9780134001111

Making Sense with Integrated Reading and Writing

by ;
  • ISBN13:

    9780134001111

  • ISBN10:

    0134001117

  • Edition: 1st
  • Format: Paperback
  • Copyright: 1/21/2015
  • Publisher: Pearson

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Summary

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For advanced courses in Integrated Reading and Writing.

Helps students become powerful, insightful writers and readers
Making Sense with Integrated Reading and Writing takes a comprehensive approach to English mastery, combining both reading and writing instruction into one seamless resource. The text is relevant and engaging, empowering students to recognize and learn from the inherent connection between reading critically and writing well.

The approach of Making Sense is based on the premise that language is used to construct knowledge and to interact with others. This approach proposes that both readers and writers must organize thoughts, infer and construct ideas, and revise meaning recursively in both the processes of reading and writing.

The authors explore these ideas through challenging, authentic readings that inspire students to reach new levels of understanding, and by encouraging students to ask hard and unique questions (How do I learn? Why do I think this way?) Comprehension questions that follow the readings guide students through basic understanding to inference and analysis; these written responses often become the basis for longer and more challenging writing assignments.

Also Available with MySkillsLab ®
This title is also available with MySkillsLab — an online homework, tutorial, and assessment program designed to work with this text to engage students and improve results. Within its structured environment, students practice what they learn, test their understanding, and pursue a personalized study plan that helps them better absorb course material and understand difficult concepts.


Author Biography

Donna McKusick
Donna McKusick is the dean for developmental education at the Community College of Baltimore County. In her 37 years at CCBC, she has served as a faculty member, teaching both reading and writing, and led the college’s innovative developmental education program. She has degrees in both English and Reading and a doctorate in Curriculum and Instruction, focusing on integrated literacy.

Alvin J. Starr
Alvin Starr recently retired as an emeritus professor from the Community College of Baltimore County (CCBC). During his 39 years at CCBC, he served the college as a member of the English department, the chair of that department, the acting Vice Chancellor for Instruction, and the Campus Dean of the Essex campus. Although his academic interests and scholarship have always been varied, developmental education has been a central focus for him. His own efforts and those that he made in conjunction with his colleagues formed the foundation for college’s renowned developmental education program.

Table of Contents

PART ONE: PLANNING AND CONSTRUCTING MEANING
1. Active Learning: Doing Your Job as a Reader and Writer
CHAPTER THEME: Learning to Learn
Making Connections
Reading: A Hunger for Books (Excerpt from Black Boy), Richard Wright
Learning the Stages of Reading and Writing
Understanding Your Own Reading and Writing Processes
Reading: Preface to Enriching the Brain: How to Maximize Every Learner’s Potential, Eric Jensen
What Really Happens When You Read?
The Reading Process
Readings Pieces That Vary in Difficulty
Your Purpose for Reading
The Role of Vocabulary
What Really Happens When You Write?
The Writing Process
Your Purpose for Writing
Improving Reading and Writing
Paraphrase
Connecting to the Topic
Reading: Enhancing the Brain through Skill Learning, Eric Jensen

2. Planning to Read and to Write
CHAPTER THEME: Learning in a Technological World
Reading: Excerpt from The One World Schoolhouse, Education Reimagined, Salman Khan
Planning to Read
Getting Ready
Beginning with the Survey
Reading: Learning from Media (Excerpt from The World of Psychology), Samuel E. Wood, Ellen Green Wood, and Denise Boyd
Identifying Limited Subjects
Reading: An Early Report Card on Massive Open Online Courses, Geoffrey A. Fowler
Using Metacognition
Planning to Write
Selecting and Limiting Your Subject
Considering Your Audience
Considering Your Topic Size
Generating Ideas
Focusing Your Ideas

3. Reading and Writing Paragraphs: Main Ideas

CHAPTER THEME: What Is the Nature of Intelligence?
Connecting to the Topic
Reading: Excerpt from A Self-Portrait, Barbara Jordan
Defining a Paragraph
Paragraph Terminology
Reading for Main Ideas
How to Construct Main Ideas
How to Use Clues and Hints to Construct Main Ideas
How to Figure Out Implied Main Ideas
Reading: Intelligence (Excerpt from The World of Psychology), Samuel E. Wood, Ellen Green Wood, and Denise Boyd
Reading: Gifted Hands, Ben Carson
Writing Paragraphs with Topic Sentences
Checking for a Limited Subject
Checking for an Assertion
Checking for a Complete Sentence

4. Reading and Writing Multi-paragraph Passages and Essays
CHAPTER THEME: Exploring New Models of Intelligence
Reading: Paths Taken and Expectations Fulfilled, Wes Moore
Reading Multi-paragraph Passages in Textbooks
Introductory Paragraphs
Body Paragraphs
Concluding Paragraphs
Reading: Emotional Intelligence (Excerpt from The World of Psychology), Ellen Green Wood and Samuel Wood
Constructing Thesis Statements for Multi-paragraph Passages
Summarizing
Writing a Single-paragraph Summary for a Multi-paragraph Selection
Reading: Excerpt from Self-Theories: Their Role in Motivation, Personality, and Development, Carol Dweck
Writing Multi-paragraph Passages and Essays
Reading Textbooks Versus Writing College Papers
Introducing a Multi-paragraph Paper
Creating the Body of a Multi-paragraph Paper
Concluding a Multi-paragraph Paper
PART TWO: REVISING MEANING AS YOU READ AND WRITE
5. Refining Meaning with Supporting Details
CHAPTER THEME: Overcoming Stress
Reading: You Love Him and You Hate Him, John Feinstein
Reading Supporting Details
Major and Minor Supporting Details
Reading: Common Sources of Stress, Paul M. Insel and Walton T. Roth
Taking Notes While Reading
Reading: Techniques for Managing Stress, Paul M. Insel and Walton T. Roth
Reading: Is Texting Stressing You Out?, Susan Krauss Whitbourne, Ph.D.
Revising for Development and Unity in Your Writing
Development
Unity


6. Making Sense with Coherence
CHAPTER THEME: Overcoming Addiction
Understanding Coherence
Reading: Memoirs of an Addicted Brain: A Neuroscientist Examines His Former Life on Drugs, Marc Lewis, Ph.D.
Understanding Coherence in Reading
Five Techniques for Understanding Coherence
Organization of Details
Transitional Words and Phrases
Reading: Drug Facts: Understanding Drug Abuse and Addiction, National Institute on Drug Abuse
Repetition of Key Words or Phrases for Coherence
Parallel Structure
Transitional Sentences or Paragraphs
Annotation
Reading: The Rational Choices of Crack Addicts, John Tierney
Using Coherence in Writing
Achieving Coherence through Organization of Details
Achieving Coherence through Transitional Words and Phrases
Achieving Coherence through Repetition of Key Words or Phrases
Achieving Coherence through Parallel Structure
Achieving Coherence through Transitional Sentences or Paragraphs

7. Making Sense with Text Patterns
Text Patterns
CHAPTER THEME: Adjusting to College
Reading: Excerpt from My Beloved World, Sonia  Sotomayor
Taking a Closer Look at Text Patterns
Definition
Example/Illustration
Classification/Division
Reading: First Generation Focus, Teresa Heinz Housel
Narrative
Process
Cause and Effect
Description
Comparison and Contrast
Putting the Patterns Together for Reading
Reading: The College Fear Factor: How Students and Professors Misunderstand One Another, Rebecca Cox
Putting the Patterns Together for Writing
Patterns in the Disciplines
Implied Patterns
Combined Patterns

PART THREE: CRITICAL READING AND WRITING
8. Making Sense with Audience, Purpose, Point of View, and Tone
CHAPTER THEME: Learning in a Diverse College Community
Reading: Excerpt from Whistling Vivaldi, Claude Steele
Reading for Audience, Purpose, Point of View, and Tone
Audience
Purpose
Reading: Schools Push a Curriculum of Propaganda, George F. Will
Point of View
Tone
Reading: The Native American Mascot: Tribute or Stereotype?, Sam Sommers
Using Audience, Purpose, Point of View, and Tone in Writing
Unnecessary Shifts in Point of View
An Exception: Intentionally Changing Your Point of View
Techniques for Adding Tone to Writing

9. Making Sense with Facts, Inferences, Opinions, and Arguments
CHAPTER THEME: Committing to College
Reading: Excerpt from The Working Poor, David Shipler
Using Facts, Inference, Conclusions, and Opinions
Understanding Facts
Facts Are Verifiable
Facts Are Reported by Competent Observers Facts Are Unbiased
Facts Are Not Guesses
Facts Are Expressed in Neutral Words
Reading: Is Borrowing Money to Go to College Still Worth It?, Heather Williams
Understanding Inferences
Understanding Opinions, Conclusions, and Arguments
What Distinguishes Facts, Inferences, and Opinions?
When Should You Express an Opinion?
Reading for Facts, Inferences, and Opinions
Reading for Inference
Reading: Why Those Student Loans Are Still Worth It, Elaine Pofeldt
Understanding More about Opinions
Identifying Illogical Support
Emotional Appeals
Fallacies in Reasoning
Reading: Time to Treat College Athletes Fairly, Leigh Steinberg
Reading: The Problems with Paying College Athletes, Kristi Dosh
Writing with Facts, Inferences, Opinions, and Claims
Persuasive Writing (Argumentation)
Framework for a Persuasive Paper

PART FOUR: VOCABULARY WORKSHOP
10. Improving Your Vocabulary with Context Clues
Using Context Clues
Avoid Stop-and-Start Reading
Use Dictionaries Last, Not First
Using Synonym Context Clues
Using Antonym Context Clues
Using Example Context Clues
Using Logical Context Clues


11. Improving Your Vocabulary by Learning Word Parts
Understanding Word Parts
Common Word Parts
Understanding Prefixes
Understanding Roots
 Prefixes, Roots, and Placement
Understanding Suffixes


12. Improving Your Vocabulary by Exploring Word Meanings
Using the Dictionary
 The Parts of a Dictionary Entry
Denotation and Connotation
Denotation, Connotation, and Meaning
Word Choice and Tone

PART FIVE: SKILLS FOR LEARNING: INFORMATION LITERACY
13. Identifying and Locating Information
Distinguishing Popular Sources From Scholarly Sources
Finding Sources
Library Catalogs and Finding a Source’s Address
Search Engines
Research Databases

14. Evaluating Books and Articles as Information Sources
Evaluating Sources


15. Using Information from Library and Online Resources in Papers
Defining Plagiarism
Common Knowledge
Consequences of Plagiarism
Avoiding Plagiarism
Using Direct and Indirect Quotations
Guidelines for Including Direct Quotations
General Rules for Punctuation and Capitalization of Quotations
Giving Credit to Authors


PART SIX: SKILLS FOR STUDYING
16. Creating a Study-reading System Using Annotation
Surveying a Text
Annotating a Text
Highlighting
Studying from Annotations

17. Creating Study-reading Systems with SQ3R, Cornell Notes, and Study Cards
SQ3R
Step 1: Survey
Step 2: Question
Step 3: Read
Step 4: Record
Step 5: Review
Why SQ3R Works
Cornell Notes
The Study Card System


PART SEVEN: GRAMMAR: TOUCH-UP SKILLS
18. Recognizing and Correcting Problems with Confusing Words
Background
Commonly Confused Words


19. Recognizing and Correcting Verb Formation Problems
Background
Basic Terminology: Verb Formation
Verb Tenses and Verb Forms
Regular Verbs
Irregular Verbs
Present Tense
Uses for the Present Tense
Formation of the Present Tense
Future Tense
Uses for the Future Tense
Formation of the Future Tense
Past Tense
Uses for the Past Tense
Formation of the Past Tense
Present Perfect Tense
Uses for the Present Perfect Tense
Formation of the Present Perfect Tense
Past Perfect Tense
Uses for the Past Perfect Tense
Formation of the Past Perfect Tense

20. Recognizing and Correcting Subject-verb Agreement Problems
Background
Basic Guidelines for Subject-verb Agreement
Guideline 1: Agreement with Regular and Irregular Verbs
Guideline 2: Agreement with Be in the Present Tense
Guideline 3: Agreement with Be in the Past Tense
Guideline 4: Agreement with Have in the Present Tense
Rules Involving Prepositional Phrases
A Rule Involving Subjects Following Verbs
Rules Involving And, Or, and Nor
Other Rules Involving Indefinite Pronouns
A Rule for Other Interrupters
A Rule for Descriptive Clauses Beginning with That, Who, or Which
Rules for Subjects that Appear to be Plural

21. Combining Independent Clauses Correctly
Background
Combining Two Independent Clauses with a Comma and a Coordinating Conjunction
Combining Two Independent Clauses with a Semicolon
Combining Two Independent Clauses with a Conjunctive Adverb or a Transition


22. Combining Independent and Dependent Clauses Correctly
Background
Combining Independent Clauses with Dependent Clauses That Begin with a Subordinating Conjunction
A Dependent Clause Beginning with a Subordinating Conjunction Followed by an Independent Clause
An Independent Clause Followed by a Dependent Clause Beginning with a Subordinating Conjunction
Combining Other Types of Dependent Clauses with Independent Clauses
Dependent Clause Beginning with Wh- Pronouns or That + an Independent Clause
An Independent Clause Interrupted by a Dependent Clause Introduced by a Wh- Pronoun or That
Independent Clause Followed by Dependent Clause Introduced by a Wh- Pronoun or That

23. Recognizing and Correcting Fragments
Background
Recognizing Fragments
Correcting Fragments
Combining a Fragment with a Sentence That Follows It
Combining a Fragment with a Sentence That Precedes It
Combining a Fragment That Contains Only a Subject with an Adjoining Fragment That Contains Only a Verb
Revising Wording to Eliminate a Fragment

24. Recognizing and Correcting Run-ons
Background
Recognizing Run-Ons
Fused Sentences and Comma Splices
Correcting Fused Sentences and Comma Splices
Use a Semicolon
Use a Comma and a Coordinating Conjunction
Use a Conjunctive Adverb or Transition Word
Use a Period, Creating Two Sentences
Revise to Make One Clause Dependent

25. Recognizing and Correcting Problems with Commas
Background
Commas and Coordinating Conjunctions
Commas and Subordinating Conjunctions
Commas and To + a Verb
Commas and -Ing Words
Commas and Introductory Prepositional Phrases
Commas with Yes and No
Commas and Conjunctive Adverbs and Other Transitions
Commas and Parenthetical Words and Expressions
Commas and Lists of Examples
Commas and Wh- Pronouns or That
Commas and Appositives
Commas in a Series
Commas and Dates
Commas and Addresses or Place Names


26. Recognizing and Correcting Problems with Apostrophes
Background
Apostrophes and Contractions
Problems with Contractions
Distinguishing Contractions from Possessive Nouns
Apostrophes and Possession
Placing Apostrophes


27. Recognizing and Correcting Problems with Capitalization
Background
Necessary Capitalization
Unnecessary Capitalization


PART EIGHT: GRAMMAR: UNDERLYING SKILLS
28. Identifying Nouns
Background
Identifying Nouns
Tips for Identifying Nouns

29. Identifying Verbs
Background
Recognizing Action Verbs
Testing Action Verbs
Recognizing Actions That Are Not Obvious
Recognizing Past-tense Verbs
Distinguishing Nouns from Verbs
Recognizing Non-action Verbs
Key Non-action Verbs
Sensory Verbs
Recognizing Command Verbs
Recognizing Verbs Ending in -Ing


30. Identifying Subjects and Verbs
Background
Finding the Subject or Subjects
Subject-verb Patterns

31. Distinguishing Verbs and Verbals
Background
To + a Verb = a Verbal
To + A Verb As A Subject
Verbals Ending in -Ing
Verbals Ending in -Ing As Subjects
Past Participles as Verbals


32. Recognizing What Is and What Is Not an Independent Clause
Background
Clauses
Word Groups That Are Not Clauses
Independent Versus Dependent Clauses
Words That Cause Dependency
Pronouns Beginning with Wh- or the Pronoun That
Clauses with an Implied That
Credits
Index
A01_

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