Anker Susan. Real Essays with Readings with 2009 MLA Update

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Preface for Instructors

Too often, students perceive their writing course as something they must

put up with in order to move on to “content” courses that will help them

get a good job. The aim of Real Essays, as indicated by its subtitle, Writing

Projects for College, Work, and Everyday Life, is to show students that the

writing course is a crucial gateway to success in every arena of their lives.

To achieve this aim, Real Essays casts writing and editing skills as practical

and valuable. Further, it sends the message that strengthening these skills

is worth the effort because all the roles students will play in their lives

—

college student, employee, parent, consumer, community member — require

that they write often and well.

Real Essays shares an overarching purpose with its companions, Real

Writing: Paragraphs and Essays for College, Work, and Everyday Life and Real

Skills: Sentences and Paragraphs for College, Work, and Everyday Life

— to

put writing in a real-world context. All three books link writing skills to

students’ own goals in and beyond college. What’s more, these books mo-

tivate students by introducing them to other people who have struggled

with writing, have wondered why it is important, and are learning that

good writing is not a mysterious, elusive gift but a skill that can be learned

by anyone who is willing to pay attention and practice.

Maintaining a strong connection to the real world, the third edition

of Real Essays does more to build the skills that are essential for success

in the writing course and for other college-level work. Expanded coverage

of academic reading, writing, and learning skills gives students practical

preparation for college success.

xxi

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Features

Real Essays presents the information that students need and also shows them how and why writ-

ing is relevant to them. Many popular features of earlier editions have been carried over to this

edition, with revisions based on suggestions from vast numbers of instructors and students.

Motivates Students with a Real-World Emphasis

• Proﬁ les of Success show that writing

is key to success.

Inspiring case stud-

ies of former students, with photos,

short autobiographies, and workplace

writing samples appear in each of the

nine Part Two chapters.

• Real-world models of writing give

students practical examples.

Unique

to Real Essays, all the assignment

chapters include three essay-length

samples — one each from college, work,

and everyday life. One example is by

the subject of the chapter’s Proﬁ le of Success.

Presents Essay Writing in Logical, Manageable Increments

• A focus on the “four basics”

of each type of essay makes

writing instruction simple.

Each of the assignment

chapters opens with a list

(indicated by this symbol: )

of four basic features of the

type of writing followed by

annotated model passages that

are color-coded to show how

the four basics work in writing.

• Step-by-step Writing Guides

offer real help.

The Writing

Guide in every assignment

chapter breaks down the

process of writing each type

xxii Preface for Instructors

Shawn Brown

Founder, Diamond

Educators

BACKGROUND: I had what is, unfortunately, a

poor, urban youth who are caught up in gan

brother was murdered in a crossﬁ re, and I liv

no father around. I was an athlete and got a

school. I had my ﬁ rst kid at age ﬁ fteen and i

a rival who had disrespected me. I didn’t, ma

my coach, who’d warned me not to leave my

Ed Powell, had a saying I still repeat often: “

to fail.” I was lucky to have Powell and a few

me, help me turn around, and get me on the

better life.

A few years ago, I got together a group o

educated African American men with familie

Proﬁ le of Success

Shawn Brown

Founder, Diamond

Educators

In the following paragraph, each number corresponds to one of the

four basics of good cause and effect.

1 Little doubt remains that global warming is a threat to our world,

but not everyone understands why it is happening and what the effects re-

ally are. Many experts believe that this warming trend is largely the result

of 2 greenhouse gases, including 4 carbon dioxide emissions, mainly from

cars, and pollutants from industrial processes. 2 Deforestation is another

FOUR BASICS OF GOOD CAUSE AND EFFECT

The main point reﬂ ects the writer’s purpose — to explain

causes, effects, or both.

2. If the purpose is to explain causes, it presents concrete causes.

3. If the purpose is to explain effects, it presents real effects.

4. It gives readers clear and detailed examples or explanations of

the causes and effects.

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Preface for Instructors xxiii

of essay into a series of manageable

tasks. Each step is accompanied

by clear advice for completing the

task.

•

Two chapters help students tackle

essay exams, timed writings,

summaries, and reports.

Chap-

ter 20, on writing summaries and

reports, offers helpful writing

guides for these tasks and shows

one student’s process for writing

a book report on Toni Morrison’s

The Bluest Eye.

• An easy-to-follow chapter

presents ten steps for writing

research essays.

This chapter

follows one student through the re-

search process and culminates in her paper about the beneﬁ ts of mandatory school uniforms.

• The section on MLA documentation has a colored border that makes it easy to ﬁ nd without

hunting for page numbers.

Presents Editing in Logical, Manageable Increments

• The editing section helps students overcome the four most serious errors — and more. Real

Essays covers all standard grammar, punctuation, and mechanics topics, but it concentrates

ﬁ rst, with fuller coverage, on the errors identiﬁ ed by teachers as the most serious: fragments,

run-ons, subject-verb agreement problems, and verb tense problems.

• References to Exercise Central provide ample

opportunities for skill practice.

Marginal refer-

ences throughout the editing section direct stu-

dents to Exercise Central for additional exercises.

The largest online bank of editing exercises (with

almost nine thousand items), Exercise Central of-

fers two levels of skill practice, immediate feed-

back, and instructor monitoring tools.

• Review charts at the end of each grammar

chapter present key information visually.

For

students who are visual learners, the editing sec-

tion presents concepts and strategies in chapter-

ending ﬂ owcharts for quick comprehension and

practical application.

WRITING GUIDE: CAUSE AND EFFECT

STEPS IN CAUSE AND EFFECT HOW TO DO THE STEPS

Focus.

■■ Think about an event or situation that

and whether you want to describe its c

both. Review the four basics of good c

page 272.

Prewrite to explore your

topic.

See Chapter 4 for more on

prewriting.

■■ State what your purpose for writing is

causes, effects, or both.

■■ Use the ring diagram or clustering to g

causes or effects of your topic.

Write a thesis statement.

The thesis statement in a cause

and effect essay often includes

the topic and an indicator of

whether you will be discussing

causes, effects, or both.

Topic + indication of cause /

effect =

Thesis

A blog ruined my marriage.

SCht5f

■■ Write a thesis statement that includes

indicator of cause, effect, or both.

Complete sentence You have a fragment that must be corrected.

You can add the

missing sentence

element(s).

You can connect the frag-

ment to the sentence

before or after it.

HOW TO FIND AND CORRECT FRAGMENTS

Some fragments

start with a

preposition

(see p. 403).

Some fragments

start with a

dependent word

(see p. 403).

Some fragments

start with an

-ing verb form

(see p. 406).

Some fragments

start with an

example or

explanation

(see p. 411).

Some fragments

start with to

and a verb

(see p. 409).

If you ﬁ nd one of these trouble spots in your writing,

ask: Is there a subject and a verb and a complete thought?

There are ﬁ ve trouble spots that signal fragments.

YES NO

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xxiv Preface for Instructors

Helps Students with College-Level Reading

• Chapter 2 gives students strategies for and practice with reading and understanding a vari-

ety of college materials, such as textbook chapters, syllabi, and tests.

• Reading prompts in the margins of essays help students develop the practice of active

reading.

These “Pause” prompts alongside the readings in Part Two and Part Eight ask

students to consider key elements of the reading, including their own responses.

New to This Edition

We have included an array of new features to help students become better readers and writers

throughout college and beyond.

More Help with College Success

• A new Chapter 1 on

how to succeed in col-

lege

offers advice from

students who have passed

both developmental and

college-level writing

courses. These students

provide concrete, prac-

tical advice about the

writing and reading they

do in composition and

other classes. The chapter

also includes topics such

as time management and

note taking, along with a

section on understanding

and applying your learning

style to college work.

More Help with College Writing

• A stronger emphasis on practicing four key college skills — summary, analysis, synthesis,

and evaluation

— develops students’ abilities. These skills are introduced in Chapter 2 and

reinforced with prompts and questions for writing and discussion in all Part Two chapters.

Advice from

those who’ve

been there

■ TEACHING TIP

Assure students that

the ﬁ ve-paragraph

essay is a useful build-

ing block to writing

longer pieces, and

give them a preview

of the length of the

average paper they

will write in your

course.

Michael Dalkas, Georgia

Perimeter College

Janice Diamond,

Holmes Community

College

Danita Edwards,

Holmes Community

College

ou might be wondering: Why do

I have to take this course, any-

way? The answer is that most,

if not all, of your college courses will

require some writing, and the better

you write, the better you will do. Being

able to write well will also help you get

a good job and express yourself in your

everyday life.

The advice on pages 4–9 comes di-

rectly from our experience. We promise

it will help you.

Writing

College writing involves new kinds of

writing and new ways of writing. Here

are some of the things we had to get

We don’t do as much

personal writing.

Some writing assignments let us write

mainly about personal experiences,

but most ask us

to use material

from outside sources,

articles and books. For example, a high

school teacher might assign a topic like

“Write about a time you felt peer pres-

sure to do something you didn’t want

to do,” but an assignment in a college

course in human development is more

likely to be something like “How does

the pressure to ﬁ t in affect adolescent

behavior?” When we refer to outside

sources in our papers, we have to

document our sources (See Chapter 2 )

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Preface for Instructors xxv

•

Advice on decoding and

approaching assignments

helps

students understand exactly what

they are being asked to do. A new

section in Chapter 3, “How to

Analyze a Writing Assignment,”

and “Tips for Tackling [the

mode]” boxes in all assignment

chapters give students essential

strategies.

How to Analyze a Writing Assignment

Getting started can be one of the hardest parts of writing, and one com-

mon obstacle to starting is not quite understanding what the assignment

is asking you to do. There are ways of translating writing assignments that

will help you get started. Let’s look at a couple of assignments and the

ways you might begin them.

ASSIGNMENT: Discuss the reasons for low employee morale at your

workplace.

ANALYZING A WRITING ASSIGNMENT

STEPS WHAT TO DO FOR THIS ASSIGNMENT

1. Highlight the key

words.

Discuss the reasons for low employee morale at your workplace.

2. Get some ideas

down on paper or

on your computer.

List all reasons you can think of — at your current job, past jobs, or

other jobs you know about. (For more on getting ideas, see the next

chapter.)

3. Think again. Revise

your ideas, and add

to them.

Give some details about each reason, and say how each contributes to

low employee morale. Then reread your list. Do they all contribute

to low employee morale? Delete those that now seem irrelevant, and

try to say more about the others. Record any other reasons that occur

to you in the process.

4. Try out a main

point.

Reread your revised list of reasons, and decide on your main point —

what you want to say about your reasons. Do they have a common

cause? What do they say about the workplace? Can you think of a way

to improve morale?

To ﬁ nd your main point, think about your audience and purpose.

For example, if you are writing a report for your boss, your thesis

should not be entirely critical of the company:

• A new sample writing rubric with

examples of poor, fair, and good writ-

ing

(Chapter 3) helps students gauge

the success of their own writing.

• A new section, “How to Create a

Writing Portfolio”

(Chapter 3), helps

students evaluate, assemble, and reﬂ ect

on their own work.

More Help with College

Reading

• New vocabulary prompts for readings

in Part Two writing assignment chap-

ters help students focus on words they

need to know.

• Synthesis prompts in all Part Two

chapters encourage students to link

readings from these chapters with those in the “Readings for Writers” section.

• New “Linked Readings” prompts at the end of each “Readings for Writers” chapter help

students make connections among readings in different chapters, allowing them to explore

themes such as “The Pressure to Conform,” “Feeling Foreign,” and “Stereotypes.”

When I got in high school, though I got another hobby which

took all my time and money, my car was my new love. It is a Nissan

300 ZX, and it is black with a black interior. It had 16" rims and a

sweet body kit. I got it when I was 17 and I put everything I had into

it and I loved it almost as much as my girlfriend Kate.

As you can see, by my senior year, my only hobbies were playing

baseball for my school team and taking care of the car. I once spent all

my time riding my bicycle with my friends but I guess I’ve outgrown

that. The one hobby that has lasted throughout my life is my love for

baseball. I will probably play that until I am an old man.

Student essay #2 is better for the following reasons:

• It has a clearly identiﬁ able thesis, introduction, body, and

conclusion.

• The body paragraphs are generally cohesive, and the essay shows

a chronological (time order) development.

• It has fewer errors in grammar and punctuation than the low-level

essay has.

dic

coord

tense?

combine

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xxvi Preface for Instructors

• A new argument casebook on assisted suicide offers students perspectives

from medical personnel, a patient with terminal cancer, and others.

• Twelve new readings in “Readings for Writers” engage students in con-

temporary concerns.

More Help with Grammar

• Ten new comprehensive mastery tests at the end of the grammar section

review grammar and other principles of writing.

• New verb review charts (Chapter 26) give students a reference tool for

correct use of verb tenses and forms along with examples of the most com-

mon errors.

• Expanded ESL coverage includes new practice sets, more language-speciﬁ c

advice, and simple explanation of difﬁ cult concepts.

Note on MLA Documentation

This edition of Real Essays with Readings reﬂ ects the updated documentation

guidelines provided by the 2009 edition of the MLA Handbook.

Ancillaries

Print Resources

For Students

• The Bedford/St. Martin’s Planner with Grammar Girl’s Quick and Dirty

Tips

(ISBN 10: 0–312–48023–7 / ISBN 13: 978–0–312–48023–3). This handy re-

source includes everything that students need to plan and use their time

effectively, with advice on preparing schedules and to-do lists and blank

schedules and calendars (monthly and weekly) for planning. Integrated

into the planner are pointers on ﬁ xing common grammar errors, with tips

from Mignon Fogarty, host of the popular Grammar Girl’s Quick and Dirty

Tips for Better Writing podcast, and from other podcast hosts. Also included

are advice on note taking and succeeding on tests, an address book, and an

annotated list of useful Web sites.

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Preface for Instructors xxvii

•

The Bedford/St. Martin’s ESL Workbook, Second Edition (ISBN 10:

0–312–54034–5 / ISBN 13: 978–0–312–54034–0). This comprehensive collec-

tion of exercises covers grammatical issues for multilingual students with

varying English-language skills and cultural backgrounds. Instructional

introductions precede exercises in a broad range of topic areas.

• Quick Reference Card on writing, editing, word processing, and

research

(ISBN 10: 0–312–40490–5 / ISBN 13: 978–0–312–40490–1). Students

can prop this handy three-panel card up next to their computers for easy

reference while they’re writing and researching.

• From Practice to Mastery (for the Florida College Basic Skills Exit Tests; ISBN 10:

0–312–41908–2 / ISBN 13: 978–0–312–41908–0). Full of practical instruction

and plenty of examples, this handy book gives students all the resources

they need to practice for — and pass — the Florida College Basic Skills

Exit Tests on reading and writing.

• Portfolio Keeping: A Guide for Students, Second Edition (ISBN 10:

0–312–41909–0 / ISBN 13: 978–0–312–41909–7). Written by Nedra Reynolds

and Rich Rice, this guide provides all the information students need to

use the portfolio method successfully in a writing course.

For Instructors

• Instructor’s Annotated Edition of Real Essays, Third Edition (ISBN 10:

0–312–48280–9 / ISBN 13: 978–0–312–48280–0). This instructor’s edition gives

practical page-by-page advice on teaching with Real Essays, including

discussion prompts, strategies for teaching ESL students, and ideas for

additional classroom activities. It also contains answers to all exercises

and suggestions for using the other ancillaries.

• Practical Suggestions for Teaching REAL ESSAYS, Third Edition (ISBN 10:

0–312–48284–1 / ISBN 13: 978–0–312–48284–8). This guide contains informa-

tion and advice on working with basic writers, bringing the real world

into the classroom, building critical-thinking skills, using computers,

teaching non-native speakers and speakers of nonstandard dialects,

and assessment. It also includes tips for new instructors and ideas for

making the most of Real Essays.

• Additional Resources for Teaching REAL ESSAYS, Third Edition (ISBN 10:

0–312–48285–X / ISBN 13: 978–0–312–48285–5). This collection of resources

supplements the instructional materials in the text with a variety of

transparency masters and other reproducibles for classroom use.

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xxviii Preface for Instructors

• Teaching Developmental Writing: Background Readings, Third Edition

(ISBN 10: 0–312–43283–6 / ISBN 13: 978–0–312–43283–6). This professional

resource, edited by Susan Naomi Bernstein, offers professional essays

on topics of interest to basic writing instructors, along with editorial

apparatus pointing out practical applications for the classroom. The new

edition includes revised chapters on technology and the writing process

and focuses on topics relevant to non-native speakers of English in the

developmental writing course.

• The Bedford Bibliography for Teachers of Basic Writing, Second

Edition

(ISBN 10: 0–312–41480–3 / ISBN 13: 978–0–312–41480–1). Compiled by

members of the Conference on Basic Writing under the general editor-

ship of Linda Adler-Kassner and Gregory R. Glau, this annotated list

of books, articles, and periodicals was selected speciﬁ cally for its value

to teachers of basic writing. (This Bedford Bibliography is also available

online at www.bedfordstmartins.com/basicbib/content.asp.)

• Portfolio Teaching: A Guide for Instructors, Second Edition (ISBN 10:

0–312–41911–2 / ISBN 13: 978–0–312–41911–0). Written by Nedra Reynolds

and Rich Rice, this guide provides the practical information instructors

and writing program administrators need to use the portfolio method

successfully in a writing course. Ideal companion to Portfolio Keeping:

A Guide for Students (see entry under Print Resources / For Students

above).

New Media Resources

For Students

• WritingClass with REAL ESSAYS WITH READINGS e-Book (ISBN 10: 0–312–

55791–4 / ISBN 13: 978–0–312–55791–1). WritingClass, a new online learning

space for student writers, comes preloaded with our best media: Exercise

Central, video tutorials for challenging concepts, writing guides, and

more. Best of all, WritingClass with REAL ESSAYS WITH READINGS e-Book

allows you and your students to access a complete, interactive e-book

version of Real Essays: Students can work through the instruction and

exercises online, respond to assignments in writing spaces, take notes,

bookmark important sections, and more. Students stay focused because

assignments, grades, and writing instruction are all in one place. It’s

easy for you to monitor student progress and offer feedback when it

counts most. What could be better? To learn more, visit our book

companion Web site at www .bedfordstmartins.com/realessays.

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Preface for Instructors xxix

•

Real Essays book companion Web site at www.bedfordstmartins.com/

realessays.

This helpful, free site provides resources that help students

with writing and research. Key features include

– Annotated model essays

– Writing for the Workplace advice

– Graphic organizers for all modes of writing

– Peer review forms for all modes of writing

– Exercises with immediate feedback

– Links to other useful resources from Bedford/St. Martin’s

• Re:Writing Basics (www.bedfordstmartins.com/rewritingbasics) for

basic writing classrooms, and Re:Writing (www.bedfordstmartins.com/

rewriting) for composition.

These open-access sites collect the best

free resources from our many book companion sites in one convenient

location, with assignments, activities, handouts, exercises, and tutorials

you can start using right away. You can refer students to the appropriate

site or print out what’s useful. Re:Writing Plus, our premium resource

for composition, offers even more: To learn about it, contact your local

sales rep or read more online at www.bedfordstmartins.com.

• Make-a-Paragraph Kit with Exercise Central to Go (demo at www

.bedfordstmartins.com/paragraphkit;

ISBN 10: 0–312–45332–9 / ISBN 13:

978–0–312–45332–9). This fun, animated CD-ROM gives students ev-

erything they need to write successful paragraphs. First, students see a

paragraph develop and undergo revision as part of an “Extreme Para-

graph Makeover” “reality” program. Then, they write their own para-

graphs based on a choice of six topics, getting advice and help along

the way. Next, animated audiovisual tutorials show them how to ﬁ nd

and ﬁ x the four most serious grammar errors (fragments, run-ons and

comma splices, subject-verb agreement problems, and verb problems).

Finally, students can build their own writing and revising checklist and

get lots of grammar practice with Exercise Central to Go, the entire con-

tent of which is on this CD.

For Instructors

• Real Essays book companion Web site at www.bedfordstmartins.com/

realessays.

This companion Web site provides instructors with tools

for teaching with Real Essays, including downloadable presentation

slides for illustrating key grammar concepts, a downloadable version

of Additional Resources for Teaching REAL ESSAYS, and more.

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xxx Preface for Instructors

• Just-in-Time Teaching: Classroom and Professional Support (www

.bedfordstmartins.com/teachingcentral)

. Looking for last-minute

course materials from a source you can trust? At Just-in-Time Teach-

ing, we’ve culled the best handouts, teaching tips, assignment ideas, and

more from our print and online resources and put them all in one place.

Bedford/St. Martin’s is committed to supporting the work that teach-

ers do, with something for everyone — from the ﬁ rst-time adjunct to

the program director. And, like all of Bedford/St. Martin’s professional

resources, Just-in-Time Teaching tools are free to instructors.

• Re:Writing Basics / Re:Writing instructor resources. Instructors can

access blogs and newsletters for instructors, make use of online bibliog-

raphies — The Bedford Bibliography for Teachers of Writing and The

Bedford Bibliography for Teachers of Basic Writing — order free profes-

sional resource books for ofﬁ ce or home libraries, sign up for exam

copies of textbooks, learn about workshops, and more.

• bits: Ideas for Teaching Composition (www.bedfordstmartins.com/

bits).

Need some inspiring ways to get students to use their handbooks?

Looking for something to do in class tomorrow? This blog is for you.

Every two weeks throughout the school year, our featured author,

Barclay Barrios of Florida Atlantic University, posts creative sugges-

tions for teaching a range of composition topics. You can search the

collection by category or sign up to have new activities emailed to you

as they’re posted. After you’ve tried an activity with your students, come

back to the site and let others know how it worked or how you adapted

it for your class.

• Testing Tool Kit: A Writing and Grammar Test Bank (demo at www

.bedfordstmartins.com/toolkit;

ISBN 10: 0–312–43032–9 / ISBN 13: 978–0–312–

43032–0). This CD-ROM allows instructors to build customized tests

and quizzes from a choice of nearly two thousand questions on forty-

seven writing and grammar topics. The questions are at two levels of

difﬁ culty so that instructors can pick just the right level for their classes

and goals. Also included are ten ready-to-administer diagnostic tests.

• Exercise Central to Go: Writing and Grammar Practices for Basic

Writers

(ISBN 10: 0–312–44652–7 / ISBN 13: 978–0–312–44652–9). This

CD-ROM includes hundreds of practice items to help basic writers

build their writing and editing skills and provides audio instructions

and instant feedback. Drawn from the popular Exercise Central resource,

the practices have been extensively class-tested. No Internet connection

is necessary.

WebCT and Blackboard content is also available for Real Essays.

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