Anker Susan. Real Essays with Readings with 2009 MLA Update

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Answers to Odd-Numbered Editing Exercises A-17

to read because he always leaves out certain letters, such as

a’s, e’s, and o’s. 5. When Manny’s computer was stolen,

he lost notes for his blog and two years’ work on his novel.

Editing Review 1, page 694

Answers:

(1) Some of the ﬁ rst discussions of global warming

focused attention on one of the gases that contributes to

the greenhouse effect: methane. (2) Like other greenhouse

gases, methane helps to keep the earth’s heat trapped in

our atmosphere, and the temperature of the earth goes

up as a result. (3) Humans aren’t the only producers of

methane; it’s also a by-product of cows’ digestion of their

food. (4) For a while, many Americans’ knowledge of global

warming didn’t go much further than cow jokes. (5) As sci-

entists have become more convinced that global warming

is real and a potential threat to humans, our knowledge of

the causes of the greenhouse effect has expanded. (6) Cows

aren’t completely off the hook, but they’re far less guilty of

contributing to global warming than humans and cars are.

(7) The amount of methane produced by cows adds up to

about 3 percent of the total amount of greenhouse gases

produced by people. (8) Getting a cow to change its diet

won’t solve the world’s warming problem.

CHAPTER 39: QUOTATION MARKS

Practice 39-1, page 698

Answers:

1. Looking around the room, Allison said, “I thought only

teenage girls had eating disorders. There are people here of

all ages, including several men.” 3. “I’m forty years old,

not a teenager, and not a girl,” Patrick said. “However, I

have an eating disorder.” 5. “I eat too much,” said Pat-

rick. “I’m a compulsive eater.” 7. “The dictionary deﬁ nes

compulsive as ‘related to a psychological obsession,’” said

Brooke. 9. “That is one myth we’re going to talk about,”

said Brooke. “In fact, people with eating disorders are hurt-

ing themselves. They are usually upset that their families

and friends are worried about them.”

Practice 39-2, page 700

Answers:

1. “I never thought I would use the Internet for dating, but

it really worked,” she said. 3. She said, “I could tell right

away if I wasn’t going to have anything in common with a

person.” 5. C 7. C 9. “I found a great person,” she

said, “and you could too.”

Practice 39-3, page 702

Answers:

1. He sat down and noticed that the woman sitting next to

him was holding the Dallas Morning News. 3. He noticed

that the passenger sitting directly in front of him was carefully

going through “Imitation of Spenser,” John Keats’s ﬁ rst

poem. 5. Tiring of his little game, Tyler took out his soci-

ology textbook and began reading his next assigned chapter,

“The Economy and Politics.”

Editing Review 1, page 702

Answers:

(1) “Here is one I’ve loved for years,” said Evi, as she

held up a CD called Kind of Blue by the jazz trumpeter

Miles Davis. (2) Charlie, who was also ﬂ ipping through the

jazz CDs, said that he had gone through a Miles Davis phase

but wasn’t so interested in Miles’s music now. (3) Shortly

after they moved into the main section of the store, Charlie

pulled out a book and opened it to an essay titled “Shooting

an Elephant.” (4) “Reading this had a big effect on me,” he

said, adding that he eventually read most of what George

Orwell had written. (5) They were browsing through the

rows of books when Evi stopped and said, “This is what

led me to read all of Dylan Thomas’s poetry.” (6) Taking

a book from the shelf, she opened it to a poem titled “Do

Not Go Gentle into That Good Night,” noting that it was

written for Thomas’s dying father. (7) Pointing to a line

in the poem, she said, “When Thomas writes ‘Rage, rage

against the dying of the light,’ he is talking to his father,

to himself, and to me, bringing all of us into that special

moment.” (8) They continued on silently until Charlie

exclaimed, “Look at this — a book about the making of the

Beatles’s Sgt. Pepper’s Lonely Hearts Club Band!” (9) Evi

reached for another copy of the book, saying that her father

had introduced her to the Beatles’s music when she was ten

and that it had been one of her favorite albums ever since.

(10) Charlie picked up a copy of Rolling Stone magazine

as they walked to the checkout counter, and he said, “A

trip to the bookstore turned out to be a lot more fun than I

thought it would be.”

CHAPTER 40: OTHER PUNCTUATION

Editing Review 1, page 709

Possible edits:

(1) To avoid predators, many butterﬂ ies and moths

randomly change directions as they ﬂ y about, but this

is not their only strategy; they also display striking colors

(like radiant and shiny reds, oranges, and blues) and cam-

ouﬂ age themselves in effective disguises. (2) For example,

some butterﬂ ies have streaks composed of many dazzling

colors across their wings to emphasize the speed of their

ﬂ ight — sending a message that they’re hard to catch.

(3) Other butterﬂ ies use bold, attention-getting color pat-

terns to signal that they are poisonous to eat: Some are truly

poisonous and some are faking. (4) There are also species

that attempt to look distasteful by imitating something that is

not nutritious: a bit of bird dropping, a dead leaf, or rotting

vegetation. (5) One moth, Oxytenis modestia, is especially

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A-18 Answers to Odd-Numbered Editing Exercises

enterprising in its disguises: In its ﬁ rst four caterpillar stages

it looks like a bird dropping, even including fake seeds in it;

the ﬁ fth stage imitates a green snake with a fake large head

and two fake eyes; and the adult Oxytenis moth looks like a

leaf, and because it breeds twice a year, mimics the appro-

priate leaf for the season. (6) Oxytenis moths that hatch in

the dry season look like dry dead leaves; those hatching in

the rainy season look dark and moldy. (7) Several butterﬂ ies

combine camouﬂ age with eye-catching display; for example,

Pieria helvetia has front wings that are bland and dull, but its

hind wings are bright red. (8) When it is resting, its wings

are closed, and it can hardly be seen, but when a preda-

tor threatens, it bursts into rapid, dramatic ﬂ ight — its red

patches make it conspicuously visible. (9) However, then it

suddenly sets down again, folds its wings in, and seemingly

disappears — a clever magic act. (10) Birds and monkeys do

their best to see past these disguises because, according to

one researcher (one who will do anything for his research),

moths taste something like raw shrimp.

CHAPTER 41: CAPITALIZATION

Practice 41-1, page 713

Answers:

(1) C (3) The same year, audiences thrilled to the story of

little Dorothy, who clicked her heels together and chanted,

“There’s no place like home.”

Practice 41-2, page 715

Answers:

1. Lindsborg is a small town in McPherson County, Kansas,

that calls itself “Little Sweden, U.S.A.” 3. The town’s

most famous resident was probably a Swedish immigrant

artist named Birger Sandzen. 5. Sandzen intended to stay

in Kansas for two or three years, but he loved the Great

Plains and ended up remaining in Lindsborg for the rest of

his life. 7. Although Sandzen worked mainly in the Mid-

west, the Rocky Mountains, and other less populous parts

of the United States, he exhibited widely. 9. Sandzen’s use

of color showed the beauty of the landscapes of the West.

Practice 41-3, page 717

Answers:

1. The television show Sesame Street, which began in 1969,

brought innovative programming to children. 3. The popu-

lar Muppets Kermit the Frog and Miss Piggy starred in sev-

eral ﬁ lms, including one based on Charles Dickens’s classic

A Christmas Carol and one based on Robert Louis Stevenson’s

Treasure Island. 5. “Elmo’s World,” a segment added to the

show in the 1990s, introduced the small red monster who

would become one of the most popular toys in history.

Editing Review 1, page 718

Answers:

(1) In Robert Louis Stevenson’s 1886 novella “The

Strange Case of Dr. Jekyll and Mr. Hyde,” a doctor uses

himself as the subject of an experiment and the results are

disastrous. (2) The novella was a great success, but Steven-

son didn’t originate the idea of doctors experimenting on

themselves.

(3) One of the earliest known examples of self-

experimentation goes back to the sixteenth century, when

Santorio Santorio, of Padua, Italy, weighed himself every

day for thirty years. (4) By weighing everything he ate

and drank as well as his bodily discharges, Santorio discov-

ered that the human body continually and imperceptibly

loses large amounts of ﬂ uid. (5) Today, that loss, called

insensible perspiration, is routinely measured in hospital

patients.

(6) A key breakthrough to the modern age of cardiol-

ogy was made in 1929 by a German, Dr. Werner Forss-

mann, who as a surgical resident at a medical facility called

the August Victoria Home, near Berlin, conducted a daring

self-experiment by inserting a thin tube into one of his veins

and slid the tube into his own heart. (7) This idea was later

developed by other researchers into the technique of cardiac

catheterization. (8) Dr. Forssmann, who used catheters on

himself nine times, shared a Nobel Prize in 1956 for his

pioneering experiments.

(9) An important innovation in anesthesia occurred

when a dentist in Connecticut, Horace Wells, watched a

demonstration in which a volunteer inhaled nitrous oxide,

cut his own leg, and felt no pain until the effects of the gas

wore off. (10) Dr. Wells then had one of his own teeth ex-

tracted after he had inhaled the chemical, which people later

commonly called “laughing gas.” (11) He was amazed to have

no pain during his extraction, declaring, “It is the great-

est discovery ever made.” (12) Others’ self-experimentation

later aided the development of ether, chloroform, and ad-

ditional anesthetics.

(13) In medical circles, many people believe that Major

Walter Reed experimented on himself in the early 1900s as

the leader of the group in Cuba that discovered that mos-

quitoes transmit yellow fever. (14) In fact, Dr. Reed said

he would allow mosquitoes to infect him to test the theory,

but he returned to the United States before this was done.

(15) Instead, other members of his team conducted the

mosquito experiment on themselves, with one dying and

another barely surviving. (16) After these self-experimenters

proved the crucial connection between mosquitoes and yel-

low fever, Dr. Reed returned to Cuba, but he never did

perform the experiment on himself.

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Answers to Odd-Numbered Editing Exercises A-19

EDITING REVIEW TESTS

Pages 723–37

Possible edits:

1. (1) One opponent faces the other, and during their

personal battle, nobody else in the universe exists. (2/3) An

attack prompts an immediate defense, often followed by a

counterattack, starting the cycle again. (4) Correct (5) Yet

in recent years, fencing has been experiencing a surge in

popularity among women and men of all ages. (6) Cor-

rect (7) Most beginning fencers are equipped with a train-

ing sword and protective equipment that includes a glove,

face mask, knee socks, knickers, and a special gray jacket.

(8) Correct (9) At the tip of the sword is a button instead of

a sharp point. (10) This is for safety, and it is also useful for

keeping track of valid hits. (11) Correct (12/13) From the

hand guard the wire runs to the back of the fencer’s jacket up

to an apparatus mounted on the ceiling where the hit is reg-

istered, causing a red light to go on. (14) In a typical match,

the ﬁ rst fencer to score ﬁ ve valid hits on an opponent wins.

(15) All in all, fencing provides strenuous exercise, competi-

tion, excitement, and a never-ending challenge.

3. (1) Correct (2) But it is also challenging, exciting,

and safe because few people ever get lost in them for long.

(3) Correct (4) Mazes can be made of many different types

of materials, but perhaps the largest number of them are

made of corn stalks. (5) Correct (6) Building mazes is one

way for farmers to market their farms as popular entertain-

ment. (7) The point of this for some farmers is to adapt

the small farm so that it can remain competitive in today’s

economy. (8/9) Some farms are expanding on the maze

idea by turning a section of their land into small theme

parks, complete with hay rides, petting zoos, and pig races.

(10) Correct (11) Correct (12) Some mazes even include

such features as double-decker bridges. (13) Correct (14/15)

Whether entertaining, educational, or both, mazes have

become a signiﬁ cant way of raising people’s awareness of

and interest in farming.

5. (1) Nobody wants to go through life frightened that

criminals might be lurking around every corner. (2) Correct

(3) There are prudent measures that you can work into your

everyday routines that can help prevent you from becom-

ing a victim to some common scams. (4) First of all, don’t

give out ﬁ nancial information, such as your bank account

or Social Security number, to anyone whom you don’t

know and trust. (5) Correct (6) Using these fake docu-

ments, a criminal can ask the local motor vehicle depart-

ment to issue a new driver’s license with your name and the

criminal’s photo. (7) Correct (8) Many of these scams use

the same trick to get people to believe the sender is hon-

est. The criminal will send a postdated check for a share

in the fortune in return for a check from the victim that

is allegedly necessary to unfreeze the funds. (9) Correct

(10) If you receive e-mail solicitations of any kind, use

extreme caution. (11) Correct (12) In addition, when it’s

time to discard your old computer, remove the hard drive

ﬁ rst to prevent thieves from recovering any vital data.

(13) Correct (14) Most identity theft cases do not start with

scammers rummaging through trash. (15) Instead, scam-

mers use computer spyware or steal outgoing mail because

they ﬁ nd these methods easier.

7. (1) Today’s young people, like young people of

all generations, spend their time differently from the way

their parents spent it. (2) One example of this is a phe-

nomenon called “multitasking.” (3) When having a con-

versation, some teenagers and young adults commonly

give assurances that they are truly paying attention despite

the music they are hearing through their headphones.

(4) Correct (5) Doing more than one thing simultaneously

is nothing new for human beings. Parents have always been

able to prepare meals while keeping an eye on their ba-

bies. (6) Correct (7) But as our capacity for interpersonal

connectivity has expanded with the invention of each new

electronic device, the speed and complexity of multitasking

has risen dramatically. (8) Correct (9) Correct (10) This is

because the computer provides not only a radio and CD/

DVD player but also instant messaging, Internet searches,

movies, e-mail, games, and social networking. (11) Correct

(12) Studies have indicated that the quality of what people

produce and the depth of their thinking diminish as

they focus on increasing numbers of tasks. (13) Correct

(14) Nevertheless, young people’s multitasking seems to be

here to stay, and it may be only in its infancy.

9. (1) Correct (2) Some who are allergic simply re-

fuse to have pets that can trigger a reaction. These pets

include cats, dogs, birds, rabbits, gerbils, hamsters, and

horses. (3) Correct (4) However, most pet-allergic people

who love pets just go ahead and bring them into their

homes anyway. (5) Correct (6) Allergens are spread from

a pet’s saliva, urine, skin secretions, and dander (the dead

skin particles that animals continually shed). (7) Correct

(8) Correct (9) Here is the single most important rule:

no pets in the bedroom. (10) Also, keep pets off of the

furniture; instead, get a dog or cat its own ﬂ oor cushion,

and choose a cushion with a washable cover. (11) Correct

(12) Another key is to thoroughly and frequently clean the

pet, the areas where it spends most of its time, and the bed-

rooms. (13) Install an air puriﬁ er in your bedroom and, if

necessary, in other rooms where the pet is allowed. (14/15)

Regularly clean the top blades of ceiling fans, which are one

of the main spreaders of allergens. (16) Correct

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Amy L. Beck. “Struggling for Perfection.” First pub-

lished in Harvard Crimson, March 19, 1998. Used by

permission.

Kathleen Stassen Berger. “What Makes Marriage Work?”

Originally published in The Developing Person Through

Alex Espinoza. “Still Water Saints.” Excerpt from Still

by permission of Random House, Inc. “An American

In Mexico.” From the New York Times, Magazine Sec-

York Times Company. Reprinted by permission.

Jerry Fensterman. “I See Why Others Choose to Die.” First

published in the Boston Globe, January 31, 2006. Copy-

Lisa Bevilaqua.

Neil D. Fleming and Charles C. Bonwell. “Learning Styles

Q.” Copyright Version 4.1 (2004) held by Neil D.

Fleming, Christchurch, New Zealand, and Charles C.

Bonwell, Green Mountain Falls, CO 80819 USA. www

.vark-learn.com. Reprinted with permission.

Malcolm Gladwell. “The Internal Computer.” From Blink

Gladwell. By permission of Little Brown & Company.

Marilyn Golden. “Why Progressives Should Oppose the

Legalization of Assisted Suicide.” Originally published

at BeyondChron: San Francisco’s Alternative online

Daily News, April 12, 2005. www.beyondchron.org.

Francisco’s Alternative online Daily News.

Daniel Goleman. “For Man and Beast, Language of Love

Shares Many Traits.” From the New York Times, Febru-

Reprinted with permission.

Ellen Goodman. “Nightmare of Feature Creep” as appeared

in the Boston Globe. From the Washington Post, the Boston

The Washington Post Group. Reprinted with permission.

Herbert Hendin. “The Case against Physician-Assisted

Suicide: For the Right to End-of-Life Care.” Originally

published in Psychiatric Times, titled, “Commentary:

Assisted Suicide and Euthanasia: Oregon Tries the

Dutch Way,” by Herbert Hendin, MD, April 1995, Vol.

Healthcare Media LLC, Cliggott Publishing Group.

Don H. and Sandra E. Hockenbury. “The Experience of

Color: What Makes an Orange Orange?” Excerpts from

“When the Regulation of Eating Behavior Fails: Anorexia

and Bulimia.” From Discovering Psychology, 2nd edition, by

Reprinted by permission of Worth Publishers.

Langston Hughes. “Salvation.” From The Big Sea by Langs-

Houston Bass. Reprinted by permission of Hill and

Wang, a division of Farrar, Straus and Giroux, LLC,

and Harold Ober Associates Incorporated.

Barbara Huttmann. “A Crime of Compassion.” Adapted from

by Barbara Huttmann. Used by permission of the author.

Uzodinma Iweala. “A Close Encounter.” First published

in the New York Times Magazine, November 27, 2005.

permission of The Wylie Agency, Inc.

Michael Jernigan. “Back to School.” From the New York

New York Times Company. Reprinted by permission.

Nancy Mairs. “On Being a Cripple.” From Plaintext by

Reprinted by permission of the University of Arizona

Press.

Malcolm X. “My First Conk.” Originally titled “Hair” from

The Autobiography of Malcolm X by Malcolm X and Alex

Used by permission of Random House, Inc.

Debra Marquart. “Chores.” From The Horizontal World:

Growing Up in the Middle of Nowhere: A Memoir. Copy-

of Counterpoint.

Steven McCornack. “Collaboratively Managing Conﬂ ict.”

Excerpt from Reﬂ ect and Relate: An Introduction to Inter-

personal Communication by Steven McCornack. Copy-

permission of Bedford / St. Martin’s and the author.

Bharati Mukherjee. “Two Ways to Belong in America.”

From the New York Times, September 22, 1996. Copy-

permission.

Monique Rizer. “When Students Are Parents.” First pub-

lished in Chronicle of Higher Education, December 16,

permission of the author.

Scott Russell Sanders. “The Men We Carry in Our Minds.”

by Scott Russell Sanders. Reprinted by permission of

the author and the author’s agents, The Virginia Kidd

Agency, Inc.

A-20

Acknowledgments, continued from page iv

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Acknowledgments A-21

Juliet B. Schor. “Age Compression.” From Born to Buy by

Reprinted with the permission of Scribner, an imprint

of Simon & Schuster Adult Publishing Group. All rights

reserved.

Christopher Shea. “In Praise of Peer Pressure [Cause and

Effect in Everyday Life].” First published in the Boston

Shea. Used by permission of the author.

Marc Siegel. “Treating the Pain by Ending a Life.” First

published in the Boston Globe, January 19, 2006. Copy-

the author.

Rebecca Skloot. “Celebrity Teeth.” First published in the

New York Times, Sunday Magazine, December 11,

permission of the author.

Brent Staples. “Just Walk on By: Black Men and Public

Space.” Originally published in Ms. magazine. Used by

permission of the author.

Tan. First appeared in The Threepenny Review. Reprinted

by permission of the author and the Sandra Dijkstra Lit-

erary Agency.

Lindsey Tanner. “Study says ads trick children’s taste

buds.” First published by Associated Press, August 7,

Kathleen Vail. “Words That Wound.” Reprinted with per-

mission from American School Board Journal, September

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A-22 Acknowledgments

Page 781: Courtesy of Daniel Goleman

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permission.

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Page 850: Courtesy of Lisa Bevilaqua

Page 855: Courtesy of Marilyn Golden

Page 860: Courtesy of Dr. Herbert M. Hendin

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a, basics of, 618–622

capitalization of, 717

confused with an, and, 648

Abstract words, 635–636

accept / except, 648

Action verbs, 391–392

Active voice, 475–476

Addresses, commas in, 683

Adjective clauses

commas around, 681–682

joining ideas with, 575–577

Adjectives, 517–530

coordinate, commas between, 674–676

cumulative, 674

deﬁ nition of, 386, 517

editing, 525–530

prepositions after, 623

using correctly, 519–525

Adverbs, 517–530

deﬁ nition of, 386, 518

editing, 525–530

starting sentence with, 564–566

using correctly, 519–525

advice / advise, 648

affect / effect, 649

“Age Compression” (Schor), 811–814

am, present progressive tense and, 600

Ambiguous pronoun reference, 502–503

“An American in Mexico” (Espinoza), 766–769

American Psychological Association (APA)

documentation, 42

an, basics of, 618–622

capitalization of, 717

confused with a, and, 648

Analogy, bad, 297

Analysis, 36, 38, 40

and; see also Coordinating conjunctions

comma and, 676–677

compound subject and, 443–444

confused with a, an, 648

correcting run-ons with, 423–424

joining ideas with, 539, 540–543

parallelism and, 554

Antecedent, 495

Anthology, documentation of, 371

APA documentation, 42

Apostrophes, 688–695

Appositives

commas around, 679–680

joining ideas with, 572–574

“Appreciate What You Have” (Fiori), 113, 117

are

versus our, 649

present progressive tense and, 600

Argument, 290–315

examples of, 841–866

four basics of, 290–291, 841

main point in, 292–294

organization in, 300

reading and analyzing, 301–309

support in, 294–299

tips for tackling, 310

writing, 309–315

Around Him, John, 306–308

Articles, periodical; see Periodicals

Articles (a, an, the)

basics of, 618–622

capitalization of, 717

as, parallelism and, 555–556

Assisted suicide casebook, 841–866

“Attendance in College Classes” (Ney), 301–303

Audience, 46–47

“Back to School” (Jernigan), 158–160

bad, versus badly, 522–523

“Bad Roommates” (Marcos), 228–229

Bagley, Florence, 189–190

Bandwagon effect, 298

Barry, Dave, 113, 817–820

I-1

Index

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I-2 Index

forms of, 392, 393, 437

future progressive tense and, 603

negative past tense of, 599

passive voice and, 475–477

past progressive tense and, 461–462

past tense of, 437, 468

present tense of, 437, 467–468, 594–596

questions and, 587

subject-verb agreement and, 436–439

Beck, Amy L., 113, 118–119, 829–832

become, forms of, 392

Bedford Research Room, 355, 356, 360

Berger, Kathleen Stassen, 276–278

Bible, 701

Bibliography, 360–361

Blanchard, Kenneth H., 25, 114

“Blood Type and Personality” (Fitzgerald), 224–225

Body of essay, 49, 368

Body of paragraph, 48

Bohorquez, Giovanni, 225–227

Books

capitalizing title of, 717–718

documentation of, 369–371

underlining / italicizing title of, 701

Boston Globe, 240–242, 282–284, 337–338

both . . . and, 557

Brainstorming, 69

Brown, Jordan, 152–154

Brown, Shawn, 303–306, 453

Bufﬁ ngton, Perry W., 50

Business correspondence, colons in, 707

but; see also Coordinating conjunctions

comma and, 676–677

correcting run-ons with, 423–424

joining ideas with, 539, 540–543

but also, after not only, 557

buy / by, 649

Calendars, 12–14

Call number of book, 351

Campus resources, 14

can, reference chart for, 486

Capitalization

guidelines for, 712–721

in quotations, 697

Card catalog, library, 350–351

“The Case against Physician-Assisted Suicide: For the

Right to End-of-Life Care” (Hendin), 860–863

Catalog, online library, 350–351

Categories; see Classiﬁ cation

Cause and effect, 272–289

examples of, 829–840

four basics of, 272–273, 829

main point in, 274

mistaken, 298

organization in, 275–276

reading and analyzing, 276–285

support in, 274–275

tips for tackling, 285

writing, 285–289

CDs, underlining / italicizing title of, 701

“Celebrity Teeth” (Skloot), 245–246

Chapters of books, quotation marks for title of, 701

Charts, reference; see Reference charts

Cheap Psychological Tricks: What to Do When Hard Work,

Honesty, and Perseverance Fail (Bufﬁ ngton), 50

“Chores” (Marquart), 770–773

Chronological order, 100–101, 102

in narration, 148, 152

in process analysis, 205

Circular reasoning, 297

Citation of sources, 368–374

Classiﬁ cation, 218–235

examples of, 788–804

four basics of, 218–220, 788

main point in, 220–221

organization in, 222–223

reading and analyzing, 223–229

support in, 222

tips for tackling, 230

writing, 230–235

Clichés, 640–642

“A Close Encounter” (Iweala), 749–751

Close reading, 22

Clustering

to explore topic, 70–71

for narrowing topic, 66

Coherence, revising for, 135–140

“Collaboratively Managing Conﬂ ict” (McCornack),

206–207

Collective nouns, pronoun agreement and, 500–501

College degree goals, 11–12

Colon, 705, 706–707

Commas, 673–687

after introductory words, 677–678

around adjective clauses, 575, 681–682

around appositives, 573, 679–680

around interrupters, 679–680

in compound sentences, 676–677

between coordinate adjectives, 674–676

correcting fragments with, 403, 404, 408, 412

correcting run-ons with, 423–425, 426

editing for, 685–687

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Index I-3

before -ed verb, 570

function of, 673

before -ing verb, 566

between items in series, 673–674

other uses for, 682–684

with quotation marks, 697

Comma splice

caused by then, 428

correcting with coordinating conjunction, 423–424

correcting with dependent word, 426

correcting with period, 421

correcting with semicolon, 421

deﬁ nition of, 419

Commercial products, capitalization of names of, 715

Commonly confused words, 647–659

editing for, 657–659

using correctly, 648–657

Commonly misspelled words, list of, 666–667

Companies, capitalization of, 715

Comparatives

forms of good, well, bad, badly and, 523

using correctly, 520–522

Comparison and contrast, 252–271

examples of, 817–828

four basics of, 252–253, 817

main point in, 253–254

organization in, 255–256

reading and analyzing, 257–265

support in, 254–255

tips for tackling, 266

writing, 265–271

Comparisons

parallelism in, 555–557

pronouns used in, 508–509

using adjectives and adverbs in, 520–522

Complete thought, 395–396

Complete verb, 393

Compound objects, pronouns used with, 506–508

Compound sentence, commas in, 676–677

Compound subject

deﬁ nition of, 389

pronouns used with, 506–508

subject-verb agreement and, 443–444

Concluding sentence, 48, 49–51

Conclusion

drafting, 116–120

essay structure and, 49–51

for research essay, 368

Concrete words, 635–636

Confusing words; see Commonly confused words

Conjunction, 386

Conjunctive adverb, 543–546

conscience / conscious, 649–650

Consonant

deﬁ nition of, 664

ﬁ nal, doubling, 665–666

Contractions

apostrophes in, 691–693

list of common, 691

Contrast; see Comparison and contrast

Coordinate adjectives, commas between, 674–676

Coordinating conjunctions

capitalization of, 717

commas and, 676–677

correcting run-ons with, 423–425

joining ideas with, 539, 540–543

Coordination, 539–552

deﬁ nition of, 539

editing for, 549–552

understanding, 539–540

using correctly, 540–549

Correction symbols, 30

Correlative conjunctions, parallelism with, 557–559

could

basics of, 615

reference chart for, 486, 488

Count nouns, using articles with, 619–621

Course calendar, 12–13

Courses, capitalization of, 715

Course syllabus, 7, 34–35

“A Crime of Compassion” (Huttmann), 842–844

Critical reading, 744; see also Reading

in college, 22–23

four basics of, 23

Critical thinking guides

for drafting essay, 124

for editing fragments, 414

for editing run-ons, 428

for editing subject-verb agreement, 448

for editing verb tense, 489

for planning essay, 109

for reading college material, 34

for reading critically, 27

for revising essay, 143

for supporting thesis, 99

for writing about readings, 41

for writing thesis statement, 87

Cumulative adjectives, 674

Dailey, Kate, 25

Dalkas, Michael, 4

Dangling modiﬁ ers, 531–538

Dash, 705, 708

Database, documentation of, 373

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I-4 Index

Dates

capitalization of, 713–716

commas in, 683

Deﬁ nite articles, 618–619; see also the

Deﬁ nition, 236–251

examples of, 805–806

four basics of, 236–237, 805

main point in, 237–238

organization in, 239–240

reading and analyzing, 240–247

support in, 238–239

tips for tackling, 247

writing, 247–251

Dependent clauses, 441–442

Dependent words

common, 404, 426

correcting run-ons with, 425–427

fragments starting with, 403–406

Description, 185–201

examples of, 766–775

four basics of, 185–186, 766

main point in, 186–187

organization in, 188–189

reading and analyzing, 189–196

support in, 187–188

tips for tackling, 197

writing, 196–201

Desmots, Paul, 65–66

Details; see Supporting details

Diamond, Janice, 4

Dictionary, 633–634, 661

did, simple past tense and, 598

Directions, test taking and, 323

Direct object, 397, 583

Direct quotation

guidelines for, 363–365

in-text citation for, 369

quotation marks for, 696–699

samples of, 365

Discovering Psychology (Hockenbury and Hockenbury),

31–33, 37, 257–259

Discussing, to explore topic, 70

do / does

forms of, 393, 437

questions and, 587–588

simple past tense and, 598

simple present tense and, 596

subject-verb agreement and, 436–439

Documentation of sources, 368–374

Double negatives, 586

Drafting, 110–124

body of essay, 111

conclusion, 116–120

deﬁ nition of, 110

introduction, 112–116

revision of; see Revising

sample of, 121–123

in writing process, 51–52

“Dressed for success,” 364

DVD, documentation of, 374

e, ﬁ nal, dropping, spelling rule for, 664

-ed

joining ideas with, 569–572

simple past tense and, 458–461, 598–599

Editing

deﬁ nition of, 125

of research essay, 375

in writing process, 51–52

Editorial, documentation of, 372

Edwards, Danita, 4

Effect; see Cause and effect

effect / affect, 649

either . . . or

extremes of, as faulty reasoning, 297

parallelism with, 557

Electronic sources

documentation of, 372–374

evaluating reliability of, 359

E-mail, documentation of, 374

Encyclopedia article, documentation of, 371

Encyclopedias, 352

English, 582–629

articles in, 618–622

editing, 626–629

formal, in college, 5

prepositions in, 622–626

pronouns in, 590–593

sentence patterns in, 582–590

verb tense in, 594–618; see also Verb tense

English as Second Language (ESL); see English;

Language Notes

-er, 521

-es, adding, 666

Espinoza, Alex, 191–194, 402, 766–769

Essay; see also Research essay

deﬁ nition of, 49

outlining, 103

quotation marks for title of, 701

structure of, 49–51

student, samples of, 56–60

Essay exam questions, answering, 324–333

-est, 521

et al., 370

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