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College
Writing
#r*#LESH F#ffi &#&#ffigwc* 54"##HS5
Ge&r*e33a
3ax'&aX3
srRrEs EDITO*S
Patricia Byrd
)oyM. Reid
Cynthia M. Schuemann
t',..,, HEINLE
6sf CENGAGE Learning
&
28
Chapter
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1.
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incomplete sentences
('cause
Written English
lm tired)
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use of contractions
(don't, I'm, can't)
(children,lagreewith . . .,itis
common knowledgethat . . .)
f,/. fr f,,;
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H E lN LE
*'& tu.,'u, CFNGAGE
Learning"
Gollege Writing 3
gage.com/permissions
p.159.
Cengage Learning products are represented in
Canada by Nelson Education. Ltd.
Visit Heinle online at eltheinle.com
Visit our corporate website at cengage.com
Printed in the United States of America
3456789-CRW-14 13 1211 10
Contents
English for Academic Success Series
What is the purpose of this series? v
+ What is the purpose of the Writing strand? vii
e What is the organization of College Writing 3? ix
+ What student competencies are covered in College Writing
+ What are the features of the Writing books? xiii
r*:F:Sffi
3?
xii
Writing Assignment
31
42
Summarizing 63
Chapter Essay Assignment
The Thesis Statement 73
The Essay
The
Map
52
76
lntroduction
80
Conventions
The Conclusion 93
Body Paragraph
92
100
ilr
lv
Contents
ess&ftF{
*AS* *tr*
*FjLEfldE
102
Brainstorming 107
Websites 108
Paraphrasing 131
Additional Writing Assignments for Practice and Assessment i51
lnterview
The Fishbone
152
167
Map
182
SupportingMaterials
184
ggg*Y
204
Student Audience
The materials in this series are for college-bound ESL students at U.S.
community colleges and undergraduate programs at other institutions.
Some of these students are U.S. high school graduates. Some of them are
long-term United States residents who graduated from a high school before
coming to the United States. Others are newer U.S. residents. Still others are
more tipical international students. All of them need to develop academic
language skills and knowledge of ways to be successful in U.S. college degree
courses.
All of the books in this series have been created to implement the
English for Academic Success competencies. These competencies are based
on those developed by ESL instructors and administrators in Florida,
California, and Connecticut to be the underlying structure for EAP courses at
colleges in those states. These widely respected competencies assure that the
materials meet the real world needs of EAP students and instructors.
All of the books focus on...
* Starting where the students are, building on their strengths and
prior knowledge (which is considerable, if not always academically
relevant), and helping students self-identify needs and plans to
*
e
Series vii
The
vilt
writing
as
handouts
ff
Series
ix
in isolation.
Chapter Organization
Chapter Objectives
Power Grammar
Each chapter reviews two to three grammar points and lists some
exercises. The grammar points are integral to the chapter topic and writing
Web Power
This feature is found throughout the book. It reminds students that
additional information and/or practice is available online.
Master Student Tips
Throughout CollegeWriting 3, the students receive advice, in the
form of tips, on how to best approach or complete tasks and assignments
in each chapter.
Additional Practice
Each chapter ends with additional writing assignments for practice
and assessment. They also provide students with an opportunity to reflect
on their learning process and assess their mastery of the writing process.
Series
xi
Acknowledgments
Many people have contributed to this project. Special thanks to ESL
editor Susan Maguire and developmental editor Kathy Sands Boehmer for
their guidance and support. I am deeply grateful for the unwavering
support of series editor |oy Reid, without whom this book would never
have been written. I am also very thankful for series co-editor Pat Byrd,
who patiently answered my many questions, and fellow co-author Li-Lee
Ttrnceren, who supported me with her energy and enthusiasm. I am
indebted to my faculty advisors, Tina Jordan, Catherine Hatzakos, and
Deana Lewis, for their feedback and thoughtful suggestions.
The following reviewers contributed with their insightful comments
to the revision and reshaping of this book:
xil
1:
Competency
Competency 2:
(critical thinking)
Competency 3:
(components)
Competency 4:
(organization)
Competency 5:
(critical thinking)
6:
(grammar)
Competency
7:
(research skills)
Competency
Competency
(critical
8:
thinking)
Series xiii
opinion;
explain and justifr opinions in response to readings;
G. apply content knowledge to academic tasks (testtaking, academic content reading, academic
interactions, comprehending and responding
appropriately to academic writing assignments).
Competency 9: The student will understand, discuss, and write about
(culture)
common academic cultural references.
Competency 10: The student will continue and expand the use of study
(study strategies) skills, learning styles, and strategies necessary when
writing for academic Purposes.
F.
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1
Analydng
Print Ads
Chapter Objectives
I .l have. :
learned '
chart after completing tire chapter and check (/) the appropriate '
i this well.
box to the right.
Review this chapter's objectives before you start. Return to
this
,
,
'
:
,
.
writing process:
information
organizing
Use a three-step
1. Gathering
2. Focusing and
3. Drafting, revising, and editing
Gather information
Freewriting
:
:
by:
Creating a
chart
'
Listing
Clustering
Organize your paragraph by using an outline
write
conlrotl'T
a topic sen:ence
11v1n
:o::'
main points
wrlte
a well
dlvelooed
:.uo"t::
parasraph
laraSraOh
I need
to work
on this.
Chapter
Paragraph Modes
Five common methods of paragraph development (also called modes)
are definition, process, classification, comparison/contrast, and
from one day to the next. ln computer science, a student must be able
to explain the process to install and use software or how to create
programs by using a step-by-step approach.
The chart below shows the different paragraph modes, their
purposes, and the types of writing assignments that correspond to the
different paragraph modes.
College courses
Paragraph type
t. Definition
Purpose
Sample test
questions
questions
_1.
To describe
What is
something in
Define . . .
Chemistry,
detail.
Explain.
Mathematics,
Answers the
Describe
..
Biology,
...
Economics
queslion"Whot?"
2.
Process
How does it
Computer
something is
work?
5cience,
made.
Describehow.,.
Explainhow...
Mechanical
Answers the
question "How?"
What
Agriculture,
happens ...?
Water Resources
To
explain how
Purpose
Paragraph type
e. Classification
Sample test
(ollege courses
that may use
these test
questions
questions
Pharmacology,
things into
List...
Geography,
classes or
Categorize
To
divide
...
Geology, Music,
categories.
Theater,
Answers the
English
question
Literature
"What kind?"
+. Comparison
and/or
(ontrast
History,
similarities
differences/
5ociology,
andi or
Psychology,
differences
similarities ...?
(ompare ...
between two
Contrast ..
Marketing
To
show the
Business,
things or ideas.
Answers the
question "/n
whot ways?'
s.
Cause and/or
Effect
Why-?
History,
cause 0r reason
Discuss the
Political Science,
for something.
effects or
Criminal Justice,
To
To
explain the
explain the
effect or result
causes .
..
Explain why
Nursing
...
of something.
Answers the
question"Why?"
gce'rs!'ffi
of the paragraph types lkted in the chart above seems most dfficult
to write? Wy? INhich have you written successfully before? Discuss your
Wich
answers
with
a Partner.
Chapter
*
*
ArmandiJewelers
Topic sentencei topic
of the paragraph +
lcontrolling ideasl
Main Point
1:
color contrast
Evidence for Main
Point 1: description
contrast is achieved.
It
.
t]
l'
three small white diamonds in the middle while the other ring has
2:
different textures
Point 2: descriptions
of the (a) rings'
texture and (b)
background texture
Concluding
sentence (summary)
background is a velvet cloth that looks soft and warm while the
rings are obviously hatd, !o!q, and smooth.Thus, the Armandi
Jewelers ad is very attractive because of the contrast between
the red, soft background and the hard' smooth diamond rings.
Chapter
Main Point
1:
Supporting Details:
1.
2.
3.
Main Point
Supporting
2:
Details:
1.
2.
3.
Concluding Sentence:
Mental Picture
Sometimes it helps to create a mental picture to understand or
remember an idea better. For example, you may want to picture the
typical paragraph as a sandwich:
i Writing Assignment 1
paragraph that describes the ways a print ad of your choice
attracts consumers. Follow a three-step writing process to compose your
paragraph: 1. gathering information; 2. focusing and organizing; 3. draft ing,
revising, and editing.
The focus of this assignment is to describe the ad's appeal.The
method of development you will use is classification.
Write your name, instructor's name, course) and section number on
the front cover of a twin-pocket folder. This will become your writing
folder. Keep all the materials, drafts, and peer reviews for this assignment
in your writing folder. Bring your writing folder to class every time unless
otherwise instructed.
Write
Catnering lnformation
'
c**ntr*ffi
*Es*ussEx*g 6*rst
irepr*ssi*rrg
With the other students in your class, answer the following questions:
1. What do you know about advertising?
4.
,,r*e*t
gEffi
FrceaerrEeing
Freewrite for five minutes about the ways the ad catches your attention.
That is, write quickly without stopping. Do not worry about grammar,
spelling, or sentence structure. The purpose of freewriting is to get your
ideas out on PaPer.
10
Chapter
EXERCISE
ffi
SAanar=g E#**s
With two or three classmates, discuss your freewriting. In what ways did the
ad catch your classmates' attention? List them below your freewriting. Wen
you finish, place the paper in your writing folder.
Advertising Methods
Newspaper and magazine advertising in the United States is a huge
business.The reading below is from Consumer Behavior, an
introductory-level college textbook for marketing students.The
reading discusses four ways that marketers use to make
advertisements (ads) appealing for the American audience: (1) making
st i m u I i p e rso n a
ly
re I eva n
t, (2) m a ki n g sti m
u I i p I e as a n
t, (3) m
a ki n
g st i m u I i
importa nt,
si g n
ifica nt
Writing Assignment
ln most textbooks, a
chapter begins with
a general heading.lt
is followed by a
more specific
heading (a general
statement or
generalization that
expresses an idea
11
Advertising Methods
Making Stimuli Personally Relevant. Messages tend to be
personally relevant when they (1) appeal to your needs, values,
and goals; (2) show sources similar to the target audience;and
(3) use rhetorical questions.
One of the most powerful ways for a stimulus to be
perceived as personally relevant is for it to appeal to your needs,
values, or goals. lf you are hungry, you are more likely to pay
attention to food ads and packages relevant to that need. You
may pay attention to ads that show young people skateboarding
or roller blading if these activities are consistent with your goals
of having fun and your values regarding exercise.
You are also more likely to notice individuals whom you
perceive as similar to yourself. Many advertisers use "typical
customers," hoping that consumers will relate to these individuals
featuring famous
people, songs, and
funny slogans.
12
Chapter
Keywords
(important words)
are used in the text
unusual, different,
and new.
Writing Assignment
13
it likable.
is
introduced. The
to the controlling
idea (prominence)
and show the
reader how an ad
can be prominent.
14
Chapter
to process if they
to elt.heinle.com/collegewriting
Writing Assignment
15
products?).
3. Highlight the general statements, and put a star (x) next to the
its subcategories.
Example:
Personally relevant stimuli are:
a. Stimuli that appeal to your needs
b. Stimuli that show people similar to you
c. Stimuli that use rhetorical questions
5. Circle keywords in the text that occur often and that refer to
imp o rtant ideas ( exam ples: s timuli, co n s um er s) .
i'.f#.
#f*#Effi
classmates.
1. Ask for your classmates' help with the parts of the reading you did
not completely understand.
2. Discuss your reactions to the reading. Did all of you have
similar opinions?
3. Did you mark the text differently?'v\4ry?
4. Compare your lists of stimuli and subcategories. Are they the same?
If they are not, review the reading with your group and revise your
list if necessary.
5. If you still have difficulty understanding some parts of the reading
or if you disagree about some answers, ask your instructor for help.
i#jttE;1.{Ef#iFffi Findins e* ad
Look through dffirent magazines and newspapers for an ad you would
like to write about inWriting Assignment l. Choose an ad that catches
your attention with images more than with words. Put the ad in your
writing folder.
16
Chapter
-;Xt*i+s*ffi
Exchange ads
x*keerging e#s
2.
3.
\Arhat do you dislike about this ad? List your ideas on the same piece
of paper under "Unattractive Features."
Write three ideas your classmate could use in her or his paragraph
4.
5.
athletic women.")
Give your comments to your classmate.
Put your classmate's comments in your writing folder.
.ffi
ExERCISE
ffi
f;r*aing *r:
Emf+*'smaE*a"c cfues"
folder. Then,
1. On
separate paper, create four columns, one for each category in the
2. In each column,
3.
lmages
Words
(Who/What is in
(Does the ad
c0ntarn any
do
People?What
words? What
do
the words relate
to the images?)
Stimuli
Iayout
(Whattypes of
stimuliare used
images
in the ad?
ls
to you?
together?
Surprising?
Funny?)
the ad relevant
organized? Are
they grouped
What is in the
background?)
Writing Assignment'l
lmages
Example
Stimuli
Words
Example
your
Example
Layout
Example = the
young, attractive
relevant stimuli.
image of the
the most
We all have
important thing
s0me0ne we
takes up two
in life and
love-mom,
pages
beyond (Eternity)
boy, most
likely
his son
.,*x'e*i,litffi
YtuieekErcg
17
Form a group with two other classmates. Then, on separate paper, answer
these questions. Place your answers in your writing folder.
1. Who
are
and interests.
3. What do you think your readers akeady know about the ad?
4. \Mhat might your readers like to know about the ad?
'*X,! *i'ffi
ffi*n+EsE*g
g**r
etuart
Review your information chart. Add more words and phrases to each
category to describe the ad more clearly for your readers.
Put Exercise
12 in your writing
folder. Review
the assignment
occasionally as you
plan and compose
your paragraph to
keep your readers
in mind.
In the first step of the writing process, you collected information for
Writing Assignment I through a variety of activities. In the second step,
you will focus and organtzeyour materials in preparation for writing the
paragraph. This is an important stage in the writing process. By selecting
your topic sentence, main points, and supporting details (evidence)
carefully, you will write a more effective, well-organizedparagraph.
18
Chapter
Topic Sentences
ln an academic paragraph, the topic sentence is a general statement that
announces the main idea of the whole paragraph.The controlling ideas
in the topic sentence are words and phrases that direct and control the
paragraph as in the ?rmandi Jewelers" paragraph. Readers can ask
questions about the controlling ideas that they expect will be answered
in the. paragraph.To write an effe_ctive paragraph, anticipate the
questions your readers may ask. By answering these questions, you can
explore the topic more deeply and provide support for your readers.
ln Exercise 13, you will practice with a variety of topic sentences
by identifying and asking questions about the controlling ideas.This
. practice will help you learn how to select ideas effectively.
'EXtBctSE
ffi
Read the following topic sentences about ads snd adyertising methods. Then,
Example:
The Wrangler
States?
ad?
Writing Assignment
1.
Ads that rely on images are more appealing than ads that contain
2.
3.
most annoying.
4. Identi$'
19
20
Chapter
5. Review your three topic sentences, the questions, and the supporting
details. Highlight the topic sentence for which you have the strongesr
wH-
Supporting Details
The supporting details provide proof (support) for the controlling
ideas in the topic sentence.why is this evidence necessary? Think
about the "Armandi Jewelers" paragraph you read earlier in the
chapter. After reading just the topic sentence, do you have a clear
mental picture of the ad? Do you know exactly what the contrasting
colors are? can you understand why this ad would attract consumers?
By the time you finish reading the paragraph, the supporting
examples and details answer these questions, and you have formed a
clearer idea of why the ad is effective.
A variety of supporting details is available to academic writers:
facts, expert opinions, examples, descriptions, observations, personal
experiences, and explanations.you can review some of these
supporting details in the'Armandi Jewelers" paragraph and in the other
student paragraphs in this chapter.
EXERCISE
ffi
ffi
ft*t*Eyagr+g
p+regr*g:*'e
Writing Assignment
Durable Jeans
Topic Sentence
Evidence for Main
Point
1:
Point
2:
active and need durable clothes like the Genuine Article jeans.
This is a straightforward message, and consumers will agree that
22
Chapter
Snganieing *videnee
Reyiew your topic sentence, controlling ideas, and supporting details.
not complete sentences, to list her main points and supporting details.
-"
a
- --
'
Y;u, prr.gopl,-
Durable Jeans
;pi.;;;;;;,.'
ir',
or"''.
o'i',ir"
'i.
Main Point
Evidence:
t.
Evidence:
2.
children
having fun
3.
i
e. Main Point
Evidence:
2:
Evidence:
i
l
1.
:2.
i
,3.
j
.1-.
c. Main Point
3:
separate paper.
Writing Assignment
23
website: elt.heinle.com/collegewriting
to improve it.
While revision focuses on the development, organization, and
structure of your paragraph, editing means correcting grammar, spelling,
and sentence structure errors. Editing is usually the last step of the
writing process.
Both experienced and inexperienced academic writers know what
they mean to say, so they cannot always see their weak points or language
errors. For this reason, asking for a response from readers is very
important. Since writing is a way to communicate with others, even
professional writers ask for feedback from friends, reviewers, and editors.
esking readers for their opinions about the clarity and effectiveness of
your writing is a major step in the writing process. In this class, you will
receive feedback from your peers and your instructor. Keep an open mind,
and carefully consider their advice.
2.
remember to indent?)
write each major point, and follow it with supporting details. As
you write, think about what your readers need to know in order to
"see" the ad. Remember that your purpose is to describe two or
three ways the ad persuades the target audience. use a variety of
words and phrases (e.g.,luxurious, funny, very modern) to describe
the ad and create a clear image for the reader.
24
Chapter
6
s
w
EXERCISE
ffi
ffi
L%sruts*=#
# fl*rE{+c':Sirr# s**.**sE*E*
Rereed your paragraph, and write a concluding sentence by using one of the
four techniques for writing concluding sentences.
Writing Assignment
Explanations
Sentences
No one really expects an answer
to a rhetorical question.
to
ends in
lt
Novel ads also command attention.
25
/ds
1"{exRectl).
is
lhe
complete subject.
in pleasant ways.
or goals.
main subject.
Notice that the main subject and
26
Chapter
the*1;;j7pryj1:and
Example:
shoa
tvtany
ads.
Comparing inforrnation
with a classmate. Discuss the answers that dffir.
in Exercise 19 were dfficult for you? Wy? Ask your
instructor for help if you are confused or unsure about the subjects and
verbs in the exercise.
Share your answers
Wich
sentences
Writing Assignment
W '$'xt {in
27
Before asking others for feedback, academic writers review, revise, and edit
their writing. They reread their writing, make decisions about improving
their writing, edit their grammar, and correct their punctuation errors.
1. \{hen you are finished, return the paragraph and the response sheet
to your classmate.
2. If you have questions about your classmate's response, ask your
classmate.
Reread your paragraph, qnd consider the peer response suggestions from
your classmate:
3.
4. When you have completed your final draft,
place
it in a folder with
your previous drafts, your classmate's feedback, and all the other
materials you developed for Writing Assignment 1. Give the folder
to your instructor.
58
Chapter
W *
Gathering lnformation
Before evaluating Web design in your essay, you need to learn more
about this topic. The exercises below will help you recall what you already
know, learn more about Web design, and select the Web evaluation criteria
you will use in your essay,
EXERCISE
ffi
Freewrite for fiue minutes about the websites you usually browse on the
Internet. Wat websites do you like? Wat design qualities make them
appealing?
ExERCIsE
Discuss your
ffi
C**p*r*mg
Edee*
1. Look at the website on the first page of this chapter. Do you find it
attractive and/or interesting? Why or why not?
2. Share your answers with another group. Do you agree or disagree
with the judgments of that group? \Vhy?
Evaluation
You practice the skitlof evaluating every day:"Nice shirt.""That movie
was awful!" "l love chocolate chip cookies." "Ex!ej]snI website."
To make these judgments, you unconsciously develop a set of
2. Select
Writing
Assignment'l 29
g*:6xt-i,fiffi
1. The
/i91gq:
2.
3.
Marketers should not crowd their ads with too much written
glgg/ information.
4.
junk / products.
30
Chapter
Example:
sLtould nol,
ctoth
rdr,l'a;; l;;li:=, h o*
sca nti
bright colors.
2.
It's difficult to find a magazine that does not show any ads.
3.
Many consumers can't afford the rings in the Armandi Jewelers ad'
4.
5.
6.
Some ads aren't very attractive because they don't contain any
eye-catching images.
elt.heinle.com/collegewriting.
lrriting Assignment z
three steps of the writing process (gathering
l:,t!rvjn:
information;
focusing
and. wr5dtttzrrrg;
organizirg; oraftrng,
'16 qrlu
dru?i.rg, revrsing,
;;r; and editing) to
write a paragraph in which yo., des.r"ibe
two or three marketins sri,.',,.,rrri
th at re s urt i,i u,,
.,iu.
.Lvw ttrd5dLrle or newspaper
ad of your choice. Do
;:::T:ffiT:T:,'.1'B
"n
not analyze the same
ad you used for Writing Assignment
"tt
l.
(Focus of the assignment: describe
the effeci of the stimuli;
par agr aph developmen t:
cts)
ffi
Keep all the materials for this writing
assignment in your writing
folder as you did for the,previous
writing aisignirent. efter you finish the
assignment, give the folder to your
instrr]ctor.
*
lf you do not
fully understand
#; # ::ffi
Cattrering lnformation
Analyzing the assignment
discuss
3'
4.
directions.
handwritten?)
32
Chapter
iEx}*tls.Eiffi
riscEns Ed**s
Wat stimuli are used in the ad? IVhqt details relate to each stimulus?
Wat else can you describe that can help your readers understand how
the ad is effective? Answer these questions as you do the following:
2.
3.
4.
I.dea r. fleuattl
ahite
orr.t
ort
slirauius.
allrortr,tle
uodel
tDe^rLnl Make-uP?
you,ttX, probably
in her Laerites
6!erd,er
Lter
Idea
fau
attd wus
^re
Delals'. rhush,rXe,
s tneypersirte
&++ ordable 4 or
qwLK Meaj
slul,ertls
Writing Assignment 2
33
Outlining
Outlining is not just a way to generate ideas; it is also a way to organize
your ideas from general to specific. ln outlining a paragraph, a writer
begins with the most general statement, the topic sentence.Then, the
writer lists the main points, which relate to the controlling ideas in the
topic sentence.The main points are more specific than the topic
sentence but are more general than the supporting details, which are
the most specific part of the paragraph.These supporting details can be
facts, expert opinions, examples, descriptions, observations, and personal
34
Chapter
Tina's Outline
tUatrt PoinL
Supporltnq
real"ers.
detalt.
sua a nscrtotr.o rt
----ffi
ilA,*" *FArty drttes up +hz s+uf shpe 0+ a snlrt)ufped uourtl.o.trt t:iltrvuL ant1 dt++wl!.
lnz car dou rtot haVe snou tj,,ptrts, and' ltrus ts deiirufu)q
unzXputzA ber.aUe a car tstuld, rurualll h^ale Snou: A^k
a siuilw siitallort.
6rauple
rnl +rLud hps Ltrus
artA
tllotrt PoirtL
c^at attd
;n
rAowL+aLtLS.
ruAers' attzrinn,
SwporLutq
deLa,tls.
------r-r-.--.--
^++raL+
+tM
Descrtpltort
lne
^:ulre.
Me
u:eath"er
SetLSe o-f
sunny abote
freedou.
lnt ad relies
stand oLL+.
Swporl.rrtq
detuls'.
---:--:---------
ort
proutneri sttuuli
lt
a.cts
the
Ws
al
atl.eritort.
ut
Writing Assignment 2
35
er*ating an $utlirie
for the ideas you generated by listing or clustering' Write
your topic sentence first, then your main points and supporting details, and
your outline, review it to
finally your concluding sentence. After writing
Create an outline
make sure each of your controlling ideas is clear and well supported.
Naturalizer Shoes
Supporting details
for Main Point 1
(pleasant stimuli):
Youtts. sood looxinq
---ffi
uuple
Supporting details
Concluding Sentence:
36
Chapter
1. Underline the subject and 4gullg un4gl]Ig the verb in the topic
2.
3.
4.
5.
Draw lines between each controlling idea in the paragraph and the
sentences that support it.
In the left margin,list the supporting details for each main point as
shown in the example.
Highlight the keywords and phrases that refer to the controlling
ideas.
6. Which concluding
7.
,,t*.-ii,eii-ffi
G$vEng
p*er *edtueek
classmates.
a.
b.
c.
d.
e.
f.
2.
3.
4.
5.
6. Thank your classmate for her or his feedback.
7. Place your classmate's suggestions in your writing folder.
Writing Assignment 2
37
Complex Sentences
Earlier in this chapter, you studied and discussed the differences
between spoken and written English. ln your academic writing, you
will use more formal English. First,you will use appropriate vocabulary.
Next, you will write complex sentences.
When you speak, you do not have to pay attention to sentence
structure and punctuation because your listeners cannot "see" what
you say. ln addition, they can always ask you questions if they need
clarification during a conversation. However, when you write, your
readers have only your written language; you will not be there to
answer their questions.Therefore, your sentences need to be clear and
grammatically correct.
A complex sentence combines two or more clauses: at least an
independent clause and a dependent clause, which is also called a
subordinate clause.
Explanations
Senten(es
(S) (V)
r
i 1. Consumers pay attention to ads. 'i
::
(5) (V)
:
, e. Marketers will use beautiful
: women in their ads.
'.
t,
'.
(s) (v)
3. Some marketers use surprising
stimuli in magazine ads.
(s)
(v)
An
thought.
Chapter
5entences
1.
. . . when
Explanations
word SALE.
z.
not
audience, . . .
g. . .. because
important than
readers' attention.
+.
lCs
in sentences.That
additional information
in the sentence.
DCs
subordinating conjunctions:
Ij.
stnce
because
although
after
before
while
when
until
if
unless
Notice
that often a D(
can
word is removed.
1.
For a DC
SALE.
g.
to be complete, it needs to be
lC.
When the DC
it-is
foilowed by
prefer
dependent words
DCs.
Writing Assignment 2
39
'g**'
2.
Many marketers use colorful print ads because they want to attract
the readers' attention.
4.
7-tJp ad shows
5.
6. The
is a black-and-white photograph.
=*l$E*'g,ii
With two or three classmates, underline all the DCs in the paragraph below.
The first DC has been identified for you.
1. To help you identiS' the DCs, circle the dependent word at the
beginning of each DC: although, even though, when, because, if.
2.
If you
are not sure about the clauses you underlined, ask the
instructor for help. (Did you notice the DCs in these directions?)
40
Chapter
elt.heinle.com/collegewriti ng.
Writing Assignment 2
41
,'*xiiir5E,m
1. Consider the feedback from your classmate, and revise your outline.
2. Draftyour paragraph by following your revised outline. Be sure
to explain clearly how the ad effectively attracts consumers. Give
many details.
3.
gri'g*eisf,ffi
m**p*etdireg
t*
p*n*grcp9-*
For this exercise, work with two classmates. Make two copies of your
paragraph, one for each member of your group. IJse the form "Peer
Response
ExERclsE
ffi*
ffi
ffievEsE*tg
*et# s**S-edEtEmg
Review the feedback you receitted during peer reyiews. Make changes to
your paragraph to improve its communication for the reader. Check your
sentence structure. Check the spelling, punctuation, and capitalization.
*X.g tie.ffi
n*up*etdEr*g
t*
iresruet*r'x re*p*atse
After your instructor hands back your paragraph, read your instructor's
comments. If one or more comments seem confusing to you, go to your
instructor's office during office hours or make an appointment with her or
him to discuss your ParagraPh.
ExERtlsE
ffi-.
V#rEcireg 3:e
Ea'ee
dv*fe
Write the final draft of your paragraph if your instructor requires it.
Place your paragraph in your writing folder. Include your prewriting,
peer feedback, and all previous drafts. Give the folder to your instructor.
42
Chapter
.'ftx# iGi5tiffi
Review the objectives at the beginning of this chapter, and complete the
checklist. Wich objectives do you still need to work on? Discuss with a
friend or a classmate how you will improve in these areas.
*
W
eatnering lnformation
ilf*#:*El#iErc
Choose two print ads for your comparison paragraph. Then, create a chart
similar to the one on the next page. For each stimulus,Iist the
corresp onding details. Then,
1. Reviewyour chart.
Writing Assignment 2
g+gTry_
gg+++
i
..:,..
Relevant Stimuli
a thoula|e
uuplelciort De^rLtrA
hatle a" dark
Lake as a hat.
aw
in rry early
uupleKtort, and 1
il'senh,es, ttxe lh,e uodd trt the
al.
Her hatr
Relevant Stimuli
:
:
,
uMPlep'|tr DeorLtll
,,
:.
Pleasant Stimuli
A br^"+;+r)
d*r-sxinned
is darx
D,lworr
pdled ba*
Mos+ o+
Her lips are tuJl, b'*t she doesrt'|
^
h"er |au
SLte
1lqattt
uuru+l\.
Pleasant Stimuli
'.
ph"oL.o
lne caxe
Surprising Stimuli
uorrt
bl lLte uodel as a
Same
u Ad
a bit slrarqe
rherry shape.
of
the
beLa$e
Rzuirtds ue of Japa.rtese lashas
lne uodet Irl,K6 serious, Us+ IiKe
th,e uodel in Ad t
Her tips are
h"at
il
is rtot suilirtX, as
LaNe is a rtorual I'hinX
weotirtX
rt4odel
to Access Stimuli
Ctearl| lh,e
al
s/,attds ou+
lhe
lwrted aw^l
Surprising Stimuli
Easy
o- pale
Lake a6 e
^
or
Ltal. She is aboul. My
^
^Xe
tittte otder. 7on'1 661tor
aLtite Lakes btryd food or
serL0'r6 exPressL\n 0n
her body ;s
uilh
and lorq
she has
youttX wouart
Her hatr
broun, 4a'17,
il
;
', SaMe as Ad"
Color urttrost is more prouirtertt
', irt Ad z
; Co*e sLartds o'A. uore
t
44
Chapter
B:
The Duncan Hines ads are very attractive, but the ad for
the white cake mix is more striking than the other because of its
color contrast.
lii
for A.
point by point.
B:
The Duncan Hines ads are very attractive, but the ad for
the white cake mix is more striking than the other because of its
color contrast.
Writing Assignment 2
Point
45
writing
a comparison
and/or
Comparison To Introduce
Compared to
In much the same way,
Similarly, -,
Contrast
However,
In contrast,
On the other hand,
(topic + controlling
ideas)
Description of both
ads.
All about
B: simpler,
no color contrast.
Details: dark skin
of cake, model's
dark hair.
Concluding sentence
The Duncan Hines ads are very attractive, but the ad for
the white cake mix (A) is more striking than the other ad (B)
because of the color contrast. Each ad shows a model wearing a
cake on the head. Ad A shows a pale-skinned model wearing a
white cake, and ad B shows a dark-skinned model wearing a
chocolate cake. Both of the Duncan Hines ads are effective print
ads because they appeal to readers who like cakes and readers
who are attracted to beautiful models too. Ad B is elegant but
simpler because it does not use color contrast as much as ad A.
Ad B relies on the natural skin tone of the model, and it includes
dark tones to look like chocolate and appeal to consumers.The
model's moist lips remind readers of a moist chocolate cake, and
this makes the ad appealing. However, ad A is more noticeable
than ad B because it has color contrast.The model's dark lipstick
is similar to the red cherry at the top of the white cake.The
model's dark straight hair makes her face and the cake stand out.
The color contrast helps draw attention to the cake without
taking away from the beauty of the face.Therefore, ad A is more
prominent and effective than ad B even though they both rely
on attractive models.
46
Chapter
i**#
Write a topic sentence that states the main idea of your paragraph. (See the
examples below for paragraphs about the Duncan Hines ads.)
Examples:
1. The Duncan Hines ads are very attractive, but the ad for the
white cake mix is more striking than the other ad because
of the color contrast.
z. Although both Duncan Hines ads are equally effective, the
ad for the chocolate cake mix has a stronger visual impact.
3. The Duncan Hines ad for the chocolate cake mix looks
more sophisticated and eye-catching than the ad for the
white cake mix.
Sevelcping an cuttln*
Choose one of the two methods of paragraph derclopment for your
compare/contrast paragraph. Create an outline based on your topic
sentence. Use the chart below as a model.
ou,iir.
Outfine
topic sentence
topic sentence
all about
all about
Writing Assignment 2
47
1. Ask
2.
a classmate or a
improvements.
Reread your paragraph, and use your classmate's suggestions to
revise it.
paragraph, and place it in your writing
folder. Give the folder to your instructor for feedback.
Evaluating
Web Design
49
Chapter Objectives
have
learned
his well.
I
to
this chart after completing the chapter and check (3) the
appropriate box to the right.
Review this chapter's objectives before you start. Return
2. Background paragraph
3. Body paragraphs
4. Conclusion
Learn about commercial website design
effective webpages
I need
to work
on this.
50
Chapter
Essay Assignments
The explaining essay is an extended piece of writing that explains an
idea, a project, or a process. Explaining papers are often between two
and four pages long (500-1000 words), but they can be much longer,
and disadvantagesl
3. Economics: ls it feasible
Evaluating Web
Design
51
of the different
paragraph types,
go to chapter 1.
essay
2. What method
assignment
a. Modern
its occurrence.
c.
e.
.f
tt
..;;'ry*tq
.lr
\r
\'
ofan effective
reviews for this assignment in your writing folder. Bring your writing
folder to class every time, unless otherwise instructed.
To complete this assignrnent, you need to:
"t
u+ Select three
+; An introductory paragraph
a.' A background paragraph
,+ Two or three additional body paragraphs
+:- A concluding paragraph
s' TWo in-text references (one for each website)
.ffi
ExERCISE
lf you are
unsure about any
of the information
above, consult your
instructor.
ffi
following:
What is the purpose of this assignment?
2. What level of formality is appropriate for this assignment? For
example, is it acceptable to use slang or contractions?
3. How will your instructor evaluate the assignment?
4. \A4rat questions (what, how, andlor wlty) wlllyou answer in your
essay in response to the essay assignment? (Hint: Underline the
words in the assignment that tell you what to do.)
5. What concerns or questions do you have about this assignment?
6. Share your answers with another small group of classmates.
1.
53
in Chapter 1).
lcentered; important
words capitalizedl
lntroduction
ilength of
50-75 wordsl
flength of
introduction: about
background
paragraph:125-175
,' Necessary
wordsl
[each topic sentence
relates to one or
'
54
Chapter
[each body
paragraph explains,
defines, and/or
a concluding sentence
illustrates one or
more ideas in the
topic sentencel
flength of each
body paragraph:
125-175 wordsl
fiength of
conclusion: about
50-75 wordsl
i$;X*X*;{t*ffi
Hva
a.r
at !n
g *s *a}r
st
r{.*
et
Ei
re
With three or four classmate5 read Vera's essay below. Cover the notes in
the right margin of the essay with a ruler or a piece of paper. Then,
complete the steps that follow.
The main topic
(wedding shoes
websites) is
introduced in the
first sentence.
day was getting closer every day. Almost everything was ready.
She had her dress, tiara, and wedding veil; however, she had not
websites you
website.
'Attention-grabber":
her sister's story.
The introduction
gradually leads to the
thesis statement.
Thesis Statement:
citation.
55
Description of
Web search
process
2. Definition and
criterion
website.
Bodv Paraqraph 2
1.
Description and
evaluation of
A's
images
2. Contrast
with
and evidence
about'bther
products" on
3. Description and
evaluation of
A's
colors
4. Contrast
with
and evidence of
distracting colors
onB
5.
Bt
NEW!
6. A's easy-to-focus
pa9e
56
Chapter
evaluation of
A's
layout
2. A's
options
3. Contrast
with
Concluding sentence
Bodv Paraqraph 4:
1. Reference
to
research
2. Description and
evaluation of
A's
font (cursive),
boldfacing,
underlining, and
captions
3. Contrast
with
B.
Concluding sentence
Conclusion:
Summary of the
essay's main idea
Prediction
57
References
is centered.
http://www.
b rid a
peo ple,co m
from http://www.bridalshoes.com
entry is indented by
5-7 spaces.
List websites in
alphabetical order.
the information,
No period at the end
Chapter Essay
3.
Assignment
59
b. texture:
soft
average
crunchy
'r
verY crunchy
it
is
student in this course, to compare the websites of two famous soft drink
brands, Coca-Cola and Pepsi.
Katte's List
Crtll,rtort
aa a
btX soda
f, Laqotft.
Hoa
+unLil,llnal pwposes.
Rtpsort'.Ivw uebstL.a slrluld be dearly forrvtatled.
-Wtru+t!!l'.
Crilernn z'.ArapLuu
Defirultort,1Lw arttsttc 6r"Jr! ot lhz desr4rt, irtduAinX imaXu
ard arunattort.
Pzasort'. tne p%e should be risutlll appealutX.
Crtlzrto n e'. I.rtf orual,irJ e
Defiru,tr,ort, lne uebsilz should hale irfforualtorr rdetJati. +0 +he prodwl.
adrlerltsed.
Pzasort, Users should be able
to
tewrt
60
Chapter
to ltSe
pr+;^Atl'. lne intorualtort ort the u:ebshe is easy +a +;nd",60 e{eft
'l)rrse ,ht do rtoL use the lrftunet otLu co'rr +u1d ;+.
Fzosort, I1 the nebsr,te Ltas pten! ol irthorualnrt buL is dif{iuJL tor
the usu to firtd, nhat is the poirtt of h"uinX a ueba.lz?
Crftzrtort +..easl
EXERcISE
ffi
ffi
"4e==*fgaE*g
K*EE*k
$Es
2"
3"
your essay?
Which of Katie's criteria seems the least interesting for a reader? \A4ey?
Katie defines four criteria in her outline. Two of her definitions are
complete sentences, and two are not. Vihich of Katie's definitions
are incomplete sentences? Highlight or underline them. (Hint:
Remember that a complete sentence can stand alone and has at least
5. How can studying Katie's list help you with your essay?
of criteria include
CARP (contrast,
Chapter Essay
Assignment
61
and John Tollett and is amajor component in their book,The NonDesigner'sWeb Book.
(C) Contrasf is what draws your eyes into a page. The contrast might
be type that is bolder, bigger, or a very different style. It might be
different colors, graphic signposts, or a spatial arrangement. To
TILI
62
Chapter
activites/tilt/ti lt.htm
Source: Goff, A. & Wheeler, C. "Web Evaluation Criteria'l
Coplright
with
Permission.
terminology at elt.heinle.com/collegewriting.
unfamiliar words.
with two classmates, and ask about the unfamiliar
words. If your classmates cannot help you with the unfamiliar
words, ask your instructor for help.
4. Thke notes aboutyour discussion and keep them in your writing folder.
3. Discuss the lists
l#Fl#..gj#i#'Fffi $eleetinsvai#*tios:erEteria
Number each criterion in the combined CARP and TILT lists in order of
importanca Then,
2.
3.
4.
63
Summarizing
Summarizing is retelling something in fewer words.We summarize all
the time in our everyday life:when we quickly retell a movie plot to a
friend, when we go over our qualifications during a job interview or
when at a party we sum up the highlights of our latest vacation'
Academic work often includes summaries. lnstructors often
summarize the main points of a lecture at the beginning or end of
class, and most textbooks include section andlor chapter summaries.
Students are often asked to write summaries. For instance:
of the original.
Here are strategies for writing an effective summary:
2.
3.
the text.
Read the text a third time to review the main points and the
key terms.
1.
64
Chapter
4.
It helps to
cover the text you
are summarizing so
that you are not
tempted to look
at it.
Begin your summaryby giving the title of the reading and the name
of the author (if available).
5. As you write the summary, try to retell the main ideas without
looking at the original text. Of course, you will use some of the
keywords and phrases used by the writer, but the other words and
the sentence structures should be different from the original.
6. Once you are finished, compare your summary to the original text
to make sure you summarized all the main ideas and gave each idea
the same importance given by the author.
your own.
EXERCISE
ffi
ffi
tfdr*cEmg
a s*arlaffierg
Read the following paragraph about Web design. Then, follow the strategies
for ffictive summaries you read earlier. Because the paragraph is about 176
words long try to make your summary only about 50 words or at least half
as long. Wen you finish writing your suffimary, compare it to the original
paragraph. Did you forget to list one or more main ideas? Add them to your
summary. How long is your summary? If it is too long, cross out words or
phrases that do nol seem very important.
Chapter Essay
Assignment
65
ExERCISE
ffi
ffi
EveEa**5mg
# $#F?tffi*ry
Read the student summary below. Then, answer the questions that follow,
ln "Visual Appeal and Color," Rachele Monte states that
Web designers make a webpage attractive by using interesting
graphics, text, and especially color.The colors on a webpage
need to blend together well and should go with the webpage
Summary introduces
\{hat key terms from the original text did the student use?
66
Chapter 2
:##Eif#i**ffi
fcenpa ri ns
suv?r FT:e
rE*s
Form a group with two classmate* Take turns reading each other's
summqry. Then, discuss the summaries by asking these questions:
;**q$SEf:f.,,,,ffi *eve
lop
Review the three criteria you selected from the CARP and TILT lists.
Reyiew your summary Select four to six criteria you might use in your
writing assignment.
1. On
selected criteria.
2.
with two
a.
3.
S*l*ctirg a pr*dut
To choose a product for your explaining essay,
will
select one of these products when you evaluate two websites that
2.
advertise the product. For example, if you like to ski, you may want
to look for websites that advertise skis or ski clothing.
Next to each product, write in parentheses the brand names you
3.
67
1. Open the browser Google or another browser and type the name of
the website you want to find (example: "Kellogg's cornflakes"). Visit
four to six websites before you select the two you want to compare.
Nofe: Choose official company websites for the product you
selected. Official websites generally state "Official Website" on the
homepage (the main webpage) or include the company's name in
the website address, which is called URL (Uniform Resource
Locator). Example: http ://www.honda.com/index
2. Print a copy of the homepage of each website you chose. Label one
copy "Website ,{' and the other "Website B." Be sure to choose two
websites of similar quality that advertise two brands of the same
product.
3. Place the copies in your writing folder.
Now that you have chosen your websites, look at them carefully. Then,
revise and/or add to the list of criteria you made earlier. Be sure to give a
Use quotation
marks every time
you copy
information directly
from another
definition and a reason for each criterion you add. Put your revised list in
your writing folder. You will narrow your list to three or four criteria when
you begin to organize your essay.
source.
With a classmate, study Tyler's Evaluation Chart on the next page. Then,
answer the questions that follow.
2.
3.
is their order
of
68
Chapter
poor
Poor
Average
Above Average
Excellent
(riterion
Score
Site A
Reasons
Site
1. Layout
@@@
@@
@@@
@
out-very
options-shoe
z.
Visual Appeal
@@@ @@
@@
s.
Graphics
@@@ @@@
69
Criterion
Score
Site
Site A
+.
Readability
Reasons
B
@@@ @@@
it
eyes-like
s.
lnformation
@@@ @@@
info
ExERCISE
ffi
ffi
Return to your writing folder and review your list of criteria. Select three or
four criteria to use in the evaluation of your chosen websites:
1.
above
average
>r>t>r**
excellent
Chapter
Quotations
As you write your essay for this chapter, you
Quotations
fnlanatilns
According to William and Tollett,
important components in
website design" (William and Tollett,
a comma (,)
z.
the quotation
as
g.
+.
letter ("The
s.
..." A ...').
e. lfthe
parentheses.
z.
......,.. ...
-..,.
...;-
:!::ln l11l'll':::
71
Quotations
'
l*l':nut':::.
L,'-"'-.
"
:
i
':
,
point
Tollett,2000).
l.i*tAF,i$fffi
&maxyxin g
e.
. . .)
qu*tati*ns
Read the quotations below and answer the questions that follow' The
two examples have been completed for you'
Examples:
S
@,
first
72
Chapter
B. According to an internet
C.
D.
lnetDzine,
suggests,"Make it easy to
explore your site, yet always have access to home and
featured pages readily available."
@,
1. Identift the main subject (S) and verb (V) that come before the
quotation in each sentence.
2.
3.
EXERcigE
ffi
#**cE$glncg *s*"#rs
With a classmate, read the quotations below. Then, complete the steps that
follow. The example has been corrected for you.
Example:
As Goff and Wheeler explain,"Tables allow Web designers to
organize and group informationT'
A. According to Jeff
B.
73
elt.heinle.com/collegewriting.
websites for your essay. In this phase of the writing process, you will begin
to shape and organize your ideas by writing a "working" thesis staterrent,
preparing an essay map, and drafting your introduction and background
paragraphs. You can avoid a lengthy revision process if you map (plan and
organize) your essay well.
illl:::il::'ri::;lli:lil:
i:]
!i
i:ai:l l11
1.
74
Chapter
1. lt
2.
g.
4.
helps the writer focus the essay (as a camera can focus
photograph)
lt helps the writer create the topic sentences for the body
paragraphs (each topic sentence will be about one or more of
the controlling ideas in the thesis).
lt tells the reader early in the essay the main idea of that essay.
lt gives the reader enough information to predict the main
ideas of the body paragraphs by asking questions the writer is
expected to answer.
the roof).
Here is a sample thesis statement about evaluating websites:
oryanizatiort
75
Example:
The Adidas website (A) and the Nike website (B) are
"orutv@@,but
informatio
Questions the writer
s
a
*
*
*
s
1.
un.'r@
will answer in the body paragraphs:
B?
Although the Apple computer website (a) is more informative, the Dell
computer website (B) has better graphics and more interesting links.
Questions the writer
2. The Wendy's website (A) has a better layout, is more user friendly,
and gives more useful information than the McDonald's website (e).
Questions the writer
76
Chapter
3. Both guitar
Bgi*l
XERCIsE
Effi
'"*.=eEr*E
q !;#
e":
r=
":,4;t:
rE",E
+g
*:.< I suu
topic sentences.
Chapter Essay
Assignment
77
controlling ideas
(B)
1:
I
The controlling idea
1
Topic Sentence
"four criteria" is
four
qualities in Tyler's
thesis statement"visual appeal,
and
product information"'
readability, layout,
"r*ntiuf
ir*@r.
Questions:
WHAT is visual appeal? Something attractive to the eye.
controlling I
ideas "excited
]
visually" and
I
[The
"visually appealing"
refer to "visual
thesis
statement'l
appeal" in the
Questions:
78
Chapter
in the thesis
statement.l
Questions:
WHAT makes Saucony's readability level lower? Competing
headings of equal size. Eye movement is slowed down, harder for
the eyes to go from left to right (mention shoe picture at the
"symmetrical," and
'grouped" refer to
the criterion "layout"
in the thesis
statement.l
Questions:
WHAT is symmetry? Define symmetry, give example of Nike,s
website (equal space is taken up by images and writing).
information" and
"greater quality of
information" relate
to "product
information" in the
thesis statement.l
79
Questions:
HOW MUCH information does the Nike's website provide? Shoe's
characteristics-cushioning, motion control, stability, weight-are
easy
to understand.
iiii.* j d
Review your "working" thesis statement and the questions you expect to
answer in your essay. On separate paper, rewrite your working thesis. Then,
1. On additional
2.
3.
statement.
Leave the rest of the page empty after each topic sentence so that
you can list the supporting details from your collected materials.
Remember: Use kep,vords and phrases for the controlling ideas in
your topic sentences that refer to the ideas in the thesis statement.
i!i+-*t*'f$F*tffi
LE*tEr:s
evid*ne*
80
Chapter
The lntroduction
Academic writing is a complex task that requires many decisions.
Effective writers understand that there are as many"rules"to successful
writing as there are decisions to be made.That is, academic readers
have expectations about what the writing will "look like":what will
come first, how it will be written, where the thesis will be, how the
topic sentences will relate to the thesis statement, and even what
supporting examples and details will come after a topic sentence.
Many of these "rules" or reader expectations are not written; they are
simply expected, and they are called "writing conventions."
Take the introductory paragraph-the first paragraph in an
academic essay-as an example.The functions of the introduction are
in this order:
1.
2.
3.
introduction
Notice that the introduction of an academic essay or report is
shorter than the body paragraphs because it does not'tonventionally"
(typically) present any support or evidence.
You can make the introduction interesting by starting with a
well-known fact or detail about the topic that the reader will agree
with, and then follow with some less familiar information to engage
the reader.You might ask a thought-provoking question or begin with
a brief dialogue. Some writers like to call these different devices
"hooks." Just as fishermen use baited hooks to lure their prey, writers
use interesting introductions to capture their readers'attention so that
the readers will want to read the rest of the essays.
Here are two examples of interesting introductions. Read both
introductions before reading the comments in the left margin.
Chapter Essay
Attention-grabber
or hook: personal
experience with the
provides general
information about
the topic (websites)
and gradually leads
to the thesis.
ln the thesis
statement, the
controlling ideas
focus on three
aspects (layout,
readability, quality of
information) of the
general topic
(attractive websites).
The websites
compared in the
essay are listed:
1. name of website,
2. date website
was
last updated
(if given), and
3. retrieval date.
Assignment
81
References
Sam Goody website (2003). Retrieved October 2,2004from
htt p://www.sa m g oody.co m
82
Chapter
The introduction
their products and for people to shop and buy products without
spending hours in stores. Some people do not know much about
the different ways webpages can be designed. However, they do
know when a certain page is frustrating to use or access.
lnetDzine, a Dot Com firm that specializes in website design for
the AEC (Architecture, Engineering & Construction) industry,
stresses the importance of making websites easy to navigate
("What Makes," 2003). Users need to be able to move easily
between pages, and the homepage and featured pages should
be easily accessed from any page on the website. Therefore,
when I evaluated two websites that advertised two brands of
shampoo, I looked at their user friendliness, easy access, and
information; based on these criteria, the Head & Shoulders
website (headandshoulders.com) proved superior to the Herbal
Essence website (herbalessence.com).
information about
the purpose of
websites.
Hook: Reference to
expert opinion about
information) of the
References
general topic
(successful websites).
in alphabetical order
http://www.herba lessences.com/home.asp
Reference begins
author available.
Am*lyzlerg intred*sstisfi s
Reread Introductions 1 and 2. Then, answer the following questions:
1. How does
2.
with
3.
4.