Chapter from book 11 & 12
Please watch this video
Here are the actual links on You Tube:
After watching the videos and reading chapters 11 and 12 you should be familiar with description. Now it is your turn to try it.
For this essay you will write a 700 word (word count does NOT include Cover page, Abstract or Reference pages) descriptive essay over a famous person from the 20th century. Try to describe their physical characteristics so that even though I have never met them, I can Google them to compare them to your descriptions. I must get a vivid picture of them in my head through your writing. Personality traits are fine, but you need to focus more on their physical traits.
For example the introduction and conclusion can be biography but the body of the essay (paragraphs 2-4) must focus on the physical traits. The goal is for me to see them from your descriptions–like a police sketch artist.
Often times when I grade these essays I will look at a picture of this person as I read to see how well you describe your person. Many times students will leave off key parts of the face that should be not only been listed, but also described in great detail. Remember all of the parts to a persons head alone: head, hair, eyes, eye lashes, eye brows, nose, nostrils, cheeks, chin, lips, teeth, ears, earlobes etc. Some of you focused on the clothes your person wears rather than what they look like. When I grade these essays I will draw a picture based on your descriptions as I read so I can see what is left out of your descriptions.
Do NOT include their clothing or attire in your description. What they wear is not important or relevant in this essay.
As always, ALL assignments must be done in APA style, double-spaced, size 12 Times New Roman font.
All APA essays in this class need a
Cover page (page 1)
Abstract (page 2)
Your actual essay begins on page 3.
See the sample APA essay at this link and make yours look like it:
F i F t h
E D i t i O N
SkillS | StRAtEGiES | lEARNiNG StYlES
k At h l E E N t. M c W h O R t E R
Niagara County Community College
B E D F O R D / S t. M A R t i N S
Boston New York
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P R E F A C E
P R E F A C E
Other texts assume that first-year composition students already possess the basic skills they
will need to succeed in college, but my own experience tells me that this is not true. That
is why I wrote Successful College Writing. It uses a unique, highly visual, student-centered
approach to teach students the classroom and study skills they need while guiding them
through the writing strategies and activities that form the core of composition instruction.
The overwhelmingly positive response to the first four editions demonstrates that Success-
ful College Writing fulfills an important need.
The fifth edition continues to meet students where they are and get them where they
need to go by building on the strengths of earlier editions while bringing the coverage into
the digital age. This new edition adds coverage of skills needed for successful online learn-
ing, strengthens instruction in essential critical reading and thinking skills, and introduces
students to visual literacy, business writing, and online presentations.
PROVEN FEAtURES OF SUCCESSFU l COllEGE WR itiNG
True to its goal of offering more coverage of essential skills, Successful College Writing pro-
vides abundant guidance and support for inexperienced writers along with thorough help
with reading and study skills. Every chapter of Successful College Writing provides practical,
student-oriented instruction, along with extra help for those students who need it.
Practical, step-by-step writing assignments. Successful College Writing pro-
vides the tools to approach writing as a flexible, multifaceted process, alleviating some
of the frustration students often feel. Part 1 begins this process by emphasizing the im-
portance of writing to students success in college and career, and it alerts students to the
expectations their instructors will have for them as writers. Part 2 provides detailed cover-
age of the writing process from choosing and narrowing a topic and generating ideas
to developing and supporting a thesis, drafting essays and paragraphs, and revising and
editing. Each chapter in Part 2 includes the following:
plenty of skill-building exercises, many of them collaborative
a running example showing different stages of a student essay
Essay in Progress activities that lead students through each step in writing an essay
Parts 3 and 4 cover the patterns of development that students encounter most frequently
in college and on the job. Guided Writing Assignments in each chapter lead students step
by step through the process of writing a particular type of essay, giving student writers the
support they need, whether they are working in class or on their own. Instructors will also
find these assignments easy to teach, as they provide lots of tips for generating and evaluat-
ing ideas, developing a thesis, organizing and drafting the essay, and revising and editing.
iv | P R E F A C E
Part 5 provides instruction for writing the research project, including information
about finding useful and reliable sources and incorporating and documenting material
borrowed from sources. Part 6 covers writing in academic and business settings, from writ-
ing about literature, taking essay exams, and creating a portfolio to making presentations
and writing résumés, job application letters, memoranda, and business emails.
Appealing, helpful visuals. Because inexperienced writers are often more comfort-
able with images than with text, Successful College Writing employs a visual approach to
writing instruction. Look for the following visual aids throughout the book:
Writing Quick Starts at the beginning of each chapter provide engaging images for
students to respond to.
Graphic Organizers charts that display relationships among ideas are tools both
for analyzing readings and for planning and revising essays, and they present students
with an alternative to traditional outlines.
Revision Flowcharts help students systematically read and revise their own essays as
well as review those of their peers.
Visualizing the Reading activities following one of the readings in each chapter in
Parts 2 and 3 give students a simple way to chart key features of the reading, with the
first part of each chart done for them to provide guidance.
Figures and boxes throughout the text reinforce key points and summarize infor mation.
A unique emphasis on learning styles. Students learn in different ways, yet
most writing texts do not take these differences in learning style into account. In this text,
I focus on four learning styles that are relevant for writing:
verbal versus spatial learning
creative versus pragmatic learning
concrete versus abstract learning
social versus independent learning
A brief questionnaire in Chapter 2 (and on the Web site) enables students to assess their
learning styles. Recognizing that no one strategy works for every student, the text includes
a variety of methods for generating ideas and revising an essay. Alternative strategies are
identified by the Learning Style Options icon Learning Style Options found in the margins
throughout the text.
Attention to study skills. Students need practical survival strategies that they can
use not only in their writing course but in all their college courses. Chapter 1 includes
advice on such critical topics as the following:
assessing and managing stress
working with classmates
P R E F A C E | v
Chapter 25 includes practical advice on preparing for and taking essay examinations, and
Chapter 26 offers practical advice on crafting and delivering an oral presentation.
integrated coverage of reading. Because reading is essential to successful writ-
ing, Successful College Writing provides detailed coverage of active reading and reading text
and visuals critically:
The Guide to Active Reading in Chapter 3 helps students improve their comprehen-
sion and build skills that they can apply to the readings within this text as well as to
those that they encounter in their other college classes.
The Guide to Responding to Text in Chapter 4 provides thorough coverage of critical
reading and interpreting visuals.
Over the years, my work with students has convinced me that skills taught in isolation are
seldom learned well or applied. So each of the chapters on the patterns of development in
Part 3 reinforces the reading skills taught in Chapters 3 and 4. As students develop their
writing skills by writing a particular type of essay, they simultaneously learn practical strat-
egies for reading that type of essay.
high-interest readings. In addition to guidelines for reading different types of
texts, Successful College Writing includes reading selections from the diverse array of texts
students are likely to encounter in their personal, academic, and professional lives. Since
students who enjoy what they read become more proficient readers, the selections in this
text were carefully chosen not only to function as strong rhetorical models but also to
interest students. The professional readings include selections from such well-known writ-
ers as Bill Bryson, Annie Dillard, Barbara Ehrenreich, Susan Orlean, William Safire, and
Brent Staples, and topics range from the boomerang generation to Internet addiction to
Comprehensive coverage of research and documentation. Because the
Internet has made source-based writing increasingly challenging, Successful College Writing
provides three full chapters on writing with sources, covering both electronic and print
sources. Students learn to do all of the following:
locate sources and take effective notes
evaluate a sources relevance and reliability
synthesize and integrate sources
document sources using MLA and APA documentation formats
thorough reference handbook. The handbook in Part 7 covers basic grammar,
sentence problems, punctuation, mechanics, spelling, and ESL troublespots and includes
hand-corrected examples to make needed revisions easy to understand
key grammatical terms defined in the margin
vi | P R E F A C E
helpful revision flowcharts and summary boxes
sentence and paragraph exercises
It also reinforces students learning with plenty of opportunities for practice, with exer-
cises in the text and cross-references to additional grammar exercises online at Exercise
Attention to outcomes. Successful College Writing helps students build proficiency
in the four categories of learning that writing programs across the country use to assess
critical thinking, reading, and writing
knowledge of conventions
For a table that correlates the Council of Writing Program Administrators (WPA) out-
comes to features of Successful College Writing, see pages xv to xxi.
N EW tO th E FiFth E Diti ON
The main goals of the revision based on feedback from instructors and students
who used the text were to strengthen the coverage of critical reading and thinking,
including coverage of visual literacy, so crucial in todays online world; to increase cov-
erage of APA documentation style, which is used widely in psychology, nursing, and
other social science disciplines; to add coverage of new classroom skills, such as using
electronic tools and taking online classes; and to include coverage of online presenta-
tions and business writing for the many students who work while taking classes. As
always, I also wanted to update the book with current and engaging professional read-
ing and student writing.
New! More on critical reading and thinking. A new Chapter 4 helps students
learn to approach texts of all kinds with a critical eye, providing strategies to use in each
of the following areas:
evaluating the reliability of sources
understanding the nuances of words
differentiating between fact and opinion
looking for purposeful omissions
P R E F A C E | vii
A new critical thinking component has also been added to the apparatus following the
professional readings to guide students in applying these strategies, both in response to the
reading selection and in relation to the chapters rhetorical pattern.
New! Enhanced coverage of visual literacy. Chapter 4 also guides students in
interpreting and responding to visual texts, including advertisements, photographs, and
graphics. Exercises are included to provide needed practice, and one reading per chapter
now includes a visual that students are asked to analyze.
New! More coverage of APA documentation style. Coverage is strengthened
by the addition of a student essay demonstrating APA in-text citations and references. And
both MLA and APA coverage are now made easier to reference by the addition of a list of
the citation and documentation models included in the text.
New! Updated coverage of electronic classroom success skills. Elec-
tronic tools, like texting and email, have never been more commonplace, so learning to
use these tools appropriately in the classroom has never been more important. Successful
College Writing now includes coverage of the following:
emailing and texting when your audience is your instructor
participating in online discussions
taking notes effectively on a laptop
managing online courses effectively
New! Added coverage of online presentations and business writing. A
new Chapter 26 offers guidance for giving an oral presentation, including creating Pow-
erPoint and Web-based presentations, and it includes two annotated PowerPoint slides
as models. The chapter also presents guidelines for writing effective business documents
and provides annotated models of common business documents such as résumés, job ap-
plication letters, memos, and business emails.
New! Updated professional and student readings. The book includes
twenty-two new professional reading selections and six new essays by student writers.
Many of the new readings deal with important contemporary issues, such as the following:
the benefits and risks of multitasking
war pornography: graphic images from war zones
freegans: dumpster diving for a cause
The six new student essays discuss topics such as the discovery of a friends eating disorder,
a definition of guerrilla art, and arguments in support of organ donation and of restric-
tions on explicit song lyrics. A number of the new essays demonstrate effective use of
sources, as well.
viii | P R E F A C E
DiG itAl OP tiONS FOR SUCCESSFUl
CO llEGE WR itiNG , FiFth EDitiON
Successful College Writing, Fifth Edition, is more than just the printed book. Online,
you will find both free and affordable premium resources to help your students get even
more out of your course. You will also find convenient instructor resources, such as the
Instructors Resource Manual, which includes sample syllabi, resources for teaching,
and an updated bibliography of the latest in learning style research. To learn more about
or to order any of the products below, contact your Bedford/St. Martins sales represen-
tative, email sales support at [email protected], or visit bedfordstmartins
Companion Web Site for Successful College Writing
Send students to the companion Web site bedfordstmartins.com/successfulcollege
for free and open resources. Choose flexible premium resources to supplement the book,
or upgrade to an expanding collection of helpful digital content.
Free and open resources for Successful College Writing on the companion site allow
students to do the following:
take online reading quizzes to test their understanding of the reading selections
take the online learning styles inventory
complete the interactive graphic organizers
link to thousands of additional exercises at Exercise Central
access tutorials on avoiding plagiarism and evaluating online sources, guides to prepar-
ing effective graphs, charts, and presentation slides, and an annotated collection of
links to credible Web sites
VideoCentral: English is a growing collection of videos for the writing class that
captures real-world, academic, and student writers talking about how and why they write.
VideoCentral can be packaged with Successful College Writing for free. An activation code
Re:Writing Plus gathers all of Bedford/St. Martins premium digital content for com-
position into one online collection. It includes hundreds of model documents, the first-
ever peer review game, and VideoCentral: English. Re:Writing Plus can be purchased sepa-
rately or packaged with the print book at a significant discount. An activation code is
Assign an interactive e-book. With extra multimedia content and tools for writ-
ers, the Successful College Writing e-Book lets students search, annotate, and share notes
easily. Instructors can customize and rearrange chapters, add and share notes, and link to
P R E F A C E | ix
quizzes and activities. The Successful College Writing e-Book can be purchased stand-
alone or packaged with a print book.
Other e-book formats. Students can purchase Successful College Writing in popular
e-book formats for computers, tablets, and e-readers. For details, visit bedfordstmartins
CompClass for Successful College Writing, Fifth Edition, is an easy-to-use
online course space designed for composition students and instructors. It comes preloaded
with the Successful College Writing e-Book, as well as other Bedford/St. Martins premium
digital content, including VideoCentral. Powerful assignment and assessment tools make
it easier to customize content and to keep track of your students progress. CompClass for
Successful College Writing, Fifth Edition, can be purchased separately at yourcompclass
.com or packaged with the print book at a significant discount. An activation code is
MORE OPti ONS FOR StUDEN tS
Add more value to your text by choosing one of the following resources, free when
packaged with Successful College Writing. To learn more about package options or any
of the products below, contact your Bedford/St. Martins sales representative or visit
Additional Exercises for Successful College Writing, by Carolyn Lengel
and Jess Carroll, are available with the text. These exercises are keyed specifically to the
handbook available in the full version of the book.
the Bedford/St. Martins ESl Workbook, Second Edition, by Sapna Gan-
dhi-Rao, Maria McCormack, and Elizabeth Trelenberg, covers grammar issues for mul-
tilingual students with varying English-language skills and cultural backgrounds. To re-
inforce each lesson, instructional introductions are followed by illustrative examples and
exercises. Answers are provided at the back.
From Practice to Mastery, by Barbara D. Sussman, Maria Villar-Smith, and Caro-
lyn Lengel, gives students all the resources they need to practice for and pass the
Florida Basic Skills Exit Tests in reading and writing. It includes pre- and post-tests, abun-
dant practices, and clear instruction on all the skills covered on the exams.
taking the CUNY Assessment test in Writing, by Laurence Berkley, provides
strategies and models students need to pass the City University of New Yorks writing
exam. It includes step-by-step guidance for crafting an effective response, tips for editing
and proofreading, and lots of opportunities for practice.
x | P R E F A C E
i-series presents multimedia tutorials in a flexible format because there are things you
cant do in a book. To learn more about package options or any of the products below,
contact your Bedford/St. Martins sales representative or visit bedfordstmartins.com.
ix visualizing composition 2.0 (available online) helps students put into practice key
rhetorical and visual concepts.
i-claim: visualizing argument (available on CD-ROM) offers a new way to see argu-
ment with 6 tutorials, an illustrated glossary, and over 70 multimedia arguments.
i-cite: visualizing sources (available online as part of Re:Writing Plus) brings research
to life through an animated introduction, four tutorials, and hands-on source practice.
Portfolio keeping, Second Edition, by Nedra Reynolds and Rich Rice, provides
all the information students need to use the portfolio method successfully in a writing
Oral Presentations in the Composition Course: A Brief Guide, by Matthew
Duncan and Gustave W. Friedrich, offers students the advice they need to plan, prepare,
and present their work effectively. With sections on analyzing audiences, choosing effective
language, using visual aids, collaborating on group presentations, and dealing with the fear
of public speaking, this booklet helps students develop strong oral presentations.
iNS tRUC tOR RESOURCES
Bedford/St. Martins wants to make it easy for you to find the support you need and to
get it quickly.
instructors Annotated Edition of Successful College Writing puts infor-
mation right where busy instructors need it: on the pages of the book itself. The marginal
annotations offer teaching tips, analysis tips with readings, last-minute in-class activities,
vocabulary glosses, additional assignments, and potential answers to exercises.
instructors Resource Manual, Fifth Edition, by Kathleen T. McWhorter,
Michael Hricik, Mary Applegate, and Rebecca J. Fraser (see bedfordstmartins.com
/successfulwriting/catalog), helps instructors plan and teach their composition course.
This text is available in print or in a PDF format that can be downloaded from the
Bedford/St. Martins online catalog or the companion Web site. The Instructors Manual
includes practical advice on designing an effective course, using learning styles in the
teaching of writing, and finding resources for teaching composition. It also contains sam-
ple syllabi, tips for assessing student writing and using the writing center, and special help
for those teaching as adjunct instructors.
teaching Composition: Background Readings, third Edition, edited by
T. R. Johnson of Tulane University, addresses the concerns of both first-year and veteran
writing instructors. This collection includes 30 professional readings on composition and
P R E F A C E | xi
rhetoric written by leaders in the field. The selections are accompanied by helpful intro-
ductions, useful activities, and practical insights for inside and outside the classroom.
The new edition offers up-to-date advice on avoiding plagiarism, classroom blogging, and
teachingCentral offers the entire list of Bedford/St. Martins print and online pro-
fessional resources in one place. You will find landmark reference works, sourcebooks on
pedagogical issues, award-winning collections, and practical advice for the classroom all
free for instructors at bedfordstmartins.com/teachingcentral.
Bits collects creative ideas for teaching a range of composition topics in an easily search-
able blog format at bedfordbits.com. A community of teachers leading scholars, au-
thors, and editors discuss revision, research, grammar and style, technology, peer re-
view, and much more. Take, use, adapt, and pass the ideas around. Then come back to the
site to comment or share your own suggestions.
Portfolio teaching, a companion guide for instructors, provides the practical infor-
mation instructors and writing program administrators need to use the portfolio method
successfully in a writing course.
Bedford Coursepacks allow you to integrate our most popular content into your
own course management systems quickly and easily. For details, visit bedfordstmartins
To order any of the ancillaries, please contact your Bedford/St. Martins sales repre-
sentative, email sales support at [email protected], or visit our Web site
at bedfordstmartins.com. Note that activation codes are required for VideoCentral:
English, Re:Writing Plus, and CompClass. Codes can be purchased separately or pack-
aged with the print book at a significant discount.
To order VideoCentral: English packaged for free with the print book, use these ISBNs:
With handbook: 978-1-4576-1087-5
Without handbook: 978-1-4576-1138-4
To order Re:Writing Plus (which includes VideoCentral: English and i-cite: visualizing sources)
packaged with the print book, use these ISBNs:
With handbook: 978-1-4576-1083-7
Without handbook: 978-1-4576-1141-4
To order the online, interactive e-book packaged with the print book, use these ISBNs:
With handbook: 978-1-4576-1062-2
Without handbook: 978-1-4576-1158-2
For information about other e-book formats including the CourseSmart e-book, go to
xii | P R E F A C E
To order CompClass for Successful College Writing, Fifth Edition, packaged with the print
book, use these ISBNs:
With handbook: 978-1-4576-1069-1
Without handbook: 978-1-4576-1159-9
To order ix visualizing composition 2.0 packaged with the print book, use these ISBNs:
With handbook: 978-1-4576-1249-7
Without handbook: 978-1-4576-1248-0
To order i-claim: visualizing argument packaged with the print book, use these ISBNs:
With handbook: 978-1-4576-1085-1
Without handbook: 978-1-4576-1177-3
ACk NOWlEDGMEN tS
A number of instructors and students from across the country have helped me to develop
and revise Successful College Writing. I would like to express my gratitude to the following
instructors, who served as members of the advisory board for the first edition. They pro-
vided detailed, valuable comments and suggestions about the manuscript as well as student
essays and additional help and advice during its development: Marvin Austin, Columbia
State Community College; Sarah H. Harrison, Tyler Junior College; Dan Holt, Lan-
sing Community College; Michael Mackey, Community College of Denver; Lucille M.
Schultz, University of Cincinnati; Sue Serrano, Sierra College; Linda R. Spain, Linn-
Benton Community College; and Jacqueline Zimmerman, Lewis and Clark Community
College. I would also like to thank the following instructors and their students, who
class-tested chapters from Successful College Writing and provided valuable feedback about
how its features and organization worked in the classroom: Mary Applegate, DYouville
College; Michael Hricik, Westmoreland County Community College; Lee Brewer Jones,
DeKalb College; Edwina Jordan, Illinois Central College; Susan H. Lassiter, Mississippi
College; Mildred C. Melendez, Sinclair Community College; Steve Rayshich, West-
moreland County Community College; Barbara J. Robedeau, San Antonio College; and
Deanna White, University of Texas at San Antonio.
I am indebted to the valuable research conducted by George Jensen, John DiTiberio, and
Robert Sternberg on learning-style theory that informs the pedagogy of this book. For their
comments on the coverage of learning styles in this text, I would like to thank John DiTiberio,
Saint Louis University; Ronald A. Sudol, Oakland University; and Thomas C. Thompson,
The Citadel. My thanks go to Mary Jane Feldman, Niagara County Community College,
for designing the field test of the Learning Styles Inventory and conducting the statistical
analysis of the results. I would also like to thank the instructors and students who participated
in a field test of the Learning Styles Inventory: Laurie Warshal Cohen, Seattle Central Com-
P R E F A