Top
NOTE: Revel is a fully digital delivery of Pearson content. This ISBN is for the standalone Revel access card. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use Revel.
The Reid Guide for College Writers was formerly known as The Prentice Hall Guide for College Writers.
Built for the new world of college writing, with research and writer’s purpose at the core
Today’s writing — and writing instruction — have changed well beyond digital and visual delivery of texts; dramatic changes also are found in all stages of the writing process. Revel The Reid Guide for College Writers, 12th Edition is built for the new world of college writing, where students are not only writers but also designers.
While continuing its emphasis on finding and using authoritative materials, the 12th Edition also encourages students to become active researchers as they move from observing and investigating through more traditional academic research. The authors help students to see the full spectrum of primary and secondary research, including the array of technologies that can help them find, evaluate, reflect on, and synthesize their research into well-formed arguments.
This revision continues to foster rhetorical awareness and asks students to consider purpose, audience, and genre every time they write. Its rhetorical emphasis, practical step-by-step approach, and consistent structure make this guide a highly teachable favorite.
NOTE: This Revel Combo Access pack includes a Revel access code plus a loose-leaf print reference (delivered by mail) to complement your Revel experience. In addition to this access code, you will need a course invite link, provided by your instructor, to register for and use Revel.
Stephen Reid graduated from Grinnell College with a degree in physics and from the University of Kansas with a Ph.D. in English literature. He taught literature and composition in the English department at Colorado State University for 43 years. Over those years, he taught basic and first-year composition as well as composition history and theory, and his literature courses included Western American Literature and Alaskan Literature. He is the author of several composition textbooks, including ten editions of The Prentice Hall Guide for College Writers and a composition reader, Purpose and Process . As writing program administrator for over 20 years, he helped hundreds of graduate teaching assistants learn to become confident and proficient writing teachers.
Dominic DelliCarpini is the Naylor Endowed Professor of Writing Studies at York College of Pennsylvania. He holds a B.A. from the University of Pennsylvania and an M.A. and Ph.D. from the Pennsylvania State University. Currently, he is dean for York College’s Center for Community Engagement and president of the National Council of Writing Program Administrators. He has also served on the Executive Board and as the national secretary for the Conference on College Composition and Communication. Before taking on his current role, he served York College for 5 years as chief academic officer, 13 years as writing program director, and 10 years as a secondary school teacher in Philadelphia. He continues to teach first-year and advanced composition courses, including technical writing, business writing, and rhetoric.
His numerous articles and presentations examine writing program administration, undergraduate research, faculty development, and the role of writing as a tool for civic engagement. He has also authored or edited four textbooks for first-year composition, and he has served as a consultant for writing programs around the United States. For his work within the community of York, he has received the York College Professional Service Award, the York County Economic Alliance’s Spirit of York County Award for Community Engagement, and the 10,000 Friends of Pennsylvania Award. He serves on the Board of Trustees for the York County Community Foundation, the Cultural Alliance of York County, and the York Bar Foundation. He was recently appointed by Pennsylvania Governor Tom Wolf to his commission on public service, PennSERVE.
DelliCarpini’s collaboration with Stephen P. Reid of Colorado State University on The Prentice Hall Guide for College Writers began with the 10th Edition of this well-established text. It is a testament to Dr. Reid’s work in developing this text that — in each new iteration — it continues to provide students with a rich rhetorical education and with the newest tools that writers need.
I. THINGS WRITERS DO
1. Forming a Writer’s Habits of Mind
Thinking Like a Writer: Key Habits of Mind
Warming Up: Freewriting, Looping, and Reflecting
Acting Like a Writer: Forming Good Habits of Practice
Writer’s Rituals: Place, Time, and Tools
Energy and Attitude
Collecting Ideas: Thinking Broadly About Research
Informal Writing: Finding Points of View
Writing Assignment: Multimedia Writing
Writing as a Team Sport: Collaborating with Others
Being Responsible: Writing Ethically
Writing Assignment: Writing Ethically
2. Situations, Purposes, and Processes for Writing
The Rhetorical Situation
Elements of the Rhetorical Situation
The Writer • The Occasion • Purpose • Audience • Context • Genre, Medium, and Style
Why the Rhetorical Situation Is Important
Purposes for Writing
Writer-Based Purposes
Subject- and Audience-Based Purposes
Combinations of Purposes
Formulating a Thesis
Audience
Audience Analysis
Design Thinking and the Writing Process
Design Thinking and Audience Analysis
Genre, Medium, and Style
Analyzing the Rhetorical Situation
Writing Assignment: Analyzing the Rhetorical Situation
Purpose, Audience, and Context in Personal Essays
“Why I Decided to Go to College” by Luz Ruiz
“What It’s Like Having an Eating Disorder the First Week of College” by Hannah Grice
“The Introvert’s Guide to the First Week of College” by Jessica McQuarrie
Questions for Writing and Discussion
Dimensions of the Writing Process
Collecting
Shaping and Drafting
Revising
The Whole Process
Writing Assignment
A Writing Process at Work: Collecting and Shaping
“Athletes and Education” by Neil H. Petrie
Questions for Writing and Discussion
Writing Assignments
A Writing Process at Work: Drafting and Revising
Questions for Writing and Discussion
3. Reading as a Writer
Critical Reading Strategies
Double-Entry Log
Critical Rereading Guide
Reading Online Texts
Summarizing and Responding to an Essay
“Why We Still Need Feminism” by Casey Cavanaugh
Summarizing
Writing Assignment: Writing a Summary
Summary of “Why We Still Need Feminism”
Responding
Types of Responses • Kinds of Evidence
Writing Assignment: Writing a Response
Response to “Why We Still Need Feminism”
Rhetorical Reading and Analysis
The Rhetorical Situation
Rhetorical Analysis Versus Critical Reading
Rhetorical Appeals
Appeal to Reason and Logic (Logos) • Appeal to Character and Credibility (Ethos) • Appeal to Emotion (Pathos) • Combined Appeals
“Declaration of Sentiments and Resolutions (Seneca Falls Resolution)” by Elizabeth Cady Stanton et al.
Questions for Writing and Discussion
Rhetorical Analysis Guide
Writing Assignments: Community Service, Visual Rhetoric
Tips for Transferring Skills to Other Courses and the Workplace
Using Critical Reading in Your Writing Processes
Choosing a Subject for Analyzing a Text
“Plagiarism in America” by Dudley Erskine Devlin
Collecting
Text Annotation
Reading Log
Shaping and Drafting
Paraphrasing and Quoting
Paraphrase • Direct Quotation
Avoiding Plagiarism
Sample Summary
Response Shaping
Analyzing • Agreeing/Disagreeing • Interpreting and Reflecting • Analyzing Rhetorically
Organizing Summary/Response and Rhetorical Analysis Essays
Revising
Guidelines for Revision
Using Rhetorical Analysis for Critical Reading
Questions for Writing and Discussion
Writing Assignments: Applying What You Have Learned
4. Analyzing and Composing Multimedia Texts
Rhetorical Appeals in Multimedia Environments
Appeal to Reason (Logos)
Appeal to Emotion (Pathos)
Appeal to Character and Credibility (Ethos)
Combined Appeals in Multimedia Texts
The Components of Multimedia Texts
Analyzing Visual Components
Information Graphics
Analyzing Audio Components
Analyzing Video Components
Synthesizing
Question for Writing and Discussion
Writing Assignments
Analyzing Multimedia in Context
“Coming Home” by Carolyn Kleiner Butler
Questions for Writing and Discussion
Tips for Transferring Skills to Other Courses and the Workplace
Working with Multimedia as a Reader and as a Writer/Designer
Writing to Analyze Multimedia Texts
Using Multimedia to Create or Enhance Your Own Text
Choosing a Subject
Collecting
Shaping and Drafting
“Eating with Peace and Joy” by Tess Pernin
Questions for Writing and Discussion
Shaping with Page Design
Shaping in Digital Platforms
Revising
Student Writing
Questions for Writing and Discussion
Writing Assignments: Applying What You Have Learned
II. TECHNIQUES FOR COLLECTING AND STRUCTURING IDEAS
5. Observing and Remembering
Narration and Description: Techniques for Observing
Observing People
Observing Places
Techniques for Writing About Memories
Remembering People
Remembering Places
Remembering Events
Writing Assignments
“Just Ask. Then Keep Asking” by Lisa Randall
Combining Observing and Remembering Techniques
“César Chávez Saved My Life” by Daniel “Nane” Alejandrez
Questions for Writing and Discussion
Writing Assignment
Tips for Transferring Skills to Other Courses and the Workplace
Choosing a Subject
Collecting
Brainstorming
Clustering
Freewriting and Looping
Shaping and Drafting
Multigenre and Multimedia
Chronological Order
Comparison/Contrast
Simile and Metaphor
Voice and Tone
Dialog
Title, Introduction, and Conclusion
Revising
Using Observing and Remembering in Storytelling
Questions for Writing and Discussion
Writing Assignments: Applying What You Have Learned
6. Investigating
Investigating Prior Research
“Drivers on Cell Phones Are as Bad as Drunks”
Investigating a Person
“Richard Linklater: “It fit my personality to be collaborating with the unknown future” by Andrew O’Hehir
Questions for Writing and Discussion
Investigating an Event or Phenomenon
“ “Do You Understand What It Means to Be Hungry?” Food Insecurity on Campus and the Role of Higher Education Professionals” by Kate K. Diamond (University of Minnesota—Twin Cities) and Michael J. Stebleton, Ph.D. (University of Minnesota—Twin Cities)
Question for Writing and Discussion
Writing Assignments
Tips for Transferring Skills to Other Courses and the Workplace
Choosing a Subject and a Genre
Genres for Reporting the Results of Investigations
Collecting
Asking Questions
Research Tips
Summarizing • Citing Sources in Your Text
Doing Field Research
Conducting an Effective Interview • Writing Questionnaires
Shaping and Drafting
Inverted Pyramid
Chronological Order
Comparison and Contrast
Title, Introduction, Conclusion, and Graphics
Revising
Writing Assignments: Applying What You Have LearnedGuidelines for Revision
Using Investigating to Inform
7. Explaining
Explaining What: Definition
“FOMO and Social Media” by Caterina Fake
Explaining How: Process Analysis
Explaining Why: Causal Analysis
“How Baseball Explains Modern Racism” by David Sirota
Writing Assignments
“How to Take Control of Your Credit Cards” by Suze Orman
Questions for Writing and Discussion
Writing Assignment
“How Male and Female Students Use Language Differently” by Deborah Tannen
Questions for Writing and Discussion
Tips for Transferring Skills to Other Courses and the Workplace
Choosing a Subject
Collecting
Questions
Focus on Definition • Focus on Process Analysis • Focus on Causal Analysis
Branching
Observing
Remembering
Reading
Investigating
Shaping and Drafting
Audience, Genre, and Medium
Research Tips
Definition and Classification
Example
Voice and Tone
Chronological Order and Process Analysis
Causal Analysis
Tips for Integrating Images
Introduction, Lead-In, Thesis, and Essay Map
Paragraph Transitions and Hooks
Body Paragraphs
Revising
Using Explaining to Help Readers Understand a Complex Topic
Questions for Writing and Discussion
Writing Assignments: Applying What You Have Learned
8. Evaluating
Evaluating Commercial Products and Services
“World Grills” by Ariel Rose
Excerpt from “The 7 Best 3D Printers to Buy in 2018” by Patrick Hyde and Alex Williams
Evaluating Works of Art
Evaluating a Work of Art
Writing Assignments
Evaluating Performances
“Selma”: Humanizing Rev. Martin Luther King Jr. by Ann Hornaday
Questions for Writing and Discussion
Tips for Transferring Skills to Other Courses and the Workplace
Choosing a Subject
Collecting
Observing
Remembering
Reading
Investigating
Use the Library or the Internet • Gather Field Data
Shaping and Drafting
Audience and Genre
Analysis by Criteria
Comparison and Contrast
Chronological Order 8
Causal Analysis
Research Tips
Title, Introduction, and Conclusion
Revising
Using Evaluating to Make a Judgment
Questions for Writing and Discussion
Writing Assignments: Applying What You Have Learned
III. PURPOSES AND GENRES
9. Arguing
Claims for Written Argument
Claims of Fact or Definition
Claims About Cause and Effect
Claims About Value
Claims About Solutions or Policies
Appeals for Written Argument
Appeal to Reason (Logos)
Inductive Logic
Appeal to Character (Ethos)
Appeal to Emotion (Pathos)
Combined Appeals
Approaches to Argument
“The Argument Culture” by Deborah Tannen
Questions for Writing and Discussion
Rogerian Argument
The Toulmin Method of Argument
Example of a Toulmin Analysis • Using the Toulmin Model
Writing Assignment
Multigenre Casebook on New Media
“The Internet: A Clear and Present Danger?” by Cathleen A. Cleaver
“Social Networking Gets Most Online Time”
“Cyberbullying” by Jennifer Holladay
“Bullying as True Drama” by Danah Boyd and Alice Marwick
“Why Social Media May Not Be So Good for Democracy” by Gordon Hull
“Do Social Media Threaten Democracy?” by Bo Franklin
“Why You Can’t Cite Wikipedia in My Class” by Neil L. Waters
“Professors Should Embrace Wikipedia” by Mark Wilson
Questions for Writing and Discussion
Tips for Transferring Skills to Other Courses and the Workplace
Choosing a Subject
Collecting
Narrowing and Focusing Your Claim
Remembering
Observing
Investigating
Analyzing Statistics
Shaping and Drafting
Listing “Pro” and “Con” Arguments
Drawing a Circle of Alternative Positions
Organizing Arguments
Developing Arguments
Research Tips
Revising
Revising Fallacies in Logic
Using Argument to Seek Common Ground
Student Writing
Questions for Writing and Discussion
Writing Assignments: Applying What You Have Learned
10. Problem Solving
Demonstrating That a Problem Exists
Proposing a Solution and Convincing Your Readers
“4 Mistakes I Made with My Student Loans and How You Can Avoid Them” by Nicole Callahan
Writing Assignment
Mini-Casebook on the Opioid Crisis
“All Scientific Hands on Deck” to End the Opioid Crisis by Nora Volkow and Francis Collins
“Fight the Opioid Epidemic with Science” by Bill Foster
“The Simple Solution to Fight the Opioid Epidemic” by Margaret Danilovich
“Tackling the Opioid Crisis with Compassion: New Ways to Avoid Use and Treatment” by Jason Doctor and Michael Menchine
Questions for Writing and Discussion
Tips for Transferring Skills to Other Courses and the Workplace
Choosing a Subject
Collecting
Identifying and Focusing on the Specific Problem
Demonstrating That the Problem Needs a Solution
Discovering Possible Solutions
Evaluating Possible Solutions
Convincing Your Readers
Answering Possible Objections to Your Proposal
Listing Possible Steps for Implementation
Observing
Remembering
Reading and Investigating
Research Tips
Shaping and Drafting
Genres for Problem Solving
Outlines for Problem Solving
Causal Analysis
Criteria Analysis
Chronological Order
Revising
Using Problem Solving to Present Solutions
Student Writing
Questions for Writing and Discussion
Writing Assignments: Applying What You Have Learned
11. Responding to Literature
Responding as a Reader
Responding as a Writer
Character
Plot
Narrative Point of View
Setting
Style
Theme
Writing Assignments
Two Kinds of Literature: Narrative and Poetry
Responding to Stories
“The Story of an Hour” by Kate Chopin
“Talking Wrong” by Patricia Smith
Questions for Writing and Discussion
Responding to Poetry
“I’m Nobody! Who are you?” by Emily Dickinson
Questions for Writing and Discussion
Tips for Transferring Skills to Other Courses and the Workplace
Choosing
Collecting
Shaping and Drafting
Evaluating
Arguing
Investigating Changes in Interpretation
Revising
Using Literary Analysis in Your Writing Processes
Questions for Writing and Discussion
Writing Assignments: Applying What You Have Learned
12. Researching
Developing a Topic, Purpose, and Audience
Know Your Purpose
Accommodate Your Audience
Planning Research
Brainstorm Available Sources
Use Question Analysis
Types of Sources
General Reference Materials
Primary and Secondary Sources
Questions for Writing and Discussion
Field Research
Evaluating Sources: Relevance, Currency, Reliability
Evaluating Academic Journals
Evaluating Open Web Sources
Evaluating Wikis and Blogs
Tips for Transferring Skills to Other Courses and the Workplace
Researching: Writing Processes
Choosing: Narrowing and Focusing Your Topic
Collecting
Annotating Sources and Notetaking
Summarizing a Text
Recording Careful Bibliographic Notes
Rethinking and Revising Your Working Thesis
Shaping and Drafting Your Research Proposal
Questions for Shaping Your Research Proposal
Planning
Organizing
Drafting an Annotated Working Bibliography
Revising
Using a Proposal to Develop Your Researched Writing Processes
Questions for Writing and Discussion
Writing Assignments: Applying What You Have Learned
13. Researched Writing
Writing a Working Thesis
Establishing Claims
Using Sources to Support Your Claims
Synthesizing Sources
Choose Sources Carefully • Link Source Information to Your Own Central Point • Synthesize Source Material Into Your Own Argument
Avoiding Plagiarism
Citing Sources Accurately
Quoting, Paraphrasing, and Summarizing
Questions for Writing and Discussion
Using MLA or APA Citations
Introducing and Citing Sources
Edit Quotations When Necessary to Condense or Clarify
Tips for Transferring Skills to Other Courses and the Workplace
Shaping and Drafting
Questions for Shaping Your Researched Essay
Planning a Line of Reasoning
Developing a Working Outline
Revising
Documenting Sources: MLA
In-Text Documentation: MLA Style
Content or Supplementary Notes
Works Cited List: MLA Style
Print Periodicals: MLA Style • Print Books: MLA Style • Web Sources: MLA Style • Other Sources: MLA Style
Documenting Sources: APA
In-Text Documentation: APA Style
References List: APA Style
Periodicals: APA Style • Books: APA Style • Electronic and Internet Sources: APA Style • Other Sources: APA Style
Sample Student MLA Paper
Questions for Writing and Discussion
Writing Assignments: Applying What You Have Learned
APPENDIX: WRITING UNDER PRESSURE
Preparing for and Taking an Essay Exam
Know Your Audience
Analyze Key Terms
Make a Sketch Outline
Question for Writing and Discussion
Know the Material
Practice Timed Writing
Proofread and Edit
Sample Essay Questions and Responses
Handbook
How to Edit and Proofread
Proofreading Marks
Editing Symbols
Tips for Editing and Proofreading
Section 1: Review of Basic Sentence Elements
1A Sentence Structure
1B Nouns and Pronouns
1C Adjectives and Adverbs
1D Verbs
Principal Parts of Verbs
1E Phrases and Clauses
Phrases
Clauses
1F Articles, Prepositions, Interjections
Articles
Prepositions
Interjections
Section 2: Sentence Structure and Grammar
2A Fragments
2B Mixed Constructions and Faulty Predication
Mixed Constructions
Faulty Predication
2C Dangling Modifiers and Misplaced Modifiers
Dangling Modifiers
Misplaced Modifiers
2D Faulty Parallelism
2E Active and Passive Voice
Active Voice
Passive Voice
2F Nominals and Be Verbs
Nominals
Be Verbs
2G Subject-Verb Agreement
2H Verb Tense
2I Pronoun Agreement
2J Pronoun Reference
Section 3: Diction and Style
3A Vague Words
3B Wordiness
3C Clichés and Jargon
Clichés
Jargon
3D Sexist Language
3E Denotation and Connotation
3F Usage Glossary
Section 4: Punctuation and Mechanics
4A Sentence Punctuation
4B Comma Splices and Fused Sentences
4C Commas
Commas for Introductory Elements
Items in a Series
Nonrestrictive Elements
Unnecessary Commas
Coordinate Adjectives
Dialog
Addresses and Dates
4D Periods and Semicolons
Periods
Semicolons
4E Colons and Dashes
Colons
Dashes
4F Exclamation Points and Question Marks
Exclamation Points
Question Marks
4G Quotation Marks and Ellipses
Quotation Marks
Ellipsis Marks
Punctuation with Quotation Marks
4H Italics
4I Parentheses and Brackets
Parentheses
Brackets
4J Apostrophes and Hyphens
Apostrophes
Hyphens
4K Capitals and Numbers
Capitals
Numbers
Handbook Index
Index
THEMATIC CONTENTS
* Denotes an excerpt from a larger work.
Technology and Human Nature
• *Adam Richman, “Can Citizen Journalism Pick Up the Pieces?”
• Caterina Fake, “FOMO and Social Media”
• Cathleen A. Cleaver, “The Internet: A Clear and Present Danger?”
• Danah Boyd and Alice Marwick, “Bullying as True Drama”
• Jennifer Holladay, “Cyberbullying”
• Mark A. Wilson, “Professors Should Embrace Wikipedia”
• Multigenre Casebook on New Media
• Neil L. Waters, “Why You Can’t Cite Wikipedia in My Class”
• University of Utah News Center, “Drivers on Cell Phones Are as Bad as Drunks”
Technology and Democracy
• *Adam Richman, “Can Citizen Journalism Pick Up the Pieces?”
• Bo Franklin, “Do Social Media Threaten Democracy?”
• Cathleen A. Cleaver, “The Internet: A Clear and Present Danger?
• Gordon Hull, “Why Social Media May Not Be So Good for Democracy”
The Impact of Science
• Bill Foster, “Fight the Opioid Epidemic with Science”
• Billy Amtmann, “Space Travel: The Newest Developments on the New Frontier” [student essay]
• Leah Miller, “Animal Testing Is Still Necessary” [student essay]
• *Maddie Drenkhan, Amber Moore, and Vikas Munjal, “A Proposal for Addressing the Opioid Crisis in Hocking County, Ohio” [student PowerPoint research presentation]
• Nora Volkow and Francis Collins, “All Scientific Hands on Deck”
• Paige Koch, “Investigating the Ebola Outbreak” [student essay]
Health and Mental Health Issues
• *Anne Wilson Schaef, from When Society Becomes an Addict
• *Daria J. Kuss and Mark D. Griffiths, “Social Networking and Addiction: Ten Lessons Learned”
• Jennifer Holladay, “Cyberbullying”
• *Kate K. Diamond and Michael J. Stebleton, “Do You Understand What It Means to Be Hungry?”
• *Maddie Drenkhan, Amber Moore, and Vikas Munjal, “A Proposal for Addressing the Opioid Crisis in Hocking County, Ohio” [student PowerPoint research presentation]
• Mini-Casebook on the Opioid Epidemic
• Paige Koch, “Investigating the Ebola Outbreak” [student essay]
• Utah News Center, “Drivers on Cell Phones Are as Bad as Drunks”
Educational Issues
• Deborah Tannen, “How Male and Female Students Use Language Differently”
• Dudley Erskine Devlin, “Plagiarism in America”
• Jessica McQuarrie, “The Introvert’s Guide to the First Week of College”
• Hannah Grice, “What It’s Like Having an Eating Disorder the First Week of College”
• Luz Ruiz, “Why I Decided to Go to College: I Want to Be an Educated Mexican-American”
• Mark A. Wilson, “Professors Should Embrace Wikipedia”
• Neil H. Petrie, “Athletes and Education”
• Neil L. Waters, “Why You Can’t Cite Wikipedia in My Class”
• Stefanie Fuchs, “Reggio Emilia’s Advanced Educational System” [student essay]
• Suze Orman, “How to Take Control of Your Credit Cards”
Literacy and Language
• *Adam Richman, “Can Citizen Journalism Pick Up the Pieces?”
• Cathleen A. Cleaver, “The Internet: A Clear and Present Danger?”
• Deborah Tannen, “The Argument Culture”
• Maira Mahmuda, “Are You Ready?”
• Suze Orman, “How to Take Control of Your Credit Cards”
Gender Roles
• Casey Cavanaugh, “Why We Still Need Feminism”
• Deborah Tannen, “How Male and Female Students Use Language Differently”
• *Dorothea Lange, “Migrant Agricultural Worker’s Family” and “Migrant Mother” [images]
• Elizabeth Cady Stanton, “Declaration of Sentiments and Resolutions”
• Kate Chopin, “The Story of an Hour” [fiction]
• Patricia Smith, “Talking Wrong”
• Pencil Sketch of Elizabeth Cady Stanton
The Experience of Diversity
• Daniel “Nane” Alejandrez, “César Chávez Saved My Life”
• David Sirota, “How Baseball Explains Modern Racism”
• *Dorothea Lange, “Migrant Agricultural Worker’s Family” and “Migrant Mother” [images]
• Jessica McQuarrie, “The Introvert’s Guide to the First Week of College”
• *Jeanne Wakatsuke, from Farewell to Manzanar
• Hannah Grice, “What It’s Like Having an Eating Disorder the First Week of College”
• Luz Ruiz, “Why I Decided to Go to College: I Want to Be an Educated Mexican-American”
• *Maira Mahmuda, “Interview” [student empathy interview]
• Patricia Smith, “Talking Wrong”
Making Aesthetic Judgments
• *Andrew O’Hehir, “It Fit My Personality to Be Collaborating with the Unknown Future”
• Ann Hornaday, “Selma: Humanizing Rev. Martin Luther King”
• *Dorothea Lange, “Migrant Mothers and Children in a Tent” and “Migrant Mother” [images]
• Emily Dickinson, “I’m Nobody! Who are you?”
• Kate Chopin, “The Story of an Hour”
• Mural of César Chávez [image]
• Pat Russell, “Death: The Final Freedom” [student essay]
Addressing Social and Cultural Issues
• Carolyn Kleiner Butler, “Coming Home”
• Carrie Gingrich, “Learning about the Rwandan Genocide: Misconceptions and Film” [student research essay]
• Daniel “Nane” Alejandrez, “César Chávez Saved My Life”
• David Sirota, “How Baseball Explains Modern Racism”
• Deborah Tannen, “The Argument Culture”
• Dorothea Lange, “Migrant Agricultural Worker’s Family” and “Migrant Mother” [images]
• Elizabeth Cady Stanton, “Declaration of Sentiments and Resolutions”
• *Kate K. Diamond and Michael J. Stebleton, “Do You Understand What It Means to Be Hungry?”
• Suze Orman, “How to Take Control of Your Credit Cards”
• Tess Pernin, “Eating with Peace and Joy”
Business and Consumer Issues
• Ariel Rose, “Review of World Grills”
• Billy Amtmann, “Space Travel: The Newest Developments on the New Frontier” [student essay]
• *Jennifer Owrutsky, Emily Greeninger, Kim Starke, and Danielle Gemperline, “Recommendations for Improving our Student-Run Business” [student PowerPoint presentation]
• *Patrick Hyde and Alex Williams, “The 7 Best 3D Printers to Buy in 2018”
• Suze Orman, “How to Take Control of Your Credit Cards”
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
Need Help? Copyright © 1999-2026
