(3) the British (the Parliament, the British government)

(4) these taxes

(5) the taxes

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(6) the Tea Party

(7) the colonists

(8) the colonists

Exercise 7

Possible answers

(3) stories

(4) book

(6) He

(7) passion

(9) job, one

Exercise 9

had just ended in February; invaded Philadelphia on June 20; in the Old City Hall that

day

carried on for many years; In 1790, ; midway between North and South at that time.

Exercise 10

Passage B Third, his jacket, Second, his shirt, Third, his hands, Finally, his face

Passage C At noon, In the afternoon, In the evening, At night

Passage D In the second floor, the seats nearest the stage, The seats farther up, The seats

in the rear; In the balcony, the seats in the front, the seats in the middle, the seats in the

back

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Exercise 11

(3) therefore,

(7) However,

(8) First,

(9) Second,

(10) Third (Finally),

(13) Furthermore,

(14) Therefore,

Chapter 7

Exercise 2

2. Her used car barely runs during the winter.

3. When I was a child, my cat slept on my bed every night.

4. We must finish our homework by Friday.

5. My father sits in his favorite chair every night.

6. William wears his blue coat to church on Sunday.

Exercise 6

Possible answers

2. shouted

3. can write

63

4. the reason (or because)

5. blue

6. 9 P.M.

7. facts

8. while

Exercise 7

Possible answers

2. Today there are always innovations in home electronics.

3. The imported cars from Japan and Europe are supposed to be better than American

cars.

4. I like the Black Tie Club because people are dressed in the wildest clothes I’ve ever

seen.

5. Today’s athletes are overpaid.

6. The story’s specific details created a sense of reality.

Exercise 8

Possible answers

2. My boss, Mr. Carson, is the best I could ever want.

3. Most of my coworkers are lazy.

4. Our center, Stretch Everest, draws everyone’s attention when he walks onto the

basketball court.

5. A large truck crashed into the rear of the automobile, causing considerable damage.

64

6. I usually have a bite to eat in the afternoon before starting my homework.

Exercise 11

Possible answers

2. He was overjoyed.

3. My father wakes up at sunrise to go to work.

4. It’s rare to have really good friends.

5. Only occasionally does something infuriate me.

6. Ralph may momentarily lose his temper, but he never stays angry.

7. I worked hard outside all day.

8. Finally, this exercise should teach you to avoid clichés.

CHAPTER 8

Exercise 2

2. In 1307, King Edward I . . .

3. Later in the century, King Charles V . . .

4. Even at that point, none of these forks . . .

5. Then customs ever so slowly began to change.

6. Sometimes a fork . . .

Exercise 4

Possible changes

65

2. a. In 1626, a printed report in Venice . . . (or In Venice in 1626, . . .)

b. With disgust, a printed report . . .

3. a. Instead of eating properly with knife and fingers, she stupidly . . .

b. Stupidly, she ordered . . . instead of eating properly with knife and fingers.

4. a. In the 1650s, a popular book thoughtfully . . .

b. Thoughtfully, a popular book on manners in the 1650s . . .

Exercise 9

2. These spoons and primitive bowls date back . . .

3. Thick porridge and thick soupy foods . . .

4. Spoons made of wood, ivory, or gold have been recovered . . . (or, somewhat less

clearly: Wooden, ivory, and gold spoons have been recovered . . .)

5. Upper-class Greeks and Romans used spoons of bronze and silver, while poorer

people carved spoons from wood.

Exercise 11

2. bought silver “apostle spoons” and gave them . . .

3. The spoons cost a fortune and were highly popular.

4. was shaped like a child’s patron saint and would supposedly protect . . .

5. came from this custom and meant . . .

Exercise 13

2. Thomas à Becket, the archbishop of Canterbury, brought . . .

66

3. the Latin furca, a farmer’s pitchfork.

4. during the Renaissance, a period of great growth in culture beginning in the

fourteenth century.

5. Duc de Richelieu, cardinal and chief minister to the king in seventeenth-century

France.

Exercise 15

2. Serving King Louis XIII as cardinal and chief minister, Armand Jean du Plessis . . .

3. at the dinner table picking their teeth . . .

4. Ordering his chefs to file the points off table knives, he was able . . .

5. follow his example, placing orders for knives with rounded ends.

Exercise 17

2. A seven-course meal eaten entirely with the fingers made a napkin the size of a towel

essential.

3. Towel-like napkins later called “serviettes” were used . . .

4. finger bowls filled with water and scented by flowers and herbs.

5. to the courses eaten by people at the table.

CHAPTER 9


1. The first sentence

2. The three sentences following sentence 1.

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3. Beginning with the third sentence and continuing throughout the body of the

paragraph.

4. They reveal a top-to-bottom organization: beginning at the top, then red, then

lavender, then blue-brown, then bright red, and then black at the very bottom. . . at

noon, at sunset . . . Finally, at the bottom

5. Because it reveals some other information supporting the topic idea of “one of the

earth’s great natural wonders.”

Exercise 2

Possible arrangements

Paragraph A 2, 4, 6, 3, 7, 4, 5, 1

Paragraph B 1, 2, 6, 4, 5, 3, 7,

“The Decadent”: Questions for Analysis

1. Yet the other day I had a strange mystical experience on the subway . . .

2. Essentially top to bottom: First of all I looked at the lighting

Then I lingered, with zest, on the walls and ceiling

above them, gloomy vaulting

Beneath my feet

Then my eye traveled to the tracks

As I looked toward the sunlight . . .

3. Yes it does resemble the diagram, but its topic sentence and conclusion occupy

separate paragraphs.

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4. Examples from the first half of the body paragraph:

meager electric bulbs, unscreened, yellow and coated with filth

encrusted with soot, coated with the remains of a dirty liquid

gloomy vaulting from which dingy paint was peeling off like scabs

sick black paint leaving a leprous white undersurface

nauseating dark brown with black stains . . . stale oil or dry chewing gum or some

worse defilement

condemned slum building

unspeakable mass of congealed oil, puddles of dubious liquid

5. Adjectives of unpleasantness: meager, dirty, gloomy, dingy, sick, leprous, nauseating,

stale, dry, condemned, unspeakable, congealed, dubious, mutilated, filthy,

abominable, dirt-laden

Adjectives of fascination and joy: strange, mystical, transforming, unique, peculiar,

unique

6. The last sentence of the first paragraph, the first sentence of the body paragraph, the

sentence beginning “Then I lingered, with zest ,” the sentence beginning “I was going

to relish more features,” and the last sentence of the essay.

“The Beauty of My Town”: Questions for Analysis

1. The town is filled with great natural beauty and the spiritual culture of the Mayan

Indians.

2. Probably, because the sense of the heritage would be reduced.

69

3. The sight of Mayan Indians riding, his walk along the woodland trails, the singing of

birds, his exchanging greetings with the Mayans, wandering along the river with its

water running, the Indians wearing and selling costumes, children playing in the

square, the band playing and people dancing.

4. His organization is actually chronological: starting with morning and afternoon, then

Saturday, then evening. These times take him to different parts of the town.

CHAPTER 10


1. The first sentence. It should make readers want to read on because it establishes

suspense: what happened to James Worson?

2. September 3, 1873, in Leamington, England, involving Worson, Hammerson Burns,

and Barham Wise.

3. A quarter of the way through the race

Wise said later

When the men returned to Leamington

And for years after his disappearance

4. The moment when Worson disappears, which occurs about two-thirds of the way

through the story.

Exercise 1

Paragraph A 2, 1, 3, 5, 4

70

Paragraph B 1, 3, 4, 2

Paragraph C 1, 3, 4, 2

Paragraph D 1, 4, 3, 5, 8, 7, 6, 2

Paragraph E 6, 2, 5, 3, 1, 7, 4

Paragraph F 1, 4, 2, 3, 5

“The Footsteps in the House”: Questions for Analysis

1. To create suspense.

2. Paragraphs 2, 4, and 5. Not every paragraph contains a topic sentence because

narrative paragraphs usually present consecutive actions, rather than explaining or

illustrating an idea.

3. (Paragraph 2) The first night; At around one o’clock; It was then; As I listened;

After a moment of silence; I knew it was morning

(Paragraph 3) The next night; Again

(Paragraph 4) The third time; but this time; As the footsteps walked by my door, . . .

(Paragraph 5 doesn’t contain transitions of time)

(Paragraph 6) this was the first time; That night as I went upstairs to bed; Suddenly;

I’m not sure how long I went on; As I went to bed that night

(Paragraph 7) right now

4. At first she is excited and perhaps fearful, as evidenced by her pounding heart in

paragraph 2, but her staying awake to listen seems to indicate her intense curiosity. In

paragraph 3, she admits to a lack of bravery. By paragraph 4, she is feeling “quite

71

safe” and “at ease” with the “warm glow” in the house. In paragraph 6, she loses her

composure when feeling the breeze, but that reaction seems clearly to be excitement,

not fear.

5. (Paragraph 1) unmistakable warmth

(Paragraph 2) some noise; listening to all the creaks and moans; heard footsteps;

rather light and steady; I heard them start toward my door; I felt my heart pounding

(Paragraph 3) sound of steps again

(Paragraph 5) seemed to bathe my house in warm glow

(Paragraph 6) I was surrounded by a warm breeze. The hair on my arms and neck

stood on end; I could smell her touch of lavender, and her warmth swept over me

like a cloud.

These details create a sense of immediacy and drama. They make the presence of

a supernatural being seem quite possible.

6. In paragraph 2 to establish the first mood (a sense of fear), and in paragraph 6, when

she encounters and talks to the ghost, to establish the second mood (of peaceful

acceptance of this ghost).

“A Death”: Questions for Analysis

1. Jillian begins by revealing the end to entice readers to find out how the woman died.

The actual climactic moments occur much later when Jillian approaches the cabin and

feels relieved, and then when she enters the cabin and finds the body.

2. In the first paragraph, Jillian must feel repulsion and perhaps shock at finding the

body, for she repeats “I was the one” who was forced to deal with the details. She

72

also feels compassion for the dead girl, for in the second paragraph she says, “I felt

someone should keep her company,” and strokes the girl’s hair. In the third

paragraph, she gently sets the body down.

But she “wasn’t saddened,” she claims in the fifth paragraph. She merely wants to

keep the body company, perhaps because she still feels the humanity of the dead girl.

3. They create a sense of loss—of death amongst living things.

4. There are contrasts between death and life; between the stiffness of the girl’s body

and the gentle breeze; between the girl’s strong, gentle, spirited elegance in life and

her “weighted” and “dull” appearance in death; between the girl’s “carefree

appearance and Jillian’s thoughts of looking “worn out and haggard.” They should

evoke a sense of loss and sadness in the reader.

5. (Paragraph 5) I had seen her many times in town, the first when I was sixteen.

(Paragraph 8) The winter that year was unusually mild.

These are the two main transitional moments.

6. (Paragraph 1) She died in February.

(Paragraph 6) I had seen her many times in town, the first when I was sixteen.

The other paragraphs carry the narrative forward in consecutive actions or in

description, so they don’t have topic sentences.

CHAPTER 11


1. The first sentence.

73

2. No, the writer doesn’t expect the readers to go to the moon, but he mentions the

possibility to create a sense of immediacy for them.

3. Three, as labeled by “Your first surprise,” “Your second surprise,” and “Finally—and

this may not be a surprise.”

4. It compares a 180-pound person to a 30-pound person. It also compares an Olympic

jumper on earth to a record-setter on the moon.


1. Readers who might want to photograph wild animals, which the writer expects them

perhaps to do.

2. The first sentence; combat fatigues and a good camera that allows for manual

settings.

3. Lens opening and shutter speed.

4. Six, as indicated by the second sentence.

Exercise 1

Paragraph A 4, 3, 5, 2

Paragraph B 7, 3, 4, 2, 6, 8, 5

“How to Write a Personal Letter”: Questions for Analysis

1. The essay is entertaining, but it provides useful advice. The tone is lighthearted,

warm, and friendly. Keillor takes this attitude probably because it reflects his

74

personality, but also because he wishes to establish the tone that he wants writers to

use in their letters.

2. Shy persons. Because “we’ll dry up and blow away”; that is, we’ll suffer from the

loss of contact with our friends—and we can write far more easily than we can talk.

3. Getting over the guilt of not writing, choosing writing instruments, writing the

salutation, starting the letter, continuing the letter—and then providing advice on

what to avoid.

4. His rule breaking makes the presentation informal, like a personal letter.

5. Yes, especially the advice on being comfortable and not worrying about form and

exact word choice, which often applies to first drafting of most writing.

“Let’s Talk About It”: Questions for Analysis

1. Essentially, that alcoholism is not limited to the less privileged but is a disease

affecting everyone. It must be confronted openly, not concealed behind polite

excuses.

2. The second and third paragraphs, along with the long paragraph beginning “While

covering up for my mother and hiding her ‘little problem.’” The first steps involved

include pushing her to the couch, throwing a blanket over her, concealing her

drunkenness from the other mothers, taking the kids into the basement, and making

them lemonade.

In the long paragraph, the steps involve calling the high school to get an older

sibling to pick up the mother in the supermarket parking lot, cooking dinner and

75

sobering her up, removing hazardous objects from her room and locking the door, and

then pretending nothing happened.

3. The mother tried Alcoholics Anonymous and dryout clinics. She didn’t succeed

because she couldn’t get the appropriate support from family members and friends.

4. Four: the days of Carol Brady from the “Brady Bunch”; the days when the mother

didn’t recognize her children—which were normal; the days when the house was

silent and the mother was in the laundry room, closet, or bathroom; and the days

when the car was gone. The transitions include “Some days,” “Other days,”

“Sometimes, however,” and “The only days.”

5. This is not a set of instructions on how to do something, but a description of her own

experiences and the experiences of others in her family who had to deal with

alcoholism.

CHAPTER 12


1. The second sentence is probably a more specific statement of the point than the first.

The third sentence introduces the contrasts.

2. Sentences beginning with “While.” In the second half of the paragraph: “Another

major difference” and “The final and most striking difference.”

3. It’s successful because it sticks to what it does best, and everything it does is for a

practical reason. It’s also successful because it continues to offer a product that

customers want.

76

4. In the last two sentences, the first of which begins with “In sum.”


1. Its purpose is to sell Omicrons. The intended audience is people interested in buying

a new car.

2. In appearance and seating capacity.

3. A rear-mounted electric motor that is pollution free and economical—achieving the

equivalent of 75 miles per gallon; top speed of 140 miles per hour; no tune-ups or oil

changes; extremely reliable magnetic braking system; plastic alloy frame and panels.

Transitions: Unlike, compared to, safest car you can drive, far exceed, four times

stronger than, unsurpassed protection.

4. In the next-to-last sentence.

5. The same next-to-last sentence.

Exercise 1


Part-to-part Whole-to-whole

A1-B4 A1, A3, A5, A2, A4

A3-B1 B4, B1, B5, B3, B2

A5-B5

A2-B3

A4-B2

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“Matinee Idler”: Questions for Analysis

1. That he, like his father, has a fantasy life that he doesn’t take too seriously.

2. They do the same things and react the same way throughout the day. But Harrison

Ford is more talented, more famous, and much better paid.

3. He praises his acting ability while all he does is sit in a courtroom. He claims he gives

a “nuanced performance” of “stunning invisibility.” He tells his wife he’s involved in

a Hollywood blockbuster while he is merely an extra. He imagines Harrison Ford

taking stage directions about being playful, with a hint of menace as his wife had

responded to him. He imagines sitting with his children as they watch his “major”

role but cannot in actuality recognize him in the crowd.

Hughes’s attitude toward himself is complex. He knows that his participation in

the movie is trivial, but nonetheless enjoys the experience. He knows he is nothing

like Harrison Ford, but nonetheless relishes the chance to pretend he is. He knows he

sounds foolish, but is laughing at his foolishness along with the readers.

4. He compares himself to his dad, who liked to joke about looking like Rex Harrison.

He also compares himself to a chair at a church pancake breakfast. These

comparisons show his awareness of this little fantasy-life game played by his dad and

himself.

“Lady in the Telephone”: Questions for Analysis

1. Whole-to-whole. The major transition begins with “Today’s modern technology,”

then repeats “Today’s” of “Today” at the beginning of the subsequent two

78

paragraphs. The essay returns to the first use of the telephone with the transitional

phrase “The first operator was not broken, so why fix her?”

2. No, because she refers to Star Wars, which young readers would relate to. And her

longing for contact with humans instead of machines transcends age barriers.

3. Mostly to entertain, but at the end of the essay she makes a persuasive appeal

(perhaps tongue-in-cheek) to picket AT &T and lobby senators.

4. She makes her point in the third paragraph, after establishing the contrast between the

old and new phones in the first two paragraphs. The thesis is these two sentences: “In

all, this phone does not compare to my childhood phone. That phone was unexciting

by itself, but very lovable, because of the voice on the other end.”

CHAPTER 13


1. The third sentence, beginning, “In terms of prestige.”

2. College students.

3. Prestige, and often pay.

4. So students know how to address their teachers.

5. From the most prestigious to the least—so the similarities among the rankings, and

then the differences, are clear.

6. Yes. Because lecturer isn’t applicable to every college, and its meaning varies.

7. Teachers to members of the military.

79

8. The amount of education, the amount of experience, or the number of publications. In

most cases, the classifications would not change.

Exercise 1

Classification B number of gear shifts (or speeds)

Classification C number (or absence) of legs

Classification D income (or amount of educational preparation, amount of education, or

prestige)

Classification E degree to which beliefs are based on empirical (that is, clearly

observable) evidence

Exercise 2


Classification B success of students

I. Successful

a. Intelligent

b. Hard working

c. Well organized

II. Unsuccessful

a. Unintelligent

b. Lazy

c. Disorganized

Classification C cost of houses

80

I. Expensive

a. four-or-more bedrooms

b. new

c. older, but renovated

II. Inexpensive

a. two-bedroom

b. older

III. Moderately priced

a. three-bedrooms

b. middle-aged, without renovation

c. new, but built with cheaper materials and more efficient building

practices

“Darkness at Noon”: Questions for Analysis

1. (a) Those who assume he can’t hear, (b) those who think he can’t talk, and (c) those

who assume he can’t see. The criterion is the assumptions people make about his

abilities.

2. (a) With typical experiences at an airport ticket counter, (b) with his hospitalization in

England, and (c) a general statement of his difficulty in finding employment as a

lawyer.

3. Amused, bordering on sarcastic. Examples: his discussion of the reluctance of the

ticket agents “to inform me of my condition of which I may not have been previously

unaware”; the hospital personnel’s desire to “interpret” for him when he was admitted

81

to an English hospital; and his story about the basketball game with his father. He is

not serious about his “saint-like disposition,” but uses the description for humorous

effect.

4. He wants people to accept the handicapped as competent and authentic human beings,

not as something less than fully human. He states his point in the paragraph that

introduces the story about the basketball game.

“A Wake”: Questions for Analysis

1. The third sentence, beginning with “I decided there are three types.” The criterion is

their closeness to the deceased.

2. He says it includes “real friends” who therefore “feel the purest form of loss.”

3. They may be thinking about past experiences with the dead person and regretting

they didn’t say something to him or her before the death.

4. He mentions friends who talk about jobs, try to “catch up with family members,”

express their surprise at the death of the person, or ask about the person’s past

history. Michael thinks that they are trying to express condolences or achieve some

understanding of the person’s life.

5. He cites himself as an example. He was somewhat indifferent to and uncomfortable

with the death because he didn’t know the person who died.

6. The final paragraph is a much more specific summary of the categories in the essay.

CHAPTER 14


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2. The second and third sentences.

3. The examples begin with the words “Without it, a person who fails” and continue to

the end of the paragraph. The definitions would be abstract and unclear without the

examples.

4. No, because most people don’t distinguish between the two—and most definitions are

clearer if they include contrasts.

5. The distinction is important.

Another example comes from everyday life.


1. It shows how the meaning of the word changed over time—and how Chauvin

probably doesn’t deserve to have his name associated with the negative meanings of

the word today.

2. Because he ranted and raved about Napoleon after his fall from power, and because a

play made him look even more foolish.

3. They occur in the two sentences prior to the last sentence of the paragraph. They both

place the word in a category (“extreme devotion” and “excessive defense”) and then

expand on that categorization in a short phrase (“to a name or cause” and “of men’s

‘privileges’”). The definitions contrast in both their intent (devotion and defense) and

specificity—the current meaning is much more specific. The connotation of the

current meaning is far more negative.

83

4. The history provides a context for explaining both the meanings and the reason for

the changes in meanings.

5. They suggest that societal changes lead to changes in the meaning of words; society

shapes (or invents new ones) to fit its needs at various points in history.

Exercise 1

Possible synonyms

1. a buffalo

2. very happy, overjoyed, ecstatic, delighted

3. to chew

4. endless, boundless

5. liar

Exercise 2

Possible definitions

2. A mantra is a mystical formula that is chanted by people who meditate.

3. A satellite is an object in space that orbits another object.

4. A taboo is a prohibition against touching, saying, or doing something out of fear that

it will cause harm from a mystical force.

Exercise 3

Possible answers

2. Method of Development: negation; Details: fish, snails, sponges

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3. Method of Development: historical process; Details: artificial insemination,

surrogate motherhood, cesarean section

4. Method of Development: contrast; Details: heroism at work, in school, in church

Exercise 4

Possible arrangement: 4, 5, 3, 6, 7, 2v

“Play It as It Lays”: Questions for Analysis

1. His purpose is to give men advice and reassurance about their role as fathers. His

likely audience is therefore fathers or soon-to-be fathers.

2. He can’t be a taskmaster, referee, or short-order cook. His examples of incorrect

behavior include a father’s using a child for batting practice and sinking into a chair

without sharing the chores with his wife.

3. They came home, didn’t help their wives, and demanded to be waited on.

4. The main role is to be present and share chores with his wife. No. He says, “There are

no absolutes in raising children.”

5. To show that the unfamiliar act of diaper changing is easier than the familiar act of

waxing a car.

6. The pitfalls are that a father’s action in any situation is just as likely to be wrong as

right. The rewards are in the joys of having children.

7. The new American father must share equally in the parenting tasks formerly assumed

to belong to women. The father must not beat his children, try to interfere in and

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resolve each conflict, or (at least in Cosby’s experience) hope to become an

acceptable cook.

“What Is a Strong Marriage”: Questions for Analysis

1. In the opening paragraph, the formal definition is in the first sentence, and the

preview is in the last sentence.

2. mutual attraction (second paragraph)

commitment (third paragraph)

compromise and commitment (fourth paragraph)

maintain individuality (sixth paragraph)

laugh (seventh paragraph)

3. She contrasts battle and union to emphasize her point that marriage is a compromise.

4. No. It simply restates the point in different words.

5. That people enter marriage idealistically but must learn to deal with it as a realistic

partnership, that marriage is a sharing relationship in which both people can develop

their best traits.

CHAPTER 15


1. “The explanations can be found in ancient mythology.”

2. Probably anyone curious about the topic, but its informal style suggests that it would

be readers of a newspaper or popular magazine.

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3. Two main causes, with the second being more important.

4. Climax order:

The first reason

Thus

However, there is a second, more important reason

Therefore

5. It states the result of the cause and concludes the paragraph strongly.


1. “The only solution to weight reduction is a serious program of aerobic exercise.”

2. People who want to lose weight. To inform (and persuade) the audience of the

benefits of exercise.

3. Five. Transitions: First, Second, Third, Fourth, Finally

4. It discusses the reason for the loss of body fat in explaining the first effect.

5. In climax organization, leading up to the strong concluding statement.

Exercise 1

2. b. effects; b. climax order

3. a. causes; a. chronological order

4. b. effects; b. climax order

5. a. causes; a. chronological order (or b. climax order)

6. b. effects; b. climax order (or possibly, a. chronological order)

Exercise 3

87

Paragraph A 3, 1, 2, 5, 4, 6

Paragraph B 2, 5, 1, 3, 6, 4

Paragraph C 3, 1, 4, 2, 5

Paragraph D 5, 4, 1, 3, 6, 2, 7

Exercise 4

Possible answers

4. For example,

2. Therefore,

6. Third,

9. Finally,

7. Fourth,

8. Thus,

3. Second,

5. Furthermore,

“Don’t Worry, Be Hapa”: Questions for Analysis

1. The final sentence.

2. Chronological. Transitions: At other times (second paragraph)

During high school, At this point (third paragraph)

Moving to Chicago, For the first time (fourth paragraph)

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3. She first encounters constant prejudice, and doesn’t understand how she is different

from other people, who make many wrong assumptions about her heritage. In high

school, she feels ashamed of her identity and tries to deny it.

4. Then in Chicago, she fits in and her identity is recognized, although some people of

her own ethnic background look down on her. Finally, she accepts herself after

reading an article about the prevalence of bi-racial people.

5. It refers to both cultures inside her and the changes in attitudes toward bi-racialism.

The punch is the “all-American girl.”

“Liquid Revenge”: Questions for Analysis

1. He wants the readers to experience his discomfort of dealing with the effects of

alcohol before making his point, which he states in the final paragraph.

2. He takes the reader through different stages of waking up and moving from his

bedroom to the bathroom, throwing up, and trying to find a hangover cure in the

medicine cabinet. Each paragraph describes a stage.

3. Nausea, disorientation, headache. He creates a narrative rather than an analysis.

4. It creates a sense of immediacy for the reader, putting the reader in the situation and

making it happen for him or her. The disgust with the circumstances might be

lessened if they were described in the past tense.

5. He likens his experience to hell and his search for relief as salvation at the temple

door. He uses the metaphor to show the punishment one suffers for such sinful

behavior.

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CHAPTER 16


1. Probably nonsmokers.

2. The harsh comments, mean looks, and personal humiliation from nonsmokers.

3. Answers will vary.

4. The last two sentences. He wants them to treat smokers without disdain.


1. To disarm a potentially hostile audience.

2. In the third through fifth sentences of the opening paragraph.

3. In the second paragraph she proposes that heroin be made legal.

4. The pushers and the crime syndicates would lose out, the police would have more

time to deal with other crime, and there might be fewer murders and robberies. A

negative result is that there might be more heroin addicts (mentioned in the fourth

paragraph).

5. Statistics in the second paragraph; and allusions to respected members of the

community in the third paragraph.

6. To universalize the issue, to make it appeal to all of the audience.

7. Politicians may be afraid of being “pro-drugs,” or organized crime may be buying off

politicians.

8. No. She’d probably suggest writing to legislators.

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Exercise 1

Thesis Statement B 1. Why are people homeless? 2. Why should they be provided with

free housing? 3. How much will it cost the taxpayers? 4. Why can’t the homeless find

homes for themselves? 5. How will homes be provided? 6. Where will these homes be

located? 7. How will the people who live in these areas react to the change? 8. How can

those reactions best be dealt with?

Thesis Statement C 1. Why should the age be lowered? 2. What would be the benefits?

3. Who would oppose it? 4. Why would those people oppose it?

Thesis Statement D 1. What are the benefits of raising the age? 2. What are the

disadvantages? 3. Can the law be enforced? 4. Should there be exceptions to the law?

Exercise 4

Paragraph A ineffective

Paragraph B ineffective

Paragraph C ineffective

Paragraph D effective

“Strike Out Little League”: Questions for Analysis

Note: The discussion might include some mention of Robin Roberts’s status as a Hall-

of-Fame pitcher, which gives more credibility to his argument.

1. His audience is the parents of Little League players, many of whom probably oppose

any changes, and many of whom feel changes should be made.

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2. That Little League is destructive to family life and to the children themselves. It is

especially destructive to family dinners, it thrusts children into activities for which

they are not physically ready, and it does not teach children fundamentals of baseball

at a time when children can master them.

3. I’ll try to explain why. (third paragraph)

These games are played at this hour because . . . (fourth paragraph)

will never understand this. As a result . . . (fifth paragraph)

This may be sound baseball, but it does nothing to help a youngster develop his

hitting. (sixth paragraph)

4. That baseball disrupts family life.

5. He proposes that baseball for children begin after the school year ends and that it be

played with a softball. Transition: If I’m going to criticize such a popular program,

I’d better have some thoughts on what changes I’d like to see.

6. It builds to a climax to emphasize his point.

7. The end returns to the beginning, which provides a punch line and creates a satisfying

sense of closure.

“The Schick Protector”: Questions for Analysis

1. Men who shave. Raphael appeals to their pride in getting a comfortable, close shave.

2. He has cut himself countless times.

3. The bulleted list of features he found on the blue casing of the shaver.

4. Those found in the bulleted list.

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5. He first appeals to the pride of his audience and their presumed dissatisfaction with

other razors. Then he gives a specific account of his own prior experiences with

unsatisfactory razors. He emphasizes the importance of the “safety wires to protect

the skin and eliminate cuts,” and then provides his own testimonial.

6. He first appeals to the pride of men. He establishes his credentials as a former

Marine, which probably shows he is somewhat of an “expert” on close shaves and

pride in appearance. He is quite specific in describing his failed attempts with a

variety of shaving devices to get a close shave without cutting himself—citing the

Excel’s lasting three weeks but the inconsistency of quality. He cites the exact

specifications of the safety wires. He compares the number of strokes needed to shave

with Excel and with the Schick Protector. And he emphasizes the exact price of the

razor. It’s probably a very effective argument on a somewhat noncontroversial

subject, so it has a good chance of persuading men to try the product.

7. He essentially follows a chronological organization. He could have organized it

through a series of contrasts.

8. He suggests, but does not say, that men should try the razor.

CHAPTER 17


1. The first sentence uses essentially the same wording as the question.

2. It previews or outlines the body of the argument.

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3. Each is a topic sentence, introducing a point mentioned in the preview found in the

first paragraph.

4. First, A second similarity, Third. They show the clear movement from one main idea

to the next.

5. This structure establishes a climax organization, emphasizing each point, and

especially emphasizing the difference. The difference serves as a dramatic ending.

6. One hopes students would give it an A grade.

Exercise 3

Possible answers

1. Thesis Statement: The U.S. government is divided into three equally powerful

branches, each of which performs its own role.

Topic Sentences: The legislative branch, or Congress, is responsible for making the

laws. The executive branch, or the president and the cabinet, is responsible for

enforcing the laws. The judiciary branch, or the courts, is responsible for interpreting

the laws.

2. Thesis Statement: The reproductive systems of single-celled organisms and mammals

differ in three important ways.

Topic Sentences: First, whereas mammals are composed of two different sexes, male

and female, single-celled organisms do not have any sexual differentiation. Second,

whereas mammals reproduce through mating of the sexes, single-celled organisms do

not. Third, whereas mammals produce embryos and then give birth to live infants,

94

single-celled organisms simply split into identical pairs, therefore reproducing (or

cloning) themselves.

3. Thesis Statement: Advertising plays three important roles in marketing a new

product, such as a dishwashing detergent.

Topic Sentences: The first role of advertising is to make consumers aware of the

existence of the product. The second role is often to show consumers that they

actually need the product. The third and final role is to show how the product differs

from others like it in the marketplace.

CHAPTER 19

Exercise 1

2. she

3. Freedom

4. she

5. tailor

6. Deborah

7. drinking and singing

8. she

9. authorities

Exercise 2

2. were criticizing

3. did(n’t) like

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4. wanted

5. dressed

6. went

Exercise 3

2. friendliness . . . changed

3. She quit . . . and continued

4. she enlisted . . . and used

5. enlistment began

6. war had (practically) ended

7. recruits did (not) expect

Exercise 5

2. she . . . appeared

3. bulges looked

4. movements were

5. voice sounded

6. she felt

Exercise 8

2. S F Battles were bloody, with hundreds of people wounded or dying.

3. S F Many fights were terrible to witness and even more terrible to participate in.

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4. F They included a barrage of cannon fire, an exchange of rifle fire, and enemies

charging each other on horses.

5. S

6. S S

7. S F F The Revolutionary War ended in 1783 with the defeat of the British and the

victory of the thirteen colonies.

Exercise 10

2. After the British; raided, the farmers complained

3. people protected because; people did (not) believe

4. raids were; since the soldiers needed

5. Although Deborah received; she could; conceal

6. When her thigh was pierced; she pulled; recovered;

(bullet), which caused; she pulled; and recovered.

Mastery Exercise 1

Possible answers

(4) . . . carried to a hospital, . . . [join to (5)] she was examined by a doctor.

(6) . . . to feel her pulse . . . [join to (7)] and found . . .

(8) . . . shocked, [join to (9)] not only . . .

(10) . . . the nurse, [join to (11)] who helped . . .

(12) . . . the infirmary, [join to (13)] the doctor . . .

(14) . . . a letter, [join to (15)] which was addressed . . .

97

(17) . . . the information, [join to (18) and omit he ] summoned Private Deborah . . .

(19) . . . faithful, [join to (20)] and in many respects, . . . [join to 21] I would . . .

(23) . . . his sentence, [join to (24)] tears came . . .

(25) . . . to Massachusetts, [join to (26)] still in men’s clothing.

(28) Benjamin Gannett, [join to (29)] who stirred . . .

Mastery Exercise 2

Possible Answers

(4) It a little-known fact [join to5] that hundreds of American women … (6) In

fact, women served in America’s wars [join to 7] even before the existence …

(10) When her husband joined the Continental Army in 1776 [join to 11] she

accompanied him as a camp followe [join to 12 and insert comma] ,which was a common

practice back then. (13) At the Battle of Fort Washington in 1776 [join to 14 and insert

comma] ,a terrible British artillery barrage … (17) With tears streaming down her face [join

to 18 and insert comma] ,she stepped up…

(23) When she died, [add subject] she was buried …

(25) While disguising herself as a man [join to 26 and add comma] ,she enlisted … (28)

After her death, Congress voted to give her husband a pension [join to 29) as the surviving

spouse of a Continental soldier.

(31) At the Battle of Monmouth in June of 1778, she raced through a hail of gunfire

[join to 32] to get ammunition for her fellow soldiers. (34) She ignored the close call [join to

34 and add comma] ,grabbed the ammunition … (36) A loud cheer went up from the soldiers

[join to 37 and add comma] ,who recognized true heroism …

(38) There are many long-forgotten stories of women [join to 39] who played roles…

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CHAPTER 20

Exercise 1

2. , and

3. , but (yet)

4. , and

5. , so

6. , so (and)

7. , or

8. , and

9. , and

10. , yet (but)

11. , nor was he ever wounded . . .

Exercise 4

Possible combinations

2. . . . South Dakota; however, Crazy Horse . . .

3. . . . the Oglala; consequently, he joined . . .

4. . . . only remaining buffalo range; nevertheless, the railroad immediately sent . . .

5. . . . heavily armed; however, the surveyors . . .

6. . . . fights broke out; nevertheless, the surveyors completed . . .

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7. . . . the treaty of 1868; moreover, he began to construct . . .

Exercise 6

Some possibilities

C. S. 3. . . . land, and white hunters.

C. S. 4. . . . to the Oregon Trail, but suspicion . . .

C. S. 5. . . . cow, so a foolish . . .

R. O. 6. `. . . the matter, but the soldiers . . .

C. S. 7. . . . broke out, and Native Americans . . .

C. S. 8. . . . small village, and they slaughtered . . .

C. S. 9. . . . in Montana, so the army began . . .

C. S. 10. . . . the entire army, and Crazy horse . . .

Exercise 7

Some possibilities

2. . . . seemed like a fair price because (since) the region . . .

3. After the Native Americans . . . , they suggested . . .

4. Because (When) . . . too intimidated to negotiate, they returned . . .

5. Although the government ordered . . . at once, most of them . . .

6. When the deadline came, one small . . .

7. . . . and Cheyenne, although they had never . . .

Exercise 8

100

Some possibilities

2. . . . kind of warfare, which differed completely . . .

3. . . . cooperation, which led . . .

4. . . . a strategy that would send . . .

5. The action, which would trap the hostile Native Americans between the two forces,

had been used . . .

6. The leader of the Seventh Cavalry, who was a hotheaded and arrogant lieutenant

colonel named George Armstrong Custer, had often bragged . . .

Exercise 9

2. . . . troops that would meet him on June 26, Colonel Gibbon . . . [no additional

punctuation needed]

3. . . . a Native American village that was located . . .

4. Custer, who commanded 650 troops, expected . . .

5. . . . this group, which included Crazy Horse, Sitting Bull, and other great leaders, was

probably . . .

6. . . . three divisions, which were led by . . .

7. . . . his commanders, who could not join or rescue him.

8. . . . Benteen’s group, who still had not seen or heard from Custer, joined . . .

9. . . . in a field that lay about four miles away.

10. . . . fighting that lasted . . .

Mastery Exercise 1

101

Possible answers

(3) . . . starved them out, (delete semicolon and insert comma) many of the reservation .

. .

(4) Nevertheless, (delete semicolon and insert comma) Crazy Horse . . .

(5) . . . attacked Miles in southern Montana, [delete period, insert comma, and join to

(6)] The troops opened . . .

(7) . . . withdrew to the hills; (insert semicolon) then they . . .

(8) Finally, General Crook, (insert comma) whom the Native Americans respected for

his integrity, (insert comma) . . .

(9) . . ., (insert comma) if he surrendered, his people . . .

(10) . . . agreed on May 5, 1877, and he led . . .

(11) . . . for Crazy Horse, (delete either although or but) he was unable . . .

(13) After some false rumors spread (delete comma) that . . .

(14) . . . to stop him, (delete semicolon and insert comma) Crazy Horse agreed . . .

(15) . . . peaceably; nevertheless, soldiers . . . (delete comma and add semicolon, and

add comma after nevertheless)

(16) . . . people, which was the beginning . . . [join to sentence (15), adding comma]

(20) . . . to help Little Big Man, (delete either as or and) one of the soldiers . . . ,

(21-22). . . Crazy Horse died [delete period and join to (21)] after asking his parents . . .

(23) . . . the following morning (delete comma) and soon vanished into the hills.

Mastery Exercise 2

102

Possible answers

(5) Supposedly, because the U.S. Army was already embarrassed from criticism

about the massacre [delete semicolon and add comma] , it covered up …

(6) Many questions about the events of that day remain unanswered [delete

comma and add semicolon] ; however, this much we do know.

(7) As Custer and his 7th Cavalry approached on the campsite, [delete but] he

ignored reports … (8) If he could strike first [delete semicolon and add comma], his

reward … (10) He therefore split his command [delete comma and add semicolon];

he sent … (11) [change although to however] However, retreat was the last thing the

Sioux had in mind.

(13) Afterward, the victors looted the battlefield, [add and] and they took many

canteens full of whiskey.

(14) The handsome and dashing Custer permitted just about anything in his camp,

except desertion [join to 15 and delect comma after even though] even though he

himself had once been court-martialed …. (17) … Custer’s troops met a supply ship

on the Rosebud River [add to 18 and add comma] ,where they renewed their supply

of whisky.

(19) … Major Reno, was a heavy drinker [add and] and he brought … (21) As

soon as Reno and his men were attacked [change semicolon to comma], he

immediately retreated … (23) He supposedly was drinking heavily that day, [change

plus to and] and the night before he was intoxicated …

103

(25) His reckless and sometimes foolish actions caused his superiors to cringe

[delete comma and add semicolon]; however, the public and the newspapers adored

him. (27) The only blemish on his record was the court-martial for desertion, [add

but] but he was determined …

CHAPTER 21

Exercise 1

1. eat

2. comes

3. hatch, takes, shakes

4. creates

5. peer, travels

6. carries, try

Exercise 2

(3) magnificent birds . . ., with feathers . . . (6) stand for sixty days . . . (7) he switches

feet . . . (8) find some fish . . .

Exercise 3

2. admire, respect, despise

3. need

104

4. sounds

5. wish

6. makes, prints

Exercise 4

(1) come (2) die (3) begin, become, decline (4) flows (5) equals (6) work (7) lose (8)

experience

Exercise 5

(2) As you are . . . (3) stomach and intestines are . . . (4) there are solid foods . . . (5)

This churning is . . . (6) But just as it is . . . , stomach is moved . . . , where it is . . . (7)

are mixed together . . . , the result is . . . (8) when you are hungry . . .

Exercise 6

2. polar bears are left-handed.

3. When they’re attacked . . .

4. and it’s often nine feet tall.

5. Very high concentrations of Vitamin A are . . .

6. all the members of a nineteenth-century Arctic expedition were poisoned . . .

7. The koala bear and the panda are not . . .

8. no change

9. since they’re both marsupials . . .

105

Exercise 7

(2) does (3) do (4) does

(5) does (6) do (7) does (8) Does

Exercise 8

2. doesn’t

3. don’t

4. don’t

5. don’t

6. doesn’t

7. doesn’t

Exercise 9

(2) has (3) has (4) have (5) have (don’t have) (6) have

Exercise 10

2. meets

3. come

4. produce

5. win

6. is

Exercise 11

106

(2) don’t (3) is (4) aren’t (5) is (6) do (7) Does . . . do . . . is (8) is (9) Does (10) are

Exercise 12

(2) flakes of skin are (3) pounds of skin are (4) layer of our bodies is (5) skin from this

shedding action is (6) Columns of rising hot air surround, lift, create

Exercise 13

(2) are (3) shrinks, hardens (4) decreases (5) begins

Mastery Exercise 1

1. which is prepared . . . The mice . . .

2. . . . that is held. . . . and then drink . . .

3. . . . 200 people die. . . . the fish has . . . a cook who doesn’t . . .

4. Chicken feathers are . . . Georgia have found. . . . A panel who has tasted . . .

5. . . . 160 people. . . . of four chefs.

6. . . . ate 28 worms.

6. . . . Wapensky describes. . . . There are several steps. . . . a cup of ants is fried. . . . in

preparing the ants is to remove. . . . After they’re dry . . . Then the ants are fried. . . .

they’re served . . .

Mastery Exercise 2

1. They have gills and a supplementary breathing system that allows them …

107

2. All snakes shake their tails when they’re emotionally aroused, but only the rattlesnake

has a noisemaker.

3. Reptiles purchased as pets and later flushed down toilets …

4. Ostriches don't care too much about family togetherness. They sometimes lay their

eggs in a community nest, and the first-hatched babies are fed the unhatched eggs.

5. no change

6. … they can leap more than twenty feet into the air.

7. Hornets and wasps are great paper makers. They mix their saliva with wood pulp that

they have eaten, forming a paste that dries into stiff paper.

8. An elephant has superior hearing; it can easily detect the footsteps of mice.

9. Three-wattled bell birds of Costa Rica make a call that can be heard for three miles.

10. The hiccup fish of Brazil doesn’t get its name for nothing. It swallows huge gulps of

air and then releases them to make a sound like a hiccup. When the fish is fully

grown to twelve inches, …

11. One kind of earthworm that is found in Australia doesn’t exactly qualify …

12. Woodpecker finches live in the Galapagos Islands.

CHAPTER 22

Exercise 1

2. P

3. P

4. P

108

5. P

6. Pr

Exercise 2

(2) People entered, . . . conducted, . . . and then returned (3) programs demonstrated . . .

(4) The programs also allowed . . . (5) These flights provided the knowledge that

prepared . . .

Exercise 3

2. was

3. Were

4. were

5. Were

6. weren’t

7. was

8. Were

Exercise 4

2. The astronauts could walk in space.

3. They could live . . .

4. They realized that there would be many dangers.

5. On July 10, 1969, astronauts Neil Armstrong and Buzz Aldrin could . . . before their

fuel supply would run out.

109

Exercise 5

(2) rode (3) spun (4) went, made (5) came (6) built, withstood

(7) had, did (8) would, knew

(9) rose (10) spent, kept (11) lay, gave

(12) caught (13) became, grew (14) heard (15) was, spoke

(16) beat, could (17) was

(18) burst, shot (19) tore (20) made, drew

(21) blew, became (22) saw (23) lost

Exercise 6

2. I have memorized . . .

3. My friend Claudio has flown to Ecuador . . .

4. He has seen . . .

5. Elmer has taken a bath . . . every Saturday . . .

6. My little brother has grown . . .

Exercise 7

2. have boiled

3. have danced

4. had seen

5. had warned

110

6. has forgotten

Exercise 8

2. have been

3. had been

4. had been

5. have been

Exercise 10

Possible answers

2. will be mailed

3. was given

4. was found

5. be completed

6. is being

Exercise 11

Possible answers

2. thrilled, pleased, delighted, satisfied, encouraged

3. disappointed, shaken, saddened, annoyed

4. known

5. thrilled, pleased, delighted, shocked, saddened, disgusted, amused

6. disappointed, shaken, disgusted

111

Exercise 12

Possible answers

2. broken, sprained, twisted, cut, swollen, damaged

3. (in either place) fried, scrambled, boiled, poached, deviled

4. enraged, annoyed,

5. torn, worn-out, frayed, faded, ragged

6. known, respected

7. called, known as

8. prepared, made, cooked

9. left

Mastery Exercise 1

(1) a spaceship powered by the Saturn V rocket. (2) They were on their way . . .

man would set foot . . . (3) The spacecraft shot along . . .

(6) the astronauts had traveled 244,930 miles . . . (7) It circled the moon . . . (9)

Collins flew . . . (10) Armstrong announced, . . .

(12) then drew closer . . . (14) . . . computer had begun to fail, . . . (15) Armstrong

fired the engines . . . (17) When the Lunar Module touched . . . Armstrong could see a

sheet of moon dirt blown upward . . . (19) He seemed calm, but his heart beat . . .

(20) The two men were supposed . . . (21) Houston agreed and let . . . to sleep, . . .

they could skip the rest period. (22) Armstrong led the way . . . (23) he turned on a

television camera. (24) his foot made contact

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Mastery Exercise 2

(1) …John Glenn, Jr. climbed into a tiny space capsule …

(3) When he left the space capsule, Glenn became the first American to orbit the

earth and an instant national hero. (4) He would continue to work with NASA until 1964.

(6) These accomplishments would have been enough for just about any person—but not

John Glenn.

(7) On Friday, January 16, 1998, NASA chose the seventy-seven-year-old

Senator … (8) The announcement had come at Glenn’s request. (9) He asked NASA if he

could fly again on the spaceship Discovery to conduct space-based research on aging, but

only if he met the agency's physical and mental requirements. (10) These requirements

were rigorous and demanding, but he did them all…

(11) Back on Feb. 20, 1962, when Glenn had taken off in his Friendship 7

Mercury capsule, the largest mystery facing the young NASA space program was

whether … (12) … during the Mercury, Gemini, Apollo, Skylab and Shuttle programs,

more than 200 Americans have gone—and thrived—in space. (13) Glenn … continued to

inspire people of all generations as he prepared for a return to space.

(14) So, on October 29, 1998, Senator John H. Glenn, Jr. shot into … (15)

Watching a broadcast of the takeoff at John Glenn Elementary School with local school

children in Seven Hills, Ohio, was Vice President Al Gore.

(16) The flight involved more than eighty scientific experiments investigating

mysteries that spanned the realm … (17) After the crew had done eight days of

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experiments and observations, the Discovery came back to Earth, and John Glenn, Jr.

was once again hailed as a national hero.

CHAPTER 23

Exercise 1

2. them, her, them

3. her, it, his

4. his

5. he, his, they

6. its

7. them

Exercise 3

(3) it is incredibly hungry. (5) why it sleeps . . . if they disturb it.

(6) and they can experience . . . (7) pick it up . . . and toss it around and he or she

won’t awaken it. (8) but people (no one) . . .

Exercise 4

2. so they made people uneasy.

3. and distrusted anything they didn’t understand.

4. people said . . . ladies who fed the cats were practicing black magic.

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5. were thought to be four-legged witches.

6. The witch scare turned into . . .

7. to exterminate the cats began . . . King Louis XIII stopped . . .

8. the color did not disappear from the species.

Exercise 6

(2) the largest glands are on the soles of its feet. (4) which is why it pants after

running. (5) the animal sticks it out . . . not because the dog needs to sweat.

Exercise 7

1. a relaxing day

2. a man who knows what to do

3. to be refreshed and ready to go

4. understand the direction

7. a popular girl

8. satisfied with an old-fashioned approach

Exercise 9

Paragraph B. (1) or simply to express joy (3) and announce their domains

Paragraph C. (4) And they do not frighten other animals when they howl. (6) lambs, and

calves

115

Paragraph D. (1) and fascination as snakes. (6) And in the fifteenth and sixteenth

centuries, the word serpent could refer to many creatures, including both salamanders

and crocodiles.

Exercise 10

2. Every weekend, my brother asks me if he can borrow my car.

3. Dr. Smith told Bill, “You can turn in the paper on Tuesday.”

4. The new student asked where the counseling office was (is).

5. The doctor warned me not to go to work until tomorrow.

6. Gloria said that she would see me later.

Exercise 12

Rewritten: “ . . . I will have to stop a further portion of the allowance.”

Rewritten: (remove quotation marks) . . . and he gave them the same wages and

employment opportunities as male cats.

Rewritten: . . . most weeks, Kojak leaves a couple of rats on his desk as well as an

array of mice.

Mastery Exercise 1

(4) . . . where no person would ever risk his life . . . (or no people . . .) (5) . . . was to

search . . . (6) he performed (or would perform) many truly eccentric feats. (7) Everyone

who learned of his exploits did not believe everything he or she heard.

116

(8) he had spotted . . . (9) He never wore shoes or put on boots . . . (10) the

natives had pinned . . . (11) and placed the sack . . . (12) He could hear . . . apparently did

not object . . .

(13) his helpers couldn’t pull . . . (14) said, “I see the animal is in a state of fear.”

(or said that he saw the animal was in a state of fear.) [counts as two errors] (15) and

jumped on the animal’s back. (16) he said, “and twisted . . .

(17) . . . he was ever on a crocodile’s back.

(18) so he decided to let them drink some of his. (19) purposely slept with one

foot exposed. (20) Waterton was frustrated.

Mastery Exercise 2

(4) However, he did like to collect things—bugs, shells, and [delete he also collected]

coins. (5) His father’s comment on this was that Charles would “mess up the house with

his everlasting rubbish.”

(6) When Charles was sixteen, his father decided to make a doctor and sent him

… (7) But Charles could not bear to watch operations, and two years later he went to

Cambridge to become a parson. (9) (It would last five years.)

(10) … his growing collection of fossils, plants, and [delete he also found]

animals. (11) Every place the ship stopped, he went exploring and then took his

discoveries …

(14) He also saw a resemblance … (16) He later wrote … and the subject haunted

him. (15) And mice on one slope of the Andes were different from those that were on

the other.

117

(18) The publisher was nervous about the manuscript and [delete they or change

to he] suggested that Darwin rewrite it and confine it to pigeons…

(21) Of course, it was very controversial, and everyone had his or her own

opinion about its scientific accuracy. (23) People said it contradicted the first chapter of

Genesis. (24) It also suggested that man had an ancestor in common with the ape, which

people [or the Church] immediately misinterpreted … (25) The theory would soon

become known as Darwin’s “monkey theory.”

(26) … with blue eyes, a balding head, and [delete he also had] a long, shaggy

beard. (26) He listened to the criticisms, evaluated them, … (27) He said, “If I am

wrong, the sooner I am knocked on the head and annihilated, so much the better.”

CHAPTER 24

Exercise 1

2. my brother and I

3. no errors

4. You and she

5. no errors

6. between you and me

Exercise 2

Possible answers

118

2. Norma is more patient than he (is).

3. José runs faster than they do.

4. Jerold is friendlier than she is.

5. Mom always liked you more than she liked me.

6. Lonnie is as short as he (is).

Exercise 3

Answers will vary, but here are some possibilities

He was a colonel by 1864. . . .

Though the enemy killed . . .

he (the young colonel) kept on fighting.

His twentieth birthday was spent . . . but the young man was soon back . . .

he triumphantly planted . . .

watched as an enemy soldier . . . wounded him in the side and hip.

A month later the twenty-year-old leader was appointed a brigadier general.

He was the youngest . . . and he was still not twenty-one.

he remained in the army.

The general later refused . . . where he died on October 1, 1916.

Exercise 4

Possible revisions

2. All the people have reduced their weights during this exercise program.

3. All the people involved are doing their best to make the party successful.

119

4. All the people who use this type of savings account can withdraw their money at any

time.

5. None of the people have left their books on the desk.

6. All people are entitled to trials by jury.

Exercise 6

2. Dr. Brown is the counselor [whom] students must consult with when they need

advice on personal matters (or with whom students must consult . . .]

3. You must talk to the person who sets the policy for admissions.

4. Washington and Lincoln were the presidents [whom] historians consider the greatest.

5. We all need a close friend [whom] we can discuss our problems with. (or with whom

we can discuss our problems).

6. Wilbur Smith is the manager who is in charge of giving out million-dollar loans for

college tuition.

Exercise 7

2. yourselves

3. ourselves

4. themselves

5. I

6. herself

120

Exercise 8

2. this, that

3. Those, this (that)

4. that

5. this

6. these (those)

Exercise 9

Possible changes

3. A car

4. a dog, a crowd

5. This action would solve . . .

6. This change would favor . . .

Mastery Exercise 1

Possible revisions

(3) built this machine for Maria Theresa . . . (5) . . . sat at a chest [delete comma] that

had a built-in chessboard. (6) Someone could open the doors of the robot . . . [The doors

of the robot could be opened . . .]

(8) He and the robot . . . then went on tour, . . . (9) it could play so much better than

they could. (10) However, while Maelzel and his robot were . . .(13) The machine

was . . . (14) People wondered, however, . . .

(16) It was not a robot at all. (17) explained that once the doors were closed . . .

121

himself inside . . . (19) This deception had been kept a secret . . .

Mastery Exercise 2

Possible revisions

(2) He changed his name and profession so often no one can say with certainty who

Demara was. (3) People only know that he often helped others—and was often

successful in doing so.

(5) But he quickly disliked the life that he and the other soldiers led… (6) It was the

first of the many fakeries [delete comma] that he committed.

(7) … passed himself off as a zoologist named Cecil Haman… (8) Demers, who had

never finished high school, … (9) However, his deceptions did lead to trouble when his

employers [or another noun] found about them.

(11) The administration [or another noun] liked the job he was doing. (14) Demara

learned enough from this experience to give a believable performance …

(19) … owed their lives to him and his skill. (20) But the real Dr. Cyr, whose

credentials Demara had stolen, soon learned of the fraud…

(24) Demara died on June 7, 1982.

CHAPTER 25

Exercise 1

2. “trade,” the practice of buying cheap and selling at a profit.

3. Joice Heath, supposedly the oldest living person at 161 years of age.

122

4. far younger, a claim Barnum insisted could never be proven.

5. Barnum, touring with a circus in 1836, encountered several ministers who were

denouncing his activities as immoral.

6. . . . the American Museum, purchased . . .

Exercise 2

2. Enclosed behind strong fences to protect the public, the beasts . . .

3. old and weak animals, hardly able to move . . .

4. admission free, knowing that . . .

5. the ferryboat owners, who agreed to take the public . . .

6. crossed to New Jersey to see shows scheduled for different times.

7. the first batch of spectators, who called out from their boats . . .

8. showed no disappointment, instead giving three cheers . . .

Exercise 3

2. Having gotten the mermaid from a sailor, a man named Moses Kimball offered . . .

3. Refusing to part with any money so quickly, Barnum consulted . . .

4. When asked why he gave this verdict, the naturalist replied . . .

5. no change

6. Sending letters to newspapers across the country (In letters sent . . .), Barnum

claimed . . .

7. no change

123

Exercise 4

2. With its open mouth, tail twisted at an odd angle, and arms thrown up in air, the

black, dried-up animal appeared . . .

3. To emphasize the mermaid’s natural origins, Barnum put up . . .

4. Despite their suspicions at first, the reporters soon became . . .

5. to all the newspaper publishers in order to explain . . .

6. As a result of the public’s demand to see the mermaid, Dr. Griffin . . .

7. In the face of evidence that the mermaid was a fraud, Barnum . . .

Exercise 4

2. Boarding the ship from Burma, Barnum’s men found . . .

3. Insisting “that there is no such thing as a pure white elephant,” Barnum put . . .

4. Disappointed in Barnum’s elephant, the public flocked . . .

5. The elephant certainly was white, but the color was painted on . . .

Exercise 6

2. For example, one time a man . . .

3. by placing five bricks on the street without saying a word . . .

4. would gather to figure out what was happening.

5. . . . who paid the admission fee out of curiosity to see . . .

6. Showing great ingenuity and costing almost nothing, this kind of stunt . . .

Exercise 7

124

Possible answers

2. Unable to get the crowds to leave the museum, Barnum had to turn away new

customers.

3. After pondering this dilemma, he thought of the perfect solution.

4. Seeing the scene painter at work on the stage, Barnum told him to immediately paint

a huge sign that said: “To the Egress.”

5. Seizing the brush, the man painted the sign in fifteen minutes and then nailed it over

the door leading to the alleyway.

6. Unaware that egress meant exit, the crowd soon filled the alleyway, leaving room for

new customers.

Mastery Exercise 1

2. references to giants in the Bible, Hull had the idea of making . . .

3. two sculptors to carve the statue with Hull serving as the model.

4. his cousin William Newell’s farm outside Cardiff, New York, . . .

5. no change

6. A furor that soon spread throughout the nation was created . . .

7. the object, soon called “the Cardiff Giant.”

8. no change

9. no change

10. to Albany and then to New York City for exhibition.

11.Unable to buy the giant, P. T. Barnum made and displayed in New York City an

imitation that soon outdrew the original one.

125

12. the Farmers’ Museum, one of the museums . . .

Mastery Exercise 2

1. After growing normally for the first six months of his life, he weighed only

fifteen pounds when he was five years old.

2. When he was six and only twenty-two inches tall, Charles was discovered by

P.T. Barnum.

3. Barnum hired the boy and his mother for three dollars a week plus expenses

and brought them to New York.

4. no change

5. no change

6. Within a short time, his performances were sold out and his salary climbed

dramatically from three dollars to fifty dollars a week.

7. no change

8. At the age of twenty-three he met twenty-year-old Lavinia Warren, who was only

thirty-two inches tall and another star midget of P. T. Barnum.

9. They fell madly in love and were soon married at a wedding attended by

thousands and then celebrated their honeymoon night.

10. But ten thousand people attended Tom Thumb’s funeral when he died

unexpectedly at the age of forty-three.

11. no change

12. However, she did not choose to be buried next to her second husband after she

died.

126

13. no change

CHAPTER 26

Exercise 1

2. Tom’s jewelry

3. Lonell’s friendliness

4. Elizabeth’s mistake

5. Mr. Willis’s radio

6. Adam’s question

Exercise 2

2. the children’s responsibility

3. the boy’s uncle

4. the boys’ uncle

5. Carlos’s briefcase

6. the Simpsons’ new car

7. Father’s Day

Exercise 3

2. village chief’s permission

3. no change

4. stone money’s purpose . . .

127

5. the stones’ great size . . .

6. The money’s value . . . many days’ journey by sea.

Exercise 4

2. they’re

3. I’ve

4. we’re

5. doesn’t

6. couldn’t

7. who’s

8. you’d

9. it’s

10. you’re

Exercise 5

2. aren’t

3. Don’t, what’s

4. Who’s

5. doesn’t, you’re

6. can’t, won’t

Exercise 6

2. Several students in my class have very high IQ’s.

128

3. You need at least two I.D.’s to cash a check.

4. . . . can be spelled with two l’s.

5. The army wants to produce three new ICBM’s.

6. Don’t forget to dot the i’s and cross the t’s.

Exercise 7

2. seven thousand

3. two-thirds

4. fifty-one

5. five hundred

6. ninety-one

Exercise 8

2. ex-police officer

3. brothers-in-law

4. trans-American

5. nonviolence

6. all-conference

Exercise 9

2. a three-piece suit

3. a job that is long overdue

4. a ten-foot-long board

129

5. a life-or-death situation

6. a five-foot(-long) pole

Exercise 11

2. re-ply

3. stopped

4. self-awareness

5. com-mun-i-ca-tion

6. hap-pi-ness

7. truth-ful-ly

8. watch

9. base-ball

10. a-dore

Exercise 12

2. James Earl “Jimmy” Carter

3. the corner of Central Street and Maple Avenue

4. Social Science 101

5. no change

6. California wine

7. you and I

8. the Senate and the House of Representatives

9. Spanish

130

Exercise 13

2. no change

3. July

4. the wild West

5. no change

6. Dr.Johnson

7. Merriam Webster’s Dictionary

Mastery Exercise 1

(3) There’s another . . .

(4) It happened in February . . . young English sailor . . . (5) in the South Atlantic . . .

sperm whale. (6) with crew members . . . (7) As the sailor’s harpoon . . . its enormous

V-shaped tail. (9) on the other boat didn’t panic . . .

(11) the animal’s carcass . . . (12) using the ship’s crane . . . (15) Several sailors . . .

(16) needed two weeks’ rest in the captain’s quarters . . .

(17) his near-death . . . (19) His hands . . . (20) . . . the captain’s cabin.

(22) bleached by the whale’s digestive juices.

Mastery Exercise 2

(3) … the greatest scientific leaps forward in history. (4) Its creator… a Nobel Prize

… (5) …Rachel Carson’s friend… (5) … on which they’re sprayed …

131

(7) … conducted by the military into biological warfare. (8) … immediately

poisonous to humans, killed almost all insects. (11) The battle against pest’s …

vegetables seemed [delete hyphen] about to be won in the mid-twentieth century.

(13) What’s the gain of greater crop yields … (14) The book raised issues that

are important. (15) How do we balance our industrial …

(17) … the conscience of Americans. (19) … the long-term effects…20) But her

arguments appealed [delete hyphen]… (21) … “It is our alarming misfortune that …

(22) …the Environmental Protection Agency (the EPA). (21) As a result, DDT

was finally banned in the United States in 1972.

CHAPTER 27

Exercise 1

2. exciting, funny, and scary.

3. crosstown bus, the elevated train, or the subway.

4. bills, bills, bills.

5. of the people, by the people, and for the people . . .

6. ran wildly around the kitchen, crashed into a chair in the dining room, tore a curtain

in the living room, and wet the bedroom rug.

Exercise 2

2. oddly, and (for) he was . . .

3. England, but he lived and worked . . .

132

4. in 1849, and with $40,000 he opened . . .

5. to town, but he was no stranger . . .

6. sharp judgment, so they asked him . . .

Exercise 3

(1) no change (2) million dollars, so the town . . . (3) his downfall, but it also . . . (4)

rice, so he bought . . . (5) crashed, and Norton and his friends lost . . . . (6) or ambition,

but during . . .

Exercise 4

2. a war, it seemed to him, was inevitable . . .

3. A democracy, which was unpredictable and inefficient, could . . .

4. Only a king, such as the one that Norton had lived under as a British citizen, could

guarantee peace.

5. What America needed, Norton concluded, was . . .

6. refer to him, jokingly of course, as “His Gracious Highness” and “Emperor.”

7. One day, therefore, he asked . . .

Exercise 5

Possible answers

2. Quietly and seriously, he gave . . .

3. The editor, amused by this unusual feature story, ran it . . .

4. At first, few people . . .

133

5. in a gaudy uniform, however, the citizenry . . .

6. Of course, there was some jeering, but people soon stopped.

7. In his blue jacket with gold medallions and brass buttons, red general’s cap, and

navy boots, the emperor . . .

Exercise 6

(2) the streets, showing himself to his subjects . . . (3) Without fail, each day he

attended . . . (4) Furthermore, his concern . . . (5) For twenty years, the citizens of San

Francisco . . . (6) no change (7) the taxes, always for small amounts of money, he levied

against them.

Exercise 7

2. no change

3. a disgusting, slimy worm

4. a dirty, worn-out shirt

5. no change

6. no change

Exercise 8

(2) Furthermore, he was . . . where he was received, often ironically of course, by

the applause . . . (3) legislature met, a large, comfortable chair . . . (4) city directory

listed him . . . (5) of Brazil visited the city in 1876, San Francisco proudly presented . . .

134

(6) Once, when . . . uniform wore out, the public contributed money . . . (7) On a

similar occasion later, the board . . . ( 8) Several tailors who made and . . . (9) . . . a

variety of hats, a magnificent walking stick, and a big, three-color Chinese umbrella . . .

[This last comma is a debatable change.] (10) When someone attempted to have . . .

Exercise 9

2. meeting.

3. now.

4. Thursday.

5. dog.

6. excuse!

7. meeting?

8. last.

9. please!

10. sentences?

Exercise 10

2. St. Louis, Missouri; Springfield, Illinois; Louisville, Kentucky; and Jackson,

Tennessee.

3. Wendell Smith, president; Laury Jackson, vice president; Casey Redlinski, secretary;

and Billy Hanson, treasurer.

4. “Boogie Boogie, Hot and Heavy”; “All I Want Is You, You, You”; “Susie, Lulu,

and Me”; “Let’s Do It Again, Again, and Again”; and “I Can’t Get No Education.”

135

5. Jon, who was born in South Africa; Ahn, who was a native of Vietnam; Marita,

who grew up in Argentina and Chile; Tanveer, who left Pakistan when he was four

months old; Eleni, who was a victim of famine in Ethiopia; and Frank, who was

born in San Francisco, California.

Exercise 11

2. routine: rising late, . . .

3. five-cent fare; however, Norton . . .

4. went without company; wild-eyed children . . .

5. at taverns; the other, a dark-yellow collie . . .

6. kingly duties: inspecting civic improvements . . .

Exercise 12

2. govern itself—it was in fact fighting for independence at that time—and declared . .

.

3. brutally executed—a rather dangerous precedent—Norton . . .

4. During the Civil War (1861-1865) he . . .

5. the leaders of two armies—Generals Grant and Lee.

Exercise 13

2. Time

3. Titanic

4. “Fierce Storm Strands Thousands,” in the Los Angeles Times

136

5. My favorite poem in Modern American Poetry is Walt Whitman’s “I Sing the Body

Electric.”

6. Did you see the play Rent when it appeared here?

Exercise 14

2. . . . a local newspaper wrote, “Since he has worn the Imperial purple, . . . which is

more than can be said of any of his fellows in that line.”

3. no quotation marks


5. . . . and said, “Your Majesty, I apologize for this indignity visited upon your royal

personage.”

Exercise 15

2. Said Norton, “Take twenty-five miles of land. Let it rain on that land twenty-four

hours. Then turn every one of those drops of water into a baby. How many babies

will there be?”

3. no change

4. “Why are you wearing the uniform you have on?” an old friend . . .

5. no change

Mastery Exercise 1

(2) full uniform [delete comma] and in a fine mood. (3) Even as a sixty-two-year old

man and in poor health, he [add comma] . . . (4) “portly, rather [add comma] flabby

137

man . . . at his side and the peacock’s feather in his hat.”[add quotation mark] (5) the

debate was held, he[add comma] suddenly . . . (6) while shouting for others that they

should get a carriage. [delete quotation marks] (7) unconscious when [delete comma]

he was taken to the hospital . . . (8) no change (9) any biography: [replace semicolon

with colon] $3 in silver coins, a [add comma] gold piece … by many foreign rulers, a

[add comma] certificate of ownership of 98,200 shares of stock in a mine, and . . .

(10) The next morning, the San Francisco Chronicle [delete quotation marks and

underline] announced, “Le Roi Est Mort,” [add comma] that is… (11) the morgue, [add

comma] a crowd began to gather. (12) the well-dressed to the ragged—and [add dash]

by noon . . . (13) “He is dead,” [add quotation mark] wrote the Morning Call

newspaper “and [add quotation mark] no citizen . . . ”

(14) more than fifty years later, [replace semicolon with comma] there . . . (15)

swallow up the Masonic Cemetery, [add comma] the emperor’s remains were dug up

[delete comma] and buried . . . (16) . . . the mayor placed a wreath on the grave [delete

comma] while the municipal band . . . (17) no change (18) no change (19) no change

Mastery Exercise 2

(2) His funeral [delete comma] took place yesterday afternoon [delete comma] from the

undertaking establishment on O’Farrell Street [delete quotation marks]. (3) look at the

man [delete semicolon] whose peculiarities …

(5) The man of imaginary majesty, Emperor of the United States, [add comma]

… (6) Some people ,noting the odd manner of life of the old man, [replace parentheses

138

with commas] have unkindly concluded [delete comma] … (7) When his effects were

searched [replace semcolon with comma] it was found that he had no means.

(8) when he was a citizen of standing—[replace comma with dash] he would

have had … (9) to the Pacific Club [replace colon with comma] where the sponsors

soon had all the money they deemed necessary.

(10) After the autopsy Friday [replace semicolon with comma] the body was

prepared for burial. (11) It was clothed in a black robe with a white shirt and black tie

[replace comma with semicolon or begin new sentence] then it was placed in a neat

rosewood casket. (12) no change (13) gratefully and affectionately—[replace comma

with dash] began to call …. (14) Among them were [delete colon] several ladies whose

dress revealed prosperity. (15) no change (16) no change

(17) This lady appeared in deep mourning [delete comma] and betrayed … (18)

She stated that [delete quotation mark] she had known the deceased … (19) with

flowers that were very costly at that time [delete parentheses].

(20) The stream of visitors to the bier began early [delete comma] yesterday

morning. (21) By 7 o’clock quite a number had dropped in, [replace semicolon with

comma] some of them laborers …. (23) the remains lay in state [delete semicolon] and

filing out at the side exit … (24) no change (25) no change

CHAPTER 28

139

Exercise 1

2. P

3. C, They are

4. P

5. Pl

6. C, You are

7. P

8. C, Who has

9. P

10. C, We are

11. Pl

12. PT

Exercise 2

2. used, used

3. supposed

4. supposed

5. prejudiced

Exercise 4

2. except

3. accept

4. accepted

140

Exercise 5

2. advice

3. advice

4. advised

Exercise 6

2. affected

3. effect

4. affect

Exercise 7

2. by

3. By, by

4. buy

5. by

6. buy

Exercise 8

2. conscience

3. Conscious

Exercise 9

141

2. find

3. fine, find

Exercise 10

2. know, new, knew

3. knew

4. no

Exercise 11

2. led

3. led

4. lead

Exercise 12

2. laid

3. lay

4. lain

5. lies

Exercise 13

2. loose

3. lose

142

Exercise 14

2. mine

3. mind

4. mind

Exercise 15

2. past

3. past

4. passed

Exercise 16

2. quiet, quite

3. quite

4. quiet

5. quite

Exercise 17

2. ris(ing)

3. raise

Exercise 18

2. sit

3. set, set

143

Exercise 19

2. then

3. Then

4. then, than

Exercise 20

2. To, to

3. two, too, to

Exercise 21

2. weather

3. whether

Mastery Exercise 1

(4) He led a revolution . . . (5) He had a cunning, razor-sharp mind, and his conscience

never bothered him . . .

(7) Although the university would not accept a peasant . . .

(8) had a quick rise to power. (9) When he assumed full control as its Chairman . . . (10)

He wasn’t quite successful.

(13) The Hundred Flowers were supposed to encourage growth . . .

(16) As he had throughout the past, . . . (17) He urged China’s youth, whose average

age . . . (18) Many important leaders were humiliated and attacked.

144

(22) ignored his doctor’s advice to cut down.

(24) and then chew the leaves.

(27) provided by servants while he worked.

(29) so the public didn’t know he was an amazing sexual athlete. (32) he could have

lived forever! (33) he wouldn’t sit still for treatment.

(38) when he was almost too sick to move. (39) new uniforms were made for his bloated

body . . .

(40) will lie in state forever.

Mastery Exercise 2

(1) but it’s probably in part because of his early childhood experiences. (3) wedlock and

went by the last name of Schicklgruber (4) Alois, once a shoemaker’s apprentice, raised

himself (6) he married thier children’s nursemaid…country girl twenty-three years younger

than he (8) but all of them except his sister Paula died in childhood.

(9) frail, gentle and quiet (10) Consequently, Hitler’s madness could have arisen because

this conflict.

(14) Adolf met August Kubizek there (16) then he seemed to lose all interest in school.

(18) Some Hitler experts have wondered whether he had a learning disorder.

(19) By the time Hitler quit school at age sixteen (20) not doing too much except for

dreaming (21) His mother used to indulge him, cooking for him and fussing over him.

(22) he nursed her until she passed away on December 21. (26) August later recalled

that Hitler seemed to be losing his grip

145

(28) He led a truly marginal life, sitting in public libraries to read, living in cheap

rooms. (30) He could not find a place to live (32) That year he became conscious of the fact

that he “could make a good speech” that could hypnotize the masses.

(34) The solution to all of Germany’s problems, to his mind

1

ANSWERS TO CHAPTER EXERCISES

CHAPTER 2

Exercise 1

3. to persuade

5. to inform

Exercise 2

3. a. pros: getting the job because of one’s language skills; communicating easily with

clients and colleagues; being able to function easily in daily life in the foreign

country.


b. pros: learning the structure of one’s own language by learning another; learning

another culture through the language; perhaps reading literature or technical

material in another language.


Exercise 3

1. a magazine article; evidence: use of the informal you and the informal use of

conjunctions to begin sentences

3. to inform

CHAPTER 3

Exercise 1

Possible answers., as examples

2

3. The struggle to pay tuition

5. Unsolicited and unwanted email.

Exercise 2

Paragraph C The first sentence

Paragraph E The last sentence

Paragraph G The first sentence

Exercise 3

Possible answers., as examples.

3. My job at the bank is never dull.

5. My three cats are very independent.

CHAPTER 4

Exercise 1

1. The first paragraph is the introduction. Paragraphs B-E are the body. The last

sentence of Paragraph E serves as the conclusion.

3. B. Just like the fictional character, William Brodie changed identities in the

nighttime. C. Until Brodie let his ego overcome his caution, his many crimes went

undetected for almost two decades.

D. With the police on his tail, Brodie tried to escape but didn’t succeed.

E. Although the man of two lives plotted for a third, his attempt to cheat the hangman

failed.

5. The contrast between Brodie’s identity in the day and identity at night. The second

part of the contrast is introduced by “But Brodie’s dark side emerged when the sun

set.”


1. All the sentences leading up to “The person I am today is very different. . .”

3

5. Probably not, because he still respects those values, worries about losing them, and

hopes to stay the same person on the inside.

CHAPTER 5

Exercise 1

The topic sentences are 4 (or 1 if 4 is considered introductory) and 6.

Exercise 2

Typical predictions.

1. How were the generals different? How were they alike?

3. What makes it like a house? How is food served? How do astronauts go to the

bathroom?

CHAPTER 6

Exercise 1

Paragraph C . . . appeared everywhere . . . because it appeared everywhere . . .

fought under . . . fought under

The marines did not adopt the flag until 1876; the U. S. Cavalry did not adopt it until

1887.

Exercise 2

Possible answers., as examples.

3. I walk to the bathroom, rubbing the sleep out of my eyes. I get dressed, pulling the

clothes over my tired arms and legs. I stumble into the kitchen, bumping into walls

and chairs as I enter.

Exercise 4

Only odd numbered items identified.

4

(3)antecedent: the song pronoun: it


(9) antecedent: the lyrics pronoun: they

Exercise 5


(1) banner, hoisted

(3) “hoisted”

(5) storm flag

Exercise 6


(3) the British (the Parliament, the British government)

(5) the taxes

(7) the colonists

Exercise 7

Possible answers. Only odd numbered items identified.

(3) stories

(7) passion

(9) job . . . one

Exercise 9

had just ended in February. . . . invaded Philadelphia on June 20. . . . in the Old City Hall

that day. . . .

carried on for many years. . . . In 1790, . . . midway between North and South at that

time.

Exercise 10

Passage C At noon, In the afternoon, In the evening, At night

5

Exercise 11


(3) therefore,

(7) However,

(9) Second,

(13) Furthermore,

Chapter 7

Exercise 1

3. snatched, grabbed, swiped, stole

5. created, baked, whipped up

Exercise 2

3. When I was a child, my cat slept on my bed every night.

5. My father sits in his favorite chair every night.

Exercise 6

Possible answers.

3. can write

5. blue

7. facts

Exercise 7

Possible answers.

3. The imported cars from Japan and Europe are supposed to be better than American

cars.

5. Today’s athletes are overpaid.

Exercise 8

6

Possible answers.

3. Most of my coworkers are lazy.

5. A large truck crashed into the rear of the automobile, causing considerable damage.

Exercise 11

Possible answers.

3. My father wakes up at sunrise to go to work.

5. Only occasionally does something infuriate me.

7. I worked hard outside all day.

CHAPTER 8

Exercise 2

3. Later in the century, King Charles V . . .

5. Then customs ever so slowly began to change.

Exercise 4

Possible changes.

3. a. Instead of eating properly with knife and fingers, she stupidly . . .

b. Stupidly, she ordered . . . instead of eating properly with knife and fingers.

Exercise 9

3. Thick porridge and thick soupy foods . . .

5. Upper-class Greeks and Romans used spoons of bronze and silver, while poorer

people carved spoons from wood.

Exercise 11

3. The spoons cost a fortune and were highly popular.

5. came from this custom and meant . . .

Exercise 13

7

3. the Latin furca, a farmer’s pitchfork.

5. Duc de Richelieu, cardinal and chief minister to the king in seventeenth-century

France.

Exercise 15

3. at the dinner table picking their teeth . . .

5. follow his example, placing orders for knives with rounded ends.

Exercise 17

3. Towel-like napkins later called “serviettes” were used . . .

5. to the courses eaten by people at the table.

CHAPTER 9


1. The first sentence

3. Beginning with the third sentence and continuing throughout the body of the

paragraph.

5. Because it reveals some other information supporting the topic idea of “one of the

earth’s great natural wonders.”

Exercise 2

Possible arrangements.

Paragraph A 2, 4, 6, 3, 7, 4, 5, 1

“The Decadent”: Questions for Analysis

1. Yet the other day I had a strange mystical experience on the subway . . .

As I looked toward the sunlight . . .

3. Yes it does resemble the diagram, but its topic sentence and conclusion occupy

separate paragraphs.

8

5. Adjectives of unpleasantness: meager, dirty, gloomy, dingy, sick, leprous, nauseating,

stale, dry, condemned, unspeakable, congealed, dubious, mutilated, filthy,

abominable, dirt-laden

Adjectives of fascination and joy: strange, mystical, transforming, unique, peculiar,

unique

“The Beauty of My Town”: Questions for Analysis

1. The town is filled with great natural beauty and the spiritual culture of the Mayan

Indians.

3. The sight of Mayan Indians riding, his walk along the woodland trails, the singing of

birds, his exchanging greetings with the Mayans, wandering along the river with its

water running, the Indians wearing and selling costumes, children playing in the

square, the band playing and people dancing.

CHAPTER 10


1. The first sentence. It should make readers want to read on because it establishes

suspense: what happened to James Worson?

3. A quarter of the way through the race

Wise said later

When the men returned to Leamington

And for years after his disappearance

Exercise 1

Paragraph A 2, 1, 3, 5, 4

Paragraph C 1, 3, 4, 2

Paragraph E 6, 2, 5, 3, 1, 7, 4

“The Footsteps in the House”: Questions for Analysis

9

1. To create suspense.

3. (Paragraph 2) The first night . . . At around one o’clock . . . It was then . . . As I

listened . . . After a moment of silence . . . I knew it was morning

(Paragraph 3) The next night . . . Again

(Paragraph 4) The third time . . . but this time . . . As the footsteps walked by my

door, . . .

(Paragraph 5 doesn’t contain transitions of time)

(Paragraph 6) this was the first time . . . That night as I went upstairs to bed, . . .

Suddenly . . . I’m not sure how long I went on . . . As I went to bed that night

(Paragraph 7) right now

5. (Paragraph 1) unmistakable warmth

(Paragraph 2) some noise . . . listening to all the creaks and moans . . . heard footsteps

. . . rather light and steady . . . I heard them start toward my door . . . I felt my heart

pounding

(Paragraph 3) sound of steps again . . .

(Paragraph 5) seemed to bathe my house in warm glow

(Paragraph 6) I was surrounded by a warm breeze. The hair on my arms and neck

stood on end. . . . I could smell her touch of lavender, and her warmth swept over me

like a cloud.

These details create a sense of immediacy and drama. They make the presence of

a supernatural being seem quite possible.

“A Death”: Questions for Analysis

1. Jillian begins by revealing the end to entice readers to find out how the woman died.

The actual climactic moments occur much later when Jillian approaches the cabin and

feels relieved, and then when she enters the cabin and finds the body.

3. They create a sense of loss—of death amongst living things.

5. (Paragraph 5) I had seen her many times in town, the first when I was sixteen.

(Paragraph 8) The winter that year was unusually mild.

These are the two main transitional moments.

10

CHAPTER 11



3. Three, as labeled by “Your first surprise,” “Your second surprise,” and “Finally—and

this may not be a surprise.”


1. Readers who might want to photograph wild animals, which the writer expects them

perhaps to do.

3. Lens opening and shutter speed.

Exercise 1

Paragraph A 4, 3, 5, 2

“How to Write a Personal Letter”: Questions for Analysis

1. The essay is entertaining, but it provides useful advice. The tone is lighthearted,

warm, and friendly. Keillor takes this attitude probably because it reflects his

personality, but also because he wishes to establish the tone that he wants writers to

use in their letters.

3. Getting over the guilt of not writing, choosing writing instruments, writing the

salutation, starting the letter, continuing the letter—and then providing advice on

what to avoid.

5. Yes, especially the advice on being comfortable and not worrying about form and

exact word choice, which often applies to first drafting of most writing.

“Let’s Talk About It”: Questions for Analysis

1. Essentially, that alcoholism is not limited to the less privileged but is a disease

affecting everyone. It must be confronted openly, not concealed behind polite

excuses.

11

3. The mother tried Alcoholics Anonymous and dryout clinics. She didn’t succeed

because she couldn’t get the appropriate support from family members and friends.

5. This is not a set of instructions on how to do something, but a description of her own

experiences and the experiences of others in her family who had to deal with

alcoholism.

CHAPTER 12


1. The second sentence is probably a more specific statement of the point than the first.

The third sentence introduces the contrasts.

3. It’s successful because it sticks to what it does best, and everything it does is for a

practical reason. It’s also successful because it continues to offer a product that

customers want.


1. Its purpose is to sell Omicrons. The intended audience is people interested in buying a

new car.

3. A rear-mounted electric motor that is pollution free and economical—achieving the

equivalent of 75 miles per gallon; top speed of 140 miles per hour; no tune-ups or oil

changes; extremely reliable magnetic braking system; plastic alloy frame and panels.

Transitions: Unlike, compared to, safest car you can drive, far exceed, four times

stronger than, unsurpassed protection.

5. The same next-to-last sentence.

Exercise 1


Part-to-part Whole-to-whole

A1-B4 A1, A3, A5, A2, A4

A3-B1 B4, B1, B5, B3, B2

A5-B5

12

A2-B3

A4-B2

“Matinee Idler”: Questions for Analysis

1. That he, like his father, has a fantasy life that he doesn’t take too seriously.

3. He praises his acting ability while all he does is sit in a courtroom. He claims he gives

a “nuanced performance” of “stunning invisibility.” He tells his wife he’s involved in

a Hollywood blockbuster while he is merely an extra. He imagines Harrison Ford

taking stage directions about being playful, with a hint of menace as his wife had

responded to him. He imagines sitting with his children as they watch his “major”

role but cannot in actuality recognize him in the crowd.

Hughes’s attitude toward himself is complex. He knows that his participation in

the movie is trivial, but nonetheless enjoys the experience. He knows he is nothing

like Harrison Ford, but nonetheless relishes the chance to pretend he is. He knows he

sounds foolish, but is laughing at his foolishness along with the readers.

“Lady in the Telephone”: Questions for Analysis

1. Whole-to-whole. The major transition begins with “Today’s modern technology,”

then repeats “Today’s” of “Today” at the beginning of the subsequent two

paragraphs. The essay returns to the first use of the telephone with the transitional

phrase “The first operator was not broken, so why fix her?”

3. Mostly to entertain, but at the end of the essay she makes a persuasive appeal

(perhaps tongue-in-cheek) to picket AT &T and lobby senators.

CHAPTER 13


1. The third sentence, beginning, “In terms of prestige.”

3. Prestige, and often pay.

5. From the most prestigious to the least—so the similarities among the rankings, and

then the differences, are clear.

13

7. Teachers to members of the military.

Exercise 1

Classification C number (or absence) of legs

Classification E degree to which beliefs are based on empirical (that is, clearly

observable) evidence

Exercise 2

Possible arrangements.

Classification C cost of houses

I. Expensive

a. four-or-more bedrooms

b. new

c. older, but renovated

II. Inexpensive

a. two-bedroom

b. older

III. Moderately priced

a. three-bedrooms

b. middle-aged, without renovation

c. new, but built with cheaper materials and more efficient building

practices

“Darkness at Noon”: Questions for Analysis

1. (a) Those who assume he can’t hear, (b) those who think he can’t talk, and (c) those

who assume he can’t see. The criterion is the assumptions people make about his

abilities.

3. Amused, bordering on sarcastic. Examples: his discussion of the reluctance of the

ticket agents “to inform me of my condition of which I may not have been previously

14

unaware”; the hospital personnel’s desire to “interpret” for him when he was admitted

to an English hospital; and his story about the basketball game with his father. He is

not serious about his “saint-like disposition,” but uses the description for humorous

effect.

“A Wake”: Questions for Analysis

1. The third sentence, beginning with “I decided there are three types.” The criterion is

their closeness to the deceased.

3. They may be thinking about past experiences with the dead person and regretting they

didn’t say something to him or her before the death.

5. He cites himself as an example. He was somewhat indifferent to and uncomfortable

with the death because he didn’t know the person who died.

CHAPTER 14



3. The examples begin with the words “Without it, a person who fails” and continue to

the end of the paragraph. The definitions would be abstract and unclear without the

examples.

5. The distinction is important.

Another example comes from everyday life.


1. It shows how the meaning of the word changed over time—and how Chauvin

probably doesn’t deserve to have his name associated with the negative meanings of

the word today.

3. They occur in the two sentences prior to the last sentence of the paragraph. They both

place the word in a category (“extreme devotion” and “excessive defense”) and then

expand on that categorization in a short phrase (“to a name or cause” and “of men’s

‘privileges’”). The definitions contrast in both their intent (devotion and defense) and

15

specificity—the current meaning is much more specific. The connotation of the

current meaning is far more negative.

5. They suggest that societal changes lead to changes in the meaning of words; society

shapes (or invents new ones) to fit its needs at various points in history.

Exercise 1

Possible synonyms

1. a buffalo

3. to chew

5. liar

Exercise 2

Possible definitions

3. A satellite is an object in space that orbits another object.

Exercise 3

Possible answers.

3. Method of Development: historical process; Details: artificial insemination, surrogate

motherhood, cesarean section

Exercise 4

Possible arrangement: 4, 5, 3, 6, 7, 2v

“Play It as It Lays”: Questions for Analysis

1. His purpose is to give men advice and reassurance about their role as fathers. His

likely audience is therefore fathers or soon-to-be fathers.

3. They came home, didn’t help their wives, and demanded to be waited on.

5. To show that the unfamiliar act of diaper changing is easier than the familiar act of

waxing a car.

7. The new American father must share equally in the parenting tasks formerly assumed

to belong to women. The father must not beat his children, try to interfere in and

16

resolve each conflict, or (at least in Cosby’s experience) hope to become an

acceptable cook.

“What Is a Strong Marriage”: Questions for Analysis

1. In the opening paragraph, the formal definition is in the first sentence, and the

preview is in the last sentence.

3. She contrasts battle and union to emphasize her point that marriage is a compromise.

5. That people enter marriage idealistically but must learn to deal with it as a realistic

partnership, that marriage is a sharing relationship in which both people can develop

their best traits.

CHAPTER 15


1. “The explanations can be found in ancient mythology.”

5. It states the result of the cause and concludes the paragraph strongly.


1. “The only solution to weight reduction is a serious program of aerobic exercise.”

3. Five. Transitions: First, Second, Third, Fourth, Finally

5. In climax organization, leading up to the strong concluding statement.

Exercise 1

3. a. causes; a. chronological order

5. a. causes; a. chronological order (or b. climax order)

Exercise 3

Paragraph B 2, 5, 1, 3, 6, 4

Paragraph C 3, 1, 4, 2, 5

Exercise 4

Possible answers.

17

4. For example,

2. Therefore,

6. Third,

9. Finally,

7. Fourth,

8. Thus,

3. Second,

5. Furthermore,

“Don’t Worry, Be Happa”: Questions for Analysis

1. The final sentence.

3. She first encounters constant prejudice, and doesn’t understand how she is different

from other people, who make many wrong assumptions about her heritage. In high

school, she feels ashamed of her identity and tries to deny it.

5. It refers to both cultures inside her and the changes in attitudes toward bi-racialism.

The punch is the “all-American girl.”

“Liquid Revenge”: Questions for Analysis

1. He wants the readers to experience his discomfort of dealing with the effects of

alcohol before making his point, which he states in the final paragraph.

3. Nausea, disorientation, headache. He creates a narrative rather than an analysis.

5. He likens his experience to hell and his search for relief as salvation at the temple

door. He uses the metaphor to show the punishment one suffers for such sinful

behavior.

CHAPTER 16


1. Probably nonsmokers.

3. Answers will vary.

18


1. To disarm a potentially hostile audience.

3. In the second paragraph she proposes that heroin be made legal.

5. Statistics in the second paragraph; and allusions to respected members of the

community in the third paragraph.

7. Politicians may be afraid of being “pro-drugs,” or organized crime may be buying off

politicians.

Exercise 1

Thesis Statement C 1. Why should the age be lowered? 2. What would be the benefits?

3. Who would oppose it? 4. Why would those people oppose it?

Exercise 4

Paragraph A ineffective

Paragraph C ineffective

“Strike Out Little League”: Questions for Analysis

1. His audience is the parents of Little League players, many of whom probably oppose

any changes, and many of whom feel changes should be made.

3. I’ll try to explain why. (third paragraph)

These games are played at this hour because . . . (fourth paragraph)

will never understand this. As a result . . . (fifth paragraph)

This may be sound baseball, but it does nothing to help a youngster develop his

hitting. (sixth paragraph)

5. He proposes that baseball for children begin after the school year ends and that it be

played with a softball. Transition: If I’m going to criticize such a popular program,

I’d better have some thoughts on what changes I’d like to see.

7. The end returns to the beginning, which provides a punch line and creates a satisfying

sense of closure.

19

“The Schick Protector”: Questions for Analysis

1. Men who shave. Raphael appeals to their pride in getting a comfortable, close shave.

3. The bulleted list of features he found on the blue casing of the shaver.

5. He first appeals to the pride of his audience and their presumed dissatisfaction with

other razors. Then he gives a specific account of his own prior experiences with

unsatisfactory razors. He emphasizes the importance of the “safety wires to protect

the skin and eliminate cuts,” and then provides his own testimonial.

7. He essentially follows a chronological organization. He could have organized it

through a series of contrasts.

8. He suggests, but does not say, that men should try the razor.

CHAPTER 17


1. The first sentence uses essentially the same wording as the question.

3. Each is a topic sentence, introducing a point mentioned in the preview found in the

first paragraph.

5. This structure establishes a climax organization, emphasizing each point, and

especially emphasizing the difference. The difference serves as a dramatic ending.

Exercise 3

Possible answers.

1. Thesis Statement: The U.S. government is divided into three equally powerful

branches, each of which performs its own role.

Topic Sentences: The legislative branch, or Congress, is responsible for making the

laws. The executive branch, or the president and the cabinet, is responsible for

enforcing the laws. The judiciary branch, or the courts, is responsible for interpreting

the laws.

3. Thesis Statement: Advertising plays three important roles in marketing a new

product, such as a dishwashing detergent.

20

Topic Sentences: The first role of advertising is to make consumers aware of the

existence of the product. The second role is often to show consumers that they

actually need the product. The third and final role is to show how the product differs

from others like it in the marketplace.

CHAPTER 19

Exercise 1

2. she

3. Freedom

4. she

5. tailor

6. Deborah

7. drinking and singing

8. she

9. authorities

Exercise 2

2. were criticizing

3. did(n’t) like

4. wanted

5. dressed

6. went

Exercise 3

2. friendliness . . . changed

3. She quit . . . and continued

4. she enlisted . . . and used

5. enlistment began

6. war had (practically) ended

7. recruits did (not) expect

21

Exercise 5

2. she . . . appeared

3. bulges looked

4. movements were

5. voice sounded

6. she felt

Exercise 8

2. S F Battles were bloody, with hundreds of people wounded or dying.

3. S F Many fights were terrible to witness and even more terrible to participate in.

4. F They included a barrage of cannon fire, an exchange of rifle fire, and enemies

charging each other on horses.

5. S

6. S S

7. S F F The Revolutionary War ended in 1783 with the defeat of the British and the

victory of the thirteen colonies.

Exercise 10

2. After the British . . . raided, the farmers complained

3. people protected because . . . people did (not) believe

4. raids were . . . since the soldiers needed

5. Although Deborah received . . . she could . . . conceal

6. When her thigh was pierced . . . she pulled . . . recovered

. . . (bullet), which caused . . . she pulled . . . and recovered.

Editing for Mastery

Possible answers.

(4) . . . carried to a hospital, . . . [join to (5)] she was examined by a doctor.

(6) . . . to feel her pulse . . . [join to (7)] and found . . .

(8) . . . shocked, [join to (9)] not only . . .

(10) . . . the nurse, [join to (11)] who helped . . .

22

(12) . . . the infirmary, [join to (13)] the doctor . . .

(14) . . . a letter, [join to (15)] which was addressed . . .

(17) . . . the information, [join to (18) and omit he ] summoned Private Deborah . . .

(19) . . . faithful, [join to (20)] and in many respects, . . . [join to 21] I would . . .

(23) . . . his sentence, [join to (24)] tears came . . .

(25) . . . to Massachusetts, [join to (26)] still in men’s clothing.

(28) Benjamin Gannett, [join to (29)] who stirred . . .

CHAPTER 20

Exercise 1

2. , and

3. , but (yet)

4. , and

5. , so

6. , so (and)

7. , or

8. , and

9. , and

10. , yet (but)

11. , nor was he ever wounded . . .

Exercise 4

Possible combinations

2. . . . South Dakota; however, Crazy Horse . . .

3. . . . the Oglala; consequently, he joined . . .

4. . . . only remaining buffalo range; nevertheless, the railroad immediately sent . . .

5. . . . heavily armed; however, the surveyors . . .

6. . . . fights broke out; nevertheless, the surveyors completed . . .

7. . . . the treaty of 1868; moreover, he began to construct . . .

Exercise 6

23

Some possibilities

C. S. 3. . . . land, and white hunters.

C. S. 4. . . . to the Oregon Trail, but suspicion . . .

C. S. 5. . . . cow, so a foolish . . .

R. O. 6. `. . . the matter, but the soldiers . . .

C. S. 7. . . . broke out, and Native Americans . . .

C. S. 8. . . . small village, and they slaughtered . . .

C. S. 9. . . . in Montana, so the army began . . .

C. S. 10. . . . the entire army, and Crazy horse . . .

24

Exercise 7

Some possibilities

2. . . . seemed like a fair price because (since) the region . . .

3. After the Native Americans . . . , they suggested . . .

4. Because (When) . . . too intimidated to negotiate, they returned . . .

5. Although the government ordered . . . at once, most of them . . .

6. When the deadline came, one small . . .

7. . . . and Cheyenne, although they had never . . .

Exercise 8

Some possibilities

2. . . . kind of warfare, which differed completely . . .

3. . . . cooperation, which led . . .

4. . . . a strategy that would send . . .

5. The action, which would trap the hostile Native Americans between the two forces,

had been used . . .

6. The leader of the Seventh Cavalry, who was a hotheaded and arrogant lieutenant

colonel named George Armstrong Custer, had often bragged . . .

Exercise 9

2. . . . troops that would meet him on June 26, Colonel Gibbon . . . [no additional

punctuation needed]

3. . . . a Native American village that was located . . .

4. Custer, who commanded 650 troops, expected . . .

5. . . . this group, which included Crazy Horse, Sitting Bull, and other great leaders, was

probably . . .

6. . . . three divisions, which were led by . . .

7. . . . his commanders, who could not join or rescue him.

8. . . . Benteen’s group, who still had not seen or heard from Custer, joined . . .

9. . . . in a field that lay about four miles away.

25

10. . . . fighting that lasted . . .

Editing for Mastery

Possible answers.

(3) . . . starved them out, (delete semicolon and insert comma) many of the reservation .

. .

(4) Nevertheless, (delete semicolon and insert comma) Crazy Horse . . .

(5) . . . attacked Miles in southern Montana, [delete period, insert comma, and join to

(6)] The troops opened . . .

(7) . . . withdrew to the hills; (insert semicolon) then they . . .

(8) Finally, General Crook, (insert comma) whom the Native Americans respected for

his integrity, (insert comma) . . .

(9) . . ., (insert comma) if he surrendered, his people . . .

(10) . . . agreed on May 5, 1877, and he led . . .

(11) . . . for Crazy Horse, (delete either although or but) he was unable . . .

(13) After some false rumors spread (delete comma) that . . .

(14) . . . to stop him, (delete semicolon and insert comma) Crazy Horse agreed . . .

(15) . . . peaceably; nevertheless, soldiers . . . (delete comma and add semicolon, and

add comma after nevertheless)

(16) . . . people, which was the beginning . . . [join to sentence (15), adding comma]

(20) . . . to help Little Big Man, (delete either as or and) one of the soldiers . . . ,

(21-22). . . Crazy Horse died [delete period and join to (21)] after asking his parents . . .

(23) . . . the following morning (delete comma) and soon vanished into the hills.

CHAPTER 21

Exercise 1

1. eat

2. comes

3. hatch, takes, shakes

4. creates

26

5. peer, travels

6. carries, try

27

Exercise 2

(3) magnificent birds . . ., with feathers . . . (6) stand for sixty days . . . (7) he switches

feet . . . (8) find some fish . . .

Exercise 3

2. admire, respect, despise

3. need

4. sounds

5. wish

6. makes, prints

Exercise 4

(1) come (2) die (3) begin, become, decline (4) flows (5) equals (6) work (7) lose (8)

experience

Exercise 5

(2) As you are . . . (3) stomach and intestines are . . . (4) there are solid foods . . . (5)

This churning is . . . (6) But just as it is . . . , stomach is moved . . . , where it is . . . (7) are

mixed together . . . , the result is . . . (8) when you are hungry . . .

Exercise 6

2. polar bears are left-handed.

3. When they’re attacked . . .

4. and it’s often nine feet tall.

5. Very high concentrations of Vitamin A are . . .

6. all the members of a nineteenth-century Arctic expedition were poisoned . . .

7. The koala bear and the panda are not . . .

8. no change

9. since they’re both marsupials . . .

28

Exercise 7

(2) does (3) do (4) does

(5) does (6) do (7) does (8) Does

Exercise 8

2. doesn’t

3. don’t

4. don’t

5. don’t

6. doesn’t

7. doesn’t

Exercise 9

(2) has (3) has (4) have (5) have (don’t have) (6) have

Exercise 10

2. meets

3. come

4. produce

5. win

6. is

Exercise 11

(2) don’t (3) is (4) aren’t (5) is (6) do (7) Does . . . do . . . is (8) is (9) Does (10) are

Exercise 12

(2) flakes of skin are (3) pounds of skin are (4) layer of our bodies is (5) skin from this

shedding action is (6) Columns of rising hot air surround, lift, create

Exercise 13

(2) are (3) shrinks, hardens (4) decreases (5) begins

29

Editing for Mastery

1. which is prepared . . . The mice . . .

2. . . . that is held. . . . and then drink . . .

3. . . . 200 people die. . . . the fish has . . . a cook who doesn’t . . .

4. Chicken feathers are . . . Georgia have found. . . . A panel who has tasted . . .

5. . . . 160 people. . . . of four chefs.

6. . . . ate 28 worms.

7. . . . Wapensky describes. . . . There are several steps. . . . a cup of ants is fried. . . . in

preparing the ants is to remove. . . . After they’re dry . . . Then the ants are fried. . . .

they’re served . . .

CHAPTER 22

Exercise 1

2. P

3. P

4. P

5. P

6. Pr

Exercise 2

(2) People entered, . . . conducted, . . . and then returned (3) programs demonstrated . . .

(4) The programs also allowed . . . (5) These flights provided the knowledge that

prepared . . .

Exercise 3

2. was

3. Were

4. were

5. Were

30

6. weren’t

7. was

8. Were

Exercise 4

2. The astronauts could walk in space.

3. They could live . . .

4. They realized that there would be many dangers.

5. On July 10, 1969, astronauts Neil Armstrong and Buzz Aldrin could . . . before their

fuel supply would run out.

Exercise 5

(2) rode (3) spun (4) went, made (5) came (6) built, withstood

(7) had, did (8) would, knew

(9) rose (10) spent, kept (11) lay, gave

(12) caught (13) became, grew (14) heard (15) was, spoke

(16) beat, could (17) was

(18) burst, shot (19) tore (20) made, drew

(21) blew, became (22) saw (23) lost

31

Exercise 6

2. I have memorized . . .

3. My friend Claudio has flown to Ecuador . . .

4. He has seen . . .

5. Elmer has taken a bath . . . every Saturday . . .

6. My little brother has grown . . .

Exercise 7

2. have boiled

3. have danced

4. had seen

5. had warned

6. has forgotten

Exercise 8

2. have been

3. had been

4. had been

5. have been

Exercise 10

Possible answers.

2. will be mailed

3. was given

4. was found

5. be completed

6. is being

Exercise 11

Possible answers.

2. thrilled, pleased, delighted, satisfied, encouraged

32

3. disappointed, shaken, saddened, annoyed

4. known

5. thrilled, pleased, delighted, shocked, saddened, disgusted, amused

6. disappointed, shaken, disgusted

Exercise 12

Possible answers.

2. broken, sprained, twisted, cut, swollen, damaged

3. (in either place) fried, scrambled, boiled, poached, deviled

4. enraged, annoyed,

5. torn, worn-out, frayed, faded, ragged

6. known, respected

7. called, known as

8. prepared, made, cooked

9. left

Editing for Mastery

(1) a spaceship powered by the Saturn V rocket. (2) They were on their way . . .

man would set foot . . . (3) The spacecraft shot along . . .

(6) the astronauts had traveled 244,930 miles . . . (7) It circled the moon . . . (9)

Collins flew . . . (10) Armstrong announced, . . .

(12) then drew closer . . . (14) . . . computer had begun to fail, . . . (15) Armstrong

fired the engines . . . (17) When the Lunar Module touched . . . Armstrong could see a

sheet of moon dirt blown upward . . . (19) He seemed calm, but his heart beat . . .

(20) The two men were supposed . . . (21) Houston agreed and let . . . to sleep, . . .

they could skip the rest period. (22) Armstrong led the way . . . (23) he turned on a

television camera. (24) his foot made contact

CHAPTER 23

Exercise 1

33

2. them, her, them

3. her, it, his

4. his

5. he, his, they

6. its

7. them

Exercise 3

(3) it is incredibly hungry. (5) why it sleeps . . . if they disturb it.

(6) and they can experience . . . (7) pick it up . . . and toss it around and he or she

won’t awaken it. (8) but people (no one) . . .

Exercise 4

2. so they made people uneasy.

3. and distrusted anything they didn’t understand.

4. people said . . . ladies who fed the cats were practicing black magic.

5. were thought to be four-legged witches.

6. The witch scare turned into . . .

7. to exterminate the cats began . . . King Louis XIII stopped . . .

8. the color did not disappear from the species.

Exercise 6

(2) the largest glands are on the soles of its feet. (4) which is why it pants after

running. (5) the animal sticks it out . . . not because the dog needs to sweat.

Exercise 7

1. a relaxing day

2. a man who knows what to do

3. to be refreshed and ready to go

4. understand the direction

34

4. a popular girl

5. satisfied with an old-fashioned approach

Exercise 9

Paragraph B. (1) or simply to express joy (3) and announce their domains

Paragraph C. (4) And they do not frighten other animals when they howl. (6) lambs, and

calves

Paragraph D. (1) and fascination as snakes. (6) And in the fifteenth and sixteenth

centuries, the word serpent could refer to many creatures, including both salamanders

and crocodiles.

Exercise 10

2. Every weekend, my brother asks me if he can borrow my car.

3. Dr. Smith told Bill, “You can turn in the paper on Tuesday.”

4. The new student asked where the counseling office was (is).

5. The doctor warned me not to go to work until tomorrow.

6. Gloria said that she would see me later.

Exercise 12

Rewritten: “ . . . I will have to stop a further portion of the allowance.”

Rewritten: (remove quotation marks) . . . and he gave them the same wages and

employment opportunities as male cats.

Rewritten: . . . most weeks, Kojak leaves a couple of rats on his desk as well as an

array of mice.

Editing for Mastery

(4) . . . where no person would ever risk his life . . . (or no people . . .) (5) . . . was to

search . . . (6) he performed (or would perform) many truly eccentric feats. (7) Everyone

who learned of his exploits did not believe everything he or she heard.

35

(8) he had spotted . . . (9) He never wore shoes or put on boots . . . (10) the

natives had pinned . . . (11) and placed the sack . . . (12) He could hear . . . apparently did

not object . . .

(13) his helpers couldn’t pull . . . (14) said, “I see the animal is in a state of fear.”

(or said that he saw the animal was in a state of fear.) [counts as two errors] (15) and

jumped on the animal’s back. (16) he said, “and twisted . . .

(17) . . . he was ever on a crocodile’s back.

(18) so he decided to let them drink some of his. (19) purposely slept with one

foot exposed. (20) Waterton was frustrated.

CHAPTER 24

Exercise 1

2. my brother and I

3. no errors

4. You and she

5. no errors

6. between you and me

Exercise 2

Possible answers.

2. Norma is more patient than he (is).

3. José runs faster than they do.

4. Jerold is friendlier than she is.

5. Mom always liked you more than she liked me.

6. Lonnie is as short as he (is).

Exercise 3

Answers will vary, but here are some possibilities

He was a colonel by 1864. . . .

Though the enemy killed . . .

36

he (the young colonel) kept on fighting.

His twentieth birthday was spent . . . but the young man was soon back . . .

he triumphantly planted . . .

watched as an enemy soldier . . . wounded him in the side and hip.

A month later the twenty-year-old leader was appointed a brigadier general.

He was the youngest . . . and he was still not twenty-one.

he remained in the army.

The general later refused . . . where he died on October 1, 1916.

Exercise 4

Possible revisions

2. All the people have reduced their weights during this exercise program.

3. All the people involved are doing their best to make the party successful.

4. All the people who use this type of savings account can withdraw their money at any

time.

5. None of the people have left their books on the desk.

6. All people are entitled to trials by jury.

Exercise 6

2. Dr. Brown is the counselor [whom] students must consult with when they need advice

on personal matters (or with whom students must consult . . .]

3. You must talk to the person who sets the policy for admissions.

4. Washington and Lincoln were the presidents [whom] historians consider the greatest.

5. We all need a close friend [whom] we can discuss our problems with. (or with whom

we can discuss our problems).

6. Wilbur Smith is the manager who is in charge of giving out million-dollar loans for

college tuition.

Exercise 7

2. yourselves

37

3. ourselves

4. themselves

5. I

6. herself

Exercise 8

2. this, that

3. Those, this (that)

4. that

5. this

6. these (those)

Exercise 9

Possible changes.

3. A car

4. a dog, a crowd

5. This action would solve . . .

6. This change would favor . . .

Editing for Mastery

Possible revisions

(3) built this machine for Maria Theresa . . . (5) . . . sat at a chest [delete comma] that

had a built-in chessboard. (6) Someone could open the doors of the robot . . . [The doors

of the robot could be opened . . .]

(8) He and the robot . . . then went on tour, . . . (9) it could play so much better than

they could. (10) However, while Maelzel and his robot were . . .(13) The machine was

. . . (14) People wondered, however, . . .

(16) It was not a robot at all. (17) explained that once the doors were closed . . .

himself inside . . . (19) This deception had been kept a secret . . .

CHAPTER 25

38

Exercise 1

2. “trade,” the practice of buying cheap and selling at a profit.

3. Joice Heath, supposedly the oldest living person at 161 years of age.

4. far younger, a claim Barnum insisted could never be proven.

5. Barnum, touring with a circus in 1836, encountered several ministers who were

denouncing his activities as immoral.

6. . . . the American Museum, purchased . . .

Exercise 2

2. Enclosed behind strong fences to protect the public, the beasts . . .

3. old and weak animals, hardly able to move . . .

4. admission free, knowing that . . .

5. the ferryboat owners, who agreed to take the public . . .

6. crossed to New Jersey to see shows scheduled for different times.

39

7. the first batch of spectators, who called out from their boats . . .

8. showed no disappointment, instead giving three cheers . . .

Exercise 3

2. Having gotten the mermaid from a sailor, a man named Moses Kimball offered . . .

3. Refusing to part with any money so quickly, Barnum consulted . . .

4. When asked why he gave this verdict, the naturalist replied . . .

5. no change

6. Sending letters to newspapers across the country (In letters sent . . .), Barnum

claimed . . .

7. no change

Exercise 4

2. With its open mouth, tail twisted at an odd angle, and arms thrown up in air, the

black, dried-up animal appeared . . .

3. To emphasize the mermaid’s natural origins, Barnum put up . . .

4. Despite their suspicions at first, the reporters soon became . . .

5. to all the newspaper publishers in order to explain . . .

6. As a result of the public’s demand to see the mermaid, Dr. Griffin . . .

7. In the face of evidence that the mermaid was a fraud, Barnum . . .

40

Exercise 4

2. Boarding the ship from Burma, Barnum’s men found . . .

3. Insisting “that there is no such thing as a pure white elephant,” Barnum put . . .

4. Disappointed in Barnum’s elephant, the public flocked . . .

5. The elephant certainly was white, but the color was painted on . . .

Exercise 6

2. For example, one time a man . . .

3. by placing five bricks on the street without saying a word . . .

4. would gather to figure out what was happening.

5. . . . who paid the admission fee out of curiosity to see . . .

6. Showing great ingenuity and costing almost nothing, this kind of stunt . . .

Exercise 7

Possible answers.

2. Unable to get the crowds to leave the museum, Barnum had to turn away new

customers.

3. After pondering this dilemma, he thought of the perfect solution.

4. Seeing the scene painter at work on the stage, Barnum told him to immediately paint

a huge sign that said: “To the Egress.”

5. Seizing the brush, the man painted the sign in fifteen minutes and then nailed it over

the door leading to the alleyway.

6. Unaware that egress meant exit, the crowd soon filled the alleyway, leaving room for

new customers.

Editing for Mastery

2. references to giants in the Bible, Hull had the idea of making . . .

3. two sculptors to carve the statue with Hull serving as the model.

4. his cousin William Newell’s farm outside Cardiff, New York, . . .

5. no error

6. A furor that soon spread throughout the nation was created . . .

41

7. the object, soon called “the Cardiff Giant.”

8. no error

9. no error

10. to Albany and then to New York City for exhibition.

11.Unable to buy the giant, P. T. Barnum made and displayed in New York City an

imitation that soon outdrew the original one.

12. the Farmers’ Museum, one of the museums . . .

CHAPTER 26

Exercise 1

2. Tom’s jewelry

3. Lonell’s friendliness

4. Elizabeth’s mistake

5. Mr. Willis’s radio

6. Adam’s question

Exercise 2

2. the children’s responsibility

3. the boy’s uncle

4. the boys’ uncle

5. Carlos’s briefcase

6. the Simpsons’ new car

7. Father’s Day

Exercise 3

2. village chief’s permission

3. no change

4. stone money’s purpose . . .

5. the stones’ great size . . .

42

6. The money’s value . . . many days’ journey by sea.

Exercise 4

2. they’re

3. I’ve

4. we’re

5. doesn’t

6. couldn’t

7. who’s

8. you’d

9. it’s

10. you’re

Exercise 5

2. aren’t

3. Don’t, what’s

4. Who’s

5. doesn’t, you’re

6. can’t, won’t

Exercise 6

2. Several students in my class have very high IQ’s.

3. You need at least two I.D.’s to cash a check.

4. . . . can be spelled with two l’s.

5. The army wants to produce three new ICBM’s.

6. Don’t forget to dot the i’s and cross the t’s.

43

Exercise 7

2. seven thousand

3. two-thirds

4. fifty-one

5. five hundred

6. ninety-one

Exercise 8

2. ex-police officer

3. brothers-in-law

4. trans-American

5. nonviolence

6. all-conference

Exercise 9

2. a three-piece suit

3. a job that is long overdue

4. a ten-foot-long board

5. a life-or-death situation

6. a five-foot(-long) pole

44

Exercise 11

2. re-ply

3. stopped

4. self-awareness

5. com-mun-i-ca-tion

6. hap-pi-ness

7. truth-ful-ly

8. watch

9. base-ball

10. a-dore

Exercise 12

2. James Earl “Jimmy” Carter

3. the corner of Central Street and Maple Avenue

4. Social Science 101

5. no change

6. California wine

7. you and I

8. the Senate and the House of Representatives

9. Spanish

45

Exercise 13

2. no change

3. July

4. the wild West

5. no change

6. Dr.Johnson

7. Merriam Webster’s Dictionary

Editing for Mastery

(3) There’s another . . .

(4) It happened in February . . . young English sailor . . . (5) in the South Atlantic . . .

sperm whale. (6) with crew members . . . (7) As the sailor’s harpoon . . . its enormous

V-shaped tail. (9) on the other boat didn’t panic . . .

(11) the animal’s carcass . . . (12) using the ship’s crane . . . (15) Several sailors . . .

(16) needed two weeks’ rest in the captain’s quarters . . .

(17) his near-death . . . (19) His hands . . . (20) . . . the captain’s cabin.

(22) bleached by the whale’s digestive juices.

CHAPTER 27

Exercise 1

2. exciting, funny, and scary.

3. crosstown bus, the elevated train, or the subway.

4. bills, bills, bills.

5. of the people, by the people, and for the people . . .

6. ran wildly around the kitchen, crashed into a chair in the dining room, tore a curtain

in the living room, and wet the bedroom rug.

Exercise 2

2. oddly, and (for) he was . . .

3. England, but he lived and worked . . .

46

4. in 1849, and with $40,000 he opened . . .

5. to town, but he was no stranger . . .

6. sharp judgment, so they asked him . . .

Exercise 3

(1) no change (2) million dollars, so the town . . . (3) his downfall, but it also . . . (4)

rice, so he bought . . . (5) crashed, and Norton and his friends lost . . . . (6) or ambition,

but during . . .

Exercise 4

2. a war, it seemed to him, was inevitable . . .

3. A democracy, which was unpredictable and inefficient, could . . .

4. Only a king, such as the one that Norton had lived under as a British citizen, could

guarantee peace.

5. What America needed, Norton concluded, was . . .

6. refer to him, jokingly of course, as “His Gracious Highness” and “Emperor.”

7. One day, therefore, he asked . . .

Exercise 5

Possible answers.

2. Quietly and seriously, he gave . . .

3. The editor, amused by this unusual feature story, ran it . . .

4. At first, few people . . .

5. in a gaudy uniform, however, the citizenry . . .

6. Of course, there was some jeering, but people soon stopped.

7. In his blue jacket with gold medallions and brass buttons, red general’s cap, and

navy boots, the emperor . . .

Exercise 6

(2) the streets, showing himself to his subjects . . . (3) Without fail, each day he

attended . . . (4) Furthermore, his concern . . . (5) For twenty years, the citizens of San

47

Francisco . . . (6) no change (7) the taxes, always for small amounts of money, he levied

against them.

Exercise 7

2. no change

3. a disgusting, slimy worm

4. a dirty, worn-out shirt

5. no change

6. no change

Exercise 8

(2) Furthermore, he was . . . where he was received, often ironically of course, by

the applause . . . (3) legislature met, a large, comfortable chair . . . (4) city directory

listed him . . . (5) of Brazil visited the city in 1876, San Francisco proudly presented . . .

(6) Once, when . . . uniform wore out, the public contributed money . . . (7) On a

similar occasion later, the board . . . ( 8) Several tailors who made and . . . (9) . . . a

variety of hats, a magnificent walking stick, and a big, three-color Chinese umbrella . . .

[This last comma is a debatable change.] (10) When someone attempted to have . . .

Exercise 9

2. meeting.

3. now.

4. Thursday.

5. dog.

6. excuse!

7. meeting?

8. last.

9. please!

10. sentences?

Exercise 10

48

2. St. Louis, Missouri; Springfield, Illinois; Louisville, Kentucky; and Jackson,

Tennessee.

3. Wendell Smith, president; Laury Jackson, vice president; Casey Redlinski, secretary;

and Billy Hanson, treasurer.

4. “Boogie Boogie, Hot and Heavy”; “All I Want Is You, You, You”; “Susie, Lulu,

and Me”; “Let’s Do It Again, Again, and Again”; and “I Can’t Get No Education.”

5. Jon, who was born in South Africa; Ahn, who was a native of Vietnam; Marita,

who grew up in Argentina and Chile; Tanveer, who left Pakistan when he was four

months old; Eleni, who was a victim of famine in Ethiopia; and Frank, who was

born in San Francisco, California.

Exercise 11

2. routine: rising late, . . .

3. five-cent fare; however, Norton . . .

4. went without company; wild-eyed children . . .

5. at taverns; the other, a dark-yellow collie . . .

6. kingly duties: inspecting civic improvements . . .

Exercise 12

2. govern itself—it was in fact fighting for independence at that time—and declared . . .

3. brutally executed—a rather dangerous precedent—Norton . . .

4. During the Civil War (1861-1865) he . . .

5. the leaders of two armies—Generals Grant and Lee.

Exercise 13

2. Time

3. Titanic

4. “Fierce Storm Strands Thousands,” in the Los Angeles Times

5. My favorite poem in Modern American Poetry is Walt Whitman’s “I Sing the Body

Electric.”

49

6. Did you see the play Rent when it appeared here?

Exercise 14

2. . . . a local newspaper wrote, “Since he has worn the Imperial purple, . . . which is

more than can be said of any of his fellows in that line.”



5. . . . and said, “Your Majesty, I apologize for this indignity visited upon your royal

personage.”

Exercise 15

2. Said Norton, “Take twenty-five miles of land. Let it rain on that land twenty-four

hours. Then turn every one of those drops of water into a baby. How many babies

will there be?”

3. no change

4. “Why are you wearing the uniform you have on?” an old friend . . .

5. no change

Editing for Mastery

(2) full uniform and in a fine mood. (3) Even as a sixty-two-year old man and in

poor health, he . . . (4) “portly, rather flabby man . . . at his side and the peacock’s

feather in his hat.” (5) the debate was held, he suddenly . . . (6) while shouting for others

that they should get a carriage. (7) unconscious when he was taken to the hospital . . .

(8) no change (9) any biography: $3 in silver coins, a gold piece worth $2.50, a French

franc note dated 1828, a batch of cables signed by many foreign rulers, a certificate of

ownership of 98,200 shares of stock in a mine, and . . .

(10) The next morning, the San Francisco Chronicle announced, “Le Roi Est Mort,”

that is, “The King Is Dead.” (11) the morgue, a crowd began to gather. (12) the well-

dressed to the ragged—and by noon . . . (13) “He is dead,” wrote the Morning Call

newspaper “and no citizen . . . ”

50

(14) no change (15) However, more than fifty years later, there . . . (16) swallow up

the Masonic Cemetery, the emperor’s remains were dug up and buried . . . (17) . . . the

mayor placed a wreath on the grave while the municipal band . . . (18) no change (19) It

read: . . . (20) no change

51

CHAPTER 28

Exercise 1

2. P

3. C, They are

4. P

5. Pl

6. C, You are

7. P

8. C, Who has

9. P

10. C, We are

11. Pl

12. PT

Exercise 2

2. used, used

3. supposed

4. supposed

5. prejudiced

52

Exercise 4

2. except

3. accept

4. accepted

Exercise 5

2. advice

3. advice

4. advised

Exercise 6

2. affected

3. effect

4. affect

Exercise 7

2. by

3. By, by

4. buy

5. by

6. buy

53

Exercise 8

2. conscience

3. Conscious

Exercise 9

2. find

3. fine, find

Exercise 10

2. know, new, knew

3. knew

4. no

Exercise 11

2. led

3. led

4. lead

Exercise 12

2. laid

3. lay

4. lain

5. lies

Exercise 13

2. loose

3. lose

Exercise 14

2. mine

3. mind

54

4. mind

Exercise 15

2. past

3. past

4. passed

Exercise 16

2. quiet, quite

3. quite

4. quiet

5. quite

55

Exercise 17

2. ris(ing)

3. raise

Exercise 18

2. sit

3. set, set

Exercise 19

2. then

3. Then

4. then, than

Exercise 20

2. To, to

3. two, too, to

Exercise 21

2. weather

3. whether

56

Editing for Mastery












(29) so the public didn’t know he was an amazing sexual athlete. (32) he could have lived

forever! (33) he wouldn’t sit still for treatment.


body . . .


CHAPTER 28

Exercise 12. P

3. C, They are

4. P

5. Pl

6. C, You are

7. P

8. C, Who has

9. P

57

10. C, We are

11. Pl

12. PT

Exercise 22. used, used

3. supposed

4. supposed

5. prejudiced

Exercise 42. except

3. accept

4. accepted

Exercise 52. advice

3. advice

4. advised

Exercise 62. affected

3. effect

4. affect

Exercise 72. by

58

3. By, by

4. buy

5. by

6. buy

Exercise 82. conscience

3. Conscious

Exercise 92. find

3. fine, find

Exercise 102. know, new, knew

3. knew

4. no

Exercise 112. led

3. led

4. lead

Exercise 122. laid

3. lay

4. lain

5. lies

59

Exercise 132. loose

3. lose

Exercise 142. mine

3. mind

4. mind

Exercise 152. past

3. past

4. passed

Exercise 162. quiet, quite

3. quite

4. quiet

5. quite

Exercise 172. ris(ing)

3. raise

Exercise 182. sit

3. set, set

60

Exercise 192. then

3. Then

4. then, than

Exercise 202. To, to

3. two, too, to

Exercise 212. weather

3. whether

Mastery Exercise 1












(29) so the public didn’t know he was an amazing sexual athlete. (32) he could have

lived forever! (33) he wouldn’t sit still for treatment.


body . . .


153

TRANSPARENCY MASTERS

153

6 STEPS

Step 1 Exploring ideas

Step 2 Prewriting

Step 3 Organizing

Step 4 Composing a first draft

Step 5 Revising the draft

Step 6 Producing the final copy

TM – 1Chapter 2

153

EXPOSITORY ESSAY

Introductory paragraph

Thesis

Body

Supporting details

Conclusion

Thesis restatement

TM 2Chapter 4

153

DESCRIPTION

Topic sentence

Overview of setting

Spatial organization of details

Top Middle Bottom

Conclusion

TM 3Chapter 9

153

NARRATIVETopic sentence (optional)

Setting and action

Who What Where When

1. First action – dialogue/event

2. Second action – dialogue/event

3. Third action – dialogue/event

Climax

Conclusion

TM 4Chapter 10

153

PROCESS ANALYSIS

Overview of the process

List of materials needed

Steps in the process

Step 1

Step 2

Step 3

Conclusion

TM 5Chapter 11

153

COMPARISON-CONTRAST

Part-to-Part

Introduction

Subject A: Detail 1Subject B: Detail 1

Subject A: Detail 2Subject B: Detail 2

etc.

Conclusion

TM 6Chapter 12

153

COMPARISON-CONTRAST

Whole-to-Whole

Introduction

Subject A: All details

Subject B: All details

Conclusion

TM 7Chapter 12

153

CLASSIFICATION

Criterion

First Category

explanations examples

Second Category


Third Category


Conclusion

TM 8Chapter 13

153

DEFINITION

Term and definition

Development

Examples Contrast Historical process

Conclusion

TM 9Chapter 14

153

CAUSE AND EFFECT

Description of event

Causes Effects

Chronological Chronological or orclimactic order climactic order

Conclusion

TM 10Chapter 15

153

PERSUASION

Problem or issue

Supporting arguments

Facts, examples, emotional appeals

Response to opposing arguments

Prediction of results

TM 11Chapter 10

153

ESSAY EXAMS

1. Read the directions.

2. Budget your time.

3. Answer the easiest question first.

4. Organize your response.

5. Plan and draft your essay:

a. Begin with a thesis.

b. Label important points.

c. Conclude with a wrap-up.

6. Edit and proofread.

TM 12Chapter 17

instructor’s manual -...

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