Instructors Manual

to accompany

Meyers

Composing with Confidence

Writing Effective Paragraphs and Essays

Sixth Edition

Alan Meyers
Harry S. Truman College

New York Boston San Francisco London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal

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Instructors 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 for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in 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 USING THE TEXT Suggestions for Preparing a Syllabus Collaborative Work A Mastery Learning Strategy Assignments from Units One, Two, and Three Assignments from Unit Four Another Approach to Unit Four Suggestions for Using the Readings Suggestions for Non-English-Dominant Students Suggestions for Further Reading CHAPTER OBJECTIVES CHAPTER NOTES ANSWERS TO CHAPTER EXERCISES TRANSPARENCY MASTERS 1 1 1 3 5 8 8 10 11 13 17 21 39 57 153

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INTRODUCTION This instructors 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

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 revisingas 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

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 analysispraising the strengths (and potential strengths) in a student draft and suggesting ways to strengthen it furtherand (2) you monitor group activities throughout the termlistening 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).

Peer group predicting sessions based on a students 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.

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

from the writers unfamiliarity with putting words on paper. We know now that writing well is less a gift than a skill which improves with practiceespecially 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 proofreadingthe 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 nextbut 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 ideaswhich 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

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. c. Each unit begins with clearly stated objectives. 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.

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.

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. b. c. Students receive chapter objectives. Students complete the exercises in the chapter. 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 students paper (perhaps sentence fragments, comma faults, or the confusion among their/there/theyre). 2. 3. Mark and correct the first instances of each. 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. Ive

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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 I Know Why the Caged Bird Sings Reflections What Is Poverty? A Tale of Two Gravies From a Grandpa, Above and Beyond Love Finds a Way Baby Birds Neat People vs. Sloppy People Death of a Moth Living in Two Worlds The Myth of the Latin Woman Mother Tongue Chapters 9, 10 Chapter 10 Chapters 9, 10 Chapters 14, 16 Chapters 10, 12 Chapters 10, 12 Chapters 10, 12 Chapter 11 Chapter 12 Chapters14, 15 Chapters 10, 12 Chapters 10, 15 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 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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Chapters 9, 10

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) doesnt go, dont go, didnt 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 gofull 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): 105127. Robinson, William S. Towards a Theory of Error. Teaching English in the TwoYear 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): 2739. 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. 164. 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): 635652. _____ , Collaborative Learning. Baltimore: Johns Hopkins UP, 1993. Dykstra, Pamela D. Say It, Dont Write It; Oral Structures as Framework for Teaching Writing. Journal of Basic Writing 13 (Spring 1994): 4149. Faigley, Lester, and S. P. Witte. Analyzing Revisions. College Composition and Communication 32 (1981): 400414. 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): 2533. Sarbin, Theodore R., and others. On Zoellnerism: Comments . . . College English 30 (1969): 645668. 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): 821. 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): 5261. Zoellner, Robert. Talk-Write: A Behavioral Pedagogy for Composition. College English 30 (1969): 267320.

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): 156169.

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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): 365387. Huff, Roland K. Teaching Revision: A Model of the Drafting Process. College English 45 (1983): 800816. Lent, Robin. I Can Relate to that . . .: Reading and Responding in the Writing Classroom. College Composition and Communication 44 (1993): 232240. Pianko, Sharon. Reflection: A Critical Component of the Composing Process. College Composition and Communication 30 (1979): 275284. Reither, James A. Writing and Knowing: Toward Redefining the Writing Process. College English 47 (1985): 620628. Schwalm, David E. Degree of Difficulty in Basic Writing Courses: Insights from the Oral Proficiency Interview Testing Program. College English 47 (1985): 629640. 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.

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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.

Chapter 2 Objectives After completing this chapter, a student should be able to 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.

Chapter 3 Objectives After completing this chapter, a student should be able to 1. define a paragraph, including its three main partsthe introduction, body, and conclusionand 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. Chapter 4 Objectives After completing this chapter, a student should be able to 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 ideaseither 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 readers 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.

Chapter 5 Objectives After completing this chapter, a student should be able to 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.

Chapter 6 Objectives After completing this chapter, a student should be able to 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. Chapter 7 Objectives After completing this chapter, a student should be able to 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 clichs; and 5. revise to employ similes and metaphors. Chapter 8 Objectives After completing this chapter, a student should be able to 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.

Chapter 9 Objectives After completing this chapter, a student should be able to 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.

Chapter 10 Objectives After completing this chapter, a student should be able to 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 6. revise, edit, and proofread.

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Chapter 11 Objectives After completing this chapter, a student should be able to 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 4. revise, edit, and proofread the paragraph.

Chapter 12 Objectives After completing this chapter, a student should be able to 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,
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c. choosing whole-to-whole organization or part-to-part organization, and d. including appropriate transitions.

Chapter 13 Objectives After completing this chapter, a student should be able to 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 3. revise, edit, and proofread.

Chapter 14 Objectives After completing this chapter, a student should be able to 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;

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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 4. revise, edit, and proofread the paragraph.

Chapter 15 Objectives After completing this chapter, a student should be able to 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 3. revise, edit, and proofread.

Chapter 16 Objectives After completing this chapter, a student should be able to 1. define persuasion and describe its components (reasons and explanations, proof, and emotional appeals);
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2. develop a persuasive strategy based on the subject chosen, the reason for persuading, and the audiences 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 writers 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.

Chapter 17 Objectives After completing this chapter, a student should be able to 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;

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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 paragraphor 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.

Chapter 18 Objectives After completing this chapter, a student should be able to 1. Write a job application letter; 2. Write a rsum; 3. Write a business memo.

Chapter 19 Objectives After completing this chapter, a student should be able to 1. define a sentence, a clause, and a fragment;

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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.

Chapter 20 Objectives After completing this chapter, a student should be able to 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.

Chapter 21 Objectives After completing this chapter, a student should be able to 1. define present tense subject and verb agreement;
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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.

Chapter 22 Objectives After completing this chapter, a student should be able to 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;

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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. Chapter 23 Objectives After completing this chapter, a student should be able to 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. Chapter 24 Objectives After completing this chapter, a student should be able to 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;

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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. Chapter 25 Objectives After completing this chapter, a student should be able to 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. Chapter 26 Objectives After completing this chapter, a student should be able to
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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. Chapter 27 Objectives After completing this chapter, a student should be able to 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;

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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 quotationsof 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. Chapter 28 Objectives After completing this chapter, a student should be able to

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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 shouldnt be made to feel its impossible. (With practice it becomes less difficult, and, like any difficult task worth doing, its 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
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sentences aloud as they compose so they may hear their voices, and to read their papers aloud afterward, preferably in the presence of another personthus 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 composingnoting 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 students compositionor your ownso that

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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 steplimiting the topicnear 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 dont make these large changes in their work, they probably arent being critical enough. (A few weeks into the term, when students complain theyre revising their work a dozen times, I reply that this is a sign of growth as writers; theyre beginning to develop their critical abilities.) One other matter: Many developmental writers do not think well in abstractions. Its 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.

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Chapter 4 You might emphasize that because the composition is more complex than the paragraph, students should devote more time to the invention stagethat 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 writers original plan. Students should understand that any preliminary outline is exactly thata starting pointand 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 audiences 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 instructors manual, predicting based on the students own work is an extremely valuable tool. The experience not only increases student awareness of the

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relationship between writer and reader, but it calls attention to virtually every important matter in composing and revising. Ive 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 Its 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 neednt 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 Ive 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
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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, Ive 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: Dont 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.

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Chapter 11 You might stress that the purpose of process analysisthat 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.
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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 Websters Dictionary approach should be replaced with more sophisticated ways of defining often complex terms.

Chapter 15
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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 shouldnt 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 shouldnt 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

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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 readers 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 classor 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 shouldnt 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;
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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 l est (it is) or simply est, 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.

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This third point must be stressed repeatedly. Commas never jointhey separateso 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 semicolonsnot conjunctive adverbsjoin 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

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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 studentsand 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 correctnessadding -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

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, 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 roomor 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
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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 neednt 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 doesnt 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
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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 todays 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 challengebecause misplaced and dangling modifiers are difficult errors to

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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 its and its, theyre 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
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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

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friends places. cons: expense of owning, repairing, and insuring the car. 2. a. pros: getting the job because of ones 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 ones own language by learning another; learning another culture through the language; perhaps reading literature or technical material in another language. cons: having to study hard to master the 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 timesomething English teachers know

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3. to inform 4. that words change over time. The article discusses the word awful because its 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

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Paragraph H The first sentence

Exercise 3 Possible answers, as examples 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 didnt succeed.

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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 doesnt assume readers know about the subject, which is the reason for the short plot summary. The sentence Although the story sounds impossible, it isnt is a way of suggesting that the essay will be informative and perhaps entertaining. 5. The contrast between Brodies identity in the day and identity at night. The second part of the contrast is introduced by But Brodies 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 predictions 1. 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 didnt fly; wasnt put; wasnt reproduced ;didnt 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 Possible answers, as examples

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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 (3) antecedent: the song (5) antecedent: the song (9) antecedent: the lyrics pronoun: them pronoun: it pronoun: it 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

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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 Ive ever seen. 5. Todays athletes are overpaid. 6. The storys 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 everyones attention when he walks onto the basketball court. 5. A large truck crashed into the rear of the automobile, causing considerable damage.

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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. Its 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 clichs.

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

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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 childs patron saint and would supposedly protect . . . 5. came from this custom and meant . . .

Exercise 13 2. Thomas Becket, the archbishop of Canterbury, brought . . .

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3. the Latin furca, a farmers 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

Questions for Analysis 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 earths 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.

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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

Questions for Analysis 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

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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 oclock; 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 doesnt contain transitions of time) (Paragraph 6) this was the first time; That night as I went upstairs to bed; Suddenly; Im 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

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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

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also feels compassion for the dead girl, for in the second paragraph she says, I felt someone should keep her company, and strokes the girls hair. In the third paragraph, she gently sets the body down. But she wasnt 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 lossof death amongst living things. 4. There are contrasts between death and life; between the stiffness of the girls body and the gentle breeze; between the girls strong, gentle, spirited elegance in life and her weighted and dull appearance in death; between the girls carefree appearance and Jillians 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 dont have topic sentences.

CHAPTER 11

Questions for Analysis 1. The first sentence.

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2. No, the writer doesnt 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 Finallyand 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.

Questions for Analysis 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

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personality, but also because he wishes to establish the tone that he wants writers to use in their letters. 2. Shy persons. Because well dry up and blow away; that is, well suffer from the loss of contact with our friendsand 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 letterand 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.

Lets 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

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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 didnt succeed because she couldnt 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 didnt recognize her childrenwhich 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

Questions for Analysis 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. Its successful because it sticks to what it does best, and everything it does is for a practical reason. Its also successful because it continues to offer a product that customers want.

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4. In the last two sentences, the first of which begins with In sum.

Questions for Analysis 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 economicalachieving 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 Possible arrangements Part-to-part A1-B4 A3-B1 A5-B5 A2-B3 A4-B2 Whole-to-whole A1, A3, A5, A2, A4 B4, B1, B5, B3, B2

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Matinee Idler: Questions for Analysis 1. That he, like his father, has a fantasy life that he doesnt 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 hes 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. Hughess 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 Todays modern technology, then repeats Todays of Today at the beginning of the subsequent two

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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

Questions for Analysis 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 leastso the similarities among the rankings, and then the differences, are clear. 6. Yes. Because lecturer isnt applicable to every college, and its meaning varies. 7. Teachers to members of the military.

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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 Possible arrangements 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

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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 cant hear, (b) those who think he cant talk, and (c) those who assume he cant 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 personnels desire to interpret for him when he was admitted

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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 didnt 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 persons past history. Michael thinks that they are trying to express condolences or achieve some understanding of the persons life. 5. He cites himself as an example. He was somewhat indifferent to and uncomfortable with the death because he didnt know the person who died. 6. The final paragraph is a much more specific summary of the categories in the essay.

CHAPTER 14

Questions for Analysis

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1. The first sentence. 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 dont distinguish between the twoand most definitions are clearer if they include contrasts. 5. The distinction is important. Another example comes from everyday life.

Questions for Analysis 1. It shows how the meaning of the word changed over timeand how Chauvin probably doesnt 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 mens privileges). The definitions contrast in both their intent (devotion and defense) and specificitythe current meaning is much more specific. The connotation of the current meaning is far more negative.

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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 cant be a taskmaster, referee, or short-order cook. His examples of incorrect behavior include a fathers using a child for batting practice and sinking into a chair without sharing the chores with his wife. 3. They came home, didnt 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 fathers 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 Cosbys 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

Questions for Analysis 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.

Questions for Analysis 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
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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,

Dont 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 doesnt 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

Questions for Analysis 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.

Questions for Analysis 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. Shed 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 cant 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 Robertss status as a Hallof-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. Ill 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 Im going to criticize such a popular program, Id better have some thoughts on what changes Id 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 himselfciting the Excels 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. Its 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

Questions for Analysis 1. 2. The first sentence uses essentially the same wording as the question. 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,

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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(nt) 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 . . .

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(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 mens 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 Americas 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. C. S. C. S. 3. . . . land, and white hunters. 4. . . . to the Oregon Trail, but suspicion . . . 5. . . . cow, so a foolish . . .

R. O. 6. `. . . the matter, but the soldiers . . . C. S. C. S. C. S. C. S. 7. . . . broke out, and Native Americans . . . 8. . . . small village, and they slaughtered . . . 9. . . . in Montana, so the army began . . . 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

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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. . . . Benteens 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

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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
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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) Custers 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

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(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

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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 theyre attacked . . . 4. and its 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 theyre both marsupials . . .

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Exercise 7 (2) does (3) do (4) does (5) does (6) do (7) does (8) Does

Exercise 8 2. doesnt 3. dont 4. dont 5. dont 6. doesnt 7. doesnt

Exercise 9 (2) has (3) has (4) have (5) have (dont have) (6) have

Exercise 10 2. meets 3. come 4. produce 5. win 6. is

Exercise 11

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(2) dont (3) is (4) arent (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 doesnt . . . 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 theyre dry . . . Then the ants are fried. . . . theyre served . . .

Mastery Exercise 2 1. They have gills and a supplementary breathing system that allows them

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2. All snakes shake their tails when theyre 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 doesnt 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 doesnt exactly qualify 12. Woodpecker finches live in the Galapagos Islands.

CHAPTER 22

Exercise 1 2. P 3. P 4. P

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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. werent 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.

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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

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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

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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 personbut not John Glenn. (7) On Friday, January 16, 1998, NASA chose the seventy-seven-year-old Senator (8) The announcement had come at Glenns 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 goneand thrivedin 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 wont awaken it. (8) but people (no one) . . .

Exercise 4 2. so they made people uneasy. 3. and distrusted anything they didnt 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

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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.

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(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 couldnt 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 animals back. (16) he said, and twisted . . . (17) . . . he was ever on a crocodiles 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 thingsbugs, shells, and [delete he also collected] coins. (5) His fathers 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.

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(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 Darwins 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

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2. Norma is more patient than he (is). 3. Jos 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.

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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

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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 . . .

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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 othersand 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.

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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

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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 mermaids 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 publics 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, Barnums men found . . . 3. Insisting that there is no such thing as a pure white elephant, Barnum put . . . 4. Disappointed in Barnums 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

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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 Newells 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.

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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 Thumbs 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.
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13. no change

CHAPTER 26

Exercise 1 2. Toms jewelry 3. Lonells friendliness 4. Elizabeths mistake 5. Mr. Williss radio 6. Adams question

Exercise 2 2. the childrens responsibility 3. the boys uncle 4. the boys uncle 5. Carloss briefcase 6. the Simpsons new car 7. Fathers Day

Exercise 3 2. village chiefs permission 3. no change 4. stone moneys purpose . . .

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5. the stones great size . . . 6. The moneys value . . . many days journey by sea.

Exercise 4 2. theyre 3. Ive 4. were 5. doesnt 6. couldnt 7. whos 8. youd 9. its 10. youre

Exercise 5 2. arent 3. Dont, whats 4. Whos 5. doesnt, youre 6. cant, wont

Exercise 6 2. Several students in my class have very high IQs.

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3. You need at least two I.D.s to cash a check. 4. . . . can be spelled with two ls. 5. The army wants to produce three new ICBMs. 6. Dont forget to dot the is and cross the ts.

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

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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

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Exercise 13 2. no change 3. July 4. the wild West 5. no change 6. Dr.Johnson 7. Merriam Websters Dictionary

Mastery Exercise 1 (3) Theres another . . . (4) It happened in February . . . young English sailor . . . (5) in the South Atlantic . . . sperm whale. (6) with crew members . . . (7) As the sailors harpoon . . . its enormous V-shaped tail. (9) on the other boat didnt panic . . . (11) the animals carcass . . . (12) using the ships crane . . . (15) Several sailors . . . (16) needed two weeks rest in the captains quarters . . . (17) his near-death . . . (19) His hands . . . (20) . . . the captains cabin. (22) bleached by the whales digestive juices.

Mastery Exercise 2 (3) the greatest scientific leaps forward in history. (4) Its creator a Nobel Prize (5) Rachel Carsons friend (5) on which theyre sprayed

130

(7) conducted by the military into biological warfare. (8) immediately poisonous to humans, killed almost all insects. (11) The battle against pests vegetables seemed [delete hyphen] about to be won in the mid-twentieth century. (13) Whats 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 effects20) 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 . . .
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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 . . .
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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 generals 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 . . .

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(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; Lets Do It Again, Again, and Again; and I Cant Get No Education.

134

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 itselfit was in fact fighting for independence at that timeand declared . . . 3. brutally executeda rather dangerous precedentNorton . . . 4. During the Civil War (1861-1865) he . . . 5. the leaders of two armiesGenerals Grant and Lee.

Exercise 13 2. Time 3. Titanic 4. Fierce Storm Strands Thousands, in the Los Angeles Times
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5. My favorite poem in Modern American Poetry is Walt Whitmans 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 4. 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

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man . . . at his side and the peacocks 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 raggedand [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 emperors 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 OFarrell 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

137

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 oclock 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

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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

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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

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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

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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

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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 wasnt quite successful. (13) The Hundred Flowers were supposed to encourage growth . . . (16) As he had throughout the past, . . . (17) He urged Chinas youth, whose average age . . . (18) Many important leaders were humiliated and attacked.

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(22) ignored his doctors advice to cut down. (24) and then chew the leaves. (27) provided by servants while he worked. (29) so the public didnt know he was an amazing sexual athlete. (32) he could have lived forever! (33) he wouldnt 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 its probably in part because of his early childhood experiences. (3) wedlock and went by the last name of Schicklgruber (4) Alois, once a shoemakers apprentice, raised himself (6) he married thier childrens nursemaidcountry 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, Hitlers 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

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(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 Germanys problems, to his mind

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ANSWERS TO CHAPTER EXERCISES

CHAPTER 2 Exercise 1 3. to persuade 5. to inform Exercise 2 3. a. pros: getting the job because of ones 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 ones own language by learning another; learning another culture through the language; perhaps reading literature or technical material in another language. cons: having to study hard to master the 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

1

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 didnt succeed. E. Although the man of two lives plotted for a third, his attempt to cheat the hangman failed. 5. The contrast between Brodies identity in the day and identity at night. The second part of the contrast is introduced by But Brodies dark side emerged when the sun set. Questions for Analysis 1. All the sentences leading up to The person I am today is very different. . .
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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.
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(3)antecedent: the song (5) antecedent: the song (9) antecedent: the lyrics Exercise 5

pronoun: it pronoun: it pronoun: they

Only odd numbered items identified. (1) banner, hoisted (3) hoisted (5) storm flag Exercise 6 Only odd numbered items identified. (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

Exercise 11 Only odd numbered items identified. (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. Todays athletes are overpaid. Exercise 8
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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
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3. the Latin furca, a farmers 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 Questions for Analysis 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 earths 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.

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 Questions for Analysis 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

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1. To create suspense. 3. (Paragraph 2) The first night . . . At around one oclock . . . 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 doesnt contain transitions of time) (Paragraph 6) this was the first time . . . That night as I went upstairs to bed, . . . Suddenly . . . Im 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 lossof 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.

CHAPTER 11 Questions for Analysis 1. The first sentence. 3. Three, as labeled by Your first surprise, Your second surprise, and Finallyand this may not be a surprise. Questions for Analysis 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 letterand 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. Lets 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.
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3. The mother tried Alcoholics Anonymous and dryout clinics. She didnt succeed because she couldnt 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 Questions for Analysis 1. The second sentence is probably a more specific statement of the point than the first. The third sentence introduces the contrasts. 3. Its successful because it sticks to what it does best, and everything it does is for a practical reason. Its also successful because it continues to offer a product that customers want. Questions for Analysis 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 economicalachieving 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 Possible arrangements Part-to-part A1-B4 A3-B1 A5-B5
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Whole-to-whole A1, A3, A5, A2, A4 B4, B1, B5, B3, B2

A2-B3 A4-B2 Matinee Idler: Questions for Analysis 1. That he, like his father, has a fantasy life that he doesnt 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 hes 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. Hughess 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 Todays modern technology, then repeats Todays 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 Questions for Analysis 1. The third sentence, beginning, In terms of prestige. 3. Prestige, and often pay. 5. From the most prestigious to the leastso the similarities among the rankings, and then the differences, are clear.
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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 cant hear, (b) those who think he cant talk, and (c) those who assume he cant 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
13

unaware; the hospital personnels 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 didnt 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 didnt know the person who died. CHAPTER 14 Questions for Analysis 1. The first sentence. 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. Questions for Analysis 1. It shows how the meaning of the word changed over timeand how Chauvin probably doesnt 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 mens privileges). The definitions contrast in both their intent (devotion and defense) and
14

specificitythe 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, didnt 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
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resolve each conflict, or (at least in Cosbys 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 Questions for Analysis 1. The explanations can be found in ancient mythology. 5. It states the result of the cause and concludes the paragraph strongly. Questions for Analysis 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.
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4. For example, 2. Therefore, 6. Third, 9. Finally, 7. Fourth, 8. Thus, 3. Second, 5. Furthermore, Dont Worry, Be Happa: Questions for Analysis 1. The final sentence. 3. She first encounters constant prejudice, and doesnt 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 Questions for Analysis 1. Probably nonsmokers. 3. Answers will vary.
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Questions for Analysis 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. Ill 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 Im going to criticize such a popular program, Id better have some thoughts on what changes Id like to see. 7. The end returns to the beginning, which provides a punch line and creates a satisfying sense of closure.
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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 Questions for Analysis 1. 3. 5. The first sentence uses essentially the same wording as the question. Each is a topic sentence, introducing a point mentioned in the preview found in the first paragraph. 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.
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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(nt) 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

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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 . . .
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(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 mens 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
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Some possibilities C. S. C. S. C. S. C. S. C. S. C. S. C. S. 3. . . . land, and white hunters. 4. . . . to the Oregon Trail, but suspicion . . . 5. . . . cow, so a foolish . . . 7. . . . broke out, and Native Americans . . . 8. . . . small village, and they slaughtered . . . 9. . . . in Montana, so the army began . . . 10. . . . the entire army, and Crazy horse . . .

R. O. 6. `. . . the matter, but the soldiers . . .

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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. . . . Benteens group, who still had not seen or heard from Custer, joined . . . 9. . . . in a field that lay about four miles away.
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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
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5. peer, travels 6. carries, try

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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 theyre attacked . . . 4. and its 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 theyre both marsupials . . .

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Exercise 7 (2) does (3) do (4) does (5) does (6) do (7) does (8) Does Exercise 8 2. doesnt 3. dont 4. dont 5. dont 6. doesnt 7. doesnt Exercise 9 (2) has (3) has (4) have (5) have (dont have) (6) have Exercise 10 2. meets 3. come 4. produce 5. win 6. is Exercise 11 (2) dont (3) is (4) arent (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
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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 doesnt . . . 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 theyre dry . . . Then the ants are fried. . . . theyre 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
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6. werent 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

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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
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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
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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 wont awaken it. (8) but people (no one) . . . Exercise 4 2. so they made people uneasy. 3. and distrusted anything they didnt 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

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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.

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(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 couldnt 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 animals back. (16) he said, and twisted . . . (17) . . . he was ever on a crocodiles 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. Jos 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 . . .
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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
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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 . . . (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
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was

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.

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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 mermaids 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 publics demand to see the mermaid, Dr. Griffin . . . 7. In the face of evidence that the mermaid was a fraud, Barnum . . .

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Exercise 4 2. Boarding the ship from Burma, Barnums men found . . . 3. Insisting that there is no such thing as a pure white elephant, Barnum put . . . 4. Disappointed in Barnums 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 Newells farm outside Cardiff, New York, . . . 5. no error 6. A furor that soon spread throughout the nation was created . . .
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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. Toms jewelry 3. Lonells friendliness 4. Elizabeths mistake 5. Mr. Williss radio 6. Adams question Exercise 2 2. the childrens responsibility 3. the boys uncle 4. the boys uncle 5. Carloss briefcase 6. the Simpsons new car 7. Fathers Day Exercise 3 2. village chiefs permission 3. no change 4. stone moneys purpose . . . 5. the stones great size . . .
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6. The moneys value . . . many days journey by sea. Exercise 4 2. theyre 3. Ive 4. were 5. doesnt 6. couldnt 7. whos 8. youd 9. its 10. youre Exercise 5 2. arent 3. Dont, whats 4. Whos 5. doesnt, youre 6. cant, wont Exercise 6 2. Several students in my class have very high IQs. 3. You need at least two I.D.s to cash a check. 4. . . . can be spelled with two ls. 5. The army wants to produce three new ICBMs. 6. Dont forget to dot the is and cross the ts.

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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

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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

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Exercise 13 2. no change 3. July 4. the wild West 5. no change 6. Dr.Johnson 7. Merriam Websters Dictionary Editing for Mastery (3) Theres another . . . (4) It happened in February . . . young English sailor . . . (5) in the South Atlantic . . . sperm whale. (6) with crew members . . . (7) As the sailors harpoon . . . its enormous V-shaped tail. (9) on the other boat didnt panic . . . (11) the animals carcass . . . (12) using the ships crane . . . (15) Several sailors . . . (16) needed two weeks rest in the captains quarters . . . (17) his near-death . . . (19) His hands . . . (20) . . . the captains cabin. (22) bleached by the whales 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 . . .
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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 generals 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
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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
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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; Lets Do It Again, Again, and Again; and I Cant 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 itselfit was in fact fighting for independence at that timeand declared . . . 3. brutally executeda rather dangerous precedentNorton . . . 4. During the Civil War (1861-1865) he . . . 5. the leaders of two armiesGenerals 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 Whitmans I Sing the Body Electric.
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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 4. 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 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 peacocks 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 welldressed to the raggedand by noon . . . (13) He is dead, wrote the Morning Call newspaper and no citizen . . .

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(14) no change (15) However, more than fifty years later, there . . . (16) swallow up the Masonic Cemetery, the emperors 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

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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

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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

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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
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4. mind Exercise 15 2. past 3. past 4. passed Exercise 16 2. quiet, quite 3. quite 4. quiet 5. quite

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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

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Editing for Mastery (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 wasnt quite successful. (13) The Hundred Flowers were supposed to encourage growth . . . (16) As he had throughout the past, . . . (17) He urged Chinas youth, whose average age . . . (18) Many important leaders were humiliated and attacked. (22) ignored his doctors advice to cut down. (24) and then chew the leaves. (27) provided by servants while he worked. (29) so the public didnt know he was an amazing sexual athlete. (32) he could have lived forever! (33) he wouldnt 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. 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

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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 Exercise 5 2. advice 3. advice 4. advised

Exercise 6 2. affected 3. effect 4. affect

Exercise 7 2. by
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3. By, by 4. buy 5. by 6. buy 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

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Exercise 13 2. loose 3. lose 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

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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 wasnt quite successful. (13) The Hundred Flowers were supposed to encourage growth . . . (16) As he had throughout the past, . . . (17) He urged Chinas youth, whose average age . . . (18) Many important leaders were humiliated and attacked. (22) ignored his doctors advice to cut down. (24) and then chew the leaves. (27) provided by servants while he worked. (29) so the public didnt know he was an amazing sexual athlete. (32) he could have lived forever! (33) he wouldnt 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.

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TRANSPARENCY MASTERS

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6 STEPS
Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
TM 1 Chapter 2

Exploring ideas Prewriting Organizing Composing a first draft Revising the draft Producing the final copy

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EXPOSITORY ESSAY
Introductory paragraph Thesis

Body Supporting details

Conclusion Thesis restatement

TM 2 Chapter 4

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DESCRIPTION
Topic sentence

Overview of setting

Spatial organization of details Top Middle Bottom

Conclusion

TM 3 Chapter 9

153

NARRATIVE
Topic sentence (optional) Setting and action Who What Where When 1. 2. 3. First action dialogue/event Second action dialogue/event Third action dialogue/event Climax Conclusion

TM 4 Chapter 10

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PROCESS ANALYSIS
Overview of the process List of materials needed Steps in the process Step 1 Step 2 Step 3

Conclusion
TM 5 Chapter 11

153

COMPARISONCONTRAST Part-to-Part
Introduction

Subject A: Detail 1 Subject B: Detail 1

Subject A: Detail 2 Subject B: Detail 2 etc.

Conclusion
TM 6 Chapter 12

153

COMPARISONCONTRAST Whole-to-Whole
Introduction

Subject A: All details Subject B: All details

Conclusion

TM 7 Chapter 12

153

CLASSIFICATION
Criterion First Category explanations Second Category explanations Third Category explanations examples examples examples

Conclusion
TM 8 Chapter 13

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DEFINITION
Term and definition

Development Examples Contrast Historical process

Conclusion

TM 9 Chapter 14

153

CAUSE AND EFFECT

Description of event Causes Chronological or climactic order Effects Chronological or climactic order

Conclusion

TM 10 Chapter 15

153

PERSUASION
Problem or issue

Supporting arguments Facts, examples, emotional appeals Response to opposing arguments

Prediction of results

TM 11 Chapter 10

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ESSAY EXAMS
1. 2. 3. 4. 5. Read the directions. Budget your time. Answer the easiest question first. Organize your response. Plan and draft your essay: a. b. c. 6. Begin with a thesis. Label important points. Conclude with a wrap-up.

Edit and proofread.

TM 12 Chapter 17

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