The Longman Writer
The LongmanWriterRhetoric, Reader, Research Guide,and HandbookTenth EditionJudith NadellJohn Langanwith contributions fromDeborah Coxwell-TeagueFlorida State UniversityNew York, NYA01 NADE7647 10 SE FM.indd 110/31/16 3:06 PM
VP & Portfolio Manager: Eric StanoDevelopment Editor: Steven RigolosiMarketing Manager: Nick BolteProgram Manager: Rachel HarbourProject Manager: IntegraCover Designer: PentagramCover Illustration: Anuj ShresthaManufacturing Buyer: Roy L. Pickering, Jr.Printer and Binder: RRD CrawfordsvilleCover Printer: Lehigh-Phoenix Color/HagarstownAcknowledgments of third-party content appear on pages 583–586, which constitute an extension of thiscopyright page.PEARSON and ALWAYS LEARNING are exclusive trademarks in the United States and/or other countriesowned by Pearson Education, Inc., or its affiliates.Unless otherwise indicated herein, any third-party trademarks that may appear in this work are theproperty of their respective owners and any references to third-party trademarks, logos, or other trade dressare for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, orany relationship between the owner and Pearson Education, Inc., or its affiliates, authors, licensees, ordistributors.Library of Congress Cataloging-in-Publication DataNames: Nadell, Judith, author. Langan, John, author. Coxwell-Teague, Deborah, author.Title: The Longman writer: rhetoric, reader, research guide, and handbook /Judith Nadell, John Langan, Deborah Coxwell-Teague.Description: Tenth edition. New York, NY: Pearson Education,[2018] Includes index.Identifiers: LCCN 2016047708 ISBN 9780134407647 (student edition)Subjects: LCSH: English language—Rhetoric—Handbooks, manuals, etc. Reportwriting—Handbooks, manuals, etc. College readers.Classification: LCC PE1408 .N188 2018 DDC 808/.042—dc23LC record available at https://lccn.loc.gov/2016047708Copyright 2018, 2015, 2011 by Pearson Education, Inc. All Rights Reserved. Printed in the United States ofAmerica. This publication is protected by copyright, and permission should be obtained from the publisherprior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by anymeans, electronic, mechanical, photocopying, recording, or likewise. For information regarding permissions,request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions Department, please visit www.pearsoned.com/permissions/.116Student Edition ISBN 10: 0-134-40764-4Student Edition ISBN 13: 978-0-13440764-7www.pearsonhighered.comA01 NADE7647 10 SE FM.indd 2A la Carte ISBN 10: 0-134-40807-1A la Carte ISBN 13: 978-0-13440807-110/31/16 3:06 PM
ContentsPreface xiPart I1The Reading Process Becoming a Critical Reader andThinker 1Reading, Annotating, and CriticallyEvaluating Texts Stage 1: Get an Overview of the Selection Stage 2: Deepen Your Sense of the Selection Stage 3: Critically Evaluate the Selection 2334Critically Assessing Visuals in a Reading Critically Assessing an Image: An Example Critically Assessing a Graph: An Example 567A Model Annotated Reading 8Larry Rosen 9Our Obsessive Relationship with Technology 9Part II2The Writing Process Getting Started ThroughPrewriting 14Use Prewriting to Get Started 16Keep a Journal 16The Pre-Reading Journal Entry 17Understand the Boundaries of the Assignment 19Determine Your Purpose, Audience, Tone, andPoint of View 19Discover Your Essay’s Limited Subject 23Generate Raw Material About Your LimitedSubject 26Conduct Research 29Organize the Raw Material into a Scratch Outline 30Activities: Getting Started Through Prewriting 323Identifying a Thesis What Is a Thesis? 3536Crafting a Thesis Creating an Effective Thesis Avoiding Thesis Pitfalls Arriving at an Effective Thesis 36363839Placing the Thesis in an Essay 39Activities: Identifying a Thesis 404Supporting the Thesiswith Evidence 42What Is Evidence? 43How Do You Find Evidence? How the Patterns of Development HelpGenerate Evidence 43Characteristics of Evidence The Evidence Is Relevant and Unified The Evidence Is Specific The Evidence Is Adequate The Evidence Is Dramatic The Evidence Is Accurate The Evidence Is Representative Borrowed Evidence Is Documented 444545464646474744Activities: Supporting the Thesis withEvidence 475Organizing the Evidence 49Use the Patterns of Development 50Select an Organizational Approach Chronological Approach Spatial Approach Emphatic Approach Simple-to-Complex Approach 5151525252Prepare an Outline 53Activities: Organizing the Evidence 566Writing the Paragraphsin the First Draft 58How to Move from Outline to First Draft 59If You Get Bogged Down 60iiiA01 NADE7647 10 SE FM.indd 310/31/16 3:06 PM
iv ContentsA Suggested Sequence for Writing the First Draft 1. Write the Supporting Paragraphs 2. Write Other Paragraphs in the Essay’s Body 3. Write the Introduction 4. Write the Conclusion 5. Create the Title 606068687072Pulling It All Together 72Sample First Draft 73Caylah Francis, “Kids and Video Games” 74Commentary 75Activities: Writing the Paragraphs inthe First Draft 775Revising Overall Meaning,Structure, and ParagraphDevelopment 79Six Strategies to Make Revision Easier Set Your First Draft Aside for a While Work from Printed Text Read the Draft Aloud View Revision as a Series of Steps Evaluate and Respond to Instructor Feedback Peer Review: An Additional Revision Strategy 80808080818282Revising Overall Meaning and Structure 86Revising Paragraph Development 86Sample Student Revision of Overall Meaning,Structure, and Paragraph Development 88Activities: Revising Overall Meaning,Structure, and Paragraph Development 898Revising Sentences Make Sentences Consistent with Your Tone Make Sentences Economical Vary Sentence Type Compound Sentences Complex Sentences Vary Sentence Length Make Sentences Emphatic 9292939596979899Revising Words Make Words Consistent with Your Tone Use an Appropriate Level of Diction Avoid Words That Overstate or Understate 103103103104104105106107108109Sample Student Revision of Sentencesand Words 111Activities: Revising Sentences and Words 1129Editing and Proofreading 115Edit Carefully 116Use the Appropriate Manuscript Format 117Proofread Closely 118Student Essay: From Prewriting ThroughProofreading 118Caylah Francis, “Aggression, Addiction,Isolation, and More: The Dark Sideof Video Game Play” 119Commentary 121Revising the First Draft 123Activities: Editing and Proofreading 124Part III The Patternsof Development 10Description What Is Description? Revising Sentences and Words 91A01 NADE7647 10 SE FM.indd 4Select Words with Appropriate Connotations Use Specific Rather Than General Words Use Strong Verbs Delete Unnecessary Adverbs Use Original Figures of Speech Avoid Sexist Language 125126How Description Fits Your Purpose andAudience 126Objective and Subjective Description 127Tone and Language 127Prewriting Strategies 128Strategies for Writing a Description Essay 128Revision Strategies 131Student Essay: From Prewriting ThroughRevision 132Leanna Stoufer, “Enduring with Dignity:Akua’s Surviving Children” 134Commentary 135Activities: Description Prewriting Activities Revising Activities 13813813910/31/16 3:06 PM
Contents vProfessional Selections: Description 140Mario Suárez, “El Hoyo” 140Professional Selections: Illustration 200Cherokee Paul McDonald, “A Viewfrom the Bridge” 144Kay S. Hymowitz, “Tweens: Ten Goingon Sixteen” 200Riverbend, “Bloggers Without Borders ” 147Additional Writing Topics: Description 152Hillary Rodham Clinton, “Remarks to theUnited Nations Fourth World Conferenceon Women Plenary Session” 206Temple Grandin, “Seeing in Beautiful,Precise Pictures” 212Additional Writing Topics: Illustration 21511Narration What Is Narration? 154155How Narration Fits Your Purpose andAudience 155Prewriting Strategies 155Strategies for Using Narration in an Essay 156Revision Strategies 161Student Essay: From Prewriting ThroughRevision 161Laura Rose Dunn, “Letters from Dad” 163Commentary 165Activities: Narration Prewriting Activities Revising Activities 168168168Professional Selections: Narration 169Audre Lorde, “The Fourth of July” 169Lynda Barry, “The Sanctuary of School” 174Joan Murray, “Someone’s Mother” 177Additional Writing Topics: Narration 181Revising Activities 13Division-Classification 199217What Is Division-Classification? 218How Division-Classification Fits YourPurpose and Audience 219Prewriting Strategies 220Strategies for Using Division-Classificationin an Essay 221Revision Strategies 223Student Essay: From Prewriting ThroughRevision 224Catherine Gispert, “The Benchers, theNappers, the Jellyfish, and the Musicians” 225Commentary 227Activities: Division-Classification Prewriting Activities Revising Activities 230230231Professional Selections: Division-Classification 232Amy Tan, “Mother Tongue” 232How Illustration Fits Your Purpose andAudience 184Bianca Bosker, “How Teens Are ReallyUsing Facebook: It’s a ‘Social Burden,’Pew Study Finds” 238Prewriting Strategies 185William Zinsser, “College Pressures” 243Strategies for Using Illustrationin an Essay 186Additional Writing Topics: DivisionClassification 249Revision Strategies 19112Illustration What Is Illustration? 183184Student Essay: From Prewriting ThroughRevision 191Charlene Adams, “Professors Open UpAbout the Benefits of a College Degree” 193Commentary 196Activities: Illustration Prewriting Activities A01 NADE7647 10 SE FM.indd 519819814Process Analysis What Is Process Analysis? 251252How Process Analysis Fits Your Purpose andAudience 252Problem Solving 253Process Analysis Combined with OtherStrategies 25310/31/16 3:06 PM
vi ContentsPrewriting Strategies 254Strategies for Using Process Analysisin an Essay Patricia Cohen, “Reality TV: SurprisingThrowback to the Past?” 254Alex Wright, “Friending, Ancient or Otherwise” 310Revision Strategies 258Additional Writing Topics: ComparisonContrast 313Student Essay: From Prewriting ThroughRevision 25916Cause-Effect 306316Jared Mosley, “Don’t Write Poetry—Bea Poet” 260Commentary 262What Is Cause-Effect? Activities: Process Analysis Prewriting Activities Revising Activities 265265266Prewriting Strategies 318Strategies for Using Cause-Effect in an Essay 319Professional Selections: Process Analysis 268Revision Strategies 324Amy Sutherland, “What Shamu TaughtMe About a Happy Marriage” 268Student Essay: From Prewriting ThroughRevision 325Alex Horton, “On Getting By” 272Caroline Rego, “The Fine Art ofComplaining” 278Additional Writing Topics: ProcessAnalysis 28215Comparison-Contrast 284317How Cause-Effect Fits Your Purpose andAudience 317Erica Zwieg, “Party with a Purpose” 327Commentary 329Activities: Cause-Effect Prewriting Activities Revising Activities 332332332Professional Selections: Cause-Effect 333Jane S. Shaw, “Nature in the Suburbs” 333Leila Ahmed, “Reinventing the Veil” 340What Is Comparison-Contrast? 285How Comparison-Contrast Fits YourPurpose and Audience 285Prewriting Strategies 286Strategies for Using Comparison-Contrastin an Essay 287What Is Definition? Revision Strategies 292How Definition Fits Your Purpose andAudience 354Josie Appleton, “The Body Piercing Project” 345Student Essay: From Prewriting ThroughRevision 293Blake Norman, “Buying a Cross-CountryMountain Bike” 294Commentary 296Activities: Comparison-Contrast Prewriting Activities Revising Activities 300300300Professional Selections: Comparison–Contrast 301Jeffrey N. Wasserstrom, “A MickeyMouse Approach to Globalization” A01 NADE7647 10 SE FM.indd 6301Additional Writing Topics: Cause-Effect 17Definition 351353354Prewriting Strategies 355Strategies for Using Definition in an Essay 356Revision Strategies 359Student Essay: From Prewriting ThroughRevision 360Olivia Fletcher, “‘Tweet, Tweedle-lee-dee’(118 Characters Left)” 360Commentary 364Activities: Definition Prewriting Activities Revising Activities 36536536610/31/16 3:06 PM
Contents viiProfessional Selections: Definition 369Jhumpa Lahiri, “My Two Lives” 369Laura Fraser, “The Inner Corset” 373Keith Johnson, “Who’s a Pirate? In Court,a Duel Over Definitions” 378Additional Writing Topics: Definition 38418Argumentation-Persuasion What Is Argumentation-Persuasion? How Argumentation-Persuasion Fits YourPurpose and Audience Logos, or Soundness of the Argument Pathos, or the Emotional Powerof Language Ethos, or Credibility and Reliability Analyzing Your Audience 386387387388388389389Prewriting Strategies 390Strategies for Using Argumentation-Persuasionin an Essay 391Revision Strategies 405Student Essay: From Prewriting ThroughRevision 406Lydia Gumm, “It’s About Time, Augusta!” 406Commentary 411Activities: Argumentation-Persuasion Prewriting Activities Revising Activities 413413414Professional Selections: ArgumentationPersuasion 418Anna Quindlen, “Driving to the Funeral” 418Mary Sherry, “In Praise of the ‘F’ Word” 422Debating the Issues: Gender-Based Education 425Gerry Garibaldi, “How the SchoolsShortchange Boys” 425Michael Kimmel, “A War Against Boys?” 431Debating the Issues: Government Regulationto Help Control Obesity and RelatedDiseases 437Mark Bittman, “What Causes Weight Gain” 437Sherzod Abdukadirov and MichaelMarlow, “Government Intervention WillNot Solve Our Obesity Problem” 442A01 NADE7647 10 SE FM.indd 7Additional Writing Topics: Argumentation- Persuasion 446Part IV19The Research Essay Locating, Critically Evaluating,Analyzing, and SynthesizingResearch Sources 448Plan the Research 449Understand the Essay’s Boundaries 449Choose a General Subject 450Prewrite to Limit the General Subject 451Understand Primary versus SecondaryResearch 451Conduct Preliminary Research 452Identify a Tentative (Working) Thesis 452Make a Schedule 453Conduct Primary Research Conduct Interviews Gather Information with Surveys 453453454Conduct Secondary Research Find Books on Your Subject Find Periodicals on Your Subject Find Sources on the Internet Know the Advantages and Limitationsof the Library and the Web 455456456457Prepare an Annotated Bibliography Record Information About the Source 458458457Critically Evaluate Sources 460Relevance 460Timeliness 460Seriousness of Approach 461Objectivity 461Analyze and Synthesize Source Material Analyzing Source Material Synthesizing Source Materials 462463464Use Quotation, Summary, and ParaphraseWithout Plagiarizing 465Quotation 465Summary 466Paraphrase 468Avoiding Plagiarism 47010/31/16 3:06 PM
viii ContentsActivities: Locating, Critically Evaluating,Analyzing, and Synthesizing ResearchSources 47120Writing the Research Essay Refine Your Working Thesis 475475Organize the Evidence by Outlining 476Write the First Draft 477Integrate Sources into Your Writing 477Using Sources Effectively 478Awkward Use of a Quotation 478Effective Use of a Source 478Introducing a Source 479Using Variety in Attributions 480Shortening or Clarifying Quotations 481Capitalizing and Punctuating ShortQuotations 482Presenting Statistics 483Document Sources to Avoid Plagiarism What Needs to Be Documented? What Does Not Need to Be Documented 484485485Creating In-Text References: MLA Format 485Revise, Edit, and Proofread the First Draft 489Prepare the Works Cited List: MLA Format General Instructions for the MLA WorksCited List Citation Examples 490Prepare the References List: APA Format Parenthetic Citations in the Text General Instructions for the APAReferences List Citing Print Sources—Periodicals Citing Print Sources—Books Citing Sources Found on a Website Citing Sources Found Through an OnlineDatabase or Scholarly Project Citing Other Common Sources 498498490494499500502503505506Sample Student Research Essay MLA-StyleDocumentation 507MLA-Style Documentation 507A01 NADE7647 10 SE FM.indd 8515518473 Part V The Literary Essayand Essay Exam Revise Your Annotated Bibliography andOrganize Any Additional Notes Lydia Eileish Kelly, “MMORPGs: Creatinga Culture of Inclusion” APA-Style Documentation Activities: Writing the Research Essay 50821Writing About Literature 519Elements of Literary Works Literary Terms 520520How to Critically Read a Literary Work Read to Form a General Impression Ask Questions About the Work Reread and Annotate Modify Your Annotations 522522522523523Write the Literary Analysis 524Prewrite 524Identify Your Thesis 524Support the Thesis with Evidence 525Organize the Evidence 525Write the First Draft 526Revise Overall Meaning, Structure, andParagraph Development 527Edit and Proofread 528Pulling It All Together Read to Form a General Impression 528528Katherine Mansfield, “Miss Brill” 528Student Essay 533Bella Clemmons, “At Least for aWhile—Perhaps Forever” 533Commentary 533Additional Selections and WritingAssignments 534Robert Frost, “Out, Out—” 534Kate Chopin, “The Story of an Hour” 53622Writing Essay Exams 539Three Forms of Written Answers on EssayExams 540Short Answers 540Paragraph-Length Answers 540Essay-Length Answers 541How to Prepare for Essay Exams 541Taking Essay Exams 54210/31/16 3:06 PM
Contents ixSurvey the Entire Test Understand the Essay Question Write the Essay Sample Essay Answer Misplaced and Ambiguous ModifiersDangling Modifiers 560561542542542544Punctuation 561546Period (.) 561Question Mark (?) 562Exclamation Point (!) 563Comma (,) 563Semicolon (;) 566Fragments 545Phrase Fragments 545Dependent Clause Fragments 547Colon (:) 567Quotation Marks (“ ”) 568Ellipsis ( ) 570Comma Splices and Run-on Sentences Three Common Pitfalls 549549Apostrophe (‘) 570Parentheses () 572Faulty Parallelism 551Brackets [] 573Hyphen (-) 574Dash (—) 575Activity: Writing Essay Exams Part VIA Concise Handbook Sentence Faults 545Verbs 552Problems with Subject-Verb Agreement 552Problems with Verb Tense 554Pronouns 555Problems with Pronoun Use Pronoun Case Pronoun Agreement Pronoun Reference 555555557559Mechanics 575Capitalization 575Italics 576Numbers 577Abbreviations 578Acknowledgments 583Modifiers 560Photo Credits 585Problems with Modification Index 587A01 NADE7647 10 SE FM.indd 956010/31/16 3:06 PM
PrefaceThe Longman Writer brings together equalparts product and process. We describe possible sequences and structures to stress theconnection between reading and writing, and weemphasize that these steps and formats shouldbe viewed as strategies, not rigid prescriptions,for helping students discover what works best forthem. This flexibility ensures that The LongmanWriter can fit a wide range of teaching philosophiesand learning styles.The Longman Writer includes everything thatstudents and instructors need in a one- or two- semester, first-year composition course: (1) a comprehensive rhetoric, including chapters on each stageof the writing process and discussions of the essayexam and literary paper; (2) a reader with professionalselections and student essays integrated into the rhetoric; (3) a research guide, with information on writingand properly documenting a research paper in bothMLA and APA formats, including up-to-date guidelines based on the 8th edition of the MLA Handbookand the 6th edition of the APA Publication Manual;and (4) a concise, easy-to-use handbook. Throughoutthe text, we aim for a supportive, conversationaltone that inspires students’ confidence. Numerousactivities and writing assignments—more than 500 inall—develop awareness of rhetorical choices andencourage students to explore a range of composingstrategies.What’s New in the Tenth Edition(Part II) and throughout the chapters on the patterns of development and the research essay (PartsIII–IV), with more professional selections includingMLA and APA in-text references and works citedor reference lists.The importance of reading and thinking critically is emphasized throughout the text, beginning in Chapter 1, “Becoming a Critical Readerand Thinker.” Each chapter teaches students howto think critically during the composing process,including tips for thinking critically about thesources they might integrate in their essays.A revised section on the writ
John Langan with contributions from Deborah Coxwell-Teague Florida State University TenTh ediTion New York, NY A01_NADE7647_10_SE_FM.indd 1 10/31/16 3:06 PM. VP & Portfolio Manager: Eric Stano Development Editor: Steven Rigolosi Mark
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English grammar Thi. s book is based on the Longman English Grammar and the grammatical information in it is all drawn from this work. Longman English Grammar Practice has been designed to stand on its own. Students wh o requir furthee r grammatica informatiol cann refe tro the Longman English Grammar. How the materia ils organized Longman English
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