Writers choice grammar and composition grade 11

interactive student edition
GLENCOE

Grammar and Composition
Grade 11


ACKNOWLEDGMENTS
Grateful acknowledgment is given authors, publishers, photographers, museums, and agents for
permission to reprint the following copyrighted material. Every effort has been made to determine
copyright owners. In case of any omissions, the Publisher will be pleased to make suitable
acknowledgments in future editions.
Acknowledgments continued on page 929.
The Standardized Test Practice pages in this book were written by
The Princeton Review, the nation’s leader in test preparation.
Through its association with McGraw-Hill, The Princeton Review
offers the best way to help students excel on standardized assessments.
The Princeton Review is not affiliated with Princeton University or Educational Testing Service.

The Facing the Blank Page feature in this book was prepared in
collaboration with the writers and editors of TIME magazine.

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(Student Edition)
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ii


PROGRAM CONSULTANTS
Mark Lester is Professor of English at Eastern Washington University. He formerly served
as Chair of the Department of English as a Second Language, University of Hawaii. He is the
author of Grammar in the Classroom (Macmillan, 1990) and of numerous other professional
books and articles.
Sharon O’Neal is Assistant Professor at the College of Education, Southwest Texas State
University, where she teaches courses in reading instruction. She formerly served as Director
of Reading and Language Arts of the Texas Education Agency and has authored, and
contributed to, numerous articles and books on reading instruction and teacher education.
Jacqueline Jones Royster is Associate Professor of English at The Ohio State University.
She is also on the faculty at the Bread Loaf School of English at Middlebury College in
Middlebury, Vermont. In addition to the teaching of writing, Dr. Royster’s professional
interests include the rhetorical history of African American women and the social and
cultural implications of literate practices.
William Strong is Professor of Secondary Education at Utah State University, Director of
the Utah Writing Project, and a member of the National Writing Project Advisory Board.
A nationally known authority on the teaching of composition, he is the author of many
volumes, including Writing Incisively: Do-It-Yourself Prose Surgery (McGraw-Hill, 1991).
Jeffrey Wilhelm, a former English and reading teacher, is currently an assistant professor

at the University of Maine, where he teaches courses in middle and secondary level literacy.
Author of several books and articles on the teaching of reading and the use of technology,
he also works with local schools as part of the Adolescent Literacy Project.
Denny Wolfe, a former high school English teacher and department chair, is Professor of
English Education, Director of the Tidewater Virginia Writing Project, and Director of the
Center for Urban Education at Old Dominion University in Norfolk, Virginia. Author of more
than seventy-five articles and books on teaching English, Dr. Wolfe is a frequent consultant
to schools and colleges on the teaching of English language arts.

iii


Advisors
Michael Angelotti
Head of Division of Teacher
Education
College of Education
University of Oklahoma

Charles Duke
Dean of the College
of Education and
Human Services
Clarion University

Larry Beason
Assistant Professor
of English
Eastern Washington
University

Carol Booth Olson
Director
University of California,
Irvine, Writing Project

Willis L. Pitkin
Professor of English
Utah State University
Judith Summerfield
Associate Professor
of English
Queens College,
City University of New York

Bonnie S. Sunstein
Associate Professor of
English and Director,
Master of Arts in
Teaching Program
Rivier College

Educational Reviewers
Lenore Croudy
Flint Community School
Flint, Michigan

Sterling C. Jones Jr.
Detroit Public Schools
Detroit, Michigan

Anita Moss
University of North Carolina
Charlotte, North Carolina

Marie Rogers
Independence High School
Charlotte, North Carolina

John A. Grant
St. Louis Public Schools
St. Louis, Missouri

Barry Kincaid
Raytown School District
Kansas City, Missouri

Ann S. O’Toole
Chesterfield County Schools
Richmond, Virginia

Vicki Haker
Mead Junior High School
Mead, Washington

Evelyn G. Lewis
Newark Public Schools
Newark, New Jersey

Suzanne Owens

Glendale High School
Glendale, California

Barbara Schubert
Santa Clara County Office
of Education
San Jose, California

Frederick G. Johnson
Georgia Department of
Education
Atlanta, Georgia

M. DeAnn Morris
Crescenta Valley High School
La Crescenta, California

Sally P. Pfeifer
Lewis and Clark High School
Spokane, Washington

Ronnie Spilton
Chattahoochee High School
Alpharetta, Georgia
Robert Stolte
Huntington Beach High
School
Huntington Beach, California

Student Advisory Board

The Student Advisory Board was formed in an effort to ensure student involvement in the development of
Writer’s Choice. The editors wish to thank members of the board for their enthusiasm and dedication to the
project. The editors also wish to thank the many student writers whose models appear in this book.

iv


BOOK OVERVIEW
Part 1 Composition
Unit 1 Personal Writing. . . . . . . . . . . . . . 2

Unit 6 Persuasive Writing . . . . . . . . . . 264

Unit 2 The Writing Process . . . . . . . . 46

Unit 7 Research Paper Writing. . . . . . . 322

Facing the Blank Page. . . . . . . . 111

Unit 8 Sentence Combining. . . . . . . . . 358

Unit 3 Descriptive Writing . . . . . . . . . 122

Unit 9 Troubleshooter . . . . . . . . . . . . 382

Unit 4 Narrative Writing . . . . . . . . . . . 166

Business and Technical Writing . . . . . . . . . 408

Unit 5 Expository Writing . . . . . . . . . . 208

Part 2 Grammar, Usage, and Mechanics
Unit 10 Parts of Speech . . . . . . . . . . . . 434

Unit 17 Using Pronouns Correctly . . . . . 622

Unit 11 Parts of the Sentence . . . . . . . . 488

Unit 18 Using Modifiers Correctly . . . . . 648

Unit 12 Phrases . . . . . . . . . . . . . . . . . . 512

Unit 19 Usage Glossary. . . . . . . . . . . . . 672

Unit 13 Clauses and Sentence Structure 534

Unit 20 Capitalization . . . . . . . . . . . . . 692

Unit 14 Diagraming Sentences . . . . . . . 564

Unit 21 Punctuation, Abbreviations,
and Numbers . . . . . . . . . . . . . . 712

Unit 15 Verb Tenses, Voice, and Mood . . 574
Unit 16 Subject-Verb Agreement . . . . . . 600

Part 3 Resources and Skills
Unit 22 History and Development
of English . . . . . . . . . . . . . . . . 758

Unit 27 Study Skills . . . . . . . . . . . . . . . 804

Unit 23 Library Resources . . . . . . . . . . 774
Unit 24 Using Dictionaries . . . . . . . . . . 783

Unit 29 Listening and Speaking. . . . . . . 848

Unit 25 Vocabulary . . . . . . . . . . . . . . . 788

Unit 28 Taking Tests. . . . . . . . . . . . . . . 811
Unit 30 Viewing and Representing. . . . . 858
Unit 31 Electronic Resources . . . . . . . . 869

Unit 26 Spelling. . . . . . . . . . . . . . . . . . 797
Writing and Language Glossary . . . . . . . 890

Index . . . . . . . . . . . . . . . . . . . . . . . . . . 914

Spanish Glossary. . . . . . . . . . . . . . . . . . 901

Acknowledgments . . . . . . . . . . . . . . . . . . 929
v


CONTENTS

Part 1 Composition
UNIT

1

Personal Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Writing in the Real World . . . . . . . . . . . . . 4
Culebra Island, July, 1997 Web site by Cléo Boudreau

Instruction and Practice

1.1 Writing to Discover . . . . . . . . . . . . . . . . . . . . . . . 8
Write About a Personal Episode; Listening and Speaking;
Cross-Curricular Activity; Grammar Link

1.2 Writing in a Journal . . . . . . . . . . . . . . . . . . . . . 12
Write a Journal Entry; Cross-Curricular Activity; Listening
and Speaking; Grammar Link

1.3 Writing to Learn . . . . . . . . . . . . . . . . . . . . . . . . 16
Write an Entry in Your Learning Log; Using Computers;
Listening and Speaking; Grammar Link

1.4 Writing a Letter . . . . . . . . . . . . . . . . . . . . . . . . . 20
Write a Letter; Cross-Curricular Activity; Listening and
Speaking; Grammar Link

1.5 Writing a College Application Essay . . . . . . . . . . 24
Write a Short Essay; Using Computers; Viewing and
Representing; Grammar Link

Writing About Literature

1.6 Writing About Nonfiction . . . . . . . . . . . . . . . . . 28

Make a Dialogue; Using Computers; Listening and Speaking;
Grammar Link

Writing About Literature

1.7 Writing About Poetry . . . . . . . . . . . . . . . . . . . . 32
Write a Response to a Poem; Cross-Curricular Activity;
Viewing and Representing; Grammar Link

vi


Writing Process in Action

Personal Writing Project . . . . . . . . . . . . . . . . . . . . . 36
Write a personal narrative.
• Prewriting • Drafting • Revising
• Editing/Proofreading • Publishing/Presenting

Literature Model

from Black Ice by Lorene Cary . . . . . . . . . . . . . . . . . . . . 40

Linking Writing and Literature

Analyzing Cary’s autobiographical writing . . . . . . . . . . . . . . . 44

UNIT

1 Review

Reflecting on the Unit
Adding to Your Portfolio
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . . 45

UNIT

2

The Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Writing in the Real World . . . . . . . . . . . . 48
Brandon’s Comic Strips Cartoons by Barbara Brandon

Instruction and Practice

2.1 Writing: A Five-Stage Process . . . . . . . . . . . . . . . 52
Write About Yourself as a Writer; Cross-Curricular
Activity; Listening and Speaking; Grammar Link

2.2 Prewriting: Finding Ideas . . . . . . . . . . . . . . . . . 56
Determine a Topic; Using Computers; Listening and
Speaking; Grammar Link

2.3 Prewriting: Questioning to Explore a Topic . . . . . 60
Explore Your Topic; Viewing and Representing;
Cross-Curricular Activity; Grammar Link

2.4 Prewriting: Audience and Purpose . . . . . . . . . . . 64
Identify Audience and Purpose; Cross-Curricular
Activity; Listening and Speaking; Grammar Link

2.5 Prewriting: Observing . . . . . . . . . . . . . . . . . . . . 68
Select Appropriate Details; Listening and Speaking;
Using Computers; Grammar Link

2.6 Drafting: Achieving Unity . . . . . . . . . . . . . . . . . 72
Begin Your Draft; Listening and Speaking; Using
Computers; Grammar Link

vii


2.7 Drafting: Organizing an Essay . . . . . . . . . . . . . 76
Write Your First Draft; Listening and Speaking;
Using Computers; Grammar Link

Pro

2.8 Drafting: Writing with Coherence . . . . . . . . . . . 82
Check Your Draft for Coherence; Viewing and
Representing; Using Computers; Grammar Link

2.9 Revising: Using Peer Responses . . . . . . . . . . . . 86
Revise with a Peer; Using Computers; Listening and
Speaking; Grammar Link

1 ➡2

2.10 Editing and Presenting: Completing
Your Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

➡

3 ➡4

Edit and Present Your Essay; Using Computers;
Listening and Speaking; Grammar Link

Writing About Literature

2.11 Analyzing a Character in a Play . . . . . . . . . . . . 96
Write a Character Analysis; Using Computers;
Viewing and Representing; Grammar Link

Writing Process in Action

Writing Process Project . . . . . . . . . . . . . . . . . . . . . 100
Write an essay about your childhood.
• Prewriting • Drafting • Revising
• Editing/Proofreading • Publishing/Presenting

Literature Model

from An American Childhood by Annie Dillard . . . . . . . . 104

Linking Writing and Literature

Discovering what makes Dillard’s anecdotes effective . . . . . . . . 109

UNIT

2 Review

Reflecting on the Unit
Adding to Your Portfolio
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . 110

Facing the Blank Page . . . . . . . . . . . . . . . 111
Writing for TIME • Prewriting • Drafting • Revising
• Editing/Proofreading • Publishing/Presenting

viii


UNIT

3

Descriptive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Writing in the Real World . . . . . . . . . . . 124
The Excavation Scientific Journal Article by Donald Chrisman,
Richard S. MacNeish, Jamshed Mavalwala, and Howard Savage

Instruction and Practice

3.1 Creating Vivid Description . . . . . . . . . . . . . . . 128
Write a Description; Using Computers; Viewing and
Representing; Grammar Link

3.2 Using Sensory Details . . . . . . . . . . . . . . . . . . . 132

Write a Description; Listening and Speaking;
Cross-Curricular Activity; Grammar Link

3.3 Creating a Mood . . . . . . . . . . . . . . . . . . . . . . . 136
Write Scene Descriptions; Cross-Curricular Activity;
Viewing and Representing; Grammar Link

3.4 Writing a Character Sketch . . . . . . . . . . . . . . . 140
Write a Character Sketch; Viewing and Representing;
Using Computers; Grammar Link

3.5 Describing an Event . . . . . . . . . . . . . . . . . . . . 144
Write a News Story; Viewing and Representing;
Listening and Speaking; Grammar Link

Writing About Literature

3.6 Writing About Mood in a Play . . . . . . . . . . . . . 148
Write a Review; Using Computers; Listening and
Speaking; Grammar Link

Writing Process in Action

Descriptive Writing Project . . . . . . . . . . . . . . . . . . 152
Describe an idea for a TV screenplay.
• Prewriting • Drafting • Revising
• Editing/Proofreading • Publishing/Presenting

Literature Model

“The Signature” by Elizabeth Enright . . . . . . . . . . . . . . 156

Linking Writing and Literature

Exploring Enright’s descriptions . . . . . . . . . . . . . . . . . . . . 164

UNIT

3 Review

Reflecting on the Unit
Adding to Your Portfolio
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . 165

ix


UNIT

4

Narrative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Writing in the Real World . . . . . . . . . . . 168
from Viva Baseball! Latin Major Leaguers and Their
Special Hunger Sports writing by Samuel Regalado

Instruction and Practice

4.1 Characters in Biographical Narratives . . . . . . . 172
Write a Narrative that Reveals Character; Cross-Curricular

Activity; Listening and Speaking; Grammar Link

4.2 Writing a Biographical Sketch . . . . . . . . . . . . . 178
Write a Biographical Sketch; Viewing and Representing;
Cross-Curricular Activity; Grammar Link

4.3 Structuring the Long Narrative . . . . . . . . . . . . 182
Write a Biographical Narrative; Listening and Speaking;
Cross-Curricular Activity; Grammar Link

Writing About Literature

4.4 Identifying Theme in a Narrative . . . . . . . . . . . 186
Write a Paragraph Explaining a Theme; Cross-Curricular
Activity; Viewing and Representing; Grammar Link

Writing About Literature

4.5 Responding to Narrative Poetry . . . . . . . . . . . . 190
Write a Response; Cross-Curricular Activity; Listening
and Speaking; Grammar Link

Writing Process in Action

Narrative Writing Project . . . . . . . . . . . . . . . . . . . . 194
Write a narrative about a person who inspires you.
• Prewriting • Drafting • Revising
• Editing /Proofreading • Publishing/Presenting

Literature Model

from The Case of Harry Houdini by Daniel Mark Epstein . . 198

Linking Writing and Literature

Examining how Epstein captures a character’s personality . . . . . 206

UNIT

4 Review

Reflecting on the Unit
Adding to Your Portfolio
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . 207

x


UNIT

5

Expository Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Writing in the Real World . . . . . . . . . . . 210
from R. M. S. Titanic Booklet by Shelley Lauzon

Instruction and Practice

5.1 Writing Expository Paragraphs . . . . . . . . . . . . 214
Write an Expository Paragraph; Using Computers; Listening

and Speaking; Grammar Link

5.2 Explaining a Process . . . . . . . . . . . . . . . . . . . . 218
Write to Explain a Process; Listening and Speaking;
Cross-Curricular Activity; Grammar Link

5.3 Analyzing Cause-and-Effect Connections . . . . . 222
Write a Cause-and-Effect Article; Viewing and Representing;
Using Computers; Grammar Link

5.4 Writing an Essay to Compare and Contrast. . . . 226
Write an Article that Compares and Contrasts; Viewing and
Representing; Cross-Curricular Activity; Grammar Link

5.5 Analyzing Problems, Presenting Solutions . . . . 232
Write a Problem-and-Solution Essay; Cross-Curricular
Activity; Listening and Speaking; Grammar Link

5.6 Using Time Lines and Process Diagrams . . . . . 236
Create a Time Line or a Process Diagram; Using Computers;
Viewing and Representing; Grammar Link

5.7 Building a Reasonable Hypothesis . . . . . . . . . 240
Write a Hypothesis; Cross-Curricular Activity; Viewing
and Representing; Grammar Link

Writing About Literature

5.8 Comparing and Contrasting Two Authors . . . . . 244
Write a Compare-and-Contrast Article; Using Computers;

Viewing and Representing; Grammar Link

Writing About Literature

5.9 Comparing and Contrasting Two Poems . . . . . . 248
Compare and Contrast Two Poems; Viewing and
Representing; Using Computers; Grammar Link

Writing Process in Action

Expository Writing Project. . . . . . . . . . . . . . . . . . . 252
Write an essay explaining the benefits of having an item.
• Prewriting • Drafting • Revising
• Editing/Proofreading • Publishing/Presenting

xi


Literature Model

from The Soul of a New Machine by Tracy Kidder . . . . . . 256

Linking Writing and Literature

Evaluating Kidder’s expository writing . . . . . . . . . . . . . . . . . 262

UNIT

5 Review

Reflecting on the Unit
Adding to Your Portfolio
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . 263

UNIT

6

Persuasive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Writing in the Real World . . . . . . . . . . . 266
Native American Burials: Legal and Legislative Aspects
Speech by Walter R. Echo-Hawk

Instruction and Practice

6.1 Stating Your Case . . . . . . . . . . . . . . . . . . . . . . 270
Write a Persuasive Note; Viewing and Representing;
Listening and Speaking; Grammar Link

6.2 Sifting Fact from Opinion . . . . . . . . . . . . . . . . 274
Write an Opposing Editorial; Listening and Speaking;
Using Computers; Grammar Link

6.3 Evaluating Evidence . . . . . . . . . . . . . . . . . . . . 278
Write an Editorial; Cross-Curricular Activity; Viewing and
Representing; Grammar Link

6.4 Inductive and Deductive Reasoning . . . . . . . . . 282
Write a Persuasive Paragraph; Cross-Curricular Activity;
Using Computers; Grammar Link

6.5 Recognizing Logical Fallacies . . . . . . . . . . . . . 288
Write a Letter Exposing Logical Fallacies; Cross-Curricular
Activity; Viewing and Representing; Grammar Link

6.6 Writing and Presenting a Speech . . . . . . . . . . . 294
Write a Persuasive Speech; Using Computers; Listening
and Speaking; Grammar Link

6.7 Writing a Letter to an Editor . . . . . . . . . . . . . . 298
Write a Letter to an Editor; Cross-Curricular Activity;
Using Computers; Grammar Link

Writing About Literature

6.8 Evaluating a Speech. . . . . . . . . . . . . . . . . . . . . 302
Write an Evaluation; Listening and Speaking; Viewing
and Representing; Grammar Link

xii


Writing Process in Action

Persuasive Writing Project . . . . . . . . . . . . . . . . . . . 306
Prepare a persuasive speech.
• Prewriting • Drafting • Revising
• Editing/Proofreading • Publishing/Presenting

Literature Model

from Of Accidental Judgments and Casual
Slaughters by Kai Erikson . . . . . . . . . . . . . . . . . . . . . . 310

Linking Writing and Literature

Exploring Erikson’s persuasive techniques . . . . . . . . . . . . . . 320

UNIT

6 Review

Reflecting on the Unit
Adding to Your Portfolio
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . 321

UNIT

7

Research Paper Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . 322

Instruction and Practice

7.1 Prewriting: Planning and Researching . . . . . . . 324
Decide Where to Start; Investigate and Limit a Topic;
Find Information; Take Notes from Sources

7.2 Prewriting: Developing an Outline . . . . . . . . . . 330
Make a Formal Outline; Consider Other Organizing

Tools; Create and Revise a Thesis Statement

7.3 Drafting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
Draft from an Outline; Manage Information; Draft
an Effective Introduction; Draft a Conclusion

7.4 Citing Sources . . . . . . . . . . . . . . . . . . . . . . . . . 338
Document Sources; Format Citations; Evaluate Your
Treatment of Sources

7.5 Revising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344
Revise in Stages; Use Revision Strategies; Consider
Special Issues

7.6 Editing and Presenting: A Model Paper . . . . . . 348
Use the Final Edit Checklist; Present Your Paper

Student Model

Contrasting Images of America: The Art of Grant Wood
and Edward Hopper. . . . . . . . . . . . . . . . . . . . . . . . 350

xiii


UNIT

7 Review

Reflecting on the Unit

Adding to Your Portfolio
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . 357

UNIT

8

Sentence Combining. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358

Instruction and Practice

Style Through Sentence Combining . . . . . . . . . . . . 360
Varying Sentence Length and Structure; Using Parallelism,
Interrupting Elements, and Unusual Patterns for Emphasis

8.1
8.2
8.3
8.4
8.5

UNIT

9

Description . . . . . . . . . . . . . . . . . . . . . . . . . . 364
Narration . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
Exposition. . . . . . . . . . . . . . . . . . . . . . . . . . . 372
Persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . 376
Literature Exercises . . . . . . . . . . . . . . . . . . . . 380

Troubleshooter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382

Problems and Solutions

9.1 Sentence Fragment . . . . . . . . . . . . . . . . . . . . 384
9.2 Run-on Sentence . . . . . . . . . . . . . . . . . . . . . . 386
9.3 Lack of Subject-Verb Agreement . . . . . . . . . . 388
9.4 Lack of Pronoun-Antecedent Agreement . . . . 392
9.5 Lack of Clear Pronoun Reference . . . . . . . . . . 394
9.6 Shift in Pronoun . . . . . . . . . . . . . . . . . . . . . . 396

xiv


9.7 Shift in Verb Tense . . . . . . . . . . . . . . . . . . . . . 397
9.8 Incorrect Verb Tense or Form . . . . . . . . . . . . . 398
9.9 Misplaced or Dangling Modifier . . . . . . . . . . . 400
9.10 Missing or Misplaced Possessive Apostrophe 402
9.11 Missing Commas with Nonessential Element 404
9.12 Missing Commas in a Series . . . . . . . . . . . . . . 406

Business and Technical Writing . . . . . . . . . . . . . . 408
Instruction and Practice

Business Letters . . . . . . . . . . . . . . . . . . . . . . . . . . 409
Memos, E-mail, and Application Forms . . . . . . . . . 418
Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422
Technical Writing . . . . . . . . . . . . . . . . . . . . . . . . . 427

xv


Part 2 Grammar, Usage,
and Mechanics
UNIT

10

Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434

Instruction and Practice

10.1 Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435
10.2 Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . 442
10.3 Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449
10.4 Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . 456
10.5 Adverbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462
10.6 Prepositions . . . . . . . . . . . . . . . . . . . . . . . . . 468
10.7 Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . 472
10.8 Interjections . . . . . . . . . . . . . . . . . . . . . . . . . 479

Grammar Review
Literature Model

Writing Application

UNIT

11

Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . 480
from Love in the Time of Cholera by Gabriel García Márquez

Conjunctions in Writing; Techniques with
Conjunctions; Practice . . . . . . . . . . . . . . . . . . . . . . 487

Parts of the Sentence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 488

Instruction and Practice

11.1 Simple Subjects and Simple Predicates . . . . . . 489
11.2 Complete Subjects and Complete Predicates . . 490
11.3 Compound Subjects and Compound
Predicates . . . . . . . . . . . . . . . . . . . . . . . . . . . 492
11.4 Order of Subject and Predicate . . . . . . . . . . . . 495

xvi


11.5 Complements . . . . . . . . . . . . . . . . . . . . . . . 497

Grammar Review
Literature Model

Writing Application
UNIT

12

Parts of the Sentence . . . . . . . . . . . . . . . . . . . . . . . 504
from Main Street by Sinclair Lewis
Sentences in Writing; Techniques with Sentences; Practice. . . . . . 511

Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512

Instruction and Practice

12.1 Prepositional Phrases . . . . . . . . . . . . . . . . . 513
12.2 Appositives and Appositive Phrases . . . . . . . 515
12.3 Verbals and Verbal Phrases . . . . . . . . . . . . . 517
12.4 Absolute Phrases . . . . . . . . . . . . . . . . . . . . . 523

Grammar Review
Literature Model

Writing Application
UNIT

13

Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 526
from The Red Badge of Courage by Stephen Crane
Phrases in Writing; Techniques with Phrases; Practice . . . . . . . . 533

Clauses and Sentence Structure . . . . . . . . . . . . . . . . . . . 534

Instruction and Practice

13.1 Main Clauses . . . . . . . . . . . . . . . . . . . . . . . . 535

13.2 Subordinate Clauses . . . . . . . . . . . . . . . . . . 536
13.3 Simple and Compound Sentences . . . . . . . . . 538
13.4 Complex and Compound-Complex Sentences 540
13.5 Adjective Clauses . . . . . . . . . . . . . . . . . . . . . 542
13.6 Adverb Clauses . . . . . . . . . . . . . . . . . . . . . . 545
13.7 Noun Clauses . . . . . . . . . . . . . . . . . . . . . . . . 547
13.8 Four Kinds of Sentences. . . . . . . . . . . . . . . . 550
13.9 Sentence Fragments . . . . . . . . . . . . . . . . . . . 551
13.10 Run-on Sentences . . . . . . . . . . . . . . . . . . . . 553

Grammar Review

Clauses and Sentence Structure . . . . . . . . . . . . . . . 556
xvii


Literature Model

Writing Application

from The Great Gatsby by F. Scott Fitzgerald
Variety of Sentence Structure; Techniques with Variety of
Sentence Structures; Practice . . . . . . . . . . . . . . . . . . . . . . 563

UNIT

14

Diagraming Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 564

Instruction and Practice

14.1 Diagraming Simple Sentences . . . . . . . . . . . . 565
14.2 Diagraming Simple Sentences with Phrases . . 568
14.3 Diagraming Compound and Complex
Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . 571

UNIT

15

Verb Tenses,Voice, and Mood . . . . . . . . . . . . . . . . . . . . . . 574

Instruction and Practice

15.1 Principal Parts of Verbs . . . . . . . . . . . . . . . . . 575
15.2 Regular and Irregular Verbs . . . . . . . . . . . . . . 576
15.3 Tense of Verbs . . . . . . . . . . . . . . . . . . . . . . . . 579
15.4 Perfect Tenses . . . . . . . . . . . . . . . . . . . . . . . . 583
15.5 Progressive and Emphatic Forms . . . . . . . . . . 585
15.6 Compatibility of Tenses . . . . . . . . . . . . . . . . . 587
15.7 Voice of Verbs . . . . . . . . . . . . . . . . . . . . . . . . 589
15.8 Mood of Verbs . . . . . . . . . . . . . . . . . . . . . . . . 591

Grammar Review
Literature Model

Writing Application

xviii

Verb Tenses, Voice, and Mood . . . . . . . . . . . . . . . . . 594
from Roots by Alex Haley
Using the Active Voice for Clearer Writing; Techniques
with Active Voice; Practice . . . . . . . . . . . . . . . . . . . . . . . . 599


UNIT

16

Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . 600

Instruction and Practice

16.1 Intervening Prepositional Phrases . . . . . . . . . 601
16.2 Agreement with Linking Verbs . . . . . . . . . . . . 603
16.3 Agreement in Inverted Sentences . . . . . . . . . . 604
16.4 Agreement with Special Subjects . . . . . . . . . . 606
16.5 Agreement with Compound Subjects . . . . . . . 608
16.6 Intervening Expressions . . . . . . . . . . . . . . . . 609
16.7 Indefinite Pronouns as Subjects . . . . . . . . . . . 611
16.8 Agreement in Adjective Clauses . . . . . . . . . . . 613

Grammar Review
Literature Model

Writing Application

Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . 616

from The Country of the Pointed Firs by Sarah Orne Jewett
Subject-Verb Agreement in Writing; Techniques with Subject-Verb
Agreement; Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . 621

UNIT

17

Using Pronouns Correctly . . . . . . . . . . . . . . . . . . . . . . . . . 622

Instruction and Practice

17.1 Case of Personal Pronouns . . . . . . . . . . . . . . . 623
17.2 Pronouns with and as Appositives . . . . . . . . . 626
17.3 Pronouns After Than and As . . . . . . . . . . . . . 628
17.4 Reflexive and Intensive Pronouns . . . . . . . . . . 629
17.5 Who and Whom in Questions and Subordinate
Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 630
17.6 Pronoun-Antecedent Agreement . . . . . . . . . . 632
17.7 Clear Pronoun Reference . . . . . . . . . . . . . . . . 637

Grammar Review
Literature Model

Writing Application

Using Pronouns Correctly . . . . . . . . . . . . . . . . . . . 642
from I Wonder As I Wander by Langston Hughes
Pronouns in Writing; Techniques with Pronouns; Practice . . . . . . 647

xix


UNIT

18

Using Modifiers Correctly . . . . . . . . . . . . . . . . . . . . . . . . . 648

Instruction and Practice

18.1 The Three Degrees of Comparison . . . . . . . . . 649
18.2 Irregular Comparisons . . . . . . . . . . . . . . . . . 651
18.3 Double Comparisons . . . . . . . . . . . . . . . . . . . 654
18.4 Incomplete Comparisons . . . . . . . . . . . . . . . . 656
18.5 Good or Well; Bad or Badly. . . . . . . . . . . . . . . 657
18.6 Double Negatives . . . . . . . . . . . . . . . . . . . . . . 658
18.7 Misplaced and Dangling Modifiers . . . . . . . . . 660

Grammar Review
Literature Model

Writing Application
UNIT

19

Grammar Review
Literature Model

Writing Application

20

from A Moveable Feast by Ernest Hemingway
Modifiers in Writing; Techniques with Modifiers; Practice . . . . . . 671

Usage Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 672

Problems and Solutions

UNIT

Using Modifiers Correctly . . . . . . . . . . . . . . . . . . . 666

19.0 Usage Glossary . . . . . . . . . . . . . . . . . . . . . . . 673

Usage Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . 688
Quotations About Freedom
Troublesome Words in Writing; Techniques for Troublesome
Words; Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 691

Capitalization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 692

Instruction and Practice

20.1 Capitalization of Sentences and
the Pronoun I . . . . . . . . . . . . . . . . . . . . . . . . 693
20.2 Capitalization of Proper Nouns . . . . . . . . . . . 696
20.3 Capitalization of Proper Adjectives. . . . . . . . . 702

Grammar Review
xx

Capitalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . 708


Literature Model

Writing Application
UNIT

21

from The Muses Are Heard by Truman Capote
Capitalization in Writing; Techniques with Capitalization; Practice 711

Punctuation,Abbreviations, and Numbers . . . . . . . . 712

Instruction and Practice

21.1 The Period. . . . . . . . . . . . . . . . . . . . . . . . . . 713
21.2 The Exclamation Point . . . . . . . . . . . . . . . . . 714
21.3 The Question Mark . . . . . . . . . . . . . . . . . . . 715
21.4 The Colon . . . . . . . . . . . . . . . . . . . . . . . . . . 717
21.5 The Semicolon . . . . . . . . . . . . . . . . . . . . . . . 720
21.6 The Comma . . . . . . . . . . . . . . . . . . . . . . . . . 722
21.7 The Dash . . . . . . . . . . . . . . . . . . . . . . . . . . . 731
21.8 Parentheses . . . . . . . . . . . . . . . . . . . . . . . . . 732
21.9 Brackets and Ellipsis Points . . . . . . . . . . . . . 734

21.10 Quotation Marks . . . . . . . . . . . . . . . . . . . . . 735

M

21.11 Italics (Underlining) . . . . . . . . . . . . . . . . . . 739
21.12 The Apostrophe . . . . . . . . . . . . . . . . . . . . . . 741

c

21.13 The Hyphen . . . . . . . . . . . . . . . . . . . . . . . . . 744
21.14 Abbreviations . . . . . . . . . . . . . . . . . . . . . . . 747
21.15 Numbers and Numerals . . . . . . . . . . . . . . . . 749

Grammar Review
Literature Model

Writing Application

Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 751
from The Stones of Florence by Mary McCarthy
Punctuation in Writing; Techniques with Punctuation; Practice . . . 755

: ; , () []
{ } ... “
” ‘s
italic 1
2345

xxi

Part 3 Resources and Skills
UNIT

22

History and Development of English . . . . . . . . . . . . . . 758

Instruction and Practice

22.1 A Multicultural Linguistic Heritage . . . . . . . . 759
wordworks

BLENDS

AND

C O M P O U N D S . 761

22.2 An African-English Creole . . . . . . . . . . . . . . . 762
wordworks

I L L O G I C A L J U X T A P O S I T I O N . 764

22.3 Immigration and American English . . . . . . . . 765
wordworks

C O N T R O N Y M S . . . . . . . . . . . . 767

22.4 Regional American English . . . . . . . . . . . . . . 768

wordworks

P U S H - B U T T O N W O R D S . . . . 770

22.5 Impact of the Mass Media . . . . . . . . . . . . . . . 771
wordworks
UNIT

23

A R G O T . . . . . . . . . . . . . . . . . . 773

Library Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 774

Instruction and Practice

23.1 How to Locate Books and Other
Library Materials . . . . . . . . . . . . . . . . . . . . . 775
23.2 Reference Sources . . . . . . . . . . . . . . . . . . . . . 779
23.3 The Internet . . . . . . . . . . . . . . . . . . . . . . . . . 781

xxii


UNIT

24

Using Dictionaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 783

Instruction and Practice

24.1 Varieties of Dictionaries . . . . . . . . . . . . . . . . 784
24.2 Kinds of Thesauruses . . . . . . . . . . . . . . . . . . 786

UNIT

25

crypt ion
Vocabulary . . . . . . . . .en
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 788

Instruction and Practice

25.1 Expanding Your Vocabulary . . . . . . . . . . . . . . 789
25.2 Analyzing Word Parts . . . . . . . . . . . . . . . . . . 792

UNIT

26

Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 797

Instruction and Practice

26.1 Mastering the Basics . . . . . . . . . . . . . . . . . . . 798
26.2 Spelling Challenges . . . . . . . . . . . . . . . . . . . . 802

UNIT

27

Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 804

Instruction and Practice

27.1 Boost Your Study Skills . . . . . . . . . . . . . . . . . 805
27.2 Understanding Graphics . . . . . . . . . . . . . . . . 808

UNIT

28

Taking Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 811

Instruction and Practice

28.1 Taking Essay Tests . . . . . . . . . . . . . . . . . . . . . 812
28.2 Preparing for Standardized Tests . . . . . . . . . . 814
28.3 Standardized Test Items . . . . . . . . . . . . . . . . . 816
28.4 Standardized Test Practice . . . . . . . . . . . . . . . 822

xxiii


UNIT

29

Listening and Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . 848

Instruction and Practice

29.1 Listening Effectively and Critically . . . . . . . . . 849
29.2 Speaking Effectively. . . . . . . . . . . . . . . . . . . . . . . . 852
29.3 Group Participation . . . . . . . . . . . . . . . . . . . . 855
29.4 Taking Part in an Interview . . . . . . . . . . . . . . 856

UNIT

30

Viewing and Representing. . . . . . . . . . . . . . . . . . . . . . . . . 858

Instruction and Practice

30.1 Interpreting Visual Messages . . . . . . . . . . . . . 859
30.2 Analyzing Media Messages. . . . . . . . . . . . . . . 863
30.3 Producing Media Messages . . . . . . . . . . . . . . 865

UNIT

31

Electronic Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 869

Instruction and Practice

31.1 Word Processing . . . . . . . . . . . . . . . . . . . . . . 870

31.2 Finding Information . . . . . . . . . . . . . . . . . . . 877
31.3 Communicating Visually . . . . . . . . . . . . . . . . 882
31.4 Producing in Multimedia . . . . . . . . . . . . . . . . 887

Writing and Language Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 890
Spanish Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 901
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 914
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 929

xxiv


L I T E R AT U R E M O D E L S
Composition Models
Each literature selection is an extended example of
the mode of writing taught in the unit.
Gail Godwin, from My Face 38
Annie Dillard, from An American Childhood 104
Elizabeth Enright,“The Signature” 156
Daniel Mark Epstein,“The Case of Harry
Houdini” 198
Tracy Kidder, from The Soul
of a New Machine 256
Kai Erikson, from Of Accidental Judgments and
Casual Slaughters 310

Skill Models
Excerpts from outstanding works of fiction and
nonfiction exemplify specific writing skills.
Annie Dillard, The Writing Life 8

Joan Frances Bennett, Members of the Class Will
Keep Daily Journals 12
Loren Eiseley, The Lost Notebooks of Loren
Eiseley 12
Virginia Woolf, A Writer's Diary 14
Zora Neale Hurston, letter to Fannie Hurst 22
Fannie Hurst, letter to Zora Neale Hurston 22
Joanne B. Wilkinson, 100 Successful College
Application Essays 26
Elizabeth Taylor,“Are You My Mother?” Time 28
Christy Nolan,“On Remembering the Beara
Landscape” 32
Gail Godwin, from My Face 38
John McPhee, interview on National Public Radio’s
“Fresh Air” 52

Bud Abbott and Lou Costello,“Who’s on
First?” 60
Estela Portillo Trambley,“The Burning” 62
Laurel Robertson, Carol Flinders, Bronwen Godfrey,
Laurel’s Kitchen: A Handbook for Vegetarian
Cookery and Nutrition 66
Erma Bombeck, Aunt Erma’s Cope Book 66
Alice Munro,“Royal Beatings” 69
Ellen Goodman,“Confessions of a Tape-Deck
Owner” 80
David James Duncan, The River Why 84
Samuel Butler, The Note-Books of Samuel Butler 90
Tennessee Williams, The Glass Menagerie 96
Annie Dillard, An American Childhood 102

Tony Hillerman, Listening Woman 128
Judith E. Rinard, Mysteries of the
Ancient World 132
N. Scott Momaday, The Way to Rainy
Mountain 138
Maya Angelou, I Know Why the Caged Bird
Sings 142
Sue Grafton, G Is for Gumshoe 144
Arthur Conan Doyle and William Gillette,
Sherlock Holmes 148
Elizabeth Enright,“The Signature” 153
Russell Baker, The Good Times 172
C. D. B. Bryan,“Under the Auchincloss Shell” 174
Alison Plowden, Elizabeth Regina 178
Roger Morris, Richard Milhous Nixon 180
Victoria Ortiz, Sojourner Truth: A Self-Made
Woman 182
Gail Y. Miyasaki,“Oba–chon” 184
Robert Penn Warren, Chief Joseph of the Nez
Percé 190
Daniel Mark Epstein, “The Case of Harry
Houdini” 195
xxv