xix

PREFACE

We would like to express our appreciation to all the instructors around thecountry who adopted the first edition of The Write Start with Readings: Para-graphs to Essays, and its companion volume, The Write Start with Readings: Sen-tences to Paragraphs, as their developmental writing texts. The feedback wehave received has been overwhelmingly positive, supporting the approach wehave taken with both texts. In this second book of the series, Paragraphs toEssays, we focus on writing paragraphs using the various modes of develop-ment and then on applying the techniques of the mode to the longer essayformat. Grammar, sentence structure, and ESL concerns, while an integralpart of all the writing exercises and assignments, are embedded in the chap-ters in a less noticeable way in this paragraph-to-essay text; instead, they arethe primary focus of The Writer’s Resources section at the end.

We have listened closely to suggestions as well as praise, and in this sec-ond edition we have made some significant changes that will make the serieseven more relevant to the writing demands and needs of your students.

What’s New in the Second Edition

Most of the changes in this second edition are designed to expand and im-prove our treatment of the writing process and the interrelationship of read-ing, critical thinking, and writing. As a result, Chapters 2 through 6 have beengiven a major overhaul both in content and organization.

� Chapter 2, Critical Thinking: The Connection Between Readingand Writing, has been completely rewritten to be more accessiblefor developing writers. Terminology has been reduced and simplified,and concepts and examples have been changed to be more relevant to ac-ademic writing. We explain and model the use of four basic critical think-ing questions to analyze a student essay, and then we provide a profes-sional essay with critical thinking questions to apply and reinforce theinstruction.

� Prewriting instruction and activities have been moved to Chapter3, which has been expanded to cover the entire writing process.Explanations of drafting, revising, and proofreading have been added tothe prewriting coverage, and the entire writing process is illustrated witha single paragraph at each stage, along with practice exercises.

� An exciting addition to Chapters 4 (The Introductory Paragraph),5 (The Body Paragraphs), and 6 (The Concluding Paragraph) is anessay modeled step-by-step from its prewriting stage through suc-cessive revisions and proofreading to its final version. We think thisessay will be an invaluable tool for both instructors and developing writ-ers. In addition, we have provided a discussion of audience, coherence,and unity to give students a focus for developing their ideas.

In addition to the critical reading and writing process revisions we madein Chapters 2 through 6, we made changes in the remainder of the book toimprove its effectiveness.

CHEC.2969.FMppi-xxviii 03/12/04 1:17 PM Page xix

� Critical reading questions now follow the essays in Chapters 7through 15, which cover patterns of development in the variousrhetorical modes. These provide more opportunities for students to an-alyze and evaluate the essays.

� Additional writing topics as well as writing checklists, both spe-cific to the mode of development, have been added to Chapters 7through 15. These provide students with ideas for writing and specificguidance on the writing process..

� About one-third of the professional essays in the AdditionalReadings section are new. These were chosen for their interest as wellas to better reflect the diversity of student populations. As we did for allthe essays in the modes chapters, we added a new set of critical readingquestions to all the essays in the Additional Readings section.

� In The Writer’s Resource section, the treatment of sentence prob-lems has been expanded and many additional exercises have beenadded throughout. These provide additional practice for students whoneed help with grammar, punctuation, style, and word choice.

The Write Start Series

The Write Start is a two-book series designed to meet the needs of students tak-ing developmental writing courses. The first text, The Write Start with Readings:Sentences to Paragraphs, addresses the most basic writing skills: grammar, sen-tence and paragraph structure, the integration of reading and writing, the spe-cial concerns of students for whom English is a second language, the variousmodes of developing topics, and an introduction to the essay. This text, TheWrite Start with Readings: Paragraphs to Essays, is the second book of the series.It continues the developmental writing sequence first by focusing on writingparagraphs that express thoughts about a topic by using the various modes ofdevelopment and then by expanding the topic by applying the techniques ofthe mode to the longer essay format. Grammar, sentence structure, and ESLconcerns are dealt with in The Writer’s Resources section at the end of the text.

Organization of the Text

We have organized the text in an effort to introduce the developing writer tothe basic elements and skills necessary for writing effective essays in the aca-demic environment. While these skills also will help students communicatemore effectively in their personal and work correspondence, the primaryfocus is to ready developing writers for the rigors of their first college-levelcomposition course (for credit) at the next level. Many developing writers aretaking courses requiring college-level writing skills while concurrently en-rolled in developmental writing courses, and as a result they face problemsdoing the written work that is expected of them. Thus we have attempted toillustrate the processes and skills necessary for effective writing in as simpleand straightforward a manner as possible, so students can begin applying theirnew writing skills immediately to their work in other courses.

Introduction: Chapters 1 and 2Chapter 1 reinforces the idea that writing is important. The developing writermight at first resist this idea, but it is our belief, through years of experience,that the developing writer knows this to be true. This chapter stresses the idea

xx � P R E FAC E

CHEC.2969.FMppi-xxviii 03/12/04 1:17 PM Page xx

that writing is difficult, but like other skills, can be developed with the properattitude, information, and work ethic. It emphasizes the important link be-tween reading and writing, the need for writing presentable papers with-out significant grammar, punctuation, and sentence structure errors, themature writing and thinking that comes from writing about topics in a vari-ety of modes, and the techniques for making the transition from paragraphsto essays.

Chapter 2 introduces the developing writer to the elements of reasoningthat underpin the critical thinking processes for analyzing and evaluating read-ing and writing. At the end of each essay in Chapters 7 through 15 and in theAdditional Readings section, the developing writer is given a set of questionsto answer based on the critical reading questions discussed in Chapter 2.

The Fundamentals: Chapters 3 Through 6Chapters 3 through 6 focus on the total writing process, from prewriting tothe final draft. Part 1 begins with an overview of the major elements of theessay: the sentence, the paragraph, thesis statement, topic sentences, supportsentences, audience, unity, and coherence. Chapter 3 discusses the entirewriting process: prewriting, drafting, revising, and proofreading. The chapterincludes a sustained example of a paragraph in various stages of developmentas well as practice exercises.

Chapter 4 introduces the developing writer to the introductory paragraph,including lead-in techniques and the thesis statement. Chapter 5 describes thebody paragraphs, including the topic sentence and support sentences. Part 1closes with Chapter 6 and an examination of the concluding paragraph, fo-cusing on several techniques to bring an essay to a successful end. Through-out Chapters 4 through 6, the developing writer will see a single essay as it isdeveloped from the prewriting stage, through revisions of the rough draft, tothe final proofread and corrected draft. This instruction will reinforce the rulesand processes that have been introduced, and it will actually show how theprocesses help to create the essay.

Strategies for Developing Essays: Chapters 7 Through 15These nine chapters introduce the developing writer to the modes of devel-opment for examining topics. Each chapter begins by using the paragraph toexplain the basic concepts and techniques of the mode; then, the chaptershows students how to make the transition to the full essay. A list of transi-tional expressions is provided in each chapter to aid the developing writer increating rhythm, connecting related ideas, and combining sentences. Studentessays are used to model the concepts, techniques, and processes of eachmode, as well as the thesis statement with essay map approach. In addition,professional essays are provided in each chapter to give students exposure towriting that has a less structured format. Each chapter ends with additionalwriting prompts, a writing checklist for that mode, and a review of the majorpoints discussed in the chapter.

Special Writing Situations: Chapters 16 Through 18Because this text focuses on preparing the developing writer for the rigors ofacademic writing—specifically the first college composition course—thesechapters focus on writing the research paper, the in-class essay examination,and the literary analysis essay.

Chapter 16 introduces the developing writer to the steps involved in writ-ing a paper that requires research in primary and secondary sources and indocumenting that research using the Modern Language Association format.The chapter uses one student-written and one professionally written researchpaper to model the techniques and process for research writing.

P R E FAC E � xxi

CHEC.2969.FMppi-xxviii 03/12/04 1:17 PM Page xxi

Chapter 17 focuses on the key terms that developing writers should lookfor in the prompts they are given on examinations to help them organize anessay in just a few minutes. The thesis statement with essay map is offered asa technique to quickly identify and organize subtopics into a clearly definedapproach in response to the overall topic parameters. A number of promptsfrom various disciplines are illustrated with accompanying thesis statements.

Chapter 18 examines the critical thinking process involved in literary crit-icism. The elements of literary analysis (character, plot, setting, time, theme,and technique) are discussed as complements to the six reporter’s questions(who, what, where, when, why, and how), with which the developing writeris already familiar. Each of the elements of literary analysis is discussed in de-tail. Examples of the thesis sentence with and without the essay map are il-lustrated. The chapter ends with two models of literary analysis essays: one forthe poem “After Apple-Picking” by Robert Frost and one for the novel Sula byToni Morrison.

The Writer’s ResourcesThe Writer’s Resources section is a veritable warehouse of information ongrammar, punctuation, usage, and spelling. Examples and exercises accom-pany the material for illustration, clarification, and additional practice. Mate-rial that is especially helpful to English as a Second Language (ESL) studentsis tagged by an ESL icon.

Additional ReadingsTo give developing writers more exposure to good writing, the AdditionalReadings section contains two professional essays to accompany each of themodes covered in Chapters 7 through 15. Each essay has its own apparatus,including vocabulary, writing technique questions, critical reading questions,and writing opportunities.

Limited Answer KeyAn answer key provides half the answers to the in-chapter objective practices.Students can check their own work to see how their skills are developing. (Acomplete answer key is included in the Annotated Instructor’s Edition.)

GlossaryAt the end of The Write Start, a glossary of terms provides a convenient re-source for students to look up the meanings of key terms used in the text.

Special Features of The Write Start

The features of The Write Start with Readings: Paragraphs to Essays have beencarefully developed with the needs of developmental English students and in-structors in mind.

� Clarity and Simplicity. Concepts and techniques are simply describedand illustrated, with key terms boldfaced and defined in each chapter aswell as in the end-of-book glossary. The writing style is friendly, clear, andeasy for students to understand. The topical presentation is logically se-quenced and flows easily from chapter to chapter, yet all chapters are en-tirely modular, allowing instructors to determine their own order of pres-entation and to structure their classes however they choose withouthaving to worry about possible text usage problems. To support the clarityof the presentation, a simple, uncluttered, attractive design has been used.

xxii � P R E FAC E

CHEC.2969.FMppi-xxviii 03/12/04 1:17 PM Page xxii

� Smooth Flow of Concepts Within Each Chapter. In each chapter,concepts flow logically from the simple to the more complex. Students arepresented with concepts in a fashion that allows them to understand a lit-tle at a time and build on what they have just learned.

� Examples. One of the best ways for developmental students to learn isthrough example, and examples are used liberally to illustrate all the con-cepts presented. Examples are screened to make them pop out for clearemphasis and easier reference.

� Practices. Numerous practices reinforce learning and help students applywhat they’ve just read. The practices are narrowly focused on the contentjust covered, and they range from making lists, to writing sentences, towriting and rewriting paragraphs.

� Highly Structured Presentation of the Essay as a Form. Writing agood essay is a complex undertaking. To help students develop their essaywriting skills, The Write Start first presents a five-paragraph essay structure(introductory paragraph with thesis statement and essay map, three bodyparagraphs, concluding paragraph) and then presents instruction on eachessay mode (description, narration, etc.) using the five-paragraph essay asa structural model. Thus students can improve their organizational andwriting skills within a highly structured form defined by the thesis state-ment with essay map. All the model student essays use the essay map andare written in this five-paragraph form to reinforce the instruction.

A Word about the Thesis Statement. Although this textbook uses the thesisstatement with essay map as the tool for organizing the essay, you are freeto use whatever thesis statement mechanism with which you feel com-fortable. Some writing teachers complain that the essay map forces thewriter into a mechanical style. We believe this to be untrue. In writing thistext, we have made two assumptions, one about the developing writerand one about writing. First, we believe that the developing writer, to besuccessful in academic work, needs structure. The essay map in the thesisstatement allows the developing writer to create a mini-outline of theessay, helping the writer to stay focused on the subtopic at hand and onthe order in which the subtopics should be discussed. In fact, the feedbackwe have received from our students indicates that they rely on the thesisstatement in many of their other classes, particularly during in-class essayexams. Second, we believe that mechanical writing results from the fail-ure to make good use of techniques that promote a fluid, rhythmical style.In each of the modes chapters we illustrate the transitional devices thathelp connect related ideas, foster rhythm in the paragraphs, and combinesentences to reduce choppiness and introduce variety, a hallmark of goodwriting. In fact, many professionals use the essay map as the organizingtool in their writing, yet one would hardly call the writing styles of pro-fessional writers Ernst Mayr and Barbara Ehrenreich—each of whom hasused the essay map—stodgy, stolid, or mechanical.

� Focus on ESL. The developmental writing market overlaps with the ESLmarket in that many ESL instructors need to use developmental texts andmany developmental instructors have ESL students enrolled in theircourses. Gayle Feng-Checkett is a certified ESL instructor, so much of thetext was written with ESL students in mind. This book uses ESL researchand pedagogy to the benefit of all developmental English students.

� Critical Thinking Skills: The Connection between Reading andWriting. Good writers are also good readers, and many of the skills usedin reading are also used in writing. Chapter 2, on critical thinking, ex-plains why critical thinking skills are important in today’s information-

P R E FAC E � xxiii

CHEC.2969.FMppi-xxviii 03/12/04 1:17 PM Page xxiii

overloaded society, provides students with an explanation of key criticalthinking skills, and models the use of the skills on a reading. The skillscovered in this introductory chapter are picked up in the later essay modeschapters. In each of these chapters, a critical reading activity requires stu-dents to analyze the chapter’s model essays using particular critical think-ing skills.

� Model Essays. Each of the essay modes chapters has two model essays.The first is a student essay written in the five-paragraph essay structure onwhich the instruction is built. The second is a professionally written essaythat departs from the five-paragraph structure and gives students expo-sure to less structured, but excellent, writing. All essays have been chosennot only for their technical merit but also because they are about high-interest topics.

� Writing Technique Questions and Critical Reading Questions. Eachmodel essay in the chapters (as well as in the Additional Readings) is fol-lowed by a series of questions that help students analyze the techniquesas well as the content of the essay.

� More Topics for Writing. At the end of each of the essay modes chap-ters are more suggested topics for essay writing. Students may choose atopic, or instructors may assign topics, as they prefer. In the more topicsfor writing activity, at least one of the choices is a photo on which an essaycan be based.

� Writing Checklists. Writing checklists appear at the end of each of theessay mode chapters. These help students identify strategies and tasksneeded to write an essay using that mode.

� Read All About It. Exercises in The Writer’s Resources section are basedon the readings that appear at the end of the text. An icon indicates thereading from which the exercise is excerpted so that students can refer tothe complete essay for additional context.

The Teaching and Learning Package

Each component of the teaching and learning package has been crafted to en-sure that the course is rewarding for instructors and students. In addition tothe book-specific supplements discussed above, a series of other skills-basedsupplements is available for both instructors and students. All of these sup-plements are available either free or at greatly reduced prices.

For Instructors

Annotated Instructor’s Edition This book is a replica of the student text, butit includes answers printed directly on the fill-in lines provided in the text. 0-321-06119-5.

Instructor’s Manual with Transparency Masters. The Manual provides infor-mation on the following: Using the Text, Syllabus Preparation, Answer Keys, Stu-dent and Professional Reading Selections, Thesis Sentences, Outlining, ProofreadingChecklists, Peer Editing, English as a Second Language/English as a Foreign Language(ESL/EFL), Diagnostic Pre-Test, and Transparency Masters. 0-321-06120-9.

Test Bank These tests provide a wealth of printed quizzes and additional prac-tice exercises for each chapter in the text. The test bank is formatted in a waythat simplifies copying and distribution. 0-321-06121-7.

xxiv � P R E FAC E

All About It . . .READREAD

To read the full essay fromwhich this paragraph isexcerpted, see page . . .

CHEC.2969.FMppi-xxviii 03/12/04 1:17 PM Page xxiv

Electronic Test Bank for Writing. The electronic test bank features more than5,000 questions in all areas of writing, from grammar to paragraphing,through essay writing, research, and documentation. With this easy-to-useCD-ROM, instructors simply choose questions from the electronic test bank,then print the completed test for distribution. 0-321-08117-X. A printed ver-sion is also available.

Competency Profile Test Bank, Second Edition. This series of 60 objectivetests covers ten general areas of English competency, including fragments,comma splices and run-ons, pronouns, commas, and capitalization. Each testis available in remedial, standard, and advanced versions. Available as repro-ducible sheets or in computerized versions. Free to instructors. Paper version:0-321-02224-6. Computerized IBM: 0-321-02633-0. Computerized Mac:0-321-02632-2.

Diagnostic and Editing Tests and Exercises, Seventh Edition. This collectionof diagnostic tests helps instructors assess students’ competence in StandardWritten English for purpose of placement or to gauge progress. Available as re-producible sheets or in computerized versions, and free to instructors. Paper:0-321-28041-5. CD-ROM: 0-321-28040-7.

CLAST Test Package, Fourth Edition. These two 40-item objective tests eval-uate students’ readiness for the CLAST exams. Strategies for teaching CLASTpreparedness are included. Free with any Longman English title. Repro-ducible sheets: 0-321-01950-4. Computerized IBM version: 0-321-01982-2.Computerized Mac version: 0-321-01983-0.

TASP Test Package, Third Edition. These 12 practice pre-tests and post-testsassess the same reading and writing skills covered in the TASP examination.Free with any Longman English title. Reproducible sheets: 0-321-01959-8.Computerized IBM version: 0-321-01985-7. Computerized Mac version: 0-321-01984-9.

Teaching Online: Internet Research Conversation and Composition, SecondEdition. Ideal for instructors who have never surfed the Net, this easy-to-fol-low guide offers basic definitions, numerous examples, and step-by-step in-formation about finding and using Internet sources. Free to adopters. 0-321-01957-1.

ESL Worksheets, Third Edition. These reproducible worksheets provide ESLstudents with extra practice in areas they find the most troublesome. A diag-nostic test and post-test are provided, along with answer keys and suggestedtopics for writing. Free to adopters. 0-321-07765-2.

For Students

Companion Website. The Companion Website to accompany The Write Start:Paragraphs to Essays, Second Edition (http://www.ablongman.com/checkett)offers chapter summaries, additional quizzes, readings, and Web-based activ-ities for each chapter of the text. Students can also access annotated Web linksto resources online to help further their studies.

The Longman Writer’s Warehouse. The innovative and exciting online sup-plement is the perfect accompaniment to any developmental writing course.Developed by developmental English instructors specially for developing writ-ers, The Writer’s Warehouse covers every part of the writing process. Also

P R E FAC E � xxv

CHEC.2969.FMppi-xxviii 03/12/04 1:17 PM Page xxv

included are journaling capabilities, multimedia activities, diagnostic tests, aninteractive handbook, and a complete instructor’s manual. The Writer’s Ware-house requires no space on your school’s server; rather, students completeand store their work on the Longman server and are able to access it, reviseit, and continue working at any time. For more details about how toshrinkwrap a free subscription to The Writer’s Warehouse with this text,please consult your Longman sales representative. For a free guided tour ofthe site, visit http://longmanwriterswarehouse.com.

www.myskillslab.com MySkillsLab opens the door to a world of dynamic mul-timedia resources and gives students all the multimedia solutions they’ll needto develop reading and writing skills in one easy-to-use place. Here, studentscan gain access to Longman Writer’s Warehouse, Reading Roadtrip, ExerciseZone, Research Navigator, Longman Vocabulary Website, Longman StudySkills Website, and Avoiding Plagiarism Tutorial. These tools allow students topractice grammar and usage, develop their reading skills, enhance their writ-ing skills, improve their vocabulary, learn strategies to avoid plagiarism, de-velop their research skills, and learn strategies for college success.

The Dictionary Deal. Two dictionaries can be shrinkwrapped with The WriteStart at a nominal fee. The New American Webster Handy College Dictionary is a pa-perback reference text with more than 100,000 entries. Merriam Webster’s Col-legiate Dictionary, tenth edition, is a hardback reference with a citation file ofmore than 14.5 million examples of English words drawn from actual use. Formore information on how to shrinkwrap a dictionary with your text, pleasecontact your Longman sales representative.

Newsweek Alliance. Instructors may choose to shrinkwrap a 12-week sub-scription to Newsweek with any Longman text. The price of the subscription is59 cents per issue (a total of $7.08 for the subscription). Available with thesubscription is a free “Interactive Guide to Newsweek”—a workbook for stu-dents who are using the text. In addition, Newsweek provides a wide variety ofinstructor supplements free to teachers, including maps, Skills Builders, andweekly quizzes. For more information on the Newsweek program, please con-tact your Longman sales representative.

Penguin Quality Paperback Titles. A series of Penguin paperbacks is avail-able at a significant discount when shrinkwrapped with this text. Some titlesavailable are Toni Morrison’s Beloved, Julia Alvarez’s How the Garcia Girls LostTheir Accents, Mark Twain’s Huckleberry Finn, Narrative of the Life of FrederickDouglass, Harriet Beecher Stowe’s Uncle Tom’s Cabin, Dr. Martin Luther King,Jr.’s Why We Can’t Wait, and plays by Shakespeare, Miller, and Albee. For acomplete list of titles or more information, please contact your Longman salesconsultant.

100 Things to Write About. This 100-page book contains 100 individual as-signments for writing on a variety of topics and in a wide range of formats,from expressive to analytical. Ask your Longman sales representative for asample copy. 0-673-98239-4.

Research Navigator Guide for English, H. Eric Branscomb & Linda R. Barr(Student/0-321-20277-5) Designed to teach students how to conduct high-quality online research and to document it properly, Research Navigatorguides provide discipline-specific academic resources; in addition to helpfultips on the writing process, online research, and finding and citing validsources. Free when packaged with any Longman text, Research Navigator

xxvi � P R E FAC E

CHEC.2969.FMppi-xxviii 03/12/04 1:17 PM Page xxvi

guides include an access code to Research Navigator™, providing access tothousands of academic journals and periodicals, the NY Times Search by Sub-ject Archive, Link Library, Library Guides, and more.

Longman Editing Exercises. Fifty-four pages of paragraph editing exercisesgive students extra practice using grammar skills in the context of longer pas-sages. Free when packaged with any Longman title. 0-205-31792-8.

80 Practices. A collection of reproducible, ten-item exercises that provide ad-ditional practices for specific grammatical usage problems, such as commasplices, capitalization, and pronouns. Includes an answer key, and free toadopters. 0-673-53422-7.

The Longman Writer’s Journal. This journal for writers, free with The WriteStart, offers students a place to think, write, and react. For an examinationcopy, contact your Longman sales consultant. 0-321-08639-2.

The Longman Researcher’s Journal. This journal for writers and researchers,free with this text, helps students plan, schedule, write, and revise their re-search project. An all-in-one resource for first-time researchers, the journalguides students gently through the research process. 0-321-09530-8.

A Guide for Peer Response, Second Edition. This guide offers students formsfor peer critiques, including general guidelines and specific forms for differentstages in the writing process. Also appropriate for freshman-level course. Freeto adopters. 0-321-01948-2.

For Florida Adopters: Thinking Through the Test, by D. J. Henry. This specialworkbook, prepared specially for students in Florida, offers ample skill andpractice exercises to help students prep for the Florida State Exit Exam. Toshrinkwrap this workbook free with your textbook, please contact your Long-man sales representative. Available in two versions: with and without an-swers. Also available: Two laminated grids (one for reading, one for writing)that can serve as handy references for students preparing for the Florida StateExit Exam.

For Texas Adopters: The Longman THEA Study Guide, by Jeannette Harris(Student/0-321-20271-6) Created specifically for students in Texas, thisstudy guide includes straightforward explanations and numerous practice exer-cises to help students prepare for the reading and writing sections of THEA Test.

For New York Adopters: CUNY-ACT: Preparing for the CUNY-ACT, Reading andWriting Test, edited by Patricia Licklider (Student/0-321-19608-2) Thisbooklet, prepared by reading and writing faculty from across the CUNY system,is designed to help students prepare for the CUNY-ACT exit test. It includestest taking tips, reading passages, typical exam questions, and sample writingprompts to help students become familiar with each portion of the test.

Acknowledgments

Thanks to everyone at Longman for their steadfast effort in bringing The WriteStart: Paragraphs to Essays to life.

Our special thanks go to Senior Editor Steven Rigolosi, who shepherdedthe development of The Write Start series and who has moved on to otherchallenges, and a warm welcome and thanks to our new editor, Susan

P R E FAC E � xxvii

CHEC.2969.FMppi-xxviii 03/12/04 1:17 PM Page xxvii

Kunchandy. To our development editor, Marion Castellucci, we offer ourpraise and thanks. Her title is simply insufficient to describe the contributionsshe made to this text. Marion not only adds fresh approaches to age-old con-cepts, but her continued advice and creativity puts our initial ideas into a sim-ple, clear, and comprehensible context. Having Marion as an editor is like hav-ing a third author. She has our unbounded gratitude.

To the staff at Longman . . . Kudos! Many thanks to Editorial AssistantMeegan Thompson, who sought the answers to all of our questions, even ifthe answers seemed obvious. A note of thanks to our Supplements Editor,Donna Campion, who kept her eye on a thousand details that make the texta whole, not just a series of unfinished and unrelated parts. And specialthanks to Marketing Manager Melanie Craig.

As always, thanks to our students, who contributed paragraphs and essaysto the text and whose special needs and superlative successes have kept us onour toes and given us immeasurable rewards.

We also owe many thanks to our colleagues and other devoted English in-structors around the country who reviewed the text in all stages of its devel-opment. Thank you to all of the following for your corrections, advice, andspirited encouragement:

Cathryn Amdahl, Harrisburg Area Community College

Betty Bastankhah, San Jacinto College

Mary Anne Bernal, San Antonio College

Joseph Booker, Palo Alto College

Helen Chester, Milwaukee Area Technical College

Marianne Dzik, Illinois Valley Community College

Gene Fant, Mississippi College

Laura Gray-Rosendale, Northern Arizona University

Carlotta Hill, Oklahoma City Community College

Patsy A. Krech, University of Memphis

Irma Luna, San Antonio College

Judith McKenzie, Lane Community College

Margaret Murray, Western Connecticut State University

Raymond E. Mort, Oakland Community College

Andrew Nesset, Century College

Scottie Priesmeyer, St. Charles Community College

Linda C. Rollins, Motlow State Community College

Jennifer Scheidt, Palo Alto College

John N. Thornburg, San Jacinto College Central

Peter Van Leunen, St. Charles Community College

Suzanne Weisar, San Jacinto College South

Gayle Feng-CheckettLawrence Checkett

xxviii � P R E FAC E

CHEC.2969.FMppi-xxviii 03/12/04 1:17 PM Page xxviii