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Models for Writers Short Essays for Composition THIRTEENTH EDITION

Alfred Rosa Paul Eschholz University of Vermont

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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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