Anker Susan. Real Essays with Readings with 2009 MLA Update

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WRITING ESSAYS

Chapter 2 • Reading and Writing in College and Beyond 27

■ RESOURCES

To gauge students’

understanding of

main point, support,

and other writing

and grammar issues,

use the Testing Tool

Kit CD available with

this book.

CRITICAL THINKING: READING CRITICALLY

FOCUS

• Review the reading selection.

ASK

• What is the author’s main point?

• What evidence and explanations does the writer use to back the

main point?

• Does the support actually help me understand the main point, or

am I left with questions and doubts?

• Has the author convinced me of his or her point of view? How has

the piece changed my feelings about the topic?

• What do I think about the author’s message? Why?

• How does what I’ve learned connect to other things I know? How

does it relate to experiences I have had?

WRITE

• Based on the answers to your questions and your assignment, write

a response to the reading selection.

Take Notes

Another way to read critically is to take notes. Taking notes can help you

understand a reading and keep you alert. Using check marks and other

symbols, underlining, or highlighting can also make important parts stand

out. Here are some ideas about how to take notes:

• Note the thesis statement (double-underline it).

• Note the major support points (underline them).

• Note ideas you agree with (put a check mark ✓ in the margin).

• Note ideas you don’t agree with or are surprised by (put an X or ! in the

margin).

• Note points or words you don’t understand (put a ? in the margin).

• Note information that answers your guiding question (write “guiding

question” in the margin).

• Note thoughts or reactions you have while reading.

Review and Respond

Often, your instructor will ask you to answer questions about a reading or

to write about it. To do either, you may need to review the reading, look-

ing at your notes and your highlighting before responding. The following

Critical Thinking guide will help you.

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WRITING ESSAYS

28 Part One • How to Read and Write in College

An Active Reader at Work

Before moving to the section on reading college textbooks, read the fol-

lowing piece. The notes in the margins show how one student, Tom, read

an essay assigned in a writing course. Many of his comments show how he

read critically by thinking about how the writer’s points related to his own

experiences. Additionally, he noted points that seemed likely to be impor-

tant for a class discussion or writing assignment. You may want to use this

sample as a model for the reading you do in the following chapters.

Deborah Tannen

It Begins at the Beginning

Deborah Tannen is a professor of linguistics at Georgetown University

in Washington, D.C. Linguistics — the study of human language —

reveals much about people and their culture. Part of Tannen’s research

in linguistics has focused on differences in how women and men use

language and how those differences affect communication. The follow-

ing excerpt, taken from her book You Just Don’t Understand, describes

how girls’ and boys’ language and communication patterns differ from

a very early age.

Even if they grow up in the same neighborhood, on the same block, or

in the same house, girls and boys grow up in different worlds of words.

Others talk to them differently and expect and accept different ways of

talking from them. Most important, children learn how to talk, how to

have conversations, not only from their parents, but from their peers. . . .

Although they often play together, boys and girls spend most of their time

playing in same-sex groups. And, although some of the activities they play

at are similar, their favorite games are different, and their ways of using

language in their games are separated by a world of difference.

Boys tend to play outside, in large groups that are hierarchically struc-

tured. Their groups have a leader who tells others what to do and how

to do it, and resists doing what other boys propose. It is by giving orders

and making them stick that high status is negotiated. Another way boys

achieve status is to take center stage by telling jokes, and by sidetracking

Guiding Question:

How do boys and girls

differ in their play and

the language they use

in their play?

Thesis

 Yep — friends are

key.

Still true today??

(computers?)

Examples (boy’s

play) — might be part

of discussion/quiz.

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WRITING ESSAYS

Chapter 2 • Reading and Writing in College and Beyond 29

or challenging the stories and jokes of others. Boys’ games have winners

and losers and elaborate systems of rules, and the players frequently boast

their skill and argue about who is best at what.

Girls, on the other hand, play in small groups or in pairs; the center

of a girl’s social life is a best friend. . . . In their most frequent games,

such as jump rope and hopscotch, everyone gets a turn. Many of their

activities (such as playing house) do not have winners or losers. Though

some girls are certainly more skilled than others, girls are expected not

to boast about it, or show that they think they are better than the others.

Girls don’t give orders; they express their preferences as suggestions, and

suggestions are likely to be accepted. Anything else is put down as bossy.

They don’t grab center stage — they don’t want it — so they don’t chal-

lenge each other directly. And much of the time, they simply sit together

and talk. Girls are not accustomed to jockeying for status in an obvious

way; they are more concerned that they be liked.

— Adapted from Deborah Tannen,

You Just Don’t Understand (New York:

HarperCollins, 1990)

Reading College Textbooks

Most textbooks have special features to help students ﬁ nd and understand

key information. The sections below will give you practice in recognizing

these features.

Finding Information

Reading a long, dense textbook can be a challenge, so textbooks use a

number of features to help you ﬁ nd your way. The most common of these

are described below, with page numbers that direct you to an example of

the feature in this textbook.

Table of Contents

If you want to ﬁ nd a particular chapter, use the brief table of contents

(pp. v–vi). If you’re looking for speciﬁ c information within a chapter, try

the detailed table of contents (beginning on p. vii), which lists chapter

titles and major headings.

! But don’t boys

& girls play

together — at least

sometimes?

More examples (girls’

play).

Question: Does

Tannen think these

differences affect how

adult men and women

work together?

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WRITING ESSAYS

30 Part One • How to Read and Write in College

Index

If you want to ﬁ nd a particular topic, you can also use the index start-

ing on page I-1. Topics are listed alphabetically. To ﬁ nd information on

using apostrophes in contractions, look under “apostrophes,” and ﬁ nd the

subentry “in contractions.” The page number will direct you to the right

information.

Chart of Correction Symbols

Some instructors use symbols to indicate grammar, spelling, or punctuation

errors in your writing. You can use the chart at the back of this book to ﬁ nd

the meaning of each symbol and a chapter reference for more help.

Headings at the Tops of Pages

When you want to know where you are in the book, look at the headings

that run along the tops of the pages. The left page gives you the name of

the part of the book you’re in (for example, Part One • How to Read and

Write in College), and the right page tells you which chapter you’re in

(Chapter 2 • Reading and Writing in College and Beyond).

Marginal Notes

Real Essays includes helpful tips and references

printed in the margin. These direct you to ad-

ditional information or resources in the book or

on the book’s companion Web site.

Anthology, citing, 316

Apostrophes, 571–579

in contractions, 574

deﬁnition of, 571

editing for, 577–579

with letters, numbers, time, 576

to show ownership, 571–572

Appositives

adj Use correct adjective form

adv Use correct adverb form

agr Correct subject-verb agreement or pronoun agreement

awk Awkward expression: edit for clarity

cap Use capital letter correctly

■ For more practice

correcting run-ons,

visit Exercise Central

at bedfordstmartins

.com/realessays.

9. There are differe

and listening to

tion from the dri

10. Drivers who love

striction many ot

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WRITING ESSAYS

Chapter 2 • Reading and Writing in College and Beyond 31

PRACTICE 3 FINDING INFORMATION IN TEXTBOOKS

Complete the exercises below to practice using the Brief Contents, complete

Table of Contents, and Index found in Real Essays.

1. Brief Contents: In what chapter will you ﬁ nd coverage of pronouns?

Chapter 27

2. Table of Contents (complete): On what page does coverage of citing

and documenting sources begin?

368

3. Index: On what page will you ﬁ nd out how commas are used in dates?

683

Reading Textbook Chapters

In some textbooks, each chapter includes standard features that provide

important information. Some of these features are listed below, and you

can see examples of each in the excerpt from the textbook Discovering

Psychology.

At the Beginning of a Chapter

Chapter title: The chapter title announces the major subject of that chapter.

From Don H. Hockenbury and Sandra E. Hockenbury, Discovering Psychology, 4th ed.

(New York: Worth, 2007)

Opening

story or

vignette

Chapter

title

Chapter

outline

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WRITING ESSAYS

32 Part One • How to Read and Write in College

Chapter outline: The outline tells you what major topics will be covered in

the chapter and often gives page numbers for those topics.

Opening stories or vignettes: These opening stories sometimes have differ-

ent titles, but they are often real-world examples that relate to the subject

of the chapter.

Throughout the Chapter

Headings: Chapters are divided into sections, and each section has a

heading that tells you what’s in it and how the topics ﬁ t together. Main

headings introduce major topics within chapters; subheadings introduce

important aspects of each topic.

Visual (with

explanation)

clariﬁ es key

concepts.

Deﬁ nitions in

the margins

explain key

terms.

First main heading sets up ﬁ rst topic: our experience of color.

Subheading raises intriguing

question answered in text.

Boldface

emphasizes key

words deﬁ ned

in text.

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WRITING ESSAYS

Chapter 2 • Reading and Writing in College and Beyond 33

Bold-faced text: Terms in boldface emphasize important concepts that

are deﬁ ned in the text, and some books collect these terms in a separate

glossary.

Visuals: Visuals (such as photos, illustrations, diagrams, and tables) usually

have captions that clarify key concepts. They provide help for all students

but especially for those who prefer visual learning.

Information in the margins: Many textbooks use the margins for important

information such as key words, deﬁ nitions, key concepts, explana-

tory notes, and other study aids that will help you understand the text

material. Do not skip over the information in the margins: It may be essential

to your understanding of the text material!

End of Chapter

Much of the material at the end of the chapter helps you check your

understanding of what is important in the chapter and helps you review

for tests or assignments. Chapter reviews summarize essential informa-

tion such as key points, key terms, and key skills. Chapter tests let

you check what information you have mastered and what you need to

review.

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WRITING ESSAYS

34 Part One • How to Read and Write in College

PRACTICE 4 READING TEXTBOOK CHAPTERS

Using a textbook from another class, review a chapter for its special features.

On a separate piece of paper, write the title of the book, the class you are using

it in, and a list of its special features.

You can use the following Critical Thinking guide when reading text-

books or any other readings assigned in college.

■ TEACHING TIP

Walk the students

through your course

syllabus, telling them

what information to

highlight.

CRITICAL THINKING: READING COLLEGE MATERIAL

FOCUS

• Think carefully about any reading assignment.

ASK

• Why am I being asked to read this? To understand course

expectations? To understand certain concepts that I will be tested

on? To show what I have learned (on a test or in a writing assign-

ment)? To get background information?

• Given the purpose of this assignment, what parts of the text

deserve special attention?

• How can I best use features like headings, boldface type, and

summaries to help me understand the selection?

WRITE

• Answer any end-of-chapter or end-of-selection questions to

reinforce and improve your understanding of key concepts. If you

are asked to do other writing in response to the reading, follow

your instructor’s directions carefully, and see the Critical Thinking

box on page 27.

■ DISCUSSION

Ask students to share

some examples with

the class and discuss

how textbook features

vary across disciplines.

Reading Course Syllabi

It is important to use your course syllabus. It contains essential informa-

tion such as the course objectives, grading policies, attendance policies,

and dates for assignments and tests.

If your teacher goes over the syllabus in class, highlight or underline

the points she or he emphasizes. If your teacher asks you to review the syl-

labus on your own time instead, read each section carefully, highlighting

key policies and dates. If you are using a calendar, record all due dates for

assignments, tests, and drafts. (See Chapter 1, p. 13.)

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WRITING ESSAYS

Chapter 2 • Reading and Writing in College and Beyond 35

Read carefully.

Your grade will

depend on how

well you achieve

these objectives.

Syllabus

Course name and number

Meeting days and hours

Instructor information

Professor name

Phone number

E-mail address

Ofﬁ ce hours

Course description: This course focuses on expository writing.

Students will use the writing process and will read, write, and edit

effectively as well as use and document library resources.

Course objectives:

• Use a variety of writing strategies.

• Recognize and correct grammar errors.

• Read and think critically and apply information.

• Develop ideas in paragraphs and essays with clear theses.

• Etc.

Course materials:

Susan Anker, Real Essays with Readings, Third Edition

Grading policies (percentage of grade):

Papers 60%

Tests 25%

Homework 10%

Class participation 5%

Grading scale for tests and papers:

A 90–100%

B 80–89%

Etc.

See handout with grading rubric and examples.

Course policies:

• Attendance: Class attendance is required. Students who miss more

than one week . . . etc.

• Classroom rules: Arrive on time, turn off cell phones, . . . etc.

• Late or missed work: No late work is accepted without my con-

sent . . . etc.

• Academic integrity: This course adheres to the college handbook,

which deﬁ nes the following criteria: . . . etc.

Explanation of

grading policies

Explanation of

grading criteria

Explanation of

course policies

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WRITING ESSAYS

36 Part One • How to Read and Write in College

Moving from Reading

to Writing

Reading and writing skills are closely related: If you can read critically,

you are in a good position to do college writing assignments. (Remember

that critical reading means understanding the main point and the support,

thinking about how effective the support is, and considering your own

response to the reading and how it relates to your own experiences.) In

many of your courses, you write about what you read.

Just as you will read many types of documents in college, you will

write many types of assignments, such as essays, reports, summaries, re-

views, exams, and research papers. Some types of writing will require skills

that may be new to you. We introduce those skills here so that you can

draw on them when a writing assignment requires them.

Key College Skills:

Summary, Analysis, Synthesis,

and Evaluation

College writing assignments often require you to demonstrate your deep

understanding of subject matter, which you get through critical reading.

For example, you may be asked to show some or all of the following about

what you have read:

• Your basic understanding of its content (summarizing)

• Your ability to identify its points and parts (analyzing)

• Your ability to relate it to other information and experiences

(synthesizing)

• Your ability to judge its effectiveness (evaluating)

The “Writing about Readings” assignments at the end of each chapter in

Part Two, Writing Different Kinds of Essays, will call on these key college

skills.

Read the passage from Discovering Psychology on page 37 and the four

sections that follow it. Each section covers one of the skills just described,

deﬁ nes the skill in more detail, and shows how it could be applied in writ-

ing about the passage.

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