Second Edition ENGLISH COMPOSITION Annotated Instructor’s Edition - Not for Sale © All Rights Reser ved.Project Manager: Sarah Quinn Editors: Katherine Binder, Laura Brown, Caitlin Coleman, Caitlin Edahl Creative Services Manager: Trudy Gove Tronco Designers: Lizbeth Mendoza, Joel Travis Cover Design: Trudy Gove Tronco Composition Assistance: Quant Systems India Pvt. Ltd. A division of Quant Systems, Inc. 546 Long Point Road Mount Pleasant, SC 29464 Copyright © 2022 by Hawkes Learning / Quant Systems, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written consent of the publisher. AIE Library of Congress Control Number 2020918466 Library of Congress Control Number 2020918473 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN: 978-1-64277-446-7 AIE ISBN: 978-1-64277-447-4 Table of ContentsCOMP2e_FM_Preface.indd 2COMP2e_FM_Preface.indd 211/23/2020 9:31:58 AM11/23/2020 9:31:58 AM © All Rights Reser ved.Table of Contents Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Chapter 1 Why We Write Lesson 1.1 Writing Situations and Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Lesson 1.2 Writing to Respond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Lesson 1.3 Writing to Summarize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Lesson 1.4 Writing to Propose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Lesson 1.5 Writing to Discuss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Lesson 1.6 Writing to Describe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Lesson 1.7 Writing to Argue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Lesson 1.8 Writing to Analyze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Lesson 1.9 Writing to Evaluate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Chapter 1 Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Chapter 1 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Chapter 2 Modes of Writing Lesson 2.1 Descriptive Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Lesson 2.2 Narrative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Lesson 2.3 Expository Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Lesson 2.4 Persuasive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Chapter 2 Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Chapter 2 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Chapter 3 The Writing Process Lesson 3.1 Pre-writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Lesson 3.2 Drafting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Lesson 3.3 Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Lesson 3.4 Peer Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Lesson 3.5 Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Lesson 3.6 The Final Draft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Chapter 3 Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Chapter 3 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Chapter 4 Parts of the Essay Lesson 4.1 Rhetorical Essay Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190 Lesson 4.2 The Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 Lesson 4.3 Thesis and Purpose Statements . . . . . . . . . . . . . . . . . . . . . . . . . 218 Lesson 4.4 Body Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 Lesson 4.5 Transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 Lesson 4.6 The Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 Chapter 4 Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 Chapter 4 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 COMP2e_FM_Preface.indd 3COMP2e_FM_Preface.indd 310/8/2020 5:06:15 PM10/8/2020 5:06:15 PM © All Rights Reser ved.ivTable of Contents Chapter 5 Reading & Rhetoric Lesson 5.1 Taking Notes and Annotating Texts . . . . . . . . . . . . . . . . . . . . . . 268 Lesson 5.2 Identifying the Main Idea and Supporting Details. . . . . . . . . . . 279 Lesson 5.3 Identifying Organizational Patterns. . . . . . . . . . . . . . . . . . . . . . . 289 Lesson 5.4 Understanding Purpose, Audience, and Tone . . . . . . . . . . . . . . 298 Lesson 5.5 Recognizing Rhetorical Appeals . . . . . . . . . . . . . . . . . . . . . . . . . . 306 Lesson 5.6 Analyzing Rhetoric through Word Choice. . . . . . . . . . . . . . . . . . 312 Lesson 5.7 Understanding the Basics of Logic . . . . . . . . . . . . . . . . . . . . . . . 318 Lesson 5.8 Recognizing Logical Fallacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326 Lesson 5.9 Evaluating Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332 Lesson 5.10 Analyzing Rhetoric through Visuals. . . . . . . . . . . . . . . . . . . . . . 340 Lesson 5.11 Analyzing and Interpreting Literature. . . . . . . . . . . . . . . . . . . . 347 Chapter 5 Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367 Chapter 5 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371 Chapter 6 Writing & Rhetoric Lesson 6.1 Understanding an Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380 Lesson 6.2 Considering Purpose and Audience . . . . . . . . . . . . . . . . . . . . . . 387 Lesson 6.3 Recognizing Constraints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394 Lesson 6.4 Employing Rhetorical Appeals . . . . . . . . . . . . . . . . . . . . . . . . . . . 400 Lesson 6.5 Using Consistent Tone. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406 Lesson 6.6 Choosing the Right Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411 Lesson 6.7 Using Word and Sentence Variety . . . . . . . . . . . . . . . . . . . . . . . . 418 Lesson 6.8 Polishing an Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426 Lesson 6.9 Responding Critically to Literature . . . . . . . . . . . . . . . . . . . . . . . 428 Chapter 6 Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440 Chapter 6 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445 Chapter 7 Research Lesson 7.1 Basics of Information Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . 452 Lesson 7.2 Understanding the Research Paper . . . . . . . . . . . . . . . . . . . . . . 459 Lesson 7.3 Planning and Tracking Your Research. . . . . . . . . . . . . . . . . . . . . 466 Lesson 7.4 Identifying Types of Sources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472 Lesson 7.5 Evaluating the Credibility of Sources. . . . . . . . . . . . . . . . . . . . . . 478 Lesson 7.6 Understanding and Avoiding Plagiarism . . . . . . . . . . . . . . . . . . 483 Lesson 7.7 Integrating Sources into Your Writing. . . . . . . . . . . . . . . . . . . . . 489 Lesson 7.8 The Annotated Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 496 Lesson 7.9 Basics of MLA Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 502 Lesson 7.10 Basics of APA Style. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515 Lesson 7.11 Basics of CMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 526 Lesson 7.12 Basics of CSE Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 537 Chapter 7 Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545 Chapter 7 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 548 COMP2e_FM_Preface.indd 4COMP2e_FM_Preface.indd 410/8/2020 5:06:20 PM10/8/2020 5:06:20 PM © All Rights Reser ved.v Table of Contents Chapter 8 Writing beyond the English Classroom Lesson 8.1 Writing across the Disciplines � � � � � � � � � � � � � � � � � � � � � � � � � � � 556 Lesson 8.2 Visual and Digital Arguments � � � � � � � � � � � � � � � � � � � � � � � � � � � � 570 Lesson 8.3 Oral Presentations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 578 Lesson 8.4 Etiquette in Social Media� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 590 Lesson 8.5 Technical Writing � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 598 Lesson 8.6 Professional Writing� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 606 Lesson 8.7 Multimedia Projects� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 617 Lesson 8.8 Thinking Critically about Pop Culture � � � � � � � � � � � � � � � � � � � � � 622 Chapter 8 Project � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 635 Chapter 8 Exercises � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 640 Chapter 9 Basics of Grammar & Mechanics Lesson 9.1 Parts of Speech� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 648 Lesson 9.2 The Characteristics of a Sentence � � � � � � � � � � � � � � � � � � � � � � � � 660 Lesson 9.3 Using Commas � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 668 Lesson 9.4 Using Semicolons and Colons � � � � � � � � � � � � � � � � � � � � � � � � � � � 674 Lesson 9.5 Using Quotation Marks, Parentheses, and Brackets� � � � � � � � � 684 Chapter 9 Project � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 691 Chapter 9 Exercises � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 695 Chapter 10 Grammatical Sentences Lesson 10.1 Common Sentence Errors � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 700 Lesson 10.2 Using Consistent Subjects and Verbs � � � � � � � � � � � � � � � � � � � � 707 Lesson 10.3 Using Consistent Pronouns and Antecedents � � � � � � � � � � � � 713 Lesson 10.4 Using Correct Pronoun Reference and Case � � � � � � � � � � � � � � 718 Lesson 10.5 Correcting Misplaced and Dangling Modifiers � � � � � � � � � � � � 724 Lesson 10.6 Using Active and Passive Voice � � � � � � � � � � � � � � � � � � � � � � � � � 728 Lesson 10.7 Maintaining Consistency in Tense and Person � � � � � � � � � � � � 733 Lesson 10.8 Using Parallelism, Coordination, and Subordination � � � � � � � 740 Lesson 10.9 Proofreading Sentences for Grammar � � � � � � � � � � � � � � � � � � � 746 Chapter 10 Project � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 752 Chapter 10 Exercises � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 755 Answer Key � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � AK-1 Glossary � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � G-1 Photo Credits � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � P-1 Index � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � I-1 COMP2e_FM_Preface.indd 5COMP2e_FM_Preface.indd 511/20/2020 1:55:41 PM11/20/2020 1:55:41 PM © All Rights Reser ved.COMP2e_FM_Preface.indd 6COMP2e_FM_Preface.indd 610/8/2020 5:06:30 PM10/8/2020 5:06:30 PM © All Rights Reser ved.viiIntroduction to English Composition · Preface Preface Introduction to English Composition How to Read an English Textbook Don't Skim When reading English textbooks, look at everything: titles, definitions, headings, writing samples, text in the margins, and any text that is highlighted, outlined, or bold. Also pay close attention to any tables, images, graphic organizers, charts, and infographics. Start at the Beginning Don’t start in the middle of an assigned section. You may miss an important concept or skill that is crucial to understanding the rest of the material in the section. Highlight and Annotate Put your book to good use and don’t be afraid to add comments and highlighting. If you don’t understand something in the text, reread it several times. If it is still not clear, mark the text with a question mark or some other notation so you can ask your instructor about it. Use Available Resources Many textbooks reference websites and resources to help you better understand the content. These resources may include videos that help explain more complex skills or concepts. Use the links provided and try searching online for additional explanations of topics you don’t understand. Try Reading the Materials Aloud Reading aloud helps you focus on every word in the sentence. Leaving out a word (or even a punctuation mark) could give a sentence a totally different meaning, so be sure to read the text carefully and reread if necessary. Tips for Success in an English Course Take Notes Take notes in class or independently using a method that works for you. There are many different note-taking strategies, such as the Cornell method, outlines, and graphic organizers. You can try researching these and other methods to see if they might work better than your current note-taking system. Stay Organized As you review your notes each day, be sure to label them using categories, such as definition, concept, example, and process. Try marking each category with a different color or symbol. Use Study Aids Use note cards to remember definitions and concepts. Use the front of the card for the vocabulary term and write the definition on the back of the card, along with a description in your own words. COMP2e_FM_Preface.indd 7COMP2e_FM_Preface.indd 710/8/2020 5:06:36 PM10/8/2020 5:06:36 PM © All Rights Reser ved.viii Preface · Introduction to English Composition Understand, Don’t Memorize Don’t try to memorize concepts without understanding them. Try describing or explaining them in your own words or look for patterns. Memorizing is temporary; true comprehension is long term. Manage Your Time Don’t spend more than ten to fifteen minutes working on a single question. If you can’t figure out the answer, put it aside and work on another one. You may learn something from the next question that will help you with the difficult one. Mark the questions that you skip so you can ask your instructor about them during the next class. Do I Need an English Tutor? Alternatives to Tutoring Before getting a tutor, consider setting up a meeting with your instructor during their office hours to get help. Another alternative is to form a study group with your classmates (either face to face or via video conference). Working in groups and sharing your thoughts with others can be very beneficial to your understanding of key reading, writing, and critical thinking skills. Study groups usually work best when there are three to six members. Having too many people in a study group may make it difficult to schedule a time for all group members to meet. A large study group may also increase distractions. Where to Find a Tutor Many schools have both group and individual tutoring available. In most cases, the cost of this tutoring is included in tuition costs. If your college offers tutoring through a learning lab or tutoring center, you should take advantage of it. You may need to complete an application to be considered for tutoring, so be sure to gather the necessary paperwork at the start of each semester to increase your chances of getting a tutoring time that works well with your schedule. You might be able to find a tutor by asking your instructor or friends for references. You can also try researching online for reputable tutoring organizations in your area. What to Look for in a Tutor Whether you obtain a tutor through your college or hire a personal tutor, look for someone who has experience, educational qualifications, and is friendly and easy to work with. If you find that the tutor’s personality or teaching style isn’t similar to yours, look for a different tutor that matches your communication style. It may take some effort to find the right tutor, but it’s worth it if they help you succeed. How to Prepare for a Tutoring Session To get the most out of your tutoring session, come prepared by bringing your text, class notes, and any homework or questions you need help with. If you know ahead of time what you will be working on, communicate this to the tutor so they can also come prepared. You should attempt the homework prior to the session and write notes or questions for the tutor. Do not ask the tutor to do your homework for you. The tutor will explain how to complete the assignment and let you do the work on your own while they observe and provide assistance. Ask the tutor to occasionally review your writing or work so that they can provide guidance and feedback along the way. Take notes during your tutoring session and ask the tutor if they have any additional resources that may help you, such as websites, videos, or worksheets. COMP2e_FM_Preface.indd 8COMP2e_FM_Preface.indd 810/8/2020 5:06:36 PM10/8/2020 5:06:36 PM © All Rights Reser ved.ixIntroduction to English Composition · Preface Content Highlights (Key Features) Writing Environments: Academic, Professional, and Everyday Writing Environments threaded throughout the text present relevant examples, scenarios, and connections between the lesson concepts and students’ academic, professional, and everyday lives. These meaningful applications for students of all backgrounds and disciplines lie at the heart of this textbook. Further Resources Students are presented with opportunities to connect with outside sources related to lesson concepts. These sources include news articles, TED Talks and other instructional videos, podcasts, research tools, and more. Students are provided with links to easily visit these resources. Group Activities Collaborative exercises pepper the text and direct students to work together to share ideas, brainstorm, and apply key lesson content via discussion and hands-on activities. All activities require little to no outside materials, and most can be adapted for independent work. Helpful Hints These explanations and instructional tips and tricks break down complex topics and help students grasp key concepts more easily. w Writing Environment: Academic ʕ Writing Environment: Everyday Ǭ Writing Environment: Professional You’ve probably heard the phrase attention to detail . In the workplace, your ability to pay attention to details will enable you to be an informed and well-organized planner or manager. In fact, some jobs will require this skill as a necessary component. Consider the importance of detail for surgeons, lawyers, engineers, and graphic designers. Further Resources Fake news is a relatively new term for an old phenomenon. To read more about the history of misinformation in American media, read this article from JSTOR Daily: (hawkes.biz/FakeNews). Group Activity Choose two popular commercials to watch on YouTube. As a group, discuss the argument that each commercial makes. How are they different and/or similar? Are the arguments effective or ineffective? Helpful Hint When selecting a topic for a proposal, choose something interesting and meaningful to you. Your proposal will be more convincing if it’s about something you really care about, and your enthusiasm will convince your readers to put your plan into action. COMP2e_FM_Preface.indd 9COMP2e_FM_Preface.indd 910/8/2020 5:06:36 PM10/8/2020 5:06:36 PM © All Rights Reser ved.Next >