Writers choice grammar and composition grade 9

20 Write an Autobiographical Sketch; Using Computers; Viewing and Representing;Grammar Link 1.5 Writing a Poem.. 28 Write a Reader-Response Journal Entry; Viewing and Representing; Using

Grammar and Composition

Grade 9

GLENCOE

i nteractive s tudent e dition

ACKNOWLEDGMENTS

Grateful acknowledgment is given authors, publishers, photographers, museums, and agents forpermission to reprint the following copyrighted material Every effort has been made to determinecopyright owners In case of any omissions, the Publisher will be pleased to make suitable

acknowledgments in future editions

Acknowledgments continued on page 958.

The Standardized Test Practice pages in this book were written by The Princeton Review, the nation’s leader in test preparation

Through its association with McGraw-Hill, The Princeton Review offers the best way to help students excel on standardized assessments.The Princeton Review is not affiliated with Princeton University or Educational Testing Service.

The Facing the Blank Page feature in this book was prepared in

collaboration with the writers and editors ofTIME magazine.

Glencoe/McGraw-Hill

A Division of the McGraw-Hill Companies

Copyright © 2001 by The McGraw-Hill Companies, Inc All rights reserved Except as permitted

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or distributed in any form or means, or stored in a database or retrieval system, without the

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PRINTED IN THE UNITED STATES OF AMERICA

Send all inquiries to:

PROGRAM CONSULTANTS

Mark Lester is Professor of English at Eastern Washington University He formerly served

as Chair of the Department of English as a Second Language, University of Hawaii He is the

author ofGrammar in the Classroom (Macmillan, 1990) and of numerous other professional

books and articles

Sharon O’Nealis Assistant Professor at the College of Education, Southwest Texas State

University, where she teaches courses in reading instruction She formerly served as Director

of Reading and Language Arts of the Texas Education Agency and has authored, and

contributed to, numerous articles and books on reading instruction and teacher education

Jacqueline Jones Roysteris Associate Professor of English at The Ohio State University

She is also on the faculty at the Bread Loaf School of English at Middlebury College in

Middlebury, Vermont In addition to the teaching of writing, Dr Royster’s professional

interests include the rhetorical history of African American women and the social and

cultural implications of literate practices

William Strongis Professor of Secondary Education at Utah State University, Director of

the Utah Writing Project, and a member of the National Writing Project Advisory Board

A nationally known authority on the teaching of composition, he is the author of many

volumes, including Writing Incisively: Do-It-Yourself Prose Surgery (McGraw-Hill, 1991).

Jeffrey Wilhelm,a former English and reading teacher, is currently an assistant professor

at the University of Maine, where he teaches courses in middle and secondary level literacy

Author of several books and articles on the teaching of reading and the use of technology,

he also works with local schools as part of the Adolescent Literacy Project

Denny Wolfe,a former high school English teacher and department chair, is Professor of

English Education, Director of the Tidewater Virginia Writing Project, and Director of the

Center for Urban Education at Old Dominion University in Norfolk, Virginia Author of more

than seventy-five articles and books on teaching English, Dr Wolfe is a frequent consultant

to schools and colleges on the teaching of English language arts

Carol Booth Olson

Director University of California, Irvine, Writing Project

Willis L Pitkin

Professor of English Utah State University

Judith Summerfield

Associate Professor

of English Queens College, City University of New York

Bonnie S Sunstein

Associate Professor of English and Director, Master of Arts in Teaching Program Rivier College

Huntington Beach, California

Student Advisory Board

The Student Advisory Board was formed in an effort to ensure student involvement in the development of

Writer’s Choice The editors wish to thank members of the board for their enthusiasm and dedication to the

project The editors also wish to thank the many student writers whose models appear in this book.

Educational Reviewers

Part 2 Grammar, Usage, and Mechanics

Unit 10 Parts of Speech 438

Unit 11 Parts of the Sentence 494

Unit 12 Phrases 518

Unit 13 Clauses and Sentence Structure 538 Unit 14 Diagraming Sentences 570

Unit 15 Verb Tenses and Voice 580

Unit 16 Subject-Verb Agreement 608

Unit 17 Using Pronouns Correctly 632

Unit 18 Using Modifiers Correctly 658

Unit 19 Usage Glossary 686

Unit 20 Capitalization 710

Unit 21 Punctuation, Abbreviations, and Numbers 730

v B O O K O V E R V I E W Resources and Skills Part 3 Part 1 Composition Unit 1 Personal Writing 2

Unit 2 The Writing Process 52

Facing the Blank Page 121

Unit 3 Descriptive Writing 132

Unit 4 Narrative Writing 174

Unit 5 Expository Writing 222

Unit 6 Persuasive Writing 282

Unit 7 Research Paper Writing 322

Unit 8 Sentence Combining 358

Unit 9 Troubleshooter 386

Business and Technical Writing 412

Unit 22 Sources of English Words 782

Unit 23 Library Resources 798

Unit 24 Using Dictionaries 811

Unit 25 Vocabulary 818

Unit 26 Spelling 827

Unit 27 Study Skills 836

Unit 28 Taking Tests 847

Unit 29 Listening and Speaking 884

Unit 30 Viewing and Representing 893

Unit 31 Electronic Resources 905

Writing and Language Glossary 918

Spanish Glossary 928

Index 938

Acknowledgments 954

Personal Writing 2

Writing in the Real World 4

A Letter to Gwendolyn Brooks

Personal letterby Sandra CisnerosInstruction and Practice 1.1 Writing to Discover 8

Freewrite About Yourself; Cross-Curricular Activity;

Viewing and Representing;Grammar Link

1.2 Keeping a Journal 12

Write a Journal Entry; Listening and Speaking;

Cross-Curricular Activity;Grammar Link

1.3 Writing a Personal Essay 16

Write a Personal Essay; Viewing and Representing;

Cross-Curricular Activity;Grammar Link

1.4 Writing Autobiography 20

Write an Autobiographical Sketch; Using Computers;

Viewing and Representing;Grammar Link

1.5 Writing a Poem 24

Write Your Own Poem; Listening and Speaking;

Cross-Curricular Activity;Grammar Link

Writing About Literature 1.6 Keeping a Reader-Response Journal 28

Write a Reader-Response Journal Entry; Viewing and Representing; Using Computers;Grammar Link

Writing About Literature 1.7 Writing About Biography 32

Write a Response to a Biography; Listening and Speaking; Spelling;Grammar Link

UNIT

1

C O N T E N T S

Writing Process in Action Personal Writing Project 36

Write about an event or relationship that had

a positive effect on your life

•Prewriting •Drafting •Revising

•Editing/Proofreading •Publishing/PresentingfromI Know Why the Caged Bird Sings

by Maya Angelou 40

Linking Writing and Literature Examining the style of Maya Angelou’s writing and its appeal 50

Reflecting on the UnitAdding to Your PortfolioWriting Across the Curriculum 51

The Writing Process 52

Writing in the Real World 54

The Quest for Hispanic Roots

Magazine articleby Lorenzo ChavezInstruction and Practice 2.1 Overview of the Writing Process 58

Write a Comparison; Using Computers; Viewing andRepresenting;Grammar Link

2.2 Prewriting: Getting Started 62

Generate Story Ideas; Using Computers; Listening andSpeaking;Grammar Link

2.3 Prewriting: Identifying Purpose and Audience 68

Identify Purpose and Audience; Using Computers; Listening and Speaking;Grammar Link

2.4 Prewriting: Gathering Information 72

Gather Information About Your Topic; Using Computers;

Listening and Speaking;Grammar Link

2.5 Drafting: Turning Notes into Paragraphs 76

Write a Confirming Draft; Listening and Speaking;

Using Computers;Grammar Link

2.6 Drafting: Writing Unified Paragraphs 80

Check Your Paragraphs; Cross-Curricular Activity; Viewing and Representing;Grammar Link

2.7 Drafting: Ordering the Details 84

Check Organization; Cross-Curricular Activity;

Listening and Speaking;Grammar Link

2.8 Drafting: Writing Coherent Paragraphs 88

Check Your Paragraphs for Coherence; Viewing andRepresenting; Cross-Curricular Activity;Grammar Link

2.9 Revising: Improving Paragraphs 92

Revise Your Draft; Cross-Curricular Activity; Listening and Speaking;Grammar Link

2.10 Editing/Proofreading: Final Checking 96

Edit Your Human-Interest Story; Using Computers;

Viewing and Representing;Grammar Link

2.11 Publishing/Presenting: Sharing Writing 100

Present Your Human-Interest Story; Using Computers;

Viewing and Representing;Grammar Link

Writing About Literature 2.12 Explaining Theme 104

Write an Analysis; Viewing and Representing;

Cross-Curricular Activity;Grammar LinkWriting Process in Action Writing Process Project 108

Retell a story a family member has told you

•Prewriting •Drafting •Revising

•Editing/Proofreading •Publishing/PresentingfromThe Kitchen God’s Wifeby Amy Tan 112

Linking Writing and Literature Examining how Amy Tan uses details to develop her theme 119

Reflecting on the UnitAdding to Your Portfolio Writing Across the Curriculum 120

Facing the Blank Page 121

Writing forTIME•Prewriting •Drafting •Revising

Write a Descriptive Paragraph; Cross-Curricular Activity;

Viewing and Representing;Grammar Link

3.2 Using Descriptive Language 144

Write a Vivid Paragraph; Using Computers; Viewing andRepresenting;Grammar Link

3.3 Describing an Imaginary Place 148

Describe a Scene; Cross-Curricular Activity; Listening and Speaking;Grammar Link

3.4 Describing an Imaginary Person 152

Write About an Imaginary Person; Cross-Curricular Activity; Listening and Speaking;Grammar Link

Writing About Literature 3.5 Analyzing Character Descriptions 156

Write a Character Analysis; Using Computers; Viewing andRepresenting;Grammar Link

Writing Process in Action Descriptive Writing Project 160

Write about an imagined place

•Prewriting •Drafting •Revising

•Editing/Proofreading •Publishing/PresentingfromThe Crystal Cave by Mary Stewart 164

Linking Writing and Literature Analyzing Mary Stewart’s use of description 172

Reflecting on the UnitAdding to Your Portfolio Writing Across the Curriculum 173

UNIT 3 Review

L i t e r a t u r e M o d e l

Narrative Writing 174

Writing in the Real World 176

Salute to an Amazing Ironman

Sports Writing by Lisa Twyman BessoneInstruction and Practice 4.1 Writing Simple Narratives 180

Write a Personal Narrative; Listening and Speaking; UsingComputers;Grammar Link

4.2 Developing Conflict in Narrative 184

Write a Narrative About a Conflict; Viewing and Representing;Cross-Curricular Activity;Grammar Link

4.3 Writing Dialogue 188

Write a Dialogue; Viewing and Representing;

Cross-Curricular Activity;Grammar Link

4.4 Using Anecdotes 192

Write an Anecdote; Cross-Curricular Activity; Listening and Speaking;Grammar Link

4.5 Writing a Sports Narrative 196

Write a Sports Narrative; Listening and Speaking;

Cross-Curricular Activity;Grammar Link

Writing About Literature 4.6 Writing About Suspense 200

Write to Analyze Setting; Cross-Curricular Activity;

Listening and Speaking;Grammar Link

Writing About Literature 4.7 Analyzing Point of View in a Narrative 204

Write to Analyze Point of View in a Story; Using Computers; Viewing and Representing;Grammar LinkWriting Process in Action Narrative Writing Project 208

Write a narrative based on conflict and resolution

• Prewriting •Drafting •Revising

•Editing /Proofreading •Publishing/PresentingfromHow the García Girls Lost Their Accents

by Julia Alvarez 212

Linking Writing and Literature Examining Julia Alvarez’s use of character and conflict 220

Reflecting on the UnitAdding to Your Portfolio Writing Across the Curriculum 221

UNIT 4 Review

L i t e r a t u r e M o d e l

4

Write an Expository Paragraph; Cross-Curricular Activity;

Using Computers;Grammar Link

5.2 Going into Detail 232

Write a Background Information Article; Viewing andRepresenting; Cross-Curricular Activity;Grammar Link

5.3 Explaining How To… 236

Write a “How To” Paper; Cross-Curricular Activity;

Listening and Speaking;Grammar Link

5.4 Explaining Cause and Effect 240

Write a Cause-and-Effect Paragraph; Viewing andRepresenting; Cross-Curricular Activity;Grammar Link

5.5 Classifying a Subject 244

Write a Classification; Using Computers; Viewing andRepresenting;Grammar Link

5.6 Comparing and Contrasting 248

Write a Comparison-Contrast Paper; Cross-CurricularActivity; Listening and Speaking;Grammar Link

5.7 Writing with Graphics 252

Write a Paragraph with a Graphic; Using Computers;

Viewing and Representing;Grammar Link

5.8 Writing a Feature Article 256

Write a Feature Story; Viewing and Representing;

Using Computers;Grammar Link

5.9 Answering an Essay Question 262

Write an Essay Answer; Cross-Curricular Activity;

Listening and Speaking;Grammar Link

Writing About Literature 5.10 Comparing and Contrasting Two Myths 268

Write a Comparison-Contrast Essay; Listening andSpeaking; Using Computers;Grammar Link

5

xi

First Set up the bath for safety Second Gather the materials.

cotton

Then While water is running,

put cotton in the dog’s ears.

Writing Process in Action Expository Writing Project 272

Write to inform the reader about a repellent insect or other animal

•Prewriting •Drafting •Revising

•Editing/Proofreading •Publishing/PresentingfromOf Wolves and Menby Barry Holstun Lopez 276

Linking Writing and Literature Learning how Barry Holstun Lopez conveys in-depth information

in a lively and appealing way 280

Reflecting on the UnitAdding to Your Portfolio Writing Across the Curriculum 281

Persuasive Writing 282

Writing in the Real World 284

Petrie’s “Toy Soldiers” Has Glitches

Movie Reviewby Melanie McFarlandInstruction and Practice 6.1 Writing Persuasively 288

Write a Letter to the Editor; Cross-Curricular Activity;

Listening and Speaking;Grammar Link

6.2 Using Evidence Effectively 292

Evaluate an Editorial; Using Computers; Viewing andRepresenting;Grammar Link

6.3 Checking Reasoning 296

Write a Persuasive Argument; Viewing and Representing;

Using Computers;Grammar Link

6.4 Using Language to Advantage 300

Write a Positive Description; Cross-Curricular Activity;

Using Computers;Grammar Link

6.5 Writing an Editorial 304

Write an Editorial for a TV Program; Using Computers;

Listening and Speaking;Grammar Link

Writing About Literature 6.6 Writing a Movie Review 308

Write a Movie Review; Cross-Curricular Activity;

Using Computers;Grammar Link

UNIT 5 Review

L i t e r a t u r e M o d e l

UNIT

6

Writing Process in Action Persuasive Writing Project 312

Write a persuasive editorial about a problem in your school or community

•Prewriting •Drafting •Revising

•Editing/Proofreading •Publishing/Presenting

“Skeletons in the Attic”by Clara Spotted Elk 316

Linking Writing and Literature Analyzing how Clara Spotted Elk makes her argument effective 320

Reflecting on the UnitAdding to Your Portfolio Writing Across the Curriculum 321

Research Paper Writing 322

Instruction and Practice 7.1 Prewriting: Planning and Researching 324

What is a Research Paper?; Choose a Good Topic;

Find Information on Your Topic; Take Notes

7.2 Prewriting: Outlining 330

Create an Outline; Develop a Thesis Statement

7.3 Drafting 334

Use Your Outline and Notes; Prepare the First Draft;

Write the Introduction and Conclusion

7.4 Citing Sources 338

Document Information; Format Citations Properly;

Format Your List of Works Cited

7.5 Revising 344

Improve Your Paper; Revise Your Paper

7.6 Editing and Presenting: A Model Paper 348

Prepare the Final Copy; Present the Complete Paper

George W G Ferris: The Man Who Reinvented the Wheel by Britta C Waller 350

Reflecting on the UnitAdding to Your Portfolio Writing Across the Curriculum 357

Sentence Combining 358

Instruction and Practice Style Through Sentence Combining 360

Varying Sentence Length and Structure; Using Parallelism, Interrupting Phrases, and Unusual Patterns for Emphasis 8.1 Description 365

8.2 Narration 369

8.3 Exposition 373

8.4 Persuasion 377

8.5 Literature Exercises 381

Troubleshooter 386

Problems and Solutions 9.1 Sentence Fragment 388

9.2 Run-on Sentence 390

9.3 Lack of Subject-Verb Agreement 392

9.4 Lack of Pronoun-Antecedent Agreement 396

9.5 Lack of Clear Pronoun Reference 398

9.6 Shift in Pronoun 400

9.7 Shift in Verb Tense 401

9.8 Incorrect Verb Tense or Form 402

9.9 Misplaced or Dangling Modifier 404

9.10 Missing or Misplaced Possessive Apostrophe 406 9.11 Missing Commas with Nonessential Element 408 9.12 Missing Commas in a Series 410

Business and Technical Writing 412

Instruction and Practice Business Letters 413

Memos, E-mail, and Applications 421

Using the Computer as a Writing Tool 425

Technical Writing 431

Collaborative Writing in the Business World 434

UNIT

9

8

Keith Haring, Untitled, 1985

Parts of Speech 438

Instruction and Practice 10.1 Nouns 439

10.2 Pronouns 446

10.3 Verbs 452

10.4 Adjectives 461

10.5 Adverbs 467

10.6 Prepositions 473

10.7 Conjunctions 475

10.8 Interjections 481

Parts of Speech 482

fromHousekeeping by Marilynne Robinson Writing Application Nouns in Writing; Techniques with Nouns; Practice 493

L i t e r a t u r e M o d e l

Grammar Review

UNIT

10

and Mechanics

Parts of the Sentence 494

Instruction and Practice 11.1 Simple Subjects and Simple Predicates 495

11.2 Complete Subjects and Complete Predicates 496 11.3 Compound Subjects and Compound Predicates 498

11.4 Order of Subject and Predicate 501

11.5 Complements 504

Parts of the Sentence 510

fromThings Fall Apart by Chinua Achebe Writing Application Sentence Elements in Writing; Techniques with Sentence Elements; Practice 517

Phrases 518

Instruction and Practice 12.1 Prepositional Phrases 519

12.2 Appositives and Appositive Phrases 521

12.3 Verbals and Verbal Phrases 523

Phrases 528

fromPicture Brideby Yoshiko Uchida Writing Application Phrases in Writing; Techniques with Phrases; Practice 537

Clauses and Sentence Structure 538

Instruction and Practice 13.1 Main Clauses 539

13.2 Subordinate Clauses 540

13.3 Simple and Compound Sentences 541

L i t e r a t u r e M o d e l

Grammar Review

L i t e r a t u r e M o d e l

Grammar Review

11

UNIT

12

UNIT

13

xvi

UNIT

14

Sentences 543

13.5 Adjective Clauses 545

13.6 Adverb Clauses 548

13.7 Noun Clauses 550

13.8 Four Kinds of Sentences 552

13.9 Sentence Fragments 553

13.10 Run-on Sentences 555

Clauses and Sentence Structure 558

fromDelta Weddingby Eudora Welty Writing Application Clauses and Sentence Structure in Writing; Techniques with Clauses and Sentence Structure; Practice 569

Diagraming Sentences 570

Instruction and Practice 14.1 Diagraming Simple Sentences 571

14.2 Diagraming Simple Sentences with Phrases 574

14.3 Diagraming Sentences with Clauses 577

Verb Tenses and Voice 580

Instruction and Practice 15.1 Principal Parts of Verbs 581

15.2 Regular and Irregular Verbs 582

15.3 Tenses of Verbs 586

15.4 Perfect Tenses 589

15.5 Progressive and Emphatic Forms 592

15.6 Compatibility of Tenses 594

15.7 Voice of Verbs 596

L i t e r a t u r e M o d e l

Grammar Review

UNIT

15

Verb Tenses and Voice 598

fromBlack Boy: A Record of Childhood and Youth by Richard Wright Writing Application Verbs in Writing; Techniques with Verbs; Practice 607

Subject-Verb Agreement 608

Instruction and Practice 16.1 Intervening Prepositional Phrases 609

16.2 Agreement with Linking Verbs 611

16.3 Agreement in Inverted Sentences 612

16.4 Agreement with Special Subjects 614

16.5 Agreement with Compound Subjects 616

16.6 Intervening Expressions 618

16.7 Indefinite Pronouns as Subjects 619

Subject-Verb Agreement 622

fromSavushunby Simin Daneshvar Writing Application Subject-Verb Agreement; Techniques with Subject-Verb Agreement; Practice 631

Using Pronouns Correctly 632

Instruction and Practice 17.1 Case of Personal Pronouns 633

17.2 Pronouns with and as Appositives 635

17.3 Pronouns After Than and As 637

17.4 Who and Whom in Questions and Subordinate Clauses 638

17.5 Pronoun-Antecedent Agreement 640

17.6 Clear Pronoun Reference 645

L i t e r a t u r e M o d e l

Grammar Review

L i t e r a t u r e M o d e l

Grammar Review

UNIT

16

UNIT

17

xviii

Using Pronouns Correctly 648

fromThe Old Man and the Sea by Ernest Hemingway Writing Application Pronouns in Writing; Techniques with Pronouns; Practice 657

Using Modifiers Correctly 658

Instruction and Practice 18.1 The Three Degrees of Comparison 659

18.2 Irregular Comparisons 661

18.3 Double Comparisons 663

18.4 Incomplete Comparisons 665

18.5 Good or Well; Bad or Badly 666

18.6 Double Negatives 668

18.7 Misplaced and Dangling Modifiers 670

Using Modifiers Correctly 676

fromAn American Childhoodby Annie Dillard Writing Application Modifiers in Writing; Techniques with Modifiers; Practice 685

Usage Glossary 686

Problems and Solutions 19.0 Usage Glossary 687

Usage Glossary 702

Quotations About Friendship and Love Writing Application Usage ofLie in Writing; Techniques with Usage of Lie; Practice 709

L i t e r a t u r e M o d e l

Grammar Review

L i t e r a t u r e M o d e l

Grammar Review

L i t e r a t u r e M o d e l

Grammar Review

UNIT

18

xix

UNIT

19

Capitalization 710

Instruction and Practice 20.1 Capitalization of Sentences 711

20.2 Capitalization of Proper Nouns 713

20.3 Capitalization of Proper Adjectives 720

Capitalization 724

fromLake Wobegon Daysby Garrison Keillor Writing Application Capitalization in Writing; Techniques with Capitalization; Practice 729 Punctuation, Abbreviations, and Numbers 730

Instruction and Practice 21.1 The Period 731

21.2 The Exclamation Point 732

21.3 The Question Mark 732

21.4 The Colon 733

21.5 The Semicolon 735

21.6 The Comma 738

21.7 The Dash 749

21.8 Parentheses 750

21.9 Quotation Marks 752

21.10 Italics (Underlining) 757

21.11 The Apostrophe 759

21.12 The Hyphen 762

21.13 Abbreviations 765

21.14 Numbers and Numerals 768

Punctuation, Abbreviations, and Numbers 772

fromArctic Dreams by Barry Holstun Lopez Writing Application Commas and Parentheses in Writing; Techniques with Commas and Parentheses; Practice 779

L i t e r a t u r e M o d e l

Grammar Review

L i t e r a t u r e M o d e l

Grammar Review

20

UNIT

21

Sources of English Words 782

Instruction and Practice 22.1 English in Our Time 783

E P O N Y M S 22.2 Conquest and Conversion 786

S P O O N E R I S M S 22.3 A Conqueror from France 789

P U N S A N D T O M S W I F T I E S 22.4 Commerce, Culture, and Settlement 792

E U P H E M I S M S 22.5 New Technology and Ideas 795

S L A N G Library Resources 798

Instruction and Practice 23.1 Library Arrangement 799

23.2 Locating Books and Other Resources 801

23.3 How to Search for Periodicals 806

23.4 Using Reference Sources 808

wordworks

wordworks

wordworks

wordworks

wordworks

UNIT

22

Resources and Skills

xxi

Part 3

UNIT

23

Instruction and Practice 25.1 Building Vocabulary 819

25.2 Recognizing Parts of a Word 823

Spelling 827

Instruction and Practice 26.1 Improving Your Spelling 828

26.2 Spelling Difficult Words 833

Study Skills 836

Instruction and Practice 27.1 Taking Notes in Class 837

27.2 Studying Outside of Class 838 27.3 Learning from Graphics 843

Listening and Speaking 884

Instruction and Practice 29.1 Listening Effectively 885

29.2 Speaking Effectively 888 29.3 Participating in Groups 891 29.4 Conducting Interviews 892

Viewing and Representing 893

Instruction and Practice 30.1 Examining Visual Messages 894

30.2 Evaluating Media Messages 899 30.3 Producing Media Messages 902

Electronic Resources 905

Instruction and Practice 31.1 Word Processing and the Writing Process 906

31.2 Learning with Technology 909 31.3 Communicating Visually 912 31.4 Producing in Multimedia 915

Writing and Language Glossary 918 Spanish Glossary 928 Index 940 Acknowledgments 958

UNIT

31

30

Composition Models

Each literature selection is an extended example

of the mode of writing taught in the unit.

Maya Angelou,I Know Why the Caged

Bird Sings 40

Amy Tan,The Kitchen God’s Wife 112

Mary Stewart,The Crystal Cave 164

Julia Alvarez,How the García Girls Lost

Their Accents 212

Barry Holstun Lopez,Of Wolves and Men 276

Clara Spotted Elk,“Skeletons in the Attic” 316

Skill Models

Excerpts from outstanding works of fiction and nonfiction exemplify specific writing skills.

N Scott Momaday,The Names 8Anne Frank,Anne Frank: The Diary

of a Young Girl 12Robert Fulghum,It Was on Fire When I Lay Down on It 16

Kareem Abdul-Jabbar with Mignon McCarthy,

Kareem 22, 37Langston Hughes,“My People” 24Ogden Nash,“Song of the Open Road” 25Soseki,Cricket Songs 26

Shel Silverstein,“Reflection” 30Gwendolyn Brooks,“Old Mary” 31Alice Walker,In Search of Our Mothers’

Gardens 60Yoshiko Uchida,Desert Exile 69Dorothy Gallagher,Hannah’s Daughters 74Flannery O’Connor,“A View of the Woods” 78Sandra Cisneros,The House on Mango Street 80Jim Barnes,“On Native Ground” 85

N Scott Momaday,House Made of Dawn 90, 109

J R R Tolkien,The Return of the King 138Mary Stewart,The Crystal Cave 142Madeleine L’Engle,A Wrinkle in Time 144Ray Bradbury,The Martian Chronicles 148Ursula K LeGuin,Tehanu: The Last Book

of Earthsea 153

T H White,The Once and Future King 161

L I T E R A T U R E M O D E L S

xxv

Skill Modelscontinued

Jamaica Kincaid,“The Circling Hand” 180

Russell Baker,Growing Up 186

Arnold Rampersad,The Life of Langston Hughes,

Volume II: 1941–1967 192

Roger Angell,Season Ticket 198

Mario Vargas Llosa,“Sunday” 201

Edgar Allan Poe,“The Pit and the

David Bodanis,The Secret House 228

Judith Stone,Light Elements 232

Patrick McManus,Rubber Legs and

White Tail-Hairs 236

Carl Sagan and Ann Druyan,Comet 240

Sue Hubbell,“For the Love of Loons” 244

David Day,The Doomsday Book of Animals 248

“Another Crude Year,”Discover,

January 1991 252

Donald Dale Jackson,“Searching for

Medicinal Wealth in Amazonia” 257, 260

Cecil Adams,The Straight Dope 262

Barry Holstun Lopez,Of Wolves and Men 274

Anthony Lewis,“Merchants of Death” 294

Yona Zeldis McDonough,“Sisters Under

the Skin” 298

“Winking at Steroids in Sports,”

New York Times 304

Clara Spotted Elk,“Skeletons in the Attic” 314

Simin Daneshvar,Savushun, translated from the

Persian by M R Ghanoonparvar 622Ernest Hemingway,The Old Man

and the Sea 648Annie Dillard,An American Childhood 676Ali Ibn-Abi-Talib,Sentences 702

William Shakespeare,“Sonnet 104” 702Henry Wadsworth Longfellow,“The Arrow and the Song” 702

Charles Dickens,Oliver Twist 702Christina Rossetti,“Goblin Market” 702Sarah Orne Jewett,The Country

of the Pointed Firs 702Willa Cather, Shadows on the Rock 703Hugo von Hofmannsthal,The Book

of Friends 703

W H Auden,The Dyer’s Hand 703Ved Mehta,The Ledge Between the Streams 703

Garrison Keillor,Lake Wobegon Days 724Barry Holstun Lopez,Arctic Dreams 772

xxvi

L I T E R A T U R E M O D E L S

Fine art—paintings, drawings, photos, and

sculpture—is used to teach as well as to

stimulate writing ideas.

Vincent van Gogh,The Starry Night viii

Keith Haring,Untitled, xiv

Deborah Butterfield,Twig Sculpture xxviii

John Lennon,Self Portrait 8

Allan Crite,Harriet and Leon 19

Rufino Tamayo,Hombre Ante el Infinito (Man

Contemplates Infinity) 27

Harriet Powers,Pictorial Quilt 41

Beverly Buchanan,Bogart, Georgia 43

Charles Alston,Girl in a Red Dress 45

Wilmer Angier Jennings,Landscape 47

Eastman Johnson,The Hatch Family 78

Romare Bearden,Blue Interior, Morning 79

Georges Seurat,Bathers at Asnières 81

Henri Matisse,The Painter’s Family 85

Artist Unknown, Iranian glazed ceramic bowl 87

Aaron Douglas,Building More Stately Mansions 91

Tomie Arai,Laundryman’s Daughter 114

Ch’ing dynasty, porcelain teapot and beaker 117

Nancy Thill,Untitled 142

Claude Monet,Arbres En Fleurs 144

Marc Chagall,Paris Through the Window 147

Nam June Paik,Family of Robot: Grandfather 152

John James Audubon,Labrador Falcon 167

Peter Paul Rubens,Portrait of an Old Man 170

César A Martinez,Mestizo 187

Joan Brown,After the Alcatraz Swim #3 195

Grant Wood,Death on the Ridge Road 200

Diego Rivera,Tina Modotti 215

Adrián Luis González, Painted pottery typewriter 218

Pablita Velarde,Old Father Storyteller 247Katsushika Hokusai,The Great Wave off Kanagawa 251

Alexander Calder,Flamingo 261Nancy Schutt,Encroachment 277Artist Unknown, Makah wolf mask 279Artist Unknown, Benin bronze plaque 291Leonardo da Vinci,Mona Lisa 302

Pablo Picasso,Two Acrobats with a Dog 303Howling Wolf, Untitled drawing 318Decorative Jugs for Water in Ghana 436Anna Mary Robertson (“Grandma”) Moses,

Early Skating 491Artist Unknown, Ijo Shrine, Nigeria 515Ando¯ Hiroshige,The Compound of the Tenjin Shrine

at Kameido 535Artist Unknown,Nike of Samothrace 553Robert Duncan,Mandy’s Sunhat 567William H Johnson,Jim 605Habib Allah, from Mantiq at-Tayr (Language of the Birds) 629

Winslow Homer,Palm Trees, Nassau 655Georgia O’Keeffe,The White Place in Shadow 683

John Singer Sargent,Carnation, Lily, Lily, Rose 707Georgia O’Keeffe,New York Night 723

Grant Wood,Stone City, Iowa 727Rockwell Kent,The Trapper 777Paul Klee,AD Parnassum 780François Boucher,Madame de Pompadour 785

F I N E A R T

xxvii

Richard Connell

“What perils that tangle of trees and underbrush might hold for him did not concern Rainsford just then.”

Facing the Blank Page 121

Facing the Blank Page 121

Business and Technical Writing 412

Composition

—Amy Tan, “Rules of the Game”

“I chose a heavy, compact one that was wrapped

in shiny silver foil and a red satin ribbon.”

1 Personal Writing

Writing in the Real World: Sandra Cisneros 4

Lesson 1.3 Writing a Personal Essay 16

Lesson 1.4 Writing Autobiography 20

Lesson 1.6 Writing About Literature: Keeping

a Reader-Response Journal 28

Lesson 1.7 Writing About Literature:

Writing About Biography 32

Literature Model: from I Know Why the Caged

1

3

4 Unit 1 Personal Writing

Writing in the Real World

Personal Letter

A letter to Gwendolyn Brooks

by Sandra Cisneros

Writing about your own thoughts, feelings, and

experi-ences is called personal writing Personal writing caneither be kept confidential or be shared Personal letters canhelp you communicate with someone, teach you somethingabout yourself, and stimulate new ideas Novelist SandraCisneros wrote the letter shown on the next page to her

friend Gwendolyn Brooks,Pulitzer Prize winner and poet laureate of Illinois

Author Sandra Cisneros

Cisneros begins her letter by describing the wind over the mesa.

Getting the Idea

The letter to Gwendolyn Brooks

was written by Sandra Cisneros

as she was about to go on a book

tour to promote her new book

Woman Hollering Creek She says,

“For some reason, I always tour with

Brooks’s book Maud Martha That

morning I’d read one of the stories

I thought, ‘I should tell Ms Brooks

how much I like her book.’”

Cisneros had not written to Brooks

for a long time, but she says, “I

wanted her to know how happy her

book made me at this moment and

how important it’s been to me.”

Everyone who sits down to do

some personal writing approaches it

in his or her own personal style For

Cisneros, being free to be herself is

important The author says her

let-ters are “not the kind of

conversa-tions you have when you’re dressed

in your suit, but the kind you have

sitting at your kitchen table wearing

your pajamas, talking to someone

who’s very dear to you.”

Even the writing tools that

Cisneros uses set a cozy mood for

her writing She says she often writes

her letters on “pretty paper, that

deli-cious creamy kind with texture Not

intimidating paper, but paper you

can do anything on I’m very fussy

about my pens and my papers.”

Please see the print version of this page

to view missing text or images.

Permission for digital use was denied.

6 Unit 1 Personal Writing

Drafting

Fresh Discoveries

When you write a letter to a dear friend, says Cisneros, “You are bless- ing your recipient with your confi- dence, allowing [her or him] to fol- low your inner meanderings and showing a part of you that perhaps

no one else has seen.”

Cisneros had recently moved to New Mexico when she began her letter to Gwendolyn Brooks “When

I get to a new place, I like to sift through the events that are affecting

me I don’t know how I feel about them until I write letters Now, [peo- ple] talk about the sky in New Mexico, but they never men- tion the wind The wind here just rolls out and bangs porch doors open I’ve never seen anything like it.”

So Cisneros opened her ter to Gwendolyn Brooks by talking about the wind in New Mexico As Cisneros says,

let-“People don’t realize that you can start a letter from what- ever comes into your head.”

In the course of drafting a letter, Cisneros may discover deeper, hidden aspects of herself She calls letter writing her “way of meditat- ing, of listening inside my heart to how I’m being affected by the out- side world The heart of who you are comes out when you truly write.”

This writer considers her letters to

be a much more accurate reflection

of her life than any other kind of record, including her journal, which she uses primarily as a place to write

“shorthand” notes to herself.

Cisneros says, “In my letters, I can plunge right into that deeper level where my poems come from Unless you talk for a very long time

to someone you know very well, you can’t reach that level I often surprise myself by what I pull up Then I make copies of my letters and they become longer journal entries.”

Revising/Editing

Runways

Although Cisneros often writes her drafts by hand, she says, “Then I need to get to a typewriter, I need to see it typed to do the editing.” Even after she mails a letter, Cisneros keeps marking the copy she makes for herself She says she often uses a letter as a “runway” to the creative writing process.

She says, “Sometimes I’ll go through copies of my letters and I’ll underline with a marker some nugget I’m going to save to reuse When I’m stuck with a story, I might

go through all my old letters and just read I’ll ask, ‘Where can I put this?’ Sometimes I start by writing a letter and then realize I’ve got a story Other times, as I’m writing a story, I’ll have a character rant or rave or whine or howl or laugh or swoon, and I’ll realize that was really a letter

to someone, but it’s not going to get sent and it doesn’t matter.”

She continues, “I might use part

of this letter to Gwendolyn Brooks in

an essay that would include the anecdote of the cherry stain What this letter particularly sparked for me was how I would like [to teach] the

book Maud Martha in a course.”

Writing in the Real World

Cisneros often revises

her letters.

Writing in the Real World 7

Analyzing the Media

Connection

Discuss these questions about the

letter on page 5.

1. How does Cisneros’s language

sig-nal that she is writing a friendly

letter rather than a formal one?

2. What words does Cisneros use to

place the reader by the river in

Sarajevo?

3. How does Cisneros’s language

create a vivid sense of the place

where she currently lives?

4. What images in her letter might

contribute to a story Cisneros

might later write?

5. How well do you think Sandra

Cisneros knows Gwendolyn

Brooks? Use evidence in the letter

to support your answer.

Analyzing a Writer’s

Process

Discuss these questions about

Sandra Cisneros’s writing process.

1. What inspired Cisneros to write to

Gwendolyn Brooks?

2. How might Cisneros’s choice of

writing materials influence her

writing process? Would the letter

be the same if she did all of the

writing on her computer?

3. In what way does Cisneros feel that writing a personal letter helps her learn about herself?

4. How does Cisneros use her letters

as a source of ideas for her other writing?

5. In her letter to Gwendolyn Brooks, what details does Cisneros include that help you understand her feelings?

Examining Writing in the Real World

Use subordinate clauses to create variety in sentence structure.

A subordinate clause has a subject and

a predicate, but it cannot stand alone as

a sentence It must be attached to a main clause to make sense

I am in my pajamas though it’s past mid-day .

Use each subordinate clause below in

a sentence Start by thinking whom

or what the clause might describe.

1. who moved away last year

2. after I had finished supper

3. although I have a desk in my room

4. before I was halfway through

5. when I get a chance

See Lesson 13.2, page 540.

Writing to Discover

S elf-discovery can happen in many ways Former Beatle John

Lennon expressed his identity in this self-portrait N Scott Momaday, in the model below, writes to discover something about himself.

8 Unit 1 Personal Writing

there are drums too and it goes on through the night that’s

Indian

N Scott Momaday, The Names

John Lennon, Self Portrait

What uncertainties does

Momaday give voice to

here? In your opinion,

for whom is this written?

Recalling specific details

of sights and sounds

helps Momaday deal

with his uncertainties.

Learn by Writing

Asking personal questions is one way to get started writing about

yourself In the model on page 8, Momaday probably began with

ques-tions about his Kiowa heritage and then found answers as he recalled

experiences, feelings, and observations You can review elements of

your own life to learn more about who you are, as the diagram below

John Lennon’s self-portrait on page 8 emphasizes three features:

his hair, his nose, and his eyeglasses In your journal, draw a simple

sketch of yourself Emphasize three simple attributes, either

physi-cal characteristics or personality traits Then write to answer this

question: What does your self-portrait reveal about who you are?

Some sources for personal writing

Observations

Our dog, Sparky, is getting

pretty old He sleeps most

of the time and doesn't

play catch anymore.

Reactions

I get so angry when Mom expects me to babysit my little sister, Mandy.

Feelings

I feel completely in control when I strike out a batter.

Q.What are some of the central things that make me me?

A.African American, teenager, oldest kid in my family, member of soccer team

Q.How do I feel as a typical day goes on?

A.I usually feel pretty good; too much homework gets me down, though I feel

warm and secure at home but free and more myself with my friends.

Q.What kinds of lessons have I learned recently?

A.I’ve learned about friendship, about dating, and about being a good sport in soccer.

Q.What do I enjoy most?

A.I like hanging out with friends, playing soccer, watching TV, and, believe it or not,

my world history class.

Personal Questions Chart (with Sample Answers)

Write About Yourself

Whatever your sources, often the easiest way to begin personal writing

is simply to begin—let your thoughts run free and write whatever comes

to mind Don’t worry about spelling or grammar Set a definite timelimit—say, ten minutes—and keep writing until the time is up If you getstuck, write anything, even “I’m stuck!” Just keep going Before you know

it, a word will spark a memory or another idea, and you’ll be on your way

In the process, you may clarify your thoughts and even discover thing about yourself The chart below shows how this might happen

some-Your experiences, feelings, memories, observations, and reactions are your best sources for personal writing See what student ValleryMcCann learned about herself

10 Unit 1 Personal Writing

Well, today is a milestone in my life Yeehah Three yearsago today I was ending an old life and beginning a newone, & I didn’t even know it The freedom I have today isincredible I am not ashamed of me I have gotten to knowmyself I was thinking on my way to school today maybe thedifference between a romantic relationship & a friendship isthat in a friendship the only commitment is unconditionallove I’m getting ready to graduate Life looms ahead I’mfinding myself believing in education I want to teach andgive that opportunity of freedom to others So today is mythird anniversary drug free! I will not back down! I am free!

Vallery McCann, Hamilton Heights High School,

Arcadia, Indiana

Student Model

How would you assess

the honesty of Vallery’s

writing? Does it sound

authentic?

This journal entry helps

Vallery think about plans

for her future What plans

might you write about?

What have I begun lately?

The idea grows.

Started babysitting next door

Idea leads to

a memory.

My favorite babysitter when

I was five

Memory leads in direction A.

Helped me make funny snowmen

Finally, writing takes a focus.

I liked sculpting snow, making funny faces.

It’s like the cartoons

I draw for the school paper that’s part

of who I am, “the cartoonist”!

Freewrite About Yourself

Choose one of the following opening

phrases, or use one of your own, to write

about freely for five minutes Remember, keep

writing If you get stuck, repeat a word over

and over until something else comes to you

• If only I could

• The one word that best describes me is

• I would never give up my

• No one knows that I

• The one thing I would like to change about

myself is

PURPOSE Self-discovery

AUDIENCE Yourself

LENGTH 3–4 paragraphs

WRITING RUBRICS To freewrite effectively

about yourself, you should

• let your thoughts run free and simply begin

writing whatever comes to mind

• write without stopping to reread, rephrase,

or rethink what you are saying

• set a definite time limit

Cross-Curricular Activity

SOCIAL STUDIES Spend several minutes

writ-ing a paragraph or two about your

commu-nity Include answers to some of the following

questions:

• How does the size of your community

affect you?

• Do your friends and neighbors share a

sim-ilar cultural background, or is the

neighbor-hood very mixed? What have you learned

from the neighborhood’s culture?

• How have the schools and other institutions

in your neighborhood affected you?

• How do the characteristics of your nity contribute to making you the kind ofperson you are?

commu-Viewing and Representing

CREATING A MAP Draw a map of your borhood, placing your home at the center ofthe image Illustrate the map with images thatidentify places important in your life In aparagraph or two, explain what your mapillustrates about who you are and how theplace you live has shaped you

neigh-Writing Activities 1.1

When you write, avoid shifting verb tenses for no reason.

Revise each sentence below to make the verb tenses consistent.

1. We went to the movies yesterday, and

we see a double feature.

2. Sam’s birthday party will be next week; it was a bowling party.

3. That school bus goes along Main Street and turned right on Linden.

4. When I got to school, I meet my friend before science class.

5. Pat likes this book because she enjoyed the author’s style.

See Lesson 15.6, page 594.

1.1 Writing to Discover 11

Keeping a Journal

A writer’s journal can be a place to examine feelings, record

daily events, or try out new ideas During World War II, thirteen-year-old Anne Frank and her family were forced to hide

in a cramped attic to avoid capture by the Nazis Frank’s journal became her refuge during those terrible times.

Why Keep a Journal?

Keeping a journal is like thinking out loud—on paper In your nal, you might record daily events, but you also are free to follow an ideawherever it leads By writing about your experiences, reactions, andobservations, you can make discoveries about yourself and the world

jour-12 Unit 1 Personal Writing

me, if you have been shut up for a year and a half, it can gettoo much for you some days Cycling, dancing, whistling,looking out into the world, feeling young, to know that I’mfree—that’s what I long for; still, I mustn’t show it Isometimes ask myself, “Would anyone, either Jew or non-Jewunderstand this about me, that I am simply a young girlbadly in need of some rollicking fun?” I don’t know, and Icouldn’t talk about it to anyone

from Anne Frank: The Diary of a Young Girl

Notice that Frank dates

the journal entry.

Frank is first inspired to

write by thoughts of

sensory details—”cold

on their faces,” “smelling

fresh air.”

Frank uses this brief

journal entry to ask

important questions, give

herself advice, and vent

her feelings In your

opinion, what is the value

of such expression?

Literature Model