Brenda Valdez

Professor Ogden
English 1A
Annotated Bibliography
Axelrod, Rise B., Charles R. Cooper, and Alison M. Warriner. Academic Habits
of Mind: From Reading Critically to Writing Well. Reading Critically,
Writing Well. Boston: Bedford/St. Martin's, 2014. 3-19. Print.
The authors explain to the readers the most important habits that are developed by
practice. These habits include: curiosity, rhetorical sensitivity, critical analysis and civility.
The authors explain in detail the habits they provide the readers with and offer
academic tips to all writers.
Axelrod, Rise B., Charles R. Cooper, and Alison M. Warriner. A Catalog of
Reading Strategies. Reading Critically, Writing Well. Boston: Bedford/St.
Martin's, 2014. Print.
The reading presents strategies that will help college students in reading and
understanding material better. These strategies include: annotating, taking inventory,
outlining, summarizing, paraphrasing, synthesizing, contextualizing, exploring the
significance of figurative language, looking for patterns of opposition, reflecting on
challenges to your beliefs and values, comparing and contrasting related readings,
evaluating the logic of an argument, recognizing the logical fallacies, recognizing
emotional manipulation and judging the writers credibility. These strategies seem to be
useful and adequate to succeed in any English course.
Axelrod, Rise B., Charles R. Cooper, and Alison M. Warriner. "A Guide toWriting
Autobiography." Reading Critically, Writing Well: A Reader and Guide.
Boston: Bedford/St. Martin's, 2014. 55-67. Print.

This guide teaches us the proper way to write an autobiography. Writing an

autobiographical essay consists of the writer choosing an event or person who is
significant and telling a dramatic story or describing the person vividly. It is important to
choose a promising subject to write about. In order to have a successful autobiography,
one must write a draft, evaluate the draft, improve the draft and troubleshoot it. The
guide provides useful information for the writer. It is broken down into sections that
make it easy to follow and understand.
Axelrod, Rise B., Charles R. Cooper, and Alison M. Warriner. "A Guide to Writing
Evaluations." Reading Critically, Writing Well: A Reader and Guide. Boston:
Bedford/St. Martin's, 2014. 295-311. Print.
This guide explains to readers the proper way to write an evaluation essay. In
developing an evaluation essay, we must choose a subject, analyze it, and present the
subject and our judgment with support based on shared criteria, sound reasoning, and
solid evidence. An important step to writing this type of essay is to conduct research by
using databases and search engines. Writers must be able to refute their beliefs. A clear
organization of an evaluation essay includes: presentation of the subject, judgment of
the subject, presentation of reasons and support, and consideration of readers
objections and alternative judgments. While reading this guide, we can begin thinking of
a subject since there are suggestions.
Axelrod, Rise B., Charles R. Cooper, and Alison M. Warriner. "A Guide to Writing
Proposals." Reading Critically, Writing Well: A Reader and Guide. Boston:
Bedford/St. Martin's, 2014. 491-506. Print.
This guide offers suggestions for writing a proposal. We must choose a problem that
affects us then research the problem and possible solutions. In researching, it is

important to find all the problems so that we can convince others of it. We then find a
solution that would help solve the problem and isnt complicated or impossible to
approach. The proposal must be clear and convincing. We are able to follow the steps
listed in this guide to help us in choosing an effective proposal what will solve a
problem.
Axelrod, Rise B., Charles R. Cooper, and Alison M. Warriner. "A Guide to Writing
Reflective Essays." Reading Critically, Writing Well: A Reader and Guide.
Boston: Bedford/St. Martin's, 2014. 167-77. Print.
This guide instructs readers on how to write a reflective essay. Presenting an initial
occasion or event is the focus of a reflective essay. We must write vividly to so that
readers can imagined what we experienced and the people who are part of our
experience. The guide provides us with an explanation on how to shape and develop
our reflection. It is useful and helpful considering that this type of essay requires deep
thinking. The structure is clearly defined.
Axelrod, Rise B., Charles R. Cooper, and Alison M. Warriner. "Proposal to Solve a
Problem." Reading Critically, Writing Well: A Reader and Guide. Boston:
Bedford/St. Martin's, 2014. 445-46. Print.
The intro of this section explains what a proposal is and provides readers with
examples. A proposal is used to analyze a problem, evaluates reasonable alternative
solutions, and leads readers to take action to solve the problem. Proposals are applied
to real-life situations/problems that are encountered in places such as school, work and
the community. Using a proposal informs us more about the problem; it helps us view
the problem more clearly.
Bornstein, David. "Fighting Bullying with Babies." Reading Critically, Writing

Well: A Reader and Guide. By Rise B. Axelrod, Charles R. Cooper, and

Alison M. Warriner. Boston: Bedford/St. Martin's, 2014. 447-58. Print.
The author describes one of his proposals for eliminating bullying. He introduces his
proposal by saying that the federal government ruled bullying to be a problem. He
discusses a program, which helps children to grow tender to others. This program
known as Roots of Empathy uses a baby to change childrens behaviors. The author
explains the process, which includes a mother, baby and children. The research and
sources the author mentions in his essay are all credible and informative. The essay
teaches us a problem and solution with positive outcomes.
Brownwell, Kelly D., and Thomas R. Friedan. "Ounces of Prevention -- The Public
Policy Case for Taxes on Sugared Beverages." <i>Reading Critically,
Writing Well: A Reader and Guide</i>. By Rise B. Axelrod, Charles R.
Cooper, and Alison M. Warriner. Boston: Bedford/St. Martin's, 2014. 466-73.
Print.
In this essay, the authors discuss food taxes. Sugar beverages are one of the leading
causes of obesity. They analyze studies that have been conducted to show the increase
of sugar-sweetened beverages throughout the years as well as the price changes of
fruits/vegetables vs. sweets/carbonated drinks. The authors emphasize that tax on
sugared beverages would lead to people drinking them less, which would result in less
weight gain. An example that shows the effect of high price and less usage is the tax on
tobacco. Many arguments and statistics are provided in this essay that prove to us that
sugared beverages are bad to our health. The sources used in this essay are credible.
Desmond-Harris, Jenee. "Tupac and My Non-Thug Life." Reading Critically,
Writing Well: A Reader and Guide. By Rise B. Axelrod, Charles R. Cooper,
and Alison M. Warriner. Boston: Bedford/St. Martin's, 2014. 42-47. Print.

The author documents her life as a biracial girl living with her white mother in a white
dominant community. She grew up privileged and surrounded by whites so she listened
to the rapper Tupac to come to terms with her black identity. His music became
influential to her because it helped her in finding herself and her culture. Tupacs death
affected her because it meant that her connection with her black culture had also died.
The correlation of music in finding where you belong is often experienced by people
who need to find missing pieces. For this author, Tupacs music helped in her transition
to high school and adolescence.
Elbow, Peter. Freewriting. Writing Without Teachers. New York: Oxford UP,
1973, 1-7.
The article teaches readers that freewriting is an effective way to improve your writing.
It is an exercise in which the writer writes and continues writing for ten minutes without
stopping, not even to correct it. The author provides advice to successful freewriting and
an example of his piece of writing. This article is detailed and well-written. It is thorough
enough to clearly understand the purpose of freewriting.
Etzioni, Amitai. Working at McDonalds. Reading Critically, Writing Well: A
Reader and Guide. By Rise B. Axelrod, Charles R. Cooper, and Alison M.
Warriner. Boston: Bedford/St. Martin's, 2014. 249-52. Print.
The author explains why teenagers should not work at McDonalds and how it is bad for
them. He provides statistics showing the harm working at McDonalds has caused
teenagers in terms of future work and life expectations. Working as a teenager results in
more high school dropouts, less potential after the part-time job, and not being able to
make smart significant, decisions with their money. Some of the job duties that come
with working there are meaningless, such as working the register, and are not of great

skill that will be needed for life after high school. Etzioni encourages the youngsters to
back to school and learn to balance the quest for income and learn that not everything
is rewarding at that point in time; great things take time. Being in school and working is
definitely a challenge. But as a teenager, we all want money and feel independent when
we do have it, which is why the high school dropout is more common in teenagers with
a part time job; they are happy with the money they have and in the long run settle for it.
Goldberg, Natalie. First Thoughts. Writing Down the Bones. Handout.Pasadena
City College. Pasadena, CA. n.d. Print.
The author lists six rules to timed writing. It is a desired time of writing where you write
without restrictions and whatever comes to mind first. The purpose of it is to write your
first thoughts. Timed writing is being compared to Zen meditation where the person sits
with their legs crossed, back straight, hands at knees, facing a white wall. There is no
giving up after facing a challenge while meditating; you continue to sit and it teaches
discipline. The comparison made is very relevant to timed writing; you learn to continue
even after hitting a bump.
Hacker, Diana, and Nancy Sommers. "Annotating." A Writer's Reference with
Exercises. Boston: Bedford/St. Martin's Custom Pub., 2011. N. pag. Print.
The authors give advice on how to annotate on printed material and an electronic
document. Annotating consists of jotting down questions and thoughts in a notebook
while reading. We are suggested to write using a pencil and not to highlight anything. In
annotating work, we get a clear perspective and understanding of what we are reading.
The notes we take help us stay engaged in the reading.
Hacker, Diana, and Nancy Sommers. "Build Common Ground - Sample Argument

Paper." A Writer's Reference with Exercises. Boston: Bedford/St. Martin's

Custom Pub., 2011. 88-93. Print.
This section teaches us that in order for others to agree with us we must be persuasive
and have a valid argument. People will oppose us if we dont provide reasonable
qualities in our argument. The sample essay argues that the transition from news in
print to news on the web is more beneficial to readers. The essay is structured exactly
the way our book teaches us to write. It is helpful to have an example because it gives
us the opportunity to look back on it if and when we become confused while writing.
Hacker, Diana, and Nancy Sommers. "Citing Sources." A Writer's Reference with
Exercises. Boston: Bedford/St. Martin's Custom Pub. 2011. N. pag. Print.
The authors points out the importance of citing sources to avoid committing plagiarism.
There are examples given to demonstrate the proper way to cite sources that are being
used in a piece of work. The material provided in this section is crucial to all written
papers. It is helpful especially in this course because of the fact that we keep an
annotated bibliography for all of our readings.
Hacker, Diana, and Nancy Sommers. "C-Tab." A Writer's Reference with
Exercises. Boston: Bedford/St. Martin's Custom Pub., 2011. N. pag. Print.
This section of the book lays out the foundations for writing a paper. A successful paper
needs to be planned, drafted and revised. These steps are thoroughly explained in
depth. The information presented is useful and can basically answer any question that
arises about composing a well-written paper.
Hacker, Diana, and Nancy Sommers. "Drafting." A Writer's Reference with
Exercises. Boston: Bedford/St. Martin's Custom Pub., 2011. 15-21. Print.

This section explains the effects of drafting a paper. By drafting first we get the
opportunity to enhance our papers after the first draft. We are encouraged the paper as
a whole. In the draft introduction, the thesis may be too factual, too broad, too narrow,
fuzzy and unfocused or may be asking a question but we are able to catch these flaws
and construct a more suitable thesis for the revised version. Our conclusion should
remind our readers of the main idea without repeating ourselves. The information
provided also includes examples, which make it easier to put in perspective the errors
we make and how to correct them.
Hacker, Diana, and Nancy Sommers. "Evaluating Arguments." A Writer's
Reference with Exercises. Boston: Bedford/St. Martin's Custom Pub., 2011.
94-102. Print.
This section teaches us that some arguments can be inaccurate and should be
evaluated first. We must distinguish between reasonable and fallacious argumentative
tactics, legitimate and unfair emotional appeals and judge how fairly a writer handles
opposing views. In searching for reasonable and unreasonable information in an
argument and applying these tactics, we get to construct or revise an argument.
Hacker, Diana, and Nancy Sommers. "MLA-1c." A Writer's Reference with
Exercises. Boston: Bedford/St. Martin's Custom Pub., 2011. 426-28. Print.
This section explains that we must use sources to inform and support our argument.
Facts and statistics can be used to support generalizations or to emphasize the
importance of our topic. Sources provide background information or context, explain
terms or concepts, support claims, lend authority to our argument, and anticipate
objections. Using sources is a big part of writing certain essays. When being used, they
must be properly cited.

Hacker, Diana, and Nancy Sommers. "Reviewing an MLA Paper: Use of Sources.
"A Writer's Reference with Exercises. Boston: Bedford/St. Martin's Custom
Pub., 2011. 440. Print.
This section lists the clarifications we need to assure we have in terms of quotations,
summaries, phrases, statistics and other fact when we write an essay in MLA system.
The list provides us with information that is clear and in fact can be used as a check-off
list when completing an MLA paper.
Hacker, Diana, and Nancy Sommers. "Revising." A Writer's Reference with
Exercises. Boston: Bedford/St. Martin's Custom Pub., 2011. 21-29. Print.
This section shows us the steps to revising a paper. One important step is global
revision, in which you read your paper as being part of an audience. In doing this, you
can see your paper in a different perspective. Revising and editing sentences, revising
with comments and proofreading the final draft are all steps to an error-free paper.
Revising should never be skipped, sometimes your paper can suffer from common
mistakes that could have been fixed while revising.
Hacker, Diana, and Nancy Sommers. "R1-c." A Writer's Reference withExercises.
Boston: Bedford/St. Martin's Custom Pub., 2011. 388-97. Print.
This section explains the options we have to locate articles, search a database or
consult a print index; all which could be found in a library. It includes how to search, find
and when to use such source. Other online tools are explains as well and teaches us
the use of blogs and wikis. This information is all relevant to most college students as
most of us choose to use online sourced but there are still some who prefer print
sources that are in libraries.

Hacker, Diana, and Nancy Sommers. "Supporting a Thesis." A Writer'sReference

with Exercises. Boston: Bedford/St. Martin's Custom Pub., 2011. 425-26.
Print.
This section informs us on the importance of a thesis. In an essay, a thesis is a
sentence statement of your central idea. In a research paper, the thesis will answer the
central question you present. A working thesis remains tentative so if ideas change as
writing progresses, the thesis can be changed and is usually written at the end of the
intro. The use of a thesis is required in all essays. Ways to support it are included in this
section.
Hacker, Diana, and Nancy Sommers. "Wordy Sentences." A Writer's Reference
with Exercises. Boston: Bedford/St. Martin's Custom Pub., 2011. 165-68.
Print.
This section explains what a wordy sentence is. Wordy sentences are those that can be
tightened without loss of meaning. To avoid repeating ourselves unnecessarily, during
revision we can eliminate redundancies, avoid unnecessary repetition of words, simplify
structure, get rid of inflated phrases and reduce those phrases to single words. As we
write we dont always realize the mistakes we commit until we fully revise. Although
getting rid of wordy sentences makes our writing shorter, it is necessary in order to keep
it more concise.
Hacker, Diana, and Nancy Sommers. "Writing about Texts." A Writer's Reference
withExercises. Boston: Bedford/St. Martin's Custom Pub., 2011. 69-79.
Print.
This section clarifies the word texts. We learn that texts include essays, articles,
government reports, Web sites, advertisements and photographs. An example of an
annotated article is provided as well as an outline for it. We learn that in summarizing

we state the works main ideas and key points simply, briefly and accurately in our own
words. In analyzing texts, we look at how a text makes its point. The guidelines provided
in this section are thorough and the examples are helpful in showing real life work done
by students.
Hacker, Diana, and Nancy Sommers. "Writing Paragraphs." A Writer'sReference
with Exercises. Boston: Bedford/St. Martin's Custom Pub., 2011. 33-45.
Print.
This section focuses on writing paragraphs, which are clusters of information supporting
an essays main point. To begin writing a paragraph, we must include a topic sentence.
It is important to stick to the point while writing, make paragraphs coherent and having
transitions between paragraphs. The different types of patterns for writing essays
determine the organization. Following the instructions to write paragraphs is made easy
by providing us with clear explanations throughout the entire section.
Haines, Katherine. "Whose Body Is This?" Reading Critically, Writing Well: A
Reader and Guide. By Rise B. Axelrod, Charles R. Cooper, and Alison M.
Warriner. Boston: Bedford/St. Martin's, 2014. 161-63. Print.
Haines provides an essay she wrote while in college about the obsession women have
with having the perfect body because society and the media depict that expectation.
She shares the story of her sister starving herself in an attempt to fit in with other skinny
girls. Her attempt caused her to get sick from malnourishment and hurt her body.
Haines also provides an experience she had as a ten year old in which her parents
made her go on a diet. She explains a womans self-esteem determines on if she is
happy with her body or if she will follow the misleading messages the media portrays.
The influence the media has on a woman having the perfect body has surfaced more in

this century. In pictures such as those in magazines have all been altered to make them
look perfect, which is not something many women realize. Having the perfect body
doesnt exist but having a body that is perfect for us is something we need to embrace.
Horn, Heather. "Stop Close Reading." The Atlantic. Atlantic Media Company, 01
July 2010. Web. 23 May 2015.
This article teaches readers about close reading. Close reading is done by taking apart
a chapter, paragraph or sentence and analyzing what the author meant while writing it.
The author believes students dont understand close reading and it should end because
fewer books are being read. In ending it, students will read more books and gain more
understanding of language. The author mentions that students can take up close
reading as an elective but if it is not going to be incorporated in their studies then it
should not be an option as they will be reading enough during class time.
How to Write a Literacy Narrative. HubPages. HubPages, 19 June 2013. Web.
29 May 2015.
This article explains how to write a literacy narrative. We must reflect on our early, most
vivid experiences we had learning to read and write as a child. There are certain
questions we need to ask ourselves before writing a literacy narrative. The article
suggests we begin by free writing and provides brainstorming tips. Considering our
audience is something we must keep in mind while writing. Since thinking so far back to
our early child years and the experiences we went through can be difficult, asking our
parents or guardian, I think, is most helpful. They are the people who tend to remember
everything we go through, whether they are happy, sad or embarrassing moments.
Jennings, Dana. "Our Scars Tell the Stories of Our Lives." Reading Critically,

Writing Well: A Reader and Guide. By Rise B. Axelrod, Charles R. Cooper,

and Alison M. Warriner. Boston: Bedford/St. Martin's, 2014. 143-45. Print.
Dana Jennings shares stories of the scars that he has been left with from childhood
years to the summer prior to writing the essay. From playing as a boy and getting scars
to being left with acne scars and having surgery scars as a 12 year old and later as an
adult, Jennings explains that we should embrace our scars; they tell powerful stories.
He mentions that regardless of the despair scars cause, they put you on a test and at
the end symbolize your living. I too believe scars tell stories. Each and every scar we
have shows strength and survival.
Kornbluh, Karen. Reading Critically, Writing Well: A Reader and Guide. By Rise B.
Axelrod, Charles R. Cooper, and Alison M. Warriner. Boston: Bedford/St.
Martin's, 2014. 474-82. Print.
The author points out a problem experienced by some American workers in which they
do not allowed to take paid time off to provide for their children and families. Kornbluh
provides many statistics that support the fact that most jobs do not give Americans that
advantage. One source that she repeatedly mentions is The Family and Medical Leave
Act, which was established in 1993 and sets boundaries to employers and businesses
that to give American limited but reasonable flexibilities for family related leaves. The
information provided in this essay was informative. We can learn from the statistics that
were given and realize that we, as employees, have come a long way from not being
protected to having acts that will stand up for us.
Lowe, Rebecca. Different Roads to Literacy. 2009. Web.
In this essay, the student writes about and describes her first reading experience. As a
child one night, she proudly read Green Eggs and Ham to her parents. Now as an adult

her parents teased her because she actually read the book upside down to them. She
compares her learning and reading experiences with her mothers experiences when
she was a child. Her aspiration to become a teacher has taught her that reading and her
future job will be important as she wishes to teach first grade, which is when she
believes children are learning to read. The essay was well written, minus some
grammatical errors. Her experience and beliefs on reading were thorough enough to
relate to and know that reading does make a difference.
Pipher, Mary. "Introduction and Chapter 1: Writing to Connect." Writing toChange
the World. New York: Riverhead, 2006. 1-31. Print.
Mary Pipher speaks about how important writing is to writers and readers. In writing,
authors tell stories that connect readers to his or her piece of work. Writing to connect is
what is known as change writing; it allows readers to transform and grow. They write to
share with their ideas, make a difference, motivate, influence and inspire readers.
Writers have the power to unite people or divide people by using effective writing,
expository writing, change writing or propaganda. Mary Pipher provides examples of
writings that have had an effect on readers. An example she provides as personally
affecting her and changing her view on the universe is The Diary of Anne Frank. Mary
Pipher emphasizes, that not only literature, but also all different forms of writing such as
films and music, can change the world. Reading and writing are beneficial to both the
reader and the writer. We teach others and learn things we didnt know before. The
impact we can make on others by writing is what Pipher refers to as changing the world.

Pipher, Mary B. "Chapter 2: Know Thyself." Writing to Change the World. New
York: Riverhead, 2006. 33-43. Print.
Mary Pipher writes about identity. Our identity is created from our overall experiences
and tells a story of how we came to be who we are today. She mentions that we will be
able to trace a trail from the present to deep into our past by looking back on our life.
The most impacting factor contributing to Piphers self-identity was her family. She
shares experiences from when she was young to being an adult, all of which include the
diversity of her family in terms of religious beliefs, attitudes, upbringing, different political
views, occupations and education. She formed her own character based on her
experiences with different family members, how they treated her, and the stories they
told. Being in touch with who we are is important and helps us live a content life without
thoughts of who we are. Our identity is something we need to be proud of, not all people
have the advantage of knowing the entire trail of their past so those of us who do need
to take pride in it.
Pipher, Mary. Chapter 3: What You Alone Can Say. Writing to Change the
World. NewYork: Riverhead, 2006. 45-51. Print
The author states that our individuality is a tremendous gift to the world. Only we can
speak of and share our personal experiences just as they were experienced. She refers
to the library of self, everything that we are and the collection of our experiences, as
voice, which is our own words that best reflect us. The author discusses the struggle
she went through to find her voice. She then offers assignments that can help readers
find the form of writing that suits him or her best. The information provided by the author
is helpful and can easily be integrated into our learning system.

Pipher, Mary B. "Chapter 4: Growing Our Souls." Writing to Change the World.
New York: Riverhead, 2006. 53-64. Print.
Pipher explains and reminds readers that we are in control of what we do. We have the
ability to change some things that we are not happy with. She shares a story from when
she was young that made her realize that actions had consequences. From then on she
understood that deep experiences make us grow. She goes on to say that growing our
souls forms empathy, clarity and passion for the good. As we get older we look back at
earlier years and our childhood years but dont realize that all that growth makes new
stories that we can share with others. We all live different lives and although most of us
have the same routines, our practices differ but tell unique stories.
Pipher, Mary B. "Chapter 6: Diving In - Getting Started." Writing to Change the
World. New York: Riverhead, 2006. 75-87. Print.
Pipher compares writing to the act of diving into a pool of cold water. It takes courage to
dive but after diving and the challenge of swimming in the cold water comes warmth.
She explains that in writing, a blank page can feel like cold water. We dont know what
will happen but as long as we take take the plunge the process may be miserable but
we eventually warm up. She explains that we need to be in touch with our emotions in
order to write well. While writing we experience bumps along the road, which she refers
to as demons. These demons can interfere with the process of writing but as long as we
continue to work through them we get comfortable and succeed. Writing can seem like
a scary thought thing at times. Not being able to get a start or worrying about how well it
is written are always thoughts that cross our minds. Reading about how others, such a

Pipher, have experienced these puts us at ease. We now know it is common for
everyone to face troubles during writing.
Pipher, Mary B. "Chapter 8: Swimming Along - The Writing Process." Writing to
Change the World. New York: Riverhead, 2006. 109-32. Print.
Pipher provides readers with strategies and tips that have helped her advance in her
journey as a writer. She speaks about mistakes she committed in the past that taught
her to become more diligent. Pipher advises writers that humility is appealing. Writers
should not write in a manner that indicates he or she knows everything; instead, present
themselves as curious students. Within every strategy, Pipher reveals personal
experiences and demonstrates that her tactics towards writing effectively have
benefitted her career as a writer, from novice to professional. The tips and strategies
given by Pipher clearly explain the points that she is trying to get across. Her work is
helpful and clearly written.
Pipher, Mary B. "Chapter 9: Point of View." Writing to Change the World. New
York: Riverhead, 2006. 133-47. Print.
Pipher presents how change writing is connected to point of view. Point of view creates
our stand in our writing. It demonstrates to others who we are and the way we look at
things. She teaches us the writers basic positions, which are intimate insiders, outsiders
and connected critics. Each position has its distinct flaws and strengths. Pronouns in
writing are used in different ways depending on who or what the piece is about. Framing
is an important part of point of view; it measures our growth, which allows us to write
more based on our new experiences and share compassion with readers.
Pipher, Mary B. "Chapter 10: Cooling Down - Revising." Writing to Change the

World. New York: Riverhead, 2006. 149-63. Print.

Pipher begins by discussing her thoughts on revising. She explains the process of
revising and makes suggestions on what she does while revising. We begin by taking a
break to rest, which will give us perspective and a chance to reflect. When we return to
our writing, we read it aloud and have others listen so we can see the effect our writing
has on them. Pipher states that having a good title is necessary because that is how we
get readers attention. It is important to connect the reader in the beginning by providing
them with something deep. She says that as writers we tend to give everything we have
in the beginning, which causes the end to suffer so it is something we must be attentive
of. Revising is crucial in the writing world. We must know what our goal is and although
revising means changing things, it does not mean that our original work wasnt good
enough.
Prose, Francine. "Close Reading." The Atlantic. Atlantic Media Company, 01Aug.
2006. Web. 23 May 2015.
The author describes her experiences from being a student to becoming a writer. She
says that she learned to write by writing and reading books. She states that we all begin
as close readers; before we learn to read, we are read to by others. By listening, we
take in word per word transmitting the meaning of it and that is how we learn to hear
then write.
Rosen, Christine. "The Myth of Multitasking." Reading Critically, Writing Well: A
Reader and Guide. By Rise B. Axelrod, Charles R. Cooper, and Alison M.
Warriner. Boston: Bedford/St. Martin's, 2014. 270-75. Print.
Rosen evaluates the effects of multitasking. She provides study research and input from
neurologists and psychologists. Multitasking affects the way we learn, our attention

span, and our work efficiency. It is mentioned that humans are built to work on one task
at a time but Rosen provides real-life examples of everyday situations where we
multitask. It is in our everyday nature to multitask and the most common type is media
multitasking. We are consistently on our phones, calling, texting, checking emails,
playing games, and watching television. People may not even realize they are
multitasking but it has become part of our everyday routine.
Shah, Saira. "Longing to Belong." Reading Critically, Writing Well: A Reader and
Guide. By Rise B. Axelrod, Charles R. Cooper, and Alison M. Warriner.
Boston: Bedford/St. Martin's, 2014. 37-41. Print.
Saira Shah, an Afghan girl at the age of seventeen, tells a story about an experience
she had while visiting her family in Pakistan for her uncles sons wedding. Her uncle
attempted to arrange her marriage to a distant cousin, which she allowed because it
would mean she fit into her culture. During the cousins wedding, she witnessed the
bride to be a submissive Afghan bride, realizing that if she got married she would also
lose her freedom. On one occasion, her fiance spoke of love to her over the phone and
told her aunt what he did. The aunt then told her she was going to put a stop to the
wedding but since women in that culture are outclassed, she decided to wear a head
scarf, as one-upmanship, to explain to Sairas uncle what the fiance had said. The idea
that her marriage would be arranged is practiced in the Islamic culture and although she
wasnt in touch with her culture, she figured shed agree only to belong.
Staples, Brent. "Black Men and Public Space." Reading Critically, Writing Well: A
Reader and Guide. By Rise B. Axelrod, Charles R. Cooper, and Alison M.
Warriner. Boston: Bedford/St. Martin's, 2. 132-35. Print.

The author writes about his experiences of being feared by the public because of his
race and gender. He has been mistaken for a burglar, assumed criminal but women
seem to have feared him the most. He shares encounters he has had with them living in
different cities but makes an effort to make the public accept him for the person he is.
Racism is common in this society. Judging a book by its cover and assuming a person
is dangerous based on their looks is an ignorant act.