Reading critically writing well a reader and guide 2020

TWELFTH EDITION Reading Critically, Writing Well A READER AND GUIDE Rise B Axelrod University of California, Riverside Charles R Cooper University of California, San Diego Ellen C Carillo University of Connecticut For Bedford/St Martin’s Vice President, Editorial, Macmillan Learning Humanities: Edwin Hill Executive Program Director for English: Leasa Burton Executive Program Manager: John E Sullivan III Executive Marketing Manager: Joy Fisher Williams Director of Content Development, Humanities: Jane Knetzger Senior Developmental Editor: Evelyn Denham Editorial Assistant: Alex Markle Content Project Manager: Pamela Lawson Assistant Director, Process Workflow: Susan Wein Production Supervisor: Lawrence Guerra Advanced Media Project Manager: Rand Thomas Executive Media Editor: Adam Whitehurst Senior Manager of Publishing Services: Andrea Cava Project Management: Lumina Datamatics, Inc Text Permissions Manager: Kalina Ingham Text Permissions Researcher: Kristine Janssens, Lumina Datamatics, Inc Photo Permissions Editor: Angela Boehler Photo Researcher: Krystyna Borgen, Lumina Datamatics, Inc Director of Design, Content Management: Diana Blume Text Design: Jerilyn Bockorick/Diana Blume Cover Design: William Boardman Cover Image: JamesBrey/E+/Getty Images Copyright © 2020, 2017, 2014, 2011 by Bedford/St Martin’s All rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be permitted by law or expressly permitted in writing by the Publisher 24 23 22 21 20 19 For information, write: Bedford/St Martin’s, 75 Arlington Street, Boston, MA 02116 ISBN 978-1-319-25473-5 (epub) Acknowledgments Text acknowledgments and copyrights appear at the back of the book on pages 655–657, which constitute an extension of the copyright page Art acknowledgments and copyrights appear on the same page as the art selections they cover Preface Reading Critically, Writing Well is designed for today’s students living in an information-saturated culture When students are taught to read critically — to understand, assess, evaluate, and synthesize the texts they encounter — they are better prepared not only to succeed in college but to navigate and participate in the world that surrounds them Students who know how to read critically are also better positioned to write in ways that are influenced by the rhetorical awareness that inflects their reading experiences Teaching critical reading alongside writing, in other words, allows students to strengthen their abilities as readers and writers simultaneously As students learn about constructing meaning through the processes of reading and writing, Reading Critically, Writing Well also gives students opportunities to reflect on what they are learning, enabling students to recognize the relationship between their reading and writing practices and to apply what they are learning to other academic courses, as well as to contexts outside of the classroom No matter their major or career track, today’s college students will find practice in Reading Critically, Writing Well for the various kinds of writing done in college: Analysis of content and meaning of readings Analysis of the rhetorical approach Analysis of the kind of writing (genre) Writing to invent, inquire, make meaning, and reflect Writing in different academic genres Hands-on activities in Reading Critically, Writing Well give students practice in a range of reading and writing strategies — strategies that enhance comprehension, inspire thoughtful response, stimulate critical inquiry, and foster rhetorical analysis Reading Critically, Writing Well features readings from established, emerging, and student writers in every chapter and covers a wide variety of topics of urgent interest to students in order to inspire engaged reading, spark curious conversations, and provoke thoughtful writing This new edition gives students more opportunities to practice complex reading and writing strategies, with at least one longer reading in each chapter, new “Combining Reading Strategies” activities, and a new chapter on multi-genre writing FEATURES OF READING CRITICALLY, WRITING WELL An Inspiring and Practical Introduction to Writing Chapter introduces essential Academic Habits of Mind* that students need to succeed in college: Curiosity (The desire to know more about the world) student essays “Adapting to the Disappearance of Honeybees” (Benge), 494–98, 504, 505 “Art and Creativity of Stop-Motion, The” (Tucker), 259–63 “Bringing Ingenuity Back” (Fine), 159–63, 168 “Children Need to Play, Not Compete” (Statsky), 374–81, 385, 388–89 “Deeper Look at Empathetic and Altruistic Behavior, A” (Terbor), 562–71, 574, 576 “Jessica Statsky’s ‘Children Need to Play, Not Compete’: An Evaluation” (Romano), 302, 317–22, 327, 331–32 “Measuring the Value of College” (Jiménez), 29–33 “Mrs Maxon” (Jameson), 106–10, 114 “#socialnetworking: Why It’s Really So Popular” (Pangelinan), 438–43, 451 “Starving for Control” (Wright), 205–10 “Typing vs Handwriting Notes: An Evaluation of the Effects of Transcription Method on Student Learning” (Hertogs), 287–97, 316 writing process, 18–33 subject headings, 583 subject-specific databases, 594 subordinating conjunctions, and fragment errors, 393 summarizing autobiographies, 76, 84, 93, 98, 103, 108, 109–10 in concept explanation, 227, 269 concept explanations, 226, 234, 243, 252, 257, 262 dialogue, 109–10, 115 evaluations, 280, 296, 301, 307, 313, 320 in evaluations, 315, 331–32 multi-genre writing, 529, 538, 548, 555, 559, 569 in notes on sources, 590 observations, 126, 134, 135, 142, 148, 156, 161 position arguments, 345, 353, 358, 365, 372, 379 proposals, 464, 473, 478, 485, 491, 497 reading strategy, 35, 44–45 reflections, 182, 187, 192, 197, 203, 208 speculative arguments, 399, 411, 421, 430, 436, 442 subject, presenting through, 135 to support evidence, 8, 618–19, 626 to support judgment, 315 survey results, 605–6 support See also evidence of claims, 617–26 evaluating logic of, 60–62 of judgment, 275, 276, 282–83, 297, 314–15, 328, 333, 334, 560–61 of logical argument, 401–2, 412 of position, 337, 348–49, 354, 359, 385–86, 387, 388 of solution, in proposals, 505, 511 source information for, 245, 314–15, 617–26 strategies to add, writing process developing, 17 SurveyGizmo, 603 SurveyMonkey, 603, 605 surveys, 329, 586, 603–6 symbolism, 51, 65, 189, 282 synonyms, for key terms, 227, 588, 592 synthesizing, 35, 47–48, 245, 615 Talking to Learn, 12 Tannenbaum, Melanie, “Problem When Sexism Just Sounds So Darn Friendly, The,” 246–53, 267 television programs APA citation, 652 MLA citation, 641–42 Terbor, Aru, “Deeper Look at Empathetic and Altruistic Behavior, A,” 562–71, 574, 576 thank yous, a er interviews, 602 that ambiguous use of, 511 with quotations, 624 “There’s No Such Thing as ‘Sound Science’” (Aschwanden), 338–50 thesis in concept explanations, 270 evaluating logic of, 60–62 forecasting in See forecasting statements formulating See working thesis in position argument, 347–48, 373, 384–85, 390 Thinking About autobiography, 72 concept explanation, 220 evaluation, 276 multi-genre writing, 514 observation, 123 position argument, 118 proposals, 459 reflection, 178 speculative argument, 396 this, ambiguous use of, 511 Thompson, Gabriel, “Gringo in the Lettuce Fields, A,” 138–43, 169, 170–71 Tierney, John, “Do You Suffer from Decision Fatigue?,” 230–35 time adverbs/prepositions of, 78 chronological order, 131, 401, 540, 597, 649 time markers, 78, 212 transitions of, 78, 184 time-based medium, work in, MLA citation, 632 titles of works title within a title, 636 in working bibliography, 588 Tokumitsu, Miya, “In the Name of Love,” 367–73, 381, 385 tone in academic discourse, 13 analyzing visuals, 54 assumptions relayed in, 8, 49 in dialogue, 114 in evaluations, 308, 316 explanatory, 258 of observations, 130, 167, 174 of position arguments, 392 and refutation, 12, 308 speaker tags to convey, 109, 167 topical organization, 128, 162, 171, 173 topics, choosing See specific types of essays topic sentences, 227, 285–96, 468, 575–76 trade publications, 610–11 transitional words and phrases for coherence, 184 for comparing and contrasting, 149–50, 227, 322, 330, 350 as cueing device, 11, 149–50, 283–84, 285–86, 321–22, 575–76 for logical relationships, 286, 321–22 for organization, 227, 285–86, 321–22, 468, 575–76 for refuting and conceding, 492 for time and spatial relationships, 78, 184 translation APA citation, 650 MLA citation, 635 Tucker, William, “Art and Creativity of Stop-Motion, The,” 259–63 “Tupac and My Non-Thug Life” (Desmond-Harris), 100–105, 115 Turkle, Sherry, “Flight from Conversation, The,” 355–59 Twitter, 597 two-way questions, 603, 604 “Typing vs Handwriting Notes: An Evaluation of the Effects of Transcription Method on Student Learning” (Hertogs), 287–97, 316 underlying cause, 447 unknown author APA citation, 646, 648 MLA citation, 629, 634 U.S Census Bureau, 448, 507, 595 U.S Government Printing Office, 595 U.S government website, 507 U.S State Department, 595 Us Weekly, 610 values and beliefs assumptions reflecting See assumptions civility toward others’, 3, 12, 380 common ground on, 66, 388, 453, 508 critical analysis of, evaluations reflecting, 282–83, 316, 331 of readers: appeals to, 349, 384; proposals considering, 503; writing dra to appeal to, 17 reflecting on challenges to, 34, 35, 57, 99 value terms, 327 Van Dusen, Lewis H., Jr., “Legitimate Pressures and Illegitimate Results,” 58–59 verbs action, 77, 113, 212 incompatibility, and quotations, 621–22 in signal phrases, 269 static, 77 tense, 78, 216, 622 videos, online APA citation, 652 MLA citation, 642 visualization, in cubing, 213 visuals analyzing: compare/contrast readings for, 381; contextualizing for, 432; as reading strategies, 35, 52–55, 381 composition of, 53 contexts of, 54–55, 432 criteria for analyzing, 53–55 mapping as, 17, 21, 35, 42–43, 600 people/main figures in, 54 scene in, 54 sources for, citing, 616 tone of, 54 use in written piece See specific types of essays words in, 54 voice of writer, 185 Web of Science, 266 websites See also Internet research APA citation, 653 bookmarking, 386, 448, 505 credibility of, 612–13 domains, 596, 612 MLA citation, 632–33, 643 Web sources See Internet research “What College Rankings Really Tell Us” (Gladwell), 303–8 “Who Gets to Decide What Belongs in the ‘Canon’?” (Morris), 535–41, 574 “Why Not a Football Degree?” (Shughart), 482–86, 506 “Why Privacy Matters Even If You Have ‘Nothing to Hide’ ” (Solove), 360–66, 385 “Why We Crave Horror Movies” (King), 396–403 Wikipedia APA citation, 654 MLA citation, 644 as source, 586–87, 597 Wikis, 597 See also Wikipedia Wolf, Maryanne, “Skim Reading Is the New Normal,” 476–81, 504 Wong, Alice, “Last Straw, The,” 459–68, 507 Woodson, Jacqueline, “Pain of the Watermelon Joke, The,” 190–93, 209–10 Word, 589 words See also key words analyzing visuals for, 54 borrowed, in paraphrases, 625–26 connotation of, 8, 183 emotionally charged, and bias, 67 exaggeratedly fancy, 258 qualifying, 11, 327 transitional See transitional words and phrases work in a time-based medium, citing for, 632 “Working at McDonald’s” (Etzioni), 276–86, 302, 327 working bibliographies, 584, 588–89 working thesis for autobiography, 117 for concept explanation, 267 for evaluation, 327 for multi-genre writing, 574 for observation, 170–71 for position argument, 384–85 for proposal, 506 for reflection, 214 for research project, 584 for speculative argument, 450–51 Working with Sources in autobiographies, 113–14 in concept explanations, 266–67 in evaluations, 331–32 in observations, 167–68 in position arguments, 388–89 in proposals, 507 in reflections, 214–15 in speculative arguments, 451 Works-Cited list MLA style, 627, 632–44 in speculative arguments, 451 in writing process, 25, 32–33 work without page numbers, MLA citation, 631–32 WorldCat, 448 World Cement, 610 Wright, Samantha, “Starving for Control,” 205–10 writers See also authors authoritative vs authoritarian, 402 credibility of See credibility of writer persona of, 185, 403 perspectives of See perspective of writer reading like, 35, 68–69 See also Reading Like a Writer role of, in observations, 129, 143, 168–69, 172, 531–32 stance of, 550, 561 writing process, 14–33 See also guide to writing under specific types of essays editing and proofreading, 18, 19, 29–33 feedback, 17, 19, 25–27 idea generation, 17, 18–21 planning dra s, 17, 19, 21–22, 28 recursive nature of, 16, 19, 28, 33 revising, 18, 19, 28–33 student sample, 18–33 writing dra s, 17, 19, 22–25 Writing to Learn academic habits of mind, exploring, autobiography, 110 concept explanation, 263 evaluation, 322–23 multi-genre writing, 571 observation, 163 position argument, 381 proposals, 499 pulling it all together, 14 reflection, 210 rhetorical sensitivity, developing, 14 speculative argument, 443 Zoomerang, 605 Zotero, 589 ... Democracy” is used to demonstrate how to compare and contrast related readings AUTOBIOGRAPHY AND LITERACY NARRATIVES Annie Dillard, An American Childhood (Annotated Essay) A celebrated essayist... Staples, David Sedaris, Stephen King, and Malcolm Gladwell are accompanied by new readings from authors such as Atul Gawande, Wesley Morris, Robin Kimmerer, and Christie Aschwanden that engage... throughout, especially in Chapters 3–11 Achieve for Readers and Writers, which can be packaged to accompany Reading Critically, Writing Well, offers a digital course space and writing space informed