A RHETORICAL READER AND GUIDE
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Patterns for College Writing A RHETORICAL READER AND GUIDE
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Patterns for College Writing A RHETORICAL READER AND GUIDE
Laurie G. Kirszner University of the Sciences
Stephen R. Mandell Drexel University
BEDFORD/ST. MARTIN’S Boston New York
TWELFTH EDITION
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For Bedford/St. Martin’s Executive Editor: John Sullivan Production Editor: Jessica Skrocki Gould Senior Production Supervisor: Jennifer Peterson Senior Marketing Manager: Molly Parke Editorial Assistant: Alyssa Demirjian Copy Editor: Diana P. George Indexer: Leoni Z. McVey Photo Researcher: Lynn Tews Permissions Manager: Kalina K. Ingham Art Director: Lucy Krikorian Text Design: Brian Salisbury Cover Design: Marine Miller Cover Art: André Derain, Mountains at Collioure, 1905, John Hay Whitney Collection,
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Library of Congress Control Number: 2011931599
Copyright © 2012 (published January 2012), 2010 (Published January 2009), 2007, 2004 by Bedford/St. Martin’s
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For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000)
ISBN: 978-0-312-67684-1 (paperback) ISBN: 978-0-312-62307-4 (High School edition)
Acknowledgments Acknowledgments and copyrights appear at the back of the book on pages 769–773, which constitute an extension of the copyright page. It is a violation of the law to reproduce these selections by any means whatsoever without the written permission of the copyright holder.
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For Peter Phelps (1936–1990), with thanks
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PREFACE
Since it was first published, Patterns for College Writing has been used by millions of students at colleges and universities across the United States. We have been delighted by the overwhelmingly positive response to the first eleven editions of Patterns, and we continue to be gratified by positive feedback from the many instructors who find Patterns to be the most ac- cessible and the most pedagogically sound rhetoric-reader they have ever used. In preparing this twelfth edition, we have worked hard to fine-tune the features that have made Patterns the most popular composition reader available today and to develop new features to enhance the book’s useful- ness for both instructors and students.
What Instructors and Students Like about Patterns for College Writing An Emphasis on Critical Reading
The Introduction, “How to Use This Book,” and Chapter 1, “Reading to Write: Becoming a Critical Reader,” prepare students to become ana- lytical readers and writers by showing them how to apply critical reading strategies to a typical selection and by providing sample responses to the various kinds of writing prompts in the book. Not only does this mate- rial introduce students to the book’s features, but it also prepares them to tackle reading and writing assignments in their other courses.
Extensive Coverage of the Writing Process
The remaining chapters in Part One, “The Writing Process” (Chapters 2 through 5), comprise a “mini-rhetoric,” offering advice on drafting, writ- ing, revising, and editing as they introduce students to activities such as freewriting, brainstorming, clustering, and journal writing. These chapters also include numerous writing exercises to give students opportunities for immediate practice.
Detailed Coverage of the Patterns of Development
In Part Two, “Readings for Writers,” Chapters 6 through 14 explain and illustrate the patterns of development that students typically use in their college writing assignments: narration, description, exemplification,
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process, cause and effect, comparison and contrast, classification and divi- sion, definition, and argumentation. Each chapter begins with a compre- hensive introduction that presents a definition and a paragraph-length example of the pattern to be discussed and then explains the particular writing strategies and applications associated with it. Next, each chapter analyzes one or two annotated student essays to show how the pattern can be used in particular college writing situations. Chapter 15, “Combining the Patterns,” illustrates how the various patterns of development dis- cussed in Chapters 6 through 14 can work together in an essay.
A Diverse and Popular Selection of Readings
Varied in subject, style, and cultural perspective, the sixty-nine profes- sional selections engage students while providing them with outstanding models for writing. We have tried to achieve a balance between classic au- thors (George Orwell, Jessica Mitford, E. B. White, Martin Luther King Jr.) and newer voices (Sherman Alexie, Amy Chua, Amanda Brown) so that in- structors have a broad range of readings to choose from.
More Student Essays Than Any Comparable Text
To provide students with realistic models for improving their own writing, we include sixteen sample student essays (one new to this edi- tion). These essays are available as transparency masters so that instructors can use them more effectively in the classroom. They can also be downloaded from the Patterns for College Writing companion Web site, bedfordstmartins .com/patterns.
Helpful Coverage of Grammar Issues
Grammar in Context boxes in chapter introductions offer specific ad- vice on how to identify and correct the grammar, mechanics, and punctua- tion problems that students are likely to encounter when they work with particular patterns of development. Practice exercises for mastering these grammar skills are available on Re:Writing , a comprehensive online exercise collection accessible at the Patterns companion Web site.
Apparatus Designed to Help Students Learn
Each professional essay in the text is followed by four types of questions. These questions are designed to help students assess their understanding of the essay’s content and of the writer’s purpose and audience; to recog- nize the stylistic and structural techniques used to shape the essay; and to become sensitive to the nuances of language. Each essay is also accompa- nied by a Journal Entry prompt, Writing Workshop topics (suggestions for full-length writing assignments), and Thematic Connections that identifyhttp://www.bedfordstmartins.com/patterns
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related readings in the text. Also following each essay is a Combining the Patterns feature that focuses on different patterns of development used in the essay and possible alternatives to these patterns. Each chapter ends with a list of Writing Assignments and a Collaborative Activity. Many of these assignments and activities have been updated to reflect the most current topics as well as the most up-to-date trends and sites available on the Web.
Extensive Cultural and Historical Background for All Readings
In addition to a biographical headnote, each reading is preceded by a headnote containing essential background information to help students make connections between the reading and the historical, social, and eco- nomic forces that shaped it.
An Introduction to Visual Texts
Every rhetorical chapter includes a visual text — such as a photograph, a piece of fine art, or panels from a graphic novel — that provides an acces- sible introduction to each rhetorical pattern. Apparatus that helps stu- dents discuss the pattern in its visual form follows each image.
Thorough Coverage of Working with Sources
“Part Three: Working with Sources” takes students through the pro- cess of writing a research paper and includes a model student paper in MLA style. (The Appendix addresses APA style and includes a model APA paper.)
What’s New in This Edition Engaging New Readings
The twenty-seven new professional essays treat topics of current in- terest. Deborah L. Rhode discusses “Why Looks Are the Last Bastion of Discrimination,” Paul H. Rubin makes a surprising case for “Environmen- talism as Religion,” and Maria Hinojosa, in “A Supreme Sotomayor: How My Country Has Caught Up to Me,” shows how one judicial appointment has ramifications for all Latinas. In all cases, readings have been carefully selected for their high-interest subject matter as well as for their effective- ness as teachable models for student writing.
