Making Sense with Integrated Reading and Writing

by McKusick, Donna; Starr, Al

• ISBN13: 9780134001111
• ISBN10: 0134001117
• Edition: 1st
• Format: Paperback
• Copyright: 2019-10-16
• Publisher: Pearson

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.

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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
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