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Models for Writers Short Essays for Composition THIRTEENTH EDITION

Alfred Rosa Paul Eschholz University of Vermont

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For Bedford/St. Martin’s

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Acknowledgments

Text acknowledgments and copyrights appear at the back of the book on pages 661–64, which constitute an extension of the copyright

page. Art acknowledgments and copyrights appear on the same page as the art selections they cover.

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Preface

Models for Writers, now in its thirteenth edition, continues to offer students and instructors brief, accessible, high-interest models of rhetorical elements, principles, and patterns. As important as it is for students to read while they are learning to write college-level essays, Models for Writers offers more than a collection of essays. Through the abundant study materials that accompany each selection, students master the writing skills they will need for all their college classes. Writing activities and assignments give students the chance to stitch together the various rhetorical elements into coherent, forceful essays of their own. This approach, which has helped several million students become better writers, remains at the heart of the book.

In this edition, we continue to emphasize the classic features of Models for Writers that have won praise from teachers and students alike. In addition, we have strengthened the book by introducing new selections and new perspectives, and we have emphasized the student voices that resound throughout the book. For the first time, this edition is also available with LaunchPad, which has an interactive e-book, reading quizzes, extra practice with reading and writing through LearningCurve adaptive quizzing, and more.

Favorite Features of Models for Writers

Brief, lively readings that provide outstanding models. Most of the seventy professional selections and all seven of the sample student essays in Models for Writers are comparable in length (two to four pages) to the essays students will write themselves, and each clearly illustrates a basic rhetorical element, principle, or pattern. Just as important, the essays deal with subjects that we know from our own teaching experience will spark the interest of most college students. In addition, the range of voices, cultural perspectives, and styles represented in the essays will resonate with today’s students. They will both enjoy and benefit from reading and writing about selections by many well-known authors, including Judith Ortiz Cofer, Stephen King, Anne Lamott, Amy Tan, Maya Angelou, David Sedaris, Langston Hughes, Bharati Mukherjee, Mary Sherry, and Martin Luther King Jr.

Introductory chapters on reading and writing. Throughout the chapters in Part One, students review the writing process from fresh angles and learn how to use the essays they read to improve their own writing. Chapter 1, The Writing Process, details the steps in the writing process and illustrates them with a student essay in progress. A dedicated section

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on thesis statements, Develop Your Thesis, includes a clear five-step process to help students through the challenge of arriving at an effective thesis statement from a broad topic. Chapter 2, From Reading to Writing, shows students how to use the apparatus in the text, provides them with guidelines for critical reading, and demonstrates with three student essays (narrative, responsive, and argumentative) how they can generate their own writing from reading.

An easy-to-follow rhetorical organization. Each of the twenty-one rhetorically based chapters in Models for Writers is devoted to a particular element or pattern important to college writing. Chapters 3 through 10 focus on the concepts of thesis, unity, organization, beginnings and endings, paragraphs, transitions, effective sentences, and writing with sources. Chapter 11 illustrates the importance of controlling diction and tone, and Chapter 12, the uses of figurative language. Chapters 13 through 21 explore the types of writing most often required of college students: illustration, narration, description, process analysis, definition, division and classification, comparison and contrast, cause and effect, and argument. Chapter 22, Combining Models, shows students how these writing strategies can be combined to achieve a writer’s purpose.

Flexible arrangement. Each chapter is self-contained so that instructors can easily follow their own teaching sequences, omitting or emphasizing certain chapters according to the needs of their students or the requirements of the course.

Abundant study materials. To help students use the readings to improve their writing, every essay is accompanied by ample study materials.

Reflecting on What You Know activities precede each reading and prompt students to explore their own ideas and experiences regarding the issues presented in the reading.

Thinking Critically about This Reading questions follow each essay and encourage students to consider the writer’s assumptions, make connections not readily apparent, or explore the broader implications of the selection.

Questions for Study and Discussion focus on the selection’s content, the author’s purpose, and the particular strategy the author used to achieve that purpose. To remind students that good writing is never one-dimensional, at least one question in each series focuses on a writing concern other than the one highlighted in the chapter.

Classroom Activities provide brief exercises that enable students to work (often in groups) on rhetorical elements, techniques, or patterns. These activities range from developing thesis statements to using strong action verbs and building argumentative evidence, and they

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encourage students to apply concepts modeled in the readings to their own writing. Several activities throughout the book also provide students with examples of career-related writing to demonstrate that critical reading, writing, and thinking skills are crucial beyond the college classroom. Several new activities invite students to employ different learning strategies and understand a concept through movement, visuals, or other hands-on and collaborative practice.

Suggested Writing Assignments provide at least two writing assignments for each essay, encouraging students to use the reading selection as a direct model, asking them to respond to the content of the reading, or expanding the selection topic to include their personal experience or outside research.

Concise and interesting chapter introductions. Writing instructors who use Models for Writers continue to be generous in their praise for the brief, clear, practical, and student- friendly chapter introductions that explain the various elements and patterns. In each introduction, students will find illuminating examples — many written by students — of the feature or principle under discussion.

Practical instruction on working with sources. One of the biggest challenges student writers face is incorporating supporting evidence from other writers into their essays. In Chapter 1, The Writing Process, students find clear advice on developing strong thesis statements and marshaling evidence and support. Chapter 10 models strategies for taking effective notes from sources; using signal phrases to integrate quotations, summaries, and paraphrases smoothly; synthesizing sources; and avoiding plagiarism. Further reviewing the steps and skills involved in research and synthesis, Chapter 23, A Brief Guide to Writing a Research Paper, provides one full-length MLA-style model student research paper and the cover sheet, first page, and list of references for one APA-style model student research paper (the entire paper is offered online in LaunchPad). Thus, students become more confident in joining academic conversations and in writing the kinds of essays that they will be called on to write in their college courses.

Targeted instruction on sentence grammar. Chapter 24, Editing for Grammar, Punctuation, and Sentence Style, addresses editing concerns that instructors across the country have identified as the most problematic for their students, such as run-on sentences, verb tense shifts, comma splices, sentence fragments, and dangling and misplaced modifiers. Brief explanations and hand-edited examples show students how to find and correct these common errors in their own writing. Also available in this new

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edition are a host of online tutorials and self-paced, adaptive activities for further practice with grammatical and mechanical concepts.

An alternate table of contents showing thematic clusters. The alternate table of contents (pp. xxxi–xxxvi) groups readings into twenty-four clusters, each with three to eight essays sharing a common theme. Students and instructors attracted to the theme of one essay in Models for Writers can consult this alternate table of contents to find other essays in the book that address the same theme.

Glossary of Useful Terms. Cross-referenced in many of the questions and writing assignments throughout the book, this list of key terms defines rhetorical and literary terms that student writers need to know. Terms that are explained in the Glossary (pp. 647–60) are shown in boldface the first time they appear in a chapter.

New to the Thirteenth Edition of Models for Writers

Engaging, informative, and diverse new readings. Twenty-three of the book’s seventy readings are new to this edition of Models for Writers — ideal models by both new and established writers. We selected these essays for their brevity and clarity, for their effectiveness as models, and for their potential to develop critical thinking and writing on interesting and relevant topics. Among the new readings are Jonathan Safran Foer’s “Against Meat,” Chimamanda Ngozi Adichie’s “We Should All Be Feminists,” Jonah Berger’s “The Power of Conformity,” Misty Copeland’s “Life in Motion,” and Marie Kondo’s “Designate a Place for Each Thing.”

More attention to student writing. A clearer design emphasizes the student writing in each chapter introduction, showing students the power of their words to serve as models for each chapter theme. A new student essay by Libby Marlowe in the Chapter 21 argument cluster on crime demonstrates how to enter a conversation and use texts from Models for Writers to write an effective argument.

Compelling new examples of argument. A timely new argument cluster in Chapter 21, Argument, features a new group of readings on “Conflict: Using Language to Seek Resolution” by diverse voices: an expert on conflict resolution, a political journalist, and a Cincinnati police officer.

Updated MLA coverage. A section in Chapter 23, A Brief Guide to Writing a Research Paper, aligns formatting and citation examples with the 2016 Modern Language

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Association guidelines.

LaunchPad for Models for Writers. LaunchPad, Macmillan’s customizable online course space, includes auto-scored reading comprehension quizzes and an interactive e-Book version of the text. A digital tutorial in Chapter 1 transforms the writing process into an interactive walk-through, and annotation activities in Chapter 2 allow students to practice close reading in the digital environment. The LaunchPad also offers an array of new materials, including LearningCurve adaptive quizzing, multimedia tutorials, and other resources that you can adapt, assign, and mix with your own.

Acknowledgments

In response to the many thoughtful reviews from instructors who use this book, we have maintained the solid foundation of the previous edition of Models for Writers while adding fresh readings and writing topics to stimulate today’s student writers.

We are indebted to many people for their advice as we prepared this thirteenth edition. We are especially grateful to Michael Alvarez, Southern Maine Community College; Shannon G. Blair, Central Piedmont Community College; Elizabeth Catanese, Community College of Philadelphia; Tamera Davis, Northern Oklahoma College: Stillwater; Stacey Frazier, Northern Oklahoma College; Cynthia C. Galvan, Milwaukee Area Technical College; Maria Gonzalez, Miami Dade College; Jacqueline Gray, St. Charles Community College; Nile Hartline, DMACC; Liz Mathews, University of the Incarnate Word; Jean E. Mittelstaedt, Chemeketa Community College; Carrie Myers, Lehigh Carbon Community College; Michelle Patton, Fresno City College; Jose Reyes, El Paso Community College; Donald Stinson, Northern Oklahoma College; Stephen Turner, Milwaukee Area Technical College; Magdeleine Vandal, Carroll Community College; Robert Vettese, Southern Maine Community College; Vita Watkins, Glendale Community College; and Katherine Woodbury, Southern Maine Community College.

It has been our good fortune to have the editorial guidance and good cheer of Leah Rang, our developmental editor on this book, and Stephanie Cohen, assistant editor. We have also benefited from the great contributions to this edition by Andrew J. Hoffman, Elizabeth Catanese, and Jonathan Douglas, as well as the careful eye of Pamela Lawson, our content project manager, and the rest of the excellent team at Bedford/St. Martin’s — Edwin Hill, Leasa Burton, John Sullivan, and Joy Fisher Williams — as we planned, developed, and wrote this new edition. Our special thanks go to the late Tom Broadbent — our mentor and