Anker Susan. Real Essays with Readings with 2009 MLA Update

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pet, the areas where it spends most of its time, and it’s extremely important to clean the bedrooms.

13 Install an air puriﬁ er in your bedroom and, if necesary, in other rooms where the pet is allowed.

14 Regularly clean the top blades of ceiling fans. 15 Which are one of the main spreaders of aller-

gens. 16 In many cases, with sufﬁ cient care and effort, pets and pet-allergic humans can coexist.

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DIRECTIONS: Find the errors in the selection below. Some word groups may contain more than one

error. As you identify each error, write in the space the number of the word group containing the

error. Then, edit the selection to correct the errors.

One fragment

Two spelling errors

One pronoun error One comma error

One coordination/subordination error One semicolon error

One subject-verb agreement error One colon error

One commonly confused words error One apostrophe error

1 People are arriving at airports earlier then they used to and spending more time there, and

that has created an unexpected problem for travelers and airport managers. 2 People wait for their

ﬂ ights; increasing numbers of them is using their cell phones and laptop computers. 3 This is not

a problem in terms of cell phone and wireless Internet access because most airports can easily

make these networks available. 4 The problem occurs when cell phone and laptop users

run out of battery power and need to plug into an electrical outlet. 5 In many airports including

some of the most heavily used ones, there are not alot of outlets to go around.

6 Despite travelers’ annoyance, many don’t complain to airport personnel about not

having enough outlets. 7 Most travelers mistakingly think that he or she are not allowed to use

the outlets. 8 Assuming the outlets are only for airport management and cleaning staff. 9 Airport

managers are deﬁ nitely aware of the problem and are trying various ways of resolving it, including

adding outlets in public seating areas and even in snack bars.

10 In the meantime, it’s not unusual to see airport travelers carefully searching all the

walls around them for a free outlet. 11 One experienced airport user offers other travelers this

Editing Review Test 10

The Four Most Serious Errors (Chapters 22–26);

Other Grammar Concerns (Chapters 27–33);

Word Use (Chapters 34–36); Punctuation and

Capitalization (Chapters 37–41)

If you need help, turn

back to the chapters

indicated.

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advice, Think like airport cleaning staff. 12 Look for the best place to plug in a vacuum cleaner.

13 Often, he says, theres an outlet in a pillar; or behind some seats on a wall. 14 An especially

kind traveler brings along an extension cord with three extra outlets and invites others to share in

the connection.

15 Until the airports catch up on outlet availability, these makeshift solutions will

have to do.

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READINGS

Part Eight

Readings

for Writers

42. Introduction to the

Readings 743

43. Narration 745

44. Illustration 755

45. Description 766

46. Process Analysis 776

47. Classiﬁ cation 788

48. Deﬁ nition 805

49. Comparison and

Contrast 817

50. Cause and Effect 829

51. Argument Casebook 841

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Introduction to the

Readings

In this part of the book, you will ﬁ nd twenty-one essays (in Chapters 43–51)

that demonstrate the types of writing you have studied — narration, illus-

tration, description, process analysis, classiﬁ cation, deﬁ nition, comparison

and contrast, cause and effect, and argument. Chapter 51 presents a mini-

casebook of readings on the theme of assisted suicide.

These readings are more than just good models of writing. They also

tell great stories, argue passionately about controversial issues, and pre-

sent a wide range of perspectives and information. These essays can also

provide you with ideas for your own writing, both in and out of school.

Most important, they offer you a chance to become a better reader and

writer by examining how others write.

How Can These Readings

Help You?

Reading the essays in this part of the book will help you develop several

different abilities.

Your Ability to Write

The essays in this section are good examples of the types of the writing

you are doing in your writing course. Looking at how someone else states

main ideas, provides supporting details, organizes ideas, and introduces

and concludes an essay will help you write better essays. The essays can

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READINGS

744 Part Eight • Readings for Writers

also help you choose writing topics: As you react to an author’s ideas, you

may discover ideas of your own to explore. It’s a good idea to keep a read-

ing journal to record these ideas.

Your Ability to Read Critically

Critical reading means that you ask yourself why the author has made

these points in this way and whether you agree. To help you read criti-

cally, the essays in this section contain many notes and questions. Soon

you will ﬁ nd that questioning, checking, and probing come naturally to

you. For more advice on critical reading, see Chapter 2.

Your Ability to Understand Other

Experiences and Points of View

The authors of these selections represent various ages, genders, races, cul-

tures, and experiences, and their writing reﬂ ects their many differences.

Increasingly, employers value social skills, communication skills, and the

ability to work as part of a team. Being able to understand new and dif-

ferent viewpoints can help you work well in a group. Another beneﬁ t may

be more personal: As you read more and learn to see things through other

people’s eyes, you may discover new perspectives on your own life.

Your Ability to Help Yourself

Much practical information about living in the modern world is contained

in written form, either print or electronic. As a good reader, you will be

able to ﬁ nd whatever kinds of information you need. The list of topics is

endless — making money, investing, starting your own business, ﬁ nding a

job, raising a family, treating an illness, protecting yourself from unfair-

ness, buying a car at the best price, and so on. When you read well, you

can ﬁ nd help to get what you need.

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Narration

Each essay in this chapter uses narration to make its main point. As you

read these essays, consider how they achieve the four basics of good nar-

ration that are listed below and discussed in Chapter 10 of this book.

■ IDEA JOURNAL

Write about some-

thing you did because

of peer or family

pressure.

FOUR BASICS OF GOOD NARRATION

It reveals something of importance to you (your main point).

2. It includes all of the major events of the story (primary

support).

3. It uses details to bring the story to life for your audience

(supporting details).

4. It presents the events in a clear order, usually according to

when they happened.

Langston Hughes

Salvation

Langston Hughes was born in 1902 in Joplin, Missouri, and spent his

high school years in Cleveland, Ohio. Later, he studied engineering at

Columbia University, but he eventually dropped out, soon becoming a

central ﬁ gure in the Harlem Renaissance, a period of creative innova-

tion by writers, artists, and musicians in the African American section of

New York. Hughes died in 1967. While he is primarily known as a poet,

he was also a proliﬁ c writer of stories, plays, and essays.

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READINGS

746 Part Eight • Readings for Writers

In this excerpt from his autobiography, The Big Sea, Hughes re-

counts a childhood struggle to fulﬁ ll others’ expectations while remain-

ing true to his own ideas about being “saved.”

GUIDING QUESTION

Was Hughes saved, or not?

1 I was saved from sin when I was going on thirteen. But not really saved.

It happened like this. There was a big revival at my Auntie Reed’s church.

Every night for weeks there had been much preaching, singing, pray-

ing, and shouting, and some very hardened sinners had been brought

to Christ, and the membership of the church had grown by leaps and

bounds. Then just before the revival ended, they held a special meeting

for children, “to bring the young lambs to the fold.” My aunt spoke of

it for days ahead. That night I was escorted to the front row and placed

on the mourners’ bench with all the other young sinners, who had not

yet been brought to Jesus.

2 My aunt told me that when you were saved you saw a light, and

something happened to you inside! And Jesus came into your life! And

God was with you from then on! She said you could see and hear and feel

Jesus in your soul. I believed her. I had heard a great many old people say

the same thing and it seemed to me they ought to know. So I sat there

calmly in the hot, crowded church, waiting for Jesus to come to me.

3 The preacher preached a wonderful rhythmical sermon, all moans

and shouts and lonely cries and dire pictures of hell, and then he sang a

song about the ninety and nine safe in the fold, but one little lamb was

left out in the cold. Then he said: “Won’t you come? Won’t you come

to Jesus? Young lambs, won’t you come?” And he held out his arms to

all us young sinners there on the mourners’ bench. And the little girls

cried. And some of them jumped up and went to Jesus right away. But

most of us just sat there.

4 A great many old people came and knelt around us and prayed,

old women with jet-black faces and braided hair, old men with work-

gnarled hands. And the church sang a song about the lower lights are

burning, some poor sinners to be saved. And the whole building rocked

with prayer and song.

5 Still I kept waiting to see Jesus.

6 Finally all the young people had gone to the altar and were saved,

but one boy and me. He was a rounder’s

son named Westley. Westley

PAUSE: Based on

the ﬁ rst paragraph,

predict what this

essay will be about.

rounder: a man with a bad character

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