THE LONGMAN WRITER RHETORIC, READER, RESEARCH GUIDE, AND HANDBOOK S E V E N T H E D I T I O N JUDITH NADELL JOHN LANGAN Atlantic Cape Community College ELIZA A. COMODROMOS New York San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal About the Authors Judith Nadell was until several years ago Associate Professor of Communications at Rowan University (New Jersey). During her eighteen years at Rowan, she coordinated the introductory course in the Freshman Writing Sequence and served as Director of the Writing Lab. In the past several years, she has developed a special interest in grassroots literacy. Besides designing an adult-literacy project, a children’s reading-enrichment program, and a family-literacy initiative, she has worked as a volunteer tutor and a tutor trainer in the programs. A Phi Beta Kappa graduate of Tufts University, she received a doctorate from Columbia University. She is the author of Becoming a Read-Aloud Coach (Townsend Press) and coauthor of Doing Well in College (McGraw-Hill), Vocabulary Basics(Townsend Press), and The Longman Reader. The recipient of a New Jersey award for excellence in the teaching of writing, Judith Nadell lives with her coauthor husband, John Langan, near Philadelphia. John Langan has taught reading and writing at Atlantic Cape Community College near Atlantic City, New Jersey, for more than twenty-five years. Before teaching, he earned advanced degrees in writing at Rutgers University and in reading at Rowan University. Coauthor of The Longman Readerand author of a series of college textbooks on both read- ing and writing, he has published widely with McGraw-Hill Book Company, Townsend Press, and Longman. Through Townsend Press, his educational publishing company, he has developed the nonprofit “Townsend Library”—a collection of more than fifty new and classic stories that appeal to readers of any age. ElizaA.Comodromoshas taught composition and developmental writing in the English Departments of both Rutgers University and John Jay College of Criminal Justice. After graduating with a B.A. in English and in French from La Salle University, she did graduate work at the City University of New York Graduate School and went on to earn an advanced degree at Rutgers University, New Brunswick. Afreelance editor and textbook consultant, Eliza has delivered numerous papers at language and literature conferences around the country. She lives with her husband, Paul Langan, and daughters, Anna Maria and Sophia Mae, near Philadelphia. ii Why Do You Need this New Edition? The requirements, strategies, and tools (cid:6) New visual source samples show you where in for college writing assignments have books, online periodicals, and subscription changed in many ways since the last databases you can find all the information you edition of The Longman Writer was need to cite your sources in research papers (Ch. 20). published, so make sure you’re up to date! If you’re still wondering why you (cid:7) New Essay Structure Diagrams outline the structure of professional readings to help you should buy this new edition, here are a use the reading as a pattern for your own writ- few more great reasons: ing(Chs. 10–18). (cid:2) New Process Diagrams spotlight each step of the (cid:8) New sample student essays written in both MLA writing process to help you see how to break and APA formats are annotated to offer guidance down your writing assignments into manage- and models for writing research papers in the able tasks(Chs. 2–9). academic style required by your course(Ch. 20). (cid:3) New Development Diagrams highlight distinctive (cid:9) Eleven new readings have been added in features of different patterns of development for chapters 10–18 on current topics such as slang, writing, summarizing chapter content to help you high school football, and e-mail style that are find key concepts quickly(Chs. 10–18). models for the different patterns of writing that you’ll be learning and practicing. (cid:4) New guidance on creating and following a writing schedule combined with new tips for (cid:10) A new appendix, “A Guide to Avoiding Plagiarism,” more efficient online research help you make provides the concrete guidelines you need to the most of your time when writing research avoid unintentional plagiarism and its papers(Ch. 19). consequences. (cid:5) New advice on evaluating, using, and citing elec- 10 And now—useThe Longman Writeralongside tronic sources explains how to use the most Pearson’s unique MyCompLab and find a world current online information sources—like blogs of resources developed specifically foryou! and wikis—credibly(Ch. 19). ACQUISITIONSEDITOR: Lauren A. Finn SENIORDEVELOPMENTEDITOR: Anne Brunell Ehrenworth SENIORSUPPLEMENTSEDITOR: Donna Campion SENIORMEDIAPRODUCER: Stefanie Liebman SENIORMARKETINGMANAGER: Sandra McGuire PRODUCTIONMANAGER: Eric Jorgensen PROJECTCOORDINATION, TEXTDESIGN, ANDELECTRONICPAGEMAKEUP: Elm Street Publishing Services SENIORCOVERDESIGNMANAGER: Nancy Danahy COVERDESIGNER: Nancy Sacks PHOTORESEARCHER: Photosearch, Inc. SENIORMANUFACTURINGBUYER: Dennis J. Para PRINTERANDBINDER: Quebecor World Book Services/Taunton COVERPRINTER: Coral Graphic Services, Inc. For permission to use copyrighted material, grateful acknowledgment is made to the copyright holders on pp. 729–730, which are hereby made part of this copyright page. Library of Congress Cataloging-in-Publication Data Nadell, Judith. The Longman writer: rhetoric, reader, research guide, handbook/Judith Nadell, John Langan, Eliza A. Comodromos.—7th ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-205-59871-7 ISBN-13: 978-0-205-59870-0 (brief edition) ISBN-13: 978-0-205-64226-7 (concise edition) 1. English language—Rhetoric. 2. English language—Grammar—Handbook, manuals, etc. 3. College readers. 4. Report writing. I. Langan, John, 1942– II. Comodromos, Eliza A. III. Title. PE1408.N19 2007 808'.0427—dc22 2007041534 Copyright © 2009 by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States. Please visit us at www.ablongman.com/Nadell ISBN-13: 978-0-205-59871-7 (Full edition) ISBN-10: 0-205-59871-4 (Full edition) ISBN-13: 978-0-205-59870-0 (Brief edition) ISBN-10: 0-205-59870-6 (Brief edition) ISBN-13: 978-0-205-64226-7 (Concise edition) ISBN-10: 0-205-64226-8 (Concise edition) 1 2 3 4 5 6 7 8 9 10—QWT—11 10 09 08 Contents PREFACE xvi PART I THE READING PROCESS 1 1 BECOMING ASTRONG READER 1 STAGE1: Get an Overview of the Selection 2 STAGE2: Deepen Your Sense of the Selection 3 STAGE3: Evaluate the Selection 4 Ellen Goodman, “Family Counterculture” 6 PART II THE WRITING PROCESS 12 2 GETTING STARTED THROUGH PREWRITING 12 Observations About the Writing Process 12 Use Prewriting to Get Started 14 Keep a Journal 15 The Pre-Reading Journal Entry 16 Understand the Boundaries of the Assignment 18 Determine Your Purpose, Audience, Tone, and Point of View 19 Discover Your Essay’s Limited Subject 23 Generate Raw Material About Your Limited Subject 26 Organize the Raw Material 31 Activities: Getting Started Through Prewriting 33 3 IDENTIFYING ATHESIS 36 What Is a Thesis? 36 Finding a Thesis 37 Writing an Effective Thesis 38 Tone and Point of View 39 Implied Pattern of Development 39 v vi Contents Including a Plan of Development 39 Don’t Write a Highly Opinionated Statement 40 Don’t Make an Announcement 40 Don’t Make a Factual Statement 40 Don’t Make a Broad Statement 41 Arriving at an Effective Thesis 41 Placing the Thesis in an Essay 42 Activities: Identifying a Thesis 42 4 SUPPORTING THE THESIS WITH EVIDENCE 45 What Is Evidence? 45 How Do You Find Evidence? 46 How the Patterns of Development Help Generate Evidence 46 Characteristics of Evidence 47 The Evidence Is Relevant and Unified 48 The Evidence Is Specific 49 The Evidence Is Adequate 50 The Evidence Is Dramatic 50 The Evidence Is Accurate 51 The Evidence Is Representative 51 Borrowed Evidence Is Documented 51 Activities: Supporting the Thesis with Evidence 52 5 ORGANIZING THE EVIDENCE 54 Use the Patterns of Development 55 Select an Organizational Approach 55 Chronological Approach 56 Spatial Approach 56 Emphatic Approach 57 Simple-to-Complex Approach 57 Prepare an Outline 58 Activities: Organizing the Evidence 61 6 WRITING THE PARAGRAPHS IN THE FIRST DRAFT 64 How to Move from Outline to First Draft 64 General Suggestions on How to Proceed 65 If You Get Bogged Down 65 ASuggested Sequence for Writing the First Draft 66 Write the Supporting Paragraphs 66 Write Other Paragraphs in the Essay’s Body 78 Write the Introduction 79 Write the Conclusion 82 Write the Title 84 Pulling It All Together 84 Sample First Draft 85 Harriet Davids,“Challenges for Today’s Parents” 86 Contents vii Commentary 87 Activities: Writing the Paragraphs in the First Draft 88 7 REVISING OVERALLMEANING, STRUCTURE, AND PARAGRAPH DEVELOPMENT 95 Five Strategies to Make Revision Easier 96 Set Your First Draft Aside for a While 96 Work from Printed Text 97 Read the Draft Aloud 97 View Revision as a Series of Steps 98 Evaluate and Respond to Instructor Feedback 98 Peer Review: An Additional Revision Strategy 99 Evaluate and Respond to Peer Review 101 Revising Overall Meaning and Structure 103 Revising Paragraph Development 104 Sample Student Revision of Overall Meaning, Structure, and Paragraph Development 106 Activities: Revising Overall Meaning, Structure, and Paragraph Development 107 8 REVISING SENTENCES AND WORDS 110 Revising Sentences 110 Make Sentences Consistent with Your Tone 110 Make Sentences Economical 112 Vary Sentence Type 115 Vary Sentence Length 118 Make Sentences Emphatic 120 Revising Words 124 Make Words Consistent with Your Tone 124 Use an Appropriate Level of Diction 125 Avoid Words That Overstate or Understate 126 Select Words with Appropriate Connotations 126 Use Specific Rather Than General Words 127 Use Strong Verbs 128 Delete Unnecessary Adverbs 130 Use Original Figures of Speech 130 Avoid Sexist Language 132 Sample Student Revision of Sentences and Words 135 Activities: Revising Sentences and Words 135 9 EDITING AND PROOFREADING 139 Edit Carefully 140 Use the Appropriate Manuscript Format 141 Proofread Closely 142 viii Contents Student Essay: From Prewriting Through Proofreading 143 Harriet Davids, “Challenges for Today’s Parents” 144 Commentary 145 Activities: Editing and Proofreading 148 PART III THE PATTERNS OF DEVELOPMENT 150 10 DESCRIPTION 150 What Is Description? 150 How Description Fits Your Purpose and Audience 151 Prewriting Strategies 153 Strategies for Using Description in an Essay 153 Revision Strategies 158 Student Essay: From Prewriting Through Revision 159 Marie Martinez, “Salt Marsh” 160 Commentary 162 Activities: Description 165 Prewriting Activities 165 Revising Activities 165 Professional Selections: Description 167 Maya Angelou, “Sister Flowers” 167 David Helvarg, “The Storm This Time” 174 Gordon Parks, “Flavio’s Home” 182 Additional Writing Topics: Description 188 11 NARRATION 191 What Is Narration? 191 How Narration Fits Your Purpose and Audience 192 Prewriting Strategies 193 Strategies for Using Narration in an Essay 194 Revision Strategies 200 Student Essay: From Prewriting Through Revision 201 Paul Monahan, “If Only” 203 Commentary 204 Activities: Narration 206 Prewriting Activities 206 Revising Activities 207 Professional Selections: Narration 208 Audre Lorde, “The Fourth of July” 208 George Orwell, “Shooting an Elephant” 214 Charmie Gholson, “Charity Display?” 220 Additional Writing Topics: Narration 224 Contents ix 12 ILLUSTRATION 226 What Is Illustration? 226 How Illustration Fits Your Purpose and Audience 227 Prewriting Strategies 229 Strategies for Using Illustration in an Essay 230 Revision Strategies 235 Student Essay: From Prewriting Through Revision 236 Michael Pagano, “Pursuit of Possessions” 238 Commentary 239 Activities: Illustration 243 Prewriting Activities 243 Revising Activities 243 Professional Selections: Illustration 245 Kay S. Hymowitz, “Tweens: Ten Going on Sixteen” 245 Beth Johnson, “Bombs Bursting in Air” 252 Leslie Savan, “Black Talk and Pop Culture” 258 Additional Writing Topics: Illustration 265 13 DIVISION-CLASSIFICATION 268 What Is Division-Classification? 268 How Division-Classification Fits Your Purpose and Audience 270 Prewriting Strategies 272 Strategies for Using Division-Classification in an Essay 272 Revision Strategies 277 Student Essay: From Prewriting Through Revision 278 Gail Oremland, “The Truth About College Teachers” 279 Commentary 282 Activities: Division-Classification 285 Prewriting Activities 285 Revising Activities 286 Professional Selections: Division-Classification 287 William Lutz, “Doublespeak” 288 Scott Russell Sanders, “The Men We Carry in Our Minds” 295 David Brooks, “Psst! ‘Human Capital’” 301 Additional Writing Topics: Division-Classification 304 14 PROCESS ANALYSIS 307 What Is Process Analysis? 307 How Process Analysis Fits Your Purpose and Audience 308 Prewriting Strategies 310 Strategies for Using Process Analysis in an Essay 310 Revision Strategies 316 Student Essay: From Prewriting Through Revision 317 Robert Barry,“Becoming a Recordoholic” 319 x Contents Commentary 322 Activities: Process Analysis 324 Prewriting Activities 324 Revising Activities 325 Professional Selections: Process Analysis 327 Clifford Stoll, “Cyberschool” 328 Diane Cole, “Don’t Just Stand There” 333 David Shipley, “Talk About Editing” 340 Additional Writing Topics: Process Analysis 344 15 COMPARISON-CONTRAST 346 What Is Comparison-Contrast? 346 How Comparison-Contrast Fits Your Purpose and Audience 347 Prewriting Strategies 348 Strategies for Using Comparison-Contrast in an Essay 349 Revision Strategies 354 Student Essay: From Prewriting Through Revision 355 Carol Siskin, “The Virtues of Growing Older” 357 Commentary 359 Activities: Comparison-Contrast 362 Prewriting Activities 362 Revising Activities 363 Professional Selections: Comparison-Contrast 364 Toni Morrison, “ASlow Walk of Trees” 364 Patricia Cohen, “Reality TV: Surprising Throwback to the Past?” 370 Eric Weiner, “Euromail and Amerimail” 375 Additional Writing Topics: Comparison-Contrast 379 16 CAUSE-EFFECT 382 What Is Cause-Effect? 382 How Cause-Effect Fits Your Purpose and Audience 383 Prewriting Strategies 384 Strategies for Using Cause-Effect in an Essay 385 Revision Strategies 392 Student Essay: From Prewriting Through Revision 393 Carl Novack, “Americans and Food” 395 Commentary 397 Activities: Cause-Effect 400 Prewriting Activities 400 Revising Activities 401 Professional Selections: Cause-Effect 402 Stephen King, “Why We Crave Horror Movies” 402 Buzz Bissinger, “Innocents Afield” 407