Reading Critically Writing Well A Reader and Guide - 2020

TWELFTH EDITION
Reading Critically, Writing Well

A READER AND GUIDE
Rise B. Axelrod
University of California, Riverside
Charles R. Cooper
University of California, San Diego
Ellen C. Carillo
University of Connecticut
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Acknowledgments
Text acknowledgments and copyrights appear at the back of the book on
pages 655–657, which constitute an extension of the copyright page. Art
acknowledgments and copyrights appear on the same page as the art
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Preface
Reading Critically, Writing Well is designed for today’s students living

in an information-saturated culture. When students are taught to
read critically — to understand, assess, evaluate, and synthesize the
texts they encounter — they are better prepared not only to succeed
in college but to navigate and participate in the world that surrounds
them. Students who know how to read critically are also better
positioned to write in ways that are influenced by the rhetorical
awareness that inflects their reading experiences. Teaching critical
reading alongside writing, in other words, allows students to
strengthen their abilities as readers and writers simultaneously. As
students learn about constructing meaning through the processes of
reading and writing, Reading Critically, Writing Well also gives
students opportunities to reflect on what they are learning, enabling
students to recognize the relationship between their reading and
writing practices and to apply what they are learning to other
academic courses, as well as to contexts outside of the classroom.
No matter their major or career track, today’s college students will
find practice in Reading Critically, Writing Well for the various kinds
of writing done in college:
Analysis of content and meaning of readings

Analysis of the rhetorical approach
Analysis of the kind of writing (genre)
Writing to invent, inquire, make meaning, and reflect
Writing in different academic genres
Hands-on activities in Reading Critically, Writing Well give students

practice in a range of reading and writing strategies — strategies that
enhance comprehension, inspire thoughtful response, stimulate
critical inquiry, and foster rhetorical analysis. Reading Critically,
Writing Well features readings from established, emerging, and
student writers in every chapter and covers a wide variety of topics
of urgent interest to students in order to inspire engaged reading,
spark curious conversations, and provoke thoughtful writing. This
new edition gives students more opportunities to practice complex
reading and writing strategies, with at least one longer reading in
each chapter, new “Combining Reading Strategies” activities, and a
new chapter on multi-genre writing.
FEATURES OF READING CRITICALLY,

WRITING WELL
An Inspiring and Practical Introduction to Writing
Chapter 1 introduces essential Academic Habits of Mind* that

students need to succeed in college:
1. Curiosity (The desire to know more about the world)

2. Openness (The willingness to consider new ways of being and
thinking in the world)
3. Engagement (A sense of investment and involvement in
learning)
4. Creativity (The ability to use novel approaches for generating,
investigating, and representing ideas)
5. Persistence (The ability to sustain interest in and attention to
short- and long-term projects)
6. Responsibility (The ability to take ownership of one’s actions
and understand the consequences of those actions for oneself
and others)
7. Flexibility (The ability to adapt to situations, expectations, or
demands)
8. Metacognition (The ability to reflect on one’s own thinking as
well as on the individual and cultural processes used to
structure knowledge).
As students complete the reading and writing that this guide

supports, they will use the practices of critical analysis, rhetorical
sensitivity, and empathy to foster the habits of mind needed to
support transfer of writing skills beyond composition courses and
ensure success throughout college.
Chapter 1 introduces these practices and habits of mind through a

sequence of brief reading selections on the topic of curiosity. Each
reading selection is accompanied by thought-provoking reading,
writing, and discussion activities that engage students in active
learning from day one, while at the same time teaching them about
a crucial habit of mind that will itself empower their learning
throughout college and beyond.
Additionally, Chapter 1 introduces the sentence strategies that

appear in every chapter. These strategies model effective methods
for responding to the readings and for presenting ideas in writing,
helping students to see how they can enter the academic
conversation across disciplines by situating their own ideas within
an existing discourse.
Beyond modeling effective sentence strategies, Chapter 1 shows

students how to analyze what they read by focusing on identifying
the genre conventions of a text, the assertions a text makes, the
evidence a text presents, and the assumptions a text makes. Like the
rest of the textbook, Chapter 1 first models for students how to
consider these elements and then through the writing activities
gives students the opportunity to practice writing about these
elements for themselves.
The chapter concludes with an overview of the writing process,

including a helpful reference chart: generating ideas, planning,
dra ing, getting feedback, revising deeply, editing, and
proofreading. This section now includes a complete model student
essay that showcases the recursive nature of the writing process.
Rather than a model that moves from the initial step of generating
ideas to the final step of proofreading in a linear fashion, this model
shows a student returning to certain steps throughout the writing
process, underscoring that recursivity is an important and
productive aspect of the writing process.
Accessible, Engaging Readings
Reading Critically, Writing Well includes a great variety of readings

that give instructors flexibility in constructing a course to meet the
needs and interests of their students. The twel h edition continues
to feature both professional and student writing in every chapter,
but has even more readings than previous editions, including a
longer reading in each chapter as well as a new chapter of multi-
genre readings. A mixture of contemporary texts alongside some
classic essays gives an array of readings to analyze and learn from.
Classic essays by award-winning writers such as Annie Dillard,
Brent Staples, David Sedaris, Stephen King, and Malcolm Gladwell
are accompanied by new readings from authors such as Atul
Gawande, Wesley Morris, Robin Kimmerer, and Christie
Aschwanden that engage students on contemporary topics relevant
to their lives, including the implications of living in a digitally
mediated world, the struggle to communicate scientific knowledge,
debates surrounding healthcare reform, and reflections on identity
and intersectionality.
The flexibility of Reading Critically, Writing Well makes it easy for

instructors to create a sequence of readings based on theme,
discipline, rhetorical mode, or genre. Chapters 3–10 present eight
different kinds of writing, including four expository genres
(autobiography, observation, reflection, and explanation of
concepts) and four argument genres (evaluation, position paper on a
controversial issue, speculation about causes or effects, and
proposal to solve a problem). Because selections are introduced and
followed by close reading activities or annotated questions that
stimulate discussion and writing, instructors have the flexibility to
create their own reading list from the book’s many resources. The
new Chapter 11 opens up this organization even further with
coverage of multi-genre writing. It helps students build an essay
using the features of different genres in order to meet the demands
of their rhetorical situation, preparing them for college writing and
beyond.
The most coverage of the reading-writing connection to support

all levels of students. Reading Critically, Writing Well teaches
students how to analyze texts and to apply what they have learned to
their own writing, making the textbook an important resource for
students in traditional first-year writing courses, as well as those
taking a co-requisite (or ALP) course alongside first-year
composition. Chapter 2, “A Catalog of Reading Strategies,” prepares
students with the strategies they need to analyze the selections and
apply the strategies to their own writing. Instructors may emphasize
writing analytically about the readings or writing rhetorically in the
genre they are reading, or they may have students do both kinds of
writing. Students may also practice writing as they respond to
questions and activities or discuss them in small groups with peers.
Reading Critically, Writing Well provides many opportunities for a
variety of writing.
Writing Analytically. The Reading for Meaning activities that

follow each reading offer numerous prompts for writing
analytically about the readings. Students can begin by writing
brief responses to these prompts and later expand some of
them into more fully developed essays. For example, using the
Read to Summarize activity, they might compose brief
summaries or “gist” statements that they could use as they
develop their own analysis of the reading. The Read to Respond
and Read to Analyze Assumptions prompts can generate longer
essays. Similarly, Chapter 2’s “A Catalog of Reading Strategies”
could be used to generate a variety of assignments: a
comparison of different readings, a synthesis essay drawing on
multiple selections, a reflective essay examining how a reading
challenges the readers’ beliefs or values, an evaluation of a
reading’s logic, an analysis of its use of figurative language, or a
position essay refuting a reading’s argument. Each chapter’s
Combining Reading Strategies activities provide students with
further opportunities to generate writing based on careful
reading.
Writing Rhetorically. Students are also given many
opportunities to write in the genre they have been reading.
Chapters 3–11 are framed by two guides — a Guide to Reading at
the beginning of the chapter and a Guide to Writing at the end
— and these chapters promote genre awareness and sensitivity
to different rhetorical situations, aiding the transfer of skills
from one rhetorical situation to another, so that students can
learn for themselves how to approach each new writing
situation. Scaffolded through example and modeling, the guides
teach students to employ in their own writing the genre
features and rhetorical strategies they studied in their reading.
Longer Writing Assignments. The Guides to Writing have been
designed to provide flexibility and to support a fuller, more
developed composing process. Commonsensical and easy to
follow, these writing guides teach students to:
assess the rhetorical situation, focusing on their purpose and
audience, with special attention to the genre and medium in
which they are writing;
ask probing analytical questions;
practice finding answers through various kinds of research,
including memory search, field research, and traditional
source-based research;
assess the effectiveness of their own writing and the writing
of their classmates;
troubleshoot ways to improve their dra ;
reflect on their writing process
In short, the Guides to Writing help students make their writing

thoughtful, clear, organized, and compelling, and ultimately
effective for the rhetorical situation.
Hands-On Activities for Active Learning

Throughout Reading Critically, Writing Well, students are invited to
learn by doing. Because these activities are clear and doable, they
make it possible for even the most inexperienced readers to
complete them and engage in a serious program of active learning
that aligns with the four categories of learning that many writing
programs across the country use to assess their students’ work:
rhetorical knowledge; critical thinking, reading, and composing;
processes; and knowledge of conventions.
Activities include the following:
Before and As You Read Questions. Pre-reading questions excite

interest and lead students to adopt a questioning attitude as
they prepare to read each selection. The questions also keep
students engaged while reading as they develop rhetorical
knowledge and think critically about texts.
Reading for Meaning Prompts. Following each reading, these
prompts provide students with three different kinds of activities
to help in understanding and interpreting what they are
reading:
1. Read to Summarize activities enhance comprehension,
giving students confidence that they can get the main idea of
even hard-to-understand texts.
2. Read to Respond activities inspire active engagement,
leading students to explore the cultural contexts of the
readings as well as their own responses to the readings.
3. Read to Analyze Assumptions activities lead students to
think more critically about the beliefs and values implicit in
the text’s word choices, examples, and assertions and also to
examine the bases for their own assumptions as readers.
Reading Like a Writer Activities. Following each reading, these
activities show how texts work rhetorically in different writing
situations to achieve the writer’s purpose by addressing
audience expectations and by recognizing the conventions,
constraints, and possibilities of the genre and medium.
Annotated and highlighted example passages analyze and
explain specific features of each genre, and sentence templates
show students how to generate their own sentences using the
patterns they have analyzed in the readings.
Combining Reading Strategies Boxes. These boxes help students
see how combining reading strategies can deepen their
understanding of a reading and provide direction for writing.
They also provide models that help students practice employing
multiple strategies more naturally. These critical reading
strategies range from annotating, synthesizing, and comparing
and contrasting to evaluating the logic of an argument and
judging the writer’s credibility. These strategies are also
explained and illustrated in Chapter 2, using an excerpt from
Martin Luther King Jr.’s “Letter from Birmingham Jail,” and
marginal notes throughout the book remind students to
reference this catalog of reading strategies for additional
guidance as they read and compose.
NEW TO THIS EDITION

New Coauthor Ellen C. Carillo
To this edition, Ellen C. Carillo (University of Connecticut) brings

her expertise in the teaching of critical reading alongside writing in
the composition classroom. Her research and scholarship explore
the most effective ways of incorporating attention to reading in
writing classrooms and underscore the importance of teaching
within a metacognitive framework wherein students consistently
reflect on what they are learning so they are positioned to transfer
this learning to other courses, as well as to contexts beyond the
classroom.
More Activities to Encourage Inquiry and

Reflection
The twel h edition helps students understand reading and writing

as inquiry-driven practices propelled by curiosity. Chapter 1
introduces curiosity, among other habits of mind, showing how
these habits are crucial for success in college. This inquiry-based
mindset is reinforced by an inquiry-based annotated reading in each
chapter, which provides models for using annotations to pose
questions while reading — questions that may in turn spark ideas
for writing as well. A new sample student essay in Chapter 1 also
models how inquiry and reflection impact the writing process by
demonstrating the recursive nature of writing, including the need to
return to early stages of the process, such as generating ideas and
planning.
Because research has shown that when students reflect on their

learning, they clarify their understanding and remember what they
have learned longer, this edition emphasizes the importance of
metacognition. Chapter 3, Autobiography, now features coverage of
literacy narratives, including a new student literacy narrative,
helping students to become more aware of their own journeys from
the outset. Reading Critically, Writing Well also provides three
opportunities in each chapter for students to reflect on their
learning and also to discuss what they have learned with others:
Thinking about [the Genre], Writing to Learn [the Genre], and
Reflecting on [the Genre] activities. These activities are placed at
important transitions in each chapter, at points when looking back
at what they have learned will help students move forward more
productively.
Compelling New Readings — Combined with

Scaffolded Support
The more than twenty new selections in the twel h edition of

Reading Critically, Writing Well include writers ranging from local
activists to Pulitzer Prize winners, giving students both local and
global models to refer to. In “The Heroin and Opioid Crisis Is Real,”
local journalist Isaih Holmes makes the case for greater action to
combat the opioid epidemic in his hometown of Milwaukee, while
in “The Last Straw,” disability activist Alice Wong argues for the
importance of considering special needs in the debate on single-use
plastics. Essays by well-known writers like Atul Gawande and Wesley
Morris offer students thoughtful writing models that ask questions
of the world around them: Why is our healthcare system the way it
is? Who decides what works are canonical? And new student essays
on topics from empathy to literacy to honeybees model college
writing in action.
At least one new longer reading per chapter offers instructors

additional options and challenges students to apply the reading
strategies and analytical skills they’re learning. For example, Jeff
Howe’s “The Rise of Crowdsourcing” encourages students to
consider the recent shi from outsourcing to what Howe calls
crowdsourcing, wherein companies, websites, television shows, and
organizations worldwide are choosing to employ ordinary people
rather than formally trained experts. The exercises that accompany
this longer reading ask students to draw on what they already know
about crowdsourcing — even if they don’t know it by that name —
and expand that knowledge by analyzing what this shi means for
how we understand the concept of expertise. Similarly, as students
read “I Wonder: Imagining a Black Wonder Woman” by Maya
Rupert, they are asked to consider their own assumptions about
race and strength while also tracking the relationship Rupert
imagines among race, identity, and feminism. Throughout these and
other exercises that accompany the readings, students are
supported by references to specific reading strategies and the full
catalog of reading strategies in Chapter 2.
Two New Chapters — Multi-Genre Writing and

Strategies for Research
A new Chapter 11, “Multi-Genre Writing: Pulling It All Together,”

contains more complex readings than are usually present in earlier
chapters, offering students opportunities to explore how authors
combine genres to meet the needs of specific rhetorical situations.
Students, too, are taught how they can combine different genres to
most effectively respond to writing scenarios they will encounter
throughout their academic careers and beyond. This chapter
supports students in a range of ways as they engage in this more
complex work. The main genres of each selection are listed as tags
in the headnote, and the “Reading Like a Writer” exercises explore
an effective genre feature of the selection as well as the elements of
the writer’s rhetorical position that led them to select the genres
they did. In addition, the chapter contains a student selection that
combines the genres of position argument, concept evaluation, and
cause-and-effect arguments in order to evaluate the concepts of
altruism and empathy. Finally, as students write their own multi-
genre essays, they are directed to a comprehensive checklist that
reviews the key considerations relevant to composing a multi-genre
essay, including how to choose the appropriate genres based on the
rhetorical situation and how to most effectively combine the
features of multiple genres in a single essay.
A robust new Chapter 12 on the research process features strategies

for research and documentation to provide students with clear,
helpful guidelines for researching and evaluating sources,
integrating them into their writing, and citing them correctly in
MLA or APA style. With eight different genres, students have an
opportunity to practice the full range of research strategies, from
identifying a research question to the field research methods of
observation and interview to different kinds of research. New
coverage of evaluating online sources informed by online-based
research practices is incorporated throughout.
Flexibility for Instructors
The new features of the twel h edition mean that it offers more
flexibility for instructors than previous editions. The individual
readings chapters can each be used in any order, supported by the
instruction and strategies included in Chapters 1 and 2. Instructors
who want to build on the focus of a chapter can either move to the
tagged multi-genre material in Chapter 11 or teach Chapter 11 as a
culminating chapter. No matter the instructor’s route through the
textbook, students are prepared to undertake this work because they
have seen it modeled for them and have had many opportunities to
reflect on what they are learning along the way.
With more readings to choose from, instructors have a better variety
of topics, disciplines, and styles to choose from to engage students
and model writing in each genre. Analyze & Write activities, Writing
Assignments, and activities in the Guides to Writing provide
instructors with a range of prompts for homework, classwork, small
group or class discussion, and writing assignments. This edition of
Reading Critically, Writing Well also features alternative tables of
contents, listing readings by theme and discipline to allow
instructors the flexibility to chart a path through the readings to
meet their course goals. Sentence strategies in every chapter, with
a convenient reference index in the Instructor’s Manual
(downloadable from the Macmillan website), support students as
they become more comfortable with academic writing.
ALIGNS WITH WPA OUTCOMES
DESIRED OUTCOMES RELEVANT FEATURES OF

READING CRITICALLY,
WRITING WELL, TWELFTH
EDITION
Rhetorical Knowledge
Learn and use key rhetorical Chapter 1 provides

concepts through analyzing students with a clear,
and composing a variety of workable definition of the
texts. rhetorical situation and
asks students to apply
that knowledge as they
read four passages on
curiosity.
Chapters 3–11 ask
students to read, analyze,
and compose a variety of
texts.
Reading Like a Writer
activities in Chapter 11
ask students to analyze
how the combination of
genres in the multi-genre
readings work together to
meet the needs of each
author’s rhetorical
situation.
Gain experience reading Chapter 2 provides a

and composing in several catalog of reading
genres to understand how strategies that help
genre conventions shape students recognize genre
and are shaped by readers’ conventions.
and writers’ practices and Chapters 3–11 emphasize
purposes. the connection between
reading and composing:
Analyze & Write activities
ask students to read like a
writer, identifying the key
features of the genre.
The Guides to Writing in
Chapters 3–11 lead
students through the
process of composing
their own text in that
genre.
Develop facility in In Chapters 3–11,

responding to a variety of students practice
situations and contexts, responding to a variety of
calling for purposeful shi s rhetorical situations and
in voice, tone, level of contexts. The Guides to
formality, design, medium, Writing in each of these
and/or structure. chapters help students
develop their own
processes and structures.
Read to Respond
activities in Chapters 3–11
inspire active
engagement, leading
students to explore the
cultural contexts of the
readings as well as their
own responses to the
readings.
Sentence strategies in
each chapter help
students deal with issues
of voice, tone, and
formality.
Understand and use a One of the book’s

variety of technologies to assumptions is that most
address a range of students compose in
audiences. digital spaces for varied
audiences and use
different media for doing
so. This idea is woven
throughout, especially in
Chapters 3–11.
Online tutorials in
Achieve for Readers and
Writers include how-tos
for using technology;
topics include digital
writing for specific
audiences and purpose,
creating presentations,
integrating photos, and
appealing to a
prospective employer.
Writers also includes a
robust digital writing
space informed by
pedagogical best
practices for writing and
revising.
Match the capacities of Chapters 3–11 emphasize

different environments (e.g., the importance of the
print and electronic) to rhetorical situation to
varying rhetorical composing.
situations. Throughout the book
students are prompted to
consider how changes to
the rhetorical situation,
especially genre and
medium, shape decisions
about tone, level of
formality, design,
medium, and structure.
Critical Thinking, Reading, and Composing
Use composing and reading Chapter 1 defines reading

for inquiry, learning, and writing as forms of
thinking, and inquiry, underscores the
communicating in various importance of curiosity to
rhetorical contexts. success in college, and
includes a sample
student essay that
models the role of
curiosity in the writing
process.
Chapter 3 on
autobiography, which
now includes literacy
narratives, asks students
to reflect on their own
literacy experiences and
to extrapolate from the
literacy narratives they
are reading.
Read to Analyze
Assumptions activities in
Chapters 3–11 lead
students to think more
critically about the beliefs
and values implicit in the
text’s word choices,
examples, and assertions
and also to examine the
bases of their own
assumptions as readers.
Read a diverse range of Chapter 1 teaches

texts, attending especially students that critical
to relationships between analysis involves paying
assertion and evidence, attention to how ideas
patterns of organization, the are supported by
interplay between verbal evidence.
and nonverbal elements, Chapters 3–11 include a
and how these features range of professional
function for different selections and student
audiences and situations. essays for students to
critically analyze through
reading and writing.
The Guides to Writing in
Chapters 3–11 offer
advice on framing topics
to appeal to the audience.
Sentence strategies
throughout these
chapters model
techniques for
responding to alternative
views readers may hold.
Chapter 12 emphasizes
the importance of using
evidence in research-
driven projects to
effectively support one’s
view.
Locate and evaluate Chapter 1 includes

primary and secondary activities that encourage
research materials, students to use their
including journal articles, curiosity to inspire
essays, books, databases, research.
and informal Internet Chapter 12 offers
sources. extensive coverage of
finding, evaluating, and
using print and electronic
sources, with guidance on
responsibly using online
sources, including
interactive sources (e.g.,
blogs, wikis).
The “Conducting Field
Research” section in
Chapter 12 provides a
comprehensive overview
of and strategies for
conducting observational
studies and surveys in
order to use these as
primary sources.
Use strategies — such as Chapters 3–10 regularly

interpretation, synthesis, ask students to anticipate
response, critique, and and respond to opposing
design/ redesign — to positions and alternative
compose texts that perspectives in their
integrate the writer’s ideas writing.
with those from appropriate Sentence strategies
sources. throughout Chapters 3–11
model for students how
to situate their own ideas
in relation to other
sources.
Chapter 12 offers detailed
strategies for integrating
research into an
academic project.
Specifically, this chapter
provides advice on how to
integrate and introduce
quotations, how to cite
paraphrases and
summaries so as to
distinguish them from the
student’s own ideas, and
how to avoid plagiarism.
Processes
Develop a writing project Chapter 1 includes a

through multiple dra s. model student essay that
shows the recursive
nature of the writing
process.
In Chapters 3–11, Guides
to Writing prompt
students to compose and
revise. These chapters
include activities for
inventing, planning,
composing, evaluating,
and revising over the
course of multiple dra s.
Develop flexible strategies The student essay in

for reading, dra ing, Chapter 1 models the
reviewing, collaborating, importance of flexibility
revising, rewriting, to the writing process.
rereading, and editing. The Guides to Writing in
extensive advice on
reading, dra ing,
rethinking, and revising at
multiple stages.
Troubleshooting charts in
Chapters 3–11 encourage
students to discover,
review, and revise, urging
students to start from
their strengths.
variety of strategies for
reading analytically and
critically.
Use composing processes Chapter 1 introduces the

and tools as a means to idea of using reading and
discover and reconsider writing to discover ideas
ideas. and models this work in
the sample student essay,
which shows the student
returning to the
generating ideas and
planning stages.
Strategies for evaluating,
revising, and editing in
the Guides to Writing in
Chapters 3–11 help
students reconsider their
ideas over the course of
multiple dra s.
Experience the collaborative The Guides to Writing in

and social aspects of writing Chapters 3–11 ask
processes. students to practice each
genre, while making
students aware that these
genre definitions are
useful because they are
built on shared
expectations and enable
more effective written
collaboration and
communication.
Peer Review Guides in
Chapters 3–11 provide
opportunities to work
collaboratively.
Read to Analyze
Assumptions prompts
throughout Chapters 3–11
o en ask students to
engage with classmates
about the sources of their
assumptions.
Students are introduced
to the concept of
empathy in Chapter 1 and
are expected to be
empathetic readers and
writers willing to identify
with other readers and
writers, including those
with different
perspectives, ideas,
values, or worldviews.
Learn to give and act on The Peer Review Guide in

productive feedback to the Guides to Writing in
works in progress. Chapters 3–11 offers
students specific advice
on constructively
critiquing the work of
their classmates.
The troubleshooting chart
in the Guides to Writing in
Chapters 3–11 supports
students as they critique
their own writing and
gives students detailed
strategies for
strengthening their
essays based on their own
critiques and the
feedback from their
peers.
Adapt composing processes One of the book’s

for a variety of technologies assumptions is that most
and modalities. students compose in
digital spaces for varied
audiences and use
different media for doing
so. This idea is woven
throughout, especially in
Chapters 3–11.
Writers, which can be
packaged to accompany
Reading Critically, Writing
Well, offers a digital
course space and writing
space informed by best
practices for peer review
and revision. It also offers
integrated digital
tutorials, such as how-tos
for using technology;
topics include digital
writing for specific
audiences and purpose,
creating presentations,
integrating photos, and
appealing to a
prospective employer.
Reflect on the development Students are introduced

of composing practices and to the importance of
how those practices metacognition, as a habit
influence their work. of mind, in Chapter 1.
The reflection prompts at
the end of Chapters 3–11
encourage self-awareness
and invite students to
develop an
understanding of their
own experiences as
readers and writers.
Sample annotated essays
in Chapters 3–10
demonstrate how
annotations can support
reflective reading.
Knowledge of Conventions
Develop knowledge of Editing and proofreading

linguistic structures — advice appears at the end
including grammar, of Chapters 3–11,
punctuation, and spelling — prompting students to
through practice in check for errors in usage,
composing and revising. punctuation, and
mechanics.
Sentence strategies
throughout Chapters 3–11
model for students
common linguistic
structures.
Understand why genre Chapter 1 prompts

conventions for structure, students to consider
paragraphing, tone, and which passages on
mechanics vary. curiosity are intended for
an academic audience
and which are intended
for a popular audience.
Chapters 3–11 emphasize
the importance of the
rhetorical situation and
how changes to the
rhetorical situation,
including in genre, shape
decisions about tone,
level of formality, design,
and structure.
Gain experience negotiating Students read, analyze,

variations in genre and compose a variety of
conventions. texts in Chapters 3–11.
The Guides to Reading
ask students to analyze
texts in terms of the basic
features of the genre and
the Guides to Writing
prompt students to apply
these genre conventions.
checklist of genre features
so that students can
experiment with
combining different
genres.
Chapter 12 allows
students to gain
experience as they
compose an academic
research project.
Learn common formats Students are asked to

and/or design features for analyze and consider the
different kinds of texts. role of any visuals that
accompany the readings
throughout Chapters 3–
11.
Questions following the
sample student essay in
Chapter 11 encourage
students to consider
alternative formats and
design features for that
essay.
Explore the concepts of Chapter 12 offers detailed

intellectual property (such coverage of how to use
as fair use and copyright) sources fairly, and
that motivate features sections
documentation dedicated to
conventions.
acknowledging sources
and avoiding plagiarism.
Chapter 12 teaches
strategies for integrating,
citing, and paraphrasing
sources.
Practice applying citation A number of the

conventions systematically professional reading
in their own work. selections in Chapters 3–
11 model citation
conventions.
Student essays in
models for documenting
sources.
Chapter 12 includes
detailed advice for
integrating and
introducing quotations,
citing paraphrases and
summaries so as to
distinguish them from the
student’s own ideas, and
avoiding plagiarism.
Chapter 12 provides an
overview of MLA and APA
style requirements and a
directory of common
documentation models.
ACKNOWLEDGMENTS
We first want to thank our students and colleagues at the University
of Connecticut, the University of California, Riverside, and the
University of California, San Diego; California State University, East
Bay, and California State University, San Bernardino; and the
University of Nevada, Reno, who have taught us so much about
reading, writing, and teaching.
We also owe a debt of gratitude to the many reviewers who made

suggestions for this revision. They include Kenet Adamson,
Asheville-Buncombe Tech Community College; Michael Boling,
Oakland City University; Jacqueline Brady, Arizona State University;
Julie Phillips Brown, Virginia Military Institute; Anthony Cavaluzzi,
SUNY Adirondack; Lynn Clarkson, North Shore Community College;
Abby Crew, Ph.D., Colorado Mountain College; Brian Hiatt,
Frederick Community College; Spring Hyde, Lincoln College; Dr.
Lisa Jennings, Valparaiso University; Sharon Johnson, Columbus
State University; Steven Keeton, Baton Rough Community College;
Peggy J. Lindsey, Georgia Southern University; Dr. Beatrice
McKinsey, Grambling State University; Amelia Ostrowski, Walsh
University; Matt Sautman, Southern Illinois University —
Edwardsville; Anita Slusser, Snow College; Michael Trovato, The
Ohio State University — Newark; Deron Walker, Ph.D., California
Baptist University; and Marilyn Yamin, Pellissippi State Community
College.
We want especially to thank our editors, who offered constructive

criticism with cheerfulness and good humor, helping us meet
impossible deadlines. For this new edition of Reading Critically,
Writing Well, we are grateful to developmental editor, Evelyn
Denham, who offered invaluable guidance and expertise during the
course of the revision. We also owe a debt of gratitude to Alex
Markle, Editorial Assistant, who supported this edition in various
ways and was a pleasure to work with on the Instructor’s Manual.
We also want to thank Edwin Hill, Leasa Burton, and John Sullivan
for their leadership and support. We are grateful for Pamela
Lawson’s seamless coordination of the production process, Bridget
Leahy’s skillful copy editing, Ron D’Souza’s project management at
Lumina Datamatics, Inc., Kristine Janssen’s, Mark Schaefer’s, and
Krystyna Borgen’s work on permissions and art research, and Joy
Fisher Williams’s help in marketing.
Rise dedicates this book to Sophie and Amalia, whose writing she
very much looks forward to reading. She also thanks her husband,
Steven, for his continued support and encouragement.
Ellen dedicates this book to Avi and Harris, who are becoming great
readers and writers, as well as Dave who is showing them the way.
She also thanks her parents, Bev and Joe Gerber, and her sister,
Betsy, for their unwavering support over the years.
Rise B. Axelrod
Charles R. Cooper
Ellen C. Carillo
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Brief Contents
Preface
Contents by Theme
Contents by Discipline
1 ACADEMIC HABITS OF MIND: FROM READING CRITICALLY
TO WRITING WELL
Ben Greenman, Online Curiosity Killer
An author, editor, and father suggests the Internet is stifling our
curiosity.
2 A CATALOG OF READING STRATEGIES
Martin Luther King Jr., An Annotated Sample from “Letter
from Birmingham Jail”
An annotated excerpt from this famous civil rights letter
demonstrates the variety of rhetorical strategies King used to
make the case for his strategy of civil disobedience.
Lewis H. Van Dusen Jr., Legitimate Pressures and
Illegitimate Results
An annotated excerpt from “Civil Disobedience: Destroyer of
Democracy” is used to demonstrate how to compare and contrast
related readings.
3 AUTOBIOGRAPHY AND LITERACY NARRATIVES
Annie Dillard, An American Childhood (Annotated Essay)
A celebrated essayist remembers, with strange affection, a
childhood prank and its scary consequences.
David Sedaris, Me Talk Pretty One Day
A best-selling author famed for his insightful satire recalls the
challenges of learning a new language from a demanding and
unorthodox instructor.
Molly Montgomery, In Search of Dumplings and Dead Poets
Reflecting on her Chinese-American heritage, an aspiring writer
and blogger ponders the truth behind her Chinese name.
Saira Shah, Longing to Belong
An award-winning journalist and documentary filmmaker
recounts how events forced her to recognize the naïveté of her
fairytale vision of her homeland.
Jenée Desmond-Harris, Tupac and My Non-Thug Life
A prominent writer and Harvard Law graduate, Desmond-
Harris reflects on the effect that the death of rapper Tupac
Shakur had on her and the formation of her identity.
Rhea Jameson, Mrs. Maxon (Student Essay)
Focusing on her experiences of learning to write in high school
and college, a journalism student recalls the curious advice of
her high school teacher and its profound impact on her
development as a writer.
4 OBSERVATION
The New Yorker, Soup (Annotated Essay)
A magazine writer profiles a restaurateur — a temperamental
master of the art of soup making — along with his tiny storefront
establishment.
John T. Edge, I’m Not Leaving Until I Eat This Thing
Daring himself to eat a food that makes him queasy, an expert
on Southern food observes a factory that processes and bottles pig
lips.
Gabriel Thompson, A Gringo in the Lettuce Fields
A prolific writer and community organizer writes about the skill
and endurance required of fieldwork that he experienced
firsthand.
Amanda Coyne, The Long Good-Bye: Mother’s Day in
Federal Prison
Taking her nephew to visit his mom, in federal prison for aiding
a criminal boyfriend, an aspiring writer reports on and critiques
the penal system.
Robin Wall Kimmerer, Asters and Goldenrods
A writer and distinguished professor of environmental science
and forestry contemplates the reciprocity of science and beauty,
of asters and goldenrods.
Linda Fine, Bringing Ingenuity Back (Student Essay)
A first-year composition student observes the skill and dexterity
needed to print with an antique press and comes to value the
ingenuity of work.
5 REFLECTION
Brent Staples, Black Men and Public Space (Annotated
Essay)
An African American member of the New York Times editorial
board notes how his presence on a city street triggers defensive
reactions in white passersby and addresses the “alienation that
comes of being ever the suspect.”
Dana Jennings, Our Scars Tell the Stories of Our Lives
A newspaper columnist ponders the significance of his scars and
the stories they tell.
Jacqueline Woodson, The Pain of the Watermelon Joke
An award-winning author of young-adult literature explores
how racism still stalks America — even in a most unexpected
setting.
Manuel Muñoz, Leave Your Name at the Border
A contemporary Latino writer reflects on the importance of
names: how they are pronounced, what they mean, and how
they fit into American culture.
Maya Rupert, I, Wonder: Imagining a Black Wonder Woman
An award-winning writer and former Policy Advisor for the US
Department of Housing and Urban Development uses Wonder
Woman as a touchstone to explore race, gender, and identity.
Samantha Wright, Starving for Control (Student Essay)
A first-year composition student reflects on her obsession with
losing weight, as well as the consequences of that obsession.
6 EXPLAINING CONCEPTS
Susan Cain, Shyness: Evolutionary Tactic? (Annotated
Essay)
A prominent author and journalist explains that shyness, far
from being a debilitating social handicap, actually confers
benefits like introspection and attentiveness.
John Tierney, Do You Suffer from Decision Fatigue?
A reporter and columnist explores the concept of decision fatigue
in order to explain how people’s ability to make effective
decisions is a finite resource.
Jeff Howe, The Rise of Crowdsourcing
A journalist and author explores the ways in which
crowdsourcing impacts work and new technologies.
Melanie Tannenbaum, The Problem When Sexism Just
Sounds So Darn Friendly
A science writer defines “benevolent sexism” and argues that it is
even more “insidious” than ordinary sexism.
Michael Pollan, Altered State: Why “Natural” Doesn’t Mean
Anything
A widely published journalist speculates on the many meanings
of “natural” and how it has come to be simultaneously powerful
and meaningless.
William Tucker, The Art and Creativity of Stop-Motion
(Student Essay)
A first-year composition student explains the intricacies of stop-
motion animation.
7 EVALUATION
Amitai Etzioni, Working at McDonald’s (Annotated Essay)
A respected sociologist argues that a er-school jobs at fast-food
restaurants are bad for teenagers.
Matthew Hertogs, Typing vs. Handwriting Notes: An
Evaluation of the Effects of Transcription Method on Student
Learning
In an essay he penned as a college sophomore, Hertogs, now a
so ware engineer, evaluates whether taking notes by hand or
typing is more effective.
Ian Bogost, Brands Are Not Our Friends
An author and award-winning game designer explores why
Comcast sent him pizza and why brands are so friendly on social
media.
Malcolm Gladwell, What College Rankings Really Tell Us
An award-winning author explains why consumers aren’t
getting the full picture when they look to rankings for an
assessment of a complicated institution like a college or a
university.
Christine Rosen, The Myth of Multitasking
A prominent writer and commentator on such subjects as
bioethics, fundamentalism, feminism, and technology warns
that “when people do their work … with crumbs of attention
rationed out among many competing tasks, their culture may
gain in information, but it will surely weaken in wisdom.”
Christine Romano, Jessica Statsky’s “Children Need to Play,
Not Compete”: An Evaluation (Student Essay)
A first-year college student applies critical reading skills to
another student’s essay and comes up with an assertive but
carefully balanced evaluation.
8 ARGUING FOR A POSITION
Christie Aschwanden, There’s No Such Thing as “Sound
Science” (Annotated Essay)
An award-winning science writer and author debunks “sound
science” and instead advocates for “open science.”
Isiah Holmes, The Heroin and Opioid Crisis Is Real
A journalist investigates the opioid crisis in Milwaukee and
urges the city to help those addicted to drugs.
Sherry Turkle, The Flight from Conversation
An author and professor at MIT argues that our electronic tools
are robbing us of opportunities for in-person communication,
substituting instead superficial interactions that lack richness
and depth.
Daniel J. Solove, Why Privacy Matters Even If You Have
“Nothing to Hide”
A scholar and legal expert argues that invasions of privacy in the
name of security harm all of us, even when we have “nothing to
hide.”
Miya Tokumitsu, In the Name of Love
An art history professor critiques the idea of doing “what you
love” and argues that this attitude devalues the work that most
people do, actually exploiting those workers.
Jessica Statsky, Children Need to Play, Not Compete
(Student Essay)
Documenting the excesses and dangers of competitive sports for
children under the age of thirteen, a first-year college student
argues for eliminating such programs in favor of programs that
“emphasize fitness, cooperation, sportsmanship, and individual
performance.”
9 SPECULATING ABOUT CAUSES OR EFFECTS
Stephen King, Why We Crave Horror Movies (Annotated
Essay)
America’s best-known writer of horror novels and film scripts
speculates about why we continue “daring the nightmare.”
Anna Maria Barry-Jester, Patterns of Death in the South
Still Show the Outlines of Slavery
An award-winning journalist and senior correspondent
examines the reasons for an increased mortality rate in the Black
Belt, focusing primarily on the socioeconomic status of the
region.
C Thi Nguyen, Escape the Echo Chamber
An assistant professor of philosophy and prominent editor
discusses the dangers of echo chambers and epistemic bubbles,
and explains why escaping echo chambers is much harder than it
would seem.
Nicholas Carr, Is Google Making Us Stupid?
An author and professional speaker wonders whether technology
is changing our brains and the way we think, impairing our
ability to concentrate, focus, and do research.
Sendhil Mullainathan, The Mental Strain of Making Do
with Less
A professor of economics ponders the effect of scarcity in
“bandwidth,” the resource underlying all higher-order mental
activity, on people’s ability to think clearly and control their
impulses.
Clayton Pangelinan, #socialnetworking: Why It’s Really So
Popular (Student Essay)
A first-year composition student speculates about the reasons for
the sustained popularity of social networking, focusing on our
inherent need to connect and interact with other people.
10 PROPOSAL TO SOLVE A PROBLEM
Alice Wong, The Last Straw (Annotated Essay)
A disability activist questions the ban on plastic straws and
proposes ways for establishments to cultivate accessible and
hospitable environments while still reducing waste.
Harold Meyerson, How to Raise Americans’ Wages
A political columnist proposes a four-part solution to raise
incomes and prioritize the rights of middle-class laborers.
Maryanne Wolf, Skim Reading Is the New Normal
An author and professor warns against skim reading and
suggests we need to cultivate a “reading brain capable of the
deepest forms of thought in either digital or traditional
mediums.”
William F. Shughart II, Why Not a Football Degree?
Impatient with “half-measures” that have been adopted or
proposed to try to reform college sports, an economics professor
recommends a three-pronged solution that treats the issue as a
business proposition.
Kelly D. Brownell and Thomas R. Frieden, Ounces of
Prevention — The Public Policy Case for Taxes on Sugared
Beverages
A professor of psychology and a physician argue that taxing
sugared beverages is one effective way to combat the national
obesity epidemic.
James Benge, Adapting to the Disappearance of Honeybees
(Student Essay)
A first-year composition student describes a potential
agricultural crisis due to the diminishing population of
honeybees and suggests diversity could be the key to saving the
industry.
11 MULTI-GENRE WRITING: PULLING IT ALL TOGETHER
Atul Gawande, The Heroism of Incremental Care
A respected surgeon and professor of public health observes
several internists to better understand the importance of
incremental care on health. He then argues our current
healthcare system devalues incremental care and considers this a
“medical emergency.”
Wesley Morris, Who Gets to Decide What Belongs in the
“Canon”?
A critic and columnist describes the evolving use of the word
“canon” and contends that canon formation has the potential to
be just as damaging as it is freeing.
Phil Christman, On Being Midwestern: The Burden of
Normality
An instructor of writing reflects on what it really means to be
Midwestern.
Tajja Isen, How Can We Expand the Way We Write about
Our Identities?
A writer and voice actress argues we need more nuanced ways of
writing identity and that writers of colors should be free to write
about whatever they like.
Jonathan Jones, Leonardo v Rembrandt: Who’s the
Greatest?
A noted art critic and journalist compares the works of Leonardo
da Vinci and Rembrandt.
Aru Terbor, A Deeper Look at Empathetic and Altruistic
Behavior
A senior psychology student explores the complex relationship
among empathy, altruism, and empathy-altruism, and argues
for a more nuanced approach to these concepts.
12 STRATEGIES FOR RESEARCH AND DOCUMENTATION
Index to Methods of Development
Index of Authors, Titles, and Terms
Contents
Preface
Contents by Theme
1 ACADEMIC HABITS OF MIND: FROM READING CRITICALLY
TO WRITINGWELL
Joining the Academic Conversation
ACTIVITY 1: Exploring Your Habits of Mind
ACTIVITY 2: Honing Ideas through Discussion
ACTIVITY 3: Developing Your Rhetorical Sensitivity
ACTIVITY 4: Pulling It All Together
From Reading Critically to Writing Well
The Writing Process
One Student’s Writing Process
2 A CATALOG OF READING STRATEGIES
Annotating
Taking Inventory
Outlining
Mapping
Summarizing
Paraphrasing
Skimming
Synthesizing
Analyzing Assumptions
Contextualizing
Exploring the Significance of Figurative Language
Analyzing Visuals
Looking for Patterns of Opposition
Reflecting on Challenges to Your Beliefs and Values
Comparing and Contrasting Related Readings
Lewis H. Van Dusen Jr., Legitimate Pressures and
Illegitimate Results
Evaluating the Logic of an Argument
Recognizing Logical Fallacies
Recognizing Emotional Manipulation
Judging the Writer’s Credibility
3 AUTOBIOGRAPHY AND LITERACY NARRATIVES
Rhetorical Situations for Autobiographies and Literacy
Narratives
THINKING ABOUT AUTOBIOGRAPHY AND LITERACY
NARRATIVES
A GUIDE TO READING AUTOBIOGRAPHY AND LITERACY
NARRATIVES
Annie Dillard, An American Childhood (Annotated
Essay)
Reading for Meaning
READINGS
Reading for Meaning
Molly Montgomery, In Search of Dumplings and Dead
Poets
Reading for Meaning
Reading for Meaning
COMBINING READING STRATEGIES:
Contextualizing in Order to Reflect on Challenges to
Your Beliefs and Values
Reading for Meaning
COMBINING READING STRATEGIES: Annotating
and Taking Inventory in Order to Compare and
Contrast Related Readings
Reading for Meaning
WRITING TO LEARN AUTOBIOGRAPHY AND
LITERACY NARRATIVES
A GUIDE TO WRITING AUTOBIOGRAPHY AND LITERACY

NARRATIVES
THE WRITING ASSIGNMENT
Writing Your Dra
Reviewing and Improving the Dra
A PEER REVIEW GUIDE
TROUBLESHOOTING YOUR DRAFT
REFLECTING ON AUTOBIOGRAPHY
4 OBSERVATION
Rhetorical Situations for Observations
THINKING ABOUT OBSERVATION
A GUIDE TO READING OBSERVATIONS

Reading for Meaning
READINGS
Reading for Meaning
Contextualizing in Order to Compare and Contrast
Related Readings
Reading for Meaning
Amanda Coyne, The Long Good-Bye: Mother’s Day in
Federal Prison
Reading for Meaning
Reading for Meaning
Reading for Meaning
WRITING TO LEARN OBSERVATION
A GUIDE TO WRITING OBSERVATIONAL ESSAYS

Writing Your Dra
A PEER REVIEW GUIDE
REFLECTING ON OBSERVATION
5 REFLECTION
Rhetorical Situations for Reflections
THINKING ABOUT REFLECTION
A GUIDE TO READING REFLECTIVE ESSAYS

Brent Staples, Black Men and Public Space (Annotated
Essay)
Reading for Meaning
READINGS
Reading for Meaning
COMBINING READING STRATEGIES: Annotating
and Taking Inventory to Explore the Significance of
Figurative Language
Reading for Meaning
Reading for Meaning
Maya Rupert, I, Wonder: Imagining a Black Wonder
Woman
Reading for Meaning
Reading for Meaning
COMBINING READING STRATEGIES: Comparing
and Contrasting Related Readings to Recognize
Emotional Manipulation
WRITING TO LEARN REFLECTION
A GUIDE TO WRITING REFLECTIVE ESSAYS

Writing Your Dra
A PEER REVIEW GUIDE
REFLECTING ON REFLECTION
6 EXPLAINING CONCEPTS
Rhetorical Situations for Concept Explanations
THINKING ABOUT CONCEPT EXPLANATION
A GUIDE TO READING CONCEPT EXPLANATIONS
Susan Cain, Shyness: Evolutionary Tactic? (Annotated
Essay)
Reading for Meaning
READINGS
Reading for Meaning
Reading for Meaning
COMBINING READING STRATEGIES: Synthesizing
Information from Sources to Support Claims and
Provide Context
Melanie Tannenbaum, The Problem When Sexism Just
Sounds So Darn Friendly
Reading for Meaning
Michael Pollan, Altered State: Why “Natural” Doesn’t
Mean Anything
Reading for Meaning
(Student Essay)
Reading for Meaning
WRITING TO LEARN CONCEPT EXPLANATION
A GUIDE TO WRITING ESSAYS EXPLAINING CONCEPTS

Writing Your Dra
A PEER REVIEW GUIDE
REFLECTING ON CONCEPT EXPLANATION
7 EVALUATION
Rhetorical Situations for Evaluations
THINKING ABOUT EVALUATION
A GUIDE TO READING EVALUATIONS

Amitai Etzioni, Working at McDonald’s (Annotated
Essay)
Reading for Meaning
READINGS
Evaluation of the Effects of Transcription Method on
Student Learning
Reading for Meaning
Reading for Meaning
Malcolm Gladwell, What College Rankings Really Tell
Us
Reading for Meaning
Reading for Meaning
and Contrasting Related Readings to Judge a Writer’s
Credibility
Christine Romano, Jessica Statsky’s “Children Need to
Play, Not Compete”: An Evaluation (Student Essay)
Reading for Meaning
WRITING TO LEARN EVALUATION
A GUIDE TO WRITING EVALUATIONS

Writing Your Dra
A PEER REVIEW GUIDE
REFLECTING ON EVALUATION
8 ARGUING FOR A POSITION

Rhetorical Situations for Position Arguments
THINKING ABOUT POSITION ARGUMENT
A GUIDE TO READING ESSAYS ARGUING FOR A POSITION
Reading for Meaning
READINGS
Reading for Meaning
Reading for Meaning
Reading for Meaning
Reading for Meaning
Jessica Statsky, Children Need to Play, Not Compete
(Student Essay)
Reading for Meaning
and Contrasting to Analyze Visuals
WRITING TO LEARN POSITION ARGUMENT
A GUIDE TO WRITING POSITION ARGUMENTS

Writing Your Dra
A PEER REVIEW GUIDE
REFLECTING ON POSITION ARGUMENT
9 SPECULATING ABOUT CAUSES OR EFFECTS

Rhetorical Situations for Speculating about Causes or
Effects
THINKING ABOUT SPECULATIONS ABOUT CAUSES OR
EFFECTS
A GUIDE TO READING ESSAYS SPECULATING ABOUT
CAUSES OR EFFECTS
Stephen King, Why We Crave Horror Movies
(Annotated Essay)
Reading for Meaning
READINGS
Anna Maria Barry-Jester, Patterns of Death in the South
Still Show the Outlines of Slavery
Reading for Meaning
Reading for Meaning
Reading for Meaning
Contextualizing in Order to Analyze Visuals
Sendhil Mullainathan, The Mental Strain of Making Do
with Less
Reading for Meaning
Clayton Pangelinan, #socialnetworking: Why It’s
Really So Popular (Student Essay)
Reading for Meaning
WRITING TO LEARN SPECULATIONS ABOUT
CAUSES OR EFFECTS
A GUIDE TO WRITING ESSAYS SPECULATING ABOUT

CAUSES OR EFFECTS
Writing Your Dra
A PEER REVIEW GUIDE
REFLECTING ON SPECULATIONS ABOUT CAUSES
OR EFFECTS
10 PROPOSAL TO SOLVE A PROBLEM

Rhetorical Situations for Proposals
THINKING ABOUT PROPOSALS
A GUIDE TO READING PROPOSALS
Reading for Meaning
READINGS
Reading for Meaning
Reading for Meaning
COMBINING READING STRATEGIES: Looking for
Patterns of Opposition to Analyze Assumptions
Reading for Meaning
Prevention — The Public Policy Case for Taxes on
Sugared Beverages
Reading for Meaning
James Benge, Adapting to the Disappearance of
Honeybees (Student Essay)
Reading for Meaning
WRITING TO LEARN PROPOSALS
A GUIDE TO WRITING PROPOSALS

Writing Your Dra
A PEER REVIEW GUIDE
REFLECTING ON PROPOSALS TO SOLVE A PROBLEM
11 MULTI-GENRE WRITING: PULLING IT ALL TOGETHER

Rhetorical Situations for Multi-Genre Writing
THINKING ABOUT MULTI-GENRE WRITING
A GUIDE TO READING MULTI-GENRE ESSAYS
Reading for Meaning
Reading Like a Writer: The Rhetorical Situation in
Multi-Genre Writing
READINGS
“Canon”?
Reading for Meaning
Multi-Genre Writing
Normality
Reading for Meaning
Multi-Genre Writing
Tajja Isen, How Can We Expand the Way We Write about
Our Identities?
Reading for Meaning
Multi-Genre Writing
Jonathan Jones, Leonardo v Rembrandt: Who’s the
Greatest?
Reading for Meaning
Multi-Genre Writing
Behavior (Student Essay)
Reading for Meaning
Multi-Genre Writing
WRITING TO LEARN MULTI-GENRE ESSAYS
A GUIDE TO WRITING MULTI-GENRE ESSAYS

Writing Your Dra
A PEER REVIEW GUIDE
REFLECTING ON WRITING MULTI-GENRE ESSAYS
12 STRATEGIES FOR RESEARCH AND DOCUMENTATION

PLANNING A RESEARCH PROJECT
Analyzing Your Rhetorical Situation and Setting a
Schedule
Choosing a Topic and Getting an Overview
Focusing Your Topic and Dra ing Research Questions
Establishing a Research Log
Creating a Working Bibliography
Annotating Your Working Bibliography
Taking Notes on Your Sources
FINDING SOURCES
Searching Library Catalogs and Databases
Searching for Government Documents and Statistical
Information
Searching for Websites and Interactive Sources
CONDUCTING FIELD RESEARCH
Conducting Observational Studies
Conducting Interviews
Conducting Surveys
EVALUATING SOURCES
Choosing Relevant Sources
Choosing Credible Sources
USING SOURCES
Synthesizing Sources
Acknowledging Sources and Avoiding Plagiarism
Using Information from Sources to Support Your
Claims
CITING AND DOCUMENTING SOURCES IN MLA STYLE
Using In-Text Citations
Creating a List of Works Cited
CITING AND DOCUMENTING SOURCES IN APA STYLE
Using In-Text Citations
Creating a List of References
Index to Methods of Development

Index of Authors, Titles, and Terms
Contents by Theme
COMMUNITY AND RELATIONSHIPS

Amanda Coyne, The Long Good-Bye: Mother’s Day in Federal
Prison
Anna Maria Barry-Jester, Patterns of Death in the South Still
Show the Outlines of Slavery
Normality
Susan Cain, Shyness: Evolutionary Tactic?
“Canon”?
CULTURES IN CONFLICT
Prison
Melanie Tannenbaum, The Problem When Sexism Just Sounds
So Darn Friendly
Tajja Isen, How Can We Expand the Way We Write about Our
Identities?
DEFINING MEMORIES AND PERSONAL HEROES
EDUCATION AND INTELLIGENCE
Jonathan Jones, Leonardo v Rembrandt: Who’s the Greatest?
Learning
Sendhil Mullainathan, The Mental Strain of Making Do with
Less
Susan Cain, Shyness: Evolutionary Tactic? (Annotated Essay)
FOOD AND CULTURE
(Student Essay)
Beverages
Anything
Less
GENDER AND REPRESENTATION OF WOMEN
Prison
So Darn Friendly
Identities?
LANGUAGE AND IDENTITY
Anything
Identities?
“Canon”?
MEDIA AND CULTURE
Popular (Student Essay)
Learning
Stephen King, Why We Crave Horror Movies (Annotated
Essay)
“Canon”?
(Student Essay)
MORAL VALUES AND PUBLIC POLICY
Beverages
Less
RACE AND CULTURE
Brent Staples, Black Men and Public Space (Annotated Essay)
Identities?
SELF-DISCOVERY AND GROWING UP
Annie Dillard, An American Childhood
Identities?
SOCIETY AND CULTURE
Popular
(Student Essay)
So Darn Friendly
Normality
Less
Susan Cain, Shyness: Evolutionary Tactic?
SPORTS
Jessica Statsky, Children Need to Play, Not Compete (Student
Essay)
STUDENT ESSAYS
Popular
(Student Essay)
Essay)
(Student Essay)
WORK AND CLASS
Normality
Less
Identities?
CREATIVE WRITING
CULTURAL STUDIES
Popular
So Darn Friendly
Normality
Identities?
“Canon”?
ECONOMICS
(Student Essay)
Beverages
Normality
Less
EDUCATION
Learning
FOOD STUDIES
(Student Essay)
Anything
FILM STUDIES
The New Yorker, Soup
“Canon”?
(Student Essay)
GENDER STUDIES
Prison
Identities?
So Darn Friendly
JOURNALISM
The New Yorker, Soup
LAW AND POLITICAL SCIENCE
Prison
Beverages
NEUROSCIENCE
Learning
PSYCHOLOGY
Less
SCIENCES
Learning
SOCIOLOGY AND CULTURAL ANTHROPOLOGY
Popular
(Student Essay)
Essay)
Normality
Less
Identities?
CHAPTER 1
Academic Habits of Mind:
From Reading Critically to
Writing Well
Imagine yourself on a journey to a part of your country where you

have never been. You already know the language and have some
background in common with the people, but some of the traditions,
customs, and laws are different from what you’re accustomed to.
When you arrive, you are immersed in a new job with people you
haven’t met before, but you are expected to know the lay of the land
and the rules, including how to communicate, how to produce the
products the job involves, and how to deal with difficulties.
This new place is college. Sure, you’ve been through high school,
and you’ve been accepted into college, so you have what it takes to
do well in your courses. But the world of college has its own special
requirements and demands, and knowing what they are and how to
respond to them will help you succeed. Whether you graduated
from high school recently or decades ago, college is an altogether
different place with different expectations.
Your professors will assume you already understand what college
requires. In fact, a recent survey of college professors revealed that
they expect students already to have what are o en called academic
habits of mind — ways of thinking and inquiring that people in
college (and o en in the world of work) use every day. As the word
habit suggests, these skills can be acquired through practice. So what
are these habits of mind?1
Here’s a list of what we think are the most crucial habits:
Curiosity: The desire to know more about the world. Curious

students ask provocative questions, generate hypotheses,
respond to others’ ideas, and do research to learn more
information. Academic questions — those raised in college —
are in the context of disciplines (such as business, psychology,
chemistry, history, or communications), and are part of an
ongoing conversation among the disciplines’ practitioners.
O en the research of college professors is based on their
curiosity about these questions and their desire to find answers.
Academics enjoy the free interplay of ideas; they seek out
knowledge through reading and hearing about others’ opinions,
reasons, and evidence.
Openness: The willingness to consider new ways of being and
thinking in the world. Strong academic readers and writers
demonstrate their openness in many ways. Their minds are
open to points of view different from their own, they are open
to changing their minds based on new ideas and evidence they
find in what they read and write, and they are open to feedback
from others about their reading and writing.
Engagement: A sense of investment and involvement in
learning. Students who are engaged are committed to learning.
They also actively participate and take pleasure in that learning.
Engaged students o en perform better in their academic work
because this habit of mind predisposes them to understanding
material and supports their ability to apply material.
Creativity: The ability to use novel approaches for generating,
investigating, and representing ideas. Students who exhibit
creativity may do so by developing innovative ways of viewing
course materials, responding to assignments, and contributing
to class discussions. They may reject more conventional
perspectives and practices even in the face of resistance.
Persistence: The ability to sustain interest in and attention to
short- and long-term projects. Students who are persistent
remain committed to projects even when faced with challenges
and obstacles. Persistent students show consistent effort in
their academic work. Invested in seeing projects to their
conclusions, persistent students do not give up if they don’t
immediately succeed.
Responsibility: The ability to take ownership of one’s actions
and understand the consequences of those actions for oneself
and others. Responsible students are willing to be held
accountable for their ideas as they express them through
various academic activities, including reading and writing. They
recognize that their ideas and any actions they take in the
classroom and similar academic settings have the potential to
affect others, as well as the learning environment.
Flexibility: The ability to adapt to situations, expectations, or
demands. Flexible readers, writers, and thinkers are able to
adjust their approaches, ideas, and responses. As opposed to
remaining rigid, being flexible in academic settings is marked
by students’ willingness to change their minds, revisit their
practices, and revise their processes.
Metacognition: The ability to reflect on one’s own thinking as
well as on the individual and cultural processes used to
structure knowledge. Students who think about their own
thinking are able to articulate the choices they make as they
read and write, and they recognize how these choices are
impacted by the world around them. Engaging in metacognitive
work helps students apply what they learn in one course or
context to others.
As you complete the reading and writing that this text supports, you
will foster the habits of mind discussed above through the practices
of critical analysis, rhetorical sensitivity, and empathy:
Critical analysis: Reading and writing with an eye toward

figuring out what is true, what makes sense, and how the ideas
are supported by evidence — facts, events, other texts — even
when that evidence challenges your own beliefs. The values and
beliefs of both writer and reader (and o en their communities)
play a significant part in analyzing texts. We call these values
and beliefs assumptions. Critical analysis also involves
questioning your own unexamined beliefs as well as the
received wisdom of others.
Rhetorical sensitivity: The understanding of the purposes
motivating writers and readers, the expectations of the
audience, and the constraints of the genre and medium,
including the ability to recognize different genres, or types, of
writing (such as laboratory reports and movie reviews) and
media (print or digital, visual or audio) and knowing when to
use them, as well as recognizing and using vocabulary,
grammar, punctuation, and spelling that is appropriate to the
purpose, audience, genre, and medium in which you are
writing. Rhetorical sensitivity also embraces civility, the ability
to treat the ideas of others fairly and respectfully, even when
they challenge your own beliefs and values.
Empathy: A kind of emotion of identification that is
experienced in relation to something or someone else. Being an
empathetic reader and writer involves a willingness to identify
with other readers and writers (and with their writing) who do
not share your perspective, ideas, values, or worldview.
Empathy is related to civility in that it asks you to treat the ideas
of others fairly, but being empathetic depends on your
openness to identifying with an idea or a person with whom or
which you may not agree.
JOINING THE ACADEMIC
CONVERSATION
The academic habits of mind we have been discussing are essential
to success in all academic areas and disciplines (and most career
paths), but these alone are not enough. You may also need to
develop skills that will allow you to join the academic conversation on
topics important to individual disciplines such as economics or
biology. In your first year or two of college, you will enter a variety of
academic conversations by reading textbooks and academic articles
in different disciplines and by participating in discussions in class,
online, and with your instructor. You might join the conversation in
some disciplines for a term or a year; you might join the
conversation in your major permanently. As you read this text, you
will find references to these conversations and your role in them.
The habits of mind we discussed above — curiosity, openness,
engagement, creativity, persistence, responsibility, flexibility, and
metacognition — will allow you to develop the skills you need to join
these conversations.
ACTIVITY 1
Writing to Learn: Exploring Your Habits of Mind
What habits of mind do you already possess as you approach this course? To determine this,
think about your past study habits or how you mastered a subject, hobby, or technology
inside or outside of school. Then write down your answers to the following questions:
What sparked your interest in the first place?
What questions did you initially have?
How did your questions evolve as you learned more?
How did you go about finding out answers to your questions?
How did the answers you found lead to further questions or additional research?
Having looked back on your experience, which habits of mind did you form as you satisfied
your curiosity and followed through on your interest? As you read on, you may see that you
have a head start on the habits expected of college students.
Developing Curiosity through Reading

and Writing
Asking questions as you read and write is integral to developing your
curiosity because this practice allows you to delve deeper into what
you are reading. Additionally, engaging what you are reading by
asking questions about it will help you recognize what interests you
about that subject and what else you want to know about it. This
active approach to reading helps you develop your critical thinking
abilities. When you ask these questions and write notes in the
margins of what you read, you are engaging in a process called
annotating. Reading closely and carefully to figure out the authors’
assumptions (beliefs and values) about an idea will help you
understand their position on a topic and where it comes from.
Asking and answering questions like those that follow in this section
will help you figure out the authors’ perspectives, as well as what the
authors state in an explicit (or direct) way, and what they leave
implicit (implied). Questions like these, in sections called Reading
for Meaning, follow each reading throughout this book. We have
also annotated the first reading in each chapter, adding questions
and notes in the margins that demonstrate the wide range of ways to
practice curiosity as you are reading. We have le space throughout
for you to add your own annotations to the reading.
Read the following two passages on curiosity.2 Each passage

explains the concept of curiosity (readings in Chapter 6 also explain
concepts) but does so from a different perspective.
As you read the excerpts, ask yourself these questions and write
down the answers:
What do you think are the guiding questions the writers asked
themselves as they researched and wrote these texts? What in
the text specifically leads you to identify these guiding
questions?
What questions do you need to ask as a reader to clarify the
meaning of each of these passages?
You may want to reread the selections, noting the following:
The genre (or kind) of text the authors have written

The assertions (or claims) they make
The evidence they supply to support their assertions/claims
The assumptions they make
Ben Greenman
“The Online Curiosity Killer”
1 My older son, at 9, has spent 3.2 percent of his life on the Internet. I made that
statistic up, though it sounds plausible. What’s certain is that he has spent at
least three hours on the Internet, because I saw it with my own eyes, last spring,
when third grade culminated with an assignment to research rain-forest
animals. His animal was the anaconda, and the Internet assisted him in writing
a highly factual report that touched on the snake’s habitat (semiaquatic), prey
(occasional goats and ponies) and size (freaking huge).
2 He was proud of the report and brought it to me to read a erward. “There are
three different kinds of anaconda” he said. “Green, yellow and dark-spotted.
They’re not venomous. They’re constrictors. And it’s the largest snake in the
world.”
3 “What’s the second-largest?” I said.
4 He looked at me. He frowned slightly. He turned and walked away. I heard

tapping in the other room, and then he came back and told me the answer.
5 About a month later, we took a family trip down to Miami to see my wife’s
parents, and my wife and I slept in the room where she grew up. Among the
other keepsakes and collectibles (Pee-Wee Herman dolls, old Rolling Stone
magazines), there was an encyclopedia. I had owned the same encyclopedia,
and I paged through it with a mix of nostalgia and boredom.
6 I looked up anacondas and then slid out the S volume to read a bit more about
snakes. Did you know that most snakes only have one functional lung? I did not.
Did you know that snakes are reptiles? Yeah, I did know that. What was most
interesting about the research is what it did not tell me: the second-largest
snake. I read fairly closely, but there was no search function, and I couldn’t just
flip through the S volume to get to the entry for “Second-Largest.” What my son
was able to do in 10 seconds, I was unable to do in 10 minutes.
7 When I was a kid, I did the same reports as my son. (I mean the same kinds of
reports, of course — my body of work in elementary school included
coruscating monographs on raccoons and airplanes and George Washington
Carver.) If I had done an anaconda report, and my teacher had asked a er the
second-largest snake, I would not have simply turned, walked, typed and
learned. I would have returned to the encyclopedia, and if the answer wasn’t
there, I would have ended my investigation abruptly. Or maybe, if I was
especially motivated, I would have gone to the library and checked out a book
about snakes, but even that would not have been a guarantee. And so I would
have most likely gone on with my life in third grade, and then fourth, faintly
feeling the burr of the question in my brain, continually assessing how
important it was to scratch that itch.
8 By supplying answers to questions with such ruthless efficiency, the Internet

cuts off the supply of an even more valuable commodity: productive frustration.
Education, at least as I remember it, isn’t only, or even primarily, about creating
children who are proficient with information. It’s about filling them with
questions that ripen, via deferral, into genuine interests. Each of my sons
passes through phases quickly: one month they’re obsessed with marine life,
the next with world flags. This is not so different from how I was (the ’70s was
all about robots), but what is different is how much information they can
collect, and how quickly they come to feel that they have satisfied their hunger.
9 Until recently, I have been entirely complicit in the Second-Largest Snake

Problem. (By the way, the answer is the reticulated python.) When either of my
kids has asked me a question, I have tried to answer or, if I could not, just
looked it up. Google and I, as it turns out, know everything. But in recent weeks,
I have begun playing dumb, saying that I don’t know and not offering to find
out. Sometimes they’ll drop the question immediately, but sometimes they’ll
persist, and I’m learning not to give in to the persistence but rather to ensure
that the questions stay with them until they arrive at a point when they know
nothing for certain except that they have questions they cannot answer so
easily.
10 A few nights ago, my son asked me what the most-common cause of death in
the world is. I shrugged.
11 “Not sure,” I said. I expected him to get up and go to the computer, but he stayed
at the table, and we speculated wildly for a few minutes.
12 “Heart attacks?” he said. “Car crashes? Old age?” He went to bed still musing.
Note how Greenman connects the habits of mind of curiosity and

persistence by refusing to answer his sons’ questions. He tries to
teach them the importance of curiosity and how curiosity requires
persistence, especially when search engines are available to answer
all questions. Below are some questions that guide Greenman’s
writing and his own curiosity about his children’s approaches to
conducting research:
What my son was able to do in 10 seconds, I was unable to do in 10 minutes. … By

supplying answers to questions with such ruthless efficiency, the Internet cuts off the
supply of an even more valuable commodity: productive frustration. … But in recent
weeks, I have begun playing dumb, saying that I don’t know and not offering to find
out. Sometimes they’ll drop the question immediately, but sometimes they’ll persist,
and I’m learning not to give in to the persistence but rather to ensure that the
questions stay with them until they arrive at a point when they know nothing for
certain except that they have questions they cannot answer so easily.
?
?
Consider, too, how Greenman’s use of statistics helps his readers

understand what genre (or kind) of text they are reading: “My older
son, at 9, has spent 3.2 percent of his life on the Internet. I made
that statistic up, though it sounds plausible.” Making up statistics
would not be acceptable in many genres, including in scientific
discourse. This suggests that Greenman has not written within a
genre that depends upon accurate statistical data for evidence.
Arjun Shankar and Mariam Durrani
“Curiosity and Education: A White Paper”
1 Many have seen curiosity as directly linked to creativity and, in some cases,
have argued that creativity and curiosity are synonymous (Voss and Keller,
1983). While curiosity and creativity are indeed corollary concepts, curiosity
plays a far more important role in educational space precisely because it is not
so directly linked with singular purposes such as profit-making. As discussed
earlier, curiosity can take on both a diversive and specific form, meaning that
curious individuals are not only inclined to seek solutions to problems with
particular results in mind, but can also ask questions, seek knowledge, and find
answers without intending any end goal. This is not to say that curiosity will not
result in new innovations. It will; and it does. In fact, the ability to seek
knowledge in seemingly divergent fields has been thought of as the first step
towards creativity and subsequently innovation.
Note how Shankar and Durrani rely on experts, Voss and Keller (the
names that appear in the parenthetical citation at the end of the first
sentence), for evidence to support their assertions. There are many
additional strategies writers use to add support, such as the
following:
For more information on writers’ strategies for providing evidence, see Chapter 2.
Narrating a story
Providing facts and statistics
Describing
Illustrating (providing examples)
Classifying
Comparing and contrasting
Reporting causes or effects
Summarizing or paraphrasing
Now take a look at some of the readers’ questions prompted by this

passage:
?
? ?
? ?
Many have seen curiosity as directly linked to creativity and, in some cases, have
argued that creativity and curiosity are synonymous ( Voss and Keller, 1983 ) … The
ability to seek knowledge in seemingly divergent fields has been thought of as the
first step towards creativity and subsequently innovation .
For more on research, see Chapter 12: Strategies for Research and Documentation.
The source Shankar and Durrani cite — Voss and Keller — is one you
could look up and assess for yourself.3
You may have to search for the underlying assumptions by analyzing

the tone or connotation of the words the writer chooses or by
thinking critically about the examples the writer uses. Ask yourself
whose assumption the writer is giving voice to — her or his own, the
wider community’s, or a source’s. You can see that Shankar and
Durrani maintain an objective tone with few or no words that carry
emotion, and that they rely primarily on an outside source to make
their argument here. One of Shankar and Durrani’s assumptions is
that curiosity is connected to creativity. This belief is probably true
of them and true of their colleagues, who are anthropologists and
educators concerned with the relationship between curiosity and
creativity. If it is also true of you, the reader, then they will be
successful in their argument. If, however, a reader believes that
curiosity is unrelated to creativity, then Shankar and Durrani will
have to provide more and different kinds of evidence to be fully
persuasive.
Here are some additional questions you can ask to bring a writer’s
assumptions to the surface:
See Analyzing Assumptions in Chapter 2.
What are the effects of the assumption, in the context of the

essay specifically or in society more generally?
What do I think about the assumption, and is there anything in
the essay that raises doubts about it?
How does the assumption reinforce or critique commonly held
views, and are there any alternative ideas, beliefs, or values that
would challenge this assumption?
You can see that even though the authors of the excerpts above did
not directly ask questions in their texts, each of them was curious
about curiosity. The questions you asked as you read allowed you to
engage with and think critically about the reading selections,
necessary steps to take before you can write productively about a
reading selection.
Analyzing Ideas
In college, you will deepen and extend your critical reading and
thinking skills by reading a variety of texts that may expose you to
wholly new ideas, make you question your own value system, and
help you see different points of view. You will also o en have
opportunities to discuss what you read with your professors and
classmates, and doing so will introduce you to additional critical
reading strategies that can enhance your existing habits of mind. In
order to get the most from texts and discussions, participants in the
academic conversation examine all the ideas — their own and
others’ — critically but also with civility, whether they agree with
them or not.
To see this process in action, read the two excerpts below, which
discuss curiosity. The first is an excerpt from a popular book on
curiosity, and the second is from an academic journal on education.
As you read, make notes about the following:
Any ideas that are new to you, especially those that challenge
what you currently think about curiosity
Any references to assumptions that are contrary to the writers’
beliefs — look especially for values that may be currently
accepted but are open to questioning
How the writers handle assumptions that are contrary to their
own
Mario Livio
“Curious,” from Why: What Makes Us Curious?
1 Before seriously delving into the scientific research on curiosity, I decided (out
of my own personal curiosity) to take a brief detour to closely examine two
individuals who, in my view, represent two of the most curious minds to have
ever existed. I believe that few would disagree with this characterization of
Leonardo da Vinci and the physicist Richard Feynman. Leonardo’s boundless
interests spanned such broad swaths of art, science, and technology that he
remains to this day the quintessential Renaissance man. Art historian Kenneth
Clark appropriately called him “the most relentlessly curious man in history.”
Feynman’s genius and achievements in numerous branches of physics are
legendary, but he also pursued fascinations with biology, painting,
safecracking, bongo playing, attractive women, and studying Mayan
hieroglyphs. … When asked to identify what he thought was the key motivator
for scientific discovery, Feynman replied, “It has to do with curiosity. It has to
do with wondering what makes something do something.” …
2 I don’t expect that even a careful inspection of the personalities of Leonardo

and Feynman will necessarily reveal any deep insights into the nature of
curiosity. Numerous previous attempts to uncover common features in many
historical figures of genius, for instance, have exposed only a perplexing
diversity with respect to the backgrounds and psychological characteristics of
these individuals. … This is not to say that all efforts to identify a few shared
characteristics are doomed to fail. … University of Chicago psychologist Mihaly
Csikszentmihalyi has been able to unearth a few tendencies that appear to be
associated with most unusually creative persons. … I therefore thought it a
worthwhile exercise at least to explore whether there was anything in the
fascinating personalities of Leonardo and Feynman that could provide a clue
about the source of their truly insatiable curiosity.
Susan Engel
“The Case for Curiosity”
1 I think many adults implicitly believe that children naturally get less curious over
time. This belief isn’t totally unreasonable. Data do suggest that curiosity becomes
less robust over time (Coie, 1974). And if curiosity is, as psychologists say, the urge to
explain the unexpected, then as more of everyday life becomes familiar, a child might
encounter fewer unexpected objects and events. Perhaps the reduced curiosity of the
7-year old is simply a by-product of that child’s increased knowledge.
2 However, adult influence may also be a factor. When researchers invite children into
a room containing a novel object, they find that children are very attuned to the
feedback of adults. When the experimenter makes encouraging faces or comments,
children are more likely to explore the interesting object. Experiments I’ve done show
that children show much more interest in materials when an adult visibly shows how
curious he or she is about the materials.
Considering the ideas that are new to you, think about what you
expect from the authors a er they have raised these ideas: Do you
want more information about the concept of curiosity? Do you need
more examples of curiosity? Do you need more evidence of the
relevance of curiosity to your own education and life before you can
be convinced of its importance?
Reread these two excerpts to consider where and how the author
responds to the statements and assumptions of people with whom
they disagree. For example, note that Livio acknowledges the idea that
he doesn’t “expect that even a careful inspection of the personalities
of Leonardo and Feynman will necessarily reveal any deep insights
into the nature of curiosity” since “numerous previous attempts to
uncover common features in many historical figures of genius, for
instance, have exposed only a perplexing diversity.” Then notice how
he introduces this concession and then refutes it.
See Looking for Patterns of Opposition in Chapter 2.
/
This is not to say that all efforts to identify a few shared characteristics are doomed
to fail. … University of Chicago psychologist Mihaly Csikszentmihalyi has been able
to unearth a few tendencies that appear to be associated with most unusually creative
persons. … I therefore thought it a worthwhile exercise at least to explore whether
there was anything in the fascinating personalities of Leonardo and Feynman that
could provide a clue about the source of their truly insatiable curiosity.
The author introduces the concession with a transition indicating

contrast (“this is not to say”) to indicate that an exception,
refinement, or contradiction is coming.
Review the excerpt from Engel and notice a similar concession-cue

structure, but in this case what follows is the introduction of a
refinement rather than a refutation.
/
I think many adults implicitly believe that children naturally get less curious over
time. This belief isn’t totally unreasonable. Data do suggest that curiosity becomes
less robust over time (Coie, 1974). … However, adult influence may also be a
factor.
The author introduces the refinement with a transition indicating
contrast (however) to indicate that an exception, refinement, or
contradiction is coming.
In both cases, the authors use a similar structure that looks

something like this:
► While may be true, is more likely

to contribute to .
► Although , I think .
► is true, however also plays an
important role.
► Researchers X and Y provide some evidence that
occurs in some settings; however, they don’t
offer sufficient evidence that it occurs in all settings.
Look for more examples and sentence strategies in Reading Like a Writer sections following
the readings in Chapters 3–10.
Now consider the tone that Engel uses as she acknowledges these
opposing viewpoints. Notice that Engel’s sentences reflect careful
word choices that will not offend others, including her audience,
who might disagree with her views on the causes of children’s
reduced curiosity. She hedges her statement with a qualifying term,
“may also be,” to avoid making a stronger claim than she can prove
given the evidence. A stronger claim might put off her readers.
Hedging also demonstrates the writer’s willingness to engage in
conversation about this subject.
In addition to helping to foster a courteous relationship with

readers, hedging allows writers to practice at least two habits of
mind: openness and engagement. As a writer, you must be willing to
consider ways of thinking that are different from your own. Hedging
shows that openness by creating a space for those who may not
agree with you. By hedging, you are also practicing academic habits
of mind, indicating a high degree of engagement or investment in
learning because you are willing to participate in a conversation,
including with those who might disagree with your ideas.
ACTIVITY 2
Talking to Learn: Honing Ideas through Discussion
Once you have analyzed the ways that Livio and Engel respond to others, try discussing
curiosity with your classmates, friends, or family to develop your own ideas about curiosity.
By discussing your reading and speculating about other ways of looking at curiosity, you
practice openness. As you generate and test your own ideas, improving them as you refine
them, you practice metacognition, the ability to reflect on your own thinking. You also
demonstrate your ability to analyze critically, and you practice presenting your ideas to
others with rhetorical sensitivity, showing civility while responding empathetically to others.
Developing Rhetorical Sensitivity
Rhetoric means the ways writers make their ideas understandable
and seek to influence their readers. When you develop rhetorical
sensitivity, you understand the writer’s purpose, audience, context,
and genre, and you recognize that the decisions the writer makes —
including the types of evidence the writer includes, the kinds of
vocabulary he or she chooses, and the writing strategies he or she
uses — grow out of the rhetorical situation.
You probably already have a fairly sophisticated understanding of

rhetorical situations: You wouldn’t write a thank-you note to your
great-aunt using the same tone or vocabulary that you would use
when posting a social media update about a concert you attended,
because you know your purpose, audience, context, and genre are
very different in these two situations. Your ability to analyze the
rhetorical situation — to identify the writer’s purpose, audience,
context, and genre — and to adapt your writing to your rhetorical
situation is central to your success in college and beyond. Your
teachers will expect you to analyze the rhetorical situation in each
discipline, and by doing so, you will cultivate the skills necessary to
join their academic conversation.
Asking and answering the following questions when reading and
when writing will help you develop rhetorical sensitivity by
exploring the rhetorical situation:
What is the author’s purpose?

Who is the audience?
What is the author’s stance — perspective and attitude toward
the material?
What is the genre?
What is the best medium or design for this text?
Asking these questions while reading will help you develop a writer’s
eye and will help you notice the strategies that writers use to
communicate their ideas.
You may have noticed that the four passages above on curiosity were
written in different styles. The texts that were written for an
academic audience assumed their readers were familiar with the
terminology (vocabulary) and concepts characteristic of the
discipline — what we call the discipline’s discourse — as well as its
genre conventions (typical ways of organizing material and using
sources). For example, readers familiar with scientific discourse
(biology, for example) would expect a scientific report to include
technical descriptions of the methods used and the results obtained
and to be organized with separate sections for methods, results,
discussion, and references. If the same experiment were discussed
in an article for a general audience, however, readers would expect
little, if any, technical detail.
Authors of academic discourse try to keep their tone objective and

courteous, so they will be taken seriously and not provoke an
emotional (and perhaps unreasonable) reaction in the reader. Less
formal authors may allow passion into their writing, or they may
write in a chatty tone, with informal language and direct addresses
to the reader.
ACTIVITY 3
Writing to Learn: Developing Your Rhetorical Sensitivity
To develop your rhetorical sensitivity for academic writing, look again at the four passages
on curiosity above to identify one that you think was written for a general audience and one
written for an academic audience. What characteristics can you identify for the two types of
writing? List the characteristics of the two excerpts in facing columns:
Excerpt for more general audience Excerpt for academic audience
Now write a paragraph or two explaining the specific features that led you to identify the
different audiences for these two excerpts.
ACTIVITY 4
Writing to Learn: Pulling It All Together
Look back at what you wrote for Activity 1, where you speculated about the academic habits
of mind you already practice. Think now about what you have learned about the habits of
mind that lead to successful thinking, reading, and writing in college and beyond. To solidify
your understanding, write a note to a person — a friend, a colleague, a sibling, your own
child — who is preparing for college. In a page or two, describe the habits of mind you think
this person should start (or continue) practicing to ensure his or her success in college and
career. Feel free to use examples from this chapter, but try as well to draw on your own
experience to support your assertions.
FROM READING CRITICALLY TO
WRITING WELL
As the successful novelist Stephen King says: “If you want to be a
writer, you must do two things above all others: read a lot and write
a lot. There’s no way around these two things that I’m aware of, no
shortcut.” All college students have experience with reading and
writing for school, and many of you have extensive experience with
informal writing as well, especially on technology-based platforms
such as blogs, Twitter, or messaging apps. This kind of online
writing can make you more comfortable with the written word and
help you become more aware of who your audience is, because your
writing is directed to a variety of people other than your teachers.
But for academic writing to be effective, it must grow out of the
habits of mind discussed so far in this chapter: curiosity, openness,
engagement, creativity, persistence, responsibility, flexibility, and
metacognition.
THE WRITING PROCESS
To develop these habits of mind typical of successful college
students — curiosity, openness, engagement, creativity, persistence,
responsibility, flexibility, and metacognition — academic writers can
take advantage of the writing process, which allows them to shape
and hone their writing until it expresses their ideas clearly and
effectively, and satisfies (and perhaps even surpasses) the
expectations of their audience. By enacting these habits of mind
through the practices of critical analysis, rhetorical sensitivity,
civility, and empathy, you can simultaneously become a stronger
reader and writer. In fact, the curiosity that drives your reading
process — represented by the questions, comments, and other
annotations you make while you read — should also characterize
your writing process. Both reading and writing, in other words, offer
opportunities to practice curiosity.
The kind of academic writing you will do in college requires

curiosity, the desire to know more. This emphasis on curiosity as a
defining feature of both reading and writing may seem a bit odd in a
world where a quick Google search can provide answers to all of
your questions in seconds. Curiosity, though, when practiced
through academic reading and writing, does not involve asking
questions to which there are single and immediate answers. Instead,
practicing curiosity means asking and pursuing questions for which
there are more than one answer. In fact, this kind of curiosity o en
produces more questions than answers as you linger on the
complexities that your process of inquiry exposes.
We can look back at how Livio’s curiosity comes through in the

passage earlier in this chapter. Although Livio doesn’t “expect that
even a careful inspection of the personalities of Leonardo and
Feynman will necessarily reveal any deep insights into the nature of
curiosity,” he still believes that it is a “worthwhile exercise at least to
explore whether there was anything in the fascinating personalities
of Leonardo and Feynman that could provide a clue about the
source of their truly insatiable curiosity.” Notice that Livio isn’t
looking for a single answer, but rather is content to explore whether
he can find a clue about the source of Leonardo and Feynman’s
curiosity. His research and writing are propelled by his own
curiosity, his own commitment to inquiring into the personalities of
these figures even if the payoff is simply a clue. Livio is invested not
just in the clue — if he finds one — but in the exploration itself. Both
reading and writing are ways of exploring, of practicing curiosity,
that can help you understand and think more deeply. The concepts
of curiosity, inquiry, and exploration should inform your reading
and writing in this course and as you make your way through the
reading selections in this book, as well as the questions and
assignments that follow the selections.
In Chapters 3 through 10 of Reading Critically, Writing Well, questions

following the reading selections help you move from analyzing the
selection to writing about it. Each chapter also includes a Guide to
Writing to help you write in the genre of the chapter — such as
autobiography, concept explanation, or position argument. You can
explore and develop these ideas in dra s and then revise those
dra s deeply in response to feedback from other readers. Each
chapter includes the kinds of writing done in college:
Analysis of content and meaning of the readings

Analysis of the rhetorical approach
Analysis of the kind of writing (genre)
Writing in different academic genres
In college, much of the writing you submit will be formal, academic

discourse in specific genres (such as research reports and essay
exams). The activities in the Guides to Writing will help you develop
the ideas and language that you will use in those formal writing
assignments, and they include example paragraphs and sentence
strategies demonstrating effective methods for presenting your
ideas and responding to evidence. As writers, we rarely if ever begin
with a complete understanding of our subject or a clear, detailed
plan for writing about it. Instead, we write to learn, using the
questions that arise while writing to inspire more writing and,
nearly always, generate further ideas and deeper insights as we
pursue our curiosity.
As you write, remember that the writing process is recursive: it does

not proceed smoothly in a straight line from beginning to end, but
rather may be chaotic or repetitive. The steps in the process may
include the following:
Generating questions and research ideas

Dra ing your essay
Getting feedback from others
Revising deeply
Editing and proofreading
You may find yourself rethinking, rearranging, and rewriting much

of your original text, so you may revisit one or more of these stages
several times for one essay. The chart below illustrates some of the
options you have when writing an essay.
Generating There are many different ways to generate

Ideas questions and research ideas. For example,
you can
List your ideas in the form of questions
to begin recognizing what makes you
curious.
Brainstorm on paper or with a friend or
group to get a firmer grasp of your ideas
and where they might lead you.
Research to figure out what others have
said and gather material for your writing
so you can support and develop your
ideas.
Determine which genre would be best
for presenting your ideas.
Explore what you know about your
audience so you can tailor your writing
to their needs.
Gather material for your writing so you
can support your claim when you figure
out what it is.
Planning a Writers have many different ways of

Dra getting started on a dra :
They may just need a first line.
They may make an outline.
They might try an idea map or a scratch
copy of the points they want to make.
Writing a Develop your dra by drawing on the

Dra questions and ideas you generated and
researched earlier. You should have
A clear sense of who your readers are
and what they need to know to be
persuaded by your observations.
Some grasp of their values and beliefs,
so you can anticipate the assumptions
they will make and appeal to common
ground between them and you.
A main idea, sound reasons to support
it, and several kinds of evidence.
You can always return to idea-generating
activities as you determine what else you
might need.
Getting Writers need feedback from others to

Feedback determine the strengths and weaknesses
from Others of their early dra (s). Pose questions like
those below to a friend, classmate, tutor,
or instructor so you get the constructive
criticism you need:
Is my main idea/thesis/research
question clear?
What evidence is most persuasive?
Least?
Are there places where you can’t follow
my reasoning, and can you explain why?
Do I show evidence of having practiced
the habits of mind expected of college
students: curiosity, openness,
engagement, creativity, persistence,
responsibility, flexibility, and
metacognition, as expressed through
critical analysis, rhetorical sensitivity,
civility, and empathy? Please point out
examples or where I could improve.
Revising Many writers spend more time revising

Deeply than writing their original dra , another
indication that writing generates ideas.
You may find that you have to
Revise your whole thesis or come up
with a new research question in light of
the feedback you receive from
reviewers.
Expand on your ideas, sharpen your
reasons, or augment your evidence.
Answer possible objections or
questions.
Reorganize in light of readers’ confusion.
Rework your ideas into a more reader-
friendly form; trim bloated parts.
It’s important to allow enough time in your

schedule for deep revision, since writing is
generative, and you may find you have as
much work to do mid-essay as you did
when you were working on the original
writing project.
Editing and To edit and proofread effectively, you need

Proofreading to read your essay through the eyes of your
reader. This care and attention to detail
yield writing that deserves the careful
consideration of those reading it —
whether they be specialists, colleagues,
members of the general public, or, in the
case of student writing, professors.
Rigorously check sentences and
paragraphs to make sure your writing
includes the following:
A clear thesis or research question in a
prominent place
Transitions between sentences and
between paragraphs to help your reader
follow your line of thinking
An appropriate tone given your
approach to your subject and your
audience
Sentence construction that helps your
reader understand your points
Correct grammar and punctuation so
you can communicate effectively and
not confuse or annoy your reader
Correct spelling so your reader knows
exactly what word you mean
Vocabulary appropriate to the subject
and audience’s needs
ONE STUDENT’S WRITING
PROCESS
The following sample shows how a student moves through the
writing process using the stages detailed in the chart above. The
student is responding to an assignment asking her to research a
subject that has a personal impact on her life. In order to generate
ideas about her chosen topic — college affordability — the student
combines a few of the options for generating ideas, including
brainstorming, formulating questions, doing some initial research to
see what experts say about the topic, and considering her audience.
From there, the student uses an outline to plan her dra on the topic.
She then writes the dra and gets feedback from others. A er
receiving the feedback from a peer and her instructor, she does not
immediately move toward deeply revising her dra , the next step in
the chart above. Capitalizing on the recursive nature of the writing
process, she instead returns to the ideas she had generated and
rewrites her outline, revisiting the generating ideas and planning a
dra stages of the chart above. Only then does she revise deeply and
conclude the process by editing and proofreading. This is, of course,
one student’s approach to writing and your own need not mirror it.
What will likely connect your writing process and this student’s
process, though, is its recursivity, or the moves back to earlier stages
before moving forward. Like this student, writers rarely move from
idea to finished text without returning to earlier stages to revise, edit,
rearrange, and rethink.
Generating Ideas
This is usually the first stage in the writing process and can take
many forms. This student brainstorms ideas she has about the
writing prompt, her experiences, and reading she has done. She uses
an inquiry-based mindset and lists questions she has about her topic.
In addition, she gathers together citations from research she has
read, and makes some notes about her potential audience.
BRAINSTORMING
If I think about an issue that has had an impact on me it would be

the cost of college. I never worried much about how much college
would cost. My parents seemed to always be on top of things and
they told me they were saving enough money and I would have
choices when it came to college. Then my mom lost her job and my
dad had to go on unpaid medical leave. They had to stop saving for
my education. Because of the financial strain my family felt I started
thinking about whether college is all that valuable. Turns out this
wasn’t just an issue for me. When I arrived at college, I became
friendly with an older student. Even though he was returning to
college a er working for like twenty years he had some of the same
concerns I did, although they were sort of flipped. He was the parent
in the household and was concerned that if he spent all of this
money earning his degree that it would put a strain on his family and
interrupt his saving up for his kids’ college costs. That made me
realize that this is an issue that affects all kinds of people and is
probably worth writing about.
Questions
Here are some of the questions I have:
Is it worth going to college if it is a financial burden to my
family?
Do a lot of students deal with college debt?
Are degrees from some colleges more valuable than others?
How big of a problem is student debt?
Research
Here is what some experts say:
“The cost of a higher education has more than doubled, when
adjusted for inflation, since 1986 — faster than the cost of
health care, and well ahead of the median family income”
Skibell, Arianna. “Rising Costs Brings New Focus on How Exactly
Colleges Set Their Prices.” The Hechinger Report, 1 Feb. 2016.
https://hechingerreport.org/rising-costs-brings-new-focus-on-
how-exactly-colleges-set-their-prices/
“Decades ago, the small share of students lucky enough to go to
college largely paid their tuition out of pocket. But today, more
and more students are pursuing higher education, and they
increasingly rely on debt to do so. Price alone — and whether
students have the cash on hand to pay it — is no longer an
adequate measure of affordability.”
Akers, Beth, et al. “The Affordability Conundrum: Value, Price,
and Choice in Higher Education.” The Manhattan Institute, April
2017. https://www.manhattan-institute.org/html/affordability-
conundrum-value-price-and-choice-higher-education-
10185.html
Audience:
Who is my audience? Am I writing just to my professor or to the
other students in my class? How much does the audience know
about this issue?
Planning a Dra
At this stage of the writing process, the student works to organize her
ideas. Included here are examples of outlining and idea mapping, but
other strategies can be used as well. Creating an outline allows
writers to separate out the main ideas from the details that belong to
each main idea. The outline then guides writers in the composition
of the essay. Creating an idea map — also called a concept map or
mind map — allows writers to visualize the connections among their
ideas. An idea map does not depend on such a linear and rigid
structure as does an outline, but it still provides a guide for
composing an essay.
OUTLINING
I. College Is the New High School

A. Almost everyone goes to college now
B. To get even some of the most basic jobs people need a
college degree
C. It’s like you don’t have a choice — you have to go to college
II. College Is Very Expensive
A. Increase in cost over the years
B. Increase surpasses inflation
C. Costs being paid for by grants, federal aid packages, college
aid programs
D. Students are questioning the costs
E. Student debt crisis has reached 1.6 trillion dollars
III. The Costs of Education Affect All Kinds of Students
A. Stories of both traditional and nontraditional students
B. High earners like doctors and lawyers are affected
C. All students need to think hard about the value of education
since the costs are so high
IDEA MAPPING
Description
This is a sample content for Long ALT text
Writing a Dra
Essays can go through many dra s. Here, the student writes a first
dra on her chosen subject — the cost of college.
THE HIGH COST OF COLLEGE

For many decades attending college was once of many paths
someone could take on their way to a career. Now a college degree
seems to be as necessary as a high school degree was decades ago.
But, the value that one gets from that degree is debatable. Even with
a college degree not everyone gets a job, and tuition is so expensive
that many students find themselves in a lot of debt a er graduation.
In this essay, I will consider the problem of college affordability by
exploring the viewpoints of several experts on the subject.
In their article “An Overview of American Higher Education,” Sandy

Baum, Charles Kurose, and Michael McPherson explain how more
people are attending college now than in previous eras: “A half-
century ago, college was not seen as the natural next step for most
American young people who finished high school. American
factories were thriving, unions were strong, and a high school
graduate could reasonably expect to move right into a stable job
that would support a family and allow the purchase of a car and a
house. But the idea of postsecondary education was starting to
catch on, and by 1960, about 45 percent of recent high school
graduates began college somewhere” (19). “By 2009,” they explain,
“seventy-percent of high school graduates enrolled in some form of
postsecondary program shortly a er completing high school, and
the range of options available to them had become much broader
(19).
The drastic increase of students attending college drew attention to

the cost of college, which, as Baum, Kurose, and McPherson show,
increased dramatically even when inflation is taken into
consideration: “The average price of a year at an in-state public four-
year college rose to $8,244 in 2011–12 from $2,242 (in 2011 dollars)
thirty years earlier — an annual growth rate of 4.4 percent beyond
inflation” (26). These increases in prices are upsetting to college
students, but what is interesting is that students themselves
generally don’t pay for college directly. Baum, Kurose, and
McPherson write, “The majority of students do not actually pay the
sticker prices (27). Pell and other grants through the federal
government, as well as student aid money directly from the colleges,
are o en responsible for footing the bill. The issue is that students
have to pay back these loans and that’s what raises the question
whether college is worth it. Personal Finance Writer Jessica Dickler
reports that “many graduates [in a study of 500 college graduates
ages 18 to 35 conducted by Citizens Bank] expressed buyer’s
remorse regarding their education. … Fi y-seven percent said they
regret taking out as many loans as they did, and 36 percent said they
would not have gone to college if they fully understood the
associated costs.” This shows that students leave college still unsure
that all the debt they accrued was worth it.
Stacey Patton, Staff Reporter at the Chronicle of Higher Education,

has written an article that shares the stories of many older students
who make up a large percentage of students who are in debt. Patton
writes, “Student-loan debt is growing fastest among adults ages 60
and older, with more than two million people in that age group now
owing an average of $19,000.” Her article includes story a er story
about people who will not only never be able to retire because they
will be paying off their debt, but people who recognize that they will
likely die with their debt. This subset of students with debt doesn’t
come to mind right away, but the number of them is really
astounding. Patton explains, “Many of these older borrowers
thought they could increase their marketability by earning an
advanced degree later in life but are struggling to make ends meet
instead. The number of people over age 50 enrolling in graduate
schools more than doubled over the two decades between 1987 and
2007. … The total amount of outstanding student-loan debt among
this age group reached $155-billion in 2012.” Although an advanced
degree that expanded their skill set could help older people find new
jobs where they may make more money, the debt they are saddled
with undermines the benefits of that newfound marketability.
The debt crisis has only gotten worse. By May 2018, student debt
surpassed 1.5 trillion dollars, according to the Board of Governors of
the Federal Reserve System. That number seems outrageous in and
of itself, but what is interesting about it is that many of the students
who are in debt are, in fact, what are considered high earners.
Michael Durkheimer, a reporter for Forbes Magazine, points out that
“contrary to what you might believe, most student debt is not held
by the poor or by college dropouts. … If you pursue/purchase an
advanced degree, you are going to have to borrow much more than
you otherwise would for a bachelor’s degree. And, those who attain
an advanced degree o en can command a higher salary.” Even for
these high earning graduates, they continue to ask themselves
whether it was all worth it, and some don’t think so: “Among those
with over $100,000 in law school debt, a staggering less than 1-in-4
strongly agree that their degree was worth the cost” (Durkheimer).
Of course, doctors and lawyers have to go to graduate school, and
their debt is from graduate school and not just college. Still, if even
those in high earning positions like lawyers and doctors have
concerns about how valuable these degrees are then it shows how
many different kinds of people are affected by this issue. A er all,
those degrees are very valuable to doctors and lawyers because
those are what allow them to make so much money. This raises the
issue of how one can calculate value when it comes to an education
— whether that education consists of a college degree or a graduate
degree. How can you measure the value of those degrees?
In conclusion, the issue of college affordability is complicated. It

affects all kinds of people from undergraduates who have to pay off
loans to doctors and lawyers who are saddled with debt from college
and graduate school. In the end, each student has to decide if
college is really worth the debt that will follow them into adulthood
and affect the rest of their lives.
Works Cited
Baum, Sandy, et al. “An Overview of American Higher Education.” Future of Children, vol. 23,
no. 1, 2013, pp. 17–39.
Board of Governors of the Federal Reserve System. “Consumer Credit Outstanding (Levels).”
9 July 2018, https://www.federalreserve.gov/releases/g19/HIST/cc_hist_memo_levels
.html
Dickler, Jennifer. “College Buyers Remorse Is Real.” CNBC, 7 April 2016, https://www.cnbc
.com/2016/04/07/college-buyers-remorse-is-real.html
Durkheimer, Michael. “Should We Care About Those with the Most Student Debt?” Forbes,
30 Jan. 2018, https://www.forbes.com/sites/michaeldurkheimer/2018/01/30/should-
we-care-about-those-with-the-most-student-debt/#8ee913f90d8b
Patton, Stacey. “I Fully Expect to Die with This Debt.” Chronicle of Higher Education, vol. 59,
no. 32, 19 April 2013.
Getting Feedback from Others

The following are peer responses to the questions in the “Getting
Feedback from Others” section in the chart on page 17.
PEER REVIEW FEEDBACK
1. Is my main idea/thesis/research question clear?

I think your focus is on what experts say on the subject of
college affordability. I’m not sure what your main idea or thesis
is. I can’t really find a place that shows what your main idea is.
You only mention the ideas of the sources.
2. What evidence is most persuasive? Least?
You use good sources that connect to the subject of the essay.
The most persuasive evidence is from Durkheimer about the
older students and the debt they carry. I had never thought of
that, and that source provides a lot of relevant information. The
least persuasive evidence is from Baum, Kurose, and
McPherson since it is pretty old. I was wondering if there is any
more recent evidence.
3. Are there places where you can’t follow my reasoning, and can
you explain why?
It’s hard to know why you are going from one source to the next
in this order instead of another order since your thesis is
unclear. The sources are good, but you need to have a main
idea that helps me and other readers know why you are
bringing in each source at each moment.
4. Do I show evidence of having practiced the habits of mind
expected of college students: curiosity, openness, engagement,
creativity, persistence, responsibility, flexibility, and
metacognition through critical analysis, rhetorical sensitivity,
civility, and empathy? Please point it out.
You seem curious about the subject of college affordability and
even include a question toward the end of the essay. You are
open to many different perspectives on the issue and you
represent these in your essay. For example, you include sources
about how older students and higher earners are part of the
student debt crisis. You also seem open to feedback since you
are asking me these questions and will use my answers to revise
your essay. You are practicing critical analysis by considering
the evidence provided by sources, although you could analyze it
more closely. You are also being rhetorically sensitive as you
respond to the sources and summarize them for your reader.
You are courteous in how you represent the sources and how
you interact with your reader who may or may not agree with
you.
INSTRUCTOR FEEDBACK
In this essay you tackle a complicated subject, and so I’m very
interested to see what you think, and what specific question or main
idea you would like to pursue related to college affordability.
Currently, you have included a lot of information in this essay, but
it’s all just dumped into the essay without any real focus. In other
words, it reads like an overview or summary of different perspectives
on college affordability without a specific idea, thesis, or question of
your own that guides the essay. To critically analyze an issue like
college affordability, you need to do more than summarize several
sources on the subject. You need to develop a focus and then use
your sources to help you expand your ideas. As you revise deeply,
develop a thesis or question so your specific line of inquiry is clear.
What is it that interests you about this subject? What are you curious
about? Look back at your initial writing when you were generating
ideas. Are there ideas, questions, or sources there that might help
you articulate your specific interest in this subject? Another place to
go is to the question you pose toward the end of the essay: “How can
you measure the value of these degrees?” Maybe you can explore
some version of this question in your essay. If you do so, your essay
will become a more specific exploration rather than a general
overview of the subject. No matter how you revise, you will likely
need different evidence and sources. You may even need to delete a
lot of what you have written so you can move away from a general
summary and toward a specific critical analysis. Remember, too,
that your conclusion should be specific to your main idea or research
question. Currently, you end with a general concession that says
something like “everyone has to make the decision for themselves
about whether college is worth it.” That sentiment could relate to all
issues. Everyone has to make their own decisions about everything.
What specific comments or ideas can you leave your reader with as
you conclude the essay that relate directly to what you have
discovered about the subject through the writing process?
Preparing to Revise
With the feedback from her classmate and her instructor in mind,
the student returns to her outline and rewrites it as she prepares to
deeply revise the essay. She also returns to the generating ideas stage
where she notices she has a useful quote she can include in her
revised outline and the essay.
REVISED OUTLINE
I. The College Degree

A. Almost everyone goes to college now
B. A college degree is like the new high school degree
C. The value of a college degree is debatable
D. We need to think about more than just the cost of college
when determining the value of a college degree (my thesis)
II. College Is Very Expensive
A. Increase in cost over the years
B. Increase surpasses inflation
From my initial research notes: “The cost of a higher
education has more than doubled, when adjusted for
inflation, since 1986 — faster than the cost of health care, and
well ahead of the median family income,” Arianna Skibell
C. Recent student debt figures
D. All kinds of people question whether the cost of college is
worth it
III. Expanding the Conversation
A. Cost is just one part of how you can judge the value of a
college degree
B. There are different values associated with different kinds of
education
1. Liberal arts education
a. teaches you to become a lifelong learner
b. teaches critical thinking
c. teaches problem-solving
2. Professionally focused education
a. provides hands-on experience
b. helps you make professional connections in your chosen
industry
c. allows you to focus only on the skills you need for your
job
IV. Concluding Thoughts
A. College is expensive but there are other ways to measure
value
B. Finish with a question that keeps my audience thinking about
the complexity of the issue
Revising Deeply
The following revised essay shows what it looks like to really re-vise
or re-see an essay in order to strengthen it. The essay also shows the
proofreading and editing that the student completed during the final
stages revision process.
Description
Description
Description
Description
Description
The recursivity of the writing process, as shown in this model student

essay, exemplifies the habits of persistence and flexibility. As you
move toward the final stages of the writing process, you may find, as
did this student, that the best way to deeply revise is to revise an
essay almost in its entirety. This will extend the time you will need to
spend on your writing, and you’ll need persistence to remain
interested in and committed to your project. That persistence should
be characterized by flexibility since the writing process requires a
willingness to adapt your writing and thinking to reflect the feedback
you have been given by your instructor and classmates, as evidenced
by the model above.
ANALYZE & WRITE

1. In the model essay, where do you see the student practicing some of the habits of
mind described in this chapter?
2. Find examples in the model essay where the student is practicing critical analysis
and rhetorical sensitivity.
3. Compose a short response to this piece in which you practice empathy toward the
student’s perspective even if you disagree with it.
Having read this chapter, you are now ready to give your attention to
all the strategies available to you to become a critical thinker, reader,
and writer.
Sources for Texts on pp.5–11

Engel, Susan. “The Case for Curiosity.” Educational Leadership, vol. 70,
no. 5, Feb. 2013, pp. 36–40.
Greenman, Ben. “Online Curiosity Killer.” New York Times Magazine,
16 Sept. 2010,
https://www.nytimes.com/2010/09/19/magazine/19lives-t.html.
Livio, Mario. “Curious.” What Makes Us Curious?, Simon and Schuster,
2017.
Shankar, Arjun, and Mariam Durrani. “Curiosity and Education: A
White Paper.” Center for Curiosity,
http://centerforcuriosity.com/wp-content/uploads/bsk-pdf-
manager/WhitePaper-CuriosityandEducation__2.pdf.
CHAPTER 2
A Catalog of Reading
Strategies
This chapter presents twenty strategies for reading critically that

you can apply to the selections in this book as well as to your other
college reading. Mastering these strategies will make reading much
more satisfying and productive for you and help you handle difficult
material with confidence.
As you read in depth about these strategies, pay attention to the

purposes each strategy serves. Some strategies will help you
understand the content of what you have read; others will help you
understand how a text is organized; still others will help you place a
text in its historical and cultural context. The reading strategies you
choose should be connected to your purpose for reading. You will
likely always need to understand what you have read, and many of
these strategies will help you reach that goal. In particular,
annotating, taking inventory, outlining, summarizing, and
paraphrasing will support your comprehension. In addition to
understanding what you have read, though, you may be expected to
respond to it. To do so you might find that reflecting on how the text
challenges your beliefs and values or recognizing how the text
emotionally manipulates you are productive reading strategies that
will allow you to compose that response. Alternatively, you may be
asked to write an essay in which you compare and contrast two
different texts. In that case, reading each text with the other text in
mind — comparing and contrasting related readings — will be a
productive route. In other instances, content may not matter as
much as the writing techniques a writer uses. If your instructor
expects you to imitate a writer’s techniques or consider if you might
use them in your own writing, then the “reading like a writer”
strategy will be helpful.
Annotating: Recording your reactions to, interpretations of, and

questions about a text as you read it
Taking inventory: Listing and grouping your annotations and
other notes to find meaningful patterns
Outlining: Listing the text’s main ideas to reveal how it is
organized
Mapping: Visually representing specific aspects of a text in
order to reveal connections among its ideas
Summarizing: Distilling the main ideas or gist of a text
Paraphrasing: Restating what you have read to clarify or refer
to it
Skimming: Quickly reading only certain portions of a text
Synthesizing: Integrating into your own writing ideas and
information gleaned from different sources
Analyzing assumptions: Examining the values and beliefs that
underlie the text, either stated directly or implied in the text’s
word choices
Contextualizing: Placing a text in its historical and cultural
context
Exploring the significance of figurative language: Examining
how metaphors, similes, and symbols are used in a text to
convey meaning and evoke feelings
Analyzing visuals: Thinking about how visual images add
meaning to a text
Looking for patterns of opposition: Inferring the values and
assumptions embodied in the language of a text
Reflecting on challenges to your beliefs and values: Examining
the bases of your personal responses to a text
Comparing and contrasting related readings: Exploring
likenesses and differences between texts to understand them
better
Evaluating the logic of an argument: Determining whether an
argument is well reasoned and adequately supported
Recognizing logical fallacies: Looking for errors in reasoning
Recognizing emotional manipulation: Identifying texts that
unfairly and inappropriately use emotional appeals based on
false or exaggerated claims
Judging the writer’s credibility: Considering whether writers
represent different points of view fairly and know what they are
writing about
Reading like a writer: Noticing the different writing techniques
an author uses in order to possibly incorporate these
techniques into your own writing
ANNOTATING
Annotations are the marks — underlines, highlights, and comments
— you make directly on the page as you read. Annotating can be
used to record immediate reactions and questions, outline and
summarize main points, and evaluate and relate the reading to other
ideas and points of view.
Your annotations can take many forms, such as the following:
Writing comments, questions, or definitions in the margins; or

using comment balloons in a digital space
Underlining, highlighting, or circling important or questionable
words, phrases, or sentences
Connecting similar or opposing ideas with lines or arrows
Numbering related points
Bracketing sections of the text
Noting anything that strikes you as interesting, important, or
questionable
Depending on their purpose for reading, most readers annotate in

layers, adding annotations as they think about the ideas and reread
key passages.
The following selection, excerpted from Martin Luther King Jr.’s

“Letter from Birmingham Jail,” illustrates some of the ways you can
annotate as you read. Add your own annotations, if you like.
Martin Luther King Jr.
An Annotated Sample from “Letter from
Birmingham Jail”
Martin Luther King Jr. (1929–1968) first came to national notice in 1955, when he led a
successful boycott against the policy of restricting African American passengers to
rear seats on city buses in Montgomery, Alabama, where he was minister of a Baptist
church. He subsequently formed the Southern Christian Leadership Conference,
which brought people of all races from all over the country to the South to fight
nonviolently for racial integration. In 1963, King led demonstrations in Birmingham,
Alabama, that were met with violence; a bomb was detonated in an African American
church, killing four young girls. King was arrested for his role in organizing the
protests, and while in prison, he wrote his “Letter from Birmingham Jail” to justify his
strategy of civil disobedience, which he called “nonviolent direct action.”
King begins his letter by discussing his disappointment with the lack
of support he has received from white moderates, such as the group
of clergy who published criticism of his organization in the local
newspaper.
As you read, try to infer what the clergy’s specific criticisms

might have been.
Notice the tone King uses. Would you characterize the writing as
apologetic, conciliatory, accusatory, or something else?
Description
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Checklist: Annotating
1. Mark the text — for example, circling words to be defined in the margin, underlining key
words and phrases, or using arrows to connect related ideas.
2. Write marginal comments — for example, numbering and labeling main ideas, defining
unfamiliar words, and noting your responses and questions.
3. Layer additional markings in the text and comments and questions in the margins as
you reread.
TAKING INVENTORY
Taking inventory helps you analyze your annotations for different
purposes. When you take inventory, you make various kinds of lists
to explore patterns of meaning you find in the text. For instance, in
reading the annotated passage by Martin Luther King Jr., you might
have noticed that certain similes and metaphors are used or that
many famous people are named. By listing the names (Socrates,
Jesus, Luther, Lincoln, and so on) and then grouping them into
categories (people who died for their beliefs, leaders, teachers, and
religious figures), you could better understand why the writer refers
to these particular people. Taking inventory of your annotations can
be helpful if you plan to write about a text you are reading.
Checklist: Taking Inventory

1. Examine the annotations you made for patterns, such as recurring images, repeated
words and phrases, related examples or illustrations, and reliance on particular
writing strategies.
2. List the items that make up a pattern.
3. Decide what the pattern might reveal about the reading.
OUTLINING
Outlining, which identifies a text’s main ideas, is an especially
helpful reading strategy for understanding the content and structure
of a reading. The key to outlining is distinguishing between the
main ideas and the supporting materials, such as reasons, examples,
and quotations. You may make either an informal scratch outline or
a more formal, multilevel outline. You can easily make a scratch
outline summarizing the main idea of each paragraph (as in the
marginal annotations on the King excerpt on pp. 36–40 that are
collected in the scratch outline example below). Or, if you need to
analyze a section of a text to write about it, you can take the time to
make a formal outline (like the one below, which outlines part of
King’s essay).
Scratch outline of “Letter from Birmingham Jail”
Paragraph 1. White moderates block progress

Paragraph 2. What the moderates don’t understand
Paragraph 3. Questions clergymen’s logic
Paragraph 4. Time must be used to do right
Paragraph 5. Puts self in middle of two extremes: complacency and bitterness
Paragraph 6. Offers better choice: nonviolent protest
Paragraph 7. Says movement prevents racial violence
Paragraph 8. Discontent is normal, healthy, and historically inevitable, but it must be
channeled
Paragraph 9. Redefines “extremism,” embraces “extremist” label
Paragraph 10. Praises whites who have supported movement
Formal outline of “Letter from Birmingham Jail” (pars. 5–9)

I. Contrary to white moderates’ claims, King’s civil rights
movement is not “extremist” in the usual sense.
A. It stands between the extremes of passivity and radicalism in
the African American community (pars. 5–6).
1. Passivity illustrated by the oppressed and the self-
interested middle class
2. Violent radicalism illustrated in Elijah Muhammad’s
followers
B. In its advocacy of love and nonviolent protest, the movement
has forestalled bloodshed and kept more African Americans
from joining radicals (pars. 5–7).
C. The movement helps African Americans channel the urge for
freedom that’s part of the historical trend and the prevailing
Zeitgeist (par. 8).
II. The movement can be defined as extremist if the term is
redefined: “Creative extremism” is extremism in the service of
love, truth, and goodness.
A. Biblical examples including Amos, Paul, and Jesus (par. 9)
B. Historical examples including Luther, Bunyan, Lincoln, and
Jefferson (par. 9)
Checklist: Outlining
To make a scratch outline of a text:
1. Reread each paragraph, summarizing the main idea or topic of the paragraph. Do not
include examples, quotations, or other supporting material.
2. Your scratch outline can be part of your annotations on the text itself or collected on a
separate piece of paper or in a file for later reference.
To make a formal outline of a text:
1. Decide what portion of the text you want to analyze closely.

2. Use capital Roman numerals (I, II, III) to identify the main ideas or topics.
3. Use letters (A, B, C) and Arabic numerals (1, 2, 3) to indicate the supporting ideas,
examples, comparisons, and such.
MAPPING
Creating a map allows readers to see more clearly the connections
among the ideas in a text. You may recall that in Chapter 1 the
sample student essay was preceded by a map that the student
developed to help organize her essay. Whether used as a writing or
reading strategy, maps serve largely the same purpose — they reveal
in a visual format the organization of the text, which allows you to
see how ideas are related. You can draw a map by hand or use the
mapping features in word-processing programs or apps. Maps can be
drawn in various ways depending on your text, what you would like
to represent, and your needs as a reader. A map may have one central
idea with threads containing supporting ideas radiating from that
central idea, or a map may be composed of different clusters, as in
the example below, in order to reveal the range of relationships
among the ideas, details, examples, and facts in a text.
See Chapter 1, “Idea Mapping,” pp. 22–25.

Description
Checklist: Mapping
1. Write the subject of the reading in the center of a piece of paper. Circle it.
2. Write down the main parts or ideas of the subject. Circle these, and connect them with
lines to the subject in the center.
3. Write down facts, details, and examples related to these main parts or ideas. Circle
these, and connect them with lines to the relevant main parts or ideas.
4. Don’t be afraid to dra several maps before finding one that fits your needs as a reader.
You may need to discard some maps along the way, too.
SUMMARIZING
A summary is a relatively brief restatement, primarily in the
reader’s own words, of the reading’s main ideas. Summarizing helps
you understand and remember what is most significant in a reading,
and it is one of the main strategies, along with quoting and
paraphrasing (p. 45), used to integrate other writers’ ideas into your
own writing.
For more information on integrating sources responsibly, see Chapter 12, pp. 615–626.
Summaries vary in length, depending on the reader’s purpose. Some

summaries are very brief. For example, if you were referring to the
excerpt from “Letter from Birmingham Jail” and simply needed to
indicate how it relates to your other sources, your summary might
look something like this:
There have always been advocates of extremism in politics. Martin Luther King Jr., in
“Letter from Birmingham Jail,” for instance, defends nonviolent civil disobedience as
an extreme but necessary means of bringing about racial justice.
If, however, you were surveying the important texts of the civil
rights movement, you might write a longer, more detailed summary:
King expresses his disappointment with white moderates who, by opposing his
program of nonviolent direct action, have become a barrier to progress toward racial
justice. He acknowledges that his program has raised tension in the South, but he
explains that tension is necessary to bring about change. Furthermore, he argues that
tension already exists, but because it has been unexpressed, it is unhealthy and
potentially dangerous.
He defends his actions against the clergy’s criticisms, particularly their argument that
he is in too much of a hurry. Responding to charges of extremism, King claims that he
has actually prevented racial violence by channeling the natural frustrations of
oppressed African Americans into nonviolent protest. He asserts that extremism is
precisely what is needed now — but it must be creative, rather than destructive,
extremism. He concludes by again expressing disappointment with white moderates
for not joining his effort as some other whites have.
In composing an extended summary, writers usually find it useful to

outline the reading as a preliminary step to writing a summary. A
paragraph-by-paragraph scratch outline (like the one on p. 41) lists
the reading’s main ideas in the sequence in which they appear in the
original. But summarizing requires more than merely stringing
together the entries in an outline; it must fill in the logical
connections between the author’s ideas. Notice also in the preceding
example that the reader repeats selected words and phrases and
refers to the author by name, indicating, with verbs like expresses,
acknowledges, and explains, the writer’s purpose and strategy at each
point in the argument.
Checklist: Summarizing
1. Make a scratch outline.
2. Write a paragraph or more that presents the author’s main ideas largely in your own
words. Use the outline as a guide, but reread parts of the original text as necessary.
3. To make the summary coherent, fill in connections between the ideas you present.
PARAPHRASING
Paraphrasing is restating a text by using mostly your own words. It
can help you clarify the meaning of an obscure or ambiguous
passage. It is one of the three ways of integrating other people’s
ideas and information into your own writing, along with quoting
(reproducing exactly the language of the source text) and
summarizing (distilling the main ideas or gist of the source text).
You might choose to paraphrase rather than quote when the source’s
language is not especially arresting or memorable. You might
paraphrase short passages but summarize longer ones.
Following are two passages. The first is from paragraph 2 of the

excerpt from King’s “Letter.” The second passage is a paraphrase of
the first:
Original
I had hoped that the white moderate would understand that law and order exist for
the purpose of establishing justice and that when they fail in this purpose they
become the dangerously structured dams that block the flow of social progress. I had
hoped that the white moderate would understand that the present tension in the
South is a necessary phase of the transition from an obnoxious negative peace, in
which the Negro passively accepted his unjust plight, to a substantive and positive
peace, in which all men will respect the dignity and worth of human personality.
Paraphrase
King writes that he had hoped for more understanding from white moderates —
specifically that they would recognize that law and order are not ends in themselves
but means to the greater end of establishing justice. When law and order do not serve
this greater end, they stand in the way of progress. King expected the white moderate
to recognize that the current tense situation in the South is part of a transition
process that is necessary for progress. The current situation is bad because although
there is peace, it is an “obnoxious” and “negative” kind of peace based on African
Americans passively accepting the injustice of the status quo. A better kind of peace
— one that is “substantive,” real and not imaginary, as well as “positive” — requires
that all people, regardless of race, be valued.
When you compare the paraphrase to the original, you can see that
the paraphrase contains all the important information and ideas of
the original. Notice also that the paraphrase is somewhat longer
than the original (which is not always the case), refers to the writer
by name, and encloses King’s original words in quotation marks.
The paraphrase tries to be neutral, to avoid inserting the reader’s
opinions or distorting the original writer’s ideas.
Checklist: Paraphrasing
1. Reread the passage, looking up unfamiliar words.
2. Translate the passage into your own words and sentences, putting quotation marks
around any words or phrases you quote from the original.
3. Revise to ensure coherence.
SKIMMING
For an essay on skim reading, see Chapter 10, pp. 476–478.
Skimming, or skim reading, involves quickly reading only portions

of a text. When you skim, you jump around and quickly read some
sentences in a text, skipping many others and sometimes skipping
entire sections of a text. This reading strategy should sound
familiar; perhaps you skim your social media feeds, news headlines,
or even this book in this way. According to researchers, skim
reading has become the “new norm” because screen reading, which
encourages skimming, has affected how we read everything. While
skimming does not allow for deep engagement with texts and,
therefore, is inappropriate for certain academic tasks, it does have
its uses.
As the introduction to this chapter explains, the reading strategy you

choose must depend on your purpose for reading. Skimming will
not help you understand a text as do some of the other strategies
that encourage slower, closer, and deeper reading. But, if you are in
the early stages of conducting research and looking for sources
relevant to your topic, skimming potential sources will help you
determine whether those sources are relevant. For example,
skimming a source’s abstract, table of contents, introduction, or
conclusion to get the gist of what the source is about, identifying
potentially relevant areas, and then jumping from one section to the
next quickly to see if it is relevant to your topic will be a much better
use of your time than closely reading dozens of sources just to
eliminate many of them as irrelevant. For example, if you were
writing about civil rights activists, and particularly how they define
peace, then King’s “Letter from Birmingham Jail” might be a text
worth skimming. Skimming the first paragraph would show that
King defines two kinds of peace — positive peace and negative
peace. From there you would skim the rest of the letter to see if King
develops those ideas further. If working with a searchable digital
text, a word or phrase search is also effective and can save time;
however, it can overlook relevant information if the precise word
you search isn’t used. Skimming texts in these ways provides you
with an initial sense of the text, whether it is relevant to your topic,
and if it is worth returning to later to reread in deeper ways. Beyond
using skimming in the early stages of a research-driven project,
skimming can be a productive strategy if you are not expected to
engage deeply with a text, but merely need to be able to speak to the
gist of it. Otherwise, skimming is best used in combination with
other reading strategies.
Checklist: Skimming
1. Notice the text’s title and author.
2. Read any introductory material such as a table of contents, introduction, or abstract.
3. Read the first sentence, and perhaps last sentence, of each paragraph.
4. Read the final paragraph or conclusion.
5. Take note of any promising sources you come across as you skim to investigate later.
SYNTHESIZING
Synthesizing involves presenting ideas and information gleaned
from different sources. It can help you see how different sources
relate to one another. For example, one reading may provide
information that fills out the information in another reading, or a
reading could present arguments that challenge arguments in
another reading.
When you synthesize material from different sources, you construct

a conversation among your sources, a conversation in which you
also participate. Synthesizing is especially productive when writers
use sources, as it can help not only to support their ideas, but to
challenge and extend them as well.
In the following example, the reader uses a variety of sources

related to the King passage (pp. 37–40) and brings them together
around a central idea. Notice how multiple reading strategies —
quotation, paraphrase, and summary — are all used.
Synthesis
When King defends his campaign of nonviolent direct action against the clergymen’s
criticism that “our actions, even though peaceful, must be condemned because they
precipitate violence” (King excerpt, par. 3), he is using what Vinit Haksar calls
Mohandas Gandhi’s “safety-valve argument” (“Civil Disobedience and Non-
Cooperation” 117). According to Haksar, Gandhi gave a “non-threatening warning of
worse things to come” if his demands were not met. King similarly makes clear that
advocates of actions more extreme than those he advocates are waiting in the wings:
“The other force is one of bitterness and hatred, and it comes perilously close to
advocating violence” (King excerpt, par. 5). King identifies this force with Elijah
Muhammad, and although he does not name him, King’s contemporary readers
would have known that he was referring also to his disciple Malcolm X, who,
according to Herbert J. Storing, “urged that Negroes take seriously the idea of
revolution” (“The Case against Civil Disobedience” 90). In fact, Malcolm X accused
King of being a modern-day Uncle Tom, trying “to keep us under control, to keep us
passive and peaceful and nonviolent” (Malcolm X Speaks 12).
Checklist: Synthesizing
1. Find and read a variety of sources on your topic, annotating the passages that give
you ideas about the topic.
2. Look for patterns among your sources, possibly supporting or challenging your ideas
or those of other sources.
3. Write a paragraph or more synthesizing your sources, using quotation, paraphrase,
and summary to present what they say on the topic.
ANALYZING ASSUMPTIONS
Analyzing assumptions involves examining a reading closely to
uncover the ideas, beliefs, and values that are taken for granted and
assumed to be commonly accepted truths. The assumptions in a text
usually reflect the writer’s own attitudes or cultural traditions, but
they may also represent the views of the writer’s sources. Neither
good nor bad in themselves, assumptions are o en used to make
claims and arguments that seem logical, even factual, but may
actually be problematic and need to be looked at with a critical eye.
Reading to analyze assumptions asks you to uncover these
perspectives as well as to probe your own. Sometimes assumptions
in a text are stated explicitly, but o en they are only implied or
hinted at through the writer’s choice of words or examples.
For example, Martin Luther King Jr., in paragraph 4 of the excerpt

from “Letter from Birmingham Jail” (pp. 36–40), analyzes an
assumption in a letter he received. The letter writer criticizes King’s
civil rights movement for being impatient. According to King, the
writer’s idea that “the very flow of time … will inevitably cure all
ills” represents an “attitude” and “irrational notion” that “stems from
a tragic misconception of time.”
King counters this assumption about time’s curative power with his
own assumptions about time and progress:
“Actually, time itself is neutral.”
What counts is whether time is “used … destructively or
constructively.”
“Human progress never rolls in on wheels of inevitability; it
comes through the tireless efforts of men.”
“Now is the time.”
Instead of the progress narrative believed by people with good

intentions, like the letter writer, King posits an alternative
worldview that requires people of goodwill to act as “co-workers
with God,” and not to wait and expect time to solve problems. King’s
assumptions lead him to the logical conclusion that failing to act or
speak out against injustice is a sin of omission as surely as the sin of
commission made by those who use “hateful words and actions” to
disrupt progress.
Identifying assumptions in a reading can be challenging. Here are

some suggestions that may help:
Look for questionable assertions of fact, such as claims without

proper support.
Think about the key terms and their assumed definitions or
connotations, the cultural assumptions underlying the way
things are defined and categorized.
Examine examples to see what values and beliefs they assume.
Distinguish what is considered normal as opposed to abnormal,
unconventional, strange, or deviant.
Recognize stereotypes, prejudices, preconceptions,
preferences, and speculations.
Be alert to the writer’s tone to identify the attitude (for example,
dismissive, admiring, pedantic, flippant) toward the subject,
sources, and audience.
Then, choose an assumption (or set of assumptions) you think plays

an important role in the reading, and use these questions to think
about its rhetoric — how it tries to achieve its purpose with the
audience:
1. What is the effect of the assumption and whose interests does

the assumption serve?
2. How does the assumption reinforce or critique commonly held
views?
3. What alternative ideas, beliefs, or values could be used to
challenge this assumption?
Checklist: Analyzing Assumptions

1. Identify any assumptions — ideas, beliefs, or values — in the reading that seem
problematic.
2. Choose one assumption (or set of assumptions) that plays an important role in the
reading to analyze in depth.
3. Analyze how the assumption (or set of assumptions) works both in the context of the
reading and in society more generally.
CONTEXTUALIZING
Contextualizing is a critical reading strategy that enables you to
make inferences about a reading’s historical and cultural context
and to examine the differences between its context and your own.
The excerpt from King’s “Letter from Birmingham Jail” is a good

example of a text that benefits from being read contextually. If you
knew little about the history of slavery and segregation in the United
States, it would be difficult to understand the passion expressed in
this passage. To understand the historical and cultural context in
which King wrote his “Letter from Birmingham Jail,” you could do
some research on the subject. Comparing the situation at the time to
situations with which you are familiar would help you understand
some of your own attitudes toward King and the civil rights
movement.
Notes from a contextualized reading
1. I have seen documentaries showing civil rights demonstrators

being attacked by dogs, doused by fire hoses, beaten and
dragged by helmeted police. Such images give me a sense of the
violence, fear, and hatred that King was responding to.
The creative tension King refers to comes across in his writing.

He uses his anger and frustration to inspire his critics. He also
threatens them, although he denies it. I saw a film on Malcolm
X, so I could see that King was giving white people a choice
between his own nonviolent way and Malcolm’s more
confrontational way.
2. Things have certainly changed since the 1960s. When I read

King’s “Letter” today, I feel like I’m reading history. But too
frequently today, there are reports of police brutality and hate
crimes.
Checklist: Contextualizing
1. Describe the historical and cultural situation as it is represented in the reading and in
other sources with which you are familiar. Your knowledge may come from other
reading, television or film, school, or research.
2. Compare the historical and cultural situation in which the text was written with your
own historical and cultural situation. Consider how your understanding and judgment
of the reading are affected by your own context.
EXPLORING THE SIGNIFICANCE
OF FIGURATIVE LANGUAGE
Figurative language — metaphor, simile, and symbolism —
enhances literal meaning by implying abstract ideas through vivid
images and by evoking feelings and associations.
Metaphor implicitly compares two different things by identifying

them with each other. For instance, when King calls the white
moderate “the Negro’s great stumbling block in his stride toward
freedom” (par. 1), he does not mean that the white moderate literally
trips the Negro who is attempting to walk toward freedom. The
sentence makes sense only if understood figuratively: The white
moderate trips up the Negro by frustrating every effort to achieve
justice.
Simile, a more explicit form of comparison, uses the word like or as

to signal the relationship of two seemingly unrelated things. King
uses simile when he says that injustice is “[l]ike a boil that can never
be cured so long as it is covered up” (par. 2). This simile suggests
that injustice is a disease of society as a boil is a disease of the skin,
and that injustice, like a boil, must be exposed or it will fester and
infect the entire body.
Symbolism compares two things by making one stand for the other.
King uses the white moderate as a symbol for supposed liberals and
would-be supporters of civil rights who are actually frustrating the
cause.
How these figures of speech are used in a text reveals something of

the writer’s feelings about the subject. Exploring possible meanings
in a text’s figurative language involves (1) annotating (as on the King
essay on pp. 36–40) some of the metaphors, similes, and symbols
you find in a reading; (2) grouping and labeling the figures of speech
that appear to express related feelings or attitudes; and (3) writing to
explore the meaning of the patterns you have found.
Grouping and labeling figures of speech
Sickness: “like a boil” (par. 2); “the disease of segregation” (par. 10)
Underground: “hidden tension” (par. 2); “injustice must be exposed” (par. 2); “injustice
must be rooted out” (par. 10)
Blockage: “dams,” “block the flow” (par. 2); “Human progress never rolls in on wheels
of inevitability” (par. 4); “pent-up resentments,” “repressed emotions” (par. 8)
Writing to explore meaning
The patterns labeled underground and blockage suggest a feeling of frustration. Inertia
is a problem; movement forward toward progress or upward toward the promised
land is stalled.
The simile of injustice being “like a boil” links the two patterns of underground and
sickness, suggesting that a “disease” is inside the people or the society. The cure is to
root out the blocked hatred and injustice as well as to release the tension or emotion
that has long been repressed.
Checklist: Exploring the Significance
of Figurative Language
1. Annotate the figures of speech you find worth examining.
2. Group the figures of speech that appear to express related feelings and attitudes, and
label each group.
3. Write one or two paragraphs exploring the meaning of the patterns you have found.
ANALYZING VISUALS
Visuals invite analysis both of their key components and their
rhetorical context. As we “read” a visual, therefore, we should ask
ourselves a series of questions: What image does the visual portray?
Who created it? What audience is it addressing? What is it trying to get
this audience to think and feel about the subject? How does it attempt
to achieve this purpose?
FIGURE 2.1 “Wedding,” from the WWF’s “Beautiful Day U.S.” Series
Description
Look, for example, at the visual to the right: a public service

announcement (PSA) from the World Wildlife Fund (WWF). The
central image in this PSA is a photo of an attractive, smiling young
couple. Most of us will immediately recognize the dress, posture, and
facial expressions of the young man and woman as those of a newly
married couple. However, we are immediately struck by the feeling
that something is wrong with the picture: a hurricane rages in the
background, blowing hair and clothing, and threatening to rip the
bouquet from the bride’s hand.
So what do we make of the disruption of the convention (the

traditional wedding photo) on which the PSA image is based? The text
below the image delivers the message: “Ignoring global warming
won’t make it go away.” The disjunction between the couple’s blissful
expression and the storm raging around them turns out to be the
point of the PSA: Like the young couple in the picture, the PSA
implies, we are all blithely ignoring the impending disaster that
global warming represents. The reputable, nonprofit WWF’s logo and
URL, which constitute its “signature,” are meant to be an assurance
that this threat is real, and not just an idea a profit-seeking ad agency
dreamt up to manipulate us.
Criteria for Analyzing Visuals

Key Components
Composition
Of what elements is the visual composed?
What is the focal point — that is, the place your eyes are drawn to?
From what perspective do you view the focal point? Are you looking straight ahead at
it, down at it, or up at it? If the visual is a photograph, what angle was the image shot
from — straight ahead, looking down or up?
What colors are used? Are there obvious special effects employed? Is there a frame, or
are there any additional graphical elements? If so, what do these elements contribute
to your “reading” of the visual?
People/Other Main Figures

If people are depicted, how would you describe their age, gender, subculture, ethnicity,
profession, and socioeconomic class? How stereotypical or surprising are the people?
Who is looking at whom? Do the people represented seem conscious of the viewer’s
gaze?
What do the facial expressions and body language tell you about power relationships
(equal, subordinate, in charge) and attitudes (self-confident, vulnerable, anxious,
subservient, angry, aggressive, sad)?
Scene
If a recognizable scene is depicted, what is its setting? What is in the background and
the foreground?
What has happened just before the image was “shot”? What will happen in the next
scene?
What, if anything, is happening just outside the visual frame?
Words
If text is combined with the visual, what role does the text play? Is it a slogan? A famous
quote? Lyrics from a well-known song?
If the text helps you interpret the visual’s overall meaning, what interpretive clues does
it provide?
Tone
What tone, or mood, does the visual convey? Is it lighthearted, somber, frightening,
shocking, joyful? What elements in the visual (color, composition, words, people,
setting) convey this tone?
What is the tone of the text? Humorous? Serious? Ironic?
Context(s)
Rhetorical Context
What is the visual’s main purpose? Are we being asked to buy a product? Form an
opinion or judgment about something? Support a political party’s candidate? Take
some other kind of action?
Who is its target audience? Children? Men? Women? Some sub- or super-set of these
groups (e.g., African American men, “tweens,” seniors)?
Who is the author? Who sponsored its publication? What background/associations do
the author and the sponsoring publication have? What other works have they
produced?
Where was it published, and in what form? Online? On television? In print? In a
commercial publication (a sales brochure, billboard, ad) or an informational one
(newspaper, magazine)?
If the visual is embedded within a document that is primarily written text, how do
the written text and the visual relate to each other? Do they convey the same
message, or are they at odds in any way? What does the image contribute to the
written text? Is it essential or just eye candy?
Social Context. What is the immediate social and cultural context within which the
visual is operating? If we are being asked to support a certain candidate, for example,
how does the visual reinforce or counter what we already know about this candidate?
What other social/cultural knowledge does the visual assume its audience already has?
Historical Context. What historical knowledge does it assume the audience already
possesses? Does the visual refer to other historical images, figures, events, or stories
that the audience would recognize? How do these historical references relate to the
visual’s audience and purpose?
Intertextuality. How does the visual connect, relate to, or contrast with any other
significant texts, visual or otherwise, that you are aware of? How do such
considerations inform your ideas about this particular visual?
LOOKING FOR PATTERNS OF
OPPOSITION
Looking for patterns of opposition can help the reader understand
the dialogue of opposing voices and values represented in the text.
All texts carry within themselves voices of opposition. These voices
may echo the views and values of sources to which the writer is
responding or those of potential readers the writer anticipates; they
may even reflect the writer’s own conflicting values. The excerpt
from King’s “Letter from Birmingham Jail” (pp. 36–40) is rich in
oppositions: moderate versus extremist, order versus justice. These
oppositions are not accidental; they form a significant pattern that
gives a reader important information about King’s argument.
A careful reading will show that King always values one of the two
terms in an opposition over the other. For example, extremist (par. 9)
is valued over moderate (par. 10). This preference for extremism is
surprising. If King is trying to convince his readers to accept his
point of view, why would he represent himself as an extremist?
Studying the patterns of opposition in the text enables you to answer
this question. You will see that King sets up this opposition to force
his readers to examine their own values. Instead of working toward
justice, he says, those who support law and order maintain the
unjust status quo.
Looking for patterns of opposition involves annotating words or
phrases in the reading that indicate oppositions, listing the opposing
terms in pairs, deciding which term in each pair is preferred by the
writer, and reflecting on the meaning of the patterns. Here is a
partial list of oppositions from the King excerpt:
Listing Patterns of Opposition
Unfavored term Preferred term
moderate extremist
order justice
negative peace positive peace
absence of justice presence of justice
goals methods
passive acceptance direct action
hidden tension exposed tension
Checklist: Looking for Patterns of

Opposition
1. Annotate the selection to identify words or phrases indicating oppositions.
2. List the pairs of oppositions. (You may have to paraphrase or even supply the
opposite word or phrase if it is not stated directly in the text.)
3. For each pair of oppositions, put an asterisk next to the term that the writer seems to
value or prefer over the other.
4. Write to analyze and evaluate the opposing points of view, or, in a reading that does
not take a position, the alternative systems of value.
REFLECTING ON CHALLENGES TO
YOUR BELIEFS AND VALUES
Reflecting on, or thinking critically about, your own fundamental
beliefs or values may not be your first reaction when you encounter
challenges in a text, such as criticism or misrepresentation. But to
read thoughtfully, you need to scrutinize your own assumptions and
attitudes as well as those expressed in the text you are reading. If
you are like most readers, however, you will find that your
assumptions and attitudes are so ingrained that you are not always
fully aware of them. A good strategy for getting at these underlying
beliefs and values is to identify and reflect on the ways the text
challenges you and how it makes you feel — disturbed, threatened,
ashamed, combative, pleased, exuberant, or some other way.
For example, here is what one student wrote about the King passage:
Reflections
In paragraph 1, Dr. King criticizes people who are “more devoted to ‘order’ than to
justice.” This criticism upsets me because today I think I would choose order over
justice. When I reflect on my feelings and try to figure out where they come from, I
realize that what I feel most is fear. I am terrified by the violence in society today. I’m
afraid of sociopaths who don’t respect the rule of law, much less the value of human
life.
Checklist: Reflecting on Challenges
to Your Beliefs and Values
1. Identify challenges by marking where in the text you feel your beliefs and values are
being opposed, criticized, or unfairly characterized.
2. Write a paragraph or two reflecting on the differences between the beliefs and values
you and others hold.
COMPARING AND CONTRASTING
RELATED READINGS
When you compare two reading selections, you look for similarities.
When you contrast them, you look for differences. As critical
reading strategies, comparing and contrasting enable you to see
both texts more clearly.
Both strategies depend on how imaginative you are in preparing the

grounds or basis for comparison. We o en hear that it is fruitless, so
to speak, to compare apples and oranges. It is true that you cannot
add or multiply them, but you can put one against the other and
come up with some interesting similarities and differences. For
example, comparing apples and oranges in terms of their roles as
symbols in Western culture could be quite productive. The grounds
or basis for comparison, like a camera lens, brings some things into
focus while blurring others.
To demonstrate how this strategy works, we compare and contrast

the excerpt from “Letter from Birmingham Jail” (pp. 36–40) with the
following selection by Lewis H. Van Dusen Jr.
Lewis H. Van Dusen Jr.
Legitimate Pressures and Illegitimate Results
A respected attorney and legal scholar, Lewis H. Van Dusen Jr. (1901–2004) served as
chair of the American Bar Association Committee on Ethics and Professional
Responsibility. This selection comes from the essay “Civil Disobedience: Destroyer of
Democracy,” which first appeared in the American Bar Association Journal in 1969.
As you read, notice the annotations comparing this essay with the one by King.
Description
The annotations in the Van Dusen selection above were made in

comparison to the annotated King excerpt (pp. 36–40) and focus on
contrasts between the two writers’ different views on nonviolent
direct action. The annotations on the Van Dusen excerpt highlight
aspects of his argument against the use of nonviolent direct action.
These annotations led directly to the paragraph of contrast below,
which summarizes Van Dusen’s argument. The second paragraph of
the contrast presents King’s defense, as well as some of the writer’s
own ideas on how King could have responded to Van Dusen.
King and Van Dusen present radically different views of legal, nonviolent direct action,
such as parades, demonstrations, boycotts, sit-ins, or pickets. Although Van Dusen
acknowledges that direct action is legal, he nevertheless fears it; and he challenges it
energetically in these paragraphs. He seems most concerned about the ways direct
action disturbs the peace, infringes on others’ rights, and threatens violence. He
worries that, even though some groups make gains through direct action, the end
result is that everyone else begins to doubt the validity of the usual democratic
procedures of relying on legislation and the courts. He condemns advocates of direct
action like King for believing that the end (in this case, racial justice) justifies the
means (direct action). Van Dusen argues that demonstrations o en end violently and
that an organized movement like King’s can in the beginning win concessions through
direct action but then end up extorting demands through threats and illegal uses of
power.
In contrast, King argues that nonviolent direct action preserves the peace by bringing
hidden tensions and prejudices to the surface where they can be acknowledged and
addressed. Direct action enhances democracy by changing its unjust laws and thereby
strengthening it. Since direct action is entirely legal, to forgo it as a strategy for change
would be to turn one’s back on a basic democratic principle. Although it may
inconvenience people, its end (a more just social order) is entirely justified by its
means (direct action). King would no doubt insist that the occasional violence that
follows direct action results always from aggressive, unlawful interference with
demonstrations — interference sometimes led by police officers. He might also argue
that neither anarchy nor extortion followed from his group’s actions.
Notice that these paragraphs address each writer’s argument
separately. An alternative plan would have been to compare and
contrast the two writers’ arguments point by point.
Checklist: Comparing and

Contrasting Related Readings
To compare and contrast two related readings:
1. Read them both to decide on a basis or grounds for comparison or contrast.

2. Reread and annotate one selection to identify points of comparison or contrast.
3. Reread the second selection, annotating for the points you have already identified.
4. Write up your analyses of the two selections, revising your analysis of the first selection
to reflect any new insights you have gained. Or write a point-by-point comparison or
contrast of the two selections.
EVALUATING THE LOGIC OF AN
ARGUMENT
An argument includes a thesis backed by reasons and support. The
thesis asserts a position on a controversial issue or a solution to a
problem that the writer wants readers to accept. The reasons tell
readers why they should accept the thesis, and the support (such as
examples, statistics, authorities, analogies, and textual evidence)
gives readers grounds for accepting it. For an argument to be
considered logically acceptable, it must meet the three conditions of
what we call the ABC test:
A. The reasons and support must be appropriate to the thesis.

B. The reasons and support must be believable.
C. The reasons and support must be consistent with one another as
well as complete.
Testing for Appropriateness

To evaluate the logic of an argument, you first decide whether the
argument’s reasons and support are appropriate. To test for
appropriateness, ask these questions: How does each reason or
piece of support relate to the thesis? Is the connection between
reasons and support and the thesis clear and compelling?
Readers most o en question the appropriateness of reasons and
support when the writer argues by analogy or by invoking authority.
For example, King uses both analogy and authority in paragraph 3:
“Isn’t this like condemning Socrates because his unswerving
commitment to truth and his philosophical inquiries precipitated
the act by the misguided populace in which they made him drink
hemlock?” Not only must you judge the appropriateness of the
analogy comparing the Greeks’ condemnation of Socrates to the
white moderates’ condemnation of King, but you must also judge
whether it is appropriate to accept Socrates as an authority. Since
Socrates is generally respected for his teachings on justice, his
words and actions are likely to be considered appropriate to King’s
situation in Birmingham.
Testing for Believability

Believability is a measure of your willingness to accept as true the
reasons and support the writer gives in defense of a thesis. To test
for believability, ask: On what basis am I being asked to believe this
reason or support is true? If it cannot be proved true or false, how
much weight does it carry?
For instance, facts are statements that can be proved objectively to

be true. The believability of facts depends on their accuracy (they
should not distort or misrepresent reality), their completeness (they
should not omit important details), and the trustworthiness of their
sources (sources should be credible).
Examples and anecdotes are particular instances used to support a

generalization. The believability of examples depends on their
representativeness (whether they are truly typical and thus
generalizable) and their specificity (whether particular details make
them seem true to life). Even if a vivid example or gripping anecdote
does not convince readers, it usually strengthens argumentative
writing by clarifying the meaning and dramatizing the point.
Statistics are numerical data. The believability of statistics depends

on the comparability of the data, the precision of the methods
employed to gather and analyze data, and the trustworthiness of the
sources.
Authorities are people to whom the writer attributes expertise on a

given subject. Not only must such authorities be appropriate, as
mentioned earlier, but they must be credible as well — that is, the
reader must accept them as experts on the topic at hand. King cites
authorities repeatedly throughout his essay — religious leaders as
well as American political figures.
Testing for Consistency and

Completeness
In looking for consistency, you should be concerned that all the
parts of the argument work together and that they are sufficient to
convince readers to accept the thesis or at least take it seriously. To
test for consistency and completeness, ask: Are any of the reasons
and support contradictory? Do they provide sufficient grounds for
accepting the thesis? Does the writer fail to acknowledge, concede,
or refute any opposing arguments or important objections?
A thoughtful reader might regard as contradictory King’s

characterizing himself first as a moderate and later as an extremist
opposed to the forces of violence. (King attempts to reconcile this
apparent contradiction by explicitly redefining extremism in par. 9.)
Similarly, the fact that King fails to examine and refute every legal
recourse available to his cause might allow a critical reader to
question the sufficiency of his argument.
Checklist: Evaluating the Logic of an

Argument
Use the ABC test to determine whether an argument makes sense:
A. Test for appropriateness by checking that the reasons and support are clearly and
directly related to the thesis.
B. Test for believability by deciding whether you can accept the reasons and support as
likely to be true.
C. Test for consistency and completeness by deciding whether the argument has any
contradictions and whether any important objections or opposing views have been
ignored.
RECOGNIZING LOGICAL
FALLACIES
Fallacies are errors in reasoning that seem plausible and o en have
great persuasive power. Fallacies are not necessarily deliberate
efforts to deceive readers. Writers may introduce a fallacy
accidentally by not examining their own reasons or underlying
assumptions, by failing to establish solid support, or by using
unclear or ambiguous words. Here are some of the most common
logical fallacies.
Slippery Slope
A slippery-slope fallacy occurs when someone asserts that if one
thing happens, then a series of bad related consequences will
necessarily follow. The name comes from the idea that if a person
takes one step down a slippery slope, he or she cannot help sliding
all the way to the bottom.
Marijuana should be banned because it inevitably leads to the use of other illegal
drugs.
This is a fallacy because it assumes inevitability.

Post Hoc, Ergo Propter Hoc
The Latin name post hoc, ergo propter hoc means “a er this, therefore
because of this.” A post hoc fallacy wrongly assumes that an event
that occurs a er another event is caused by the first event. This
fallacy in causal reasoning o en occurs when writers try to attribute
to one cause something that has several or many causes. When
complex issues are made to seem simple, look for this fallacy.
Playing first-person shooter games makes kids violent.
To avoid the post hoc fallacy, someone making this argument would
have to prove that playing shooter games could actually cause kids
to become violent. The person would also need to consider other
possible causes, such as membership in gangs, alienation at school,
parental abuse, and so on.
False Dilemma (Either/Or Reasoning)

The false dilemma fallacy, or either/or reasoning, puts readers in
the position of having to choose one of two options as if there were
no other choices. Here’s an example: Martin Luther King Jr., in
paragraph 5 of the excerpt from “Letter from Birmingham Jail” (pp.
36–40), refutes an either/or argument made by others. Arguing that
the choice between a “force of complacency” or a force “of
bitterness and hatred” is a false dilemma, King points out that there
are other alternatives, among them the option of nonviolent protest
that he represents.
Hasty Generalization
When someone makes a hasty generalization, he or she leaps to a
conclusion without providing enough evidence to support the leap.
Crime in this city is getting worse and worse. Just yesterday, two people were held up
at ATMs downtown.
Two crimes, no matter how serious, do not indicate that the overall
rate of crime is rising. This may indeed be the case, but proving it
would require statistics, not just a couple of examples.
Ad Hominem (or Ad Personam) Attack

An ad hominem (meaning “to the man”) or ad personam (“to the
person”) attack occurs when writers attack the person who
propounds the ideas with which they disagree, rather than attacking
the ideas themselves.
My opponent, one of the richest men in the state, wants to cut taxes for himself and
his rich friends.
Certainly the character and credibility (and wealth) of the writer
making the argument affect how persuasive a reader finds it, but
they do not affect the underlying soundness of the argument.
Straw Man
In a straw man fallacy, the writer oversimplifies an opponent’s
position in order to knock it down, like a straw scarecrow.
Climate change is nothing to worry about because the weather changes all the time.
This example uses the straw man fallacy because it pretends as

though worrying about the climate is as pointless as worrying about
whether it will rain tomorrow. Equating climate change to the
weather makes it seem like people who sound alarms about climate
change are just complainers.
Circular Reasoning (Begging the

Question)
A circular reasoning fallacy merely restates the main claim, o en
by definition, without actually offering evidence to support the
claim.
Same-sex marriage is wrong because marriage is between a man and a woman.
This example relies on a definition that, if accepted, would end the

discussion. But it is the definition of marriage which is at issue in
the argument. To support the claim, opponents of same-sex
marriage would have to convince readers that their view of marriage
is the only correct view.
Red Herring
The red herring fallacy distracts readers with irrelevant arguments.
Just think of a dead fish (red herring) being dragged across a trail to
distract dogs from pursuing the scent of their real target. In this
case, writers use irrelevant arguments to distract readers from the
real issue, perhaps because their own argument is weak and they
don’t want the reader to notice.
My opponent tries to blame my administration for the high price of prescription

drugs, but he supports a government takeover of health care.
That the opponent supports a government takeover of health care

(whether true or false) has nothing to do with whether the policies
of the speaker’s administration are responsible for the high price of
prescription drugs.
Checklist: Recognizing Logical
Fallacies
1. Annotate places in the text where you stop to think “wait a minute — that doesn’t
make sense” or where you think the writer has “gone too far.”
2. Analyze these places to see if they represent any of the fallacies discussed in this
section.
3. Write a few sentences exploring what you discover.
RECOGNIZING EMOTIONAL
MANIPULATION
Writers o en try to arouse emotions in readers to excite their
interest, make them care, or move them to take action. There is
nothing wrong with appealing to readers’ emotions; what is wrong is
manipulating readers with false or exaggerated appeals. Therefore,
you should be suspicious of writing that is overly sentimental, that
cites alarming statistics and frightening anecdotes, that demonizes
others and identifies itself with revered authorities, or that uses
potent symbols (for example, the American flag) or emotionally
loaded words (such as racist).
King, for example, uses the emotionally loaded word paternalistically

to refer to the white moderate’s belief that “he can set the timetable
for another man’s freedom” (par. 1). In the same paragraph, King
uses symbolism to get an emotional reaction from readers when he
compares the white moderate to the “Ku Klux Klanner.” To get
readers to accept his ideas, he also relies on authorities whose
names evoke the greatest respect, such as Jesus and Lincoln. But
some readers might object that comparing his own crusade to that
of Jesus is pretentious and manipulative. A critical reader might also
consider King’s discussion of African American extremists in
paragraph 7 to be a veiled threat designed to frighten readers into
agreement.
While it’s not always easy to recognize when you are being
emotionally manipulated by a writer, there are some signs that you
can pay attention to as you use this reading strategy. If you feel a
strong emotion such as anger, fear, happiness, shame, or
indignation as you are reading, then the writer has been successful
in appealing to your emotions. If you feel the immediate need to
either challenge or confirm what the writer says, you may be
experiencing an emotional response. Finally, if you feel like you
must share what you have just read with others — because of either
your positive or negative response — you may be doing so because
the writer has tapped into your emotions. Recognizing emotional
manipulation as you read helps you gauge why you are responding
to the text in the ways you are and gives you the opportunity to
evaluate whether the writer is using emotional manipulation to
obscure a lack of evidence or credibility.
Checklist: Recognizing Emotional

Manipulation
1. Annotate places in the text where you sense emotional appeals are being used.
2. Analyze the emotional appeals, explaining why you think they are or are not
manipulative.
JUDGING THE WRITER’S
CREDIBILITY
Writers try to persuade readers by presenting an image of
themselves in their writing that will gain their readers’ confidence.
This image must be created indirectly, through the arguments,
language, and system of values and beliefs expressed or implied in
the writing. Writers establish credibility in their writing in at least
three ways:
By showing their knowledge of the subject

By building common ground with readers
By responding fairly to objections and opposing arguments
Testing for Knowledge

Writers demonstrate their knowledge through the facts and statistics
they marshal, the sources they rely on for information, and the
scope and depth of their understanding. As a reader, you may not be
an expert on the subject yourself or know whether the facts are
accurate, the sources are reliable, and the understanding is
sufficient. You may need to do some research to see what others say
about the subject. You can also check credentials — the writer’s
educational and professional qualifications, the respectability of the
publication in which the selection first appeared, and reviews of the
writer’s work — to determine whether the writer is a respected
authority in the field. For example, King brings with him the
authority that comes from being a member of the clergy and a
respected leader of the Southern Christian Leadership Conference.
Testing for Common Ground

One way writers can establish common ground with their readers is
by basing their reasoning on shared values, beliefs, and attitudes.
They use language that includes their readers (we) and qualify their
assertions to keep them from being too extreme. Above all, they
acknowledge differences of opinion. You want to notice such
appeals.
King creates common ground with readers by using the inclusive

pronoun we, suggesting shared concerns between himself and his
audience. Notice, however, his use of masculine pronouns and other
references (“the Negro … he,” “our brothers”). Although King
addressed his letter to male clergy, he intended it to be published in
the local newspaper, where it would be read by an audience of both
men and women. By using language that excludes women — a
common practice at the time the selection was written — King may
have missed the opportunity to build common ground with more
than half of his readers.
Testing for Fairness and
Understanding Bias
As you likely know, a bias is a prejudice in favor of or against a thing,
person, or group, usually in a way that is considered to be unfair.
Everyone has biases, whether we acknowledge them or not. Despite
biases, a writer must make an effort to be fair to other points of view
because doing so increases a writer’s credibility. For example,
Martin Luther King Jr. has many biases, and those biases should
inform your evaluation of King’s credibility. These biases reveal
themselves through the writer’s tone and word choice, and how the
writer handles opposing arguments and objections to their own
argument. Does King incorporate and treat other points of view
fairly?
In addition to considering how an author incorporates and treats

other points of view, identifying the tone of the argument — which
conveys the writer’s attitude toward the subject and toward the
reader — can also help you gauge the author’s credibility. Is the text
angry? Sarcastic? Evenhanded? Shrill? Condescending? Bullying? Do
you feel as if the writer is treating the subject — and you, as a reader
— with fairness? King’s tone might be characterized in different
passages as patient (he doesn’t lose his temper), respectful (he refers
to white moderates as “people of good will”), or pompous
(comparing himself to Jesus and Socrates).
Considered within their context, a writer’s word choices can reveal
both her biases and also the efforts she makes to be fair to her
subject. Emotionally charged words can be an indicator of bias. For
example, consider the issue of child labor. There are certain laws in
the United States that make it illegal to require children to work
more than a certain number of hours daily, whether in a factory or
another setting. Consider the difference between describing a
company as exploiting child workers (by forcing them to work longer
hours than the law allows) and describing the company as giving
child workers an opportunity to work off their boundless energy in
the safe, monitored setting of a factory. The writer that chooses to
use the word “exploit” — the more emotionally charged word —
might be revealing a bias in favor of children and against the
company that has employed them. As the reader, you should pay
attention to the context in which emotionally charged words are
used. Ultimately, emotionally charged words can signal bias, but as
the reader you must consider them within their context in order to
evaluate a writer’s credibility. Not all words have to be emotionally
charged to reveal bias, though. For example, words like “always,”
“never,” “all,” and “none” can indicate bias as well, because they
usually lead to overstatements and generalizations and do not allow
for other perspectives on the subject.
As a critical reader, paying particular attention to how writers treat

possible differences of opinion also allows you to judge whether an
author is treating the subject fairly. Be suspicious of those who
ignore differences and pretend that everyone agrees with their
viewpoints. When objections or opposing views are represented,
consider whether they have been distorted in any way; if they are
refuted, be sure they are challenged fairly — with sound reasoning
and solid support.
Checklist: Judging the Writer’s

Credibility
1. As you read and annotate, consider the writer’s knowledge of the subject, how well
common ground is established, and whether the writer deals fairly with objections
and opposing arguments.
2. Note where you recognize bias and how it reveals itself.
3. Decide what in the essay you find credible and what you question.
READING LIKE A WRITER
Reading like a writer involves paying attention to the different
writing techniques an author uses so you can decide whether you
want to use those techniques in your own writing. For example,
some authors incorporate many questions into their writing. Some
open their writing with a personal story. Many authors incorporate
outside sources into their writing. Paying attention to how they use
these techniques will help you incorporate these elements into your
own writing. Whereas other reading strategies help you understand
the content of what you are reading, the “reading like a writer”
strategy teaches you about the range of writing techniques at your
disposal.
Reading like a writer is also a productive reading strategy if your

instructor has asked you to compose a piece of writing along the
lines of those you have read in class. If you read a published
autobiography or literacy narrative, for example, and are expected to
write your own, then reading like a writer can help you recognize
writing techniques common in these kinds of texts.
Throughout Reading Critically, Writing Well you will find exercises

related to this reading strategy. These exercises direct your attention
to a specific feature of an author’s writing and ask you to analyze it.
You should then consider whether this feature is one that you are
interested in trying out in your own writing.
For example, notice how Martin Luther King Jr. uses a series of
rhetorical questions — questions used to make a point rather than
elicit an answer — to highlight his argument that the clergymen’s
condemnation was not logical:
In your statement you assert that our actions, even though peaceful, must be
condemned because they precipitate violence. But is this a logical assertion? Isn’t this
like condemning a robbed man because his possession of money precipitated the evil
act of robbery? Isn’t this like condemning Socrates because his unswerving
commitment to truth and his philosophical inquiries precipitated the act by the
misguided populace in which they made him drink hemlock? Isn’t this like
condemning Jesus because his unique God-consciousness and never-ceasing
devotion to God’s will precipitated the evil act of crucifixion?
Notice how King’s use of rhetorical questions — especially one right

a er another — draws the reader in and lends some dramatic effect
to his argument. In this example, when you use the “reading like a
writer” strategy, you think less about what King is saying and more
about the effect of his use of rhetorical questions, the writing
technique he is using in this section. Then you consider whether
using rhetorical questions in your own writing would be effective.
Checklist: Reading Like a Writer

1. Keep track of the different writing techniques a writer uses. You can do so by
annotating the text or by listing the techniques on a separate page. Don’t worry about
using the formal or technical names for these techniques.
2. Consider the effects of these techniques and decide which you might want to try in
your own writing.
3. Try out these techniques in your own writing and evaluate their effectiveness.
CHAPTER 3
Autobiography and Literacy
Narratives
Writing and reading about memorable events and people can be

exhilarating, leading us to think deeply about why certain
experiences have meaning for us. It can also help us understand the
cultural influences that helped shape who we are and what we value.
Whether you are reading or writing, however, it is important to
remember that autobiography is public, not private like a diary.
Although it involves self-presentation and contributes to self-
knowledge, this kind of writing does not require unwanted self-
disclosure but does require an awareness of the rhetorical situation.
For example, writing about yourself for a college admissions essay,
you undoubtedly want to impress readers with such qualities as your
thoughtfulness, diligence, social responsibility, and ambition.
Writing for friends and family about a dodgy experience, you may
want to share your anxieties but also show how you handled the
situation. Writing a literacy narrative for your instructor, you may
want to describe the role that reading and/or writing has played in
your life, inside or outside of school.
RHETORICAL SITUATIONS FOR
AUTOBIOGRAPHIES AND
LITERACY NARRATIVES
You may think that only politicians and celebrities write
autobiographies, but autobiographical writing is much more
common, as the following examples suggest:
As part of her college application, a high-school senior writes

an autobiographical essay that shows what inspired her to want
to become a biomedical researcher. She tells what happened
when she did her first science experiment on the nutritional
effects of different breakfast cereals. Because the mice eating
Count Chocula and Froot Loops, and not eating anything else,
were dying, she convinced her teacher to let her stop the
experiment early. She wants her audience of college admissions
officers to appreciate her sense of responsibility and her
understanding of the ethics of scientific research.
Asked to post online a few paragraphs reflecting on a significant
early childhood memory, a student in a psychology class writes
about a fishing trip he took as a six-year-old. The trip was the
first time he spent alone with his father, and he recalls that
although he tried hard to win his father’s approval, his father
criticized everything he did. Looking back on that painful event
— now that he knows what a bad relationship his dad had had
with his own father — the student reflects on the importance of
role models in teaching people how to be good parents. He also
refers to an article that helped him understand the impact of
toxic parenting.
Assigned a specific kind of autobiographical essay called a
literacy narrative, a student in a writing class reflects on how
early reading and writing experiences in her life influence her
current interests. Looking back on the many history books that
filled her childhood home, she explores how that environment
led to her becoming a history major who continues to seek
opportunities to travel throughout the world to learn about early
civilizations.
Understanding the Relationship

between Autobiography and Literacy
Narratives
As you read in the introduction to this chapter, autobiographical
writing allows us to think deeply about why certain experiences
have meaning for us. Literacy narratives are a kind of autobiography
that tell a story about a meaningful encounter with reading, writing,
or language. Like the more general category of autobiographies,
literacy narratives can help us understand the cultural influences
that have shaped who we are and what we value. In the case of
literacy narratives, those influences may come through our acts of
reading, writing, and speaking. Literacy narratives, like
autobiographies, o en tell personal and reflective stories about the
impact of reading and/or writing on a person’s life. More generally,
though, literacy narratives should convey a significance beyond the
personal meaning they hold for the writer. Literacy narratives might
inspire others to reflect on their own experiences with reading,
writing, and language or might convey ideas about the very concept
of literacy. Because literacy narratives are meant for an audience,
readers expect writers to compose literacy narratives with rhetorical
sensitivity.
Thinking about Autobiography and

Literacy Narratives
Write a paragraph or two about an occasion when you told, read, heard, or saw an
autobiography or literacy narrative in school, at work, or in another context.
Who was the audience? Consider how communicating to the particular audience
(such as a teacher rather than a friend, a college admissions committee rather than a
favorite aunt) affected the tone (for example, playful, informal, satiric), details, even
the choice of event or person to focus on.
What was the main purpose? For example, was the goal to illustrate an idea, create a
favorable impression, understand why something happened, or arouse sympathy?
How would you rate the rhetorical sensitivity with which the story was presented?
What made it appropriate or inappropriate for its particular audience or purpose?
A GUIDE TO READING
AUTOBIOGRAPHY AND LITERACY
NARRATIVES
This guide introduces you to autobiography by inviting you to
analyze a brief but powerful autobiographical selection by Annie
Dillard:
Annotations on this first reading will help you see how to

practice academic habits of mind such as curiosity, openness,
and persistence to help you engage with and understand what
you are reading. Notice how many questions the reader has as
she reads. There is plenty of space for you to add your own
questions and thoughts, as well, to this reading and any other in
the textbook.
Reading for meaning will help you grasp the event’s significance
for Dillard — what the incident meant to her both at the time
she experienced it and years later when she wrote about it. It
may also help you explore broader cultural meanings in
Dillard’s story — for example, ideas about heroism and gender.
Reading like a writer will help you learn how Dillard makes her
story exciting and suspenseful, as well as meaningful, by
examining how she employs some basic features and strategies
typical of autobiographical writing, such as:
1. Narrating a story dramatically
2. Presenting people and places vividly
3. Conveying the significance powerfully
Annie Dillard
An American Childhood
Annie Dillard (b. 1945) is a prolific writer whose first book, Pilgrim at Tinker Creek
(1974), won the Pulitzer Prize for nonfiction writing. Since then, she has written eleven
other books in a variety of genres. They include Teaching a Stone to Talk (1982), The
Writing Life (1989), Mornings Like This (1995), and The Maytrees (2007). Dillard has also
written an autobiography of her early years, An American Childhood (1987), from which
the following selection comes.
Before you read, notice that Dillard tells us in the opening paragraph why she
liked learning to play football. Think about what you liked to play as a child and
why.
As you read, consider why Dillard sets the scene in paragraphs 3–8 with so much
specificity.
Some boys taught me to play football. This was fine sport. You
thought up a new strategy for every play and whispered it to the
others. You went out for a pass, fooling everyone. Best, you got to
throw yourself mightily at someone’s running legs. Either you
brought him down or you hit the ground flat out on your chin, with
your arms empty before you. It was all or nothing. If you hesitated in
fear, you would miss and get hurt: you would take a hard fall while
the kid got away, or you would get kicked in the face while the kid got
away. But if you flung yourself wholeheartedly at the back of his
knees — if you gathered and joined body and soul and pointed them
diving fearlessly — then you likely wouldn’t get hurt, and you’d stop
the ball. Your fate, and your team’s score, depended on your
concentration and courage. Nothing girls did could compare with it.
The author prefers how boys play to how girls play. Aren’t these gender stereotypes,
though?
Boys welcomed me at baseball, too, for I had, through enthusiastic

practice, what was weirdly known as a boy’s arm. In winter, in the
snow, there was neither baseball nor football, so the boys and I threw
snowballs at passing cars. I got in trouble throwing snowballs, and
have seldom been happier since.
Getting in trouble makes the author happy. Why?
On one weekday morning a er Christmas, six inches of new snow

had just fallen. We were standing up to our boot tops in snow on a
front yard on trafficked Reynolds Street, waiting for cars. The cars
traveled Reynolds Street slowly and evenly; they were targets all but
wrapped in red ribbons, cream puffs. We couldn’t miss.
Cream puffs! Love this description!
I was seven; the boys were eight, nine, and ten. The oldest two Fahey
boys were there — Mikey and Peter — polite blond boys who lived
near me on Lloyd Street, and who already had four brothers and
sisters. My parents approved Mikey and Peter Fahey. Chickie McBride
was there, a tough kid, and Billy Paul and Mackie Kean too, from
across Reynolds, where the boys grew up dark and furious, grew up
skinny, knowing, and skilled. We had all dri ed from our houses that
morning looking for action, and had found it here on Reynolds
Street.
I wonder if action means trouble. Are they looking for trouble?
It was cloudy but cold. The cars’ tires laid behind them on the snowy
street a complex trail of beige chunks like crenellated castle walls.
What does crenellated mean?
I had stepped on some earlier; they squeaked. We could not have

wished for more traffic. When a car came, we all popped it one. In
the intervals between cars we reverted to the natural solitude of
children.
The author assumes that children are naturally solitary. Why?
I started making an iceball — a perfect iceball, from perfectly white

snow, perfectly spherical, and squeezed perfectly translucent so no
snow remained all the way through. (The Fahey boys and I
considered it unfair actually to throw an iceball at somebody, but it
had been known to happen.)
I had just embarked on the iceball project when we heard tire chains
come clanking from afar. A black Buick was moving toward us down
the street. We all spread out, banged together some regular
snowballs, took aim, and, when the Buick drew nigh, fired.
A so snowball hit the driver’s windshield right before the driver’s

face. It made a smashed star with a hump in the middle.
O en, of course, we hit our target, but this time, the only time in all
of life, the car pulled over and stopped. Its wide black door opened; a
man got out of it, running. He didn’t even close the car door.
He ran a er us, and we ran away from him, up the snowy Reynolds
sidewalk. At the corner, I looked back; incredibly, he was still a er
us. He was in city clothes: a suit and tie, street shoes. Any normal
adult would have quit, having sprung us into flight and made his
point. This man was gaining on us. He was a thin man, all action. All
of a sudden, we were running for our lives.
Wordless, we split up. We were on our turf; we could lose ourselves in

the neighborhood backyards, everyone for himself. I paused and
considered. Everyone had vanished except Mikey Fahey, who was just
rounding the corner of a yellow brick house. Poor Mikey, I trailed
him. The driver of the Buick sensibly picked the two of us to follow.
The man apparently had all day.
He chased Mikey and me around the yellow house and up a backyard
path we knew by heart: under a low tree, up a bank, through a hedge,
down some snowy steps, and across the grocery store’s delivery
driveway. We smashed through a gap in another hedge, entered a
scruffy backyard and ran around its back porch and tight between
houses to Edgerton Avenue; we ran across Edgerton to an alley and
up our own sliding woodpile to the Halls’ front yard; he kept coming.
We ran up Lloyd Street and wound through mazy backyards toward
the steep hilltop at Willard and Lang.
He chased us silently, block a er block. He chased us silently over

picket fences, through thorny hedges, between houses, around
garbage cans, and across streets.
Author repeats the phrase “he chased us silently.” Why?
Every time I glanced back, choking for breath, I expected he would

have quit. He must have been as breathless as we were. His jacket
strained over his body. It was an immense discovery, pounding into
my hot head with every sliding, joyous step, that this ordinary adult
evidently knew what I thought only children who trained at football
knew: that you have to fling yourself at what you’re doing, you have to
point yourself, forget yourself, aim, dive.
Mikey and I had nowhere to go, in our own neighborhood or out of it,
but away from this man who was chasing us. He impelled us forward;
we compelled him to follow our route. The air was cold; every breath
tore my throat. We kept running, block a er block; we kept
improvising, backyard a er backyard, running a frantic course and
choosing it simultaneously, failing always to find small places or hard
places to slow him down, and discovering always, exhilarated,
dismayed, that only bare speed could save us — for he would never
give up, this man — and we were losing speed.
He chased us through the backyard labyrinths of ten blocks before he

caught us by our jackets. He caught us and we all stopped.
We three stood staggering, half blinded, coughing, in an obscure

hilltop backyard: a man in his twenties, a boy, a girl. He had released
our jackets, our pursuer, our captor, our hero: he knew we weren’t
going anywhere. We all played by the rules. Mikey and I unzipped our
jackets. I pulled off my sopping mittens. Our tracks multiplied in the
backyard’s new snow. We had been breaking new snow all morning.
We didn’t look at each other. I was cherishing my excitement. The
man’s lower pants legs were wet; his cuffs were full of snow, and
there was a prow of snow beneath them on his shoes and socks.
Some trees bordered the little flat backyard, some messy winter
trees. There was no one around: a clearing in a grove, and we the
only players.
Does the author mean sports players? Actors?

It was a long time before he could speak. I had some difficulty at first
recalling why we were there. My lips felt swollen; I couldn’t see out of
the sides of my eyes; I kept coughing.
“You stupid kids,” he began perfunctorily.
We listened perfunctorily indeed, if we listened at all, for the

chewing out was redundant, a mere formality, and beside the point.
The point was that he had chased us passionately without giving up,
and so he had caught us. Now he came down to earth. I wanted the
glory to last forever.
What he says to them doesn’t matter.
But how could the glory have lasted forever? We could have run
through every backyard in North America until we got to Panama.
But when he trapped us at the lip of the Panama Canal, what
precisely could he have done to prolong the drama of the chase and
cap its glory? I brooded about this for the next few years. He could
only have fried Mikey Fahey and me in boiling oil, say, or
dismembered us piecemeal, or staked us to anthills.
Story takes a dark turn.
None of which I really wanted, and none of which any adult was
likely to do, even in the spirit of fun. He could only chew us out there
in the Panamanian jungle, a er months or years of exalting pursuit.
He could only begin, “You stupid kids,” and continue in his ordinary
Pittsburgh accent with his normal righteous anger and the usual
common sense.
If in that snowy backyard the driver of the black Buick had cut off our
heads, Mikey’s and mine, I would have died happy, for nothing has
required so much of me since as being chased all over Pittsburgh in
the middle of winter — running terrified, exhausted — by this
sainted, skinny, furious redheaded man who wished to have a word
with us. I don’t know how he found his way back to his car.
READING FOR MEANING
For help with reading strategies like summarizing and analyzing assumptions, see Chapter 2.
1. Read to Summarize. Write a sentence or two explaining what

happened and why.
2. Read to Respond. Write a paragraph analyzing your initial
reactions to Dillard’s story, focusing on anything that seems
surprising, such as the iceball scene (pars. 6–7) or the apparent
contradiction between Dillard’s description of the man who
chased her as a “hero” (par. 16) and her dismissal of what he said
(par. 19).
3. Read to Analyze Assumptions. Write a paragraph or two
analyzing an assumption you find intriguing in Dillard’s story.
Here are some ideas:
Assumptions about the value of rules and fair play. Dillard uses
words like rules (par. 16) and unfair (par. 6) to suggest there are
commonly accepted principles of conduct or ethics for
childhood games that determine what is considered fair or right.
To think critically about the assumptions in this essay related to
rules and fairness, consider questions like these:
What unwritten rule do you think the man assumes the kids
have broken? Who would agree (or disagree) that what the kids
did was wrong? Why?
Even though the young Dillard admires his persistence, why
might some readers question the man’s decision to chase and
reprimand the kids? Do you think he was right? Why or why
not?
You may also try looking for patterns of opposition; see Chapter 2, pp. 55–56.
Assumptions about the superiority of boys’ play. Dillard

describes the way the neighborhood boys taught her to play
football, claiming that “[n]othing girls did could compare with it”
(par. 1).
What does Dillard seem to be saying about social expectations
regarding gender at the time (1950s) and place (Pittsburgh)
that she is describing? To what extent do you share these
expectations? Why?
How have assumptions about the kinds of games considered
appropriate for girls and boys changed in American culture
today, if at all?
Narrating the Story
Stories of all kinds, including autobiographical stories, try to arouse

the reader’s curiosity, o en by structuring the story around a conflict
that grows increasingly intense until it reaches a high point or
climax. The structural elements can be visualized in the form of a
dramatic arc (see Figure 3.1, p. 77) and can help us analyze narratives
like the chase Dillard remembers from her childhood.
FIGURE 3.1 DRAMATIC ARC The shape of the arc varies. Not all stories devote the
same amount of space to each element, and some may omit elements.
Description
To intensify the rising action of the chase, Dillard constructs a

dramatic action sequence by using action verbs (instead of static verbs
like is and was). In passages, like the one below, the frantic activity
signaled by the verbs is amplified by a series of prepositional phrases
that show movement through space.
He chased Mikey and me around the yellow house and up a backyard path … under a
low tree, up a bank, through a hedge. […] We smashed … entered … and ran . …
(par. 12)
Other intensifying strategies include the repetition of key words and

sentence patterns:
He chased us silently , block a er block . He chased us silently . … (par. 13)
He impelled us forward; we compelled him to follow our route. (par. 14)
Whereas the exact repetitions in the first example suggest the

experience of being chased relentlessly, the sentence pattern
repetition in the second example (He impelled us … we compelled him)
emphasizes the connection between the man (He) and the children
(we).
To keep readers oriented, writers o en provide pointers such as

transitional words and phrases, verb tense, and adverbs and prepositions
marking location in time and space:
/
On one weekday morning a er Christmas … (par. 3)
I had just embarked on the iceball project when we heard … (par. 7)
ANALYZE & WRITE

Write a paragraph analyzing Dillard’s construction of an action sequence.
1. Skim paragraphs 11–13, circling the action verbs, underlining adverbs and
prepositions indicating movement in time and space, and highlighting any other
words or phrases that contribute to the action and help orient readers. Note the
verb tenses and use arrows to identify repetitions.
2. Read some of these sentences aloud to consider the effect these patterns have on
the rhythm of Dillard’s sentences. Also consider whether they help you visualize
the action, as if it were a film.
3. Consider also how Dillard uses her point of view (I and we) in the middle of the
action to dramatize the narrative. For example, think about how Dillard’s story
would be different if we saw the chase from an outsider’s point of view watching
from a distance.
Describing Places
Whether autobiography centers on an event or a person, it may also

include some description of places. Because Dillard is describing a
chase through her neighborhood, she uses a series of prepositional
phrases that indicate direction or location in space. To provide
specific information about the places and help readers visualize the
scene, autobiographers rely on the describing strategies of naming
objects and detailing their colors, shapes, and textures:
… around the yellow house and up a backyard path we knew by heart; under
a low tree , up a bank , through a hedge , down some snowy steps , and
across the grocery store’s delivery driveway . (par. 12)
In addition to using these sensory images, writers may characterize

and evaluate features of the scene (“perfect iceball” and “scruffy
backyard” [pars. 6, 12]). Occasionally, they also use comparisons in the
form of a simile or metaphor to add suggestive images that contribute
to the overall or dominant impression:
The cars traveled Reynolds Street slowly and evenly; they were targets all but wrapped
in red ribbons , cream puffs . (par. 3)
The cars’ tires laid behind them on the snowy street a complex trail of beige chunks
like crenellated castle walls. (par. 5)
ANALYZE & WRITE

Write a paragraph analyzing and evaluating Dillard’s use of the describing strategies of
naming, detailing, and comparing to make the scene come to life for you.
1. Find an example where Dillard uses naming and detailing to make her description
especially vivid and informative. Consider whether the names she gives to the
objects in the example you chose are concrete or abstract and what attributes or
sense impressions the details convey. What is the dominant impression you get
from this description of the scene?
2. Choose a simile or metaphor that stands out for you. How does it help you
imagine what the place looked and felt like to Dillard? How does the comparison
reinforce, extend, or complicate the dominant impression?
Presenting People
The describing strategies of naming and detailing are o en also used

to describe people, as in these brief descriptions of some of Dillard’s
playmates:
The oldest two Fahey boys were there — Mikey and Peter — polite blond boys
… (par. 4)
Writers not only depict what people look like, but they sometimes
also characterize or evaluate their behavior and personality. O en,
just a few well-chosen details about the way a person looks, dresses,
talks, or acts will be sufficient to give readers a vivid impression of
the person:
… Billy Paul and Mackie Kean too, from across Reynolds, where the boys grew up dark
and furious, grew up skinny, knowing, and skilled. (par. 4)
In this example, the word dark may be a literal description as well as

a metaphorical marker of ethnicity or race. It may also describe the
boys’ attitude, making their snowball throwing seem less innocuous
than Dillard’s.
ANALYZE & WRITE

Write a paragraph exploring the dominant impression you get of the man who chased
Dillard and Mikey.
1. Underline the words in paragraphs 10, 16, and 21 that describe the man
physically, and circle those that characterize or evaluate him.
2. Skim paragraph 18 and the last sentence of paragraph 20, where Dillard presents
the man through dialogue. Underline the details Dillard uses to describe how the
man looks and sounds. What does Dillard’s choice of words like “perfunctorily”
(par. 18) and “normal” (par. 20) suggest about her evaluation of him? How does
this evaluation affect the impression you get of the man?
Conveying the Autobiographical Significance

Autobiographers convey the significance of an event or a person in
two ways: by showing or telling. Through your analysis of how Dillard
narrates the story, presents people, and describes places, you have
looked at some of the ways she shows the event’s significance and
creates a dominant impression. Now consider what Dillard tells
readers. For example, when Dillard writes in the opening paragraphs
about boys teaching her to play football and baseball, she is telling
why these experiences were memorable and important.
Autobiographers usually tell both what they remember thinking and

feeling at the time and what they think and feel now as they write
about the past. Readers must infer from the ideas and the writer’s
choice of words whether the words convey the writer’s past or present
perspective — remembered feelings and thoughts or current ones. For
example, consider whether you agree with this analysis, and why or
why not.
Some boys taught me to play football. This was fine sport. You thought up a new
strategy for every play and whispered it to the others. (par. 1)
I got in trouble throwing snowballs, and have seldom been happier since. (par. 2)
ANALYZE & WRITE

Write a paragraph or two analyzing Dillard’s use of showing and telling to create
autobiographical significance.
1. Reread paragraphs 19–21. Choose one or two examples that convey Dillard’s
present perspective as she looks back and reflects on her childhood experience.
Also choose one or two examples that seem to be Dillard’s remembered feelings
and thoughts, how she felt at the time the event occurred. How can you tell the
difference?
2. Compare Dillard’s remembered and present perspectives. Has her thinking
changed over time? If so, how? If you detect a note of self-irony in her tone, a
suggestion that she is making fun of her younger self, where do you see it and
what does it tell you about Dillard’s adult perspective on her younger self?
READINGS
David Sedaris
Me Talk Pretty One Day
David Sedaris (b. 1956), a humorist and social critic, is a prolific essayist, short story
writer, and dramatist (in collaboration with his sister, Amy Sedaris), whose radio
pieces have been featured on the popular podcast This American Life. Recipient of the
Thurber Prize for American Humor, his writing appears regularly in the New Yorker
magazine, and he has published more than a dozen best-selling book collections
including Me Talk Pretty One Day (2000), from which this selection about his French
language class is excerpted.
Before you read, think about whether you have ever been in a “sink or swim”
situation, as Sedaris is in this class. If you were in a similar situation, how did
you feel at the time?
As you read, notice any places where Sedaris uses humor. How does his use of
humor affect your attitude toward Sedaris and the story he tells?
I’ve moved to Paris with hopes of learning the language. My school

is an easy ten-minute walk from my apartment, and on the first day
of class I arrived early, watching as the returning students greeted
one another in the school lobby. Vacations were recounted, and
questions were raised concerning mutual friends with names like
Kang and Vlatnya. Regardless of their nationalities, everyone spoke
in what sounded to me like excellent French. Some accents were
better than others, but the students exhibited an ease and
confidence I found intimidating. As an added discomfort, they were
all young, attractive, and well dressed, causing me to feel not unlike
Pa Kettle trapped backstage a er a fashion show.
The first day of class was nerve-racking because I knew I’d be
expected to perform. That’s the way they do it here — it’s everybody
into the language pool, sink or swim. The teacher marched in,
deeply tanned from a recent vacation, and proceeded to rattle off a
series of administrative announcements. I’ve spent quite a few
summers in Normandy, and I took a month-long French class before
leaving New York. I’m not completely in the dark, yet I understood
only half of what this woman was saying.
“If you have not meimslsxp or lgpdmurct by this time, then you should
not be in this room. Has everyone apzkiubjxow? Everyone? Good, we
shall begin.” She spread out her lesson plan and sighed, saying, “All
right, then, who knows the alphabet?”
It was startling because (a) I hadn’t been asked that question in a

while and (b) I realized, while laughing, that I myself did not know
the alphabet. They’re the same letters, but in France they’re
pronounced differently. I know the shape of the alphabet but had no
idea what it actually sounded like.
“Ahh.” The teacher went to the board and sketched the letter a. “Do
we have anyone in the room whose first name commences with an
ahh?”
Two Polish Annas raised their hands, and the teacher instructed
them to present themselves by stating their names, nationalities,
occupations, and a brief list of things they liked and disliked in this
world. The first Anna hailed from an industrial town outside of
Warsaw and had front teeth the size of tombstones. She worked as a
seamstress, enjoyed quiet times with friends, and hated the
mosquito.
“Oh, really,” the teacher said. “How very interesting. I thought that
everyone loved the mosquito, but here, in front of all the world, you
claim to detest him. How is it that we’ve been blessed with someone
as unique and original as you? Tell us, please.”
The seamstress did not understand what was being said but knew
that this was an occasion for shame. Her rabbity mouth huffed for
breath, and she stared down at her lap as though the appropriate
comeback were stitched somewhere alongside the zipper of her
slacks.
The second Anna learned from the first and claimed to love
sunshine and detest lies. It sounded like a translation of one of those
Playmate of the Month data sheets, the answers always written in
the same loopy handwriting. “Turn-ons: Mom’s famous five-alarm
chili! Turnoffs: insecurity and guys who come on too strong!!!!”
The two Polish Annas surely had clear notions of what they loved
and hated, but like the rest of us, they were limited in terms of
vocabulary, and this made them appear less than sophisticated. The
teacher forged on, and we learned that Carlos, the Argentine
bandonion player, loved wine, music, and, in his words, “making sex
with the womens of the world.” Next came a beautiful young
Yugoslav who identified herself as an optimist, saying that she loved
everything that life had to offer.
The teacher licked her lips, revealing a hint of the saucebox we

would later come to know. She crouched low for her attack, placed
her hands on the young woman’s desk, and leaned close, saying, “Oh
yeah? And do you love your little war?”
While the optimist struggled to defend herself, I scrambled to think

of an answer to what had obviously become a trick question. How
o en is one asked what he loves in this world? More to the point,
how o en is one asked and then publicly ridiculed for his answer? I
recalled my mother, flushed with wine, pounding the tabletop late
one night, saying, “Love? I love a good steak cooked rare. I love my
cat, and I love …” My sisters and I leaned forward, waiting to hear
our names.
“Tums,” our mother said. “I love Tums.”
The teacher killed some time accusing the Yugoslavian girl of

masterminding a program of genocide, and I jotted frantic notes in
the margins of my pad. While I can honestly say that I love leafing
through medical textbooks devoted to severe dermatological
conditions, the hobby is beyond the reach of my French vocabulary,
and acting it out would only have invited controversy.
When called upon, I delivered an effortless list of things that I
detest: blood sausage, intestinal pâtés, brain pudding. I’d learned
these words the hard way. Having given it some thought, I then
declared my love for IBM typewriters, the French word for bruise,
and my electric floor waxer. It was a short list, but still I managed to
mispronounce IBM and assign the wrong gender to both the floor
waxer and the typewriter. The teacher’s reaction led me to believe
that these mistakes were capital crimes in the country of France.
“Were you always this palicmkrexis?” she asked. “Even a fiuscrzsa

ticiwelmun knows that a typewriter is feminine.”
I absorbed as much of her abuse as I could understand, thinking —

but not saying — that I find it ridiculous to assign a gender to an
inanimate object incapable of disrobing and making an occasional
fool of itself. Why refer to Lady Crack Pipe or Good Sir Dishrag when
these things could never live up to all that their sex implied?
The teacher proceeded to belittle everyone from German Eva, who

hated laziness, to Japanese Yukari, who loved paintbrushes and
soap. Italian, Thai, Dutch, Korean, and Chinese — we all le class
foolishly believing that the worst was over. She’d shaken us up a
little, but surely that was just an act designed to weed out the
deadweight. We didn’t know it then, but the coming months would
teach us what it was like to spend time in the presence of a wild
animal, something completely unpredictable. Her temperament was
not based on a series of good and bad days but, rather, good and bad
moments. We soon learned to dodge chalk and protect our heads
and stomachs whenever she approached us with a question. She
hadn’t yet punched anyone, but it seemed wise to protect ourselves
against the inevitable.
Though we were forbidden to speak anything but French, the

teacher would occasionally use us to practice any of her five fluent
languages.
“I hate you,” she said to me one a ernoon. Her English was flawless.
“I really, really hate you.” Call me sensitive, but I couldn’t help but
take it personally.
A er being singled out as a lazy kfdtinvfm, I took to spending four

hours a night on my homework, putting in even more time
whenever we were assigned an essay. I suppose I could have gotten
by with less, but I was determined to create some sort of identity for
myself: David the hard worker, David the cut-up. We’d have one of
those “complete this sentence” exercises, and I’d fool with the thing
for hours, invariably settling on something like “A quick run around
the lake? I’d love to! Just give me a moment while I strap on my
wooden leg.” The teacher, through word and action, conveyed the
message that if this was my idea of an identity, she wanted nothing
to do with it.
My fear and discomfort crept beyond the borders of the classroom
and accompanied me out onto the wide boulevards. Stopping for a
coffee, asking directions, depositing money in my bank account:
these things were out of the question, as they involved having to
speak. Before beginning school, there’d been no shutting me up, but
now I was convinced that everything I said was wrong. When the
phone rang, I ignored it. If someone asked me a question, I
pretended to be deaf. I knew my fear was getting the best of me
when I started wondering why they don’t sell cuts of meat in vending
machines.
My only comfort was the knowledge that I was not alone. Huddled in
the hallways and making the most of our pathetic French, my fellow
students and I engaged in the sort of conversation commonly
overheard in refugee camps.
“Sometime me cry alone at night.”
“That be common for I, also, but be more strong, you. Much work
and someday you talk pretty. People start love you soon. Maybe
tomorrow, okay.”
Unlike the French class I had taken in New York, here there was no
sense of competition. When the teacher poked a shy Korean in the
eyelid with a freshly sharpened pencil, we took no comfort in the
fact that, unlike Hyeyoon Cho, we all knew the irregular past tense
of the verb to defeat. In all fairness, the teacher hadn’t meant to stab
the girl, but neither did she spend much time apologizing, saying
only, “Well, you should have been vkkdyo more kdeynfulh.”
Over time it became impossible to believe that any of us would ever

improve. Fall arrived and it rained every day, meaning we would
now be scolded for the water dripping from our coats and
umbrellas. It was mid-October when the teacher singled me out,
saying, “Every day spent with you is like having a cesarean section.”
And it struck me that, for the first time since arriving in France, I
could understand every word that someone was saying.
Understanding doesn’t mean that you can suddenly speak the

language. Far from it. It’s a small step, nothing more, yet its rewards
are intoxicating and deceptive. The teacher continued her diatribe
and I settled back, bathing in the subtle beauty of each new curse
and insult.
“You exhaust me with your foolishness and reward my efforts with

nothing but pain, do you understand me?”
The world opened up, and it was with great joy that I responded, “I
know the thing that you speak exact now. Talk me more, you, plus,
please, plus.”
READING FOR MEANING


happened at the school Sedaris describes and what it reveals
about Sedaris.
2. Read to Respond. Write a paragraph exploring your reactions to
the dialogue Sedaris includes, especially his representation of
what his teacher says. The first bit of dialogue reads as follows:
“If you have not meimslsxp or lgpdmurct by this time, then you
should not be in this room. Has everyone apzkiubjxow?” (par.
3).
analyzing an assumption you find intriguing in Sedaris’s essay.
For example:
Assumptions about wanting to impress others. At the beginning

of the essay Sedaris admits, “The first day of class was nerve-
racking because I knew I’d be expected to perform” (par. 2).
Toward the end of the essay he further explains, “A er being
singled out as a lazy kfdinvfm. … I was determined to create
some sort of identity for myself: David the hard worker, David
the cut-up” (par. 20). To think critically about these
assumptions, consider questions like these:
Why do you think Sedaris is so concerned about how he
appears to his teacher, especially in light of her attitude
toward him and the other students?
How does what the teacher thinks of Sedaris affect him
outside of the classroom, and why is that significant?
Assumptions about community. Sedaris explains that despite his
“fear and discomfort” (par. 21), “[my] only comfort was the
knowledge that I was not alone. Huddled in the hallways and
making the most of our pathetic French, my fellow students and
I engaged in the sort of conversation commonly overheard in
refugee camps” (par. 22). To think critically about assumptions
about community consider questions like these:
How do Sedaris’s descriptions of his fellow classmates, as well
as his use of direct quotations to show how they speak
French, provide insight into his attitudes toward them?
Why does this sense of community become so important to
Sedaris? What do you think helped to create this community
among the students?
To convey the significance of the experience they are describing,

autobiographers share with readers both what they were thinking at
the time they are describing and how they feel now as they reflect
on that past experience. Remembered thoughts and feelings — as
well as current ones — are usually complex and ambivalent rather
than predictable or simplistic, which is o en why these experiences
have lasting significance for the writer.
ANALYZE & WRITE
Write a paragraph or two analyzing the significance of Sedaris’s experience at the
school in Paris:
1. Reread the essay, noting passages where Sedaris is describing his remembered
thoughts and feelings, as well as his current thoughts and feelings as he writes
about his past. Which words or phrasing in these passages allow you to
differentiate between Sedaris’s past and present feelings?
2. Skim the many instances of dialogue in the piece. How does the inclusion of so
much dialogue help convey the significance of the experience for Sedaris?
Molly Montgomery
Literacy Narrative: In Search of Dumplings and
Dead Poets
Molly Montgomery received a B.A. in English and French from UCLA and recently
earned a Master’s Degree in Creative Writing from UC Davis. A writer of both fiction
and nonfiction, she o en writes about her identity, as well as her experiences
traveling around the world. Her work has been published in Entropy and the Blue Lake
Review. She is also a contributor to the MFA Years. “In Search of Dumplings and Dead
Poets” first appeared in Entropy.
Before you read, think about places you have chosen to visit and why. These
need not be far away or exotic places.
As you read, consider how Montgomery describes her various family
members, as well as herself in relation to them. How does this help you
understand her family dynamic?
Shakespeare’s Globe Theatre in London rises from the ground 750

feet from the original site of the theater, the one built by the
Chamberlain’s Men. Its white timbered exterior glows like the page
of a glossy picture book. It looks like it belongs in Disneyland, not
Elizabethan England. The original site of the Globe was not
discovered until 1989, underneath a parking lot. It’s a common
happenstance in Europe. Dig up a parking lot almost anywhere and
you’ll find a lost monument underneath. It’s amazing how books and
plays and culture survive, but we can misplace entire buildings.
I visit the theater with my mother on a whirlwind three-day trip in

London. An English major in my junior year of college, I am in the
middle of my semester abroad in France. During my fall break, I
travel to the UK to pay tribute to my favorite dead poets.
It’s the off season, so instead of seeing a play we take a tour. The
guide takes us into the yard, where the common people watched
plays for just a penny. I imagine it would have been not so different
from a mosh pit at a popular concert, except there were no
microphones or speakers. I gaze up at the stage, which is bare, and
from this vantage point, it does not look much different from any
other stage where people might perform Shakespeare. If I were
actually standing in the crowd, watching a play, I would be too short
to see anything. When I consider this, I think of all the other
limiting factors I would have faced if I had lived in the seventeenth
century. I wouldn’t have been able to see: I am nearsighted and back
then I would not have access to proper eyeglasses. I would have
probably caught the plague anyway.
Then there’s the undeniable fact that a person like me, with mixed
race ancestry, would be unlikely to exist in Elizabethan England. As
of yet, I’ve never heard of a half-Asian woman living in Britain
during Shakespeare’s time. If there had been one, she probably
would have been displayed as a curiosity, like Pocahontas.
Yet if I could take a time machine back, I doubt anyone would give
me a second glance. With my pale skin and European features, I
look as white as any other Anglo-Saxon. On the other hand, my
darker-skinned Chinese-American mother would not blend in at all.
If we were not traveling together, I wonder if people would be able
to tell we are related.
Shakespeare’s Globe is the first stop on our literary pilgrimage. Next

up, we visit Westminster Abbey, home to graves and memorials of
dozens of prominent British writers. Inside the abbey, tourists
shuffle down the nave and from one tomb to another, listening
intently to their free audio guides. The dead kings and queens, the
coronation throne, all the relics of the British Empire pique my
interest, but I am not satisfied until at last we arrive in Poets’ Corner.
I’m overwhelmed by all the familiar names, carved into stone:
Chaucer, Longfellow, Marlowe, Dickens, Shakespeare, Keats,
Shelley. Almost all men, save for a few notable exceptions — the
Brontë sisters and Jane Austen. These are the literary greats that I’ve
idolized since I was a teenager. They all write in English, my only
native language, and the language of my father’s side of the family. I
don’t know of any writers who write in the language of my mother’s
family, Cantonese.
A er our tour, my mother and I try out the British tradition of

a ernoon tea in the abbey’s Cellarium. We eat currant scones with
clotted cream. When the servers offer us milk and sugar to add to
our tea, we shake our heads and laugh. We take our tea black. I have
learned from my mother that this is only way to drink tea, steeping
the tea leaves for so long that murky darkness overwhelms the mug.
Adding something sweet to the tea would ruin its rich bitterness.
In the Heathrow airport at the end of our trip, my mother and I
realize we have forgotten to buy tea from the official Twinings shop
when we visited. She grabs a few tins from the store in the terminal.
“If anyone asks, we didn’t get these from the airport,” she tells me. It
will be our little secret when we get back and give these tins as gi s
to our friends and relatives. Does it matter where we bought the tea,
when the tea leaves were probably picked by laborers in India or
China? A er all, tea originated in Ancient China, and only became a
British staple when the British started growing it in India, which was
under colonial rule. Yet when we think of tea, we o en associate it
with British culture, as if it arrived in Britain fully formed, divorced
from the history of colonial oppression. As long as the tea has the
Twinings brand stamped on it, the source of the tea is irrelevant.
The tea is British.
When my mother goes to a Chinese restaurant, she asks loudly for

“cha” in her best Cantonese accent. It’s one of the few words she
knows how to say in Cantonese, and she announces this word and
the handful of phrases she learned as a child like an incantation
when the waiter seats us. It’s not just the food she’s hoping will
appear, but also the recognition from the waiter that these words
also belong to her.
“Saam,” she says, when she, my father, and I walk into a bustling
dim sum restaurant. Three. She gestures at the three of us, to show
we are one party. The waiter answers back in Cantonese. This is
beyond my mother’s level of understanding, so she switches to
English. Still, when we order our food, we let her speak to the
waiter, as if she is our translator. She peppers Cantonese words into
her order, mostly names of food dishes: gai Ian, cheung fan, ha gow,
daan tat, cha siu bao. Here, in restaurants where servers walk by with
carts, trying to entice us with steamed dumplings in bamboo
containers, is where I learn my mother’s culture.
The first person to call me “hapa” was my grandfather, who grew up

in Hawaii. His family emigrated from China to Oahu two
generations before he was born, when Hawaii still had a monarch.
He sprinkled Hawaiian pidgin and Cantonese words into his English
and told me stories about growing up on the islands, how his
parents who worked at a pineapple cannery brought the sweet fruit
home so o en that he grew to hate its taste. “Hapa,” he told me,
meant half in Hawaiian. It was short for “hapa haole,” or, half-white.
This used to be a derogatory term for mixed-race people, but my
grandpa used it as a term of endearment. Still, by calling me “hapa,”
he defined me not by what we shared, but by how we were different.
At school, I told people I was half-Chinese, choosing to identify as

the half that was different than most of my classmates, who were
white. One of my friends in high school jokingly called me “Wasian”
— a combination of white and Asian. She said that I fit the stereotype
of a half-Asian kid well: I had high grades, but I wasn’t as good at
math as the full Asian kids. At the time, I laughingly accepted this
moniker. But something about it didn’t seem right. My mother likes
to say she defied the stereotype of the smart Asian kid because she
was never very good at academics. Her classmates tried to cheat by
looking at her tests, and she didn’t stop them. She would just tell
them, “Go ahead and copy my answers, but you’re probably not
going to get an A.”
On the other hand, I excelled at school, and I let my good grades

define me. I was a geek, a nerd, a bookworm. But I was also hapa,
which, by the time I got to college, had become a more widespread
term to refer to anyone with part-Asian heritage. I didn’t know how
these two parts of me fit together — being hapa and also loving
books. They existed in two different realms.
I was lucky to have parents who took me on trips to places around

the world. Neither of them had the experience of visiting another
country until they were adults. They wanted to give me the chance
to see the world even as a child. So we vacationed in distant locales,
usually places that my dad had already visited on business trips:
Sydney, Australia, Rotterdam, the Netherlands, Vancouver, Canada.
When I was fourteen, we traveled to Rome.
I told my parents that while we were in Rome, we had to visit the

Shelley-Keats house, a small apartment at the base of the Spanish
steps where the poet Keats spent the last months of his life. At the
time, I had not read much of the Romantic poets, but the little I
knew about them, their tragic fates and scandalous love affairs,
made me want to learn more. I wasn’t clear back then how Keats and
Shelley were related, although I knew plenty about Mary Shelley; I
adored Frankenstein. The Creature was my favorite character. I
mourned for the cruel way the world treated him; I understood why
he lashed out against a world that was hostile to him from the
moment it laid eyes on his ugliness. I was in the midst of my teenage
awkward phase, with acne erupting on my face and braces on my
teeth. Now the comparison seems absurd, but when I was fourteen
it made sense to me. When I was twenty-two, I came back to Rome,
this time on my own, and visited the Shelley-Keats house again.
Pacing around the three cramped rooms of the small museum, I felt
the magic that it held for me as a teenager was missing. Now I knew
that Keats and Shelley had not traveled to Italy together; Shelley
never even lived in the house. I pored over the letters they had on
display, trying to discern the words of their loopy cursive and
finding that they looked just as much like gibberish to me as the
Latin inscriptions on Roman monuments. A sign in Keats’ bedroom
explained that none of the furniture in the room is original. When
Keats died of tuberculosis, they burned all of his furniture. So the
bed, the writing desk — all of these were a reconstruction, a
museum set of antiques meant to stand in for objects that were
much more precious.
This was not the bed where Keats died, I kept thinking. In this room,
he took his final breath, but that dissipated long ago. There was a
painting of the view from the room’s window, depicting how the
Piazza di Spagna would have looked to Keats. I liked that painting
better than anything else in the room. It seemed to get at the heart
of what I wanted to know: what was it like to be here with Keats,
gazing out the window at the carriages passing by?
The now celebrated poet spent the last few months of his life in
incredible pain, bedridden in that room. The Roman air didn’t cure
him, and I imagine the noises from the square below — the hoof
beats from horses, the cries of the merchants, the peals of laughter,
the screams of children playing in the fountain — disturbed his
sleep. It isn’t fair. He should have had a long life. He should have had
a chance to marry and write more poetry.
I don’t know why I care so much about a dead poet who lived two
hundred years ago. Maybe it’s because I’ve trod the same paths as
him, traveling through Europe. Or maybe it’s because I can step
where Keats stepped, watch the view of the sunset filtering through
Via Condotti from the top of the Spanish steps, and understand what
his experience was like through his words. He le poetry behind and
letters and journals and all sorts of tangible markers of his
existence. The vast majority of dead people don’t have that luxury to
speak so directly to people currently living. I will never know what
life was like for my great-great-grandparents who immigrated from
China to Hawaii in the late 1800’s, and even though my grandparents
told me about their own lives, they are gone now and any untold
stories have vanished with them.
My parents and I hit all the main sights in Rome — the Roman
forum, the Colosseum, Castel Sant’Angelo, the Vatican — but we also
spend an entire day searching for the one street that makes up
Rome’s Chinatown. I’m not sure where my mother even got the idea
that there was a Chinatown in Rome, but she insists that we look for
it. She is craving some authentic Chinese food, and she wants to see
what Italy had to offer. We take the metro to the Esquilino district
which supposedly contains Chinese shops and stores. My dad and I
glance at each other and roll our eyes. We’re both used to my mother
fixating on something ridiculous like this, and we know from
experience that it’s better to just go along with it.
My mother circles the street on the map, but the map is of little use.
Under the heat of the June sun, my parents and I pace the
cobblestones for hours, peeking into alleyways, turning down side
streets, checking the map again and again. By this time, it’s almost 2
PM, when many restaurants take their midday break and close. We
are famished. I grow angrier with my mother by the minute. With
all Rome had to offer, why are we wasting a whole day trying to find
Chinese food? I don’t protest out loud because I know my mother
will snap right back at me, and it will lead to a fight.
Then, at last, we spot Chinese characters on a store awning. We

aren’t sure if it is even the street we were looking for, but it is good
enough for my mother. My father and I are just relieved to be able to
rest our feet and eat something. We enter the dingy restaurant,
whose blinds shield the light from coming in. It looks nothing like a
Chinese restaurant at home. There are no circular tables, no Lazy
Susans, no Chinese paintings with bold ink brushstrokes on the
walls, no golden buddhas hidden in a corner. It has neat rectangular
tables and checkered tablecloths, and it looks just like any other
restaurant in Rome, only darker. I wonder why they let so little light
seep into the restaurant. Maybe so we cannot examine the food too
closely.
My mother tries to order using Cantonese, but the waitress responds

in Mandarin. We look over the menu, unable to read the Italian or
the Chinese. We order with broken words and exaggerated gestures.
Whenever my family eats at a Chinese restaurant at home, the

waiters give my mother chopsticks and my father and I forks. It’s
one of those weird instances that reminds you that everyone around
you is always assessing you and putting you into a category. My mom
fits into the Chinese category, and my dad and I into the white. But
here they don’t even have chopsticks to give out to us. There are only
forks.
At last, they bring out the noodles. From the first bite they taste
strange, wrong. Too firm, not slippery enough. They are not rice
noodles, but pasta, and the sauce is not oyster sauce or fish sauce or
even soy sauce. It’s tomato-based, but it is not like the tomato chow
mein I sometimes eat at home, with cooked tomatoes slices and
onions. This sauce has the consistency and flavor of marinara. It has
oregano, not ginger. I don’t spit it out, and I don’t say anything out
loud, although the waiter would not understand me if I did. My
mother and I look at each other, and I know we are thinking the
same thing. The food tastes like disappointment.
On my various trips to Europe, I’ve learned to lower my expectations

for Chinese food because it never tastes quite right. I tried a Chinese
restaurant in France when I lived there because I needed to satisfy
my craving for dumplings and noodles. The restaurant was in
Strasbourg, the biggest city in Alsace. My French friend
recommended it, and since he had lived in the U.S. before I thought
he would be a decent judge of Chinese food.
The noodles were made from rice this time, but they were served on
their own without any sort of meat or vegetables mixed in. They did
not have enough soy sauce on them, so they tasted bland. The
dumplings, which on the French menu were called “Chinese
Ravioli,” came out on a platter, still crackling from the pan. The first
bite I took started out promising — the chewy, greasy texture felt
familiar in my mouth. But the meat filling tasted nothing like pot
stickers at home. There were no crunchy chives in it or ginger or
even cabbage to round out the savory flavor of the meat. It was just a
meatball wrapped in dough. And it was all wrong.
Then again, what made my version of Chinese food “right?” The

Chinese cuisine that I know and love isn’t “real” Chinese food. I’ve
never been to China, but I know that Americanized Chinese food is a
breed of its own, created by the ingenuity of Chinese immigrants
flocking to California in search of gold. In the mining camps, and
then later, in their restaurants, they threw together whatever
ingredients they had available, including vegetables that didn’t even
grow in China, like broccoli and tomatoes, and mixed in the spices
and sauces they could import from home to concoct something
distinct. Eventually, they perfected their recipes until they were just
sweet and exotic-sounding enough to pull in the American
customers who wanted a taste of “the Orient.” The result are the
familiar dishes that my family eats at banquets: Broccoli and Beef,
Snow Peas and Water Chestnuts, Lettuce Wraps, Kung Pao Chicken,
Peking Duck.
When I was growing up, my grandparents on my mother’s side

attended every school function that featured me, their only
grandchild. In their house, they had a whole wall with pictures of
me on it and cards I had given them. There was a poster made of
construction paper that I had made for Grandparent’s Day tacked on
the wall. On Grandparent’s Day, we had an assembly where we told
our grandparents “I love you” in different languages and each
person chose a language to write in on their poster. I wrote mine in
Hawaiian: “Aloha Nui Loa” I love you very much. They kept that
poster above all the other pictures, like it was the title of gallery
exhibition.
My grandparents house was always littered with newspapers,

magazines, unopened letters and classified ads. My grandfather
subscribed to technical magazines. He was a jack-of-all-trades,
always fiddling with broken machines. He was the family member
you called when you had a plumbing problem or needed someone to
help you put up a fence. My grandmother was quiet. She didn’t like
to talk about her past because she grew up in an orphanage for
Chinese girls in San Francisco. She liked to buy expensive make-up
and she stashed cash in the nooks and crannies of the house. I don’t
think I ever saw either of them read a book.
The private middle school I attended in Berkeley had a tradition of

putting on a Shakespeare play every year. The performances were
about as good as you would expect from a bunch of pre-teens, which
is, to say, not very good. Still, these shows were my first exposure to
Shakespeare, and I grew up adoring his plays.
As Shakespeare’s shortest play, The Tempest was possible to perform

in one sitting without abridging the text. The character I played,
Ariel, popped up in almost every scene, casting spells on the other
characters, so I had a lot of lines to memorize. I don’t think I’ve
studied harder or practiced more for anything in my entire life than
I did for that play. For months I whispered the lines to myself at
home and at school. While I was waiting in line at the grocery store
with my mom, I would chant my cues and response. While I ate
dinner, I would recite them between bites. I wanted to get the lines
exactly write, just as Shakespeare wrote them.
In my Shakespeare class in college, I learned the postcolonial
critique of The Tempest, how it’s really about the imperial power of
Prospero, the civilized white master, who controls the elements and
enslaves the degenerative native Caliban. Shakespeare was writing
during the age of exploration, when the British Empire colonized
half of the world and claimed that it was doing the world a favor by
spreading Christian civilization through violent takeover. While
Caliban — ugly, brutish, and savage — fulfills the stereotype of the
frightening racial other, Ariel, who is also enslaved, can be viewed
as the prototype of the Uncle Tom figure, or, perhaps, as the model
minority. He eagerly obeys Prospero, preferring to serve him as well
as he can and wait until Prospero grants him freedom, rather than
rebel. When he asks for his freedom, Prospero reminds him that he
saved Ariel from a much worse fate; his last master, the horrid witch
Sycorax, who imprisoned the delicate spirit inside a tree. For all of
Prospero’s supposed fondness for Ariel, he tells the spirit that if
Ariel complains, Prospero will shut him up in the tree again, this
time for good.
Work hard and play by rules, and someday you’ll be granted

freedom, the play tells us. If you don’t, you deserve whatever
punishment you get.
My mother never learned her parent’s native language, and for the
most part, rejected her Chinese background, preferring instead the
culture of the Rolling Stones and Lucille Ball. As the first person in
her family to graduate from college and as the owner of a small
business, she’s quite the American success story; a real “self-made”
woman and the ideal assimilated minority. I sometimes joke that my
mother is the whitest Chinese person I know.
As an adult, my mother regretted not having a stronger connection

to her culture. She wanted me to learn what she had not, so she sent
me every summer to Hip Wah, a Chinese summer school in
Oakland. It was not an immersion program, and it didn’t focus much
on language. Instead, it taught a bunch of Americanized Chinese
kids to appreciate our “heritage.” We took brush-painting lessons,
practiced Kung Fu, hung paper lanterns, colored pictures of zodiac
animals, and learned the same ten words of Mandarin, which we
would promptly forget as soon as the summer ended and then re-
learn a year later. I was one of the only mixed race kids in the
school. The only white kids in my class were two blond sisters,
daughters of the former Mormon missionary who taught our
Mandarin lessons.
My favorite part of Hip Wah was the reading contest. The school had
a library of children’s books by Chinese-American authors, and each
class competed against the other classes to see who could read the
most books by the end of the month-long program. Being the book
nerd that I was, I devoured most of the books in the library. I read all
of Lawrence Yep’s historical novels about Chinese laborers working
on the railroads or mining gold. I read books by Amy Tan and
Lensey Namioka about girls who feet were bound and who came to
the U.S. as picture brides, marrying strangers they had never met. At
the time, I thought these books were good stories, but I didn’t think
they were literature, not like Keats and Shelley and Shakespeare.
Literature in my mind equaled dead white men. It wasn’t until I got
to college that I fully appreciated Hip Wah for exposing me to the
narratives of Chinese-Americans and other people of color whose
stories don’t get told nearly o en enough. I saw my family and
myself in those books, and I realized that I had stories to tell, too.
In my first writing workshop in college, I had a professor, the writer

Fae Ng, who encouraged me to write the stories I had inside me, my
family’s stories.
“But how can I write about my family when I don’t even speak their
language?” I asked her.
“You don’t have to know Cantonese to be able to write about your

family,” she told me. “Do your research, but also write what you
know. That is the best material you have.”
I know what I don’t know: I had a Chinese name once, but I lost it.
One time at Hip Wah, we had to tell our Mandarin teacher our
Chinese names because we were going to write them out in
characters on a poster. That week, I asked my Grandpa what my
Chinese name was. Meanwhile, my white Mandarin teacher
assumed without asking me that I didn’t have a Chinese name. She
gave me one, christening me (Mă Iì), beautiful horse, which
sounds like my name in English. I don’t remember why I didn’t ask
her to call me by real Chinese name. Maybe I thought it would
confuse her, since it was in Cantonese. Still, I have this sticky
memory of what I thought was my Chinese name. I even remember
writing it down.
A few years ago, I googled what I thought was my Chinese name, Siu
Mai. Spoiler alert: It’s a type of dumpling. My mother used to put
them in my lunches in high school and my white friends made fun
of me for eating them, telling me that they looked like testicles. Why
are you eating pigs’ balls, they taunted me. At some point, the
dumplings started tasting disgusting to me because I couldn’t get
that image out of my head when I saw them packed into a
Tupperware. I began to throw them out without telling my mother.
Surely that couldn’t be my real Chinese name. I must be

misremembering the name my grandpa told me. My grandpa wasn’t
a malicious man, but he had a strange sense of humor. One time at a
family banquet when I was a kid, he used his chopsticks to pluck the
eye from fish on the table and offered it to me.
“Ew! No!” I protested. “That’s gross.”
“The eye is the best part,” he told me, and slurped it down. Then he
winked.
I wonder if he really did tell me that Siu Mai was my Chinese name.
Maybe he got a kick out of it. He used to make me repeat back
Cantonese phrases to him. My favorite one was
(Happy New Year), which I would pronounce “Gong hay fa choy.” My
horrible accent made him laugh.
He died when I was fourteen from lung cancer caused by asbestos

festering in his lungs for decades from his years working as a
shipwright. With him, he took my Chinese name. For all I know, he
was calling me a dumpling, and he thought one day I would figure it
out, and we would laugh at it together, the little joke we shared.
READING FOR MEANING
1. Read to Summarize. Write a sentence or two explaining the

importance of language and culture in this literacy narrative.
this selection, which its title tells us is a literacy narrative.
Referring to the section in this chapter about literacy narratives
(pp. 70–72), how do you see this piece fitting into that genre?
analyzing an assumption you find intriguing in Montgomery’s
essay. For example:
Assumptions about how others view us. List the different

assumptions that Montgomery makes about how others view
her. To think critically about these assumptions, consider
questions like these:
What differences and similarities do you see in the
assumptions made by the different kinds of people (for
example, friends, family, strangers) Montgomery describes?
How do you think these assumptions impact how
Montgomery views herself in relation to her family and to
Cantonese culture? How do you know?
Assumptions about literature. Throughout her essay

Montgomery, discusses many different books she has read. She
writes of Chinese-American writers, “At the time, I thought
these books were good stories, but I didn’t think they were
literature, not like Keats and Shelley and Shakespeare.
Literature in my mind equaled dead white men.” To think
critically about this assumption, consider questions like these:
How do you think Montgomery’s realization that the stories of
Chinese-Americans and other people of color don’t get told
o en enough informed her decision to write this literacy
narrative?

Describing a Place
To describe a place, a writer may use comparisons in the form of

similes and metaphors to help enrich the overall impression of the
place and help readers visualize it. Montgomery opens her essay
with a description of the Globe Theatre. She uses a simile to help
convey her impression of the place:
Its white timbered exterior glows like the page of a glossy picture book .
ANALYZE & WRITE

Write a paragraph or two analyzing how Montgomery describes some of the other
places she discusses in her essay. These places may include the various sites she visits
in Europe or the Chinese restaurants she describes visiting with her mother and
father.
1. Choose two places that resonate most for you as a reader and explain what it is
about how Montgomery describes those places that leaves you with such a strong
impression. Use specific examples from the text.
2. Also note Montgomery’s use of the describing strategies of naming, detailing, and
comparing. Pick a place or two that she describes. Which aspects of those places
does she name and detail? Which sense(s) does she use to give readers an
impression of these places? What is the dominant impression that you get from
her description?
Saira Shah
Longing to Belong
Saira Shah (b. 1964) is a journalist and documentary filmmaker. The daughter of an
Afghan father and Indian mother, she was born and educated in England. A er
graduating from the School of Oriental and African Studies at London University,
Shah began her career as a freelance journalist and eventually became a war
correspondent, receiving the Courage under Fire and Television Journalist of the Year
awards for her risky reporting on conflicts in some of the world’s most troubled areas.
She is best known in the United States for her undercover documentary films about
the Taliban rule in Afghanistan, Beneath the Veil (2001) and Unholy War (2002).
“Longing to Belong,” originally published in the New York Times Magazine in 2003, is
adapted from Shah’s autobiography, The Storyteller’s Daughter (2003), which relates her
search to understand her father’s homeland of Afghanistan.
Before you read, think about any experiences you might have had as an
outsider longing to belong, such as when you moved to a new school or joined a
club.
As you read, think about how Shah conveys her search for her ethnic identity
and the sense of cultural dislocation she experiences.
The day he disclosed his matrimonial ambitions for me, my uncle

sat me at his right during lunch. This was a sign of special favor, as it
allowed him to feed me choice tidbits from his own plate. It was by
no means an unadulterated pleasure. He would o en generously
withdraw a half-chewed delicacy from his mouth and lovingly cram
it into mine — an Afghan habit with which I have since tried to come
to terms. It was his way of telling me that I was valued, part of the
family.
My brother and sister, Tahir and Safia, and my elderly aunt Amina
and I were all attending the wedding of my uncle’s son. Although my
uncle’s home was closer than I’d ever been, I was not yet inside
Afghanistan. This branch of my family lived in Peshawar, Pakistan.
On seeing two unmarried daughters in the company of a female
chaperone, my uncle obviously concluded that we had been sent to
be married. I was taken aback by the visceral longing I felt to be part
of this world. I had never realized that I had been starved of
anything. Now, at 17, I discovered that like a princess in a fairy tale,
I had been cut off from my origins. This was the point in the tale
where, simply by walking through a magical door, I could recover
my gardens and palaces. If I allowed my uncle to arrange a marriage
for me, I would belong.
Over the next few days, the man my family wished me to marry was
introduced into the inner sanctum. He was a distant cousin. His
luxuriant black mustache was generally considered to compensate
for his lack of height. I was told breathlessly that he was a fighter
pilot in the Pakistani Air Force. As an outsider, he wouldn’t have
been permitted to meet an unmarried girl. But as a relative, he had
free run of the house. Whenever I appeared, a female cousin would
fling a child into his arms. He’d pose with it, whiskers twitching,
while the women cooed their admiration.
A huge cast of relatives had assembled to see my uncle’s son marry.

The wedding lasted nearly 14 days and ended with a reception. The
bride and groom sat on an elevated stage to receive greetings. While
the groom was permitted to laugh and chat, the bride was required
to sit perfectly still, her eyes demurely lowered. I didn’t see her
move for four hours.
Watching this tableau vivant of a submissive Afghan bride, I knew

that marriage would never be my easy route to the East. I could live
in my father’s mythological homeland only through the eyes of the
storyteller. In my desire to experience the fairy tale, I had
overlooked the staggeringly obvious: the storyteller was a man. If I
wanted freedom, I would have to cut my own path. I began to
understand why my uncle’s wife had resorted to using religion to
regain some control — at least in her own home. Her piety gave her
license to impose her will on others.
My putative fiancé returned to Quetta, from where he sent a

constant flow of lavish gi s. I was busy examining my hoard when
my uncle’s wife announced that he was on the phone. My intended
was a favorite of hers; she had taken it upon herself to promote the
match. As she handed me the receiver, he delivered a line culled
straight from a Hindi movie: “We shall have a love-match, ach-cha?”
Enough was enough. I slammed down the phone and went to find
Aunt Amina. When she had heard me out, she said: “I’m glad that
finally you’ve stopped this silly wild goose chase for your roots. I’ll
have to extricate you from this mess. Wait here while I put on
something more impressive.” As a piece of Islamic one-upmanship,
she returned wearing not one but three head scarves of different
colors.
My uncle’s wife was sitting on her prayer platform in the drawing

room. Amina stormed in, scattering servants before her like chaff.
“Your relative … ,” was Amina’s opening salvo, “ … has been making
obscene remarks to my niece.” Her mouth opened, but before she
could find her voice, Amina fired her heaviest guns: “Over the
telephone!”
“How dare you!” her rival began.
It gave Amina exactly the opportunity she needed to move in for the
kill. “What? Do you support this lewd conduct? Are we living in an
American movie? Since when have young people of mixed sexes
been permitted to speak to each other on the telephone? Let alone to
talk — as I regret to inform you your nephew did — of love! Since
when has love had anything to do with marriage? What a dangerous
and absurd concept!”
My Peshawari aunt was not only outclassed; she was out-Islamed

too. “My niece is a rose that hasn’t been plucked,” Amina said. “It is
my task as her chaperone to ensure that this happy state of affairs
continues. A match under such circumstances is quite out of the
question. The engagement is off.” My uncle’s wife lost her battle for
moral supremacy and, it seemed, her battle for sanity as well. In a
gruff, slack-jawed way that I found unappealing, she made a sharp,
inhuman sound that sounded almost like a bark.
READING FOR MEANING
1. Read to Summarize. Write a few sentences explaining what

happened in this story and the roles played by Shah’s two aunts.
2. Read to Respond. Write a paragraph about anything that seems
surprising, such as Shah’s uncle’s assumption that she and her
sister were sent to Pakistan “to be married” (par. 2) or Shah’s
realization that “[i]f I wanted freedom, I would have to cut my
own path” (par. 5).
analyzing an assumption you find intriguing in Shah’s essay. For
example:
Assumptions about the values underlying cultural differences.

Shah begins her story by describing how her uncle feeds her
(par. 1). Shah seems ambivalent about this “Afghan habit” —
expressing distaste as well as gratitude.
What do you think are the beliefs or values underlying Shah’s
mixed feelings about her uncle’s “Afghan habit”?
If you have experienced cultural difference, what was your
attitude and what values affected your way of thinking?
Assumptions about the influence of fairy tales. Shah describes
herself as “a princess in a fairy tale” (par. 2) in her father’s
“mythological homeland” (par. 5), but romantic stories about
princesses such as Cinderella and The Little Mermaid are also
popular in America.
What are girls — and perhaps also boys — taught by the fairy
tales with which you are familiar?
How does Shah achieve a critical perspective toward her own
“desire to experience the fairy tale” (par. 5)?
Narrating the Story
Like most autobiographers, Shah employs elements of the dramatic

arc to arouse readers’ curiosity and build suspense, leading us to
wonder what will result of her uncle and his wife’s “matrimonial
ambitions” for her (par. 1). The opening scene (par. 1) dramatizes
the intimate parental attitude her uncle adopts toward her, initiating
the matchmaking story. Paragraph 2 provides exposition, using
Shah’s remembered feelings and thoughts to explain her internal
conflict that is ultimately acted out in the power struggle between
her uncle’s wife and Aunt Amina.
ANALYZE & WRITE

Write a paragraph or two analyzing how Shah constructs her narrative.
1. Look back at the dramatic arc (Figure 3.1, p. 77) and reread Shah’s story, noting
in the margin where you find additional exposition, rising action, climax, falling
action, and resolution and reflection. (Don’t be surprised if some of the elements
are very brief or missing altogether.)
2. How useful is the dramatic arc as a tool for analyzing Shah’s autobiographical
story? How does it help you understand how different scenes relate to one
another and how they dramatize the central conflict?
Combining Reading Strategies

Contextualizing in Order to Reflect on Challenges to Your
Beliefs and Values
For help reflecting on challenges to your beliefs and values, see Chapter 2, pp. 57.
For help contextualizing, see Chapter 2, pp. 50.
Contextualize and reflect on Saira Shah’s autobiographical narrative “Longing to Belong,” by

responding to the following writing prompts:
Describe the argument between the two aunts in paragraphs 7–10. How do they
compare? What kinds of arguments do the women use? How does their argument
draw on their cultural and religious context?
Describe the historical and cultural context in “Longing to Belong.” Consider how your
response to the reading might differ based on your understanding of the piece’s
context.
Examine the bases of your personal response to this narrative. How is your response
informed by your own beliefs about arranged marriages?
Write a paragraph reflecting on the differences and similarities between your beliefs
and values and those of the author and her family members, as represented in the
narrative.
Jenée Desmond-Harris
Tupac and My Non-Thug Life
Jenée Desmond-Harris is a staff editor at the New York Times op-ed page. Previously she
was a staff writer at Vox.com and at the Root, an online magazine dedicated to African
American news and culture. She writes about the intersection of race, politics, and
culture in a variety of genres. She has also contributed to Time magazine, MSNBC’s
Powerwall, and xoJane on topics ranging from her relationship with her grandmother,
to the political significance of Michelle Obama’s hair, to the stereotypes that hinder
giving to black-teen mentoring programs. She has provided television commentary on
CNN, MSNBC, and Current TV. Desmond-Harris is a graduate of Howard University
and Harvard Law School, and was a recipient of a John S. Knight Journalism
Fellowship at Stanford University, where she investigated “how journalists who cover
stories related to the African American experience can enrich their work with
essential context about race and racial inequality.” The selection below was published
in the Root in 2011. It chronicles Desmond- Harris’s reaction to the murder of rap icon
Tupac Shakur in a Las Vegas drive-by shooting in 1996. She mentions Tupac’s mother,
Afeni, as well as the “East Coast–West Coast war” — the rivalry between Tupac and the
Notorious B.I.G., who was suspected of being involved in Tupac’s murder.
Before you read, recall a public event that affected you. Reflect on why
something that didn’t affect you personally nevertheless had an emotional
impact on you.
As you read, consider how the photograph that appeared in the Root article and
that is reproduced here contributes to readers’ understanding of the young
Desmond-Harris’s reaction to the news of Tupac’s death. How does the photo
influence your understanding of the author’s persona, or self-presentation?
I learned about Tupac’s death when I got home from cheerleading

practice that Friday a ernoon in September 1996. I was a sophomore
in high school in Mill Valley, Calif. I remember trotting up my
apartment building’s stairs, physically tired but buzzing with the
frenetic energy and possibilities for change that accompany fall and
a new school year. I’d been cautiously allowing myself to think during
the walk home about a topic that felt frighteningly taboo (at least in
my world, where discussion of race was avoided as delicately as
obesity or mental illness): what it meant to be biracial and on the
school’s mostly white cheerleading team instead of the mostly black
dance team. I remember acknowledging, to the sound of an 8-count
that still pounded in my head as I walked through the door, that I
didn’t really have a choice: I could memorize a series of stiff and
precise motions but couldn’t actually dance.
My private musings on identity and belonging — not original in the

least, but novel to me — were interrupted when my mom heard me
slam the front door and drop my bags: “Your friend died!” she called
out from another room. Confused silence. “You know, that rapper you
and Thea love so much!”
MOURNING A DEATH IN VEGAS
The news was turned on, with coverage of the deadly Vegas shooting.
Phone calls were made. Ultimately my best friend, Thea, and I were
le to our own 15-year-old devices to mourn that weekend. Her
mother and stepfather were out of town. Their expansive, million-
dollar home was perched on a hillside less than an hour from Tupac’s
former stomping grounds in Oakland and Marin City. Of course, her
home was also worlds away from both places.
We couldn’t “pour out” much alcohol undetected for a libation, so we
limited ourselves to doing somber shots of liqueur from a well-
stocked cabinet. One each. Tipsy, in a high-ceilinged kitchen
surrounded by hardwood floors and Zen flower arrangements, we
baked cookies for his mother. We packed them up to ship to Afeni
with a handmade card. (“Did we really do that?” I asked Thea this
week. I wanted to ensure that this story, which people who know me
now find hilarious, hadn’t morphed into some sort of personal urban
legend over the past 15 years. “Yes,” she said. “We put them in a
lovely tin.”)
On a sound system that echoed through speakers perched discreetly

throughout the airy house, we played “Life Goes On” on a loop and
sobbed. We analyzed lyrics for premonitions of the tragedy. We, of
course, cursed Biggie. Who knew that the East Coast–West Coast war
had two earnest soldiers in flannel pajamas, lying on a king-size bed
decorated with pink toe shoes that dangled from one of its posts?
There, we studied our pictures of Tupac and re-created his tattoos on
each other’s body with a Sharpie. I got “Thug Life” on my stomach. I
gave Thea “Exodus 1811” inside a giant cross. Both are flanked by
“West Side.”
A snapshot taken that Monday on our high school’s front lawn (seen
here) shows the two of us lying side by side, shirts li ed to display the
tributes in black marker. Despite our best efforts, it’s the innocent,
bubbly lettering of notes passed in class and of poster boards made
for social studies presentations. My hair has recently been
straightened with my first (and last) relaxer and a Gold ’N Hot flatiron
on too high a setting. Hers is slicked back with the mixture of Herbal
Essences and Blue Magic that we formulated in a bathroom
laboratory.
My rainbow-striped tee and her white wifebeater capture a transition

between our skater-inspired Salvation Army shopping phase and the
next one, during which we’d wear the same jeans slung from our hip
bones, revealing peeks of flat stomach, but transforming ourselves
from Alternative Nation to MTV Jams imitators. We would get bubble
coats in primary colors that Christmas and start using silver eyeliner,
trying — and failing — to look something like Aaliyah.
MIXED IDENTITIES: TUPAC AND ME
Did we take ourselves seriously? Did we feel a real stake in the life of
this “hard-core” gangsta rapper, and a real loss in his death? We did,
even though we were two mixed-race girls raised by our white moms
in a privileged community where we could easily rattle off the names
of the small handful of other kids in town who also had one black
parent: Sienna. Rashea. Brandon. Aaron. Sudan. Akio. Lauren. Alicia.
Even though the most subversive thing we did was make prank calls.
Even though we hadn’t yet met our first boyfriends, and Shock G’s
proclamations about putting satin on people’s panties sent us into
absolute giggling fits. And even though we’d been so delicately cared
for, nurtured and protected from any of life’s hard edges — with
special efforts made to shield us from those involving race — that we
sometimes felt ready to explode with boredom. Or maybe because of
all that.
I mourned Tupac’s death then, and continue to mourn him now,

because his music represents the years when I was both forced and
privileged to confront what it meant to be black. That time, like his
music, was about exploring the contradictory textures of this
identity: The ambience and indulgence of the fun side, as in
“California Love” and “Picture Me Rollin’.” But also the burdensome
anxiety and outright anger — “Brenda’s Got a Baby,” “Changes” and
“Hit ’Em Up.”
For Thea and me, his songs were the musical score to our transition
to high school, where there emerged a vague, lunchtime geography
to race: White kids perched on a sloping green lawn and the benches
above it. Below, black kids sat on a wall outside the gym. The bottom
of the hill beckoned. Thea, more outgoing, with more admirers
among the boys, stepped down boldly, and I followed timidly. Our
formal invitations came in the form of unsolicited hall passes to go to
Black Student Union meetings during free periods. We were assigned
to recite Maya Angelou’s “Phenomenal Woman” at the Black History
Month assembly.
The author (le ) with her friend Thea
Description
Tupac was the literal sound track when our school’s basketball team
would come charging onto the court, and our ragtag group of
cheerleaders kicked furiously to “Toss It Up” in a humid gymnasium.
Those were the games when we might breathlessly join the dance
team a er our cheer during time-outs if they did the single “African
step” we’d mastered for BSU performances.
EVERYTHING BLACK — AND COOL

… Blackness became something cool, something to which we had
brand-new access. We flaunted it, buying Kwanzaa candles and
insisting on celebrating privately (really, just lighting the candles and
excluding our friends) at a sleepover. We memorized “I Get Around”
and took turns singing verses to each other as we drove through
Marin County suburbs in Thea’s green Toyota station wagon. Because
he was with us through all of this, we were in love with Tupac and
wanted to embody him. On Halloween, Thea donned a bald cap and a
do-rag, penciled in her already-full eyebrows and was a dead ringer.
Tupac’s music, while full of social commentary (and now even on the
Vatican’s playlist), probably wasn’t made to be a treatise on racial
identity. Surely it wasn’t created to accompany two girls (little girls,
really) as they embarked on a coming-of-age journey. But it was there
for us when we desperately needed it.
READING FOR MEANING

conflict that underlies Desmond-Harris’s story and how she tries
to resolve it.
2. Read to Respond. Write a paragraph exploring anything that
resonates with your experience — such as Desmond-Harris’s
claim that Tupac’s music was the “sound track” for her youth
(par. 11) — or that seems surprising — such as Desmond-Harris’s
identification with Tupac, perhaps reflecting on why Desmond-
Harris and Thea give themselves Sharpie tattoos and take a
photograph showing them off (pars. 5–6).
analyzing an assumption you find intriguing in Desmond-
Harris’s essay. For example:
Assumptions about celebrity. The fi een-year-old Desmond-
Harris apparently thought of Tupac as someone she knew
personally, not as some distant star but as a family “friend” (par.
2). To think critically about assumptions regarding celebrity in
this essay, consider questions like these:
How do the media contribute to the sense that we have a
personal relationship with certain celebrities?
Critics like Daniel Boorstin argue that celebrities o en are
admired not because of their special talents or
achievements but simply because they are famous. Why
do you think Desmond-Harris is so enamored of Tupac?
Assumptions about identity. Desmond-Harris tells us that as a
teenager she began to explore what she calls “the contradictory
textures” — “the fun side” as well as “the burdensome anxiety
and outright anger” — of her biracial identity (par. 9). To think
critically about assumptions regarding identity in this essay,
consider questions like these:
Desmond-Harris describes the social and racial divisions
in her high school (par. 10). What kinds of divisions
existed in your high school and how did they affect how
you presented yourself to others?
In the last paragraph, Desmond-Harris explains that
during the period she is writing about, she and her friend
had “embarked on a coming-of-age journey” (par. 13).
What do you think she learned about herself from Tupac’s
life and from his death?
Events that have lasting significance nearly always involve mixed or

ambivalent feelings. Therefore, readers expect and appreciate some
degree of complexity. Multiple layers of meaning make
autobiographical stories more, not less, interesting. Significance that
seems simplistic or predictable makes stories less successful.
ANALYZE & WRITE

Write a paragraph or two analyzing Desmond-Harris’s handling of the complex personal
and cultural significance of Tupac’s death:
1. Skim the last two sections (pars. 8–13), noting passages where Desmond-Harris
tells readers her remembered feelings and thoughts at the time and her present
perspective as an adult reflecting on the experience. How does she use this dual
perspective to convey complexity?
2. Look closely at paragraph 8, and highlight the following sentence strategies:
Rhetorical questions (questions writers answer themselves)
Repeated words and phrases
Stylistic sentence fragments (incomplete sentences used for special effect)
What effect do these sentence strategies have on readers? How do they help
convey the significance of the event for Desmond-Harris?
Annotating and Taking Inventory in Order to

Compare and Contrast Related Readings
For help annotating and taking inventory, see Chapter 2, pp. 35–41.
Reread the autobiographical narratives “Longing to Belong” by Saira Shah (p. 96) and “Tupac
and My Non-Thug Life” by Jenée Desmond-Harris (p. 100).
As you read, annotate or take notes to keep track of how the readings handle their
narrator’s search for identity.
Once you’re done reading, take inventory of what you’ve read. Organize your
annotations or notes in order to prepare to compare and contrast the readings. What
similarities and differences do you see?
For help comparing and contrasting related readings, see Chapter 2, pp. 57–60.
Drawing on your annotations, now compare and contrast the autobiographical narratives by
thinking about the following issues.
Both stories show teenagers in search of their cultural identity. Write a paragraph
about how their searches are similar and different.
Both authors explore what Desmond-Harris calls “the contradictory textures” of the
alternative identity they are trying on (par. 9). Write a paragraph about how they
resolve their contradictory feelings, if at all.
Rhea Jameson
Mrs. Maxon
Rhea Jameson was a senior in college when she wrote the following literacy narrative
for an assignment in her advanced expository writing class. In this literacy narrative,
Jameson focuses on her experiences learning to write throughout high school and
college. She focuses, in particular, on how an early teacher affected her
understanding of writing, as well as on her development as a writer.
Before you read, reflect on your own experience of learning to write in school.
Do you recall specific lessons your teachers taught you? Did your teachers ever
disagree on what constitutes good writing or on the “rules” of writing?
As you read, consider whether Jameson’s ultimate attitude toward Mrs. Maxon
surprises you. What does Jameson appreciate about Mrs. Maxon? Based on how
Jameson opens the essay, did you expect the essay to end as it does?
Her hair always pulled back in a tight bun, her lips pursed even
tighter, Mrs. Maxon’s eyes bore into students as a drill bores into
wood. Mrs. Maxon was my sophomore year high school English
teacher, and she was tyrannical in her enforcement of writing rules.
She expected us to write in a specific regimented way, and if we did
not, we would not pass the class. She taught us that every essay
should have five paragraphs, and each paragraph should have three
sentences — no more, no less. The purpose of the first sentence was
to introduce the quotation that appeared in the second sentence.
The second sentence was comprised of the quote you had chosen to
use from whatever you had been assigned to read. The third
sentence interpreted that quote. These three-sentence paragraphs
had to be framed by an introduction and conclusion, structured, of
course, in a particular way. The conclusion was to be arranged in the
opposite order of the introduction, while making the very same
points. If you deviated from this structure you lost points, in Mrs.
Maxon’s own words, “for each infraction.” The phrase “for each
infraction” echoed in my head throughout my entire sophomore
year. Sometimes if I listen hard enough I can still hear Mrs. Maxon
saying it.
I can also still hear Mrs. Maxon asking, “Why aren’t you better at
this?”
She meant writing. As she asked me that question just a few weeks
into the school year I could feel my lunch turn over in my stomach. I
had told her and the rest of the class on our first day that I wanted to
be a journalist. I guess I wasn’t there yet.
All I could manage to say in response was “I dunno.”
Unsatisfied with my response, she asked with disgust, “Pardon?”
I grumbled, “I don’t know.”
Some students would have given up at that moment — they would

have believed they were weren’t good writers and focused their
attention on something else. But I didn’t. In fact, Mrs. Maxon’s
criticism made me want to become a better writer.
Therefore, I was pleased to find out that Mrs. Maxon didn’t only tell
us how many paragraphs and how many sentences each paragraph
of our essays should have, but she also told us exactly how these
sentences must be written. We had to start all sentences beyond the
first sentence of each paragraph with transitional phrases like
“first,” “second,” and “additionally.” When we quoted from a reading
we had to introduce the quote with any word other than “said.”
Instead, Mrs. Maxon required us to use words like “discussed,”
“exclaimed,” and “ruminated” because these words were “more
interesting.” Finally, when we analyzed the quote in each paragraph,
we needed to begin that sentence with phrases like “in sum,”
“therefore,” and “in other words.” To further drum these rules of
writing into our brains, Mrs. Maxon provided a handout that
included transition words to use as we moved from one sentence
and paragraph to the next, lists of words to use instead of “said,” and
phrases to signal our interpretation of the quote.
At the time, I didn’t know how I would be affected by Mrs. Maxon’s

approach to teaching writing. She did, a er all, in writing scholar
Lorraine Code’s words, reduce the “available discursive possibilities”
(x) to a list of arbitrary words and phrases that she deemed
appropriate for use in our essays. Instead of a creative process,
writing became more of a word search for transitions and words
other than “said,” and Mrs. Maxon’s handouts allowed me to simply
fill in the blanks. Still, I appreciated Mrs. Maxon’s approach to
teaching because it seemed as if she was teaching us exactly how to
write. She laid out the rules for us and if we wanted to write well and
earn a good grade, we followed them. And at the time, I thought that
following Mrs. Maxon’s rules was the key to success in my other
classes, too.
As I moved through high school and then through most of college,

however, I struggled. While I thought that Mrs. Maxon taught me the
correct way to write, I encountered other teachers that had different
ideas about writing. In fact, some of these ideas were totally
opposite from what Mrs. Maxon taught me. For example, when I was
a freshman in college, my journalism professor told me never to
underestimate the power of the word “said,” which directly opposed
Mrs. Maxon’s rule. In other classes early in my college career, the
conclusions of my essays, which I had written in the “Maxon
format,” were marked heavily with red ink, ink that told me that my
conclusion should not simply restate my introduction. Contrary to
Mrs. Maxon’s instructions, I was being taught by these instructors
that a conclusion should not only restate the main idea, but that it
should leave the audience with something to think about. It turned
out that the “receptive conditions” of my writing changed, and I
needed to shi away from Mrs. Maxon’s rules in order to succeed
(Code x).
Lorraine Code describes rhetorical spaces as “fictive but not fanciful

or fixed locations” (ix), and my experiences as a writer certainly
support that. While one teacher controls the rhetorical space by
prohibiting the repetition of the word “said” another emphasizes the
clarity of the very same word and encourages its use. What did this
mean when it came to the correct way to write? Which teacher knew
better? Was Mrs. Maxon correct? Were the other instructors correct?
Whose instructions should I follow? How do I become a good writer?
It took some time, but in my junior year of college I took a course

called Introduction to Writing Studies, and I began to understand
that there is no single correct way to write. In this course, we read
essays by a variety of writing experts. While I expected to learn from
these experts — once and for all — the correct way to write, I learned
the exact opposite. I learned about a concept called “the rhetorical
situation,” — a concept that consists of identifying a writer’s
purpose, audience, context, and genre — and that all writers should
be able to adapt their writing to the specific rhetorical situation. I
learned that the strength of a piece of writing depends on many
factors, including your goals, your audience, and what genre you are
writing in. Writing Professor Joe Moxley explains that students can
write “more effective documents and save time by considering the
audience, purpose, context, and media for a document … .For every
writing project, you can best determine what you want to say and
how you want to say it by analyzing the components of your
rhetorical situation.” The concept of the rhetorical situation
changed everything for me as a student. While I still needed to pay
attention to what each of my professors wanted, I no longer needed
to seek out the correct way to write because there was no single,
correct way to write. Writing was no longer a word search that called
for interesting signal phrases and a bevy of transition words.
Writing called for an understanding of the rhetorical situation, and
in order to produce good writing, I needed to be flexible and
consider each rhetorical situation I was faced with.
I now write for my college newspaper and contribute to a number of

blogs online as I inch ever closer to my degree in journalism. And
while I know now good writing doesn’t mean finding eleven
different ways to say “said,” I still think of Mrs. Maxon as one of my
best teachers. She may have stifled my creativity and independent
thought by prescribing exactly how I should write, but she also
pushed me to become a better writer and gave me a solid foundation
that remains important even as a senior in college.
Works Cited
Code, Lorraine. Rhetorical Spaces: Essays on Gendered Locations.
Routledge, 1995.
Moxley, Joe. Writing Commons. “Think Rhetorically,”
https://writingcommons.org/think-rhetorically.
READING FOR MEANING
1. Read to Summarize. Write a sentence or two describing the

main idea of this literacy narrative.
2. Read to Respond. Write a paragraph reflecting on anything
from this essay that resonates with your experience of learning
how to write.
3. Read to Analyze Assumptions. Write a paragraph analyzing an
assumption you find intriguing in this literacy narrative. For
example:
Assumptions about creativity. Near the end of the literacy

narrative, Jameson comments that maybe Mrs. Maxon “stifled
my creativity and independent thought by prescribing exactly
how I should write, but she also pushed me to become a better
writer and gave me a solid foundation that remains important
even as a senior in college” (par. 13).
What assumption is Jameson making about creativity and
independent thought? How much does she value these?
Is there something that seems more important to Jameson
than creativity? Do you agree with her?
Assumptions about good teaching. Jameson describes Mrs.

Maxon as one of her “best teachers” (par. 13).
What evidence does Jameson offer to support this
characterization? Are you convinced?
Where, if anywhere, does Jameson question the value or
quality of Mrs. Maxon’s teaching?
Presenting People
Description and dialogue can help create a vivid portrait and
provide readers with insight into the writer’s attitude toward and
relationship with a person. Effective descriptions name the person
and include a few well-chosen details that allow readers to visualize
him or her. Dialogue can make readers feel as though they were
overhearing what was said and how it was said. It usually includes
speaker tags that identify the speaker (“In Mrs. Maxon’s own words”
[par. 1])and may also indicate the speaker’s tone or attitude (“she
asked with disgust” [par. 5] and “I grumbled” [par. 6]).
I can also still hear Mrs. Maxon asking , “Why aren’t you better at this?”
She meant writing. As she asked me that question I could feel my

lunch turning over in my stomach. I had told her and the rest of the
class on our first day that I wanted to be a journalist. I guess I wasn’t
there yet.
All I could manage to say in response was “I dunno.”
Unsatisfied with my response, she asked with disgust , “Pardon?”
I grumbled , “I don’t know.”
Dialogue that is quoted can be especially expressive and vivid. But

when the word choice is not particularly memorable, writers usually
summarize dialogue to give readers the gist and move the story
along more quickly.
Mrs. Maxon didn’t only tell us how many paragraphs and how many sentences each
paragraph of our essays should have, but she told us exactly how these sentences
must be written. (par. 8).
ANALYZE & WRITE

Write a paragraph or two analyzing Jameson’s use of description and dialogue (whether
quoted, paraphrased, or summarized) to portray Mrs. Maxon and to help readers
understand why she was such an important figure in Jameson’s education.
1. Reread the opening paragraph. Notice how Jameson opens the essay with a
physical description of Mrs. Maxon. How does Jameson’s description of Mrs.
Maxon complement or highlight how Jameson describes Mrs. Maxon’s approach
to teaching writing?
2. Instead of simply explaining that Mrs. Maxon took points off for each mistake,
Jameson quotes Mrs. Maxon as saying “for each infraction” (par. 1). What
difference does this make? How might this approach be more effective than
simply summarizing that aspect of Mrs. Maxon’s way of grading?
Writing to Learn Autobiography and

Literacy Narratives
Write a brief essay analyzing one of the readings in this chapter (or another selection,
perhaps writing by a classmate). Explain how (and perhaps, how well) the selection works as
an autobiography or literacy narrative. Consider, for example, how it uses
the dramatic arc to make the story engaging or suspenseful;

naming, detailing, and comparing to make people and places come alive;
remembered feelings and thoughts, plus present perspective, to convey the personal
and cultural significance.
Your essay could also reflect on how you applied one or more of the following practices as
you read the selection:
Critical analysis — what assumptions in the selection did you find intriguing, and
why?
Rhetorical sensitivity — how effective or ineffective do you think the selection is in
achieving its purpose for the intended audience, given the constraints of the medium
and the autobiography genre?
Empathy — did you find yourself identifying with the author, and how important was
this to the effectiveness of the selection?
A GUIDE TO WRITING
AUTOBIOGRAPHY AND LITERACY
NARRATIVES
You have probably done a good deal of analytical writing about your
reading. Your instructor may also assign a capstone project to write
a brief autobiography or literacy narrative of your own. This Guide
to Writing offers detailed suggestions and resources to help you
meet the special challenges this kind of writing presents.

Write about a significant event, including a literacy event, or person in your life.
Choose an event or person that you feel comfortable writing about for this audience
(your instructor and classmates), given your purpose (to present something
meaningful).
Consider how you can tell the story dramatically or describe the person vividly.
Try to convey the meaning and importance in your life — what we call the
autobiographical significance — of the event or person you’ve chosen to write about.
Think about how you can lead readers to understand you better, to reflect on their
own lives, to become aware of social and cultural influences, or to gain some other
insights.
WRITING YOUR DRAFT
Choosing a Subject
Rather than limiting yourself to the first subject that comes to mind,
take a few minutes to consider your options and list as many
subjects as you can. Below are some criteria that can help you
choose a promising subject, followed by suggestions for the types of
events and people you might consider writing about.
The subject should
reveal something significant, possibly by centering on a conflict

(within yourself or between you and another person or
institution)
express complex or ambivalent feelings (rather than superficial
or sentimental ones that oversimplify the subject or make it
predictable)
lead readers to think about their own experience and about the
cultural forces that shape their lives and yours
Appropriate events might include
a difficult situation (for example, a time you had to make a

tough choice or struggled to perform a challenging task)
an incident or encounter with another person that shaped you
in a particular way or revealed a personality trait
(independence, insecurity, ambition, jealousy, or heroism) that
you had not recognized before
an occasion when something did not turn out as you thought it
would (for example, when you expected to be criticized but
were praised or ignored instead, or when you were convinced
you would succeed but failed)
an encounter with a book (for example, a book that completely
changed your perspective on a subject)
an important moment in your development as a reader and/or
writer (for example, when you struggled to read a book that all
of your peers read with ease)
an incident that affected how you communicate electronically
(for example, when by accident you sent an email intended for
your best friend to your professor)
An appropriate person might be
someone who made you feel you had something worthwhile to

contribute, or someone who made you feel like an outsider
someone who helped you develop a previously unknown or
undeveloped side of yourself or who led you to question
assumptions or stereotypes you had about other people
someone who surprised, pleased, or disappointed you (for
example, someone you admired who let you down, or someone
you did not appreciate who turned out to be admirable)
someone who taught you how to read or write, or someone that
stood in your way of developing these abilities
Shaping Your Story
Use the elements of the dramatic arc in Figure 3.1 (p. 77) to organize
the story:
Sketching Out the Exposition, or Backstory.
Your readers will need to understand what happened. Using the

sentence strategies below as a starting point, sketch out the
backstory of your event:
► In [year], while I was ing in

[location], .
► [Person’s name] knew all about because s/he
was a/an , an expert on .
► In past years, I had previously . Now I was
starting .
Dra ing the “Inciting Incident.”
Sketch out the conflict that triggers the story. To dramatize it, try
creating action sequences, using action verbs and prepositional
phrases and dialogue, including speaker tags and quotation marks:
A black Buick was moving toward us down the street. We all spread out , banged
together some regular snowballs, took aim , and, when the Buick drew nigh ,
fired . (Dillard, par. 7)
Dramatizing the Rising Action and Climax.
The moment of surprise, confrontation, crisis, or discovery — the

climax of your story — can be dramatized by using action sequences
and by repeating key words. Some writers also include dialogue to
dramatize the climax:
Amina stormed in , scattering servants before her like chaff . “Your relative …”
was Amina’s opening salvo , “ … has been making obscene remarks to my niece.”
Her mouth opened, but before she could find her voice, Amina fired her heaviest
guns : “Over the telephone!” (Shah, para. 7)
Experimenting with Endings.
Try out a variety of endings. For example, refer in the ending to

something from the beginning — repetition with a difference.
/
In winter, in the snow , there was neither baseball nor football, so the boys and I
threw snowballs at passing cars. I got in trouble throwing snowballs, and have
seldom been happier since . (Dillard, par. 2)
If in that snowy backyard the driver of the black Buick had cut off our heads,
Mikey’s and mine, I would have died happy , for nothing has required so much of
me since as being chased all over Pittsburgh in the middle of winter — running
terrified, exhausted — by this sainted, skinny, furious redheaded man who wished to
have a word with us. I don’t know how he found his way back to his car. (Dillard, par.
21)
Working with Sources
Incorporating Outside Sources to Help Shape Your Story.

For more on citation in MLA and APA, see Chapter 12.
Consider what an outside source or two might add to your

autobiography or literacy narrative. Are there outside sources that
would help you explain some aspect of your story? Would an outside
source help you develop the point you are making or help your
audience understand this point? For example, consider how
Jameson uses an outside source to describe the effects of Mrs.
Maxon’s teaching approach.
She did, a er all, in writing scholar Lorraine Code’s words, reduce the “available
discursive possibilities” (x) to a list of arbitrary words and phrases that she deemed
appropriate for use in our essays. (Jameson, par. 9)
Using the sentence strategies below as a starting point, consider

how you could incorporate sources into your essay:
X characterizes the problem this way: “…”
According to X, is defined as “…”
“ … ,” explains X.
X argues strongly in favor of the policy, pointing out that “…”
You can use these strategies to advance an argument of your own, or

to represent an opposing view:
I learned that the strength of a piece of writing depends on many factors, including
your goals, your audience, and what genre you are writing in. Writing Professor Joe
Moxley explains that students can write “more effective documents and save time by
considering the audience, purpose, context, and media for a document … .For every
writing project, you can best determine what you want to say and how you want to say
it by analyzing the components of your rhetorical situation.” (Jameson, par. 12)
Presenting Important People and Places
Using Naming, Detailing, and Comparing.
Describe the way important people look, dress, walk, or gesture;

their tones of voice and mannerisms — anything that would help
readers see the person as you remember her or him.
( , )
Her hair always pulled back in a tight bun, her lips pursed even tighter, Mrs.
Maxon’s eyes bore into students as a drill bores into wood. Mrs. Maxon was my
sophomore year high school English teacher , and she was tyrannical in her
enforcement of writing rules.
Using Dialogue.
Reconstruct dialogue, using speaker tags to identify the speaker and

possibly indicate the speaker’s tone or attitude. Dialogue may be
quoted to emphasize certain words or give readers a sense of the
speaker’s personality. It may also be summarized when the gist of
what was said is most important.
When called upon, I delivered an effortless list of things that I detest: blood sausage,
intestinal pâtés, brain pudding . […] The teacher’s reaction led me to believe that
these mistakes were capital crimes in the country of France.
“Were you always this palicmkrexis?” she asked. “Even a fiuscrzsa ticiwelmun
knows that a typewriter is feminine.” (Sedaris, pars. 14–15)
Detailing Important Places.
Incorporate descriptions of important places, identifying where the

event happened or a place you associate with the person and
including specific sensory details — size, shape, color, condition,
and texture of the scene or memorable objects in it — that
contribute to the dominant impression you want to create. Imagine
the place from the front and from the side, from a distance and from
up close. Try to keep a consistent point of view, describing the place
as if you were walking through the scene or moving from right to
le , or front to back.
… Ultimately my best friend, Thea, and I were le to our own 15-year-old devices to
mourn that weekend. Her mother and stepfather were out of town. Their expansive,
million-dollar home was perched on a hillside less than an hour from Tupac’s
former stomping grounds in Oakland and Marin City. Of course, her home was also
worlds away from both places. (Desmond-Harris, par. 3)
Including Visuals
For more on using and analyzing visuals, see Chapter 2, pp. 52–55.
Including visuals — photographs, postcards, ticket stubs — may
strengthen your presentation of the event or person. If you submit
your essay electronically or post it on a website, consider including
snippets of video with sound as well as photographs or other
memorabilia that might give readers a more vivid sense of the time,
place, and people about which you are writing. If you want to use
any photographs or recordings, though, be sure to request the
permission of those depicted.
Reflecting on Your Subject
The following activities will help you think about the significance of
your subject and formulate a tentative thesis statement, though the
thesis in autobiography tends to be implied rather than stated
explicitly.
Reviewing the Dominant Impression Your Description and Narration

Create.
Write for a few minutes about the kind of impression your writing
now conveys and what you would like it to convey.
Begin by rereading. Look back at the words you chose to

describe places and people, as well as the way you dramatized
the story.
Consider the tone and connotations of your word choices. What
meanings or feelings do they evoke?
Note any contradictions or changes in tone or mood that could
lead you to a deeper understanding.
Exploring How You Felt at the Time.
Write for a few minutes, trying to recall your thoughts and feelings
when the event was occurring or when you knew the person:
What did you feel — in control or powerless, proud or

embarrassed, vulnerable, detached, judgmental — and how did
you show or express your feelings?
What were the immediate consequences for you personally?
These sentence strategies may help you put your feelings into
words:
► As the event started [or during or right a er the event], I felt

and .
► I hoped others would think of me as .
Exploring Your Present Perspective.
Write for a few minutes, trying to express your present thoughts and
feelings as you look back on the event or person:
How have your feelings changed, and what insights do you now
have?
Try looking at the event or person in broad cultural or social
terms. For example, consider whether you or anyone else upset
gender expectations or felt out of place in some way.
These sentence strategies may help you put your feelings into
words:
► My feelings since the event [have/have not] changed in the

following ways: .
► At the time, I had been going through , which
may have affected my experience by .
Considering Your Purpose and Audience.
Write for several minutes exploring what you want your readers to
understand about the significance of the event or person. Use the
following questions to help clarify your thoughts:
What will writing about this event or person enable you to

suggest about yourself as an individual?
What will it let you suggest about the social and cultural forces
that helped shape you — for example, how people exercise
power over one another, how family and community values and
attitudes affect individuals, how economic and social
conditions influence our sense of self, or how our experiences
with reading and writing affect us throughout our lives?
What about your subject do you expect will seem familiar to
your readers? What do you think will surprise them, perhaps
getting them to think in new ways or to question some of their
assumptions and stereotypes?
Formulating a Working Thesis.
Write a few sentences trying to articulate a working thesis that

explains the significance that you want your writing to convey. Even
though readers do not expect autobiographical writing to include an
explicit thesis statement, stating a thesis now may help you explore
ambivalent feelings and lead you to a deeper understanding of your
subject. It also may help you as you continue working on your dra ,
organizing the story, selecting descriptive details, and choosing
words to relate your feelings and thoughts.
Dra ing Your Story
By this point, you have done a lot of writing
to develop a plan for telling a compelling story;

to present people and places in vivid detail;
to show or tell the autobiographical significance of your story in
a way that will be meaningful for your readers.
Now stitch that material together to create a dra . The next section
of this Guide to Writing will help you evaluate and improve your
dra .
REVIEWING AND IMPROVING THE DRAFT
This section includes two guides for Peer Review and

Troubleshooting Your Dra . Your instructor may arrange a peer
review in class or online where you can exchange dra s with a
classmate. The Peer Review Guide will help you give each other
constructive feedback regarding the basic features and strategies
typical of autobiographical writing. (If you want to make specific
suggestions for improving the dra , see Troubleshooting Your
Dra .) Also, be sure to respond to any specific concerns the writer
has raised about the dra . The Troubleshooting Your Dra guide
that follows will help you reread your own dra with a critical eye,
sort through any feedback you’ve received, and consider a variety of
ways to improve your dra .
A PEER REVIEW GUIDE
How effectively does the writer narrate the story?
What’s Working Well: Point to a passage where the storytelling

is effective — for example, where the dramatic arc is used
successfully to engage your interest, arouse your curiosity, or
build suspense to a climax.
What Needs Improvement: Identify a passage where the

storytelling could be improved — for example, where the story
loses focus, gets bogged down in details, lacks drama or
suspense.
How vivid are the descriptions of people and places, and how
well do the descriptions work together to create a dominant
impression?
What’s Working Well: Highlight an especially vivid bit of

description — for example, where sensory details (sights,
sounds, smells, textures) help you imagine the scene or where a
photograph gives you a striking impression of a person.
What Needs Improvement: Tell the writer where description

could be added, made more vivid, or changed so that it
reinforces the dominant impression — for example, where you’d
like to know what people look and sound like or where sensory
details would help you visualize a place.
How effectively is the autobiographical significance of the

event or the person conveyed?
What’s Working Well: Mark a passage where the significance is

clear and compelling — for example, where remembered
thoughts are expressed poignantly, where the present
perspective seems insightful, where dialogue helps you
understand the underlying conflict, or where the strong
dominant impression clarifies the significance.
What Needs Improvement: Note any passages where the

significance could be clearer or more fully developed — for
example, where the central conflict seems too easily resolved,
where a moral seems tacked on at the end, or where more
interesting insights could be drawn from the writer’s interactions
with and feelings about the person.
How clear and easy to follow is the organization?
What’s Working Well: Point to any aspect of the organization

that seems notably effective — for example, one or more
transitions that clearly show how the event unfolded over time
or in space.
What Needs Improvement: Let the writer know where the

organization can be clearer — for example, where a transition
between elements of the dramatic arc is needed or where topic
sentences or headings could help orient readers.
Revising Your Dra
Revising means reenvisioning your dra , seeing it in a fresh way,

given your purpose, audience, and the review from your peers. Don’t
hesitate to cut unconvincing or tangential material, add new
material, or move passages around. The following chart may help
you strengthen your essay.
To Make the Narrative More Dramatic

If the inciting Tighten the inciting incident by
incident does not moving background exposition.
arouse curiosity or Show how the inciting incident
suspense, stems from an underlying
conflict.
Reveal the writer’s anxious,
fearful, or other intense feelings.
If the dramatic arc Intensify the rising action by

flattens and the interspersing remembered
tension slackens, feelings with action verbs.
Dramatize the climax with quoted
dialogue and speaker tags that
show strong reactions.
Propel the action through time
and space with active verbs,
transitions, and prepositional
phrases.
If exposition or Reduce exposition by injecting

descriptive detail small bits of background
interrupts the information and detail into the
drama, action, or cut it altogether.
Summarize instead of quoting
lengthy dialogue, and only quote
especially expressive language.
To Present People and Places Vividly

If the description of Add sensory details showing what
people is vague, people look and sound like.
Use speaker tags to reveal the
people’s attitudes and
personality.
Add a comparison to help readers
understand the person or
relationship.
If it’s hard to Add more specific nouns to name

visualize the place, objects in the scene.
Add more sensory detail to evoke
the sense of sight, touch, smell,
taste, or hearing.
Use comparison to enrich the
description.
If the dominant Add a suggestive comparison to

impression is weak strengthen the dominant
or undercut by impression.
contradictory Consider how contradictory
details, details might show complexity in
people or their relationships.
If the point of view Clarify the vantage point from

is confusing, which the scene is described.
Make sure the point of view is
consistent.
To Convey the Autobiographical Significance
If the significance is Sharpen the dominant

not clear and impression to show the
compelling, significance.
Expand or add passages where
you use telling to convey the
significance directly.
Add remembered thoughts and
feelings.
Articulate your present
perspective on the event or
person.
If the central conflict Use present perspective to

seems too easily explain why the conflict is so
resolved or memorable and continues to be
simplistic, important.
Express strong feelings that were
— and may still be — complicated
and not fully understood.
Explain the conflict in terms of its
social, cultural, or historical
context.
To Make the Organization More Effective
If there’s confusion Add or clarify transitions and

about what other time markers.
happened when, Review verb tenses to make them
consistent.
If too many details Add or revise topic sentences.

seem overwhelming Use present perspective to orient
and it’s hard to readers.
follow, Consider whether headings would
help.
Editing and Proofreading Your Dra
Check for errors in usage, punctuation, and mechanics, and

consider matters of style. If you keep a list of errors you typically
make, begin by checking your dra against this list.
Research on student writing shows that autobiographical writing

o en has sentence fragments, run-on sentences, and verb tense
errors. Check a writer’s handbook for help with these potential
problems.
Reflecting on Autobiography
In this chapter, you have read literacy narratives and pieces of autobiography. You have also
written one of your own. To better remember what you have learned, pause now to reflect
on the reading and writing activities you completed in this chapter.
1. Write a page or so reflecting on what you have learned. Begin by describing what you
are most pleased with in your essay. Then explain what you think contributed to your
achievement. Be specific about this contribution.
If it was something you learned from the readings, indicate which readings and
specifically what you learned from them.
If it came from the writing you did in response to prompts in this chapter, point out
the section or sections that helped you most.
2. Reflect more generally on how you tend to interpret autobiographical writing, your
own as well as other writers’. Consider some of the following questions:
In reading for meaning, do you tend to find yourself interpreting the significance of
the event or person in terms of the writer’s personal feelings, sense of self-esteem,
or psychological well-being? Or do you more o en think of significance in terms of
larger social or economic influences — for example, in terms of the writer’s gender,
class, or ethnicity?
Where do you think you learned to interpret the significance of people’s stories
about themselves and their relationships — from your family, friends, television,
school?
3. By reflecting on what you have learned about autobiography and literacy narratives,
you have been practicing metacognition, one of the academic habits of mind.
Were you aware of any other habits of mind you practiced as you read and
responded to the material in this chapter? If so, which habits did you find useful?
If not, think back now on your reading and writing processes. Can you identify any
habits you practiced?
CHAPTER 4
Observation
Observational writing comprises analytical, informative, and

thought-provoking portraits, or profiles, of a person or a place. These
profiles may be cultural ethnographies, ranging from “a day-in-the-
life” to an extended immersion study of a community or people at
work or at play. They are intensively researched, centering on the
field-research techniques of detailed observations and edifying
interviews. As a result, observational profiles are generally
entertaining to read, sometimes amusing, and o en surprising and
captivating. Whether written in a college course, for the broader
community, or about the workplace, observational writing mobilizes
the academic habits of mind, appealing to our curiosity about the
world we live in and stimulating critical analysis.
OBSERVATIONS
Many people — including bloggers, journalists, psychologists, and
cultural anthropologists — write essays based on observations and
interviews, as the following examples suggest:
For an art history course, a student writes a paper about a local

artist recently commissioned to paint an outdoor mural for the
city. The student visits the artist’s studio and talks with him
about the process of painting murals. The artist invites the
student to spend the following day as a part of a team of local
art students and neighborhood volunteers working on the
mural under the artist’s direction. This firsthand experience
helps the student profile the artist, present some of the students
on his team, and give readers an intimate understanding of the
process and collaboration involved in mural painting.
For a political science course, a student writes about a
controversial urban renewal project to replace decaying houses
with a library and park. To learn about the history of the
project, she reads newspaper reports and interviews people
who helped plan the project as well as some neighborhood
residents and activists who oppose it. She also tours the site
with the project manager to see what is actually being done.
Thinking about Observation

Recall one occasion when you reported your observations or heard or read the observations
of others.
Who was the audience? How did reporting observations to this audience affect the
way the writer conveyed his or her perspective? For example, if the audience was
already familiar with the subject, did the report arouse curiosity by taking a
provocative approach, by going behind the scenes, or in some other way?
What was the main purpose? What did the writer want the audience to learn? For
example, was the report primarily intended to teach them something, to show them
what the writer had learned, to entertain them, or for some other reason?
How would you rate the rhetorical sensitivity with which the observations were
presented? What made the essay appropriate or inappropriate for its particular
audience or purpose?
A GUIDE TO READING
OBSERVATIONS
This guide introduces you to the strategies typical of observational
writing by inviting you to analyze a brief but intriguing profile of
Albert Yeganeh and his unique restaurant, Soup Kitchen
International:

the textbook.
Reading for meaning will help you understand what we call the
writer’s perspective — the main idea or cultural significance
that the writer wants readers to take away from reading the
observational profile.
Reading like a writer will help you learn how the writer makes
the essay interesting and informative, by examining how he or
she uses some of the basic features and strategies typical of
observational writing:
1. Deciding whether to take the role of a spectator or a
participant
2. Determining what information to include and how to present
it
3. Organizing the information in a way that will be entertaining
to readers
4. Conveying a perspective on the subject
The New Yorker
Soup
“Soup” (1989) was published anonymously in the New Yorker, a magazine known for
its observational profiles of fascinating people and places. The subject of the article is
Albert Yeganeh, the creative and demanding owner/chef of a small take-out
restaurant (originally called Soup Kitchen International, now called Soup Man).
Yeganeh’s restaurant inspired an episode of the then-popular television sitcom
Seinfeld called “The Soup Nazi.” Apparently Yeganeh was so angry that when Jerry
Seinfeld went to the restaurant a er the episode aired, the chef demanded an apology
and told Seinfeld to leave.
Before you read, note the quotations that open the essay: “Soup is my lifeblood”
and “I am extremely hard to please.” The first quote clearly refers to the kind of
food served at the restaurant, but the second quote seems to have a different
purpose. What does it lead you to expect from the essay?
As you read, think about how the writer represented Yeganeh to the original
New Yorker readers. If you have seen the “Soup Nazi” episode, you might
compare the way Yeganeh is portrayed in the sitcom to the way he is portrayed
in the article. Consider also how Yeganeh is portrayed on his franchise website,
The Original Soup Man.
When Albert Yeganeh says “Soup is my lifeblood,” he means it. And

when he says “I am extremely hard to please,” he means that, too.
Working like a demon alchemist in a tiny storefront kitchen at 259-A
West Fi y-fi h Street, Mr. Yeganeh creates anywhere from eight to
seventeen soups every weekday. His concoctions are so popular that
a wait of half an hour at the lunchtime peak is not uncommon,
although there are strict rules for conduct in line. But more on that
later.
What kind of rules could he have created for customers?
“I am psychologically kind of a health freak,” Mr. Yeganeh said the

other day, in a lisping staccato of Armenian origin. “And I know that
soup is the greatest meal in the world. It’s very good for your
digestive system. And I use only the best, the freshest ingredients. I
am a perfectionist. When I make a clam soup, I use three different
kinds of clams. Every other place uses canned clams. I’m called
crazy. I am not crazy. People don’t realize why I get so upset. It’s
because if the soup is not perfect and I’m still selling it, it’s a torture.
It’s my soup, and that’s why I’m so upset. First you clean and then
you cook. I don’t believe that ninety-nine per cent of the restaurants
in New York know how to clean a tomato. I tell my crew to wash the
parsley eight times. If they wash it five or six times, I scare them. I
tell them they’ll go to jail if there is sand in the parsley. One time, I
found a mushroom on the floor, and I fired that guy who le it
there.” He spread his arms and added, “This place is the only one
like it in … in … the whole earth! One day, I hope to learn something
from the other places, but so far I haven’t. For example, the other
day I went to a very fancy restaurant and had borscht. I had to send
it back. It was junk. I could see all the chemicals in it. I never use
chemicals. Last weekend, I had lobster bisque in Brooklyn, a very
well-known place. It was junk. When I make a lobster bisque, I use a
whole lobster. You know, I never advertise. I don’t have to. All the
big-shot chefs and the kings of the hotels come here to see what I’m
doing.”
Wow, this is a long quotation!
As you approach Mr. Yeganeh’s Soup Kitchen International from a

distance, the first thing you notice about it is the awning, which
proclaims “Homemade Hot, Cold, Diet Soups.” The second thing you
notice is an aroma so delicious that it makes you want to take a bite
out of the air. The third thing you notice, in front of the kitchen, is
an electric signboard that flashes, saying, ”Today’s Soups … Chicken
Vegetable … Mexican Beef Chili … Cream of Watercress … Italian
Sausage … Clam Bisque … Beef Barley … Due to Cold Weather …
For Most Efficient and Fastest Service the Line Must … Be Kept
Moving … Please … Have Your Money … Ready … Pick the Soup of
Your Choice … Move to Your Extreme … Le A er Ordering.”
Is he arrogant?
“I am not prejudiced against color or religion,” Mr. Yeganeh told us,

and he jabbed an index finger at the flashing sign. “Whoever follows
that I treat very well. My regular customers don’t say anything. They
are very intelligent and well educated. They know I’m just trying to
move the line. The New York cop is very smart — he sees everything
but says nothing. But the young girl who wants to stop and tell you
how nice you look and hold everyone up — yah!” He made a
guillotining motion with his hand. “I tell you, I hate to work with the
public. They treat me like a slave. My philosophy is: The customer is
always wrong and I’m always right. I raised my prices to try to get rid
of some of these people, but it didn’t work.”
Why is his philosophy the opposite of that of other business owners?
The other day, Mr. Yeganeh was dressed in chef’s whites with orange
smears across his chest, which may have been some of the carrot
soup cooking in a huge pot on a little stove in one corner. A three-
foot-long handheld mixer from France sat on the sink, looking like
an overgrown gardening tool. Mr. Yeganeh spoke to two young
helpers in a twisted Armenian-Spanish barrage, then said to us, “I
have no overhead, no trained waitresses, and I have the cashier
here.” He pointed to himself theatrically. Beside the doorway, a glass
case with fresh green celery, red and yellow peppers, and purple
eggplant was topped by five big gray soup urns. According to a piece
of cardboard taped to the door, you can buy Mr. Yeganeh’s soups in
three sizes, costing from four to fi een dollars. The order of any
well-behaved customer is accompanied by little waxpaper packets of
bread, fresh vegetables (such as scallions and radishes), fresh fruit
(such as cherries or an orange), a chocolate mint, and a plastic
spoon. No coffee, tea, or other drinks are served.
Is cabbage really a cancer fighter?

“I get my recipes from books and theories and my own taste,” Mr.
Yeganeh said. “At home, I have several hundreds of books. When I
do research, I find that I don’t know anything. Like cabbage is a
cancer fighter, and some fish is good for your heart but some is bad.
Every day, I should have one sweet, one spicy, one cream, one
vegetable soup — and they must change, they should always taste a
little different.” He added that he wasn’t sure how extensive his
repertoire was, but that it probably includes at least eighty soups,
among them African peanut butter, Greek moussaka, hamburger,
Reuben, B.L.T., asparagus and caviar, Japanese shrimp miso,
chicken chili, Irish corned beef and cabbage, Swiss chocolate,
French calf’s brain, Korean beef ball, Italian shrimp and eggplant
Parmesan, buffalo, ham and egg, short rib, Russian beef Stroganoff,
turkey cacciatore, and Indian mulligatawny. “The chicken and the
seafood are an addiction, and when I have French garlic soup I let
people have only one small container each,” he said. “The doctors
and nurses love that one.”
Who knew Swiss chocolate was a soup? Note to self: look up all these soups online!
A lunch line of thirty people stretched down the block from Mr.
Yeganeh’s doorway. Behind a construction worker was a man in
expensive leather, who was in front of a woman in a fur hat.
Few people spoke. Most had their money out and their orders ready.
At the front of the line, a woman in a brown coat couldn’t decide
which soup to get and started to complain about the prices.
Can he really punish customers for talking too much especially when all of the dialogue
included suggests that he talks a lot?
“You talk too much, dear,” Mr. Yeganeh said, and motioned her to
move to the le . “Next!”
“Just don’t talk. Do what he says,” a man huddled in a blue parka

warned.
Why would people still come to his restaurant if he’s abusive? Does good soup really
make up for that?
“He’s downright rude,” said a blond woman in a blue coat. “Even

abusive. But you can’t deny it, his soup is the best.”
READING FOR MEANING
1. Read to Summarize. Write a sentence or two briefly describing

Yeganeh and his views about running a restaurant.
2. Read to Respond. Write a paragraph exploring your initial
reactions, for example, to Yeganeh’s work ethic or his ideas
about food quality and health, perhaps in comparison to the
quality at fast-food restaurants with which you are familiar.
analyzing an assumption in this essay. For example:
Assumptions about authority. Yeganeh brags about scaring his

employees and defends his right to deny service to anyone who
does not follow his rules.
When Yeganeh talks about scaring and firing his employees
(par. 2), does he seem to be holding them to an appropriately
high standard or is he just being a bully? In telling the story, is
he showing off for the writer, making a serious point, or
both?
When Yeganeh tells a customer she talks too much and then
refuses to serve her (par. 9), is he being a tyrant or is he right
to use his power in this way?
You may also try reflecting on challenges to your beliefs and values; see Chapter 2,
Reflecting on Challenges to Your Beliefs and Values.
Assumptions about customer service. When Yeganeh says, “The

customer is always wrong and I’m always right” (par. 4), he is
reversing the popular saying that the customer is always right.
What seem to be the assumptions of the writer and of
Yeganeh’s customers about service?
What influences our assumptions about service — for
example, the type of restaurant (take-out or sit-down, family
style or formal), how much it costs, and our attitudes toward
service work and workers?
Presenting Information about the Subject
Observational writing, like autobiography (Chapter 3), succeeds in

large part by describing people and places vividly. The describing
strategies of naming objects together with detailing their color,
shape, size, texture, and other qualities enable readers to imagine
what the people and places look, sound, feel, and smell like. Writers
also may use comparing in the form of simile or metaphor to add a
playful or suggestive image to the description:
The other day, Mr. Yeganeh was dressed in chef’s whites with orange smears
across his chest, which may have been some of the carrot soup cooking in a huge
pot on a little stove in one corner.
( )
A three-foot-long handheld mixer from France sat on the sink , looking like an
overgrown gardening tool. (par. 5)
Writers o en use speaker tags along with dialogue to characterize

people as they talk and interact with others. For example:
SPEAKER TAG
“I am psychologically kind of a health freak,” Mr. Yeganeh said the other day, in a
lisping staccato of Armenian origin. (par. 2)
The author of “Soup” uses dialogue extensively to give readers a
vivid impression of the man, his business, and his ideas. Indeed,
most of the information in this selection comes from long chunks of
an extended interview with Yeganeh, and the profile concludes with
a brief overheard exchange between Yeganeh and two people in line.
ANALYZE & WRITE

Write a paragraph analyzing the use of naming, detailing, and comparing to present
Albert Yeganeh:
1. Find a few examples in paragraphs 1–6 where you think the naming and
detailing give an especially vivid description of Yeganeh. What is the dominant
impression you get from this description?
2. Also find an example of comparing, either a simile (a comparison using like or as)
or a metaphor (a comparison that does not use this kind of signaling word). What
ideas and associations does this comparison contribute to the impression you got
from the other describing strategies? How does it reinforce, extend, change, or
complicate the dominant impression?
3. Reflect on what, if anything, you learn from Yeganeh about making soup or
operating a restaurant.
Organizing the Information
Writers of observational essays typically rely on three basic

organizational plans: topical, narrative, and spatial. As the following
examples show, an essay may use all of these ways of arranging
information. Note also the kinds of organizational cues — such as
transitional words and phrases, calendar and clock time, and
prepositional phrases indicating time or location — writers use for
each kind of organization.
“I am psychologically kind of a health freak .” … “And I know that soup is … very

good for your digestive system . And I use only the best, the freshest ingredients. I
am a perfectionist .” (par. 2)
The other day … Mr. Yeganeh spoke to two young helpers in a twisted Armenian-
Spanish barrage, then said to us … (par. 5)
SPATIAL CUE
As you approach Mr. Yeganeh’s Soup Kitchen International from a distance, the first
thing you notice about it is … The second thing you notice is … The third thing you notice,
in front of the kitchen, is … (par. 3)
ANALYZE & WRITE

Write a paragraph analyzing the use of topical, narrative, and spatial organizing
strategies in “Soup”:
1. First, make a scratch outline of paragraphs 4, 5, and 6 of “Soup,” listing the topics
or kinds of information presented. (Some paragraphs include more than one
topic. You do not have to list every topic, but try to identify the most important
ones.)
2. Then reread paragraphs 7–11, where the writer presents a brief narrative. What,
if anything, do you learn from the narrative that illuminates or adds to what you
learned from the earlier paragraphs?
3. Finally, scan the essay looking for any other parts that, in addition to the passage
quoted above from paragraph 3, organize the information spatially. What cues
help you recognize the spatial arrangement?
Adopting an Authorial Role

In making observations and writing them up, writers have a choice
of roles to perform: as a detached spectator or as a participant observer.
In the spectator role, the writer acts as an independent reporter,
watching and listening but remaining outside of the activity. In
contrast, the participant observer becomes an insider, at least for a
short time, joining in the activity with the people being interviewed
and observed. We can see examples of both roles in this excerpt
from the reading selection by John T. Edge (pp. 131–134):
It’s just past 4:00 on a Thursday a ernoon in June at Jesse’s Place … I sit alone at the
bar, one empty bottle of Bud in front of me , a second in my hand . I drain the
beer, order a third, and stare down at the pink juice spreading outward from a
crumpled foil pouch and onto the bar.
I’m not leaving until I eat this thing, I tell myself .
Half a mile down the road, behind a fence coiled with razor wire, Lionel Dufour,
proprietor of Farm Fresh Food Supplier, is loading up the last truck of the day,
wheeling case a er case of pickled pork offal out of his cinder-block processing plant
and into a semitrailer bound for Hattiesburg, Mississippi. (pars. 1–3)
ANALYZE & WRITE

Write a paragraph discussing the role the writer of “Soup” chose to adopt:
1. Find one or two signs indicating the role the writer has taken, such as the use of
the first- or third-person perspective or places where the writer included insider
knowledge derived from taking the role of participant observer.
2. What advantages or disadvantages do you see in the role the writer chose to take?
What would have been gained (or lost) had the writer chosen a different role?
Conveying a Perspective on the Subject
Writers of observational essays, like autobiographers, convey their

perspective on what is significant or intriguing about the subject in
two ways: by showing and telling.
One way writers show their perspective is through the dominant

impression they create. (See Presenting Information about the
Subject, p. 127.) Another way writers use showing is by selecting
choice quotes that give readers insight into the speaker, as in this
example of Yeganeh’s comments about what makes his cooking
special:
?
?
“ One day, I hope to learn something from the other places, but so far I haven’t. For
example, the other day I went to a very fancy restaurant and had borscht. I had to
send it back. It was junk. … All the big-shot chefs and the kings of the hotels come
here to see what I’m doing.” (par. 2)
Observational writers occasionally also use telling to say explicitly

what they think of the subject. More o en, they imply their
judgment of or attitude toward the subject through their word
choices. For example, consider whether the writer is praising or
criticizing Yeganeh in these opening sentences. Is the tone sarcastic,
flattering, or something else?
When Albert Yeganeh says “Soup is my lifeblood,” he means it. And when he says “I
am extremely hard to please,” he means that, too. (par. 1)
ANALYZE & WRITE
Write a paragraph examining how the writer uses showing and/or telling to convey a
perspective on Yeganeh and his Soup Kitchen International:
1. Skim paragraphs 3–11, looking for examples of showing in the descriptions and
in the choice of quotations. Choose one or two examples and explain what they
suggest about the writer’s perspective on Yeganeh as a human being, cook, and
businessman.
2. Look also for one or two examples of telling. What do they add to your
understanding of the writer’s perspective?
READINGS
John T. Edge
I’m Not Leaving Until I Eat This Thing
John T. Edge (b. 1962) earned an MFA in creative nonfiction from Goucher College as
well as an MA in southern studies from the University of Mississippi, where he
currently directs the Southern Foodways Alliance at the Center for the Study of
Southern Culture. A food writer for outlets such as Oxford American, the New York
Times, and Garden & Gun, Edge has also been published in many anthologies. He has
coedited several cookbooks and travel guides, and he has written several books,
including The Potlikker Papers (2017), Truck Food Cookbook (2012), a study of American
street food; Southern Belly (2007), a portrait of southern food told through profiles of
people and places; and a series on iconic American foods, including Hamburgers and
Fries: An American Story (2005) and Donuts: An American Passion (2006). This reading
first appeared in 1999 in Oxford American magazine and was reprinted in the Utne
Reader.
For more on analyzing visuals, see Chapter 2, pp. 52–55.
Before you read, look at the photo on p. 133. Why do you think Edge includes a
picture of a live pig in an essay about making and eating pickled pig lips? What
other photos could he have used?
As you read, you will see that Edge moves between two different scenes — notice
that whereas Edge uses a chronological narrative to relate what happened at
Jesse’s Place, he uses a topical organization to present the information he
learned from his observations and interview at Farm Fresh Food Supplier
processing plant. Why do you think he uses different methods for presenting
these two scenes?
It’s just past 4:00 on a Thursday a ernoon in June at Jesse’s Place, a

country juke 17 miles south of the Mississippi line and three miles
west of Amite, Louisiana. The air conditioner hacks and spits forth
torrents of Arctic air, but the heat of summer can’t be kept at bay. It
seeps around the splintered doorjambs and settles in, transforming
the squat particleboard-plastered roadhouse into a sauna. Slowly, the
dank barroom fills with grease-smeared mechanics from the truck
stop up the road and farmers straight from the fields, the soles of
their brogans thick with dirt clods. A few weary souls make their way
over from the nearby sawmill. I sit alone at the bar, one empty bottle
of Bud in front of me, a second in my hand. I drain the beer, order a
third, and stare down at the pink juice spreading outward from a
crumpled foil pouch and onto the bar.
I’m not leaving until I eat this thing, I tell myself.
Half a mile down the road, behind a fence coiled with razor wire,
Lionel Dufour, proprietor of Farm Fresh Food Supplier, is loading up
the last truck of the day, wheeling case a er case of pickled pork offal
out of his cinder-block processing plant and into a semitrailer bound
for Hattiesburg, Mississippi.
His crew packed lips today. Yesterday, it was pickled sausage; the day
before that, pig feet. Tomorrow, it’s pickled pig lips again. Lionel has
been on the job since 2:45 in the morning, when he came in to light
the boilers. Damon Landry, chief cook and maintenance man, came
in at 4:30. By 7:30, the production line was at full tilt: six women in
white smocks and blue bouffant caps, slicing ragged white fat from
the lips, tossing the good parts in glass jars, the bad parts in barrels
bound for the rendering plant. Across the aisle, filled jars clatter by
on a conveyor belt as a worker tops them off with a Kool-Aid-red
slurry of hot sauce, vinegar, salt, and food coloring. Around the
corner, the jars are capped, affixed with a label, and stored in
pasteboard boxes to await shipping.
Unlike most offal — euphemistically called “variety meats” — lips

belie their provenance. Brains, milky white and globular, look like
brains. Feet, the ghosts of their cloven hoofs protruding, look like
feet. Testicles look like, well, testicles. But lips are different. Loosed
from the snout, trimmed of their fat, and dyed a preternatural pink,
they look more like candy than like carrion.
At Farm Fresh, no swine root in an adjacent feedlot. No viscera-

strewn killing floor lurks just out of sight, down a darkened hallway.
These pigs died long ago at some Midwestern abattoir. By the time
the lips arrive in Amite, they are, in essence, pig Popsicles, 50-pound
blocks of offal and ice.
“Lips are all meat,” Lionel told me earlier in the day. “No gristle, no
bone, no nothing. They’re bar food, hot and vinegary, great with a
beer. Used to be the lips ended up in sausages, headcheese, those
sorts of things. A lot of them still do.”
Lionel, a 50-year-old father of three with quick, intelligent eyes set

deep in a face the color of cordovan, is a veteran of nearly 40 years in
the pickled pig lips business. “I started out with my daddy when I
wasn’t much more than 10,” Lionel told me, his shy smile framed by a
coarse black mustache flecked with whispers of gray. “The
meatpacking business he owned had gone broke back when I was 6,
and he was peddling out of the back of his car, selling dried shrimp,
napkins, straws, tubes of plastic cups, pig feet, pig lips, whatever the
bar owners needed. He sold to black bars, white bars, sweet shops,
snowball stands, you name it. We made the rounds together a er I
got out of school, sometimes staying out till two or three in the
morning. I remember bringing my toy cars to this one joint and
racing them around the floor with the bar owner’s son while my
daddy and his father did business.”
Description
For years a er the demise of that first meatpacking company, the

Dufour family sold someone else’s product. “We used to buy lips from
Dennis Di Salvo’s company down in Belle Chasse,” recalled Lionel.
“As far as I can tell, his mother was the one who came up with the
idea to pickle and pack lips back in the ’50s, back when she was
working for a company called Three Little Pigs over in Houma. But
pretty soon, we were selling so many lips that we had to almost beg
Di Salvo’s for product. That’s when we started cooking up our own,”
he told me, gesturing toward the cast-iron kettle that hangs from the
ra ers by the front door of the plant. “My daddy started cooking lips
in that very pot.”
Lionel now cooks lips in 11 retrofitted milk tanks, dull stainless-steel

cauldrons shaped like oversized cradles. But little else has changed.
Though Lionel’s father has passed away, Farm Fresh remains a
family-focused company. His wife, Kathy, keeps the books. His
daughter, Dana, a button-cute college student who has won
numerous beauty titles, takes to the road in the summer, selling lips
to convenience stores and wholesalers. Soon, a er he graduates from
business school, Lionel’s younger son, Matt, will take over operations
at the plant. And his older son, a veterinarian, lent his name to one of
Farm Fresh’s top sellers, Jason’s Pickled Pig Lips.
“We do our best to corner the market on lips,” Lionel told me, his
voice tinged with bravado. “Sometimes they’re hard to get from the
packing houses. You gotta kill a lot of pigs to get enough lips to keep
us going. I’ve got new customers calling every day; it’s all I can do to
keep up with demand, but I bust my ass to keep up. I do what I can
for my family — and for my customers.”
“When my customers tell me something,” he continued, “just like
when my daddy told me something, I listen. If my customers wanted
me to dye the lips green, I’d ask, ‘What shade?’ As it is, every few
years we’ll do some red and some blue for the Fourth of July. This
year we did jars full of Mardi Gras lips — half purple, half gold,”
Lionel recalled with a chuckle. “I guess we’d had a few beers when we
came up with that one.”
Meanwhile, back at Jesse’s Place, I finish my third Bud, order my

fourth. Now, I tell myself, my courage bolstered by booze, I’m ready to
eat a lip.
They may have looked like candy in the plant, but in the barroom
they’re carrion once again. I poke and prod the six-inch arc of pink
flesh, peering up from my reverie just in time to catch the barkeep’s
wife, Audrey, staring straight at me. She fixes me with a look just this
side of pity and asks, “You gonna eat that thing or make love to it?”
Her nephew, Jerry, sidles up to a bar stool on my le . “A lot of people

like ’em with chips,” he says with a nod toward the pink juice pooling
on the bar in front of me. I offer to buy him a lip, and Audrey fishes
one from a jar behind the counter, wraps it in tinfoil, and places the
whole affair on a paper towel in front of him.
I take stock of my own cowardice, and, following Jerry’s lead, reach

for a bag of potato chips, tear open the top with my teeth, and toss
the quivering hunk of hog flesh into the shiny interior of the bag,
slick with grease and dusted with salt. Vinegar vapors tickle my
nostrils. I stifle a gag that rolls from the back of my throat, swallow
hard, and pray that the urge to vomit passes.
With a smash of my hand, the potato chips are reduced to a pulp, and
I feel the cold lump of the lip beneath my fist. I clasp the bag shut and
shake it hard in an effort to ensure chip coverage in all the nooks and
crannies of the lip. The technique that Jerry uses — and I mimic — is
not unlike that employed by home cooks mixing up a mess of Shake
’n Bake chicken.
I pull from the bag a coral crescent of meat now crusted with blond
bits of potato chips. When I chomp down, the so flesh dissolves
between my teeth. It tastes like a flaccid cracklin’, unmistakably
porcine, and not altogether bad. The chips help, providing texture
where there was none. Slowly, my brow unfurrows, my stomach
ceases its fluttering.
Sensing my relief, Jerry leans over and peers into my bag. “Kind of
look like Frosted Flakes, don’t they?” he says, by way of describing
the chips rapidly turning to mush in the pickling juice. I offer the bag
to Jerry, order yet another beer, and turn to eye the pig feet floating
in a murky jar by the cash register, their blunt tips bobbing up
through a pasty white film.
READING FOR MEANING


main idea Edge wants his readers to understand about pickled
pig lips and the Dufour family business.
2. Read to Respond. Write a paragraph exploring your initial
thoughts about anything that resonates with your experience,
such as Lionel Dufour’s story about how he “made the rounds”
with his father a er school (par. 8) or Edge’s attempt to eat the
pig lip.
analyzing an assumption you find intriguing in Edge’s essay. For
example:
Assumptions about culture and food. For many people, foods

that they did not eat as children seem strange and sometimes
even repulsive. Even though he is a southerner, Edge is
squeamish about eating a popular southern delicacy, pickled pig
lips. To think critically about assumptions regarding culture and
food, ask yourself questions like these:
Why do you suppose Edge uses the words courage (par. 13) and
cowardice (par. 16) to describe his reluctance to try pickled pig
lips?
What do you think causes food anxieties, your own as well as
Edge’s aversion to pickled pig lips?
Assumptions about entrepreneurship. In interviewing Lionel

Dufour and observing the Farm Fresh Food Supplier factory,
Edge gives readers information about one small business and its
hands-on proprietor.
Among the first things Edge tells readers about Farm Fresh is
that Lionel is the “proprietor” (par. 3) but that he loads trucks
and “has been on the job since 2:45 in the morning” (par. 4).
What does Edge think his readers are likely to assume about
the kinds of work small-business owners like Lionel do?
Although Americans usually celebrate a strong work ethic, we
also tend to value entrepreneurship over manual labor. In
what ways, if any, do you see these values reflected in this
essay?
Presenting Information about the Subject
Like “Soup,” much of the information in this profile comes from an

extended interview. Edge uses three strategies for presenting what he
learned from this interview:
“Lips are all meat,” Lionel told me earlier in the day. “No gristle, no bone, no nothing.”
(par. 7)
By the time the lips arrive in Amite, they are, in essence, pig Popsicles, 50-pound
blocks of offal and ice. (par. 6)
For years a er the demise of that first meatpacking company, the Dufour family sold
someone else’s product. (par. 9)
Writers typically choose to quote language that is especially vivid or
memorable, giving an impression of the speaker as well as providing
important information. Paraphrase tends to be used when the writer
needs to go into detail but can put the information in a more striking
form than the speaker originally used. Summary is o en used to
condense lengthy information.
From his interview with Lionel, Edge gathered a lot of information

about the Dufour family history and business as well as about the
various products Farm Fresh sells and their production process. In
addition, Edge presents information he derived from observations,
particularly in paragraphs 3 through 6. Notice how he alternates
information from the interview with descriptive details from his
firsthand observations. Edge even tells us what he does not see —
blood and guts on a slaughterhouse floor (par. 6). Letting readers
know what he had expected, perhaps feared, appeals to readers who
may share his anxieties. Moreover, it encourages readers to embrace
Edge’s point of view, a process of identification that begins in the
opening scene in Jesse’s Place and continues through the closing
paragraphs.
ANALYZE & WRITE

Write a paragraph analyzing and evaluating Edge’s use of quoting, paraphrasing, and
summarizing information from an interview.
1. Find at least one other example of each of these strategies in paragraphs 3–12.
2. How effective are these ways of presenting information? For example, is there any
quotation that could have been better presented as paraphrase or even as
summary? What would have been gained or lost?
3. Locate a passage in paragraphs 3–12 where Edge presents his observations. How
do you recognize this part as coming from firsthand observations? How does the
alternation of information from interviews and observations contribute to your
engagement as a reader?
Contextualizing in Order to Compare and

Contrast Related Readings
Contextualizing is a reading strategy that involves placing a text in its historical and cultural
context to understand its relevance and significance. Comparing and contrasting related
readings is a reading strategy that is useful both in reading for meaning and in reading like a
writer. This strategy is particularly applicable when writers present similar subjects, as is the
case in the observational essays in this chapter by the New Yorker writer (p. 124) and John T.
Edge (p. 131). Both Edge and the writer of “Soup” describe a business they observed and
report on their interview with the business owner. Compare and contrast these related
readings with a specific focus on their context by responding to the following prompts.
For help comparing and contrasting related readings, see Chapter 2, pp. 57–60.
What are the cultural contexts of these two businesses (and the periodicals in which
these articles appeared)? What seems most significant about the two business
philosophies represented in these essays?
Compare the historical and cultural situation in which these texts were written with
your own historical and cultural situation. Consider how your understanding and
judgment of the reading are affected by your context.
For help contextualizing, see Chapter 2, pp. 50–51.

Gabriel Thompson
A Gringo in the Lettuce Fields
Gabriel Thompson has worked as a community organizer and has written extensively
about the lives of undocumented immigrants to the United States. He has published
numerous articles in periodicals such as New York magazine, the New York Times, and
the Nation. His books include There’s No José Here: Following the Hidden Lives of Mexican
Immigrants (2006), Calling All Radicals: How Grassroots Organizers Can Help Save Our
Democracy (2007), America’s Social Arsonist: Fred Ross and Grassroots Organizing in the
Twentieth Century (2016), Chasing the Harvest (2017), and Working in the Shadows: A Year
of Doing the Jobs (Most) Americans Won’t Do (2010), from which the selection below is
taken. Note the photograph on p. 140 showing lettuce cutters at work, which we added
from Thompson’s blog, and consider what, if anything, it adds to the essay.
Before you read, consider Thompson’s choice of titles: Working in the Shadows: A
Year of Doing the Jobs (Most) Americans Won’t Do and “A Gringo in the Lettuce
Fields.” What do these titles lead you to expect will be the subject of the
observations and the writer’s perspective on the subject?
As you read, notice how Thompson as an outsider uses participant observation
to get an insider’s view of the daily experience of farm workers. What does his
outsider status enable him to understand — or prevent him from understanding
— about the community he has entered?
I wake up staring into the bluest blue I’ve ever seen. I must have
fallen into a deep sleep because I need several seconds to realize that
I’m looking at the Arizona sky, that the pillow beneath my head is a
large clump of dirt, and that a near-stranger named Manuel is
standing over me, smiling. I pull myself to a sitting position. To my
le , in the distance, a Border Patrol helicopter is hovering. To my
right is Mexico, separated by only a few fields of lettuce. “Buenos
días,” Manuel says.
I stand up gingerly. It’s only my third day in the fields, but already my
30-year-old body is failing me. I feel like someone has dropped a log
on my back. And then piled that log onto a truck with many other
logs, and driven that truck over my thighs. “Let’s go,” I say, trying to
sound energetic as I fall in line behind Manuel, stumbling across
rows of lettuce and thinking about “the five-day rule.” The five-day
rule, according to Manuel, is simple: Survive the first five days and
you’ll be fine. He’s been a farmworker for almost two decades, so he
should know. I’m on day three of five — the goal is within sight. Of
course, another way to look at my situation is that I’m on day three of
what I promised myself would be a two-month immersion in the
work life of the people who do a job that most Americans won’t do.
But thinking about the next seven weeks doesn’t benefit anyone. Day
three of five.
“Manuel! Gabriel! Let’s go! ¡Vámonos!” yells Pedro, our foreman. Our
short break is over. Two dozen crew members standing near the
lettuce machine are already putting on gloves and sharpening knives.
Manuel and I hustle toward the machine, grab our own knives from a
box of chlorinated water, and set up in neighboring rows, just as the
machine starts moving slowly down another endless field.
Since the early 1980s, Yuma, Ariz., has been the “winter lettuce
capital” of America. Each winter, when the weather turns cold in
Salinas, California — the heart of the nation’s lettuce industry —
temperatures in sunny Yuma are still in the 70s and 80s. At the height
of Yuma’s growing season, the fields surrounding the city produce
virtually all of the iceberg lettuce and 90 percent of the leafy green
vegetables consumed in the United States and Canada.
America’s lettuce industry actually needs people like me. Before

applying for fieldwork at the local Dole headquarters, I came across
several articles describing the causes of a farmworker shortage. The
stories cited an aging workforce, immigration crackdowns, and long
delays at the border that discourage workers with green cards who
would otherwise commute to the fields from their Mexican homes.1
Wages have been rising somewhat in response to the demand for
laborers (one prominent member of the local growers association
tells me average pay is now between $10 and $12 an hour), but it’s
widely assumed that most U.S. citizens wouldn’t do the work at any
price. Arizona’s own Senator John McCain created a stir in 2006 when
he issued a challenge to a group of union members in Washington,
D.C. “I’ll offer anybody here $50 an hour if you’ll go pick lettuce in
Yuma this season, and pick for the whole season,” he said. Amid
jeers, he didn’t back down, telling the audience, “You can’t do it, my
friends.”
On my first day I discover that even putting on a lettuce cutter’s

uniform is challenging (no fieldworkers, I learn, “pick” lettuce). First,
I’m handed a pair of black galoshes to go over my shoes. Next comes
the gancho, an S-shaped hook that slips over my belt to hold packets
of plastic bags. A white glove goes on my right hand, a gray glove,
supposedly designed to offer protection from cuts, goes on my le .
Over the cloth gloves I pull on a pair of latex gloves. I put on a black
hairnet, my baseball cap, and a pair of protective sunglasses. Adding
to my belt a long leather sheath, I’m good to go. I feel ridiculous.
The crew is already working in the field when Pedro walks me out to
them and introduces me to Manuel. Manuel is holding an 18-inch
knife in his hand. “Manuel has been cutting for many years, so watch
him to see how it’s done,” Pedro says. Then he walks away. Manuel
resumes cutting, following a machine that rolls along just ahead of
the crew. Every several seconds Manuel bends down, grabs a head of
iceberg lettuce with his le hand, and makes a quick cut with the
knife in his right hand, separating the lettuce from its roots. Next, he
li s the lettuce to his stomach and makes a second cut, trimming the
trunk. He shakes the lettuce, letting the outer leaves fall to the
ground. With the blade still in his hand, he then brings the lettuce
toward the gancho at his waist, and with a flick of the wrist the head is
bagged and dropped onto one of the machine’s extensions. Manuel
does this over and over again, explaining each movement. “It’s not so
hard,” he says. Five minutes later, Pedro reappears and tells me to
grab a knife. Manuel points to a head of lettuce. “Try this one,” he
says.
I bend over, noticing that most of the crew has turned to watch. I take
my knife and make a tentative sawing motion where I assume the
trunk to be, though I’m really just guessing. Grabbing the head with
my le hand, I straighten up, doing my best to imitate Manuel. Only
my lettuce head doesn’t move; it’s still securely connected to the soil.
Pedro steps in. “When you make the first cut, it is like you are
stabbing the lettuce.” He makes a quick jabbing action. “You want to
aim for the center of the lettuce, where the trunk is,” he says.
Ten minutes later, a er a couple of other discouraging moments, I’ve

cut maybe 20 heads of lettuce and am already feeling pretty
accomplished. I’m not perfect: If I don’t stoop far enough, my stab —
instead of landing an inch above the ground — goes right through the
head of lettuce, ruining it entirely. The greatest difficulty, though, is
in the trimming. I had no idea that a head of lettuce was so
humongous. In order to get it into a shape that can be bagged, I trim
and trim and trim, but it’s taking me upward of a minute to do what
Manuel does in several seconds.
Pedro offers me a suggestion. “Act like the lettuce is a bomb,” he says.

“Imagine you’ve only got five seconds to get rid of it.”
Surprisingly, that thought seems to work, and I’m able to greatly

increase my speed. For a minute or two I feel euphoric. “Look at me!”
I want to shout at Pedro; I’m in the zone. But the woman who is
packing the lettuce into boxes soon swivels around to face me. “Look,
this lettuce is no good.” She’s right: I’ve cut the trunk too high,
breaking off dozens of good leaves, which will quickly turn brown
because they’re attached to nothing. With her le hand she holds the
bag up, and with her right she smashes it violently, making a loud
pop. She turns the bag over and the massacred lettuce falls to the
ground. She does the same for the three other bags I’ve placed on the
extension. “It’s okay,” Manuel tells me. “You shouldn’t try to go too
fast when you’re beginning.” Pedro seconds him. “That’s right. Make
sure the cuts are precise and that you don’t rush.”
Description
So I am to be very careful and precise, while also treating the lettuce

like a bomb that must be tossed aside a er five seconds.
That first week on the job was one thing. By midway into week two, it
isn’t clear to me what more I can do to keep up with the rest of the
crew. I know the techniques by this time and am moving as fast as
my body will permit. Yet I need to somehow double my current output
to hold my own. I’m able to cut only one row at a time while Manuel
is cutting two. Our fastest cutter, Julio, meanwhile can handle three.
But how someone could cut two rows for an hour — much less an
entire day — is beyond me. “Oh, you will get it,” Pedro tells me one
day. “You will most definitely get it.” Maybe he’s trying to be hopeful
or inspiring, but it comes across as a threat.
That feeling aside, what strikes me about our 31-member crew is how
quickly they have welcomed me as one of their own. I encountered
some suspicion at first, but it didn’t last. Simply showing up on the
second day seemed to be proof enough that I was there to work.
When I faltered in the field and fell behind, hands would come
across from adjacent rows to grab a head or two of my lettuce so I
could catch up. People whose names I didn’t yet know would ask me
how I was holding up, reminding me that it would get easier as time
went by. If I took a seat alone during a break, someone would call me
into their group and offer a homemade taco or two.
Two months in, I make the mistake of calling in sick one Thursday.
The day before, I put my le hand too low on a head of lettuce. When
I punched my blade through the stem, the knife struck my middle
finger. Thanks to the gloves, my skin wasn’t even broken, but the
finger instantly turned purple. I took two painkillers to get through
the a ernoon, but when I wake the next morning it is still throbbing.
With one call to an answering machine that morning, and another
the next day, I create my own four-day weekend.
The surprise is that when I return on Monday, feeling recuperated, I

wind up having the hardest day of my brief career in lettuce. Within
hours, my hands feel weaker than ever. By quitting time — some 10
hours a er our day started — I feel like I’m going to vomit from
exhaustion. A theory forms in my mind. Early in the season — say,
a er the first week — a farmworker’s body gets thoroughly broken
down. Back, legs, and arms grow sore, hands and feet swell up. A
tolerance for the pain is developed, though, and two-day weekends
provide just enough time for the body to recover from the trauma.
My four-day break had been too long; my body actually began to
recuperate, and it wanted more time to continue. Instead, it was
thrown right back into the mix and rebelled. Only on my second day
back did my body recover that middle ground. “I don’t think the
soreness goes away,” I say to Manuel and two other co-workers one
day. “You just forget what it’s like not to be sore.” Manuel, who’s 37,
considers this. “That’s true, that’s true,” he says. “It always takes a few
weeks at the end of the year to get back to normal, to recover.”
An older co-worker, Mateo, is the one who eventually guesses that I

have joined the crew because I want to write about it. “That is good,”
he says over coffee at his home one Sunday. “Americans should know
the hard work that Mexicans do in this country.”
Mateo is an unusual case. There aren’t many other farmworkers who

are still in the fields when they reach their 50s. It’s simply not
possible to do this work for decades and not suffer a permanently
hunched back, or crooked fingers, or hands so swollen that they look
as if someone has attached a valve to a finger and pumped vigorously.
The punishing nature of the work helps explain why farmworkers
don’t live very long; the National Migrant Resources Program puts
their life expectancy at 49 years.
“Are you cutting two rows yet?” Mateo asks me. “Yes, more or less,” I
say. “I thought I’d be better by now.” Mateo shakes his head. “It takes
a long time to learn how to really cut lettuce. It’s not something that
you learn a er only one season. Three, maybe four seasons — then
you start understanding how to really work with lettuce.”
READING FOR MEANING

main idea Thompson wants his readers to understand about his
observations.
2. Read to Respond. Write a paragraph examining anything that
seems surprising, such as Thompson’s amazement that the other
members of the crew “welcomed [him] as one of their own” (par.
14) or his “theory” that farmworkers develop a “tolerance for the
pain” (par. 16).
analyzing an assumption you find intriguing in Thompson’s
essay. For example:
Assumptions about the ethics of undercover observation.

Participant observation does not necessarily involve secrecy, but
Thompson chose to keep secret his intention to write about his
experience as a lettuce cutter.
How valuable are immersion experiences like Thompson’s to
the individual observing, to the group being observed, and to
readers in general?
What ethical challenges, if any, do you see with this kind of
observational writing?
Assumptions about the kinds of work done by guest or immigrant

workers. As the subtitle of his book indicates, Thompson
assumes that cutting lettuce falls into the category of Jobs (Most)
Americans Won’t Do. Many of the people who traditionally do
these jobs are itinerant farm workers traveling seasonally from
field to field (par. 5).
Given that wages for farmworkers are “between $10 and $12 an
hour,” why do you think it is “widely assumed that most U.S.
citizens wouldn’t do the work at any price” (par. 5)?
Thompson seems to be surprised not only by the physical
demands of the work but by the high level of skill required to
do it well. What do you think most Americans assume about
skilled labor versus the “unskilled” manual labor performed
by guest and immigrant workers?
Adopting an Authorial Role
Thompson takes on the role of participant observer: He does not

watch lettuce cutters from the sidelines but rather works among
them for two months. His informal interviews take place during work
or on breaks or at the homes of his coworkers during the weekend.
Nevertheless, there is a significant difference between a two-month
experiment and a personal account written by a lettuce cutter like
Mateo a er a lifetime at the job. An observational writer may
participate but is always to some extent an outsider looking in.
ANALYZE & WRITE

Write a paragraph or two analyzing Thompson’s use of the participant-observer role:
1. Skim the text, highlighting each time Thompson

reminds readers of his status as an outsider — for example, when he refers to a
coworker as a “near-stranger” (par. 1)
tells readers about something he thinks will be unfamiliar to them — for
example, when he explains people do not “‘pick’ lettuce” (par. 6)
calls attention to his own incompetence or failings — for example, when he
describes his first attempt to cut lettuce (par. 8)
2. Why do you think Thompson tells us about his errors and reminds us that he is an
outsider? What effect are these moves likely to have on his target audience? What
are the advantages, if any, of adopting the participant-observer role (as Thompson
does) instead of the spectator role (as the author of “Soup” does, for example)?
Amanda Coyne
The Long Good-Bye: Mother’s Day in Federal
Prison
Amanda Coyne earned a master of fine arts degree in creative writing at the
University of Iowa, where she was the recipient of an Iowa Arts Fellowship. She was
the cofounder of and a writer for Alaska Dispatch News, an award-winning online
news site. Her work has appeared in such publications as Harper’s, the New York Times
Magazine, Bust, Newsweek, and the Guardian. Coyne coauthored a book about oil and
politics in Alaska entitled Crude Awakening: Money, Mavericks, and Mayhem in Alaska
(2011). In 2013, she started an influential blog about Alaska politics, and in 2015, she
joined the staff of the new Alaska senator, Dan Sullivan, as a senior adviser and
speechwriter. “The Long Good-Bye,” her first piece of published writing, originally
appeared in Harper’s. Coyne uses direct observation and interview to study the
behavior of a particular community. In this profile, Coyne examines women who
have been incarcerated and separated from their children to see how the mothers
and children negotiate their difficult relationships.
Before you read, notice how Coyne describes the convict-moms in the opening
two paragraphs. What is the dominant impression you get from that
description?
As you read, think about the way Coyne compares and contrasts two convict-
moms and their sons — Jennifer and Toby, and Stephanie and Ellie. What
insights do you get from juxtaposing these two families?
You can spot the convict-moms here in the visiting room by the way
they hold and touch their children and by the single flower that is
perched in front of them — a rose, a tulip, a daffodil. Many of these
mothers have untied the bow that attaches the flower to its silver-
and-red cellophane wrapper and are using one of the many empty
soda cans at hand as a vase. They sit proudly before their flower-in-
a-Coke-can, amid Hershey bar wrappers, half-eaten Ding Dongs, and
empty paper coffee cups. Occasionally, a mother will pick up her
present and bring it to her nose when one of the bearers of the
single flower — her child — asks if she likes it. And the mother will
respond the way that mothers always have and always will respond
when presented with a gi on this day. “Oh, I just love it. It’s perfect.
I’ll put it in the middle of my Bible.” Or, “I’ll put it on my desk, right
next to your school picture.” And always: “It’s the best one here.”
But most of what is being smelled today is the children themselves.

While the other adults are plunking coins into the vending
machines, the mothers take deep whiffs from the backs of their
children’s necks, or kiss and smell the backs of their knees, or take
off their shoes and tickle their feet and then pull them close to their
noses. They hold them tight and take in their own second scent —
the scent assuring them that these are still their children and that
they still belong to them.
The visitors are allowed to bring in pockets full of coins, and today
that Mother’s Day flower, and I know from previous visits to my
older sister here at the Federal Prison Camp for women in Pekin,
Illinois, that there is always an aberrant urge to gather immediately
around the vending machines. The sandwiches are stale, the coffee
weak, the candy bars the ones we always pass up in a convenience
store. But a er we hand the children over to their mothers, we
gravitate toward those machines. Like milling in the kitchen at a
party. We all do it, and nobody knows why. Polite conversation
ensues around the microwave while the popcorn is popping and the
processed-chicken sandwiches are being heated. We ask one
another where we are from, how long a drive we had. An occasional
whistle through the teeth, a shake of the head. “My, my, long way
from home, huh?” “Staying at the Super 8 right up the road. Not a
bad place.” “Stayed at the Econo Lodge last time. Wasn’t a good place
at all.” Never asking the questions we really want to ask: “What’s she
in for?” “How much time’s she got le ?” You never ask in the waiting
room of a doctor’s office either. Eventually, all of us — fathers,
mothers, sisters, brothers, a few boyfriends, and very few husbands
— return to the queen of the day, sitting at a fold-out table loaded
with snacks, prepared for five or so hours of attempted normal
conversation.
Most of the inmates are elaborately dressed, many in prison-cra ed

dresses and sweaters in bright blues and pinks. They wear
meticulously applied makeup in corresponding hues, and their hair
is replete with loops and curls — hair that only women with the time
have the time for. Some of the better seamstresses have crocheted
vests and purses to match their outfits. Although the world outside
would never accuse these women of making haute-couture fashion
statements, the fathers and the sons and the boyfriends and the very
few husbands think they look beautiful, and they tell them so
repeatedly. And I can imagine the hours spent preparing for this
visit — hours of needles and hooks clicking over brightly colored
yards of yarn. The hours of discussing, dissecting, and bragging
about these visitors — especially the men. Hours spent in the other
world behind the door where we’re not allowed, sharing lipsticks
and mascaras, and unraveling the occasional hair-tangled hot roller,
and the brushing out and li ing and teasing … and the giggles that
abruptly change into tears without warning — things that define any
female-only world. Even, or especially, if that world is a female
federal prison camp.
While my sister Jennifer is with her son in the playroom, an inmate’s

mother comes over to introduce herself to my younger sister,
Charity, my brother, John, and me. She tells us about visiting her
daughter in a higher-security prison before she was transferred
here. The woman looks old and tired, and her shoulders sag under
the weight of her recently acquired bitterness.
“Pit of fire,” she says, shaking her head. “Like a pit of fire straight
from hell. Never seen anything like it. Like something out of an old
movie about prisons.” Her voice is getting louder and she looks at
each of us with pleading eyes. “My daughter was there. Don’t even
get me started on that place. Women die there.”
John and Charity and I silently exchange glances.
“My daughter would come to the visiting room with a black eye and
I’d think, ‘All she did was sit in the car while her boyfriend ran into
the house.’ She didn’t even touch the stuff. Never even handled it.”
She continues to stare at us, each in turn. “Ten years. That boyfriend
talked and he got three years. She didn’t know anything. Had
nothing to tell them. They gave her ten years. They called it
conspiracy. Conspiracy? Aren’t there real criminals out there?” She
asks this with hands outstretched, waiting for an answer that none
of us can give her.
The woman’s daughter, the conspirator, is chasing her son through

the maze of chairs and tables and through the other children. She’s a
twenty-four-year-old blonde, whom I’ll call Stephanie, with Dorothy
Hamill hair and matching dimples. She looks like any girl you might
see in any shopping mall in middle America. She catches her
chocolate-brown son and tickles him, and they laugh and trip and
fall together onto the floor and laugh harder.
Had it not been for that wait in the car, this scene would be taking
place at home, in a duplex Stephanie would rent while trying to
finish her two-year degree in dental hygiene or respiratory therapy
at the local community college. The duplex would be spotless, with a
blown-up picture of her and her son over the couch and ceramic
unicorns and horses occupying the shelves of the entertainment
center. She would make sure that her son went to school every day
with stylishly floppy pants, scrubbed teeth, and a good breakfast in
his belly. Because of their difference in skin color, there would be
occasional tension — caused by the strange looks from strangers,
teachers, other mothers, and the bullies on the playground, who
would chant a er they knocked him down, “Your Momma’s white,
your Momma’s white.” But if she were home, their weekends and
evenings would be spent together transcending those looks and
healing those bruises. Now, however, their time is spent eating
visiting-room junk food and his school days are spent fighting the
boys in the playground who chant, “Your Momma’s in prison, your
Momma’s in prison.”
He will be ten when his mother is released, the same age my

nephew will be when his mother is let out. But Jennifer, my sister,
was able to spend the first five years of Toby’s life with him.
Stephanie had Ellie a er she was incarcerated. They let her hold
him for eighteen hours, then sent her back to prison. She has done
the “tour,” and her son is a well-traveled six-year-old. He has spent
weekends visiting his mother in prisons in Kentucky, Texas,
Connecticut (the Pit of Fire), and now at last here, the camp —
minimum security, Pekin, Illinois.
Ellie looks older than his age. But his shoulders do not droop like his
grandmother’s. On the contrary, his bitterness li s them and his
chin higher than a child’s should be, and the childlike, wide-eyed
curiosity has been replaced by defiance. You can see his emerging
hostility as he and his mother play together. She tells him to pick up
the toy that he threw, say, or to put the deck of cards away. His face
turns sullen, but she persists. She takes him by the shoulders and
looks him in the eye, and he uses one of his hands to swat at her. She
grabs the hand and he swats with the other. Eventually, she pulls
him toward her and smells the top of his head, and she picks up the
cards or the toy herself. A er all, it is Mother’s Day and she sees him
so rarely. But her acquiescence makes him angrier, and he stalks out
of the playroom with his shoulders thrown back.
Toby, my brother and sister and I assure one another, will not have
these resentments. He is better taken care of than most. He is living
with relatives in Wisconsin. Good, solid, middle-class, churchgoing
relatives. And when he visits us, his aunts and his uncle, we take
him out for adventures where we walk down the alley of a city and
pretend that we are being chased by the “bad guys.” We buy him fast
food, and his uncle, John, keeps him up well past his bedtime
enthralling him with stories of the monkeys he met in India. A
perfect mix, we try to convince one another. Until we take him to see
his mother and on the drive back he asks the question that most
confuses him, and no doubt all the other children who spend much
of their lives in prison visiting rooms: “Is my Mommy a bad guy?” It
is the question that most seriously disorders his five-year-old need to
clearly separate right from wrong. And because our own need is
perhaps just as great, it is the question that haunts us as well.
Now, however, the answer is relatively simple. In a few years, it

won’t be. In a few years we will have to explain mandatory
minimums, and the war on drugs, and the murky conspiracy laws,
and the enormous amount of money and time that federal agents
pump into imprisoning low-level drug dealers and those who
happen to be their friends and their lovers. In a few years he might
have the reasoning skills to ask why so many armed robbers and
rapists and child-molesters and, indeed, murderers are punished
less severely than his mother. When he is older, we will somehow
have to explain to him the difference between federal crimes, which
don’t allow for parole, and state crimes, which do. We will have to
explain that his mother was taken from him for five years not
because she was a drug dealer but because she made four phone
calls for someone she loved.
But we also know it is vitally important that we explain all this

without betraying our bitterness. We understand the danger of
abstract anger, of being disillusioned with your country, and, most
of all, we do not want him to inherit that legacy. We would still like
him to be raised as we were, with the idea that we live in the best
country in the world with the best legal system in the world — a legal
system carefully designed to be immune to political mood swings
and public hysteria; a system that promises to fit the punishment to
the crime. We want him to be a good citizen. We want him to have
absolute faith that he lives in a fair country, a country that watches
over and protects its most vulnerable citizens: its women and
children.
So for now we simply say, “Toby, your mother isn’t bad, she just did a
bad thing. Like when you put rocks in the lawn mower’s gas tank.
You weren’t bad then, you just did a bad thing.”
Once, a er being given this weak explanation, he said, “I wish I

could have done something really bad, like my Mommy. So I could
go to prison too and be with her.”
It’s now 3:00. Visiting ends at 3:30. The kids are getting cranky, and
the adults are both exhausted and wired from too many hours of
conversation, too much coffee and candy. The fathers, mothers,
sisters, brothers, and the few boyfriends, and the very few husbands
are beginning to show signs of gathering the trash. The mothers of
the infants are giving their heads one last whiff before tucking them
and their paraphernalia into their respective carrying cases. The
visitors meander toward the door, leaving the older children with
their mothers for one last word. But the mothers never say what
they want to say to their children. They say things like, “Do well in
school,” “Be nice to your sister,” “Be good for Aunt Berry, or
Grandma.” They don’t say, “I’m sorry I’m sorry I’m sorry. I love you
more than anything else in the world and I think about you every
minute and I worry about you with a pain that shoots straight to my
heart, a pain so great I think I will just burst when I think of you
alone, without me. I’m sorry.”
We are standing in front of the double glass doors that lead to the
outside world. My older sister holds her son, rocking him gently.
They are both crying. We give her a look and she puts him down.
Charity and I grasp each of his small hands, and the four of us walk
through the doors. As we’re walking out, my brother sings one of his
banana songs to Toby.
“Take me out to the — ” and Toby yells out, “Banana store!”
“Buy me some — ”
“Bananas!!”
“I don’t care if I ever come back. For it’s root, root, root for the —”
“Monkey team!”
I turn back and see a line of women standing behind the glass wall.
Some of them are crying, but many simply stare with dazed eyes.
Stephanie is holding both of her son’s hands in hers and speaking
urgently to him. He is struggling, and his head is twisting violently
back and forth. He frees one of his hands from her grasp, balls up
his fist, and punches her in the face. Then he walks with purpose
through the glass doors and out the exit. I look back at her. She is
still in a crouched position. She stares, unblinking, through those
doors. Her hands have le her face and are hanging on either side of
her. I look away, but before I do, I see drops of blood drip from her
nose, down her chin, and onto the shiny marble floor.
READING FOR MEANING

essence of what Coyne observes when she visits her sister in
prison.
anything touching or disturbing, such as the mothers smelling
their children (par. 2) or their attempts to make themselves
beautiful for the visit (par. 4).
analyzing an assumption that interests you in Coyne’s
observational essay. For example:
Assumptions about fairness and the legal system. Near the end
of the essay, Coyne reveals that she wishes her nephew Toby
would grow up to “have absolute faith that he lives in a fair
country” (par. 16).
Why do you think Coyne believes her sister’s punishment is
unfair? Why does Stephanie’s mother think Stephanie’s
punishment is unfair? Do you agree or disagree?
What does Coyne assume about American culture when she
refers to “political mood swings and public hysteria” and
when she uses the slogan “make the punishment fit the
crime” (par. 16)?
Assumptions about children’s rebelliousness. Coyne seems to

assume that Ellie’s rebellious behavior toward Stephanie is his
way of responding to the enforced separation from his mother
(par. 13).
What do you think leads Coyne to make this assumption?
How convincing do you think it is to assume that Ellie’s
behavior is caused by his separation from his mother?
What other assumptions might one have about the causes of
Ellie’s behavior? For example, how do you think his
grandmother’s anger is likely to affect him?
For more on comparing and contrasting, see “Comparing and Contrasting Related Readings”
in Chapter 2.
Unlike arguments supporting positions or justifying evaluations,

which tell readers directly what the writer thinks and why,
observational writing o en uses comparison/contrast to lead
readers to draw their own conclusion. Writers o en use transitional
words and phrases to make explicit the relationship between the two
items being compared or contrasted. For example:
Although the world outside would never accuse these women of making haute-
couture fashion statements, the fathers and the sons and the boyfriends and the very
few husbands think they look beautiful. … (par. 4)
Sometimes writers leave out the transition and simply juxtapose the
things that are being compared or contrasted by placing them side
by side.
He will be ten when his mother is released, the same age my nephew will be when his
mother is let out. (par. 12)
In this example, the word same lets readers know Coyne is pointing
out a similarity between the two families. Note that she follows this
sentence with an explicit transition to stress that although the two
mother-son relationships are comparable, there are significant
differences between them:
But Jennifer, my sister, was able to spend the first five years of Toby’s life with him.
Stephanie had Ellie a er she was incarcerated. They let her hold him for eighteen
hours, then sent her back to prison. (par. 12)
ANALYZE & WRITE

Write a paragraph or two analyzing how Coyne uses comparison/contrast cues and
juxtapositions to convey her perspective on the plight of convict-moms and their
relationships with their kids.
1. Note in the margin which paragraphs focus on Coyne’s sister Jennifer and her
son Toby and which focus on Stephanie and her son Ellie. Mark where Coyne
juxtaposes the two families and where she uses transitions to highlight the
comparisons and contrasts. What differences between the two families does
Coyne emphasize? What do you think she wants readers to understand about the
dilemma of convict-moms and their relationship with their children?
2. Also consider how Coyne sets up a contrast in paragraphs 10–11 between what is
and what could have been. What cues does she use to signal this contrast? How
does this contrast help convey Coyne’s perspective on the plight of women like
her sister and children like her nephew?
Robin Wall Kimmerer
Asters and Goldenrods
Robin Wall Kimmerer is SUNY Distinguished Teaching Professor at the SUNY College
of Environmental Science and Forestry in Syracuse, New York. She serves as the
founding Director of the Center for Native Peoples and the Environment, and she is
also the cofounder and past president of the Traditional Ecological Knowledge
section of the Ecological Society of America and serves as a Senior Fellow for the
Center for Nature and Humans. She has been a writer in residence at the Andrews
Experimental Forest, the Blue Mountain Center, the Sitka Center, and the Mesa
Refuge. Of European and Anishinaabe ancestry, Kimmerer is an enrolled member of
the Citizen Potawatomi Nation. Braiding Sweetgrass: Indigenous Wisdom, Scientific
Knowledge and the Teachings of Plants (2013), from which the selection below is taken,
was awarded the Sigurd Olson Nature Writing Award. Her interests as both a scientist
and writer revolve around humans’ relationships to the land. The essay below
considers how humans interact with the natural world, as well as the role of science
and poetry in those interactions.
Before you read, consider the title of the piece. Do you know what goldenrod
and asters are? Do you expect that the essay will explain this?
As you read, think about the kind of audience Kimmerer expects to be reading
her piece. How much scientific background does she expect? How do her
expectations affect your engagement with the piece?
The girl in the picture holds a slate with her name and “class of‘ 75”
chalked in, a girl the color of deerskin with long dark hair and inky
unreadable eyes that meet yours and won’t look away. I remember
that day. I was wearing the new plaid shirt that my parents had given
me, an outfit I thought to be the hallmark of all foresters. When I
looked back at the photo later in life, it was a puzzle to me. I recall
being elated to be going to college, but there is no trace of that in the
girl’s face.
Even before I arrived at school, I had all of my answers prepared for
the freshman intake interview. I wanted to make a good first
impression. There were hardly any women at the forestry school in
those days and certainly none who looked like me. The adviser
peered at me over his glasses and said, “So, why do you want to
major in botany?” His pencil was poised over the registrar’s form.
How could I answer, how could I tell him that I was born a botanist,
that I had shoeboxes of seeds and piles of pressed leaves under my
bed, that I’d stop my bike along the road to identify a new species,
that plants colored my dreams, that the plants had chosen me? So I
told him the truth. I was proud of my well-planned answer, its
freshman sophistication apparent to anyone, the way it showed that
I already knew some plants and their habitats, that I had thought
deeply about their nature and was clearly well prepared for college
work. I told him that I chose botany because I wanted to learn about
why asters and goldenrod looked so beautiful together. I’m sure I
was smiling then, in my red plaid shirt.
But he was not. He laid down his pencil as if there was no need to
record what I had said. “Miss Wall”, he said, fixing me with a
disappointed smile, “I must tell you that that is not science. That is
not at all the sort of thing with which botanists concern themselves."
But he promised to put me right. “I’ll enroll you in General Botany so
you can learn what it is.” And so it began.
I like to imagine that they were the first flowers I saw, over my
mother’s shoulder, as the pink blanket slipped away from my face
and their colors flooded my consciousness. I’ve heard that early
experience can attune the brain to certain stimuli, so that they are
processed with greater speed and certainty, so that they can be used
again and again, so that we remember. Love at first sight. Through
cloudy newborn eyes their radiance formed the first botanical
synapses in my wide-awake, new-born brain, which until then had
encountered only the blurry gentleness of pink faces. I’m guessing
all eyes were on me, a little round baby all swaddled in bunting, but
mine were on Goldenrod and Asters. I was born to these flowers and
they came back for my birthday every year, weaving me into our
mutual celebration.
People flock to our hills for the fiery suite of October but they o en
miss the sublime prelude of September fields. As if harvest time
were not enough — peaches, grapes, sweet corn, squash — the fields
are also embroidered with dri s of golden yellow and pools of
deepest purple, a masterpiece.
If a fountain could jet bouquets of chrome yellow in dazzling arches

of chrysanthemum fireworks, that would be Canada Goldenrod.
Each three-foot stem is a geyser of tiny gold daisies, ladylike in
miniature, exuberant en masse. Where the soil is damp enough,
they stand side by side with their perfect counterpart, New England
Asters. Not the pale domesticates of the perennial border, the weak
sauce of lav ender or sky blue, but full-on royal purple that would
make a violet shrink. The daisylike fringe of purple petals surrounds
a disc as bright as the sun at high noon, a golden-orange pool, just a
tantalizing shade darker than the surrounding goldenrod. Alone,
each is a botanical superlative. Together, the visual effect is
stunning. Purple and gold, the heraldic colors of the king and queen
of the meadow, a regal procession in complementary colors. I just
wanted to know why.
Why do they stand beside each other when they could grow alone ?
Why this particular pair? There are plenty of pinks and whites and
blues dotting the fields, so is it only happenstance that the
magnificence of purple and gold end up side by side? Einstein
himself said that “God doesn’t play dice with the universe.” What is
the source of this pattern? Why is the world so beautiful? It could so
easily be otherwise: flowers could be ugly to us and still fulfill their
own purpose. But they’re not. It seemed like a good question to me.
But my adviser said, “It’s not science,” not what botany was about. I
wanted to know why certain stems bent easily for baskets and some
would break, why the biggest berries grew in the shade and why
they made us medicines, which plants are edible, why those little
pink orchids only grow under pines. “Not science,” he said, and he
ought to know, sitting in his laboratory, a learned professor of
botany. “And if you want to study beauty, you should go to art
school.” He reminded me of my deliberations over choosing a
college, when I had vacillated between training as a botanist or as a
poet. Since everyone told me I couldn’t do both, I’d chosen plants.
He told me that science was not about beauty, not about the
embrace between plants and humans.
I had no rejoinder; I had made a mistake. There was no fight in me,

only embarrassment at my error. I did not have the words for
resistance. He signed me up for my classes and I was dismissed to go
get my photo taken for registration. I didn’t think about it at the
time, but it was happening all over again, an echo of my
grandfather’s first day at school, when he was ordered to leave
everything — language, culture, family — behind. The professor
made me doubt where I came from, what I knew, and claimed that
his was the right way to think. Only he didn’t cut my hair off.
In moving from a childhood in the woods to the university I had

unknowingly shi ed between worldviews, from natural history of
experience, in which I knew plants as teachers and companions to
whom I was linked with mutual responsibility, into the realm of
science. The questions scientists raised were not “Who are you?” but
“What is it?” No one asked plants, “What can you tell us?” The
primary question was “How does it work?” The botany I was taught
was reductionist, mechanistic, and strictly objective. Plants were
reduced to objects; they were not subjects. The way botany was
conceived and taught didn’t seem to leave much room for a person
who thought the way I did. The only way I could make sense of it
was to conclude that the things I had always believed about plants
must not be true a er all.
That first plant science class was a disaster. I barely scraped by with
a C and could not muster much enthusiasm for memorizing the
concentrations of essential plant nutrients. There were times when I
wanted to quit, but the more I learned, the more fascinated I
became with the intricate structures that made up a leaf and the
alchemy of photosynthesis. Companionship between asters and
goldenrod was never mentioned, but I memorized botanical Latin as
if it was poetry, eagerly tossing aside the name “goldenrod” for
Solidago canadensis. I was mesmerized by plant ecology, evolution,
taxonomy, physiology, soils, and fungi. All around me were my good
teachers, the plants I found good mentors, too, warm and kind
professors who were doing heart-driven science, whether they could
admit it or not. They too were my teachers. And yet there was always
something tapping at my shoulder, willing me to turnaround. When
I did, not know how to recognize what stood behind me.
My natural inclination was to see relationships, to seek the threads

that connect the world, to join instead of divide. But science is
rigorous in separating the observer from the observed, and the
observed, from the observer. Why two flowers are beautiful together
would violate the division necessary for objectivity.
I scarcely doubted the primacy of scientific thought. Following the

path of science trained me to separate, to distinguish perception
from physical reality, to atomize complexity into its smallest
components, to honor the chain of evidence and logic, to discern
one thing from another, to savor the pleasure of precision. The more
I did this, the better I got at it, and I was accepted to do graduate
work in one of the world’s finest botany programs, no doubt on the
strength of the letter of recommendation from my adviser, which
read, “She’s done remarkably well for an Indian girl."
A master’s degree, a PhD, and a faculty position followed. I am

grateful for the knowledge that was shared with me and deeply
privileged to carry the powerful tools of science as a way of
engaging the world. It took me to other plant communities, far from
the asters and goldenrod. I remember feeling, as a new faculty
member, as if I finally understood plants. I too began to teach the
mechanics of botany, emulating the approach that I had been
taught.
It reminds me of a story told by my friend Holly Youngbear Tibbetts.

A plant scientist, armed with his notebooks and equipment, is
exploring the rainforests for new botanical discoveries, and he has
hired an indigenous guide to lead him. Knowing the scientist’s
interests, the young guide takes care to point out the interesting
species. The botanist looks at him appraisingly, surprised by his
capacity “Well, well, young man, you certainly know the names of a
lot of these plants” The guide nods and replies with downcast eyes.
“Yes, I have learned the names of all the bushes, but I have yet to
learn their songs.”
I was teaching the names and ignoring the songs.

When I was in graduate school in Wisconsin, my then husband and I
had the good fortune to land jobs as caretakers at the university
arboretum. In return for little house at the edge of the prairie, we
had only to make the nighttime rounds, checking that doors and
gates were secure before we le the darkness to the crickets. There
was just one time that a light was le burning, a door le ajar, in the
horticulture garage. There was no mischief, but as my husband
checked around, I stood and idly scanned the bulletin board. There
was a news clipping there with a photo of a magnificent American
elm, which had just been named the champion for its species, the
largest of its kind. It had name: The Louis Vieux Elm.
My heart began to pound and I knew my world was about to change,

for I’d known the name Louis Vieux all my life and than was his face
looking at me from a news clipping. He was our Potawatomi
grandfather, one who had walked all the way from the Wisconsin
forests to the Kansas prairie with my grandma Sha-note. He was a
leader, one who took care of the people in their hardship. That
garage door was le ajar, that light was le burning, and it shone on
the path back home for me. It was the beginning of a long, slow
journey back to my people, called out to me by the tree that stood
above their bones.
To walk the science path I had stepped off the path of indigenous
knowledge. But the world has a way of guiding your steps.
Seemingly out of the blue came an invitation to a small gathering of
Native elders, to talk about traditional knowledge of plants. One I
will never forget––a Navajo woman without a day of university
botany training in her life––spoke for hours and I hung on every
word. One by one, name by name, she told of the plants in her
valley. Where each one ships, who ate it, who lined their nests with
its fibers, what kind of medicine it offered. She also shared the
stories held by those plants, their origin myths, how they got their
names, and what they have to tell us. She spoke of beauty.
Her words were like smelling salts waking me to what I had known
back when I was picking strawberries. I realized how shallow my
understanding was. Her knowledge was so much deeper and wider
and engaged all the human ways of understanding. She could have
explained asters and goldenrod. To a new PhD, this was humbling. It
was the beginning of my reclaiming that other way of knowing that I
had helplessly let science supplant. I felt like a malnourished
refugee invited to a feast, the dishes scented with the herbs of home.
I circled right back to where I had begun, to the question of beauty.

Back to the questions that science does not ask, not because they
aren’t important, but because science as a way of knowing is too
narrow for the task. Had my adviser been a better scholar, he would
have celebrated my questions, not dismissed them. He offered me
only the cliché that beauty is in the eye of the beholder, and since
science separates the observer and the observed, by definition
beauty could not be a valid scientific question. I should have been
told that my questions were bigger than science could touch.
He was right about beauty being in the eye of the beholder,
especially when it comes to purple and yellow. Color perception in
humans relies on banks of specialized receptor cells, the rods and
cones in the retina. The job of the cone cells is to absorb light of
different wavelengths and pass it on to the brain’s visual cortex,
where it can be interpreted. The visible light spectrum, the rainbow
of colors, is broad, so the most effective means of discerning color is
not one generalized jack-of-all-trades cone cell, but rather an array
of specialists, each perfectly tuned to absorb certain wavelengths.
The human eye has three kinds. One type excels at detecting red and
associated wavelengths. One is tuned to blue. The other optimally
perceives light of two colors: purple and yellow.
The human eye is superbly equipped to detect these colors and send
a signal pulsing to the brain. This doesn’t explain why I perceive
them as beautiful, but it does explain why that combination gets my
undivided attention. I asked my artist buddies about the power of
purple and gold, and they sent me right to the color wheel: these two
are complementary colors, as different in nature as could be. In
composing a palette, putting them together makes each more vivid;
just a touch of one will bring out the other. In an 1890 treatise on
color perception, Goethe, who was both a scientist and a poet, wrote
that “the colors diametrically opposed to each other … are those
which reciprocally evoke each other in the eye.” Purple and yellow
are a reciprocal pair.
Our eyes are so sensitive to these wavelengths that the cones can get
oversaturated and the stimulus pours over onto the other cells. A
printmaker I know showed me that if you stare for a long time at a
block of Yellow and then shi your gaze to a White sheet of paper,
you will see it, for a moment, as violet. This phenomenon––the
colored a erimage––occurs because there is energetic reciprocity
between purple and yellow pigments, which goldenrod and asters
knew well before we did.
If my adviser was correct, the visual effect that so delights a human

like me may be irrelevant to the flowers. The real beholder whose
eye they hope to catch is a bee bent on pollination. Bees perceive
many flowers differently than humans do due to their perception of
additional spectra such as ultraviolet radiation. As it turns out,
though, goldenrod and asters appear very similarly to bee eye and
human eyes. We both think they’re beautiful. Their striking contrast
when they grow together makes them the most attractive target in
the whole meadow, a beacon for bees. Growing together, both
receive more pollinator visits tan they would if they were growing
alone. It’s a testable hypothesis; it’s a question of science, a question
of art, and question of beauty.
Why are they beautiful together? It is a phenomenon simultaneously

material and spiritual, for which we need all wavelengths, for which
we need depth perception. When I stare too long at the world with
science eyes, I see an a erimage of traditional knowledge. Might
science and traditional knowledge be purple and yellow to one
another, might they be goldenrod and asters? We see the world more
fully when we use both.
The question of goldenrod and asters was of course just emblematic

of what I really wanted to know. It was an architecture of
relationships, of connections that I yearned to understand. I wanted
to see the shimmering threads that hold it all together. And I wanted
to know why we love the world, why the most ordinary scrap of
meadow can rock us back on our heels in awe.
When botanists go walking the forests and fields looking for plants,
we say we are going on a foray. When writers do the same, we should
call it a metaphoray, and the land is rich in both. We need them both;
scientist and poet Jeffrey Burton Russell writes that “as the sign of a
deeper truth, metaphor was close to sacrament. Because the
vastness and richness of reality cannot be expressed by the overt
sense of a statement alone.”
Native scholar Greg Cajete has written that in indigenous ways of

knowing, we understand a thing only when we understand it with all
four aspects of our being: mind, body, emotion, and spirit. I came to
understand quite sharply when I began my training as a scientist
that science privileges only one, possibly two, of those ways of
knowing: mind and body. As a young person wanting to know
everything about plants, I did not question this. But it is a whole
human being who finds the beautiful path.
There was a time when I teetered precariously with an awkward foot
in each of two worlds — the scientific and the indigenous. But then I
learned to fly. Or at least try. It was the bees that showed me how to
move between different flowers — to drink the nectar and gather
pollen from both. It is this dance of cross-pollination that can
produce a new species of knowledge, a new way of being in the
world. A er all, there aren’t two worlds, there is just this one good
green earth.
That September pairing of purple and gold is lived reciprocity; its

wisdom is that the beauty of one is illuminated by the radiance of
the other. Science and art, matter and spirit, indigenous knowledge
and Western science — can they be goldenrod and asters for each
other? When I am in their presence, their beauty asks me for
reciprocity, to be the complementary color, to make something
beautiful in response.
READING FOR MEANING

main idea Kimmerer wants her readers to understand.
resonates with your experience, such as how the adviser
responds to Kimmerer in the interview (par. 4) or how he
admonishes her for her interest in “studying beauty” (par. 9).
analyzing an assumption you find intriguing in Kimmerer’s
essay. For example:
Assumptions about science. Kimmerer describes many

instances in which her adviser/professor tells her that’s “not
science.”
What experiences inside and outside of school have helped
shape your ideas about science?
As you compare your assumptions about science with those
of other students in your class, what important differences do
you see, and how do you account for these differences?
Assumptions about authority. Kimmerer’s adviser/professor

tells her that “science was not about beauty, not about the
embrace between plants and humans” (par. 9). Kimmerer
describes her reaction to this statement: “I had no rejoinder; I
had made a mistake. There was no fight in me. Only
embarrassment at my error. … The professor made me doubt
what I came from, what I knew, and claimed that his was the
right way to think. … In moving from a childhood in the woods
to the university I had unknowingly shi ed between worldviews
…” (pars. 10–11).
Why do you suppose many students, including Kimmerer,
assume that professors know the right way to think? In
reflecting on this early college experience as she wrote this
piece, do you think Kimmerer still feels this way?
What assumptions does the essay make about the two
“worldviews?” Do you share these assumptions?
You may also try reflecting on challenges to your beliefs and values; see Chapter 2, Reflecting
on Challenges to Your Beliefs and Values.
Authors o en show their perspective on a subject through the

dominant impression they create. This impression may offer insight
into the author, as well as the subject. In some cases, these
impressions may not be explicit and the author may use suggestion
or rhetorical questions (questions that are used to make a point
rather than elicit immediate answers) to convey their perspective.
ANALYZE & WRITE

Write a paragraph examining how the writer conveys her perspective on the greater
significance of asters and goldenrod:
1. Reread the essay, looking for examples of rhetorical questions. Explain how
Kimmerer’s use of rhetorical questions suggests her perspective on “the threads
that connect the world” (par. 13). What does Kimmerer’s use of both rhetorical
and standard questions — as opposed to statements — suggest about her
perspective?
2. Review the academic habits of mind listed in Chapter 1 of this book (pp. 1–3).
Which academic habits of mind do you see Kimmerer, an academic herself,
practicing and describing in her essay? Where in the text do these academic
habits show up, and what do they help you understand about Kimmerer’s
perspective?
3. Notice how Kimmerer introduces some of the sources she cites.
“In an 1890 treatise on color perception, Goethe, who was both a scientist and a
poet…” (par. 24)
“Scientist and poet Jeffrey Burton Russell writes…” (par. 29)
“Native scholar Greg Cajete…” (par. 30)
How does her choice of these sources and the way she introduces them help convey
her perspective?
Linda Fine
Bringing Ingenuity Back
Linda Fine wrote the following observational essay when she was a first-year college
student. This essay is based on her visit to see the recently donated hand-printing
presses at her campus library. She records her own observations about these antique
presses, as well as how they work. Notice that she also quotes and paraphrases
extensively from Sara, the librarian who explains these old-fashioned machines to
her.
Before you read, consider your ideas about so-called old-fashioned

technologies. Are you willing to consider their relevance in a more advanced
society or are you partial to the newest technologies?
As you read, notice the details that Fine provides as she discusses the
challenges associated with using hand-printing presses. Do these details
effectively convey these challenges?
As I made my way to a set of elevators in the rear of our sleek new

campus library, I passed students and librarians working at
monitors wired into the university’s online system. I also passed
students sitting at tables with their laptops open and books piled
nearby. A few students were using the photocopiers to scan pages
onto their jump drives, and two printers on a corner table spewed
paper as students stood nearby, chatting. I was on my way into the
past to see hand-printing presses dating from the Civil War. The
antique presses were donated to the university by Dr. Edward Petko
because he favored the hand-press method over modern laser
printing, and he hoped that the university would help keep the
traditional process alive.
Entering an unmarked room in the basement, I saw numerous
weathered wooden cases stacked twice my height and, beyond
them, old iron machines in various shapes and sizes. I stepped into
the room clueless but eager to learn about this nearly forgotten
printing process. Sara Stilley, a thin, dark-haired woman in her late
twenties, works in this room five days a week. A er welcoming me,
she showed me some samples of artwork she has printed. One of
her most recent works was a greeting card she made for another
staff member. The finished product looked very professional, but
then Sara proceeded to explain to me the frustration behind this
masterpiece.
The preparation work takes hours, and in some cases, days. Sara’s
difficult task is to carefully align each individual letter by hand. The
letters are made up of very thin rectangular prisms, which make
them difficult to handle. Not only does Sara need manual dexterity,
she also needs skilled eyes to be able to tell the letters apart. If a
wrong letter, font, or size has been used, she has to go back and
tediously correct the frame and setup by hand. Familiarity with what
the letters will look like is essential for the setup of hand printing
because the letters can be confusing. The leaded letters in the
printing process work like a stamp. Instead of arranging them the
way they are read, the operator must position the letters upside
down and backward, like a mirror image. It takes time and effort to
train the eye to recognize letters this way. Letters such as n and u are
easily mixed up, as are p and q, and b and d. Formatting the letters
correctly is a critical step in the printing process because any
careless error the setup leaves a noticeable flaw in the printed
document.
In addition to the letter conflict, Sara said, “Many times a er

centering the text, I would find out that I made a mistake in the
formation. Instead of making it perfectly centered, I was supposed
to align it to the le .” I could imagine that going back and correcting
the spacing would be a wearisome task.
This old-fashioned printing process has other problems and

difficulties too. For example, humid weather causes the ink to
spread out, leaving the text appearing smudgy and smeared. There
may also be too much or too little ink used in a working press.
Sometimes Sara will run out of a specific letter for a page. The only
solution to this problem is to break apart her work into two printing
processes and print half the page at a time.
Sara explained that back in the 1800s, printers did not number their
pages when printing a book. In order to keep the pages orderly, they
had to use the same word twice. For example, if a page ended with
the word “boy,” then the following page would have to begin with the
word “boy.” Not numbering the pages can easily cause them to fall
out of order.
At this point in the interview, I had to ask her, “If using hand-
printing presses can cause so many problems, why would anyone
still prefer using them over laser-printing presses?”
Sara answered, “I feel better with what I produce. For example,

personally baking a cake for someone is better and much more
appreciated than simply buying one.”
A er she said that, I got the point. If I were to send out Christ-mas
cards, each individual card would mean so much more if I had
personally hand-printed it myself rather than buying a box of pre-
printed cards at Walmart. Cra smanship adds value and meaning
that you can’t find in industrialized commodities that you just buy.
I walked around the room and explored the shapes and sizes of the
various printing presses. I saw that each machine had its own
unique maneuvers. Some levers had to be pulled clockwise and
pushed down. Others simply needed to be rolled across the printing
bed and back. The cases and crates stacked around the presses
contained lead-filled letters and hundreds of neatly stored
rectangular pieces. There were keys, metal washers, wooden blocks
called “furniture” to keep the letters in place, ink, and galleys — all
of which, I learned, were required for the printing process.
At the very end of my interview, Sara demonstrated one of the many

printing presses to me, the Asbern. First she carefully arranged the
lead-filled text blocks on the printing bed and used a key to tighten
the furniture securing the letters. As she switched the power button
on, the ink rollers began to spin. A low, so mumbling sound stirred
and filled the room. Sara slipped a piece of plain white paper into
the slot and steered the machine from le to right. Steering the
wheel seemed like a very tough job because she was jerking her
entire body to create enough torque to rotate the wheel. Soon she
turned off the machine and took the paper out. A er a careful
examination, she announced that it wasn’t perfect. Sara handed the
page to me expecting me to see what she saw, but as I looked at it, I
found nothing wrong with the printing.
Squinting, she told me, “The text is not perfectly centered on the
paper. It’s a bit crooked because I slipped in the paper at a slight
angle.”
Whoever would have thought that small errors, like slipping in the
paper slanted, would make such a big difference? This is one of the
many things that make hand printing more difficult than using a
modern printing press.
Had Sara not pointed out to me the imperfection in her work,

however, I never would have caught it. It is amazing how she can
spot a flaw in her work as quickly as a professional chess player can
call a checkmate. Sara’s keen expertise in the area of hand-printing
presses impresses me. I never thought such an old-fashioned job
would provide deep insight into the beauty and value of works made
by hand.
As I le the room filled with irreplaceable treasures, I thought of the
time when my sister, Irene, knitted a scarf for her friend on duty in
Iraq. Irene was very worried about making the scarf “perfect.” She
was so concerned about making a mistake — or not having enough
time to finish the scarf — that I wondered why she didn’t simply buy
a scarf at Macy’s. A er interviewing Sara Stilley and learning more
about the ingenuity of her work, I now understood why Irene chose
to make the scarf by hand. The scarf she knitted for her friend had
more meaning in it than a typical scarf purchased at a department
store. She expressed her loving care and support through the gi she
made because it took time and effort, and not just money. There are
a few holes and gaps in that scarf, but I’m sure her friend, like me,
didn’t see the imperfections and thought the gi was simply perfect.
READING FOR MEANING

main idea Fine wants her readers to understand about the
hand-printing presses she observes.
resonates with your experience, such as Fine’s preconceptions
about the superiority of laser-printing presses over hand-
printing presses (par. 7).
analyzing an assumption you find intriguing in Fine’s essay. For
example:
Assumptions about technology . Fine begins her essay by

describing all of the various forms of technology she passes in
her campus’s sleek new library (par. 1) as she makes her way to
explore the antique hand-printing presses.
What assumptions do you have about new technology as
compared to more old-fashioned or so-called outdated
technologies, and where do these assumptions come from?
Is something that is hand-pressed or hand-made, more
generally, necessarily more meaningful than something
created by a newer technology? Explain your answer.
Assumptions about antiques. Compare the different ways that

Fine describes the hand-printing presses. Throughout the essay
she uses the terms “antique” and “old-fashioned”
interchangeably to describe the presses.
How would you describe the difference between the
connotations of the two terms antique and old-fashioned?
Which has a more positive connotation and why?
What message does calling something an antique as opposed
to calling it old, old-fashioned, or used send? What
assumptions do you have about antiques in terms of their
value, and where do these assumptions come from?
Organizing the Information

Observations may be organized topically, with the writer bringing
up a series of topics about the subject (as in “Soup”); they may be
organized narratively, with the writer telling a story that extends
over a period of time (as Thompson does); or they may be organized
spatially, with the writer taking readers on a tour of a place,
pointing out interesting sights and bringing up various topics about
the subject as they move through the scene (as Fine does):
As I made my way to a set of elevators in the rear I passed students and librarians
working at monitors. … I also passed students sitting at tables … . I was on my way
into the past to see hand-printing presses. … Entering an unmarked room in the
basement. … I stepped into the room. … (pars. 1–2)
Fine acts as a tour guide, or as the camera in a documentary. She

marks her movement with transitional words and phrases such as “I
was on my way” (par. 1) and “I stepped into the room” (par. 2). Fine
describes her movements to highlight that she is on her “way into
the past to see hand-printing presses” (par 1). Describing her
movements in space also allows her to separate her observations
about the technologically advanced section of the library from the
observations she makes about the unmarked space in the basement
where the old-fashioned hand-printing presses are located.
ANALYZE & WRITE

Write a paragraph analyzing how Fine orients readers as she takes them from the sleek
new part of the library to the unmarked room in the basement where the hand-
printing presses are located.
1. Skim the essay and find the passages where Fine takes readers from one area to
another. How does she signal to readers the transition in space?
2. Find an example that shows how these spatial transitions also introduce new
topics.
3. How effective or ineffective is this tour as a way of organizing information in a
place like a library?
Writing to Learn Observation

perhaps one by a classmate). Explain how (and perhaps, how well) the selection works as an
observation. Consider, for example, how it
presents detailed information about the subject;

organizes the information topically, narratively, or spatially to make it interesting and
clear;
takes a detached observer or participant-observer role, or alternates between the
two;
conveys the writer’s perspective on what makes the subject intriguing and/or
culturally significant.
why?
achieving its purpose for the intended audience?
A GUIDE TO WRITING
OBSERVATIONAL ESSAYS
a brief observation of your own. This Guide to Writing offers
detailed suggestions and resources to help you meet the special
challenges observational writing presents.

Write about an intriguing or unusual place, person, or activity.
Choose a subject that is relatively unfamiliar to your audience or a familiar subject

that you can present in a fresh and surprising way.
Research the subject, gathering detailed information primarily from close
observations and interviews, and present that information in a clear, logical way that
is entertaining as well as informative.
Analyze the information you have gathered about the subject so that you can give
readers insight into the subject’s cultural meaning and importance.
WRITING YOUR DRAFT
Choosing a Subject
subjects as you can. Below are some criteria that can help you
choose a promising subject, followed by suggestions for the types of
places, people, and activities you might consider writing about.
The subject should
spark your — and your readers’ — interest and curiosity

be accessible, allowing you to make detailed observations and
conduct in-depth interviews in the time allotted
lead to ideas about its cultural significance and meanings
Note: Whenever you write an observational report or profile,

consider carefully the ethics involved in such research. You will
want to treat participants fairly and with respect in the way you both
approach and depict them. You may need to obtain permission from
your school’s ethics review board. Discuss the ethical implications of
your research with your instructor, and think carefully about the
goals of your research and the effect your research will have on
others.
An appropriate person might be
someone doing work that you might want to do — a city council

member, police officer, lab technician, computer programmer,
attorney, salesperson
someone with an unusual job or hobby — a dog trainer, private
detective, ham radio operator, race car driver, novelist
someone recently recognized for academic or community
service or achievement
An appropriate place might be
a place where people come together because they are of the

same age, gender, sexual orientation, or ethnic group (for
example, a foreign language–speaking residence hall or
LGBTQ+ club) or a place where people have formed a
community around a shared interest (for example, a Sunday
morning pickup basketball game in the park, political
campaign, or barber shop)
a place where people are trained for a certain kind of work (for
example, a police academy, CSI program, or truck driving
school)
a place where a group of people are working together for a
particular purpose (for example, a laboratory where scientists
are collaborating on a research project)
An appropriate activity might be
an unconventional sporting event — a dogs’ Frisbee

tournament, chess match, dog sledding, log sawing and
splitting competition; an amateur wrestling or boxing meet, ice-
fishing contest
a team practicing a sport or other activity (one you can observe
as a curious outsider, not as an experienced participant)
a community improvement project — graffiti cleaning, tree
planting, house repairing, road or highway litter collecting
Researching Your Subject

Conducting observations and interviews takes time, so determine
whether you can get permission before committing yourself too
deeply, and plan your site visits carefully. The most common error
students report making on this assignment is waiting too long to
make that first call. Be aware, too, that the people and places you
contact may not respond immediately (or at all); be sure to follow up
if you have not gotten an answer to your request within a few days.
Making a Schedule.
Set up a tentative schedule for your observations and interviews.

Backward planning is one of the best strategies for scheduling your
time so everything gets done by your deadline:
1. Write on a calendar the date the project is due and any other
interim due dates (such as the date that your first dra is due).
2. Move backward through the calendar, writing in due dates for
other tasks you need to do, such as scheduling initial and
follow-up interviews and observations, as well as determining
when write-ups and background research should be done.
Setting Up, Preparing for, and Conducting Interviews and

Observations.
The following activities will help you plan your research:
For a detailed discussion of planning and conducting interviews and observations, see
Conducting Field Research in Chapter 12.
1. Make a list of people you would like to interview or the places
you would like to observe. Include a number of possibilities in
case your first choice turns you down.
2. Write out your intentions and goals, so you can explain them
clearly to others. If you would like to take on the participant-
observer role, ask permission to take part in a small way for a
limited time.
3. Call or e-mail for an appointment with your interview subject
or to make arrangements to visit the site. Explain who you are
and what you are doing. Student research projects are o en
embraced, but be prepared for your request to be rejected.
4. Make notes about your assumptions and expectations. For
example: Why do I assume the subject will interest me and my
readers? What do I already know and what do I expect to learn
about my subject?
5. Write some interview questions in advance, or consider how
best to conduct the observation.
6. Make an audio or video recording — if allowed — during the
interview or observation, but also take careful notes, including
notes about what you see, hear, and smell, as well as notes
about tone, gestures, mannerisms, or overheard conversations.
Ask for stories:
Tell me how you got into ………….. .
What surprised/pleased/frustrated you most?

Let subjects correct misconceptions:
What preconceptions/myths would you most like to bust?
Ask about the subject’s past and future:
How has ………… changed over the years, and where do you think it’s going?
Reflecting on What You Learned.
Immediately a er your interview or observation, be sure to review

your notes and write down your first impressions:
► My dominant impression of the subject is …………. .

► The most interesting aspect of …………. is …………. because
…………. .
► Although my thoughts about …………. were confirmed, I was
surprised to learn …………. .
Focus on sensory details that could paint a vivid portrait of the person
or people, place, or activity, and write down any questions or
concerns you might like to consider for a follow-up interview or
observation.
Integrating Quotations from Interviews.

As you write up your interviews and observations and begin dra ing
your essay, you need to choose quotations that will present
information about the subject in an interesting way. To make
quotations arresting, use speaker tags (he shouts, she blurts). Speaker
tags play an important role in observational writing because they
help readers visualize the speakers and imagine what they sound
like.
To integrate quotations and speaker tags smoothly into your

sentences, you may rely on an all-purpose verb, such as said or
remarked:
“Not science,” he said . (Kimmerer, par. 9)
To depict the speaker’s tone or attitude more precisely and vividly,

provide some context for the quotation:
At the front of the line, a woman in a brown coat couldn’t decide which soup to get
and started to complain about the prices . “You talk too much, dear,” Mr. Yeganeh
said, and motioned her to move to the le . Next!” (New Yorker, par. 8)
You may also add a word or phrase to a speaker tag to reveal more
about how, where, when, or why the speaker speaks:
“Pit of fire,” she says, shaking her head. “Like a pit of fire straight from hell. Never
seen anything like it. Like something out of an old movie about prisons.” Her voice is
getting louder and she looks at each of us with pleading eyes. (Coyne, par. 6)
In addition to being carefully introduced, quotations must be

precisely punctuated. Fortunately, there are only two general rules:
1. Enclose all quotations in quotation marks. These always come
in pairs, one at the beginning and one at the end of the
quotation.
2. Separate the quotation from the speaker tag with appropriate
punctuation, usually a comma. But if you have more than one
sentence, be careful to punctuate the separate sentences
properly.
For additional help with quoting sources, see “Using Information From Sources to Support
Your Claims” in Chapter 12.
Choosing Your Role
You can take a spectator role (like Fine), a participant-observer role

(like Thompson), or alternate between being a spectator and a
participant (like Coyne).
Choose the spectator role to:
provide readers with a detailed description or guided tour of the

scene.
► Inside, you could see …………. . The room was …………. and
…………. .
Entering an unmarked room in the basement room, I saw numerous weathered

wooden cases stacked twice my height, and, beyond them, old iron machines in
various shapes and sizes. (Fine, par. 2)
create an aura of objectivity, making it appear as though you’re
just reporting what you see and hear without revealing that you
have actually made choices about what to include in order to
create a dominant impression.
► The shiny new/rusty old tools were laid out neatly/piled helter
skelter on the workbench, like ………….
The cases and crates stacked around the presses contained lead-filled letters and
hundreds of neatly stored rectangular pieces. There were keys, metal washers,
wooden blocks. … (Fine, par. 10)
Caution: The spectator role may cause readers to:
feel detached, which can lead to a lack of interest in the subject

profiled
suspect a hidden bias behind the appearance of objectivity,
undermining the writer’s credibility.
Choose the participant-observer role to:
report on physical activities through the eyes of a novice, so

readers can imagine doing the activity themselves:
► I picked up the …………. . It felt like …………. and
smelled/tasted/sounded like …………. .
The greatest difficulty, though, is in the trimming. I had no idea that a head of lettuce
was so humongous. (Thompson, par. 9)
reveal how others react to you:

► X interrupted me as I …………. -ed.
People whose names I didn’t yet know would ask me how I was holding up,
reminding me that it would get easier as time went by. (Thompson, par. 14)
Caution: The participant-observer role may cause readers to:
wonder whether your experience was unique to you, not

something they would have experienced
think the person, place, group, or activity being profiled
seemed secondary in relation to the writer’s experience.
Developing Your Perspective on the Subject
Explore the cultural significance of your subject. If you are focusing

on a place (like a library or prison visiting room), consider what
intrigues you about its culture by asking yourself questions like
these:
Who are the insiders at this place and why are they there?
How does the place affect how insiders talk, act, think, feel?
What function does the place serve in the wider community?
What tensions are there between insiders and outsiders or
between newcomers and veterans?
► X and Y say …………. because they want to …………. , but
they seem to feel …………. because of the way they do
…………. .
And I can imagine the hours spent preparing for this visit. … The hours of discussing,
dissecting, and bragging about these visitors — especially the men. … and the giggles
that abruptly change into tears without warning — things that define any female-only
world. Even, or especially, if that world is a female federal prison camp. (Coyne, par.
4)
If you are focusing on an activity (like trying a new food or cutting

lettuce), ask yourself questions like these:
Who benefits from it?

What value does it have for the insider community and for the
wider community?
How has the activity or process changed over time, for good or
ill?
How are outsiders initiated into the activity?
► …………. [date or event] marked a turning point because
…………. .
For years a er the demise of that first meatpacking company, the Dufour family sold
someone else’s product. … “But pretty soon, we were selling so many lips that we had
to almost beg Di Salvo’s for product. That’s when we started cooking up our own,” he
told me, gesturing toward the cast-iron kettle that hangs from the ra ers by the front
door of the plant. “My daddy started cooking lips in that very pot.”
Lionel now cooks lips in 11 retrofitted milk tanks, dull stainless-steel cauldrons
shaped like oversized cradles. But little else has changed. (Edge, pars. 9–10)
Define your purpose and audience. Write for five minutes exploring
what you want your readers to learn about the subject and why. Use
sentence strategies like these to help clarify your thinking:
My readers probably think …………. about my subject. I can get
them to think about X’s social and cultural significance by
………….
State your main point. Review what you have written, and summarize in a
sentence or two the main idea you want readers to take away from your profile.
Readers don’t expect a profile to have an explicit thesis statement, but the
descriptive details and other information need to work together to convey the
main idea.
Formulating a Working Thesis Statement
Review what you have written and try out a few working thesis
statements that articulate your insights into, interpretations of, or
ideas about the person, place, or activity that you want readers to
take away from reading the essay. Like autobiography, observational
writing tends not to include an explicit thesis statement, but does
include sentences that reinforce and extend the dominant
impression you have created.
For example, “Soup” opens and ends with these quotations that
capture the writer’s main ideas about the subject:
When Albert Yeganeh says “Soup is my lifeblood,” he means it. And when he says “I
am extremely hard to please,” he means that, too. (par. 11)
“He’s downright rude,” said a blond woman in a blue coat. “Even abusive. But you
can’t deny it, his soup is the best.” (par. 11)
Thompson uses the opening two paragraphs to introduce his ideas
about the arduous labor of farmworkers, but he also intersperses his
insights throughout the essay.
A theory forms in my mind. Early in the season — say, a er the first week — a
farmworker’s body gets thoroughly broken down. Back, legs, and arms grow sore,
hands and feet swell up. A tolerance for the pain is developed. … (par. 11)
It’s simply not possible to do this work for decades. (par. 11)
Considering Adding Visuals or Other Media
Think about whether visual or audio elements — photographs, a

map of the layout, illustrative materials you picked up at the place or
downloaded, still or moving visuals, or audio clips — would
strengthen your observational essay. For example, including a photo
of a pig in an essay about the production and consumption of
pickled pig lips, as Edge does (see p. 133), contributes to the vivid
impact of his essay. The fact that the pig seems to be smiling adds a
touch of humor.
Note: Be sure to cite the source of visual or audio elements you

didn’t create, and get permission from the source if your essay is
going to be published on a website that is not password-protected.
Organizing Your Dra
As you have seen, observational profiles o en include more than

one kind of organization: topical, narrative, spatial. For example,
Edge begins and ends with a narrative of his effort to eat a pig lip,
but he organizes the middle section of his essay — his observations
at Farm Fresh — topically. Nevertheless, it is helpful to consider
which plan should predominate:
To organize topically (like “Soup”), group your observations and

information by topic.
To organize narratively (like Thompson and Coyne), make a
timeline and note where the information from your
observations and interviews fits.
To organize spatially (like Fine), sketch the movement from one
site to another, noting where you could integrate information
from observations and interviews.
For help with outlining, see Chapter 2, pp. 41–42.
For briefer essays, a scratch outline may be sufficient; for longer,

more complex essays, a formal outline may be helpful.
Dra ing Your Observational Essay
to develop something interesting to say about a subject;

to devise a plan for presenting that information;
to identify a role for yourself in the essay;
to explore your perspective on the subject.
of this Guide to Writing will help you evaluate and improve your
dra .

typical of observational essays. (If you want to make specific
suggestions for improving the dra , see Troubleshooting Your Dra
in Chapter 4.) Also, be sure to respond to any specific concerns the
writer has raised about the dra . The Troubleshooting Your Dra
guide that follows will help you reread your own dra with a critical
eye, sort through any feedback you’ve received, and consider a
variety of ways to improve your dra .
A PEER REVIEW GUIDE
How effective is the presentation of information?
What’s Working Well: Let the writer know where information is

especially well presented — for example, where the place is
described vividly, a process is clearly delineated, or a quotation
not only relates information but also portrays the speaker.
What Needs Improvement: Indicate one passage where the

presentation of information could be improved — for example,
where it’s hard to visualize the place or people, a process needs
clarification, or you have unanswered questions.
How appropriate is the writer’s role?
What’s Working Well: Point to any passage where the writer’s

role works especially well — for example, where the spectator’s
apparent objectivity adds credibility, the participant observer’s
insider knowledge enhances interest, or the two roles balance
each other.
What Needs Improvement: Note any passage where the writer’s

role seems unclear or ineffective — for example, where the
spectator seems too removed or judgmental, the participant
observer’s personal experience is distracting, or alternating the
two roles gets confusing.
How clear and insightful is the writer’s perspective on the

subject?
What’s Working Well: Indicate a passage where the writer’s

perspective is especially clear and compelling — for example,
where showing creates a strong dominant impression, telling
illuminates with a pithy comment, rhetorical question, or
revealing quotation, or the tone toward the subject (respectful,
sarcastic, flattering, disapproving) is appropriate and well
supported.
What Needs Improvement: Tell the writer where the

perspective needs clarification — for example, where showing
seems muddied by contradictory details, telling relates the
obvious and lacks insight, or the tone (either praising or
criticizing) seems inappropriate or unjustified.
How easy to follow is the organization?
What’s Working Well: Mark any parts of the essay that seem
notably well-organized — for example, where a narratively
arranged section orients readers with time markers, a topically
arranged section uses topic sentences effectively, or a spatially
arranged section employs prepositional phrases to take the
reader on a tour of the place.
What Needs Improvement: Identify any aspect of the

organization that needs improvement — for example, where a
narratively arranged section seems to drag or ramble pointlessly,
a topically arranged section seems disorganized or unbalanced,
or a spatially arranged section stalls or becomes confusing.
Revising Your Dra
Revising means reenvisioning your dra , trying to see it in a new

way, given your purpose and audience, in order to develop an
informative and engaging observational essay. Think imaginatively
and boldly about cutting unconvincing material, adding new
material, and moving material around. The following chart may
help you strengthen your essay.

To Organize the Observation More Clearly and Effectively
If a narratively Add time markers to clarify the

arranged section chronology.
drags or rambles, Give the narrative shape — for
example, by arousing curiosity,
or by explaining the sequence of
actions in a process narrative.
If a topically arranged Try rearranging topics to see

section seems whether another order makes
disorganized or more sense.
unbalanced, Add logical transitions.
Move, cut, or condense
information to restore balance.
If a spatially arranged Add transitions to orient readers.

section is confusing, Use prepositional phrases to
show direction or movement
through space.
If the opening fails to Think of questions you could

engage readers’ open with, or look for an
attention, engaging image or dialogue later
in the essay to move to the
beginning.
Go back to your notes for other
ideas.
Recall how the writers in this
chapter open their essays.
To Strengthen the Writer’s Perspective on the Subject
If the dominant Discuss more directly the

impression seems contradictions or complexities
vague or you see in the subject.
contradictory, Cut or revise the language that
seems vague.
If the perspective is Add language or details that

unclear or simplistic, strengthen, extend, or clarify the
writer’s perspective.
Write an explicit thesis
statement — and either include
it or use quotations,
descriptions, and rhetorical
questions to convey this idea.
Add sources to explain the
social, cultural, or historical
context.
If the tone seems Think about the tone’s

inappropriate or appropriateness.
unsupported, Provide support so the tone
seems justified.
To Present the Information More Clearly and Vividly
If people do not Add speaker tags that

come alive, characterize people’s tones,
facial expressions, and gestures.
Quote only the language that
conveys personality or essential
information, and paraphrase or
summarize other parts.
If the place is hard to Identify items in the place by

visualize, name using specific nouns.
Add sensory detail — describe
sights, sounds, smells, tastes,
textures.
Consider adding a visual — a
photograph or sketch, even a
film clip if your observation will
appear online.
If activities or Make sure the tense of your

processes are not verbs clearly indicates the
clear, sequence of the actions.
Clarify or add transitions
showing what happened when.

If the essay could Cut obvious or extraneous
bore or overwhelm information.
readers with too Consider alternating blocks of
much information information with descriptive or
about the subject, narrative materials.
Try presenting more of the
information through lively
dialogue from interviews.
If readers’ questions Look over your research notes to

have not been see if you can answer readers’
answered, questions.
If you have time, do follow-up
research to find out answers to
their questions.

From our research on student writing, we know that observational

essays tend to have errors in the use of quotation marks, when
writers quote the exact words of people they have interviewed.
Check a writer’s handbook for help with these potential problems.
Reflecting on Observation
In this chapter, you have read several observational essays critically and have written one of
your own. To better remember what you have learned, pause now to reflect on the reading
and writing activities you completed in this chapter.
achievement.
If it came from your research notes and write-ups, point out the parts that helped
you most.
If you got good advice from a critical reader, explain exactly how the person helped
you — perhaps by helping you recognize a problem in your dra or by helping you
add a new dimension to your writing.
2. Reflect more generally on how you tend to interpret observational writing, your own
as well as other writers’. Consider some of the following questions:
In reading for meaning, do you find yourself paying attention to larger cultural or
social contexts — for example, thinking of the subject in terms of gender, ethnicity,
or class?
How do you think the writer’s perspective influenced how you saw the subject?
3. By reflecting on what you have learned about observation, you have been practicing
metacognition, one of the academic habits of mind.
habits you used?
CHAPTER 5
Reflection
Like autobiographical and observational writing, reflective writing is

based on the writer’s personal experience. Reflective writers present
something they did, saw, heard, or read in writing so vivid that the
reader can imagine what they experienced. But unlike writers of
autobiography and observation, reflective writers help readers
imagine the experience and explore its meanings. Reflective writers
use events, people, and places as springboards for thinking about
society — how people live and what people believe about social
change with its many opportunities and challenges; about customs
in our culturally diverse society; about traditional virtues and vices;
or about common hopes and fears. They do not attempt to exhaust
their subjects, nor do they set themselves up as experts. Instead,
writers use their reflective essays to explore ideas informally and
tentatively. Reading a reflective essay can be as stimulating as
having a lively conversation, o en surprising us with insights and
unlikely connections and encouraging us to look in new ways at
even the most familiar things.
REFLECTIONS
Writers use a wide range of occasions to reflect on some aspect of
contemporary culture, as the following examples indicate:
A former football player writes a reflective essay for his college

alumni magazine about a game in which he sustained a serious
injury but continued to play because playing with pain was
regarded as a sign of manliness. He reflects on learning this
custom from his father and later from coaches and other
players, and he wonders why boys are taught not to show pain
but encouraged to show aggression and competitiveness.
Taking an anthropological view, he sees contemporary sports as
equivalent to the kind of training Native American boys
traditionally went through to become warriors, and he
questions whether playing sports prepares athletes for the
kinds of roles they will play in contemporary society.
Writing a blog post for a political science course, a student
reflects on her first experience voting in a presidential election.
She contrasts her decision-making process — examining the
candidate’s experience and voting record and reading
endorsements from trusted experts — with those of her
acquaintances, one of whom said she chose a candidate
because he reminded her of her grandfather, and another who
based his choice on his dislike of the way one candidate
dressed. The writer then reflects on the implications of such
voting decisions.
Thinking about Reflection

Write a paragraph about an occasion when you shared a reflection with others or others
shared a reflection with you — friends, classmates, relatives, acquaintances — either orally
or in writing.
Who was the audience? How do you think addressing the reflections to this audience
affected the way they were “hooked”?
What was the main purpose? How did the writer or speaker want the audience to
react? Was the goal to make the audience feel or think in a particular way, or to make
an experience seem strange so that audience members could see it differently?
How would you rate the rhetorical sensitivity of the reflection? Did the piece engage
the reader or listener? How? Was the insight surprising or motivating?
A GUIDE TO READING REFLECTIVE
ESSAYS
This guide introduces you to the basic features and strategies typical
of reflective writing by inviting you to analyze a powerful reflective
essay by Brent Staples:

the textbook.
Reading for meaning will help you think about the occasions that
prompted Staples’s reflections — about his attitudes and
assumptions regarding racial profiling, and about the broader
social implications of, for example, his musical choices.
Reading like a writer will help you learn how Staples employs
strategies typical of reflective essays, such as
1. Presenting the occasion vividly and in a way that prepares
readers for the reflections
2. Developing the reflections fully, using appropriate writing
strategies
3. Maintaining coherence by providing cues for readers
4. Engaging readers’ interest
Brent Staples
Black Men and Public Space
Brent Staples (b. 1951) earned his Ph.D. in psychology from the University of Chicago
and went on to become a journalist, writing for several magazines and newspapers.
In 1985, he became assistant metropolitan editor of the New York Times, where he is
now a member of the editorial board. His autobiography, Parallel Time: Growing Up in
Black and White (1994), won the Anisfield-Wolf Book Award. The following essay
originally appeared in Ms. magazine under the title “Just Walk on By.” Staples revised
it slightly for publication in Harper’s under the present title.
Before you read, think about a time that you frightened others by your
presence or that you have been frightened by others.
As you read, think about why Staples changed the title of the essay from “Just
Walk on By” to “Black Men and Public Space.”
My first victim was a woman — white, well dressed, probably in her

early twenties. I came upon her late one evening on a deserted
street in Hyde Park, a relatively affluent neighborhood in an
otherwise mean, impoverished section of Chicago. As I swung onto
the avenue behind her, there seemed to be a discreet,
uninflammatory distance between us. Not so. She cast back a
worried glance. To her, the youngish black man — a broad six feet
two inches with a beard and billowing hair, both hands shoved into
the pockets of a bulky military jacket — seemed menacingly close.
A er a few more quick glimpses, she picked up her pace and was
soon running in earnest. Within seconds she disappeared into a
cross street.
Did he do something to this woman?
Black, broad, beard, billowing, bulky — purposeful alliteration?
That was more than a decade ago, I was twenty-two years old, a
graduate student newly arrived at the University of Chicago. It was
in the echo of that terrified woman’s footfalls that I first began to
know the unwieldy inheritance I’d come into — the ability to alter
public space in ugly ways. It was clear that she thought herself the
quarry of a mugger, a rapist, or worse. Suffering a bout of insomnia,
however, I was stalking sleep, not defenseless wayfarers. As a so y
who is scarcely able to take a knife to a raw chicken — let alone hold
one to a person’s throat — I was surprised, embarrassed, and
dismayed all at once. Her flight made me feel like an accomplice in
tyranny. It also made it clear that I was indistinguishable from the
muggers who occasionally seeped into the area from the
surrounding ghetto. That first encounter, and those that followed,
signified that a vast, unnerving gulf lay between nighttime
pedestrians — particularly women — and me. And I soon gathered
that being perceived as dangerous is a hazard in itself. I only needed
to turn a corner into a dicey situation, or crowd some frightened,
armed person in a foyer somewhere, or make an errant move a er
being pulled over by a policeman. Where fear and weapons meet —
and they o en do in urban America — there is always the possibility
of death.
How does the author feel about being indistinguishable from muggers?
In that first year, my first away from my hometown, I was to become

thoroughly familiar with the language of fear. At dark, shadowy
intersections, I could cross in front of a car stopped at a traffic light
and elicit the thunk, thunk, thunk of the driver — black, white, male,
or female — hammering down the door locks. On less traveled
streets a er dark, I grew accustomed to but never comfortable with
people crossing to the other side of the street rather than pass me.
Then there were the standard unpleasantries with policemen,
doormen, bouncers, cabdrivers, and others whose business it is to
screen out troublesome individuals before there is any nastiness.
I wonder when he wrote this — It’s still so relevant now.
I moved to New York nearly two years ago and I have remained an
avid night walker. In central Manhattan, the near-constant crowd
cover minimizes tense one-on-one street encounters. Elsewhere —
in SoHo, for example, where sidewalks are narrow and tightly
spaced buildings shut out the sky — things can get very taut indeed.
A er dark, on the warrenlike streets of Brooklyn where I live, I o en

see women who fear the worst from me. They seem to have set their
faces on neutral, and with their purse straps strung across their
chests bandolier-style, they forge ahead as though bracing
themselves against being tackled. I understand, of course, that the
danger they perceive is not a hallucination. Women are particularly
vulnerable to street violence, and young black males are drastically
overrepresented among the perpetrators of that violence. Yet these
truths are no solace against the kind of alienation that comes of
being ever the suspect, a fearsome entity with whom pedestrians
avoid making eye contact.
How do the author’s previous experiences as “scarcely noticeable” affect his reaction to how
he is perceived now that he is no longer in his childhood neighborhood?
It is not altogether clear to me how I reached the ripe old age of

twenty-two without being conscious of the lethality nighttime
pedestrians attributed to me. Perhaps it was because in Chester,
Pennsylvania, the small, angry industrial town where I came of age
in the 1960s, I was scarcely noticeable against a backdrop of gang
warfare, street knifings, and murders. I grew up one of the good
boys, had perhaps a half-dozen fistfights. In retrospect, my shyness
of combat has clear sources.
As a boy, I saw countless tough guys locked away; I have since

buried several, too. They were babies, really — a teenage cousin, a
brother of twenty-two, a childhood friend in his mid-twenties — all
gone down in episodes of bravado played out in the streets. I came
to doubt the virtues of intimidation early on. I chose, perhaps
unconsciously, to remain a shadow — timid, but a survivor.
The fearsomeness mistakenly attributed to me in public places o en
has a perilous flavor. The most frightening of these confusions
occurred in the late 1970s and early 1980s, when I worked as a
journalist in Chicago. One day, rushing into the office of a magazine
I was writing for with a deadline story in hand, I was mistaken for a
burglar. The office manager called security and, with an ad hoc
posse, pursued me through the labyrinthine halls, nearly to my
editor’s door. I had no way of proving who I was. I could only move
briskly toward the company of someone who knew me.
Another time I was on assignment for a local paper and killing time
before an interview. I entered a jewelry store on the city’s affluent
Near North Side. The proprietor excused herself and returned with
an enormous red Doberman pinscher straining at the end of a leash.
She stood, the dog extended toward me, silent to my questions, her
eyes bulging nearly out of her head. I took a cursory look around,
nodded, and bade her good night.
Is this one story really also the story of so many other black men? Do men of other races and
ethnicities also experience this?
Relatively speaking, however, I never fared as badly as another black

male journalist. He went to nearby Waukegan, Illinois, a couple of
summers ago to work on a story about a murderer who was born
there. Mistaking the reporter for the killer, police officers hauled
him from his car at gunpoint and but for his press credentials would
probably have tried to book him. Such episodes are not uncommon.
Black men trade tales like this all the time.
Why doesn’t he spend more time talking about his anger?
Over the years, I learned to smother the rage I felt at so o en being

taken for a criminal. Not to do so would surely have led to madness.
I now take precautions to make myself less threatening. I move
about with care, particularly late in the evening. I give a wide berth
to nervous people on subway platforms during the wee hours,
particularly when I have exchanged business clothes for jeans. If I
happen to be entering a building behind some people who appear
skittish, I may walk by, letting them clear the lobby before I return,
so as not to seem to be following them. I have been calm and
extremely congenial on those rare occasions when I’ve been pulled
over by the police.
Why does he do this just to make other people comfortable?
And on late-evening constitutionals I employ what has proved to be

an excellent tension-reducing measure: I whistle melodies from
Beethoven and Vivaldi and the more popular classical composers.
What does this music sound like? Remember to look up later.

Even steely New Yorkers hunching toward nighttime destinations
seem to relax, and occasionally they even join in the tune. Virtually
everybody seems to sense that a mugger wouldn’t be warbling
bright, sunny selections from Vivaldi’s Four Seasons.
It is my equivalent of the cow-bell that hikers wear when they know

they are in bear country.
READING FOR MEANING
1. Read to Summarize. Write a sentence or two briefly explaining

some of the occasions that prompted Staples’s reflection and
how Staples explores the actions he took to address these
occasions.
reactions to Staples’s essay. Consider anything that seems
surprising, such as Staples’s reactions to being seen as
threatening; or an experience similar to one you have had in
which race, gender, age, or other differences caused tension.
analyzing an assumption you find intriguing in Staples’s essay.
For example:
Assumptions about the unfairness and danger of racial

profiling. The example Staples uses to begin his reflection — the
young woman who suddenly becomes frightened of him (par. 1)
— illustrates how o en he and other black men assume they are
the object of racial profiling. He sees that this faulty perception
could be a danger to him and to all black men because
frightened people can behave violently.
How did Staples become aware of racial profiling and its
consequences?
To what extent are pedestrians aware of the effects their
behavior has on black men? Is Staples right in his assumption
that he has been racially profiled? Are there any other
possible explanations?
Assumptions about how musical choices affect others. Staples

concludes by writing that to reduce tension on his late-night
walks, he whistles Beethoven and Vivaldi along with works of
other classical composers (par. 12).
Why is a classical piece or a “sunny selection” more effective
at reducing fear than other kinds of music such as rock,
country, or rap?
Do you think there could be another explanation for how they
react to his whistling? What associations might people have
with whistling? What assumptions might they make about
someone who whistles?
Presenting the Occasion

Reflective writers present an occasion — something they
experienced or observed — in a vivid and suggestive way that
encourages readers to want to know more about the writer’s
thoughts. Staples begins with an occasion when his mere presence
on the street frightened a woman into running away from him. He
uses this event to introduce the general subject, fear resulting from
racial profiling: “It was in the echo of that terrified woman’s footfalls
that I first began to know the unwieldy inheritance I’d come into —
the ability to alter public space in ugly ways” (par. 2). Throughout
the rest of the essay, Staples reflects on this “inheritance” from
various angles:
He expresses his feelings at being misperceived as a threat.

He gives examples of other occasions when people reacted to
him with fear or hostility.
He explains the effects of racial profiling, including the danger
to himself, and the “precautions” he takes to make himself
appear “less threatening” (par. 11).
ANALYZE & WRITE

Write a paragraph analyzing how Staples uses examples to illustrate and explain his
reflections:
1. Reread the opening sentence of paragraph 3, where Staples introduces the idea
that there is a “language of fear.” Then skim the rest of paragraphs 3, 5–6, and 8–
10. What examples does Staples use to help readers understand how this fear is
expressed?
2. What have you learned from Staples’s essay about how examples can help
readers understand or accept a writer’s reflections? Choose one or two examples
and explain why you think they work especially well to help readers understand
what Staples means.
Developing the Reflections
While Staples uses an occasion to introduce his subject, his

reflections explore the subject by developing his ideas. Consider, for
example, the words he uses to present his “first victim” and the
location where he encounters her:
My first victim was a woman — white, well dressed, probably in her early
twenties. I came upon her late one evening on a deserted street in Hyde Park , a
relatively affluent neighborhood in an otherwise mean, impoverished section of
Chicago . (par. 1)
Staples uses a combination of words — some neutral, some with

strongly negative connotations — to create a vivid picture. He also
uses the word first to suggest that this woman was not his only
“victim.”
ANALYZE & WRITE

Write a paragraph analyzing how else Staples makes this occasion vivid for his readers
as well as how he prepares them for the reflections that follow.
1. Reread paragraphs 1–2. Underline the names Staples uses to identify himself,
and circle the details he uses to describe himself and his actions.
2. Put brackets around words and phrases in these paragraphs that suggest the
larger meanings Staples will develop in subsequent paragraphs.
3. Consider Staples’s tone. How do the words Staples chooses help you identify (or
hinder you from identifying) with him and his “victims”? Use concrete details
from the paragraphs to support your claims.
Maintaining Coherence
Reflective essays explore ideas on a subject by examining them first

from one perspective and then from another, and sometimes piling
up examples to illustrate the ideas. This apparently casual
organization is deceptive, however, because in fact the reflective
writer has used a number of strategies to create coherence. One way
of achieving coherence is to refer to the subject at various points by
repeating certain key words or phrases. In the opening anecdote,
Staples dramatizes the woman’s fear of him. He then repeats the
word “fear,” or synonyms for it, throughout the essay. Reflective
writers also achieve coherence through carefully placed transitions.
Staples uses transitions of time and place to introduce a series of
examples illustrating the fear he engenders in others simply because
of his race and gender:
/
I only needed to turn a corner into a dicey situation , or crowd some frightened,
armed person in a foyer somewhere , or make an errant move a er being pulled
over by a policeman . Where fear and weapons meet — and they o en do in urban
America — there is always the possibility of death.
In that first year, my first away from my hometown, I was to become thoroughly
familiar with the language of fear. … Elsewhere — in SoHo , for example, where
sidewalks are narrow and tightly spaced buildings shut out the sky — things can get
very taut indeed. (Pars. 2–3)
ANALYZE & WRITE
Write a paragraph or two analyzing how Staples uses these strategies of repetition and
transitions to maintain coherence throughout the essay:
1. Skim paragraphs 3–12, highlighting the word fear each time Staples uses it and
circling synonyms or near synonyms for it each time they appear.
2. Now go back through the essay underlining transitions of time and place.
3. Analyze how effectively these strategies work to maintain coherence, supporting
your analysis with examples from the reading.
Engaging Readers
Readers of reflective essays expect writers to engage their interest.

Readers choose to read an essay because something about it catches
their eye — a familiar author’s name, an intriguing title, an
interesting graphic. Journalists typically begin feature articles with a
“hook” designed to catch readers’ attention. The occasion that opens
many reflective essays o en serves this purpose. Staples’s opening
phrase, “My first victim,” certainly grabs attention.
One of the ways reflective writers keep readers engaged is by

projecting an image of themselves — sometimes called the writer’s
persona or voice — that readers can identify with or be curious
about. Staples, for example, uses the first-person pronouns my and I
to present himself in his writing and to speak directly to readers. He
describes himself as “a so y” (par. 2) and explains how he felt when
he realized that the woman was so frightened by him that she ran
for her life. Like most reflective writers, Staples tries to make
himself sympathetic to readers so that they will listen to what he has
to say.
ANALYZE & WRITE

Write a paragraph describing the impression you have of Staples from reading this
essay and exploring how these impressions affect your curiosity about his ideas.
1. Skim the essay, circling or highlighting words, phrases, or passages that give you
a sense of Staples as a person.
2. Consider the impression you have: What engages you or draws you into the
essay? Do you feel empathy for Staples? What would you add or change to make
the essay more effective for you?
READINGS
Dana Jennings
Our Scars Tell the Stories of Our Lives
Dana Jennings (b. 1957), a journalist and editor at the New York Times is best known
for his novel, Lonesome Standard Time (1996); his nonfiction, Sing Me Back Home: Love,
Death and Country Music (2008); and his blog for the New York Times Well section in
which he wrote about prostate cancer. In the following essay, which appeared in the
New York Times on July 21, 2009, Jennings ponders how scars tell stories. He develops
his reflection by relating some of the stories prompted by his scars, and speculates
about their larger meaning.
Before you read, think about your own scars, what they mean to you, and
whether you have memories associated with each scar.
As you read, think about the differences between the scars Jennings first
describes and the “heavy hitters, the stitched whips and serpents” (par. 7) to
which he devotes the second half of his essay.
Our scars tell stories. Sometimes they’re stark tales of life-

threatening catastrophes, but more o en they’re just footnotes to
the ordinary but bloody detours that befall us on the roadways of
life. When I parse my body’s motley parade of scars, I see them as
personal runes and conversation starters. When I wear shorts, the
footlong surgical scar on my right knee rarely fails to draw a
comment. And in their railroad-track-like appearance, my scars
remind me of the startling journeys that my body has taken — o en
enough to the hospital or the emergency room.
The ones that intrigue me most are those from childhood that I can’t
account for. The one on my right eyebrow, for example, and a couple
of ancient pockmarks and starbursts on my knees. I’m not shocked
by them. To be honest, I wonder why there aren’t more.
I had a full and active boyhood, one that raged with scabs and
scrapes, mashed and bloody knees, bumps and lumps, gashes and
slashes, cats’ claws and dogs’ teeth, jagged glass, ragged steel, knots,
knobs and shiners. Which raises this question: How do any of us get
out of childhood alive?
My stubborn chin has sustained a fair bit of damage over the years.
On close examination, there’s a faint delta of scars that brings back
memories of my teenage war on acne. Those frustrating days of
tetracycline and gritty soaps le my face not clean and glowing but
red and raw. The acne also ravaged my back, scoring the skin there
so that it still looks scorched and lunar.
I further cratered my chin as an adult. First, I sprinted into a cast-

iron lamppost while chasing a fly ball in a park in Washington; I
actually saw a chorus line of stars dance before my eyes as I
crumpled to the ground. Second, I hooked one of those old acne
potholes with my razor and created an instant dueling scar.
Scanning down from the jut of my chin to the tips of my toes, I’ve
even managed to brand my feet. In high school and college I worked
at Kingston Steel Drum, a factory in my New Hampshire hometown
that scoured some of the 55-gallon steel drums it cleaned with acid
and scalding water. The factory was eventually shut down by the
federal government and became a Superfund hazardous waste site,
but not before a spigot malfunctioned one day and soaked my feet in
acid.
Then there are the heavy hitters, the stitched whips and serpents
that make my other scars seem like dimples on a golf ball.
There’s that mighty scar on my right knee from when I was 12 years
old and had a benign tumor cut out. Then there are the scars on my
abdomen from when my colon (devoured by ulcerative colitis) was
removed in 1984, and from my radical open prostatectomy last
summer to take out my cancerous prostate. (If I ever front a heavy
metal band, I think I’ll call it Radical Open Prostatectomy.)
But for all the potential tales of woe that they suggest, scars are also
signposts of optimism. If your body is game enough to knit itself
back together a er a hard physical lesson, to make scar tissue, that
means you’re still alive, means you’re on the path toward healing.
Scars, perhaps, were the primal tattoos, marks of distinction that

showed you had been tried and had survived the test. And like
tattoos, they also fade, though the one from my surgery last summer
is still a fierce and deep purple.
There’s also something talismanic about them. I rub my scars the

way other people fret a rabbit’s foot or burnish a lucky penny. Scars
feel smooth and dry, the same way the scales of a snake feel smooth
and dry.
I find my abdominal scars to be the most profound. They vividly

remind me that skilled surgeons unlocked me with their scalpels,
took out what had to be taken, sewed me back up and saved my life.
It’s almost as if they le their life-giving signatures on my flawed
flesh.
The scars remind me, too, that in this vain culture our vanity
sometimes needs to be punctured and deflated — and that’s not such
a bad thing. To paraphrase Ecclesiastes, better to be a scarred and
living dog than to be a dead lion.
It’s not that I’m proud of my scars — they are what they are, born of
accident and necessity — but I’m not embarrassed by them, either.
More than anything, I relish the stories they tell. Then again, I’ve
always believed in the power of stories, and I certainly believe in the
power of scars.
READING FOR MEANING

main idea of Jennings’s essay.
2. Read to Respond. Write a paragraph analyzing anything that
seems interesting or that resonates with your experience. How
do Jennings’s descriptions of his scars affect your
understanding of any scars, physical or mental, that you may
have?
analyzing an assumption you find intriguing in Jennings’s essay.
For example:
Assumptions about how memories make us who we are.

Jennings explains, “My scars remind me of the startling
journeys that my body has taken” (par. 1) and that “more than
anything, I relish the stories they tell” (par. 14).
How does the author characterize the relationship between
outwardly visible physical scars and the internal scars or
memories they represent?
Do you think physical reminders like scars are necessary to
keep these memories alive?
Assumptions about childhood. Jennings writes, “I had a full and

active boyhood, one that raged with scabs and scrapes, mashed
and bloody knees, bumps and lumps, gashes and slashes, cats’
claws and dogs’ teeth, jagged glass, ragged steel, knots, knobs,
and shiners. Which raises this question: How do any of us get
out of childhood alive?” (par. 3).
Do most people have such an active childhood? How does
your experience compare?
Notice that Jennings opens the paragraph by describing his
“active boyhood,” but then concludes it by asking how anyone
gets out of “childhood alive.” Is what he describes specific to
just boys or are scars common across genders?
Engaging Readers
While many writers of reflective essays use the first-person

pronouns “I” and “my” to speak directly to the reader, writers will
sometimes also use the plural personal pronouns “our” and “we” so
that the reader feels included in the essay. For example, look at how
Jennings opens his essay:
Our scars tell stories. Sometimes they’re stark tales of life-threatening catastrophes,
but more o en they’re just footnotes to the ordinary but bloody detours that befall
us on the roadways of life.
Here Jennings includes the reader, referring to scars and bloody

detours as shared experiences.
ANALYZE & WRITE

Write a paragraph describing how Jennings’s word choice, including his use of plural
pronouns, makes you more engaged as you read his essay.
1. Skim the essay, circling or highlighting words, phrases, or passages that give you
a sense of being part of Jennings’s essay.
2. Beyond these words, phrases, and passages, what engages you or draws you in as
a reader?
For help with annotating and taking inventory, see Chapter 2, pp. 35–41.
Annotating and Taking Inventory to Explore the

Significance of Figurative Language
Annotations can be used to mark patterns of language, images, or other features of a text.
Figurative language adds color and richness to writing by taking words literally associated
with one thing and applying them to something else, o en in an unexpected or
unconventional way, to create a vivid image or other sensory impression in readers’ minds.
For example, in “Our Scars Tell the Stories of Our Lives,” Dana Jennings refers to his scars as
“footnotes to the ordinary but bloody detours that befall us on the roadways of life” (par. 1),
and adds that his scars, in their “railroad-track-like appearance,” remind him of the
“journeys that [his] body has taken” (par. 1).
For help with exploring the significance of figurative language, see Chapter 2, pp. 51–
52.
Reread Jennings’s essay, marking all the figurative language — metaphors, similes,
and symbols — that you find in this essay.
Take inventory by organizing the figures of speech you found.
Write a paragraph exploring the meanings that emerge from the patterns in the
essay’s language. How did the process of tracking the figures of speech help you
notice their contribution to what Jennings is trying to convey?
Jacqueline Woodson
The Pain of the Watermelon Joke
Jacqueline Woodson (b. 1963) is an American writer and poet. She won the Coretta
Scott King Award in 2001 for Miracle’s Boys (2000), and Newbery awards for Show Way
(2005), Feathers (2007), A er Tupac & D Foster (2008), and Brown Girl Dreaming (2014) —
a book in verse for which she also won the 2014 National Book Award for Young
People’s Literature. Her first adult novel, Brooklyn Dreaming (2016) was a finalist for
the 2016 National Book Award. Woodson has served as the Young People’s Poet
Laureate and the Library of Congress Ambassador for Young People’s Literature. The
essay below was published in the New York Times in 2014.
Before you read, think about a joke you have heard that is made at the expense
of someone or something that you care about. How did the joke make you feel?
As you read, consider how Woodson approaches the contentious topic of
racism with personal stories and references to her family. How do her
rhetorical choices affect your response to her experience?
As a child in South Carolina, I spent summers like so many children

— sitting on my grandparents’ back porch with my siblings, spitting
watermelon seeds into the garden or, even worse, swallowing them
and trembling as my older brother and sister spoke of the vine that
was probably already growing in my belly.
It was the late ’60s and early ’70s, and even though Jim Crow was
supposed to be far behind us, we spent our days in the all-black
community called Nicholtown in a still segregated South.
One year, we bought a watermelon off the back of a man’s pickup

truck and placed it in our garden. As my grandfather snapped
pictures from his box camera, we laughed about how we’d fool my
mother, who was in New York, by telling her we’d grown it ourselves.
I still have the photo of me in a pale pink dress, beribboned and
smiling, sitting on that melon.
But by the time I was 11 years old, even the smell of watermelon was
enough to send me running to the bathroom with my most recent
meal returning to my throat. It seemed I had grown violently
allergic to the fruit.
I was a brown girl growing up in the United States. By that point in

my life, I had seen the racist representations associated with
African-Americans and watermelons, heard the terrifying stories of
black men being lynched with watermelons hanging around them,
watched black migrants from the South try to eke out a living in the
big city by driving through neighborhoods like my own — Bushwick,
in Brooklyn — with trucks loaded down with the fruit.
In a book I found at the library, a camp song about a watermelon

vine was illustrated with caricatures of sleepy-looking black people
sitting by trees, grinning and eating watermelon. Slowly, the
hideousness of the stereotype began to sink in. In the eyes of those
who told and repeated the jokes, we were shuffling, googly-eyed and
lesser than.
Perhaps my allergy was actually a deep physical revulsion that came

from the psychological impression and weight of the association.
Whatever it was, I could no longer eat watermelon.
In the midst of observing the world and coming to consciousness, I

was becoming a writer, and what I wanted to put on the page were
the stories of people who looked like me. I was a child on a mission
— to change the face of literature and erase stereotypes. Forever. By
the time I was in fi h grade, I was dreaming of the Pulitzer Prize. By
the time I was 45, I had won just about every award one could win
for young people’s literature. Just this month, I received the National
Book Award in the young-adult category for my memoir, Brown Girl
Dreaming.
As I walked away from the stage to a standing ovation a er my

acceptance speech, it was the last place in the world I thought I’d
hear the watermelon joke — directed by the M.C., Daniel Handler, at
me. “Jackie’s allergic to watermelon,” he said. “Just let that sink in
your mind.” Daniel and I have been friends for years. Last summer,
at his home on Cape Cod, he served watermelon soup and I let him
know I was allergic to the fruit. I was astonished when he brought
this up before the National Book Award audience — in the form of a
wink-nudge joke about being black.
In a few short words, the audience and I were asked to take a step
back from everything I’ve ever written, a step back from the power
and meaning of the National Book Award, lest we forget, lest I
forget, where I came from. By making light of that deep and
troubled history, he showed that he believed we were at a point
where we could laugh about it all. His historical context, unlike my
own, came from a place of ignorance.
“Brown Girl Dreaming” is the story of my family, moving from

slavery through Reconstruction, Jim Crow and the civil rights
movement, and ends with me as a child of the ’70s. It is steeped in
the history of not only my family but of America. As African-
Americans, we were given this history daily as weapons against our
stories’ being erased in the world or, even worse, delivered to us
offhandedly in the form of humor.
As I interviewed relatives in both Ohio and Greenville, S.C., I began

to piece together the story of my mother’s life, my grandparents’
lives and the lives of cousins, aunts and uncles. These stories, and
the stories I had heard throughout my childhood, were told with the
hope that I would carry on this family history and American history,
so that those coming a er me could walk through the world as
armed as I am.
Mr. Handler’s watermelon comment was made at a time of change.

We Need Diverse Books, a grass-roots organization committed to
diversifying all children’s literature, had only months before
stormed the BookCon conference because of its all-white panels.
The world of publishing has been getting shaken like a pecan tree
and called to the floor because of its lack of diversity in the
workplace. At this year’s National Book Awards, many of the books
featured nonwhite protagonists, and three of the 20 finalists were
people of color. One of those brown finalists (me!), in the very first
category, Young People’s Literature, had just won.
Just let that sink in your mind.
I would have written Brown Girl Dreaming if no one had ever wanted
to buy it, if it went nowhere but inside a desk drawer that my own
children pulled out one day to find a tool for survival, a symbol of
how strong we are and how much we’ve come through. Their great-
great-great-grandfather fought in the Civil War. Their great-
grandfather, Hope, and great-grandmother, Grace, raised one of the
few black families in Nelsonville, Ohio, and saw five children
through college. Their grandmother’s school in Greenville, Sterling
High, was set on fire and burned to the ground.
To know that we African-Americans came here enslaved to work

until we died but didn’t die, and instead grew up to become doctors
and teachers, architects and presidents — how can these children
not carry this history with them for those many moments when
someone will attempt to make light of it, or want them to forget the
depth and amazingness of their journey?
How could I come from such a past and not know that I am on a
mission, too?
This mission is what’s been passed down to me — to write stories
that have been historically absent in this country’s body of
literature, to create mirrors for the people who so rarely see
themselves inside contemporary fiction, and windows for those who
think we are no more than the stereotypes they’re so afraid of. To
give young people — and all people — a sense of this country’s
brilliant and brutal history, so that no one ever thinks they can walk
onto a stage one evening and laugh at another’s too o en painful
past.
READING FOR MEANING

happened at the National Book Award ceremony and how that
led to Woodson writing an essay on the watermelon joke.
resonates with your experience or that seems surprising, such
as a friend making a hurtful joke.
analyzing an assumption you find intriguing in Woodson’s essay.
For example:
Assumptions about the power of the written word. Woodson

notes that she was “a child on a mission — to change the face of
literature and erase stereotypes. Forever” (par. 8). In her last
paragraph, she adds that her mission is “to create mirrors for
the people who so rarely see themselves inside contemporary
fiction, and windows for those who think we are no more than
the stereotypes they’re so afraid of” (par. 18).
What makes the written word so powerful? How does its
power differ from an aural or visual medium?
If the written word creates “mirrors” and “windows,” how
does it help readers understand stereotyping and racism?
Assumptions about the importance of learning history.

Woodson writes that an understanding of “family history and
American history” will allow later generations to “walk through
the world as armed” (par. 12). In her essay, she reflects on both
her individual experiences as a “brown girl,” her ancestors’
experiences, and the experiences of African Americans in the
nation’s troubled past.
How do the histories of Woodson’s family and of the United
States work together in her essay? How does knowing these
histories “arm” Woodson to respond to Handler’s joke?
In your experience, is history remembered the same way by
different kinds of people (like Woodson and Handler)? If not,
what causes history to be remembered, learned, or used
differently — and for what purposes?
Engaging Readers
In reflective essays, writers o en tell anecdotes — brief,
entertaining stories — to help engage readers, as Woodson does with
the story of taking a picture with an oversized watermelon (par. 3).
Woodson believes stories have been used to portray African
Americans in various unflattering ways, and as she was becoming a
writer, she “wanted to put on the page … the stories of people who
looked like” her (par. 8) and to change public perception of them.
ANALYZE & WRITE

Write a paragraph or two analyzing Woodson’s use of an anecdote to set the scene she
is trying to change.
1. Reread the opening anecdote (pars. 1–3) to identify how Woodson engages the
reader in the “history” of the watermelon joke.
2. Annotate the paragraph to show how Woodson intends to undermine the joke
and change the history of the stories and of the joke. Does she succeed in
drawing the reader into her purpose?
Manuel Muñoz
Leave Your Name at the Border
Manuel Muñoz (b. 1972) is Associate Professor of Creative Writing at the University of
Arizona. He received his bachelor’s degree from Harvard in 1994 and his MFA from
Cornell in 1998. He is best known for his short stories, collected in Zigzagger (2003)
and The Faith Healer of Olive Avenue (2008), and his novel What You See in the Dark
(2011). His stories have won the PEN/O. Henry Award twice for “Tell Him about
Brother John” (2009) and “The Happiest Girl in the Whole USA” (2015). His writing
appears in the New York Times, Glimmer Train, Epoch, Eleven Eleven, and Boston Review
and has aired on National Public Radio’s Selected Shorts. The essay below appeared in
the New York Times in 2007.
Before you read, think about your own name. What does it tell people about
you? Do you have an opinion about whether names should be standardized in
the United States?
As you read, pay attention to how Muñoz sets up a contrast between English
and Spanish. How does this contrast help convey his ideas?
At the Fresno airport, as I made my way to the gate, I heard a name

over the intercom. The way the name was pronounced by the gate
agent made me want to see what she looked like. That is, I wanted to
see whether she was Mexican. Around Fresno, identity politics
rarely deepen into exacting terms, so to say “Mexican” means,
essentially, “not white.” The slivered self-identifications Chicano,
Hispanic, Mexican-American and Latino are not part of everyday
life in the Valley. You’re either Mexican or you’re not. If someone
wants to know if you were born in Mexico, they’ll ask. Then you’re
From Over There — de allá. And leave it at that.
The gate agent, it turned out, was Mexican. Well-coiffed, in her 30s,
she wore foundation that was several shades lighter than the rest of
her skin. It was the kind of makeup job I’ve learned to silently
identify at the mall when I’m with my mother, who will say nothing
about it until we’re back in the car. Then she’ll point to the darkness
of her own skin, wondering aloud why women try to camouflage
who they are.
I watched the Mexican gate agent busy herself at the counter,

professional and studied. Once again, she picked up the microphone
and, with authority, announced the name of the missing customer:
“Eugenio Reyes, please come to the front desk.”
You can probably guess how she said it. Her Anglicized
pronunciation wouldn’t be unusual in a place like California’s
Central Valley. I didn’t have a Mexican name there either: I was an
instruction guide.
When people ask me where I’m from, I say Fresno because I don’t
expect them to know little Dinuba. Fresno is a booming city of
nearly 500,000 these days, with a diversity — white, Mexican,
African-American, Armenian, Hmong and Middle Eastern people
are all well represented — that shouldn’t surprise anyone. It’s in the
small towns like Dinuba that surround Fresno that the awareness of
cultural difference is stripped down to the interactions between the
only two groups that tend to live there: whites and Mexicans. When
you hear a Mexican name spoken in these towns, regardless of the
speaker’s background, it’s no wonder that there’s an “English way of
pronouncing it.”
I was born in 1972, part of a generation that learned both English

and Spanish. Many of my cousins and siblings are bilingual, serving
as translators for those in the family whose English is barely
functional. Others have no way of following the Spanish banter at
family gatherings. You can tell who falls into which group: Estella,
Eric, Delia, Dubina, Melanie.
It’s intriguing to watch “American” names begin to dominate among

my nieces and nephews and second cousins, as well as with the
children of my hometown friends. I am not surprised to meet 5-
year-old Brandon or Kaitlyn. Hardly anyone questions the
incongruity of matching these names with last names like Trujillo or
Zepeda. The English-only way of life partly explains the quiet
erasure of cultural difference that assimilation has attempted to
accomplish. A name like Kaitlyn Zepeda doesn’t completely obscure
her ethnicity, but the half-step of her name, as a gesture, is almost
understandable.
Spanish was and still is viewed with suspicion: Always the language
of the vilified illegal immigrant, it segregated schoolchildren into
English-only and bilingual programs; it defined you, above all else,
as part of a lower class. Learning English, though, brought its own
complications. It was simultaneously the language of the white
population and a path toward the richer, expansive identity of
“American.” But it took getting out of the Valley for me to
understand that “white” and “American” were two very different
things.
Something as simple as saying our names “in English” was our

unwittingly complicit gesture of trying to blend in. Pronouncing
Mexican names correctly was never encouraged. Names like Daniel,
Olivia and Marco slipped right into the mutability of the English
language.
I remember a school ceremony at which the mathematics teacher, a

white man, announced the names of Mexican students correctly and
caused some confusion, if not embarrassment. Years later we
recognized that he spoke in deference to our Spanish-speaking
parents in the audience, caring teacher that he was.
These were difficult names for a non-Spanish speaker: Araceli,

Nadira, Luis (a beautiful name when you glide the u and the i as
you’re supposed to). We had been accustomed to having our birth
names altered for convenience. Concepción was Connie. Ramón
was Raymond. My cousin Esperanza was Hope — but her name was
pronounced “Hopie” because any Spanish speaker would
automatically pronounce the e at the end.
Ours, then, were names that stood as barriers to a complete

embrace of an American identity, simply because their
pronunciations required a slip into Spanish, the otherness that
assimilation was supposed to erase. What to do with names like
Amado, Lucio or Élida? There are no English “equivalents,” no
answer when white teachers asked, “What does your name mean?”
when what they really wanted to know was “What’s the English
one?” So what you heard was a name butchered beyond recognition,
a pronunciation that pointed the finger at the Spanish language as
the source of clunky sound and ugly rhythm.
My stepfather, from Ojos de Agua, Mexico, jokes when I ask him

about the names of Mexicans born here. He deliberately stumbles
over pronunciations, imitating our elders who have difficulty with
Bradley and Madelyn. “Ashley Sánchez. ¿Tú crees?”11 He wonders
aloud what has happened to the “nombres del rancho” — traditional
Mexican names that are hardly given anymore to children born in
the States: Heraclio, Madaleno, Otilia, Dominga.
My stepfather’s experience with the Anglicization of his name —

Antonio to Tony — ties into something bigger than learning English.
For him, the erasure of his name was about deference and
subservience. Becoming Tony gave him a measure of access as he
struggled to learn English and get more fieldwork.
This isn’t to say that my stepfather welcomed the change, only that
he could not put up much resistance. Not changing put him at risk of
being passed over for work. English was a world of power and
decisions, of smooth, uninterrupted negotiation. Clear
communication meant you could go unsupervised. Every gesture
made toward convincing an employer that English was on its way to
being mastered had the potential to make a season of fieldwork
profitable.
It’s curious that many of us growing up in Dinuba adhered to the

same rules. Although as children of farm workers we worked in the
fields at an early age, we’d also had the opportunity to stay in one
town long enough to finish school. Most of us had learned English
early and splintered off into a dual existence of English at school,
Spanish at home. But instead of recognizing the need for fluency in
both languages, we turned it into a peculiar kind of battle. English
was for public display. Spanish was for privacy — and privacy
quickly turned to shame.
The corrosive effect of assimilation is the displacement of one

culture over another, the inability to sustain more than one way of
being. It isn’t a code word for racial and ethnic acculturation only. It
applies to needing to belong, of seeing from the outside and
wondering how to get in and then, once inside, realizing there are
always those still on the fringe.
When I went to college on the East Coast, I was confronted for the
first time by people who said my name correctly without prompting;
if they stumbled, there was a quick apology and an honest plea to
help with the pronunciation. But introducing myself was painful:
already shy, I avoided meeting people because I didn’t want to say
my name, felt burdened by my own history. I knew that my small-
town upbringing and its limitations on Spanish would not have been
tolerated by any of the students of color who had grown up in large
cities, in places where the sheer force of their native languages
made them dominant in their neighborhoods.
It didn’t take long for me to assert the power of code-switching in

public, the transferring of words from one language to another,
regardless of who might be listening. I was learning that the English
language composed new meanings when its constrictions were
ignored, crossed over or crossed out. Language is all about
manipulation, or not listening to the rules.
When I come back to Dinuba, I have a hard time hearing my name

said incorrectly, but I have an even harder time beginning a
conversation with others about why the pronunciation of our names
matters. Leaving a small town requires an embrace of a larger point
of view, but a town like Dinuba remains forever embedded in an
either/or way of life. My stepfather still answers to Tony and, as the
United States–born children grow older, their Anglicized names
begin to signify who does and who does not “belong” — who was
born here and who is de allá.
My name is Manuel. To this day, most people cannot say it correctly,

the way it was intended to be said. But I can live with that because I
love the alliteration of my full name. It wasn’t the name my mother,
Esmeralda, was going to give me. At the last minute, my father
named me a er an uncle I would never meet. My name was to have
been Ricardo. Growing up in Dinuba, I’m certain I would have
become Ricky or even Richard, and the journey toward the
discovery of the English language’s extraordinary power in even the
most ordinary of circumstances would probably have gone
unlearned.
I count on a collective sense of cultural loss to once again swing the

names back to our native language. The Mexican gate agent
announced Eugenio Reyes, but I never got a chance to see who
appeared. I pictured an older man, cowboy hat in hand, but I made
the assumption on his name alone, the clash of privileges I imagined
between someone de allá and a Mexican woman with a good job in
the United States. Would she speak to him in Spanish? Or would she
raise her voice to him as if he were hard of hearing?
But who was I to imagine this man being from anywhere, based on
his name alone? At a place of arrivals and departures, it sank into
me that the currency of our names is a stroke of luck: because mine
was not an easy name, it forced me to consider how language would
rule me if I allowed it. Yet I discovered that only by leaving. My
stepfather must live in the Valley, a place that does not allow that
choice, every day. And Eugenio Reyes — I do not know if he was
coming or going.
READING FOR MEANING
1. Read to Summarize. Write a few sentences explaining the

message Manuel Muñoz is trying to convey about language and
names.
as how the Mexican gate agent pronounced Eugenio Reyes’s
name, or the sentence “But it took getting out of the Valley for
me to understand that ‘white’ and ‘American’ were two very
different things” (par. 8).
analyzing an assumption you find intriguing in Muñoz’s essay.
For example:
Assumptions about the differences between small towns and

cities. Muñoz points out differences between Fresno and
Dinuba (par. 5), the Valley (par. 8), and “college on the East
Coast” (par. 18).
Why does Muñoz call attention to these differences? How
does acknowledging them highlight his reflections on
language and names? Are these differences helpful, harmful,
or somewhere in between?
What do you think the residents of these varied areas believe
about cultural differences? What experiences, texts, or people
have influenced how you think about people in these places
and their beliefs?
Assumptions about the significance of names. Names give

information about background, ethnicity, and perhaps
allegiances. Muñoz points out that in the Valley, Spanish
“defined you, above all else, as part of a lower class” (par. 8).
Anglicizing names, while springing from “deference and
subservience” (par. 14), gave access to more work, as it did for
his stepfather, who shi ed from Antonio to Tony (par. 14).
Why does the origin or pronunciation of a name matter?
Are Muñoz’s views about names universal? Are there cultures
where names have more or less significance? How do you
know?
Maintaining Coherence with Cues
Authors can maintain coherence in reflective writing by calling on

repetition of key words or phrases to keep the reader returning to
important concepts. Muñoz repeats the word name throughout his
essay (including in the title).
ANALYZE & WRITE

Write a paragraph or two analyzing how Muñoz uses the strategy of repetition to
maintain coherence throughout his essay.
1. Skim the essay, underlining or highlighting the word name whenever it appears.
2. Examine the different contexts in which the word appears, and analyze the
meanings of its varied uses. What do you conclude about why Muñoz repeats the
word so o en and what this repetition means to the reader?
Maya Rupert
I, Wonder: Imagining a Black Wonder Woman
Maya Rupert (b. 1981) is the senior policy director at the Center for Reproductive
Rights. Prior to joining the Center, she served the United States Department of
Housing and Urban Development as Senior Policy Advisor. She has also been a
contributing writer to O Magazine, the Washington Post, the Los Angeles Times, and the
Huffington Post, where she frequently addresses the intersection of politics, race, and
gender. She has been recognized by the National Association of Black Journalists for
her writing and by national outlets like Ebony Magazine and The Root for her
leadership in the black community.
Before you read, think of a superhero or other fictional character that has had
significance in your life. How would you describe that significance?
As you read, pay attention to how Wonder Woman “grew” with Rupert. How
does the relationship Rupert describes between herself and Wonder Woman
help convey her ideas?
Growing up, I was told that my favorite comic-book heroine was

white. And yet her struggles always seemed uniquely similar to my
own.
When I was eight years old, I asked my mother if Wonder Woman

was black. It was 1989 — almost thirty years before I’d eagerly await
the premiere of the first Wonder Woman movie. As a child, I had seen
the Amazonian princess portrayed by Lynda Carter, who looked
unmistakably white, on the syndicated television show I loved. But
in many iconic pictures in the comic books I read, Wonder Woman
appeared to have a trace of melanin that made me think — maybe?
Maybe I could believably be her for Halloween? Or maybe, simply, I
could be wonderful, too. “She’s white,” my mother told me, perhaps
wistfully, but definitively. Not wanting to dash my hopes, she added,
“But she’s not real. So she can be whatever race you want her to be.”
Later that week, at an a er-school event, armed with a coloring

book, a brown crayon, and my mother’s voice still in my head, I
filled in Wonder Woman’s skin to match my own. A white mother
who was supervising the students saw my work; with shock, she
asked why I’d “ruined” my picture. I told her I’d wanted to make my
heroine look like me. “It doesn’t matter,” the woman declared
pointedly. “She doesn’t have to look like you. You can still want to be
her.”
It seemed this sentiment was everywhere I turned at the time. “Race

shouldn’t matter,” the late ‘80s had told me through the “very special
episodes” of my favorite TV programs. From Family Ties to The
Golden Girls, shows during this time tackled race and racism without
ever acknowledging that racial differences mattered. These episodes
were usually resolved with an appeal to commonalities and the
message that racists were the only people who “saw color.”
According to popular culture of this era, gender differences were
empowering, but racial differences were divisive. I didn’t yet have a
vocabulary that included “white feminism,” a shorthand term for a
“race-blind” form of feminism that ends up centering the needs of
white women at the expense of women of color. Even so, I certainly
had the model for it: I was allowed to prefer Wonder Woman to
Superman, but I wasn’t allowed to ask that Wonder Woman be black.
Comic books have long famously told stories of oppression —

characters grapple with feelings of otherness and alienation, fear of
discrimination, a need to hide a true identity. But so o en these
allegories center on superpowered individuals who are white and
male, making their claim to these stories of marginalization ring
false. Wonder Woman is white, I was reminded again and again. And
yet, her story and overlapping identities — a superhero in a world of
humans and a heroine in a world of heroes — felt uniquely familiar
to me. They led me to think her character perhaps made more sense
as a black woman.
Wonder Woman and I were both outsiders on two levels. Her powers
set her apart from other humans, but among the other members of
the Justice League, she was relegated to secretary. My race set me
apart from my white classmates, but I learned at a young age that
within the black community, my gender marked me as inferior. I
remember as a child being told by my hairdresser that feminism
wasn’t for black women. “For us,” she explained, “the man is here,
and we’re here,” she said gesturing with her hands to illustrate that
to be a black woman meant that a man I had never met would
always be stationed above me. As I got older, I became better able to
name my double displacement. I was frustrated with the racism I
saw in feminist circles and with the misogyny I saw among racial-
justice advocates. My awareness of this dynamic grew, and Wonder
Woman’s state of constant otherness only grew more meaningful.
But as a girl, I most commiserated with Wonder Woman when she

sought to reconcile her inner strength and ferocity with the need of
others to see her as peaceful and feminine. I had learned early on
that it wouldn’t take a lot for me to be viewed as angry and deemed
unlikable. Images of neck-rolling, finger-snapping, gum-popping
black women caricatured in movies and TV shows showed me
exactly what people expected from me.
These expectations were memorably laid out by one of my favorite

TV shows when I was ten, Martin, via two characters: Pam, the dark-
skinned, needed-a-weave-to-hide-her-nappy-hair, perpetually single
best friend; and Gina, the light-skinned, kind, and happy love
interest. The jokes at Pam’s expense came from the fact that she was
supposedly too aggressive and masculine. Meanwhile, Gina, who
clearly had a better role, was unabashedly feminine. I knew, with
my dark skin, nappy hair, strong opinions, and sarcastic sense of
humor that I’d be seen as a Pam. So over time, I became a bubbly,
happy, slow-to-upset black girl you would never call angry. Even
today, I wonder if the bubbly, happy, slow-to-upset black woman I’ve
become is who I really am, or if it’s just my own Diana Prince, the
version of myself I created to protect my secret, real identity.
Wonder Woman seemed to understand this same psychic conflict.

She’s one of the strongest heroes in the DC Comics canon. According
to one origin story, she was blessed with “the strength of Hercules,”
in the other, she’s an actual demigoddess, the daughter of Zeus.
Among comic-book fans, an ongoing debate rages over whether
Wonder Woman could best Superman in a fight. But unlike her
powerful peers, Wonder Woman must retain a femininity that her
physical prowess seems to undermine. The result is a sometimes-
contradictory character — a warrior by training and birth-right who
prefers diplomacy to battle. A would-be Pam who was only ever
supposed to be seen as Gina.
Wonder Woman once famously explained her philosophy: “We have

a saying among my people. ‘Don’t kill if you can wound, don’t wound
if you can subdue, don’t subdue if you can pacify. And don’t raise
your hand at all unless you’ve first extended it.’” It’s a moving
sentiment, but an odd one for a world in which one-dimensional
villains o en leave heroes with no other choice than violence. But
perhaps not that odd a er all, given that Wonder Woman’s creator,
William Moulten Marsten, was himself an imperfect feminist
thinker who held the essentialist belief that women were naturally
more peaceful than men.
Wonder Woman didn’t get to act on anger, and neither did I. I was
terrified of how I’d be seen if I ever did, in part because Wonder
Woman once showed me exactly what could happen. In one famous
storyline, Sacrifice part IV, Wonder Woman was forced to kill a
villain, Maxwell Lord, to save Superman’s and Batman’s lives. Lord
had tricked the Justice League members into thinking he was an
ally, when in fact he planned to destroy all superheroes, whom he
viewed as a global threat. Lord convinced Superman that both
Batman and Wonder Woman were his enemies and forced him to
attack. A er subduing Batman, Superman came a er Wonder
Woman. Instead of fighting her friend, Wonder Woman captured
Lord and used her Lasso of Truth. Lord told her the only way to stop
him was to kill him. Which she did.
Unfortunately for Wonder Woman, that moment was broadcast

publicly: the world saw Wonder Woman kill Lord without any
context. The panel from that moment showed Wonder Woman from
the perspective of those watching her, her face darkened and
twisted into something ugly and murderous. The public turned on
her. Even Superman and Batman, whose lives she had saved with
her action, refused to hear her side and severed their friendship.
This double standard infuriated me. This was nowhere near the first
time a hero had killed in the service of a greater good. It wasn’t her
role as a hero that her actions betrayed, but her role as a woman. It
was her loss of femininity, not the moral high ground that made this
moment so shocking.
Wonder Woman’s fate was one I had tried to avoid for years with a
painful balancing act. Black women have long had to navigate
stereotypes that create a similar sort of bind: our reputed
preternatural strength is used as a weapon to force us to withstand
greater physical, emotional, and spiritual burdens. The stereotype
of the “strong black woman” becomes a self-fulfilling prophecy, and
the identity of black women becomes indistinguishable from our
struggle. This is evident in the archetype of the Mammy, the black
maternal figure who acts as a cipher for the burdens of the white
people around her and takes them on with an ever-present smile. In
the ‘80s, she was Nell Carter, the happy maid to a white family on
Gimme A Break!, and Florida Evans, the put-upon matriarch from
Good Times. These women sublimated their own needs for those of
others, and always did it with a smile.
But when black women stop smiling, as it were, they’re easily

reimagined as overly aggressive and mean. The Mammy archetype
gives way to the Angry Black Woman trope, also known as Sapphire
— named for the bullying black female character from the early
American sitcom The Amos ‘n’ Andy Show. Sapphire’s fury, and by
extension the fury of black women, is assumed both to be an
overreaction and inherently threatening. The result is that when a
black woman shows anger, no matter how justified, she must
immediately contend with the fear that her emotions will be seen,
taken out of context, and result in everyone turning on her.
Wonder Woman, I felt, understood this impossible situation; I had

seen her suffer for it. As I grew up, Wonder Woman grew with me.
In later versions of her stories, her feminism became more self-
aware and conscious of the politics of the time in the same ways
mine did. And as her symbolism for many female comic fans
deepened, the special meaning she held for me deepened as well.
Since I found out the Wonder Woman movie was finally in the works,
I’ve been excited but also a little nervous. Yes, a white actress, Gal
Gadot, had been cast as the lead. But, I wondered, would the
creators see in her what I had all these years? Would she still chafe
at the forced dichotomy between her strength and her womanhood,
her peaceful demeanor and her righteous anger? Would we still
walk the same tightrope of dual identities and the resulting isolation
from each? While all heroes won’t be men, will all the Amazons be
white? Would they infuse her story with enough of mine that a little
black girl who sees the movie might get to wonder, maybe?
I’m sensitive to the argument that every character can’t embody

every identity, and that the solution to Hollywood’s larger diversity
problem can’t possibly fall to any single movie or creator to fix. And
yet I’ve begun to hear that argument not as a lament or a promise to
do better with future characters and opportunities, but as a familiar
admonishment to put away the brown crayon and stop trying to ruin
the picture.
I have now seen Wonder Woman several times. I’ll likely see it
multiple times. And I’m sure I’ll love it for many of the same reasons
that I’ve been loving her since I was eight. But I’m also sure I’ll keep
challenging her to love me a little more. I’ve been doing that since I
was eight, too.
READING FOR MEANING
1. Read to Summarize. Write a few sentences explaining how

Wonder Woman comes to symbolize the ideas Rupert wants to
convey about race, gender, and identity.
as how a white mother of one of Rupert’s classmates asked her
why she “ruined” her picture by coloring Wonder Woman’s skin
brown (par. 4) or how a black hairdresser told Rupert
“feminism wasn’t for black women” (par. 7).
analyzing an assumption you find intriguing in Rupert’s essay.
For example:
Assumptions about race. Rupert writes that as she was growing

up, television shows and other pop culture outlets taught her
that “racists were the only people who saw color” and that
“gender differences were empowering, but racial differences
were divisive” (par. 5).
Why does Rupert call attention to these views? How does
acknowledging them help her convey her ideas?
What television shows, pop culture outlets, experiences,
texts, or people have influenced how you think about race?
Assumptions about strength. Rupert explores the strengths of

various comic superheroes, including Wonder Woman. She also
considers the stereotype of the “strong black woman” (par. 14).
How and why do these explorations matter within the context
of Rupert’s reflections on her own life experiences?
Are Rupert’s views about strength universal? Are there
cultures where strength is defined differently or is significant
in different ways?
Presenting the Occasion
Rupert opens her essay with an occasion from her childhood when
she asks her mother if Wonder Woman is black (para. 2). The
description of this event leads to her discussion of and reflection on
a series of other occasions that allow her to explore serious issues
surrounding race, gender, and identity.
ANALYZE & WRITE

Write a paragraph or two analyzing how Rupert uses occasions to illustrate and explain
her reflections.
1. Reread the essay marking all of the occasions that help shape Rupert’s ideas
about race, gender, and identity.
2. Choose two of the occasions you have found and explain how they help Rupert
develop her ideas.
Samantha Wright
Starving for Control
Samantha Wright wrote this essay for an assignment in her first-year college
composition course. She reflects on a single event that would change her life by
changing how she thinks about her body. Looking back on this event allows the
author to consider what led to her obsession with losing weight, as well as the
consequences of that obsession.
Before you read, think about your own attitude toward the female body as it is
portrayed in the media. Do you find anything disturbing about it?
As you read, consider Wright’s rhetorical situation; she is writing about a
sensitive topic for many people. What strategies does she use to develop her
reflection, support her opinions, and remain sensitive to her audience?
Like a lot of American girls, I developed an eating disorder when I

was thirteen years old. To be honest, I’m surprised it took that long.
My body had always confused me; I mean, I started getting my
period before I’d mastered long division. I had pointy little tits and
no bras, which led to an embarrassing yearbook photo every single
year. My hair grew fast, but not on my head. To sum it up neatly, I
was a wreck and fully aware of it. But somehow, I didn’t really care.
Yes, I knew what beauty was, and yes, I knew that I didn’t fit the
mold, like, at all, but don’t remember taking the stupid construct to
heart. I was free little me. Well, whatever fueled my carefree outlook
was killed by the unstoppable force of adolescent insecurity.
During my first year at Laguna Middle School, my P.E. class

transitioned into its healthy fitness unit. The unit was treacherous
and insulting; we’d done it all before. The trunk li s, crunches,
pacer test, mile run — each one of the gimmicky exercises had the
same lame familiarity. Well, with the exception of the BMI test.
As everyone knows, the BMI rubric is determined by height and

weight. No running, no stretching, no activity was required for this
fitness test. It’s funny looking back; the least demanding activity in
the unit would become one of the most internalized instances in my
life to that point. Six years later, I can remember standing in that
school’s little gym with my ugly uniform on. The walls were green,
the room was cramped, and well over capacity. A single sheet hung
in the middle of the room, separating the girls from the boys.
When the teacher saw the numbers on the scale, she would say
them out loud to her student aid, who’d promptly scribble them
down. As the line shortened and I grew closer and closer, it was
obvious that there wasn’t much of a range.
“98, 84, 108, 112.” The numbers seemed so fluid, so congruent. There
was a uniform beauty to it. They were lo y ballerinas side-by-side,
none more distinct than the other.
“104, 94, 110.”
Approaching.
“96, 100, 118.”

I stepped on the scale.
“135.”
I felt an immediate isolating force.
I dismounted the scale with a blank expression and le the building

to find my friends. Whatever conversation we had following my
weigh-in was irrelevant. I felt funny. I thought about what I ate that
day. I abused myself a little. I walked over to my friend Kendall, who
weighed eighty-four pounds.
“Hey, Kendall, who do you think is the fattest girl in the class?” I was
noticeably anxious. She furrowed her brows and thought for a
minute, and a er looking between me and our peers told me that
the fattest girl was Summer Stanley, a loner with a solid build, who I
would find out weighed four pounds less than me. I checked out and
went through the motions of the day with a vacant headspace. Well,
vacant besides the inadequacy, self-doubt, and need for validation
molesting my mind. When it came time to head home, I felt this
urgency to address what was making me feel so ironically empty. I
got online.
The first diet plan that attracted me was the military diet. It lasted
three days and allowed for the consumption of hot dogs and vanilla
ice cream, both of which I loved. I quickly reminded myself that this
wasn’t a good thing, though, and that it was necessary to avoid
anything I was already eating. The game plan was this: renovate
everything I thought was right. It wasn’t up to me at that point, and I
had an urge for someone, something, to push me in the right
direction, whatever that was. Then I found it. A er skimming
through Adkins, the Master Cleanse, and Raw Till 4, I found just
what I needed. For the next two weeks, I would follow the almighty
guide of the grapefruit diet.
The grapefruit diet required absolute self-control and a complete

diet change. I’d have to eat two hard-boiled eggs and half a
grapefruit for breakfast, an undressed salad with deli ham and a
grapefruit for lunch, and another mixed green salad with deli ham
for dinner, of course paired with grapefruit.
Even though the plan suggested avoiding snacks, I decided it would

be fine to allow myself an apple or a couple of carrots in between
lunch and dinner. My parents had no concerns with my plan. They
were actually thrilled about my new mentality. I remember them
saying repeatedly that anything healthy can’t be a bad thing. So, with
the plan set in motion, the following week would be dictated by the
guidelines I had taped to my wall just in view of my bed.
Remarkably, I stayed on track.
Looking back on the whole ordeal, it really shouldn’t have gone the
way it did. There was nothing I had done before that point that
would’ve suggested I had the willpower to cut out one of my only
comfort sources. At the time, I was a mostly social kid who looked
forward to cheap cookies, candy, junk food, and television. I’d never
given any activity all of my energy and was content with the
situational outcomes that I’d receive. It was hard for me to finish
projects before jumping aboard new ones, but when it came to my
diet, I used all of my strength, energy, and will to reach my goal,
which, looking back, was dangerously unclear. Even though I hated
the taste of grapefruit and my stomach would constantly growl, I
didn’t give in to my cravings. Strangely, it wasn’t that hard to do. It
felt like there was something inside of me. Something strong,
something that could take control and tell me what to do and what
not to do. I liked this new feeling, even though it told me not to trust
anything I organically did, said, or thought.
The following Sunday, I got on my bathroom scale to measure my

progress. I don’t know what I was expecting, but I was stunned to
learn that I weighed in at 127 pounds, eight pounds lost in a single
week. I was thrilled yet incredulous with this outcome, to the point
where I literally got off the scale and mounted it again, thinking that
the number was just a delusion. It wasn’t. The satisfactory high
didn’t last long, though. I instantly craved more. Lost weight equated
to personal gain. That’s when I became an addict, hungry for the
rush of losing and horrified at the possibility of gaining — a truly
twisted logic.
My motives weren’t clear a er my first instance of weight loss.

Eventually I’d start exercising compulsively, then I’d skip lunch. I’d
strive to burn more calories than I’d take in, then I’d start making
myself throw up. I’d start taking laxatives, then started impulsively
counting. Among the anorexia, bulimia, and body dysmorphia, I
developed full-fledged OCD. I’d favor the right side of my body, and
threaten myself with morbid punishments if I did so much as exit a
flight of stairs on my le foot. I’d only chew with the right side of my
mouth. I’d count on my pinky, middle, and thumb fingers, one two
three, constantly and compulsively. The right was my balance, and
though I’ve since developed methods of controlling this obsession,
to this day I can’t shake the nonsensical ritual while performing
routine tasks. It doesn’t go away.
I received an intervention three months in from when I’d began. By

this point I was urinating blood but stopped getting my period. I was
so terrified of gaining weight that I stopped drinking water and
swallowing my spit. My diet consisted of mostly ice. I’d spend most
of my time in the bathroom completely naked: chewing gum (on the
right side of my mouth), spitting in the toilet, and weighing myself
repeatedly for hours on end. I couldn’t understand the emotions of
my family, and when they told me that they thought I would die, I
told them I didn’t care. I wasn’t myself anymore. Just a cold shell
vaguely resembling who I once was, possessed by a demonic
combination of self-repulsion and misery. I was forced into group
therapy with other anorexics and bulimics, where we’d journal,
receive individual treatment, and discuss our anxieties over the
meals we were basically force-fed. A er I “graduated” from the
program, I was no longer 100 pounds. To my disgust, eating a
normal diet made me gain back twenty pounds in no time, and
before I knew it, I was back to 135. It’s a shame I couldn’t see the
humor of the situation back then, all that work and permanent
mental damage just to get right back to where I started. But I guess
that’s what happens when you dedicate yourself to a goal with no
endgame; you just end up playing yourself.
Though today I can look back at how I was in horror, I can’t

disregard what brought me to those extremes. There was the sense
of purpose and control I got from losing weight, something my strict
and anxious upbringing didn’t allow me to have. There was also the
glamorous aspect of starvation: at one point I wanted to be as thin as
the girls on America’s Next Top Model — a ridiculous concept
considering I’m 5’4” with a curvy build. Somehow, I saw what I was
doing as a good thing. I thought I was motivating myself, when in
actuality, I grew more and more detached with every pound I lost.
My friends and family couldn’t stand my new personality, so I was
le alone. Being alone, that’s really what all my troubles amounted
to. I drew an invisible line separating myself from reality, and
nobody dared cross into my territory. No friends, no father, no
sister, no mother. Just me. Alone. Empty. It’s a feeling you can’t just
forget about.
READING FOR MEANING
you think Wright wants readers to understand about the
occasion she describes.
resonates with your experience or interests you, such as the
effect of television shows like America’s Next Top Model on
peoples’ feelings about their bodies (par. 21) or feelings of
loneliness because of an obsession you may have (par. 21).
analyzing an assumption you find intriguing in Wright’s essay.
For example:
Assumptions about insecurities. Wright explains, “Whatever

fueled my carefree outlook was killed by the unstoppable force
of adolescent insecurity” (par. 1).
Do you agree with the assumptions Wright makes about
adolescent insecurities? Why, or why not?
Why do you think some insecurities have the kind of long-
standing effects that Wright describes while others don’t?
Assumptions that media have a strong effect on human

behavior. Wright writes that “there was also the glamourous
aspect of starvation: at one point I wanted to be as thin as the
girls on America’s Next Top Model” (par 21).
What assumptions do you have about the effect that media
have on how people feel about their bodies? Where do these
assumptions come from?
Should the media take responsibility in some way for
perpetuating “the glamorous aspect of starvation?” Why or
why not?
Developing the Reflections
In reflective writing, insights and ideas are central. Yet writers

cannot merely list ideas, regardless of how fresh and daring their
ideas might be. Instead, writers must work imaginatively to develop
their ideas, to explain and elaborate on them, and to view them from
one angle and then another. One way writers develop their
reflections and make them compelling for readers is by drawing on
examples from their personal experiences. For example, Wright
describes in paragraph 20 how sick she was at the time of the
intervention (“I was so worried about gaining weight that I stopped
drinking water and swallowing my spit”) and creates a vivid picture
for readers of how she spent her time: “in the bathroom completely
naked: chewing gum … spitting in the toilet and weighing myself
repeatedly for hours on end” (par. 20) to show the effect of her
eating disorder on her life.
ANALYZE & WRITE

Write a paragraph or two analyzing Wright’s use of extended examples to convey her
insights and ideas about the destructive power of eating disorders.
1. Skim paragraphs 14–16. Why do you think Wright lists all of the different diets
that interested her and that she tried? What effect does this have on you as a
reader?
2. Reread paragraphs 20 and 21. Wright describes her eating disorder as giving her
a sense of purpose and control (par 21). How is this insight reflected in her
descriptions and examples throughout her essay?

to Recognize Emotional Manipulation
Jacqueline Woodson’s “The Pain of the Watermelon Joke” and Samantha Wright’s “Starving for
Control” are related because they address emotionally charged issues, and they may be seen
as emotionally manipulating readers. By comparing and contrasting them and particularly by
analyzing how they seek to engage the reader, you can begin to think about whether you
believe these texts are emotionally manipulating you by using emotional appeals based on
false or exaggerated claims. Complete the following prompts to explore these issues.
For guidelines on comparing and contrasting related readings, see Chapter 2, pp. 57–
60.
Notice how both essays open. Wright begins her essay with the pronouncement: “Like
a lot of American girls, I developed an eating disorder when I was thirteen years old.
To be honest, I’m surprised it took that long” (par. 1). Woodson’s essay opens with a
reference to Jim Crow: “Even though Jim Crow was supposed to be far behind us, we
spent our days in the all-black community called Nicholtown in a still segregated
South” (par. 2). To what extent do you think that these openings are meant to affect or
manipulate you emotionally? Were they successful in doing so?
Reread both essays, paying close attention to your emotional reactions as you read.
Are there moments where you think the author is trying to appeal to your emotions? If
yes, how so? If no, how does the author avoid making these appeals, especially when
dealing with such an emotionally charged subject?
For guidelines on recognizing emotional manipulation, see Chapter 2, pp. 65.
Writing to Learn Reflection

perhaps one by a classmate). Explain how (and perhaps, how well) the selection works as a
reflection. Consider, for example, how it uses
an occasion to prompt the reflection and prepare the reader;

varied writing strategies to develop the reflection;
cues to maintain coherence;
strategies to engage readers’ interest.
why?
A GUIDE TO WRITING REFLECTIVE
ESSAYS
a brief reflection of your own. This Guide to Writing offers detailed
suggestions and resources to help you meet the special challenges
reflective writing presents.

Write a reflective essay that grows out of a specific occasion or event.
Choose an occasion or event that you feel comfortable writing about for this audience
(your instructor and classmates). You may want to select the general subject that you
want to reflect on first, and then choose an event or occasion that effectively
particularizes this subject.
Consider how you can depict the occasion or event vividly so that readers can imagine
what you experienced. Try to create a voice or persona that will appeal to your
audience.
Develop your reflections, including insights that interest, surprise, or enlighten your
readers.
Organize your reflection so that readers will be able to follow your train of thought.
WRITING YOUR DRAFT
Choosing an Occasion and General Subject

Writers of reflections o en connect an occasion to a subject or a
subject to an occasion. Sometimes writers choose a general subject
(such as envy or friendship) and then search for the right occasion
(an image or anecdote) with which to particularize it. Sometimes the
occasion prompts the subject.
To get started, use a chart like the one below to list several possible
occasions and the general subjects they suggest (or start with the
“General Subjects” column and then list the occasions they suggest).
Particular Occasions General Subjects
I had an experience on the The social benefits of mass

train. transit
I met someone (or am Measures taken for people

someone) with a disability. with disabilities
I had a great time skiing. The importance of exercise or

of time away from work
For occasions, consider the following:
conversations you have had or overheard

memorable scenes you observed, read about, or saw in a movie
or other media
incidents in your own or someone else’s life that led you to
reflect more generally
Also consider the general subjects suggested by the occasions:
human qualities such as compassion, vanity, jealousy, and

faithfulness
customs for socializing and working
abstract notions such as fate, free will, and imagination
Shaping Your Reflection
Write up the initial occasion that prompted your reflection. Use

specific details and choose evocative words to make your description
vivid; use active, specific verbs to make your writing lively; and use
time markers to give immediacy and color to your narration of the
occasion. The example paragraph below demonstrates how one
writer in this chapter used these strategies to shape their reflections:
My first victim was a woman — white, well dressed , probably in her early
twenties . I came upon her late one evening on a deserted street in Hyde Park, a
relatively affluent neighborhood in an otherwise mean, impoverished section of
Chicago. As I swung onto the avenue behind her, there seemed to be a discreet,
uninflammatory distance between us. Not so. She cast back a worried glance. To
her, the youngish black man — a broad six feet two inches with a beard and
billowing hair , both hands shoved into the pockets of a bulky military jacket —
seemed menacingly close . A er a few more quick glimpses, she picked up her
pace and was soon running in earnest. Within seconds she disappeared into a cross
street. (Staples, par. 1)
Developing Your Reflection
The following activities will help you recall details about the
occasion for your reflection.
Narrating and Describing an Event.
Write for five to ten minutes narrating what happened during the
event. Try to make your story vivid so that readers can imagine what
it was like. Describe the people involved in the event — what they
looked like, how they acted, what they said — and the place where it
occurred.
Cubing.
To explore your ideas about the subject, try an invention strategy

called cubing. This approach encourages you to examine your
subject as you would turn over a cube, looking at it in six different
ways. You can use some of the eight options below or come up with
your own. Whichever six you choose, write about your subject for
five minutes from each of the six perspectives to invent new ways of
considering it.
Analyzing. What is your subject composed of? How are the

parts related to one another? Are they all of equal importance?
Applying. How can you use your subject or act on it? What
difference would it make to you and to others?
Comparing and Contrasting. What subject could you compare
with yours? What are the similarities and the differences
between them?
Describing. What details would you use to describe the people
or places involved in the occasion that gave rise to your
reflections?
Extending. What are the implications of your subject? Where
does it lead?
Generalizing. What does the occasion suggest about people in
general or about the society in which you live?
Giving Examples. What examples would best characterize or
help your readers understand your reflection?
Visualizing. What would your occasion look like from the
perspective of an outside observer?
Exploring How You Felt at the Time and What the Occasion Made You
Realize Later.
Write for a few minutes, recalling your thoughts and feelings when
the occasion was occurring.
What did you feel at the moment the occasion was occurring —
in control or powerless, proud or embarrassed, vulnerable,
detached, judgmental? For example, Staples uses phrases like
“swung onto the avenue” to indicate a light mood (par. 1).
Sentence strategies like these might help you describe your
initial experience of the occasion:
► As soon as I [saw/did/imagined] ………… , I felt ………… ,
………… , and ………….
► ………… [describe occasion] made me feel as if ………… .
What larger reflection was prompted by your occasion? Muñoz,
for example, suggests “[m]y stepfather’s experience with the
Anglicization of his name — Antonio to Tony — ties into
something bigger than learning English. For him, the erasure of
his name was about deference and subservience” (par. 14).
These sentence strategies may help you put your reflection into
words:
► Since then, I realize ………… , but also ………… .
► Now that I have seen ………… , I know that ………… and
………… .
Considering Your Purpose and Audience.
Write for several minutes exploring what you want your readers to
think about your reflection a er reading your essay. Your answer
may change as you write, but thinking about your goals may help
you decide which of your ideas to include in the essay. Answering
the following questions may help you clarify your purpose:
Which of your ideas are most important to you? Why?

How do your ideas relate to one another? If your ideas seem
contradictory, how could you use the contradictions to convey
the complexity of your ideas and feelings on the subject?
Is the occasion for your reflection likely to resonate with your
readers’ experience and observation?
Formulating a Working Thesis.
Review what you wrote for Considering Your Purpose and Audience
and add another two or three sentences to bring your reflection into
focus. Write sentences that indicate what is most important or
interesting about the subject. Readers may not expect reflective
essays to begin with an explicit thesis statement — but stating the
main point of your reflective essay now may lead you to a deeper
understanding of your occasion and the reflection it inspired, and it
may guide your selection of ideas to develop.
Considering Visuals.
If you submit your essay electronically to other students and your

instructor, or if you post it on a website, you may even consider
including snippets of video or audio files. You could import your
own photographs or drawings, or you could scan materials from
books and magazines or download them from the Internet, but
remember that you will need to cite any visuals you borrow from
another source.
For additional help with deciding whether to quote, paragraph, or summarize, see Chapter
12, pp. 618–619.
Paraphrasing a Source to Help Make Your Point.

Determine whether a source or two might help readers understand
the point you are trying to make in your reflective essay. You do not
always need to directly cite a source. You can, instead, paraphrase a
source, especially when it is a well-known source, as is the case in
the example below.
The scars remind me, too, that in this vain culture our vanity sometimes needs to be
punctured and deflated — and that’s not such a bad thing. To paraphrase Ecclesiastes,
better to be a scarred and living dog than to be a dead lion. (Jennings, par. 13)
Dra ing Your Reflective Essay
to present an occasion that prompts a reflection

to present the reflection and develop it using a variety of
approaches
to relate the significance of your reflection in a way meaningful
to your readers
of this Guide to Writing will help you evaluate and improve it.

typical of reflective essays. (If you want to make specific suggestions
for improving the dra , see Troubleshooting Your Dra later in this
chapter.) Also, be sure to respond to any specific concerns the writer
A PEER REVIEW GUIDE
How effectively does the writer present the occasion?
What’s Working Well: Identify a passage where the writer

presents the occasion that prompted the reflection, perhaps
suggesting the occasion’s significance. Tell the writer if the
occasion arouses interest and leads logically to the reflection.
What Needs Improvement: Let the writer know if there are

details of the occasion that dominate the essay too much or are
scant and need development.
How appropriate are the methods of developing the
reflection?
What’s Working Well: Point to a passage that is particularly

effective in helping you understand the purpose of the reflection.
To develop their reflection, does the writer try compare/contrast,
examples, consideration of social implications, or connections to
other ideas?
What Needs Improvement: Identify any ideas or anecdotes you

find lackluster or irrelevant to the broader association,
explaining briefly why you think so.
How could the writer strengthen coherence?
What’s Working Well: Highlight cues — strong transitions, time

markers, or repeated words and ideas — that help hold the essay
together.
What Needs Improvement: Point to areas where you get lost or

don’t understand the connection from one sentence or
paragraph to the next. Note any section that seems out of place,
and suggest where it might fit better.
How could the readers be more engaged?
What’s Working Well: Mark a part of the essay that especially

draws you in, holds your interest, inspires you to think,
challenges your attitudes or values, or keeps you wanting to read
to the end.
What Needs Improvement: Note passages where you lose

interest or don’t understand the significance to your own ideas
and experiences. Suggest ways for the writer to liven up the
essay by considering what aspects of the essays you read in this
chapter inspired your own reflections.
Revising Your Dra

way, given your purpose and audience, in order to develop a more
engaging, more coherent reflective essay. Think imaginatively and
boldly about cutting unconvincing material, adding new material,
and moving material around. The suggestions in the following chart
may help you strengthen your essay.
To Present the Subject More Effectively
If the occasion Add details for drama and

doesn’t seem surprise.
interesting or is too Make it into a story.
general or abstract, Try using the first person.
Try the present tense, and make
your verbs active.
Choose another occasion that is
more interesting and specific.
If the occasion is not Make transitions clearer.

clearly related to Explain how the two are related.
the reflection that Choose another occasion that
follows, prepares readers by providing a
context for your reflection.
To Clarify and Strengthen the Argument
If promising ideas Provide more examples.

are not fully Compare or contrast your ideas
developed, with other ideas.
Consult Chapter 2 on reading
strategies, and see whether you
could use some of them to
develop your reflection.
If your reflection Consider adding visuals.

does not move Extend it into a broader context,
beyond personal such as social, political, scientific,
association, or educational.
Comment on its larger
implications for people in general.
To Improve the Response to Objections and/or Alternative

Judgments
If there are gaps Reorder the sequence of actions.
between sentences Add explicit transitions.
or paragraphs, Revise pairs or a series of related
ideas or examples into parallel
form.
If the reflection Repeat words and phrases to help

seems scattered or readers follow your reflection.
disorganized, Try time markers to show a clear
sequence.
To Make the Organization Clearer
If the reflection Think about your audience and

doesn’t encourage tie your reflection to their values
readers to reflect on and beliefs.
their own lives, Use plural personal pronouns like
“we” and “our.”
Expand beyond the personal with
more generalized stories or
anecdotes.
Consider the broader social
implications of your ideas.
Express the significance more
directly.

From our research on student writing, we know that reflective

essays have a high frequency of unnecessary shi s in verb tense and
mood. Check a writer’s handbook for help with these potential
problems.
Reflecting on Reflection
In this chapter, you have read several reflective essays and have written one of your own. To
better remember what you have learned, pause now to reflect on the reading and writing
activities you completed in this chapter.
2. Reflect more generally on how you tend to interpret reflective writing, your own as
well as other writers’. Consider some of the following questions:
Did you find rich enough material from your own personal ideas on a subject, or did
you conduct research or interview people to collect their ideas?
How might your gender, social class, or ethnic group have influenced the ideas you
came up with for your essay?
What contribution might reflective essays make to our society that other genres
cannot make?
3. By reflecting on what you have learned about reflection, you have been practicing
If not, think back now on your reading and writing process. Can you identify any
habits you used?
CHAPTER 6
Explaining Concepts
A concept is a major idea. Concepts include abstract ideas,

phenomena, and processes. We create concepts, name them,
communicate them, and think with them in every field of study.
Psychology, for example, has schizophrenia and narcissism; business
has micromanagement and direct marketing; and nursing has
gerontology and whole-person caring. Explaining concepts is a kind (or
genre) of explanatory writing that is especially important for college
students because it involves widely applicable strategies for critical
reading, essay exams, and paper assignments. We learn new
concepts by connecting them to what we have previously learned.
Writing that explains concepts facilitates such connections through
a range of writing strategies, including, among others, definition,
illustration, cause and effect, and comparison/contrast.
CONCEPT EXPLANATIONS
Writing that explains concepts is familiar in college and professional
life, as the following examples show:
For a presentation at the annual convention of the American

Medical Association, an anesthesiologist writes a report on the
concept of awareness during surgery. He presents evidence that
patients under anesthesia, as in hypnosis, can hear, and he
reviews research demonstrating that they can perceive and
carry out instructions that speed their recovery. He describes
how he applies the concept in his own work — how he prepares
patients before surgery, what he tells them while they are under
anesthesia, and what happens as they recover.
As part of a group assignment, a college student at a summer
biology camp in the Sierra Nevada mountains reads about the
condition of mammals at birth. She learns the distinction
between infant mammals that are altricial (born nude and
helpless within a protective nest) and those that are precocial
(born well formed with eyes open and ears erect). In her part of
a group report, she develops this contrast point by point, giving
many examples of specific mammals but focusing in detail on
altricial mice and precocial porcupines.
Thinking about Concept Explanation

Write a paragraph or two about an occasion when you told, read, heard, or saw an
explanation of a concept in school, at work, or in another context.
Who was the audience? How educated was the audience in the field of the concept?
How did the writer tailor the explanation to help familiarize the audience with the
concept, given their age, level of expertise, and experience?
What was the main purpose? Why did the writer (or speaker) want the audience to
understand the concept? For example, was the goal for the audience to demonstrate
their understanding on a test, or the importance of the concept in their own lives?
How would you rate the rhetorical sensitivity with which the explanation was
presented? How was it appropriate or inappropriate for its audience or purpose?
A GUIDE TO READING CONCEPT
EXPLANATIONS
This guide introduces you to concept explanations by inviting you to
analyze an intriguing selection by Susan Cain that explains
introversion:

the textbook.
Reading for meaning will help you understand the topic and its
significance for Cain. Why does Cain see our culture’s attitude
toward introversion as a long-term danger?
Reading like a writer will help you learn how Cain employs
strategies typical of concept explanations, such as
1. using appropriate writing strategies: defining, illustrating,
comparing and contrasting, and showing causes and effects
2. organizing the information clearly and logically
3. integrating sources smoothly
4. engaging readers’ interest
Susan Cain
Shyness: Evolutionary Tactic?
Susan Cain (b. 1968) attended Princeton University and Harvard Law School, and
worked for several years as an attorney and a negotiations consultant before founding
Quiet Revolution, a mission-based organization that advocates for the power of
introversion. She is the author of the books Quiet: The Power of Introverts in a World
That Can’t Stop Talking (2012) and Quiet Power: The Secret Strengths of Introverts (2016).
She also writes a popular blog about introversion and has contributed articles on this
topic to such journals and magazines as Psychology Today and Time, and her TED talk
has broken viewing records. The op-ed that appears below was published in the New
York Times.
Before you read, notice the title of this reading and the title of Cain’s book
(above). What do these titles lead you to expect?
As you read, think about the rhetorical sensitivity with which Cain is writing.
How effective is the opening paragraph as a hook to catch readers’ attention?
A beautiful woman lowers her eyes demurely beneath a hat. In an

earlier era, her gaze might have signaled a mysterious allure. But
this is a 2003 advertisement for Zolo , a selective serotonin reuptake
inhibitor (SSRI) approved by the FDA to treat social anxiety disorder.
“Is she just shy? Or is it Social Anxiety Disorder?” reads the caption,
suggesting that the young woman is not alluring at all. She is sick.
But is she?
It is possible that the lovely young woman has a life-wrecking form

of social anxiety. There are people too afraid of disapproval to
venture out for a job interview, a date or even a meal in public.
Despite the risk of serious side effects — nausea, loss of sex drive,
seizures — drugs like Zolo can be a godsend for this group.
Will this essay be about the benefits and drawbacks of relying on pharmaceuticals for
social anxiety?
But the ad’s insinuation aside, it’s also possible the young woman is
“just shy,” or introverted — traits our society disfavors. One way we
manifest this bias is by encouraging perfectly healthy shy people to
see themselves as ill.
This does us all a grave disservice, because shyness and introversion

— or more precisely, the careful, sensitive temperament from which
both o en spring — are not just normal. They are valuable. And they
may be essential to the survival of our species.
How is shyness essential?
Theoretically, shyness and social anxiety disorder are easily

distinguishable. But a blurry line divides the two. Imagine that the
woman in the ad enjoys a steady paycheck, a strong marriage and a
small circle of close friends — a good life by most measures — except
that she avoids a needed promotion because she’s nervous about
leading meetings. She o en criticizes herself for feeling too shy to
speak up.
What do you think now? Is she ill, or does she simply need public-
speaking training?
Before 1980, this would have seemed a strange question. Social

anxiety disorder did not officially exist until it appeared in that year’s
Diagnostic and Statistical Manual, the DSM-III, the psychiatrist’s bible
of mental disorders, under the name “social phobia.” It was not
widely known until the 1990s, when pharmaceutical companies
received FDA approval to treat social anxiety with SSRI’s and poured
tens of millions of dollars into advertising its existence. The current
version of the Diagnostic and Statistical Manual, the DSM-IV,
acknowledges that stage fright (and shyness in social situations) is
common and not necessarily a sign of illness. But it also says that
diagnosis is warranted when anxiety “interferes significantly” with
work performance or if the sufferer shows “marked distress” about
it. According to this definition, the answer to our question is clear:
the young woman in the ad is indeed sick.
What other disorders do people suffer from but don’t exist yet in name? Does naming
things matter?
The DSM inevitably reflects cultural attitudes; it used to identify

homosexuality as a disease, too. Though the DSM did not set out to
pathologize shyness, it risks doing so, and has twice come close to
identifying introversion as a disorder, too. (Shyness and introversion
are not the same thing. Shy people fear negative judgment;
introverts simply prefer quiet, minimally stimulating
environments.)
But shyness and introversion share an undervalued status in a world

that prizes extroversion. Children’s classroom desks are now o en
arranged in pods, because group participation supposedly leads to
better learning; in one school I visited, a sign announcing “Rules for
Group Work” included, “You can’t ask a teacher for help unless
everyone in your group has the same question.” Many adults work
for organizations that now assign work in teams, in offices without
walls, for supervisors who value “people skills” above all. As a
society, we prefer action to contemplation, risk-taking to heed-
taking, certainty to doubt. Studies show that we rank fast and
frequent talkers as more competent, likable and even smarter than
slow ones. As the psychologists William Hart and Dolores Albarracin
point out, phrases like “get active,” “get moving,” “do something” and
similar calls to action surface repeatedly in recent books.
Is there a difference between shyness and introversion?
Yet shy and introverted people have been part of our species for a
very long time, o en in leadership positions. We find them in the
Bible (“Who am I, that I should go unto Pharaoh?” asked Moses,
whom the Book of Numbers describes as “very meek, above all the
men which were upon the face of the earth.”) We find them in recent
history, in figures like Charles Darwin, Marcel Proust and Albert
Einstein, and, in contemporary times: think of Google’s Larry Page,
or Harry Potter’s creator, J. K. Rowling.
Why did she choose these people as examples?
In the science journalist Winifred Gallagher’s words: “The glory of

the disposition that stops to consider stimuli rather than rushing to
engage with them is its long association with intellectual and artistic
achievement. Neither E = mc2 nor Paradise Lost was dashed off by a
party animal.”
We even find “introverts” in the animal kingdom, where 15 percent

to 20 percent of many species are watchful, slow-to-warm-up types
who stick to the sidelines (sometimes called “sitters”) while the
other 80 percent are “rovers” who sally forth without paying much
attention to their surroundings. Sitters and rovers favor different
survival strategies, which could be summed up as the sitter’s “Look
before you leap” versus the rover’s inclination to “Just do it!” Each
strategy reaps different rewards.
In an illustrative experiment, David Sloan Wilson, a Binghamton

evolutionary biologist, dropped metal traps into a pond of
pumpkinseed sunfish. The “rover” fish couldn’t help but investigate
— and were immediately caught. But the “sitter” fish stayed back,
making it impossible for Professor Wilson to capture them. Had
Professor Wilson’s traps posed a real threat, only the sitters would
have survived. But had the sitters taken Zolo and become more like
bold rovers, the entire family of pumpkinseed sunfish would have
been wiped out. “Anxiety” about the trap saved the fishes’ lives.
Note to self: look up some of these scientists!
Next, Professor Wilson used fishing nets to catch both types of fish;
when he carried them back to his lab, he noted that the rovers
quickly acclimated to their new environment and started eating a
full five days earlier than their sitter brethren. In this situation, the
rovers were the likely survivors. “There is no single best … [animal]
personality,” Professor Wilson concludes in his book, Evolution for
Everyone, “but rather a diversity of personalities maintained by
natural selection.”
The same might be said of humans, 15 percent to 20 percent of

whom are also born with sitter-like temperaments that predispose
them to shyness and introversion. (The overall incidence of shyness
and introversion is higher — 40 percent of the population for
shyness, according to the psychology professor Jonathan Cheek, and
50 percent for introversion. Conversely, some born sitters never
become shy or introverted at all.)
How are humans classified as shy or introverted? Who decides and based on what? Are
the same characteristics used to classify fish?
Once you know about sitters and rovers, you see them everywhere,
especially among young children. Drop in on your local Mommy and
Me music class: there are the sitters, intently watching the action
from their mothers’ laps, while the rovers march around the room
banging their drums and shaking their maracas.
Relaxed and exploratory, the rovers have fun, make friends and will
take risks, both rewarding and dangerous ones, as they grow.
According to Daniel Nettle, a Newcastle University evolutionary
psychologist, extroverts are more likely than introverts to be
hospitalized as a result of an injury, have affairs (men) and change
relationships (women). One study of bus drivers even found that
accidents are more likely to occur when extroverts are at the wheel.
In contrast, sitter children are careful and astute, and tend to learn
by observing instead of by acting. They notice scary things more
than other children do, but they also notice more things in general.
Studies dating all the way back to the 1960s by the psychologists
Jerome Kagan and Ellen Siegelman found that cautious, solitary
children playing matching games spent more time considering all
the alternatives than impulsive children did, actually using more eye
movements to make decisions. Recent studies by a group of
scientists at Stony Brook University and at Chinese universities using
functional MRI technology echoed this research, finding that adults
with sitter-like temperaments looked longer at pairs of photos with
subtle differences and showed more activity in brain regions that
make associations between the photos and other stored information
in the brain.
Once they reach school age, many sitter children use such traits to
great effect. Introverts, who tend to digest information thoroughly,
stay on task, and work accurately, earn disproportionate numbers of
National Merit Scholarship finalist positions and Phi Beta Kappa
keys, according to the Center for Applications of Psychological Type,
a research arm for the Myers-Briggs personality type indicator —
even though their IQ scores are no higher than those of extroverts.
Another study, by the psychologists Eric Rolfhus and Philip
Ackerman, tested 141 college students’ knowledge of 20 different
subjects, from art to astronomy to statistics, and found that the
introverts knew more than the extroverts about 19 subjects —
presumably, the researchers concluded, because the more time
people spend socializing, the less time they have for learning.
The psychologist Gregory Feist found that many of the most creative
people in a range of fields are introverts who are comfortable
working in solitary conditions in which they can focus attention
inward. Steve Wozniak, the engineer who founded Apple with Steve
Jobs, is a prime example: Mr. Wozniak describes his creative process
as an exercise in solitude. “Most inventors and engineers I’ve met
are like me,” he writes in iWoz, his autobiography. “They’re shy and
they live in their heads. They’re almost like artists. In fact, the very
best of them are artists. And artists work best alone . … Not on a
committee. Not on a team.”
Sitters’ temperaments also confer more subtle advantages. Anxiety,

it seems, can serve an important social purpose; for example, it
plays a key role in the development of some children’s consciences.
When caregivers rebuke them for acting up, they become anxious,
and since anxiety is unpleasant, they tend to develop pro-social
behaviors. Shy children are o en easier to socialize and more
conscientious, according to the developmental psychologist Grazyna
Kochanska. By six they’re less likely than their peers to cheat or
break rules, even when they think they can’t be caught, according to
one study. By seven they’re more likely to be described by their
parents as having high levels of moral traits such as empathy.
When I shared this information with the mother of a “sitter”

daughter, her reaction was mixed. “That is all very nice,” she said,
“but how will it help her in the tough real world?” But sensitivity, if it
is not excessive and is properly nurtured, can be a catalyst for
empathy and even leadership.
Eleanor Roosevelt, for example, was a courageous leader who was

very likely a sitter. Painfully shy and serious as a child, she grew up
to be a woman who could not look away from other people’s
suffering — and who urged her husband, the constitutionally
buoyant F.D.R., to do the same; the man who had nothing to fear but
fear itself relied, paradoxically, on a woman deeply acquainted with
it.
What would count as “excessive sensitivity” or “proper nurturing”?
Another advantage sitters bring to leadership is a willingness to

listen to and implement other people’s ideas. A groundbreaking
study led by the Wharton management professor Adam Grant, to be
published this month in The Academy of Management Journal, found
that introverts outperform extroverts when leading teams of
proactive workers — the kinds of employees who take initiative and
are disposed to dream up better ways of doing things. Professor
Grant notes that business self-help guides o en suggest that
introverted leaders practice their communication skills and smile
more. But, he told me, it may be extrovert leaders who need to
change, to listen more and say less.
What would the world look like if all our sitters chose to medicate
themselves? The day may come when we have pills that “cure”
shyness and turn introverts into social butterflies — without the side
effects and other drawbacks of today’s medications. (A recent study
suggests that today’s SSRI’s not only relieve social anxiety but also
induce extroverted behavior.) The day may come — and might be
here already — when people are as comfortable changing their
psyches as the color of their hair. If we continue to confuse shyness
with sickness, we may find ourselves in a world of all rovers and no
sitters, of all yang and no yin.
But aren’t there people who are truly sick and could benefit from medicine?
As a sitter who enjoys an engaged, productive life, and a

professional speaking career, but still experiences the occasional
knock-kneed moment, I can understand why caring physicians
prescribe available medicine and encourage effective non-
pharmaceutical treatments such as cognitive-behavioral therapy.
But even non-medical treatments emphasize what is wrong with the

people who use them. They don’t focus on what is right. Perhaps we
need to rethink our approach to social anxiety: to address the pain,
but to respect the temperament that underlies it.
This seems like a productive route, but what would it look like practically?
The act of treating shyness as an illness obscures the value of that

temperament. Ridding people of social unease need not involve
pathologizing their fundamental nature, but rather urging them to
use its gi s.
It’s time for the young woman in the Zolo ad to rediscover her
allure.
READING FOR MEANING

Cain means by introversion and why she thinks it is important.
2. Read to Respond. Write a paragraph or two, focusing on
anything that seems surprising, such as the way psychiatrists
and the pharmaceutical industry may be pathologizing shyness
or introversion; or Cain’s assertion that “[o]nce you know about
sitters and rovers, you see them everywhere” (par. 17). Which of
the characteristics of shyness, sitters, or rovers seemed truest of
your experience? Why?
analyzing an assumption you find intriguing in Cain’s essay. For
example:
Assumptions about medical conditions. Cain attempts to

overturn the assumption that treatments focus on what is
wrong rather than what is right about introverts. Examine two
or three of the paragraphs that develop the idea that introverts
are not sick but are instead assets to society (for example, pars.
11–13, 14, and 19–24).
Do they alter your assumptions about medical conditions and
how or whether to treat them?
If they do, what assumptions made you believe the evidence?
Assumptions that what is true of other animals is true of
humans. Cain supports her title’s assumption — that shyness is
an evolutionary tactic — by demonstrating how different
temperaments in animals are important to their survival (pars.
13–15). Evolution assumes that offspring who inherit beneficial
traits are more likely to survive and reproduce than those who
do not.
What are some of the human traits Cain examines by drawing
comparisons to animal behavior?
Are there human traits that animal behavior would not
illuminate? What are they?
Using Appropriate Writing Strategies
For more on reading and writing strategies, see Chapter 2.
When writers present information, they rely on explanatory

strategies such as defining, illustrating, comparing and contrasting,
and showing causes or effects. Writers narrow the focus — either
eliminating qualities that the concept does not have, or defining and
elaborating on the qualities the concept does have, with explanatory
strategies. Comparing and contrasting, for example, allows the
writer to show how the concept is similar to and different from
other concepts that might be familiar to the reader.
Consider the passage below, in which Cain uses contrast to point out
how shyness and introversion differ from social anxiety:
It is possible that the lovely young woman has a life-wrecking form of social anxiety
….
TRANSITION
But the ad’s insinuation aside, it’s also possible the young woman is “just shy ,” or
introverted . … (pars. 3–4)
ANALYZE & WRITE

Write a paragraph or two analyzing how Cain uses contrast to explain her concept:
1. Find and highlight two or three of the sentence patterns she uses for cueing
contrast in paragraphs 9, 10, 13, 18, and 19.
2. Analyze what is being contrasted and how each contrast works.
Organizing the Information Clearly and Logically
Experienced writers know that readers o en have a hard time

following explanations of unfamiliar concepts, so they provide “road
signs” — forecasting statements, topic sentences, transitions,
pronouns that refer to nouns that appear earlier in the sentence,
synonyms, and summaries — to guide readers through the
explanation.
But the ad’s insinuation aside, it’s also possible the young woman is “just shy ,” or
introverted — traits our society disfavors. One way we manifest this bias is by
encouraging perfectly healthy shy people to see themselves as ill.
FORECASTING STATEMENT
This does us all a grave disservice, because shyness and introversion — or more
precisely, the careful, sensitive temperament from which both o en spring — are
not just normal. They are valuable. And they may be essential to the survival of our species.
(pars. 4–5)
Forecasting statements usually appear early in an essay, o en in the

thesis, to announce the main points the writer will address; they
may also appear at the beginning of major sections. Topic sentences
announce each main idea as it comes up, transitions (such as in
contrast and another) and pronoun referents relate what is coming to
what came before, and summaries remind readers of what has been
explained already.
ANALYZE & WRITE

Write a paragraph or two analyzing the strategies Cain uses to make her concept
explanation easy to follow:
1. Skim the rest of the essay (pars. 6–28), underlining other places Cain forecasts
and summarizes main ideas or provides topic sentences, transitions, and
pronoun referents. How do the strategies she uses make her concept explanation
easier to follow?
2. Examine any places in the essay that you found hard to follow. How might Cain
have used one or more of these strategies to make her concept explanation
clearer?
Integrating Sources Smoothly

For more information on finding and using sources, see “Finding Sources” in Chapter 12.
In addition to drawing on personal knowledge and fresh

observations, writers o en do additional research about the
concepts they are trying to explain. When doing research, writers
immediately confront the ethical responsibility to their readers of
locating relevant sources, evaluating them critically, and
representing them without distortion. Like the authors of other
articles published in popular periodicals, Cain names her sources
and mentions their credentials, but she does not cite them formally
as you must do when writing a paper for a college class. While you
cannot use Cain’s approach to citation as a model for your own
academic writing, you can follow her lead by doing the following:
Making a claim of your own and supporting it with appropriate,

relevant evidence.
Explaining how the evidence you provide supports your claim.
Naming your source author(s) in a signal phrase (name plus an
appropriate verb) and mentioning the author’s (or authors’)
credentials.
CAIN’S IDEA ’
’
As a society, we prefer action to contemplation, risk-taking to heed-taking, certainty to

doubt. Studies show that we rank fast and frequent talkers as more competent,
likable and even smarter than slow ones. As the psychologists William Hart and
Dolores Albarracin point out, phrases like “get active,” “get moving,” “do something”
and similar calls to action surface repeatedly in recent books. (par. 10)
ANALYZE & WRITE
Write a paragraph analyzing another passage in which Cain integrates source material
to support her explanation:
1. Review paragraphs 19, 20, or 21 to see how Cain uses a similar pattern. Mark the
following elements: Cain’s idea; the name(s) and credentials of the source or
sources; what the source found; text linking the source’s findings to the original
idea or extending the idea in some way.
2. Explain why writers, when using information from sources, o en begin by
stating their own idea (even if they got the idea from a source). What would be
the effect on readers if the opening sentence of paragraph 18 or 20 began with
the source instead of with Cain’s topic sentence?
Engaging Readers’ Interest
Writers explaining concepts may engage readers’ interest in a

variety of ways. For example, they may
remind readers of what they already know about the concept;

show readers a new way of using or regarding a familiar
concept;
connect the concept, sometimes through metaphor or analogy,
to common human experiences; or
present the concept in a humorous way to convince readers that
learning about a concept can be pleasurable.
ANALYZE & WRITE

Write a paragraph analyzing how Cain engages her readers:
1. Note the strategies Cain uses in three or four of the following paragraphs: 1, 4, 7,
8, 11–12, 21–22, 25, and 27.
2. Explain how Cain engages her readers’ interest in the concept of introversion,
using examples from your notes to support your explanation.
READINGS
John Tierney
Do You Suffer from Decision Fatigue?
John Tierney (b. 1953) is a contributing editor of City Journal and a contributing
science columnist for the New York Times. He has written for many other magazines
and newspapers, among them the Atlantic Monthly, Discover, Esquire, Newsweek,
Outside, and the Wall Street Journal. In collaboration with novelist Christopher
Buckley, Tierney co-wrote the comic novel, God Is My Broker (2012). The essay below,
originally published in 2011 in the New York Times Magazine, was adapted from a book
he wrote with Roy F. Baumeister, Willpower: Rediscovering the Greatest Human Strength
(2011).
Before you read, think about your own views about willpower. Is yours strong,
weak, or in between? What conditions affect the strength of your willpower?
As you read, think about the assumptions many people have about decisions.
For example, which decisions are more difficult than others? How are these
assumptions borne out or challenged in this essay?
Three men doing time in Israeli prisons recently appeared before a

parole board consisting of a judge, a criminologist and a social
worker. The three prisoners had completed at least two-thirds of
their sentences, but the parole board granted freedom to only one of
them. Guess which one:
Case 1 (heard at 8:50 a.m.): An Arab Israeli serving a 30-month sentence for fraud.
Case 2 (heard at 3:10 p.m.): A Jewish Israeli serving a 16-month sentence for assault.
Case 3 (heard at 4:25 p.m.): An Arab Israeli serving a 30-month sentence for fraud.
There was a pattern to the parole board’s decisions, but it wasn’t

related to the men’s ethnic backgrounds, crimes or sentences. It was
all about timing, as researchers discovered by analyzing more than
1,100 decisions over the course of a year. Judges, who would hear the
prisoners’ appeals and then get advice from the other members of
the board, approved parole in about a third of the cases, but the
probability of being paroled fluctuated wildly throughout the day.
Prisoners who appeared early in the morning received parole about
70 percent of the time, while those who appeared late in the day
were paroled less than 10 percent of the time.
The odds favored the prisoner who appeared at 8:50 a.m. — and he
did in fact receive parole. But even though the other Arab Israeli
prisoner was serving the same sentence for the same crime — fraud
— the odds were against him when he appeared (on a different day)
at 4:25 in the a ernoon. He was denied parole, as was the Jewish
Israeli prisoner at 3:10 p.m, whose sentence was shorter than that of
the man who was released. They were just asking for parole at the
wrong time of day.
There was nothing malicious or even unusual about the judges’

behavior, which was reported … by Jonathan Levav of Stanford and
Shai Danziger of Ben-Gurion University.1 The judges’ erratic
judgment was due to the occupational hazard of being, as George W.
Bush once put it, “the decider.” The mental work of ruling on case
a er case, whatever the individual merits, wore them down. This
sort of decision fatigue can make quarterbacks prone to dubious
choices late in the game and C.F.O.’s prone to disastrous dalliances
late in the evening. It routinely warps the judgment of everyone,
executive and nonexecutive, rich and poor — in fact, it can take a
special toll on the poor. Yet few people are even aware of it, and
researchers are only beginning to understand why it happens and
how to counteract it.
Decision fatigue helps explain why ordinarily sensible people get

angry at colleagues and families, splurge on clothes, buy junk food
at the supermarket and can’t resist the dealer’s offer to rustproof
their new car. No matter how rational and high-minded you try to
be, you can’t make decision a er decision without paying a
biological price. It’s different from ordinary physical fatigue —
you’re not consciously aware of being tired — but you’re low on
mental energy. The more choices you make throughout the day, the
harder each one becomes for your brain, and eventually it looks for
shortcuts, usually in either of two very different ways. One shortcut
is to become reckless: to act impulsively instead of expending the
energy to first think through the consequences. (Sure, tweet that
photo! What could go wrong?) The other shortcut is the ultimate
energy saver: do nothing. Instead of agonizing over decisions, avoid
any choice. Ducking a decision o en creates bigger problems in the
long run, but for the moment, it eases the mental strain. You start to
resist any change, any potentially risky move — like releasing a
prisoner who might commit a crime. So the fatigued judge on a
parole board takes the easy way out, and the prisoner keeps doing
time.
Decision fatigue is the newest discovery involving a phenomenon
called ego depletion, a term coined by the social psychologist Roy F.
Baumeister2 … [who] began studying mental discipline in a series of
experiments, first at Case Western and then at Florida State
University. These experiments demonstrated that there is a finite
store of mental energy for exerting self-control. When people
fended off the temptation to scarf down M&M’s or freshly baked
chocolate-chip cookies, they were then less able to resist other
temptations. When they forced themselves to remain stoic during a
tearjerker movie, a erward they gave up more quickly on lab tasks
requiring self-discipline, like working on a geometry puzzle or
squeezing a hand-grip exerciser. Willpower turned out to be more
than a folk concept or a metaphor. It really was a form of mental
energy that could be exhausted. The experiments confirmed the
19th-century notion of willpower being like a muscle that was
fatigued with use, a force that could be conserved by avoiding
temptation. To study the process of ego depletion, researchers
concentrated initially on acts involving self-control — the kind of
self-discipline popularly associated with willpower, like resisting a
bowl of ice cream. They weren’t concerned with routine decision-
making, like choosing between chocolate and vanilla, a mental
process that they assumed was quite distinct and much less
strenuous. Intuitively, the chocolate-vanilla choice didn’t appear to
require willpower.
But then a postdoctoral fellow, Jean Twenge, started working at

Baumeister’s laboratory right a er planning her wedding. As
Twenge studied the results of the lab’s ego-depletion experiments,
she remembered how exhausted she felt the evening she and her
fiancé went through the ritual of registering for gi s. Did they want
plain white china or something with a pattern? Which brand of
knives? How many towels? What kind of sheets? Precisely how many
threads per square inch?
“By the end, you could have talked me into anything,” Twenge told
her new colleagues. The symptoms sounded familiar to them too,
and gave them an idea. A nearby department store was holding a
going-out-of-business sale, so researchers from the lab went off to
fill their car trunks with simple products — not exactly wedding-
quality gi s, but sufficiently appealing to interest college students.
When they came to the lab, the students were told they would get to
keep one item at the end of the experiment, but first they had to
make a series of choices. Would they prefer a pen or a candle? A
vanilla-scented candle or an almond-scented one? A candle or a T-
shirt? A black T-shirt or a red T-shirt? A control group, meanwhile —
let’s call them the nondeciders — spent an equally long period
contemplating all these same products without having to make any
choices. They were asked just to give their opinion of each product
and report how o en they had used such a product in the last six
months.
A erward, all the participants were given one of the classic tests of
self-control: holding your hand in ice water for as long as you can.
The impulse is to pull your hand out, so self-discipline is needed to
keep the hand underwater. The deciders gave up much faster; they
lasted 28 seconds, less than half the 67-second average of the
nondeciders. Making all those choices had apparently sapped their
willpower … .
Any decision, whether it’s what pants to buy or whether to start a

war, can be broken down into what psychologists call the Rubicon
model of action phases, in honor of the river that separated Italy
from the Roman province of Gaul. When Caesar reached it in 49 BC,
on his way home a er conquering the Gauls, he knew that a general
returning to Rome was forbidden to take his legions across the river
with him, lest it be considered an invasion of Rome. Waiting on the
Gaul side of the river, he was in the “predecisional phase” as he
contemplated the risks and benefits of starting a civil war. Then he
stopped calculating and crossed the Rubicon, reaching the
“postdecisional phase,” which Caesar defined much more
felicitously: “The die is cast.”
The whole process could deplete anyone’s willpower, but which

phase of the decision-making process was most fatiguing? To find
out, Kathleen Vohs, a former colleague of Baumeister’s now at the
University of Minnesota, performed an experiment [that] showed
that crossing the Rubicon is more tiring than anything that happens
on either bank — more mentally fatiguing than sitting on the Gaul
side contemplating your options or marching on Rome once you’ve
crossed. As a result, someone without Caesar’s willpower is liable to
stay put. To a fatigued judge, denying parole seems like the easier
call not only because it preserves the status quo and eliminates the
risk of a parolee going on a crime spree but also because it leaves
more options open: the judge retains the option of paroling the
prisoner at a future date without sacrificing the option of keeping
him securely in prison right now.
Once you’re mentally depleted, you become reluctant to make trade-

offs, which involve a particularly advanced and taxing form of
decision making. In the rest of the animal kingdom, there aren’t a
lot of protracted negotiations between predators and prey. To
compromise is a complex human ability and therefore one of the
first to decline when willpower is depleted. You become what
researchers call a cognitive miser, hoarding your energy. If you’re
shopping, you’re liable to look at only one dimension, like price: just
give me the cheapest. Or you indulge yourself by looking at quality: I
want the very best (an especially easy strategy if someone else is
paying).
Decision fatigue leaves you vulnerable to marketers who know how

to time their sales, as Jonathan Levav, the Stanford professor,
demonstrated in experiments involving … new cars . … The car
buyers … had to choose, for instance, among 4 styles of gearshi
knobs, 13 kinds of wheel rims, 25 configurations of the engine and
gearbox and a palette of 56 colors for the interior. As they started
picking features, customers would carefully weigh the choices, but
as decision fatigue set in, they would start settling for whatever the
default option was. And the more tough choices they encountered
early in the process — like going through those 56 colors to choose
the precise shade of gray or brown — the quicker people became
fatigued and settled for the path of least resistance by taking the
default option. By manipulating the order of the car buyers’ choices,
the researchers found that the customers would end up settling for
different kinds of options . … Whether the customers paid a little
extra for fancy wheel rims or a lot extra for a more powerful engine
depended on when the choice was offered and how much willpower
was le in the customer … .
It’s simple enough to imagine reforms for the parole board in Israel
— like, say, restricting each judge’s shi to half a day, preferably in
the morning, interspersed with frequent breaks for food and rest.
But it’s not so obvious what to do with the decision fatigue affecting
the rest of society . … Today we feel overwhelmed because there are
so many choices . … Choosing what to have for breakfast, where to
go on vacation, whom to hire, how much to spend — these all
deplete willpower, and there’s no telltale symptom of when that
willpower is low. It’s not like getting winded or hitting the wall
during a marathon.
Ego depletion manifests itself not as one feeling but rather as a

propensity to experience everything more intensely. When the
brain’s regulatory powers weaken, frustrations seem more irritating
than usual. Impulses to eat, drink, spend and say stupid things feel
more powerful (and alcohol causes self-control to decline further) .
… Like the depleted parole judges, [ego-depleted humans] become
inclined to take the safer, easier option even when that option hurts
someone else.
Links
1Danziger, Shai, et al. “Extraneous Factors in Judicial Decisions.”
Proceedings of the National Academy of Sciences for the United States of
America, vol. 108, no. 17, 26 Apr. 2011, pp. 6889–92.
2“Dr. Roy Baumeister.” Faculty Directory, Psychology Dept., Florida
State U, 2013, psy.fsu.edu/faculty/baumeister.dp.html.
READING FOR MEANING

decision fatigue is.
resonates with your experience or that supports or refutes
Tierney’s concern with decision fatigue, such as his assertion
that it “leaves you vulnerable to marketers” (par. 13).
analyzing an assumption you find intriguing in Tierney’s essay,
such as:
The assumption that people are unaware of how decision fatigue

affects them. Tierney notes that decision fatigue “routinely
warps the judgment of everyone … yet few people are even
aware of it” (par. 4).
Can you think of a time in your life when you felt as if you
couldn’t make another decision? Were you aware of this
feeling at the time even if you didn’t label it “decision
fatigue”?
Tierney offers many examples, o en from studies, that show
what happens when people lose willpower and become
vulnerable because they are mentally depleted. As noted in
the essay though, postdoctoral fellow Jean Twenge seems
aware of this vulnerability, at least in retrospect: “By the end,
you could have talked me into anything” (par. 8). To what
extent does this example challenge Tierney’s assumption that
few people are even aware of mental depletion? If more
people were aware of it, why and how might that matter?
The assumption that decision fatigue affects all kinds of people.

Tierney explains that “decision fatigue can make quarterbacks
prone to dubious choices late in the game and C.F.O.’s prone to
disastrous dalliances late in the evening. It routinely warps the
judgment of everyone, executive and nonexecutive, rich and
poor — in fact it can take a special toll on the poor …” (par. 4).
“Decision fatigue helps explain why ordinarily sensible people
get angry at colleagues and families, splurge on clothes, buy
junk food at the supermarket and can’t resist the dealer’s offer
to rustproof their new car” (par. 5).
Why does Tierney think it is important to point out that
decision fatigue affects everyone?
Now that you have read Tierney’s essay, have your
assumptions about willpower — who has it, who doesn’t, and
why some seem to have more than others — changed?
Using Appropriate Writing Strategies
Writers of concept explanations rely on explanatory strategies, such

as comparing and contrasting, or illustrating. Comparing and
contrasting allows the writer to show how the concept is similar to
and different from other concepts that may be familiar to the reader,
while illustrating allows the writer to use examples to help readers
understand the concept. Consider the passages below in which
Tierney uses these strategies:
REPEATED SENTENCE PATTERN
The more choices you make throughout the day, the harder each one becomes for
your brain, and eventually it looks for shortcuts, usually in either two very different
ways. One shortcut is to become reckless: to act impulsively instead of expending the
energy to first think through the consequences (Sure, tweet that photo! What could go
wrong?) The other shortcut is the ultimate energy saver: do nothing (par. 5).
As Twenge studied the results of the lab’s ego-depletion experiments, she

remembered how exhausted she felt the evening she and her fiancé went through the
ritual of registering for gi s (par. 7).
ANALYZE & WRITE

Write a paragraph or two analyzing the kinds of writing strategies Tierney
incorporates into his essay.
1. List other moments where Tierney uses the comparison/contrast and illustration
strategies to help explain the concept of decision fatigue. How does each of these
moments contribute to readers’ understanding of this concept?
2. Are there other writing strategies that Tierney uses productively? For example,
consider how he shows causes and effects through the illustrations he provides.
Jeff Howe
The Rise of Crowdsourcing
Jeff Howe, a journalist and author, is credited with coining the term “crowdsourcing”
in the essay below, which was published in Wired Magazine in 2006. In 2008, he
published Why the Power of the Crowd Is Driving the Future of Business, a book on the
same subject. Howe is a professor of journalism at Northeastern University in Boston,
Massachusetts, and a former Nieman Fellow at Harvard University. He previously
worked as a contributing editor at Wired Magazine and has written for Time, U.S. News
& World Report, The Washington Post, Mother Jones, and numerous other publications.
Before you read, consider what you may already know about crowdsourcing.
To what extent are you familiar with the concept?
As you read, pay attention to what Howe assumes his readers need to know
about crowdsourcing. How does he use examples to help explain this term that
was being introduced for the first time in this very essay?
1. THE PROFESSIONAL
Claudia Menashe needed pictures of sick people. A project director

at the National Health Museum in Washington, DC, Menashe was
putting together a series of interactive kiosks devoted to potential
pandemics like the avian flu. An exhibition designer had created a
plan for the kiosk itself, but now Menashe was looking for images to
accompany the text. Rather than hire a photographer to take shots
of people suffering from the flu, Menashe decided to use preexisting
images — stock photography, as it’s known in the publishing
industry.
In October 2004, she ran across a stock photo collection by Mark
Harmel, a freelance photographer living in Manhattan Beach,
California. Harmel, whose wife is a doctor, specializes in images
related to the health care industry. “Claudia wanted people sneezing,
getting immunized, that sort of thing,” recalls Harmel, a slight, so -
spoken 52-year-old.
The National Health Museum has grand plans to occupy a spot on

the National Mall in Washington by 2012, but for now it’s a fledgling
institution with little money. “They were on a tight budget, so I
charged them my nonprofit rate,” says Harmel, who works out of a
cozy but crowded office in the back of the house he shares with his
wife and stepson. He offered the museum a generous discount: $100
to $150 per photograph. “That’s about half of what a corporate client
would pay,” he says. Menashe was interested in about four shots, so
for Harmel, this could be a sale worth $600.
A er several weeks of back-and-forth, Menashe emailed Harmel to

say that, regretfully, the deal was off. “I discovered a stock photo site
called iStockphoto,” she wrote, “which has images at very affordable
prices.” That was an understatement. The same day, Menashe
licensed 56 pictures through iStockphoto-for about $1 each.
iStockphoto, which grew out of a free image-sharing exchange used

by a group of graphic designers, had undercut Harmel by more than
99 percent. How? By creating a marketplace for the work of amateur
photographers — homemakers, students, engineers, dancers. There
are now about 22,000 contributors to the site, which charges
between $1 and $5 per basic image. (Very large, high-resolution
pictures can cost up to $40.) Unlike professionals, iStockers don’t
need to clear $130,000 a year from their photos just to break even; an
extra $130 does just fine. “I negotiate my rate all the time,” Harmel
says. “But how can I compete with a dollar?”
He can’t, of course. For Harmel, the harsh economics lesson was

clear: The product Harmel offers is no longer scarce. Professional-
grade cameras now cost less than $1,000. With a computer and a
copy of Photoshop, even entry-level enthusiasts can create
photographs rivaling those by professionals like Harmel. Add the
Internet and powerful search technology, and sharing these images
with the world becomes simple.
At first, the stock industry aligned itself against iStockphoto and

other so-called microstock agencies like ShutterStock and
Dreamstime. Then, in February, Getty Images, the largest agency by
far with more than 30 percent of the global market, purchased
iStockphoto for $50 million. “If someone’s going to cannibalize your
business, better it be one of your other businesses,” says Getty CEO
Jonathan Klein. iStockphoto’s revenue is growing by about 14
percent a month and the service is on track to license about 10
million images in 2006 — several times what Getty’s more expensive
stock agencies will sell. iStockphoto’s clients now include bulk photo
purchasers like IBM and United Way, as well as the small design
firms once forced to go to big stock houses. “I was using Corbis and
Getty, and the image fees came out of my design fees, which kept my
margin low,” notes one UK designer in an email to the company.
“iStockphoto’s micro-payment system has allowed me to increase
my profit margin.” Welcome to the age of the crowd. Just as
distributed computing projects like UC Berkeley’s SETI@home have
tapped the unused processing power of millions of individual
computers, so distributed labor networks are using the Internet to
exploit the spare processing power of millions of human brains. The
open source so ware movement proved that a network of
passionate, geeky volunteers could write code just as well as the
highly paid developers at Microso or Sun Microsystems. Wikipedia
showed that the model could be used to create a sprawling and
surprisingly comprehensive online encyclopedia. And companies
like eBay and MySpace have built profitable businesses that couldn’t
exist without the contributions of users.
All these companies grew up in the Internet age and were designed
to take advantage of the networked world. But now the productive
potential of millions of plugged-in enthusiasts is attracting the
attention of old-line businesses, too. For the last decade or so,
companies have been looking overseas, to India or China, for cheap
labor. But now it doesn’t matter where the laborers are—they might
be down the block, they might be in Indonesia — as long as they are
connected to the network.
Technological advances in everything from product design so ware

to digital video cameras are breaking down the cost barriers that
once separated amateurs from professionals. Hobbyists, part-
timers, and dabblers suddenly have a market for their efforts, as
smart companies in industries as disparate as pharmaceuticals and
television discover ways to tap the latent talent of the crowd. The
labor isn’t always free, but it costs a lot less than paying traditional
employees. It’s not outsourcing; it’s crowdsourcing.
It took a while for Harmel to recognize what was happening. “When

the National Health Museum called, I’d never heard of iStockphoto,”
he says. “But now, I see it as the first hole in the dike.” In 2000,
Harmel made roughly $69,000 from a portfolio of 100 stock
photographs, a tidy addition to what he earned from commissioned
work. Last year his stock business generated less money — $59,000
— from more than 1,000 photos. That’s quite a bit more work for less
money.
Harmel isn’t the only photographer feeling the pinch. Last summer,
there was a flurry of complaints on the Stock Artists Alliance online
forum. “People were noticing a significant decline in returns on
their stock portfolios,” Harmel says. “I can’t point to iStockphoto and
say it’s the culprit, but it has definitely put downward pressure on
prices.” As a result, he has decided to shi the focus of his business
to assignment work. “I just don’t see much of a future for
professional stock photography,” he says.
2. THE PACKAGER
“Is that even a real horse? It looks like it doesn’t have any legs,” says
Michael Hirschorn, executive vice president of original
programming and production at VH1 and a creator of the cable
channel’s hit show Web Junk 20. The program features the 20 most
popular videos making the rounds online in any given week.
Hirschorn and the rest of the show’s staff are gathered in the
artificial twilight of a VH1 editing room, reviewing their final show
of the season. The horse in question is named Patches, and it’s
sitting in the passenger seat of a convertible at a McDonald’s drive-
through window. The driver orders a cheeseburger for Patches. “Oh,
he’s definitely real,” a producer replies. “We’ve got footage of him
drinking beer.” The crew breaks into laughter, and Hirschorn asks
why they’re not using that footage. “Standards didn’t like it,” a
producer replies. Standards — aka Standards and Practices, the
people who decide whether a show violates the bounds of taste and
decency — had no such problem with Elvis the Robocat or the
footage of a bicycle racer being attacked by spectators and thrown
violently from a bridge. Web Junk 20 brings viewers all that and
more, several times a week. In the new, democratic age of
entertainment by the masses, for the masses, stupid pet tricks figure
prominently.
The show was the first regular program to repackage the Internet’s
funniest home videos, but it won’t be the last. In February, Bravo
launched a series called Outrageous and Contagious: Viral Videos, and
USA Network has a similar effort in the works. The E! series The Soup
has a segment called “Cybersmack,” and NBC has a pilot in
development hosted by Carson Daly called Carson Daly’s Cyberhood,
which will attempt to bring beer-drinking farm animals to the much
larger audiences of network TV. Al Gore’s Current TV is placing the
most faith in the model: More than 30 percent of its programming
consists of material submitted by viewers.
Viral videos are a perfect fit for VH1, which knows how to repurpose
content to make compelling TV on a budget. The channel reinvented
itself in 1996 as a purveyor of tawdry nostalgia with Pop-Up Video and
perfected the form six years later with I Love the 80s. “That show was
a good model because it got great ratings, and we licensed the clips”
— quick hits from such cultural touchstones as The A-Team and Fatal
Attraction — “on the cheap,” Hirschorn says. (Full disclosure: I once
worked for Hirschorn at lnside.com.) But the C-list celebrity set soon
caught on to VH1’s searing brand of ridicule. “It started to get more
difficult to license the clips,” says Hirschorn, who has the manner of
a laid-back English professor. “And we’re spending more money now
to get them, as our ratings have improved.”
But Hirschorn knew of a source for even more affordable clips. He

had been watching the growth of video on the Internet and figured
there had to be a way to build a show around it. “I knew we offered
something YouTube couldn’t: television,” he says. “Everyone wants
to be on TV.” At about the same time, VH1’s parent company,
Viacom, purchased iFilm — a popular repository of video clips — for
$49 million. Just like that, Hirschorn had access to a massive supply
of viral videos. And because iFilm already ranks videos by
popularity, the service came with an infrastructure for separating
the gold from the god-awful. The model’s most winning quality, as
Hirschorn readily admits, is that it’s “incredibly cheap” —cheaper by
far than anything else VH1 produces, which is to say, cheaper than
almost anything else on television. A single 30-minute episode costs
somewhere in the mid-five figures—about a tenth of what the
channel pays to produce so noTORIous, a scripted comedy featuring
Tori Spelling that premiered in April. And if the model works on a
network show like Carson Daly’s Cyberhood, the savings will be much
greater: The average half hour of network TV comedy now costs
nearly $1 million to produce.
Web Junk 20 premiered in January, and ratings quickly exceeded

even Hirschorn’s expectations. In its first season, the show is
averaging a respectable half-million viewers in the desirable 18-to-49
age group, which Hirschorn says is up more than 40 percent from
the same Friday-night time slot last year. The numbers helped
persuade the network to bring Web Junk 20 back for another season.
Hirschorn thinks the crowd will be a crucial component of TV 2.0. “I

can imagine a time when all of our shows will have a user-generated
component,” he says. The channel recently launched Air to the
Throne, an online air guitar contest, in which viewers serve as both
talent pool and jury. The winners will be featured during the VH1
Rock Honors show premiering May 31. Even VH1’s anchor program,
Best Week Ever, is including clips created by viewers.
But can the crowd produce enough content to support an array of

shows over many years? It’s something Brian Graden, president of
entertainment for MTV Music Networks Group, is concerned about.
“We decided not to do 52 weeks a year of Web Junk, because we don’t
want to burn the thing,” he says. Rather than relying exclusively on
the supply of viral clips, Hirschorn has experimented with soliciting
viewers to create videos expressly for Web Junk 20. Early results have
been mixed. Viewers sent in nearly 12,000 videos for the Show Us
Your Junk contest. “The response rate was fantastic,” says Hirschorn
as he and other staffers sit in the editing room. But, he adds, “almost
all of them were complete crap.”
Choosing the winners, in other words, was not so difficult. “We had
about 20 finalists.” But Hirschorn remains confident that as user-
generated TV matures, the users will become more proficient and
the networks better at ferreting out the best of the best. The sheer
force of consumer behavior is on his side. Late last year the Pew
Internet & American Life Project released a study revealing that 57
percent of 12- to 17-year-olds online — 12 million individuals — are
creating content of some sort and posting it to the Web. “Even if the
signal-to-noise ratio never improves — which I think it will, by the
way — that’s an awful lot of good material,” Hirschorn says. “I’m
confident that in the end, individual pieces will fail but the model
will succeed.”
3. THE TINKERER
The future of corporate R&D can be found above Kelly’s Auto Body
on Shanty Bay Road in Barrie, Ontario. This is where Ed Melcarek,
57, keeps his “weekend crash pad,” a one-bedroom apartment
littered with amplifiers, a guitar, electrical transducers, two desktop
computers, a trumpet, half of a pontoon boat, and enough electric
gizmos to stock a RadioShack. On most Saturdays, Melcarek comes
in, pours himself a St. Remy, lights a Player cigarette, and attacks
problems that have stumped some of the best corporate scientists at
Fortune 100 companies.
Not everyone in the crowd wants to make silly videos. Some have the
kind of scientific talent and expertise that corporate America is now
finding a way to tap. In the process, forward-thinking companies are
changing the face of R&D. Exit the white lab coats; enter Melcarek-
one of over 90,000 “solvers” who make up the network of scientists
on InnoCentive, the research world’s version of iStockphoto.
Pharmaceutical maker Eli Lilly funded InnoCentive’s launch in 2001

as a way to connect with brainpower outside the company-people
who could help develop drugs and speed them to market. From the
outset, InnoCentive threw open the doors to other firms eager to
access the network’s trove of ad hoc experts. Companies like Boeing,
DuPont, and Procter & Gamble now post their most ornery scientific
problems on InnoCentive’s Web site; anyone on InnoCentive’s
network can take a shot at cracking them.
The companies — or seekers, in InnoCentive parlance—pay solvers

anywhere from $10,000 to $100,000 per solution. (They also pay
InnoCentive a fee to participate.) Jill Panetta, InnoCentive’s chief
scientific officer, says more than 30 percent of the problems posted
on the site have been cracked, “which is 30 percent more than would
have been solved using a traditional, in-house approach.”
The solvers are not who you might expect. Many are hobbyists
working from their proverbial garage, like the University of Dallas
undergrad who came up with a chemical to use inart restoration, or
the Gary, North Carolina, patent lawyer who devised a novel way to
mix large batches of chemical compounds.
This shouldn’t be surprising, notes Karim Lakhani, a lecturer in

technology and innovation at MIT, who has studied InnoCentive.
“The strength of a network like InnoCentive’s is exactly the diversity
of intellectual background,” he says. Lakhani and his three
coauthors surveyed 166 problems posted to InnoCentive from 26
different firms. “We actually found the odds of a solver’s success
increased in fields in which they had no formal expertise,” Lakhani
says. He has put his finger on a central tenet of network theory, what
pioneering sociologist Mark Granovetter describes as “the strength
of weak ties.” The most efficient networks are those that link to the
broadest range of information, knowledge, and experience.
Which helps explain how Melcarek solved a problem that stumped

the in-house researchers at Colgate-Palmolive. The giant packaged
goods company needed a way to inject fluoride powder into a
toothpaste tube without it dispersing into the surrounding air.
Melcarek knew he had a solution by the time he’d finished reading
the challenge: Impart an electric charge to the powder while
grounding the tube. The positively charged fluoride particles would
be attracted to the tube without any significant dispersion.
“It was really a very simple solution,” says Melcarek. Why hadn’t
Colgate thought of it? “They’re probably test tube guys without any
training in physics.” Melcarek earned $25,000 for his efforts. Paying
Colgate-Palmolive’s R&D staff to produce the same solution could
have cost several times that amount — if they even solved it at all.
Melcarek says he was elated to win. “These are rocket-science
challenges,” he says. “It really reinforced my confidence in what I
can do.”
Melcarek, who favors thick sweaters and a floppy fishing hat, has
charted an unconventional course through the sciences. He spent
four years earning his master’s degree at the world-class particle
accelerator in Vancouver, British Columbia, but decided against
pursuing a PhD. “I had an offer from the private sector,” he says,
then pauses. “I really needed the money.” A succession of
“unsatisfying” engineering jobs followed, none of which fully
exploited Melcarek’s scientific training or his need to tinker. “I’m not
at my best in a 9-to-5 environment,” he says. Working sporadically,
he has designed products like heating vents and industrial spray-
painting robots. Not every quick and curious intellect can land a
plum research post at a university or privately funded lab. Some
must make HVAC systems.
For Melcarek, InnoCentive has been a ticket out of this scientific

backwater. For the past three years, he has logged onto the network’s
Web site a few times a week to look at new problems, called
challenges. They are categorized as either chemistry or biology
problems. Melcarek has formal training in neither discipline, but he
quickly realized this didn’t hinder him when it came to chemistry. “I
saw that a lot of the chemistry challenges could be solved using
electromechanical processes I was familiar with from particle
physics,” he says. “If I don’t know what to do a er 30 minutes of
brainstorming, I give up.” Besides the fluoride injection challenge,
Melcarek also successfully came up with a method for purifying
silicone-based solvents. That challenge paid $10,000. Other
Melcarek solutions have been close runners-up, and he currently
has two more up for consideration. “Not bad for a few weeks’ work,”
he says with a chuckle.
It’s also not a bad deal for the companies that can turn to the crowd
to help curb the rising cost of corporate research. “Everyone I talk to
is facing a similar issue in regards to R&D,” says Larry Huston,
Procter & Gamble’s vice president of innovation and knowledge.
“Every year research budgets increase at a faster rate than sales. The
current R&D model is broken.”
Huston has presided over a remarkable about-face at P&G, a

company whose corporate culture was once so insular it became
known as “the Kremlin on the Ohio.” By 2000, the company’s
research costs were climbing, while sales remained flat. The stock
price fell by more than half, and Huston led an effort to reinvent the
way the company came up with new products. Rather than cut P&G’s
sizable in-house R&D department (which currently employs 9,000
people), he decided to change the way they worked.
Seeing that the company’s most successful products were a result of

collaboration between different divisions, Huston figured that even
more cross-pollination would be a good thing. Meanwhile, P&G had
set a goal of increasing the number of innovations acquired from
outside its walls from 15 percent to 50 percent. Six years later,
critical components of more than 35 percent of the company’s
initiatives were generated outside P&G. As a result, Huston says,
R&D productivity is up 60 percent, and the stock has returned to
five-year highs. “It has changed how we define the organization,” he
says. “We have 9,000 people on our R&D staff and up to 1.5 million
researchers working through our external networks. The line
between the two is hard to draw.”
P&G is one of InnoCentive’s earliest and best customers, but the
company works with other crowdsourcing networks as well.
YourEncore, for example, allows companies to find and hire retired
scientists for one-off assignments. NineSigma is an online
marketplace for innovations, matching seeker companies with
solvers in a marketplace similar to InnoCentive. “People mistake this
for outsourcing, which it most definitely is not,” Huston says.
“Outsourcing is when I hire someone to perform a service and they
do it and that’s the end of the relationship. That’s not much different
from the way employment has worked throughout the ages. We’re
talking about bringing people in from outside and involving them in
this broadly creative, collaborative process. That’s a whole new
paradigm.”
4. THE MASSES
In the late 1760s, a Hungarian nobleman named Wolfgang von

Kempelen built the first machine capable of beating a human at
chess. Called the Turk, von Kempelen’s automaton consisted of a
small wooden cabinet, a chessboard, and the torso of a turbaned
mannequin. The Turk toured Europe to great acclaim, even besting
such luminaries as Benjamin Franklin and Napoleon. It was, of
course, a hoax. The cabinet hid a flesh-and-blood chess master. The
Turk was a fancy-looking piece of technology that was really
powered by human intelligence. Which explains why Amazon.com
has named its new crowdsourcing engine a er von Kempelen’s
contraption. Amazon Mechanical Turk is a Web-based marketplace
that helps companies find people to perform tasks computers are
generally lousy at — identifying items in a photograph, skimming
real estate documents to find identifying information, writing short
product descriptions, transcribing podcasts. Amazon calls the tasks
HITs (human intelligence tasks); they’re designed to require very
little time, and consequently they offer very little compensation —
most from a few cents to a few dollars.
InnoCentive and iStockphoto are labor markets for specialized

talents, but just about anyone possessing basic literacy can find
something to do on Mechanical Turk. It’s crowdsourcing for the
masses. So far, the program has a mixed track record: A er an initial
burst of activity, the amount of work available from requesters —
companies offering work on the site—has dropped significantly. “It’s
gotten a little gimpy,” says Alan Hatcher, founder of Turker Nation, a
community forum. “No one’s come up with the killer app yet.” And
not all of the Turkers are human: Some would-be workers use
so ware as a shortcut to complete the tasks, but the quality suffers.
“I think half of the people signed up are trying to pull a scam,” says
one requester who asked not to be identified. “There really needs to
be a way to kick people off the island.”
Peter Cohen, the program’s director, acknowledges that Mechanical

Turk, launched in beta in November, is a work in progress. (Amazon
refuses to give a date for its official launch.) “This is a very new idea,
and it’s going to take some time for people to wrap their heads
around it,” Cohen says. “We’re at the tippy-top of the iceberg.”
A few companies, however, are already taking full advantage of the
Turkers. Sunny Gupta runs a so ware company called iConclude
just outside Seattle. The firm creates programs that streamline tech
support tasks for large companies, like Alaska Airlines. The basic
unit of iConclude’s product is the repair flow, a set of steps a tech
support worker should take to resolve a problem.
Most problems that iConclude’s so ware addresses aren’t

complicated or time-consuming, Gupta explains. But only people
with experience in Java and Microso systems have the knowledge
required to write these repair flows. Finding and hiring them is a big
and expensive challenge. “We had been outsourcing the writing of
our repair flows to a firm in Boise, Idaho,” he says from a small
office overlooking a Tully’s Coffee. “We were paying $2,000 for each
one.”
As soon as Gupta heard about Mechanical Turk, he suspected he

could use it to find people with the sort of tech support background
he needed. A er a couple of test runs, iConclude was able to identify
about 80 qualified Turkers, all of whom were eager to work on
iConclude’s HITs. “Two of them had quit their jobs to raise their
kids,” Gupta says. “They might have been making six figures in their
previous lives, but now they were happy just to put their skills to
some use.”
Gupta turns his laptop around to show me a flowchart on his screen.

“This is what we were paying $2,000 for. But this one,” he says, “was
authored by one of our Turkers.” I ask how much he paid. His
answer: “Five dollars.”
READING FOR MEANING

concept of crowdsourcing and how it differs from outsourcing.
resonates with your experience or surprises you from this early
description of crowdsourcing, such as how people confused
crowdsourcing with outsourcing (par. 9). Which companies,
websites, television shows, and organizations that depend on
crowdsourcing have emerged since Howe wrote this essay? Do
you think crowdsourcing has become as influential a concept as
Howe anticipated?
analyzing the assumptions you find intriguing in Howe’s essay,
such as
The assumption that expertise requires formal training. Howe

challenges the assumption that expertise requires formal
training when he cites Lakani’s explanation for one of the
reasons that crowdsourcing has been so successful: “The odds
of a solver’s success increased in fields in which they had no
formal expertise” (par. 25).
What assumptions do you have about what makes an expert?
Does training matter? Is a formal education necessary?
Having read Howe’s essay, have your assumptions about what
it takes to be an expert changed?
Do you or anyone you know participate in any form of
crowdsourcing by lending expertise, content, or other
material to a company or website? How does this inform your
assumptions about what it means to be an expert?
Assumptions about what motivates people. Howe focuses on

how much “solvers” were paid at the time, which ranged from
$5 (par. 5) to $100,000 (par. 23). He also cites Gupta’s point that
these solvers “might have been making six figures in their
previous lives, but now they were happy just to put their skills to
some use” (par. 39).
What do you think motivates people beyond pay? Why would
someone who has given up a six-figure salary be content to
just have the opportunity to continue using their skills for
little or no compensation?
What has motivated you throughout your life? Are there
similarities between what has motivated you and any of
Howe’s descriptions of the “solvers”?
Integrating Sources Smoothly

Writers of concept explanations usually conduct research and
incorporate information (summaries, paraphrases, and quotations)
from sources. They provide information about their sources to
indicate why they should be trusted. For example, when describing a
study to support her claim that “[w]e even find ‘introverts’ in the
animal kingdom” (par. 13), Cain names the researcher and identifies
his academic specialty: “In an illustrative experiment, David Sloan
Wilson, a Binghamton evolutionary biologist, dropped metal traps
into a pond of pumpkinseed sunfish” (par. 14). In “Crowdsourcing,”
Jeff Howe provides the academic credentials of one of his key
sources:
This shouldn’t be surprising, notes Karim Lakhani, a lecturer in technology and

innovation at MIT, who has studied InnoCentive (par. 25).
ANALYZE & WRITE

Write a paragraph or two analyzing the kinds of material Howe incorporates from
sources, and how he identifies his sources so that his readers know that they are
relevant and credible (reliable and believable).
1. Skim the essay, highlighting places where Howe quotes, paraphrases, or

summarizes information from sources. How does he identify those sources?
What information does he provide, and how does this information help readers
know the source is relevant and reliable?
2. Now look at the material that is in quotations. Why would Howe choose to quote
these sources, rather than summarize or paraphrase them?
Synthesizing Information from Sources to Support Claims
and Provide Context
Synthesizing information is a strategy academic writers use regularly as they read sources to
discover, support, challenge, or extend their ideas. It is also a skill writers use to support
their claims in research-based writing. In some cases, the information that is being
synthesized helps to provide important context for the reader. Contextualizing is a strategy
that academic writers use to provide cultural and historical context so that readers better
understand the significance and relevance of what they are reading. To analyze how in “The
Rise of Crowdsourcing” Jeff Howe synthesizes information from sources to support his
claims and provide context, complete the following writing prompts.
For guidelines on synthesizing, see Chapter 2, pp. 47–48. For guidelines on

contextualizing, see Chapter 2, pp. 50–51.
Highlight the sources he quotes, paraphrases, or summarizes. Look for signal phrases
(made up of a reference to a speaker or source author and an appropriate verb),
which o en come a er the quotations in his essay, such as in the following example:
“‘If someone’s going to cannibalize your business, better it be one of your other
businesses,’ says Getty CEO Jonathan Klein” (par. 7).
Review the sections you highlighted. Write a paragraph addressing in which cases
Howe uses information from the different sources he cites to support this central idea,
as well as in which cases these sources provide context that helps you understand the
cultural and historical significance of crowdsourcing.
Melanie Tannenbaum
The Problem When Sexism Just Sounds So Darn
Friendly
Melanie Tannenbaum received her Ph.D. in quantitative psychology from the
University of Illinois at Urbana–Champaign, where she also taught. She is now a
freelance science communications strategist, consultant, science writer, and
psychology blogger who has contributed pieces to The Complete Guide to Science
Blogging (2015), The Open Laboratory Anthology for the Best Science Writing Online (2012,
2013), the British Psychological Society Research Digest, and In-Mind Magazine, as well as
peer-reviewed scientific journals. She founded PsySociety on the Scientific American
blog network, where the following essay was published in 2013. Because she wrote
for a scientific blog, Tannenbaum uses APA-citation style (see “Citing And
Documenting Sources in APA Style” in Chapter 12); accordingly, we have adapted the
original hyperlinks as in-text citations.
Before you read, recall times when you may have been a victim of sexism
(whatever your gender). What were the situations in which you felt you were
being judged merely on the basis of your gender or how others perceived your
gender?
As you read, consider how Tannenbaum’s presentation of the “benevolent
sexism” concept and the key words she uses makes you react. Do you identify
with her word choice and examples, or do they make you feel confused or
offended? Identify ways that Tannenbaum anticipates and acknowledges the
sensitivity of the topic.
Something can’t actually be sexist if it’s really, really nice, right?
I mean, if someone compliments me on my looks or my cooking,

that’s not sexist. That’s awesome! I should be thrilled that I’m being
noticed for something positive!
Yet there are many comments that, while seemingly complimentary,
somehow still feel wrong. These comments may focus on an
author’s appearance rather than the content of her writing, or
mention how surprising it is that she’s a woman, being that her field
is mostly filled with men. Even though these remarks can
sometimes feel good to hear — and no one is denying that this type
of comment can feel good, especially in the right context — they can
also cause a feeling of unease, particularly when one is in the
position of trying to draw attention towards her work rather than
personal qualities like her gender or appearance.
In social psychology, these seemingly-positive-yet-still-somewhat-

unsettling comments and behaviors have a name: Benevolent Sexism.
Although it is tempting to brush this experience off as an
overreaction to compliments or a misunderstanding of benign
intent, benevolent sexism is both real and insidiously dangerous.
WHAT IS BENEVOLENT SEXISM?
In 1996, Peter Glick and Susan Fiske wrote a paper on the concept of
ambivalent sexism, noting that despite common beliefs, there are
actually two different kinds of sexist attitudes and behavior. Hostile
sexism is what most people think of when they picture “sexism” —
angry, explicitly negative attitudes towards women. However, the
authors note, there is also something called benevolent sexism:
We define benevolent sexism as a set of interrelated attitudes toward women that are sexist
in terms of viewing women stereotypically and in restricted roles but that are subjectively
positive in feeling tone (for the perceiver) and also tend to elicit behaviors typically
categorized as prosocial (e.g., helping) or intimacy-seeking (e.g., self-disclosure) (Glick &
Fiske, 1996, p. 491).
[Benevolent sexism is] a subjectively positive orientation of protection, idealization, and

affection directed toward women that, like hostile sexism, serves to justify women’s
subordinate status to men (Glick et al., 2000, p. 763).
Yes, there’s actually an official name for all of those comments and
stereotypes that can somehow feel both nice and wrong at the same
time, like the belief that women are “delicate flowers” who need to
be protected by men, or the notion that women have the special gi
of being “more kind and caring” than their male counterparts. It
might sound like a compliment, but it still counts as sexism.
For a very recent example of how benevolent sexism might play out
in our everyday lives, take a look at Jennie Dusheck’s “Family Man
Who Invented Relativity and Made Great Chili Dies,” a satirical piece
which jokingly re-writes Albert Einstein’s obituary.
To quote:
He made sure he shopped for groceries every night on the way home from work, took the
garbage out, and hand washed the antimacassars. But to his step daughters he was just
Dad. ”He was always there for us,” said his step daughter and first cousin once removed
Margo.
Albert Einstein, who died on Tuesday, had another life at work, where he sometimes slipped
away to peck at projects like showing that atoms really exist. His discovery of something
called the photoelectric effect won him a coveted Nobel Prize.
Looks weird, right? Kind of like something you would never actually
see in print?
Yet the author of rocket scientist Yvonne Brill’s obituary didn’t

hesitate before writing the following about her last week:
She made a mean beef stroganoff, followed her husband from job to job, and took eight years
off from work to raise three children. “The world’s best mom,” her son Matthew said.
But Yvonne Brill, who died on Wednesday at 88 in Princeton, N.J., was also a brilliant
rocket scientist, who in the early 1970s invented a propulsion system to help keep
communications satellites from slipping out of their orbits. (Comparing: Yvonne Brill, 2013)
In fact, Obituaries editor William McDonald still sees nothing wrong

with it. In his words, he’s “surprised … [because] it never occurred
to [him] that this would be read as sexist,” and if he had to re-write it
again, he still “wouldn’t do anything differently.”
I want to make one thing perfectly clear. There’s not a problem with
mentioning Brill’s family, friends, and loved ones. It’s not a problem
to note how wonderfully Brill balanced her domestic and
professional lives. Brill was a female scientist during a time when
very few women could occupy that role in society, and that means
something truly important.
But the problem here is really that if “Yvonne” were “Yvan,” the obit
would have looked fundamentally different. If we’re talking up the
importance of work-life balance and familial roles for women but
we’re not also mentioning those things about men, that’s a problem.
If a woman’s accomplishments must be accompanied by a
reassurance that she really was “a good Mom,” but a man’s
accomplishments are allowed to stand on their own, that’s a
problem. And lest you think that I only care about women, let’s not
act like this doesn’t have a real and dangerous impact on men, too. If
a man spends years of his life as a doting father and caring husband,
yet his strong devotion to his family is not considered an important
fact for his obituary because he’s male … then yes, that’s also a big
problem.
The fact that so many people don’t understand why it might be

unnerving that the writer’s idea for a good story arc in Brill’s
obituary was to lead with her role as a wife and mother, and then let
the surprise that she was actually a really smart rocket scientist come
in later as a shocking twist? That’s benevolent sexism.
WHY IS BENEVOLENT SEXISM A PROBLEM?
Admittedly, this research begs an obvious question. If benevolently

sexist comments seem like nothing more than compliments, why
are they problematic? Is it really “sexism” if the content of the
statements seems positive towards women?
A er all, the obituary noted nothing more than how beloved Brill
was as a wife and a mother. Why should anyone be upset by that?
Sure, men wouldn’t be written about in the same way, but who
cares? It’s so nice!
Well, for one thing, benevolently sexist statements aren’t all

sunshine and butterflies. They o en end up implying that women
are weak, sensitive creatures that need to be “protected.” While this
may seem positive to some, for others — especially women in male-
dominated fields — it creates a damaging stereotype.
As Glick and Fiske themselves note in their seminal paper:
We do not consider benevolent sexism a good thing, for despite the positive feelings it may
indicate for the perceiver, its underpinnings lie in traditional stereotyping and masculine
dominance (e.g., the man as the provider and woman as his dependent), and its
consequences are o en damaging. Benevolent sexism is not necessarily experienced as
benevolent by the recipient. For example, a man’s comment to a female coworker on how
“cute” she looks, however well-intentioned, may undermine her feelings of being taken
seriously as a professional (Glick & Fiske, 1996, pp. 491–492).
In a later paper, Glick and Fiske went on to determine the extent to

which 15,000 men and women across 19 different countries endorse
both hostile and benevolently sexist statements. First of all, they
found that hostile and benevolent sexism tend to correlate highly
across nations. So, it is not the case that people who endorse hostile
sexism don’t tend to endorse benevolent sexism, whereas those who
endorse benevolent sexism look nothing like the “real” sexists. On
the contrary, those who endorsed benevolent sexism were likely to
admit that they also held explicit, hostile attitudes towards women
(although one does not necessarily have to endorse these hostile
attitudes in order to engage in benevolent sexism).
Secondly, they discovered that benevolent sexism was a significant

predictor of nationwide gender inequality, independent of the
effects of hostile sexism. In countries where the men were more
likely to endorse benevolent sexism, even when controlling for hostile
sexism, men also lived longer, were more educated, had higher
literacy rates, made significantly more money, and actively
participated in the political and economic spheres more than their
female counterparts. The warm, fuzzy feelings surrounding
benevolent sexism come at a cost, and that cost is o en actual,
objective gender equality.
THE INSIDIOUS NATURE OF BENEVOLENT

SEXISM
A recent paper by Julia Becker and Stephen Wright details even

more of the insidious ways that benevolent sexism might be harmful
for both women and social activism. In a series of experiments,
women were exposed to statements that either illustrated hostile
sexism (e.g., “Women are too easily offended”) or benevolent sexism
(e.g., “Women have a way of caring that men are not capable of in
the same way”). The results are quite discouraging; when the
women read statements illustrating benevolent sexism, they were
less willing to engage in anti-sexist collective action, such as signing
a petition, participating in a rally, or generally “acting against
sexism.” Not only that, but this effect was partially mediated by the
fact that women who were exposed to benevolent sexism were more
likely to think that there are many advantages to being a woman and
were also more likely to engage in system justification, a process by
which people justify the status quo and believe that there are no
longer problems facing disadvantaged groups (such as women) in
modern day society. Furthermore, women who were exposed to
hostile sexism actually displayed the opposite effect — they were
more likely to intend to engage in collective action, and more willing
to fight against sexism in their everyday lives.
How might this play out in a day-to-day context? Imagine that there’s
an anti-female policy being brought to a vote, like a regulation that
would make it easier for local businesses to fire pregnant women
once they find out that they are expecting. If you are collecting
signatures for a petition or trying to gather women to protest this
policy and those women were recently exposed to a group of men
making comments about the policy in question, it would be
significantly easier to gain their support and vote down the policy if
the men were commenting that pregnant women should be fired
because they were dumb for getting pregnant in the first place.
However, if they instead happened to mention that women are much
more compassionate than men and make better stay-at-home
parents as a result, these remarks might actually lead these women
to be less likely to fight an objectively sexist policy.
“I MEAN, IS SEXISM REALLY STILL A
PROBLEM?”
We o en hear people claiming that sexism, racism, or other forms

of discrimination that seem to be outdated are “no longer really a
problem.” Some people legitimately believe this to be true, while
others (particularly women and racial minorities) find it ridiculous
that others could be so blind to the problems that still exist. So why
does this disparity exist? Why is it so difficult for so many people to
see that sexism and racism are still alive and thriving?
Maybe the answer lies right here, on the benevolent side of

prejudice. While “old fashioned” forms of discrimination may have
died down quite a bit (a er all, it really isn’t quite as socially
acceptable in most areas of the world to be as explicitly sexist and/or
racist as people have been in the past), more “benevolent” forms of
discrimination still very much exist, and they have their own sneaky
ways of suppressing equality. Unaffected bystanders (or
perpetrators) may construe benevolently sexist sentiments as
harmless or even beneficial; in fact, as demonstrated by Becker and
Wright, targets may even feel better about themselves a er exposure
to benevolently sexist statements. This could be, in some ways, even
worse than explicit, hostile discrimination; because it hides under
the guise of compliments, it’s easy to use benevolent sexism to
demotivate people against collective action or convince people that
there is no longer a need to fight for equality.
However, to those people who still may be tempted to argue that
benevolent sexism is nothing more than an overreaction to well-
intentioned compliments, let me pose this question: What happens
when there is a predominant stereotype saying that women are
better stay-at-home parents than men because they are inherently
more caring, maternal, and compassionate? It seems nice enough,
but how does this ideology affect the woman who wants to continue
to work full time a er having her first child and faces judgment
from her colleagues who accuse her of neglecting her child? How
does it affect the man who wants to stay at home with his newborn
baby, only to discover that his company doesn’t offer paternity leave
because they assume that women are the better candidates to be
staying at home?
At the end of the day, “good intent” is not a panacea. Benevolent

sexism may very well seem like harmless flattery to many people,
but that doesn’t mean it isn’t insidiously dangerous.
To conclude, I’ll now ask you to think about recent events

surrounding Elise Andrew, creator of the wildly popular “I F — king
Love Science” Facebook page
(www.facebook.com/IFeakingLoveScience). When she shared her
personal Twitter account with the page’s 4.4 million fans, many
commented on the link because they were absolutely SHOCKED …
about what? Why, of course, about the fact that she is female:
“I had no idea that IFLS had such a beautiful face!”

“holy hell, youre a HOTTIE!”
“you mean you’re a girl, AND you’re beautiful? wow, i just liked science a lil bit more today
^^”
“I thought that because of all the ways you were so proud to spout off “I f — king love
science” in a difient swary manner against people who hated sware words being used that
you was a dude.”
“you’re a girl!? I always imagined you as a guy; don’t know why; well, nice to see to how
you look like i guess”
“What?!!? Gurlz don’t like science! LOL Totally thought you were a dude.”
“It’s not just being a girl that’s the surprise, but being a fit girl! (For any non-Brits, fit, in
this context, means hot/bangable/shagtastic/attractive).”
Right. See, that’s the thing. Elise felt uncomfortable with this, as did
many others out there who saw it — and rightfully so. Yet many
people would call her (and others like her) oversensitive for feeling
negatively about statements that appear to be compliments. Many
thought that Elise should have been happy that others were calling
her attractive, or pointing out that it’s idiosyncratic for her to be a
female who loves science. What Elise (and many others) felt was the
benevolently sexist side of things — the side that perpetuates a
stereotype that women (especially attractive women) don’t “do”
science, and that the most noteworthy thing to comment on about a
female scientist is what she looks like.
Unfortunately, it’s very likely that no one walked away from this
experience having learned anything. People who could tell that this
was offensive were obviously willing to recognize it as such, but
people who endorsed those statements just thought they were being
nice. Because they weren’t calling her incompetent or unworthy,
none of them were willing to recognize it as sexism, even when
explicitly told that that’s what it was — even though, based on
research, we know that this sort of behavior has actual, meaningful
consequences for society and for gender equality.
That right there?
That’s the real problem with benevolent sexism.
References
Becker, J., & Wright, S. (2011). Yet another dark side of chivalry:
Benevolent sexism undermines and hostile sexism motivates
collective action for social change. Journal of Personality and
Social Psychology, 101(1), 62–77. doi:10.1037/a0022615
Dusheck, J. (2013, April 1). Guest Post: Family Man Who Invented
Relativity and Made Great Chili Dies. The Last Word on Nothing.
Retrieved from www.lastwordonnothing .com/2013/04/01/guest-
post-physicist-dies-made-great-chili/
Glick, P., & Fiske, S. (1996). The Ambivalent Sexism Inventory:
Differentiating hostile and benevolent sexism. Journal of
Personality and Social Psychology, 70(3), 491–512. doi:10.1037/0022-
3514.70.3.491
Glick, P., Fiske, S., Mladinic, A., Saiz, J., Abrams, D., Masser, B., …
López, W. (2000). Beyond prejudice as simple antipathy: Hostile
and benevolent sexism across cultures. Journal of Personality and
Social Psychology, 79(5), 763–775. doi:10.1037/0022-3514.79.5.763
Yvonne Brill, a pioneering rocket scientist, dies at 88. (2013). News
Diffs. Retrieved from
www.newsdiffs.org/diff/192021/192137/www.nytimes.com/2013/0
3/31/science/space/yvonne-brill-rocket-scientist-dies-at-88.html
READING FOR MEANING

Tannenbaum means when she defines “benevolent sexism” and
where she sees evidence of it in society.
seems surprising, such as the Obituaries editor’s refusal to see
benevolent sexism as problematic, even a er it was pointed out
to him (par. 11); or the finding by Glick and Fiske that “those
who endorsed benevolent sexism were likely to admit that they
also held explicit, hostile attitudes towards women” (par. 19).
Does this response or the finding confuse or baffle you? Why?
analyzing an assumption you find intriguing in Tannenbaum’s
essay. For example:
Assumptions about the dangers benevolent sexism poses.
Tannenbaum uses the word dangerous to describe benevolent
sexism in paragraphs 4, 13, and 26. She goes further, adding the
word insidious to imply that this brand of sexism is more
dangerous because it is o en hidden and gradually harmful —
to both women and men.
What social values does benevolent sexism threaten?
What kinds of danger does it pose to those who have been the
objects of benevolent sexism or who are “tempt[ed] to brush
this experience off as an overreaction … or a
misunderstanding” (par. 4)? What should people do in the
face of danger?
The assumption that men and women should be treated equally

in any and all situations. Tannenbaum points out that even
compliments, if they bow to stereotypes, are sexist — they “feel
wrong,” and, even if they make you “feel good,” they “cause a
feeling of unease” (par. 3). She notes that different treatment —
such as believing that women need to be protected or are more
caring — may “sound like a compliment, but it still counts as
sexism” (par. 6).
Can you think of similar stereotypes that apply to men? What
situations could lead men to complain of benevolent sexism?
(See par. 25.)
Is being treated equally in all situations the same as being
equal in all situations? What would Tannenbaum say?
Explain.
Organizing the Information Clearly and Logically
Think of an essay explaining a concept as a logical, interrelated

sequence of topics. Each topic or main idea follows the preceding
topic in a way that makes sense to readers and is cued by one or
more of the following: a forecasting statement, a topic sentence, a
section heading, a brief summary of what came before, or one or
more transitions. Think of these as “road signs” that guide readers
through the explanation. We see many of these cueing devices in
Tannenbaum’s essay.
Tannenbaum uses section headings to inform the reader of the

focus of each section. For example, the first two section headings
Tannenbaum uses are “What Is Benevolent Sexism?” and “Why Is
Benevolent Sexism a Problem?” By using these headings,
Tannenbaum allows the reader to easily scan her article while also
cuing what topics she will cover. Within these and other sections,
Tannenbaum also uses what we might call forecasting questions that
pose a question that she will go on to answer, as in these examples:
How might this play out in a day-to-day context? Imagine that there’s an anti-female
policy being brought to a vote … (par. 22).
If benevolently sexist comments seem like nothing more than compliments why are
they problematic? … Well, for one thing, benevolent sexist statements aren’t all
sunshine and butterflies (par. 17).
ANALYZE & WRITE
Write a paragraph or two analyzing the strategies that Tannenbaum uses to make her
concept explanation easy to follow.
1. Reread the section titled “I Mean, Is Sexism Really Still a Problem?” and keep
track of how Tannenbaum uses forecasting questions to guide her readers. Did
you find this strategy effective?
2. Skim Tannenbaum’s essay, noting what other cueing devices — beyond section
headings and forecasting questions — she uses to guide readers through her
explanation. Which are most effective and which are least effective? Are there
any moments where you lost track of where you were headed?
Michael Pollan
Altered State: Why “Natural” Doesn’t Mean
Anything
Michael Pollan (b. 1955) is an author, activist, and professor who writes about the
intersection of nature and culture. He is a contributing writer for the New York Times
Magazine and a former executive editor for Harper’s. His essays have appeared in
numerous anthologies, and he is the author of multiple books, including How to
Change Your Mind (2018), Cooked: A Natural History of Transformation (2013, adapted
for Netflix in 2016), The Omnivore’s Dilemma: A Natural History of Four Meals (2006) and
In Defense of Food: An Eater’s Manifesto (2008). Pollan has won numerous prizes for his
journalism and his books, among them the President’s Citation Award from the
American Institute of Biological Sciences (2009) and the Voices of Nature Award from
the Natural Resources Defense Council (2009). He is the Lewis K. Chan Arts Lecturer
and Professor of the Practice of NonFiction at Harvard University, and he also holds
the position of John S. and James L. Knight Professor of Journalism at the University
of California, Berkeley’s Graduate School of Journalism. The essay below was
published in the New York Times Magazine in 2015.
Before you read, think about how you react when you hear the word natural.
Do you attach it as an adjective to any particular noun, such as natural
childbirth, or do you have a ready definition or association in your mind?
As you read, consider how Pollan engages his readers: Is it the subject matter,
the writing style, or something else?
It isn’t every day that the definition of a common English word that
is ubiquitous in common parlance is challenged in federal court, but
that is precisely what has happened with the word “natural.” During
the past few years, some 200 class-action suits have been filed
against food manufacturers, charging them with misuse of the
adjective in marketing such edible oxymorons as “natural” Cheetos
Puffs, “all-natural” Sun Chips, “all-natural” Naked Juice, “100 percent
all-natural” Tyson chicken nuggets and so forth. The plaintiffs argue
that many of these products contain ingredients — high-fructose
corn syrup, artificial flavors and colorings, chemical preservatives
and genetically modified organisms — that the typical consumer
wouldn’t think of as “natural.”
Judges hearing these cases — many of them in the Northern District

of California — have sought a standard definition of the adjective
that they could cite to adjudicate these claims, only to discover that
no such thing exists.
Something in the human mind, or heart, seems to need a word of

praise for all that humanity hasn’t contaminated, and for us that
word now is “natural.” Such an ideal can be put to all sorts of
rhetorical uses. Among the antivaccination crowd, for example, it’s
not uncommon to read about the superiority of something called
“natural immunity,” brought about by exposure to the pathogen in
question rather than to the deactivated (and therefore harmless)
version of it made by humans in laboratories. “When you inject a
vaccine into the body,” reads a post on an antivaxxer website,
Campaign for Truth in Medicine, “you’re actually performing an
unnatural act.” This, of course, is the very same term once used to
decry homosexuality and, more recently, same-sex marriage, which
the Family Research Council has taken to comparing unfavorably to
what it calls “natural marriage.”
So what are we really talking about when we talk about natural? It
depends; the adjective is impressively slippery, its use steeped in
dubious assumptions that are easy to overlook. Perhaps the most
incoherent of these is the notion that nature consists of everything
in the world except us and all that we have done or made. In our
heart of hearts, it seems, we are all creationists.
In the case of “natural immunity,” the modifier implies the absence

of human intervention, allowing for a process to unfold as it would
if we did nothing, as in “letting nature take its course.” In fact, most
of medicine sets itself against nature’s course, which is precisely
what we like about it — at least when it’s saving us from dying, an
eventuality that is perhaps more natural than it is desirable.
Yet sometimes medicine’s interventions are unwelcome or go

overboard, and nature’s way of doing things can serve as a useful
corrective. This seems to be especially true at the beginning and end
of life, where we’ve seen a backlash against humanity’s
technological ingenuity that has given us both “natural childbirth”
and, more recently, “natural death.”
This last phrase, which I expect will soon be on many doctors’ lips,
indicates the enduring power of the adjective to improve just about
anything you attach it to, from cereal bars all the way on up to dying.
It seems that getting end-of-life patients and their families to
endorse “do not resuscitate” orders has been challenging. To many
ears, “D.N.R.” sounds a little too much like throwing Grandpa under
the bus. But according to a paper in the Journal of Medical Ethics,
when the orders are reworded to say “allow natural death,” patients
and family members and even medical professionals are much
more likely to give their consent to what amounts to exactly the
same protocols.
The word means something a little different when applied to human

behavior rather than biology (let alone snack foods). When marriage
or certain sexual practices are described as “natural,” the word is
being strategically deployed as a synonym for “normal” or
“traditional,” neither of which carries nearly as much rhetorical
weight. “Normal” is by now too obviously soaked in moral bigotry;
by comparison, “natural” seems to float high above human
squabbling, offering a kind of secular version of what used to be
called divine law. Of course, that’s exactly the role that “natural law”
played for America’s founding fathers, who invoked nature rather
than God as the granter of rights and the arbiter of right and wrong.
“Traditional” marriage might be a more defensible term, but

traditional is a much weaker modifier than natural. Tradition
changes over time and from culture to culture, and so commands a
fraction of the authority of nature, which we think of as timeless and
universal, beyond the reach of messy, contested history.
Implicit here is the idea that nature is a repository of abiding moral

and ethical values — and that we can say with confidence exactly
what those values are. Philosophers o en call this the “naturalistic
fallacy”: the idea that whatever is (in nature) is what ought to be (in
human behavior). But if nature offers a moral standard by which we
can measure ourselves, and a set of values to which we should
aspire, exactly what sort of values are they? Are they the brutally
competitive values of “nature, red in tooth and claw,” in which every
individual is out for him- or herself? Or are they the values of
cooperation on display in a beehive or ant colony, where the
interests of the community trump those of the individual?
Opponents of same-sex marriage can find examples of monogamy in
the animal kingdom, and yet to do so they need to look past equally
compelling examples of animal polygamy as well as increasing
evidence of apparent animal homosexuality. And let’s not overlook
the dismaying rates of what looks very much like rape in the animal
kingdom, or infanticide, or the apparent sadism of your average
house cat.
The American Puritans called nature “God’s Second Book,” and they
read it for moral guidance, just as we do today. Yet in the same way
we can rummage around in the Bible and find textual support for
pretty much whatever we want to do or argue, we can ransack
nature to justify just about anything. Like the maddening whiteness
of Ahab’s whale, nature is an obligingly blank screen on which we
can project what we want to see.
So does this mean that, when it comes to saying what’s natural,

anything goes? I don’t think so. In fact, I think there’s some
philosophical wisdom we can harvest from, of all places, the Food
and Drug Administration. When the federal judges couldn’t find a
definition of “natural” to apply to the class-action suits before them,
three of them wrote to the F.D.A., ordering the agency to define the
word. But the F.D.A. had considered the question several times
before, and refused to attempt a definition. The only advice the
F.D.A. was willing to offer the jurists is that a food labeled “natural”
should have “nothing artificial or synthetic” in it “that would not
normally be expected in the food.” The F.D.A. states on its website
that “it is difficult to define a food product as ‘natural’ because the
food has probably been processed and is no longer the product of
the earth,” suggesting that the industry might not want to press the
point too hard, lest it discover that nothing it sells is natural.
The F.D.A.’s philosopher-bureaucrats are probably right: At least at

the margins, it’s impossible to fix a definition of “natural.” Yet
somewhere between those margins there lies a broad expanse of
common sense. “Natural” has a fairly sturdy antonym — artificial, or
synthetic — and, at least on a scale of relative values, it’s not hard to
say which of two things is “more natural” than the other: cane sugar
or high-fructose corn syrup? Chicken or chicken nuggets? G.M.O.s
or heirloom seeds? The most natural foods in the supermarket
seldom bother with the word; any food product that feels compelled
to tell you it’s natural in all likelihood is not.
But it is probably unwise to venture beyond the shores of common
sense, for it isn’t long before you encounter either Scylla or
Charybdis. At one extreme end of the spectrum of possible
meanings, there’s nothing but nature. Our species is a result of the
same process — natural selection — that created every other species,
meaning that we and whatever we do are natural, too. So go ahead
and call your nuggets natural: It’s like saying they’re made with
matter, or molecules, which is to say, it’s like saying nothing at all.
And yet at the opposite end of the spectrum of meaning, where

humanity in some sense stands outside nature — as most of us still
unthinkingly believe — what is le of the natural that we haven’t
altered in some way? We’re mixed up with all of it now, from the
chemical composition of the atmosphere to the genome of every
plant or animal in the supermarket to the human body itself, which
has long since evolved in response to cultural practices we invented,
like agriculture and cooking. Nature, if you believe in human
exceptionalism, is over. We probably ought to search elsewhere for
our values.
READING FOR MEANING
1. Read to Summarize. Write a few sentences explaining what the

definition of natural means to Pollan and how he thinks our
culture has shaped the word.
seems fascinating, such as the word natural having “the
enduring power of the adjective to improve just about anything
you attach it to, from cereal bars all the way on up to dying”
(par. 7), and think about the power of language to influence
your responses to an object or idea.
analyzing an assumption you find intriguing in Pollan’s essay.
For example:
The assumption that “nature is a repository of abiding moral

and ethical values” (par. 10). As Pollan asks, “what sort of values
are they?”
Pollan considers the word natural as a “modifier [that] implies
the absence of human intervention” (par. 5), which implies
that association with humans is somehow wrong. Do you
agree? How does this understanding affect people’s approach
to their food and other purchases?
Think about how you use the word natural. Does your use fall
into any of the definitions Pollan provides, and what values
does your definition assume?
Assumptions that “common sense” (par. 13) dictates a path

worth following — that extremes do not help us figure out what
is important or how to behave well. Pollan explains that it’s
impossible to define natural “at the margins” (par. 13), but that if
we consider its antonyms — artificial, synthetic — we can figure
out what is truly “natural.”
Is common sense easily come by? How do we know it when
we see it?
Consider examples of “natural” in Pollan’s essay and in your
own experience. Can common sense serve us well as
guidance in the context of determining what is natural?
While the content of an essay can be interesting in and of itself,

writers explaining concepts try to engage readers’ interest with a
variety of strategies, such as telling stories or anecdotes, or asking
questions. Pollan uses humor and tone (attitude or mood) to engage
his readers. He starts his essay using exaggeratedly fancy vocabulary
— “ubiquitous,” “parlance,” and “edible oxymorons” — to explain a
plain-sounding word, “natural” (par. 1). He develops his examination
of natural by giving several definitions: “Something in the human
mind, or heart, seems to need a word of praise for all that humanity
hasn’t contaminated, and for us that word now is ‘natural’” (par. 3).
ANALYZE & WRITE

Write a paragraph or two analyzing Pollan’s tone and its effect on his audience.
1. Skim the essay, highlighting examples of Pollan’s tone. Is it friendly? Meditative?
Ironic? Bitter?
2. How does Pollan’s tone engage readers? Does this strategy work well for you?
Why or why not?
William Tucker
The Art and Creativity of Stop-Motion
William Tucker wrote this essay when he was a junior in college. He chose this topic
because he had developed an interest in film, and particularly animated films, during
an introductory film class. To focus his essay, he chose to write about stop-motion
animation, one of the oldest forms of animation.
Before you read, consider what you know about animated films. Do you enjoy
watching them? Do you have a sense of what goes into making them?
As you read, pay attention to how Tucker describes the challenges of using
stop-motion animation. Does Tucker make it clear why, despite these
challenges, filmmakers continue to use this early approach to animation?
Cinematography and filmmaking are present everywhere today. It is

virtually impossible to go about your day without occasionally
seeing a motion picture, whether it is a sitcom, an advertisement, or
an instructional video. The process of producing films has changed
in the past century, and many techniques have been invented and
perfected. One style of film in particular has proven to stand the test
of time. The style can be seen in popular productions such as
Gumby, Chicken Run, Fantastic Mr. Fox, and the original Godzilla and
King Kong movies. It played a key role in the origin of film and
continues to be a relevant art form in the filming community, used
both by famous Hollywood directors and by independent film
students alike. It inspires creativity. This style, stop-motion film, is a
critical part of film and cinematography.
Stop-motion, also known as frame-by-frame film production, is an
animation technique in which a still camera photographs an object
that is moved very small distances at a time. When these still images
are played back quickly, they create the illusion of movement. The
frame rate, or FPS (frames per second — the speed at which the
individual photos are shown during the sequence), varies. The
original stop-motion films usually never reached over 20 FPS
because of the limitations of older technology (Johnson). However,
today most stop-motion films vary from 25 FPS to as high as 30 FPS,
depending on how quickly the director wants the inanimate object
to appear to move (Johnson).
The technique of stop-motion is nearly as old as the motion picture

itself. Albert E. Smith and J. Stuart Blackton are credited with being
the first to use the technique in their 1898 film, Humpty Dumpty
Circus, where toys and puppets appear to come alive on screen
(Delahoyde). Stop-motion grew in popularity, as it allowed directors
to depict fantasy and imagination while still providing realistic-
looking scenes. For example, before computer-generated imagery
(CGI), if a director wanted to make a dinosaur movie, the director
could dress humans in dinosaur costumes, hire animators to create
a hand-drawn animated film, or use stop-motion with clay dinosaur
figurines. Using dinosaur costumes would be easier than using stop-
motion, but it would more o en than not make the dinosaurs look
tacky and unreal. Hand-drawn animation is lovely, but two-
dimensional. A stop-motion film takes a long time and meticulous
work to create, but it captivates audiences with its more authentic
and “real” look. During the beginning years of animated film, stop-
motion was critically acclaimed, winning many Oscars in the
animated-film categories.
Stop-motion animators soon began to use clay figurines as the main

focus in stop-motion films; this technique is now known as
claymation. Clay figurines allow inanimate objects to take on
humanlike characteristics and are easy to manipulate quickly
between individual photographs. Famous claymation stop-motion
films include the hit 1970s television show Gumby and the short film
Vincent, which helped a young Tim Burton attract the attention of
Walt Disney Studios (Delahoyde). Burton would go on to
revolutionize the stop-motion industry by cra ing feature-length
stop-motion films, such as The Nightmare before Christmas, James and
the Giant Peach, and The Corpse Bride.
Stop-motion requires not only creativity but also patience and

precision. With stop-motion films now playing back at as high as 30
FPS, nearly nine thousand individual photographs are needed for
just five minutes’ worth of footage. Because of this, most stop-
motion films, even those with a professional crew, are in production
for as long as three years (Delahoyde). Stop-motion directors begin
each scene by choosing an inanimate object to be the focus point of
the scene. A er the object is chosen, it is photographed and moved
less than an inch between individual photographs. The camera is
placed in a stationary position (a tripod is almost a necessity in
order to keep the camera focusing on the same exact location for
each photo) (Delahoyde). A major problem that stop-motion
enthusiasts face is making sure that the backgrounds of frames are
similar to one another. If the background is not exactly the same for
each frame, noticeable errors like splotches and blurs can occur.
Also, if the background is inconsistent, the film will look less
convincing and may even give the audience headaches from the lack
of visual consistency. For this reason, most creators shoot inside and
make their own backgrounds, either by drawing one or by making a
CGI-based background (“Stop Motion Filming Technique”).
Those brave enough to shoot a stop-motion film outdoors must take

into account all the variables that can hurt the overall presentation
of their film. If the film is being shot in a crowded place, the creator
cannot allow pictures to be taken with people in the background.
People in the background of the shot will cause inconsistency in the
frames that will appear as colored splotches in the film, especially if
the frame rate is extremely high (“Stop Motion Filming Technique”).
Stop-motion directors must also take into account the weather and
brightness of the outdoors. Since the process of taking photos for a
stop-motion film takes an exorbitant amount of time, people making
films may have to plan on being outdoors shooting a scene for many
hours. Lighting changes as the sun moves throughout the day. If the
outdoor scene doesn’t have consistent lighting because of the sun’s
movements, the scenes may suffer from unwanted shadows and
different lighting at separate points in the scene. Consistency and
attention to detail are the foundations of stop-motion film. They are
perhaps the most important factors separating professional stop-
motion films from amateur films.
Stop-motion still plays a key role in the filming world today. It has
inspired new film art forms that are heavily used. For example,
time-lapse photography is a well-known technique used in film to
quickly show the passing of time. Stop-motion helped lead to the
time-lapse technique by stringing together individual photographs
in order to represent movement and time (“Introduction”). The
time-lapse process does take longer than typical stop-motion. In
time-lapse photography, a camera focuses on an object for as long as
a year, taking pictures periodically of the slow changes that occur.
Then the many pictures are played in quick succession to show the
changes. Popular subjects include the growth and blooming of a
flower, a day and night’s worth of city traffic, and the movement of
the sun and moon. These scenes in nature take anywhere from a day
to an entire year to take place, but with time-lapse/stop-motion the
entire process can be viewed in as little as ten seconds, which
creates an interesting illusion for the audience.
Although newer forms of cinematography are constantly being

invented and revised, stop-motion will forever be important in the
film community. Although CGI has become the industry standard
for movie animation, stop-motion is still flourishing. Popular sites
such as YouTube allow creators to post original stop-motion videos;
they can then be viewed by a wide audience. Some of the most
popular films on the Internet today are stop-motion films, receiving
hundreds of thousands of views daily. This art form will forever
captivate viewers and inspire ingenuity, whether it is used for a
simple amateur video or a feature-length film of epic proportions.
WORKS CITED
Delahoyde, Michael. “Stop-Motion Animation.” Dino-Source, Washington
State University, public.wsu.edu/~delahoyd/stopmo.html. Accessed
19 Mar. 2018.
“Introduction to Stop Motion Animation.” Dragonframe,
www.dragonframe.com/introduction-stop-motion-animation.
Accessed 20 Mar. 2018.
Johnson, Dave. “Make a Time-Lapse Movie.” Washington Post, 9 Nov.
2005, www.washingtonpost.com/wp-dyn/content/article/2005/ll/08/
AR2005110800094.html.
“Stop Motion Filming Technique.” Animation 101, ThinkQuest
Library,1999, waybadc.archive-
it.org/3635/20130831143030/http://library.thinkquest.org/25398/Cla
y/tutorials/stopmotion.html. Accessed 20 Mar. 2018.
“Tim Burton Talking about Animation.” Tim Burton Dream Site, Minad-
ream.com. Accessed 6 Nov. 2015.
READING FOR MEANING
concept of stop-motion animation.
seems surprising, such as how “stop-motion still plays a key role
in the filming world today” (par. 7) or that “some of the most
popular films on the Internet today are stop-motion films” (par.
8).
analyzing an assumption you find intriguing in Tucker’s essay.
For example:
Assumptions about art. Tucker calls his essay “The Art and
Creativity of Stop-Motion” and throughout his essay refers to
stop-motion animation as a form of art. He notes at the end of
his essay that this “art form will forever captivate viewers and
inspire ingenuity” (par 8).
What assumptions does Tucker make about art? How does he
define art in such a way that includes stop-motion animation?
What assumptions do you have about what counts as art?
Where do these assumptions come from? Do you think that
stop-motion animation is an art form? Why or why not? How
do your ideas and values as they relate to art compare to
those of your classmates?
Assumptions about creativity. Tucker does not define creativity,

but he says that stop-motion animation both inspires creativity
(par. 1) and requires creativity (par. 5). He also uses the term
“creativity” in the title of his essay.
What assumptions does Tucker make about creativity, and
how does he demonstrate that stop-motion animation both
inspires and requires creativity? Are you convinced by the
evidence he offers?
How do you define creativity? What are your assumptions
about creativity? Where do these assumptions come from?
Writers explaining concepts use different strategies to engage

readers’ interest. They may remind readers what they already know
about the concept; show readers a new way of using or
understanding a familiar concept; connect the concept to common
human experiences; or present the concept in a humorous way.
ANALYZE & WRITE

Write a paragraph or two analyzing how Tucker uses these strategies to guide readers.
1. Reread paragraphs 1 and 4 of Tucker’s essay. How does Tucker use titles of films
to engage the readers’ interest in the concept of stop-motion animation?
2. What other strategies does Tucker use to engage the readers’ interest? Are they
effective?
Writing to Learn Concept
Explanation
perhaps one by a classmate). Explain how (and perhaps, how well) the selection works as a
concept explanation. Consider, for example, how it uses
writing strategies such as definition, comparison/contrast, example, and illustration

to develop the concept thoroughly;
credible, appropriate sources to explain and support the concept;
cues to signal transitions and repetition to organize explanation of the concept;
strategies to engage and hold the reader’s interest.
Critical Analysis — what assumptions in the selection did you find intriguing, and
why?
Rhetorical Sensitivity — how effective or ineffective do you think the selection is in
A GUIDE TO WRITING ESSAYS
EXPLAINING CONCEPTS
reading. Your instructor may also assign a capstone project to
explain a concept of your own. This Guide to Writing offers detailed
this kind of writing presents.

Write an explanation of a concept that interests you enough to study further.
Choose a concept that you know a good deal about or about which you’d like to learn.
Consider what your readers already know about the concept and how your
explanation can add to their knowledge.
Research material that helps clarify or provides examples of your concept.
Consider the most effective writing strategies to convey your concept.
Think about how to engage your readers’ interest in your concept and guide them
through your explanation.
WRITING YOUR DRAFT
Choosing a Concept
Rather than limiting yourself to the first concept that comes to

mind, take a few minutes to consider your options. Below are some
criteria that can help you choose a promising concept to explain,
followed by suggestions for the types of concepts you might
consider writing about.
Choose a concept that
you think is important and will interest your readers;

you can research sufficiently in the allotted time;
provides you with a clear purpose, such as to inform readers
about an important idea or theory, to show how the concept has
promoted original thinking and research, to help readers better
understand the concept, or to demonstrate knowledge of the
concept and the ability to apply it.
Below are some concepts from various fields of study:
Literature, philosophy, and art: figurative language,

postcolonialism, modernism, postmodernism; existentialism,
nihilism, determinism; cubism, iconography, pop art,
conceptual art, performance art, graffiti, surrealism,
expressionism
Business management: autonomous work group, quality circle,
management by objectives, zero-based budgeting,
benchmarking, focus group, pods
Psychology: phobia, narcissism, fetish, emotional intelligence,
divergent and convergent thinking, behaviorism, Jungian
archetype, visualization
Government and law: one person/one vote, federalism,
socialism, theocracy, separation of church and state, political
action committee, Electoral College; arbitration, liability,
reasonable doubt, sexual harassment, nondisclosure agreement
Biology and environmental studies: ecosystem, plasmolysis, DNA,
homozygosity, diffusion, acid rain, recycling, ozone depletion,
toxic waste, endangered species, greenhouse effect, climate
change, hydrologic cycle, El Niño, xeriscape
Nutrition and public health: vegetarianism, bulimia, food allergy,
aerobic exercise, obesity, Maillard reaction, sustainability,
locavore, epidemic, drug abuse, contraception, disability,
autism
Physical sciences and math: gravity, mass, energy, quantum
theory, law of definite proportions, osmotic pressure, first law
of thermodynamics, entropy, free energy, fusion, boundedness;
complex numbers, exponent, polynomial, factoring, derivative,
infinity
Analyzing Your Readers
Write for a few minutes, analyzing your potential readers:
What might my potential readers already know about the

concept or the field of study to which it applies?
What kinds of examples or information could I provide that
readers will find new, useful, interesting, or amusing? How
might I clarify misconceptions or faulty assumptions?
What kinds of sources will my readers find credible?
Researching the Concept

You will probably need to research your concept in three stages:
1. Gain an overview of the concept by considering what you

already know and what you need to learn, and by conducting
some preliminary research.
2. Choose an aspect of your concept to focus on, an aspect that
you can explore thoroughly in the space and time you have.
3. Conduct enough research to learn about this aspect of the
concept.
Determining What You Know (and Don’t Know).
You can determine what you already know about your concept by
explaining it briefly, using one or more of the strategies below as a
starting point:
► My concept can be divided into types or

categories: , , , and
.
► Examples of my concept include ,
, and .
► My concept is a [member of a larger category]
that is/does/has [defining characteristics].
► My concept is [similar to/different from] in
these ways: , , and .
Try to answer the questions you think your readers will have.
Conducting Background Research.
Talk to experts, such as a professor or teaching assistant for an

academic topic, or your supervisor for a work-related topic. You
could also post a question on a blog devoted to this subject.
You may want to consult some general reference sources or

databases, such as the Gale Virtual Reference Library, SAGE
Knowledge, or Web of Science, to conduct a preliminary search on
your concept. (Check with a librarian to find out which reference
databases your school subscribes to.) A er reading articles in
several relevant reference sources, list the following:
names of scholars, experts, or respected authors on your

subject;
terms, phrases, or synonyms that you might use as search terms
later;
interesting aspects of the concept that you might want to focus
on.
To learn more about conducting research and assessing credibility, see Chapter 12, pp. 583–
626.
To conduct an Internet search on your concept, start by entering the

word overview or definition with the name of your concept, and then
skim the top ten search results to get a general sense of your topic.
Integrating Quotations from Experts into Your Writing.
As you conduct background research on your chosen concept,

consider whether incorporating sources into your essay will be
productive. You may come across an expert on your concept or
someone who has more experience with the concept than you. It
may, therefore, be important to include quotations from this source
in your essay.
Notice how Tannenbaum incorporates a long quotation from Glick

and Fiske’s foundational paper on benevolent sexism into her essay:
“We do not consider benevolent sexism a good thing, for despite the positive feelings
it may indicate for the perceiver, its underpinnings lie in traditional stereotyping and
masculine dominance (e.g., the man as the provider and woman as his dependent),
and its consequences are o en damaging. Benevolent sexism is not necessarily
experienced as benevolent by the recipient …” (par 18).
Cain, on the other hand, incorporates shorter quotations from

experts, o en weaving them into her own sentences and using
signal phrases at the end to highlight the quotation as opposed to
the source:
“Most inventors and engineers I’ve met are like me,” he writes in iWoz, his
autobiography. (par. 21)
Choosing an Aspect of Your Concept to Focus On.

List two or three aspects of your concept that interest you and then
answer these questions:
Why does this aspect of the concept interest me or my readers?

How is it relevant to my family, community, work, studies, or
readers?
What are my readers likely to know about the concept? How can
I build on what they already know?
Conducting Additional Research on Your Focused Concept.
Your instructor may expect you to do in-depth research or may limit

the number and type of sources you can use. Readers will want to be
sure that your sources are reliable and relevant, and may want to
read your sources for themselves, so include enough information in
your notes to put your sources in context and to cite them
accurately.
A working thesis will help you begin dra ing your essay
purposefully. Your thesis should announce the concept and focus of
the explanation, and may also forecast the main topics. Here are two
example thesis statements from the readings.
This does us all a grave disservice, because shyness and introversion — or more
precisely, the careful, sensitive temperament from which both o en spring — are
not just normal. They are valuable. And they may be essential to the survival of our
species. (Cain, par. 5)
In social psychology, these seemingly-positive-yet-still-somewhat-unsettling

comments and behaviors have a name: Benevolent Sexism. Although it is tempting to
brush this experience off as an overreaction to compliments or a misunderstanding
of benign intent, benevolent sexism is both real and insidiously dangerous.
(Tannenbaum, par. 4)
Using Appropriate Explanatory Strategies
To explain your concept effectively, consider how you would define

it, what examples you can provide, how similar or different it is
from other concepts, how it happens or gets done, and what its
causes or effects are. Your goal is not only to inform but also to
engage. The following sentence strategies may help you find the best
ways to explain your concept.
What are the concept’s defining characteristics? What broader

class does it belong to, and how does it differ from other
members of its class? (definition)
► [Concept] is a in which
[list defining characteristics].
What examples or anecdotes can make the concept less
abstract, more focused, and more understandable? (example)
► [Experts/scientists/etc.] first became aware of [concept] in
[year], when (citation).
How is this concept like or unlike related concepts with which
your readers may be more familiar? (comparison/contrast)
► Many people think the term [concept] means
, but it might be more accurate to say it means
.
How can an explanation of this concept be divided into parts to
make it easier for readers to understand? (classification)
► Experts like [name of expert] say there are
[number] [categories, types, subtypes,
versions] of [concept], ranging from
([citation]) to ([citation]).
How does this concept happen, or how does one go about doing
it? (process narration)
► To perform [concept or task related to
concept], a [person, performer, participant, etc.] starts by
. Then [he/she/it] must [verb],
[verb], and [verb].
What are this concept’s known causes or effects? (cause and
effect)
► Experts disagree over the causes of [concept].
Some, like [name 1], believe
([citation]). Others, like [name 2], contend
that ([citation]).
Including Visuals

Think about whether visuals — tables, graphs, drawings,
photographs — would make your explanation clearer. You could
construct your own visuals, download materials from the Internet,
or scan and import visuals from books and magazines. Visuals are
not a requirement of an essay explaining a concept, but they
sometimes add a new dimension to your writing. If you include
visuals you did not create yourself, be sure to cite the source(s) from
which you borrow them.
Integrating Information from Sources
Summaries, paraphrases, and quotations from sources are

frequently used to explain concepts or reinforce an explanation:
Use a summary to give the gist of a research report or other

information.
Use a paraphrase to provide specific details or examples when
the language of the source is not especially memorable.
Use a quotation to emphasize source material that is
particularly vivid or clear, to convey an expert’s voice, or to
discuss the source’s choice of words.
For more help with integrating sources, see “Using Sources to Support Your Ideas” in Chapter
12.
Your readers will want you to explain how the ideas from the
sources you cite reinforce the points you are making. Make sure you
comment on your sources, clearly defining the relationship between
your own ideas and the supporting information from sources.
When introducing quotations, paraphrases, or summaries, writers

o en use a signal phrase — the source author’s name plus an
appropriate verb — to alert readers to the fact that they are
borrowing someone else’s words or ideas. O en the verb is neutral,
as with the following example:
( + )
The psychologist Gregory Feist found that many of the most creative people in a
range of fields are introverts who are comfortable working in solitary conditions in
which they can focus attention inward. (Cain, par. 21)
Notice in the example above that the writer also mentions the
source’s credentials, which is o en an option when introducing
sources with a signal phrase. Sometimes, however, writers choose a
descriptive adjective or verb to introduce a source, such as stresses,
approvingly reports, vividly details, disparagingly writes, emphasizes,
extols, or stays firm. By choosing carefully among a wide variety of
precise verbs, you can convey the attitude or approach of the source
as you integrate supporting information.
Organizing Your Concept Explanation Effectively for Your

Readers
For help with outlining, see the model student essay in Chapter 1 and the “outlining”
coverage in Chapter 2.
The forecasting statement from your thesis can act as an informal
outline when writing about simpler concepts, but for more complex
concepts a tentative formal outline may be more useful.
Try to introduce new material in stages, so that readers’

understanding of the concept builds slowly but steadily. Including a
topic sentence for each paragraph or group of paragraphs on a
single topic may help readers follow your explanation.
An essay explaining a concept is made up of four basic parts:
1. an attempt to engage readers’ interest in the explanation

2. the thesis statement, announcing the concept and perhaps also
forecasting the sequence of topics
3. a description or definition of the concept
4. the information about the concept, organized around a series of
topics that reflect how the information has been divided up
An initial attempt to gain your readers’ interest — by starting with an

intriguing question or surprising example, for instance — could take
as little space as two or three sentences or as much as four or five
paragraphs, but you will want to maintain your readers’ interest
throughout the essay by providing examples or information that
readers will find new, useful, interesting, or amusing.
Consider any outline you create tentative before you begin dra ing.
As you dra , you will usually see ways to improve on your original
plan. Be ready to revise your outline, shi parts around, or drop or
add parts as you dra .
Dra ing Your Concept Explanation
to focus your explanation and develop a working thesis

statement;
to organize your explanation clearly for your readers;
to try out writing strategies that can help you explain your
concept;
to integrate information into your explanation smoothly and in
a way that supports your own ideas.
This section includes guides for Peer Review and Troubleshooting

Your Dra . Your instructor may arrange a peer review in class or
online where you can exchange dra s with a classmate. The Peer
Review Guide will help you give each other constructive feedback
regarding the basic features and strategies typical of explaining a
concept. (If you want to make specific suggestions for improving the
dra , see Troubleshooting Your Dra on p. 272.) Also, be sure to
respond to any specific concerns the writer has raised about the
dra . The Troubleshooting Your Dra guide that follows will help
you reread your own dra with a critical eye, sort through any
feedback you’ve received, and consider a variety of ways to improve
your dra .
A PEER REVIEW GUIDE
How effectively does the writer explain the concept?
What’s Working Well: Point to a passage where the explanation

of the concept is effective. For example, identify where the focus
seems appropriate, or note where the strategy used to support
the explanation — such as an example or a comparison— is
helpful. (See Chapter 2 for more strategies.)
What Needs Improvement: Identify any passage where the

explanation could be improved — for example, where the focus
is too broad or too narrow, where you lose track of the concept
description, or where you need an additional strategy to fill out
the explanation.
How well is the essay arranged to help the reader understand

the concept?
What’s Working Well: Highlight especially effective sentences or

paragraphs that help move the reader from topic to topic or
advance an explanation that moves from general to specific (or
from specific to general). Note strong uses of forecasting
statements or topic sentences that keep the reader oriented
through the explanation.
What Needs Improvement: Show the writer where transitions

might be needed for material that appears suddenly, or where a
forecasting statement or topic sentence might announce the
main ideas more clearly.
How effectively is information from sources integrated into

the concept explanation?
What’s Working Well: Mark a passage where a source is clearly

identified and the material is introduced with an appropriate
signal phrase and perhaps a particularly engaging verb.
What Needs Improvement: Note any passages where you need

more information about a source, or where the information from
a source doesn’t effectively explain or support the concept.
How engaging is the explanation of the concept?
What’s Working Well: Point to a passage where you find the

explanation most interesting or compelling, or where you felt
drawn to keep reading to find out more. Was it the vividness of
the language, the appropriateness of the explanation, or some
other strategy that worked so well?
What Needs Improvement: Let the writer know where

information might seem obvious or too complicated. Write down
any questions you still have, and note whether there are some
writing strategies that could improve your understanding of the
concept.
Revising Your Dra
Revising means reenvisioning your dra and seeing it in a fresh way

given your purpose, audience, and the review from your peers. Don’t
hesitate to cut unconvincing or tangential material, add new
material, or move passages around. The following chart may help
you strengthen your essay.
To Focus the Concept and Explain It Clearly and Fully
If the concept Define the concept more precisely.

is confusing, Give more examples.
unclear, or Compare the concept to something
vague, familiar.
Apply the concept to a real-world
experience.
If the focus Concentrate on only one aspect of the

seems too concept.
broad or too Review your invention and research
narrow, notes for a larger or more significant
aspect of the concept.
If the content Use explanatory writing strategies.

seems thin, Develop your strategies more fully.
Explain how they relate to more familiar
terms.
If some words Define them or explain how they relate

are new to to more familiar terms.
most readers, Add analogies and examples to make
them less abstract.
Place them in a context that clarifies
their meaning.
To Improve the Organization
If the essay as Forecast the topics you will cover in the

a whole is order in which they will appear.
difficult to Rearrange your topics so readers can
follow, follow your logic.
Revise or add topic sentences to clarify
the content of each paragraph or
section.
Outline your essay to see if the
connections are clear; then reorganize
as needed.
If connections Make the connections clearer by

from one improving or adding transitions.
sentence or Revise or add topic sentences to make
paragraph to connections between paragraphs clear.
the next are
vague or
unclear,
To Integrate Information from Sources Smoothly
If quotations, Add appropriate signal phrases, using

paraphrases, verbs that clarify the writer’s position,
or summaries approach, or attitude.
are not Explain how the quotation supports your
smoothly point.
integrated Contextualize the source to show its
into the text, relevance and establish its reliability.
If some Paraphrase or summarize the quotation

quotations (with an appropriate citation).
could just as
effectively be
expressed in
your own
words,
If sources are Include a signal phrase to identify the

not source.
acknowledged Include the author’s last name and a page
properly, number in parentheses following the
borrowed material, and cite the source in
a list at the end of the essay. (See Chapter
12, pp. 623–640, for the correct citation
form.)
To Engage Readers
If readers are Select examples that readers are already

not interested familiar with or that may be relevant to
in the concept their lives.
or focus, Dramatize the concept to show its
importance or relevance.
Show readers a new way of using or
understanding a familiar concept.

From our research on student writing, we know that essays
explaining concepts tend to have errors in essential or nonessential
clauses beginning with who, which, or that. They also have errors in
the use of commas to set off appositives. Check a writer’s handbook
for help with these potential problems.
Reflecting on Concept Explanation

In this chapter, you have read critically several pieces explaining a concept and have written
one of your own. To better remember what you have learned, pause now to reflect on the
reading and writing activities you completed in this chapter.
If it came from your research notes and the writing you did in response to prompts
in this chapter, point out the parts that helped you most.
2. Reflect more generally on explaining concepts, a genre of writing important in
education and in society. Consider some of the following questions:
When doing research, did you discover that some of the information on concepts
was challenged by experts? What were the grounds for the challenge? Did you think
your readers might question your information? How did you decide what
information might seem new or surprising to readers?
Did you feel comfortable in your roles as the selector and giver of knowledge?
Describe how you felt in these roles.
3. By reflecting on what you have learned about autobiography and literacy narratives,
Were you aware of any other habits of mind you practiced as you read and responded
to the material in this chapter? If so, which habits did you find useful?
habits you used?
CHAPTER 7
Evaluation
Before you buy a computer, phone, or video game, do you take a look
at the reviews? Brief reviews, written by consumers, are easy to find,
but some are more helpful than others. The best reviewers know
what they’re talking about. They don’t just say what they like, but
they also justify why they like it, giving examples or other evidence.
Moreover, their judgment is based not on individual taste alone but
on commonly held standards or criteria. For example, no one would
consider it appropriate to judge an action film by its poetic dialogue
or its subtle characterizations; people judge such films by whether
they deliver an exciting roller-coaster ride. The usefulness of an
evaluation — be it a brief consumer comment or an expert’s detailed
review — depends on readers sharing, or at least respecting, the
writer’s criteria.
EVALUATIONS
Many people — including managers, reviewers, bloggers, and
ordinary consumers — write evaluations, as the following examples
suggest:
A supervisor reviews the work of a probationary employee. She

judges the employee’s performance as being adequate overall
but still needing improvement in several key areas, particularly
completing projects on time and communicating clearly with
others. To support her judgment, she describes several
problems that the employee has had over the six-month
probationary period.
An older brother, a college junior, sends an e-mail message to
his younger brother, a high-school senior, who is trying to
decide which college to attend. Because the older brother
attends one of the colleges being considered and has friends at
another, he feels competent to offer advice. He centers his
message on the question of what standards to use in evaluating
colleges. He argues that if playing football is the primary goal,
then college number one is the clear choice. But if having the
opportunity to work in an award-winning scientist’s genetics lab
is more important, then the second college is the better choice.
Thinking about Evaluation

Recall a time when you evaluated something you had seen, heard, read, or tried (such as a
film, live performance, novel, sports team, restaurant, television show, game, computer, or
cell phone) or a time that you read or heard an evaluation someone else had made.
Who was the audience? How do you think presenting the evaluation to this audience
affected the writer’s (or speaker’s) judgment or the way the evaluation was
supported? For example, did the audience’s knowledge of the subject, or of subjects
like it, influence the reasons or examples given?
What was the main purpose? What did the writer (or speaker) want the audience to
learn? For example, did he or she want to influence the actions of audience members,
get them to think differently about the criteria or standards they should use when
judging subjects of this kind, get them to look at the subject in a new way, or
accomplish some other purpose?
How would you rate the rhetorical sensitivity with which the evaluation was
audience or purpose?
A GUIDE TO READING
EVALUATIONS
This guide introduces you to the basic features and strategies typical
of evaluative writing by inviting you to analyze an intriguing
selection by Amitai Etzioni that evaluates McDonald’s-type fast-food
jobs for high-school students:

the textbook.
Reading for meaning will help you understand Etzioni’s judgment
and his reasoning.
Reading like a writer will help you learn how Etzioni employs
strategies typical of evaluative writing, such as
1. presenting the subject in enough detail so that readers know
what is being judged
2. supporting an overall judgment based on appropriate criteria
with credible evidence
3. responding to objections and alternative judgments readers
might prefer
4. organizing the evaluation in a way that will be clear and
logical to readers
Amitai Etzioni
Working at McDonald’s
Amitai Etzioni (b. 1929) earned his Ph.D. in sociology from the University of
California at Berkeley and has taught at Berkeley, Columbia, Harvard, and George
Washington universities. A respected scholar, he served as president of the American
Sociological Association and has written more than two dozen books, including
Privacy in a Cyber Age (2015) and Hot Spots: American Foreign Policy in a Post Human-
Rights World (2012). A highly visible public intellectual, Etzioni o en writes for Huff-
Post. Among his many awards is the Simon Wiesenthal Center’s 1997 Tolerance Book
Award. “Working at McDonald’s” was originally published in the Miami Herald with a
headnote explaining that Etzioni’s son Dari helped him write the essay.
Before you read, think about any jobs you have had during high school or
college (voluntary or for pay). Consider what you learned that might have made
you a better student and prepared you for the kind of work you hope to do in
the future.
As you read, think about how the standards or criteria that Etzioni uses to
evaluate jobs at fast-food restaurants would apply to the kinds of jobs you have
held, and whether they are criteria you would apply.
McDonald’s is bad for your kids. I do not mean the flat patties and
the white-flour buns; I refer to the jobs teenagers undertake, mass-
producing these choice items.
Why is it bad for a teenager to work at McDonald’s since jobs teach responsibility and
accountability?
As many as two-thirds of America’s high school juniors and seniors

now hold down part-time paying jobs, according to studies. Many of
these are in fast-food chains, of which McDonald’s is the pioneer,
trend-setter, and symbol.
At first, such jobs may seem right out of the Founding Fathers’
educational manual for how to bring up self-reliant, work-ethic-
driven, productive youngsters. But in fact, these jobs undermine
school attendance and involvement, impart few skills that will be
useful in later life, and simultaneously skew the values of teen-agers
— especially their ideas about the worth of a dollar.
It has been a longstanding American tradition that youngsters ought

to get paying jobs. In folklore, few pursuits are more deeply revered
than the newspaper route and the sidewalk lemonade stand. Here
the youngsters are to learn how sweet are the fruits of labor and self-
discipline (papers are delivered early in the morning, rain or shine),
and the ways of trade (if you price your lemonade too high or too
low …).
What are other jobs kids and teenagers have?
Roy Rogers, Baskin Robbins, Kentucky Fried Chicken, et al. may at

first seem nothing but a vast extension of the lemonade stand. They
provide very large numbers of teen jobs, provide regular
employment, pay quite well compared to many other teen jobs, and,
in the modern equivalent of toiling over a hot stove, test one’s
stamina.
Closer examination, however, finds the McDonald’s kind of job
highly uneducational in several ways. Far from providing
opportunities for entrepreneurship (the lemonade stand) or self-
discipline, self-supervision, and self-scheduling (the paper route),
most teen jobs these days are highly structured — what social
scientists call “highly routinized.”
What is wrong with sticking to a routine when working at a job?
True, you still have to have the gumption to get yourself over to the
hamburger stand, but once you don the prescribed uniform, your
task is spelled out in minute detail. The franchise prescribes the
shape of the coffee cups; the weight, size, shape, and color of the
patties; and the texture of the napkins (if any). Fresh coffee is to be
made every eight minutes. And so on. There is no room for
initiative, creativity, or even elementary rearrangements. These are
breeding grounds for robots working for yesterday’s assembly lines,
not tomorrow’s high-tech posts.
But couldn’t this encourage discipline, which is a useful skill for any job?
There are very few studies of the matter. One of the few is a 1984
study by Ivan Charper and Bryan Shore Fraser. The study relies
mainly on what teen-agers write in response to questionnaires
rather than actual observations of fast-food jobs. The authors argue
that the employees develop many skills such as how to operate a
food-preparation machine and a cash register. However, little
attention is paid to how long it takes to acquire such a skill, or what
its significance is.
What does it matter if you spend 20 minutes to learn to use a cash

register, and then — “operate” it? What skill have you acquired? It is
a long way from learning to work with a lathe or carpenter tools in
the olden days or to program computers in the modern age.
A 1980 study by A. V. Harrell and P. W. Wirtz found that, among

those students who worked at least 25 hours per week while in
school, their unemployment rate four years later was half of that of
seniors who did not work. This is an impressive statistic. It must be
seen, though, together with the finding that many who begin as
part-time employees in fast-food chains drop out of high school and
are gobbled up in the world of low-skill jobs. Some say that while
these jobs are rather unsuited for college-bound, white, middle-class
youngsters, they are “ideal” for lower-class, “non-academic,”
minority youngsters. Indeed, minorities are “over-represented” in
these jobs (21 percent of fast-food employees). While it is true that
these places provide income, work, and even some training to such
youngsters, they also tend to perpetuate their disadvantaged status.
They provide no career ladders, few marketable skills, and
undermine school attendance and involvement.
Is this decades-old study still applicable?

Are there newer studies on this?
How is the concept of marketable skills being defined?
The hours are o en long. Among those 14 to 17, a third of fast-food

employees (including some school dropouts) labor more than 30
hours per week, according to the Charper-Fraser study. Only 20
percent work 15 hours or less. The rest: between 15 and 30 hours.
O en the stores close late, and a er closing one must clean up and
tally up. In affluent Montgomery County, Md., where child labor
would not seem to be a widespread economic necessity, 24 percent
of the seniors at one high school in 1985 worked as much as five to
seven days a week; 27 percent, three to five. There is just no way
such amounts of work will not interfere with school work, especially
homework. In an informal survey published in the most recent
yearbook of the high school, 58 percent of the seniors acknowledged
that their jobs interfere with their school work.
The Charper-Fraser study sees merit in learning teamwork and

working under supervision. The authors have a point here.
However, it must be noted that such learning is not automatically
educational or wholesome. For example, much of the supervision in
fast-food places leans toward teaching one the wrong kinds of
compliance: blind obedience, or shared alienation with the “boss.”
What does wholesome mean in this context? Is this one of the criteria the author is using?
Supervision is o en both tight and woefully inappropriate. Today,

fast-food chains and other such places of work (record shops,
bowling alleys) keep costs down by having teens supervise teens
with o en no adult on the premises.
These examples seem dated — where do people I know work?
There is no father or mother figure with which to identify, to

emulate, to provide a role model and guidance. The work-culture
varies from one place to another: Sometimes it is a tightly run shop
(must keep the cash registers ringing); sometimes a rather loose pot
party interrupted by customers. However, only rarely is there a
master to learn from, or much worth learning. Indeed, far from
being places where solid adult work values are being transmitted,
these are places where all too o en delinquent teen values
dominate. Typically, when my son Oren was dishing out ice cream
for Baskin Robbins in upper Manhattan, his fellow teen-workers
considered him a sucker for not helping himself to the till. Most
youngsters felt they were entitled to $50 severance “pay” on their
last day on the job.
The pay, oddly, is the part of the teen work-world that is most
difficult to evaluate. The lemonade stand or paper route money was
for your allowance. In the old days, apprentices learning a trade
from a master contributed most, if not all, of their income to their
parents’ household. Today, the teen pay may be low by adult
standards, but it is o en, especially in the middle class, spent largely
or wholly by the teens. That is, the youngsters live free at home
(“a er all, they are high school kids”) and are le with very
substantial sums of money.
Where this money goes is not quite clear. Some use it to support
themselves, especially among the poor. More middle-class kids set
some money aside to help pay for college, or save it for a major
purchase — o en a car. But large amounts seem to flow to pay for an
early introduction into the most trite aspects of American
consumerism: flimsy punk clothes, trinkets, and whatever else is the
last fast-moving teen craze.
Why is he judging what people spend money on? Is this fair?
One may say that this is only fair and square; they are being good
American consumers and spend their money on what turns them
on. At least, a cynic might add, these funds do not go into illicit
drugs and booze. On the other hand, an educator might bemoan that
these young, yet unformed individuals, so early in life driven to buy
objects of no intrinsic educational, cultural, or social merit, learn so
quickly the dubious merit of keeping up with the Joneses in ever-
changing fads, promoted by mass merchandising.
Many teens find the instant reward of money, and the youth status
symbols it buys, much more alluring than credits in calculus
courses, European history, or foreign languages. No wonder quite a
few would rather skip school — and certainly homework — and
instead work longer at a Burger King. Thus, most teen work these
days is not providing early lessons in work ethic; it fosters escape
from school and responsibilities, quick gratification, and a short cut
to the consumeristic aspects of adult life.
Thus, parents should look at teen employment not as automatically

educational. It is an activity — like sports — that can be turned into
an educational opportunity. But it can also easily be abused.
Youngsters must learn to balance the quest for income with the
needs to keep growing and pursue other endeavors that do not pay
off instantly — above all education.
Go back to school.
READING FOR MEANING
1. Read to Summarize. Write a sentence or two briefly stating

Etzioni’s main point about the value of part-time jobs for
teenagers.
resonates for you, such as the “longstanding American tradition
that youngsters ought to get paying jobs” (par. 4); or Etzioni’s
argument that working while attending school interferes with
schoolwork (par. 13).
analyzing an assumption you find intriguing in Etzioni’s essay.
For example:
Assumptions about the usefulness of certain skills. Etzioni

asserts that fast-food jobs “impart few skills that will be useful
in later life” (par. 3). For example, he claims they do not provide
“opportunities for entrepreneurship … or self-discipline, self-
supervision, and self-scheduling” (par. 6) and “[t]here is no
room for initiative, creativity” (par. 7).
How different, really, is delivering newspapers from working
at McDonald’s in terms of the skills learned about discipline,
scheduling, and so on?
What other kinds of skills do teens learn when working at
fast-food restaurants, and what potential use do you think
these skills have in life?
Assumptions about the culture of consumerism. Toward the end

of the essay, Etzioni complains that the things teenagers choose
to buy with the money they earn from fast-food jobs represent
“the most trite aspects of American consumerism: flimsy punk
clothes, trinkets, and whatever else is the last fast-moving teen
craze” (par. 19). His focus on what teens buy and why they buy it
reveals Etzioni’s ideas about teenagers’ indoctrination into a
consumerist culture.
Etzioni uses the words trite, flimsy, and trinkets to criticize the
things teens buy, but if teens purchased items that were
original, well-made, and valuable, do you think he would still
object? What might he be criticizing other than teenagers’
taste?
In referring to “fads” and “mass merchandising,” he seems to
assume teens are especially vulnerable to the influence of
advertising (par. 20). To what extent, if any, do you agree?
Presenting the Subject
Writers must present the subject so readers know what is being

judged and so that they can decide whether the criteria for
evaluation they offer are appropriate. Writers o en name the
subject in the title and then describe it in some detail. A film
reviewer, for example, might name the film in the title and then, in
the review, indicate the category, or genre, of film he or she is
critiquing as well as identify the actors, describe the characters they
play, and tell some of the plot.
Similarly, Etzioni identifies the subject of his evaluation in his title:

“Working at McDonald’s”; he then specifies the type of work that
concerns him, and explains why he focuses his attention on this
company:
’
As many as two-thirds of America’s high school juniors and seniors now hold down
part-time paying jobs , according to studies. Many of these are in fast-food chains ,
of which McDonald’s is the pioneer, trend-setter, and symbol. (par. 2)
For information on documenting sources, see Chapter 12.
Although the fact that many teenagers hold fast-food jobs is

common knowledge, Etzioni cites statistics to establish how
widespread it is: “As many as two-thirds of America’s high school
juniors and seniors …” (par. 2). Notice that he refers generally to
“studies” without providing any detail that would help readers follow
up on his sources. Later, however, he uses researchers’ names and
the publication dates to cite his sources more specifically, although
still informally. Etzioni’s original newspaper readers would have
been used to such informal references, but if he were writing for an
academic audience, he would be expected to use a conventional
documentation style.
Etzioni also names several other “fast-food chains” (par. 5) to make

the point that he is not singling out McDonald’s but using it as an
example and “symbol.” He spends a good portion of the rest of his
evaluation describing the kind of job he objects to.
ANALYZE & WRITE

Write a paragraph analyzing how Etzioni describes McDonald’s-type jobs:
1. First, underline the factual details in paragraphs 5–7, 9, 12, 15, and 16 that
describe the people who work at fast-food restaurants and what they do.
2. How do the details Etzioni provides in these paragraphs help you understand the
subject of his essay as important or worth reading about?
3. Which of the details in these paragraphs do you accept as valid, inaccurate, or
only partially true? How fair does Etzioni’s description seem to you?
Supporting the Judgment
Evaluations analyze the subject, but they also present an argument

designed to convince readers that the writer’s judgment is
trustworthy because the reasons are
based on criteria, such as shared values, that are appropriate to

the subject
backed by reliable evidence
Writers usually declare their overall judgment early in the essay and
may repeat it in the essay’s conclusion. For example, Etzioni opens
with the straightforward judgment:
McDonald’s is bad for your kids. (par. 1)
Although readers expect a definitive judgment, they also appreciate

a balanced one that acknowledges good as well as bad qualities, so
Etzioni acknowledges the benefits of fast-food jobs for teenagers:
They provide very large numbers of teen jobs , provide regular employment , pay
quite well compared to many other teen jobs, and, in the modern equivalent of
toiling over a hot stove, test one’s stamina . (par. 5)
Etzioni makes two additional moves typical of strong reviews:
1. He reaches out to readers to establish shared values.

2. He gives reasons backed by evidence to support his judgment:
At first, such jobs may seem right out of the Founding Fathers’ educational manual
for how to bring up self-reliant , work-ethic-driven , productive youngsters. But
in fact, these jobs undermine school attendance and involvement, impart few skills
that will be useful in later life, and simultaneously skew the values of teen-agers —
especially their ideas about the worth of a dollar. (par. 3)
By referring to “the Founding Fathers” and using familiar phrases

(such as “self-reliant” and “work-ethic”) that connote traditional
values, Etzioni builds his argument on values he expects his
audience will share. But to be convincing, the reasons also must be
supported by evidence such as facts, statistics, expert testimony,
research studies, relevant examples, or personal anecdotes.
ANALYZE & WRITE

Write a paragraph analyzing how Etzioni supports one of his reasons:
1. First, choose one of the reasons Etzioni introduces in paragraph 3 and find the
passage later in the essay where you think he supports that part of the argument.
2. Then analyze Etzioni’s argument. For example, what kinds of evidence does he
provide? Is the evidence appropriate and credible? Why or why not?
3. Would Etzioni’s original Miami Herald readers have found this part of the
argument convincing? Explain why or why not.
For more on evaluating the logic of an argument, see Chapter 2, pp. 60–62.
Responding to Objections or Alternative Judgments
Writers of evaluations o en respond to possible objections and

alternative judgments their readers may be likely to raise. They may
refute (argue against) objections or alternative judgments they
believe are weak or flawed, or they may concede (accept) objections
and judgments they think are valid. To alert readers that a response
is coming, reviewers may provide a transition or other cue. Here’s
an example of a refutation from Etzioni:
The authors argue that the employees develop many skills such as how to operate a
food-preparation machine and a cash register. However , little attention is paid to
how long it takes to acquire such a skill, or what its significance is.
What does it matter if you spend 20 minutes to learn to use a cash register, and then
— “operate” it? What skill have you acquired? It is a long way from learning to work
with a lathe or carpenter tools in the olden days or to program computers in the
modern age. (pars. 8–9)
Notice the basic structure of a refutation. (The cue signaling

refutation is highlighted.)
► X says ……………………, but I think ……………………

because …………………….
Here’s an example of conceding valid concerns or objections:

[Fast-food jobs] provide very large numbers of teen jobs, provide regular
employment, pay quite well compared to many other teen jobs , and, in the modern
equivalent of toiling over a hot stove, test one’s stamina . (par. 5)
Below are some typical sentence strategies for conceding, with cues
signaling concession highlighted:
► Of course , …………………… is an important factor.

► Granted , …………………… must be taken into consideration.
Frequently, though, reviewers reach out to those who hold an

opposing position by first conceding a portion of that position but
then going on to indicate where they differ:
True, you still have to have the gumption to get yourself over to the hamburger stand,
but once you don the prescribed uniform, your task is spelled out in minute detail.
(par. 7)
Etzioni o en uses this strategy of concession followed by refutation

when citing research that initially appears to undermine his claim.
For example, he begins by conceding when he cites a study by
Harrell and Wirtz (par. 10) that links work as a student with greater
likelihood of employment later on. However, he then refutes the
significance of this finding, reinterpreting the data to suggest that
the high likelihood of future employment could be an indication
that workers in fast-food restaurants are more likely to drop out of
school than an indication that workers are learning important
employment skills. This strategy of conceding and then refuting by
reinterpreting evidence can be especially effective in college
writing, as Etzioni (a professor) well knows.
ANALYZE & WRITE

Write a paragraph analyzing how Etzioni responds to objections or alternative
judgments.
1. First, find and highlight the alternative judgment or objection in paragraphs 8–

11, 14, and 19.
2. Then choose one of these objections or alternative judgments and determine
whether Etzioni responds by refuting or conceding or both.
3. Finally, evaluate the effectiveness of Etzioni’s response. What made his response
convincing (or unconvincing) for his original readers? How about for you
reading today?
Organizing the Evaluation
Writers of evaluation usually try to make their writing clear, logical,

and easy for readers to follow by providing cues or road signs. For
example, they may
forecast their reasons early in the essay and repeat key terms
(or synonyms) from these reasons later in the evaluation
use topic sentences to announce the subject of each paragraph
or group of paragraphs
use transitions (such as but, however, on the other hand, thus) to
guide readers from one point to another
These strategies are all helpful and are o en expected in college
writing.
As we’ve seen, Etzioni forecasts his reasons in paragraph 3:
… these jobs undermine school attendance and involvement, impart few skills that
will be useful in later life , and simultaneously skew the values of teenagers —
especially their ideas about the worth of a dollar.
He develops the argument supporting each of these reasons in

subsequent paragraphs. His essay would be easier to follow if he
addressed the reasons in the order he first introduced them in
paragraph 3. Nevertheless, he helps readers find the reasons by
repeating key terms, as when he uses the phrase “marketable skills”
(par. 11) to refer to “few skills” from his forecasting statement; or he
uses a close substitute, as when he uses the phrase “drop out of high
school” (par. 10) to refer to “undermine school attendance” in
paragraph 3.
Topic sentences are also used to orient readers. O en placed at the

beginning of a paragraph or related sequence of paragraphs, they
announce the topic that will be developed in the subsequent
sentences. For example:
It has been a longstanding American tradition that youngsters ought to get paying
jobs . In folklore, few pursuits are more deeply revered than the newspaper route and
the sidewalk lemonade stand. Here the youngsters are to learn how sweet are the
fruits of labor and self-discipline (papers are delivered early in the morning, rain or
shine), and the ways of trade (if you price your lemonade too high or too low …). (par.
4)
Notice that Etzioni focuses this paragraph on the topic of useful

skills he introduced in the preceding forecasting statement. The
next two paragraphs use topic sentences to make the argument that
fast-food jobs “seem” like traditional jobs, but they do not teach
really valuable skills. Skimming the sequence of topic sentences in
paragraphs 5 and 6, you can get an idea of the outline of Etzioni’s
argument:
Roy Rogers, Baskin Robbins, Kentucky Fried Chicken, et al. may at first seem
nothing but a vast extension of the lemonade stand … .
Closer examination, however , finds the McDonald’s kind of job highly

uneducational in several ways … .
As the two topic sentences above suggest, transitions (and other

cues) also play an important role in clarifying the logic of a
sequence. For example, at first suggests that what follows is only a
tentative conclusion, especially when combined with the hedging
words may and seem; however firmly establishes a contrast or
contradiction to that provisional conclusion.
ANALYZE & WRITE

Write a paragraph analyzing how Etzioni helps readers track his argument and how
effective the cues he uses are.
1. Look at the way Etzioni uses topic sentences in the rest of his essay to announce
the subject of individual paragraphs or groups of paragraphs.
2. Find a couple of examples that you think work well. What makes these topic
sentences effective?
READINGS
Matthew Hertogs
Typing vs. Handwriting Notes: An Evaluation of the Effects
of Transcription Method on Student Learning
Matthew Hertogs wrote this essay when he was a sophomore at the University of Washington,
where he was pursuing a degree in computer science with a minor in mathematics. The essay was
published in Xchanges, an interdisciplinary Technical Communication, Writing/Rhetoric, and
Writing Across the Curriculum journal, which publishes two issues annually from its home in the
English Department at the University of New Mexico. This piece was published in an issue
dedicated to undergraduate research. Hertogs is currently a so ware engineering lead at Hiya, a
company that partners with carriers and smartphone makers to offer caller profile solutions and
spam protection for their customers.
Before you read, think about your own notetaking habits. When you are in class, do you tend
to take notes on paper or do you type them on your laptop or another electronic device?
As you read, think about the different kinds of evidence Hertogs uses to evaluate the two
kinds of notetaking he is researching.
INTRODUCTION
The utilization of laptops in a college environment has become a widely

accepted practice due to the increasingly technological nature of our society.
Essays, papers, and notes that were previously handwritten are now being
written with the aid of word processors on computers and laptops. While this
trend of technologically-based writing has been accelerating due to positive
feedback from students who prefer writing on a word processor to handwriting
(Burnett, 1984), researchers are continually studying whether word processors
actually benefit students’ writing. Some researchers have found improvements
in the writing quality of students who used word processors (Oliver and Kerr,
1993; Louth and McAllister, 1988; Owsten, Murphy, and Wideman, 1989) while
others have concluded that there was no statistically significant difference
between handwriting and word processing (Teichman and Porris, 1989).
However, although these studies have attempted to address the efficacy of
word processing for expository compositions, there is a dearth of research on
whether typing notes or handwriting notes for class lectures is more beneficial
for students. Therefore, this study will analyze the differences between the
handwritten and typed notes of two college students to assess the effectiveness
of each method of notetaking and to gain a further understanding of why
students may prefer one method over another.
Although there are few studies specifically about typed versus handwritten
notes, there are a large number of studies about typed versus handwritten
compositions in general. While these studies may seem inconclusive due to
varying results as shown in the previous paragraph, Reay and Dunn believe
that the inconsistency of these experiments can be attributed to the negligence
of the researchers to the disparate transcription speeds of typing versus
handwriting; they found that the writing of those who were more proficient at
typing benefited from the use of word processing. In a university full of
technologically savvy college students, it makes sense that the inclusion of
word processing would have a beneficial impact on the quality of writing for
college students as certain studies have discovered (Bernhardt, Wojahn, and
Edwards, 1988).
While researchers have extensively studied the effects of word processing on

composition to determine whether the utilization of computers in an
educational environment is appropriate, there has been less focus on the topic
of notetaking, which is arguably the most commonplace activity within college
classes; according to Palmatier and Bennett, 99% of all college students take
notes and 96% of students believed notetaking is crucial to their success in
college. Large portions of students use their laptops to take notes, but it is
unclear whether word processed notetaking is more beneficial than
handwritten notetaking. Consequently, there are many varying opinions on
whether laptops should be present in the classroom.
Some critics of laptops in the classroom, such as D’Agostino, believe that
laptops provide too many opportunities for distraction to be a productive tool;
she claims that students spend about half their time on social networking sites
instead of taking notes when they use their laptop. However, other studies on
notetaking strategies may point to some of the benefits of electronic notes. For
instance, according to Eggerts and Williams, students who reviewed their notes
were most likely to achieve at a higher level than their peers. Therefore, the
organizational benefits of computerized notes may serve as a significant asset
for students. Another major source on the efficacy of different notetaking
strategies is Stahl, King, and Henk, who devised a quantitative system to
analyze the effectiveness of a particular individual’s notes. Utilizing a wide
array of research on notetaking strategies, Stahl, King, and Henk created
NOTES, a coding system which assigns a point value to certain criteria that
previous studies have deemed conducive to beneficial notetaking. Positive
traits like legibility, accessibility, organization, proper spacing, heading,
utilization of examples, and summarization are all assigned point values.
Whenever a sheet of notes is determined to possess a certain positive trait, it is
given more points — the more points a sheet of notes has, the more beneficial
it is for the student.
In general, there are inconclusive results regarding the effectiveness of

competing transcription methods for expository compositions and virtually no
results on transcription methods for notetaking. However, by synthesizing
what other researchers have found to be beneficial notetaking strategies —
higher transcription speed, accessible storage, organization, etc. — with data I
collected from two university students, this study will fill the gap in the
research by assessing the effectiveness of each method of transcription for
notetaking.
METHODOLOGY
This research project attempts to determine whether handwritten notes versus
typed notes during class lectures are more beneficial for college students. To
address this question, I employed a mixture of qualitative and quantitative
procedures to analyze the notetaking processes and the actual notes of two
undergraduate students at a large, state university.
I asked both students to take notes for two days with each method — typing and
handwriting — and let me collect copies of their notes to analyze them for
differences in style, content, organization, and format. Each student’s notes
were quantitatively scored using a variation of the NOTES evaluation system1
created by Stahl, King, and Henk; the original NOTES model had to be adjusted
so that certain criteria were neutral for both methods of notetaking. For
example, the category “I use my pen for notetaking” would be removed
because it favors handwriting over typing; however, the issue of legibility that
this particular category addresses would still be considered in the qualitative
analysis of the notetaking process. A er collecting each individual’s notes and
scoring them according to the adjusted NOTES evaluation system, the average
score of the handwritten notes versus the typed notes was compared in an
attempt to reveal which method is more beneficial for students. The three
main categories within the NOTES system are format, organization, and
meaning, and the results of the data are displayed in these three categories for
less complicated comparisons. Finally, each student was interviewed at the end
of the process in an attempt to determine which notetaking method they most
commonly used and for what reasons. Through this interview process, the
notetaking strategies and overall benefits of each method of notetaking will
become more apparent, providing explanation and correlation with the
quantitatively assessed notes from each student.
There are limitations within this particular method due to a limited amount of
time and resources — most notably a small sample size and low number of
trials. To ensure statistically significant results, I would need a larger sample
size with randomly selected students, a control group of students that only take
notes with one method to reveal if the notetaking style changes between daily
lectures regardless of method, and a random selection for which method to
utilize first. Furthermore, when assigning scores to the notes using the NOTES
evaluation system, there would have to be multiple raters for each of the notes,
instead of just my singular ratings, to ensure validity. Unfortunately, this
experiment was unable to coordinate such an elaborate study procedure due to
lack of time and resources. Another limitation worth mentioning is that each
student will be taking notes in a different class according to their normal class
schedule, which may prove to be a confounding variable in this experiment.
However, the students all took notes in similarly structured classes that
featured extensive notetaking devoid of numbers or formulas, except for one
student who also took notes in a chemistry class for the purpose of
comparison.2 Finally, the fact that the students are aware that they will be
taking notes that will later be evaluated may alter their natural notetaking
habits. To counteract this response bias from the study, the student
participants were not given any information about the specific evaluation
process for the study so that they did not consciously or subconsciously alter
their notes to fit the specific positive characteristics that the evaluation took
into account.
Despite all these limitations, the method utilized in this research study will
hold merit because of its mixture of quantitative and qualitative analysis; if
both types of research end up with the same results, the shared conclusion
may contain more validity. With the shortage of time and resources for this
research study, this particular method is the most efficient way to identify and
recognize if there are differences between typed and handwritten notes. While
this study may not be able to completely confirm the variations between the
two methods, it will certainly lay the groundwork for future studies to
extensively measure this topic by identifying and introducing certain
discrepancies between typed and handwritten notes.
DATA
There were two students that took notes and participated in interviews about
their various notetaking strategies and perspectives on notetaking for this
study. Student 1 is an undergraduate freshman who is part of the
interdisciplinary honors program; he is planning to major in engineering and
he went to a public high school in California. Student 1 took notes with his
laptop for two days and wrote notes by hand for the next two days in Chemistry
142 and Honors 394.3 Student 2 is also an undergraduate freshman who is part
of the interdisciplinary honors program; however, unlike Student 1, he was
homeschooled. Student 2 took notes in Honors 230.4 for two days with his
laptop and wrote notes by hand for the next two days as well. Both students
used Word 2007 when typing their notes. The notes were scored using a
variation of the NOTES evaluation system (see tables 1-3 below).
STUDENT 1’S CHEMISTRY 142 NOTES
Typed Typed Written Written

#1 #2 #1 #2
FORMAT 11 11 9 9
ORGANIZATION 14 10 12 13
MEANING 10 10 12 12
Total Score 35 31 33 34
Average Score Typing: 33 Writing: 33.5
STUDENT 1’S HONORS 394 NOTES

Typed Typed Writtten Written
#1 #2 #1 #2
FORMAT 11 12 10 9
MEANING 14 13 12 11
Average Score Typing: 38.5 Writing: 33.5
Looking at the scores given by an adjusted version of the NOTES evaluation

system (see appendix), Student 1’s notes were more effective when typed for
his Honors 394 class, the more word intensive class out of the two. The average
score for his typed notes in Honors 394 was 38.5 while the average score for his
handwritten notes in the same class was 33.5. However, in his Chemistry 142
class, the differences in scoring between typed and handwritten notes were
quite minimal — 33 and 33.5 respectively.
By analyzing the scoring system in three different categories — format,

organization, and meaning — distinctive trends within each method of
transcription become more apparent. For instance, all of the typed notes
scored higher in the “format” category of the evaluation system; Student I’s
legibility and usage of page with the laptop were usually much more adroit
than the handwritten versions. Furthermore, the ease of dating and storing the
notes in an accessible fashion gave higher scores in the formatting category for
the typed notes.
However, while the formatting score was consistently higher for Student 1’s
typed notes in all his classes, the scoring began to diverge between Chemistry
142, which is a more mathematical and formula-based type of lecture, and
Honors 394, a more word-based type of lecture. In his Chemistry 142 class, the
handwritten notes scored higher in the “meaning” category, signifying a more
prominent acknowledgment of the relationship between the smaller details
and examples with the main ideas presented in the lecture. In contrast, the
exact opposite phenomenon occurred within his Honors 394 class; the typed
notes consistently scored higher in the “meaning” category.
Due to the disparities between the “meaning” scores of the Chem 142 and
Honors 394, the only class that revealed a significant difference between the
typed notes and the handwritten notes was Honors 394, in favor of typed notes.
In the Chemistry 142 class, Student 1’s typed notes had better “format” scores,
comparable “organization” scores, and lower “meaning” scores than the
handwritten notes so that the overall averages between the two methods of
transcription were approximately equal. In the Honors 394 class, the typed
notes scored higher in “format,” comparable in “organization,” and higher in
“meaning,” so the typed notes had an overall higher score than the
handwritten notes.
When I revealed my findings to Student 1, he was not very surprised. Student 1

initially told me that he found it easier to take better notes in class with his
laptop, except for when he had to write “anything involving numbers or
formulas because it is much easier to write them than type them.” Despite the
inclusion of numbers, formulas, or symbols, Student 1 claims that he types
faster than he writes, making it easier to keep up with the professor during the
lecture. Therefore, when he saw that his typed notes scored better than his
handwritten notes in his Honors 394 class but not in his Chemistry 142 class,
he believed that the differences in the types of lectures resulted in these
varying results between the two classes.
Another aspect that interested me about Student 1’s notetaking habits was the
various distractions associated with each method of notetaking. A few studies
reveal that the inclusion of technology in the classroom may actually hinder
students because they might end up multitasking by checking Facebook,
reading e-mails, or playing games, but this does not take into account the
distracting nature of handwritten notes. When I came to collect Student 1’s
notes, I noticed that both handwritten notes had doodles drawn in the margin;
Student 1 admitted that he usually doodled a lot during lectures. However,
Student 1 also admitted that he checked Facebook “maybe once or twice”
during lectures when he used his laptop. When I asked him whether he
thought doodling or Facebook was more distracting in the lecture, he said “I
doodle more than I check Facebook, but I can listen to the lecture while
doodling; with Facebook I don’t really listen that much.”
In the end, Student 1 believes that he can take better notes with the laptop for
lectures that are more word intensive rather than number intensive. However,
the typed notes are not so decidedly better to make him want to carry around
his “really heavy” laptop to all of his classes so he plans to continually
handwrite his notes.
STUDENT 2’S HONORS 230 NOTES
Typed Typed Written Written

#1 #2 #1 #2
FORMAT 10 9 7 11
MEANING 10 9 7 10
Average Score Typing: 30 Writing: 26
Although the quality of Student 2’s notes vacillates more than Student 1’s notes,
there are still evident patterns within the scoring system that can help identify
his beneficial tendencies with each method of notetaking. Student 2 stated that
he was never taught any particular form of notetaking, but he is intuitively able
to structure notes in a coherent, organized manner when the lecture logically
progresses through topics in a manner conducive to notetaking.
In all three of the categories, format, organization, and meaning, Student 2’s
typed notes score higher than his handwritten notes. Again, Student 2 was not
particularly surprised by these results, claiming that “once [he] actually sat
down and looked at the differences between the two, it was really obvious how
much better the typed notes were.” The lowest-scoring handwritten notes were
all squeezed into a tiny space and featured a jumbled diagram filled with
arrows doubling back to certain points and words crossed out. The lowest-
scoring typed notes were not much more sophisticated in an overall sense, just
listing random strings of details with spaces in between, but the utilization of
the word processing made the results more legible, more organized, and more
understandable. When I asked Student 2 about why he thought his typed notes
scored higher, he claimed that “the format helped to organize ideas and put
down relevant information.”
Another positive incentive for Student 2 to type notes would be the differences
in transcription speed for each method; Student 2 answered definitively that he
can type faster than he writes. This benefit was evident when analyzing the
differences between the higher-scoring typed notes and the higher-scoring
handwritten notes. In the typed notes, Student 2 was able to organize his
thoughts more clearly because he spent less time having to type out all the
details; the headings and subtopics were consistently grouped together and he
was able to summarize his thoughts in more detail than the handwritten notes.
In terms of distractions, Student 2 also found himself doodling on his

handwritten notes and checking Facebook occasionally when he used his
laptop. However, Student 2 was more certain that the doodling was more of a
distraction than Facebook was, adding another positive aspect towards typed
notes. Also, similar to Student 1, Student 2 mentioned that he believes that the
laptop would be more useful for non-mathematical classes due to the difficulty
of entering numbers and formulas into the computer.
Overall, Student 2 decided that the utilization of the laptop to take notes would
be beneficial to his learning in the Honors 394 class, but he also doubts that the
benefits from taking notes on the laptop would outweigh the negative aspects
of having to carry his laptop around such a large campus.
DISCUSSION
Overall, typing notes was found to be more beneficial for students in this study
due to three inherent advantages of the laptop — accessibility/legibility,
transcription speed, and organization. For instance, in all of the word-intensive
classes, the “format” score of the typed notes for both students was
consistently higher, due to the advantage of legibility and accessibility using a
laptop. One of the most significant and overlooked aspects of notetaking is the
ability to review one’s notes, and it was apparent that notes that were typed
were easier to access and to read, making them more beneficial for student
learning. As for transcription speed, both students were able to type faster,
which made it easier to keep up with the professor, record details, and focus on
connecting the main ideas of the lecture with those details. Being able to
transcribe the lecture quicker allowed the students to score higher in the
“meaning” category for the word-intensive classes. In contrast, for the
number-intensive class, the utilization of a laptop actually hindered the
transcription speed of the student because it was more difficult to input
numbers and formulae while typing; therefore, the scores in the “meaning”
category were actually higher for the handwritten notes in Student 1’s
Chemistry 142 class. Finally, the even spacing, bullet points, and indenting
provided by word processing helped the students keep their notes more
organized than they normally would be when handwriting. As a result, both
students used headings, subtopics, and bullet points more o en with their
typed notes and this was revealed through higher scores in the “organization”
category.
Another interesting aspect of the data that requires explanation is that Student
2’s typed notes only score higher than his written notes when averaged, but not
individually — that is to say, one of the handwritten notes scored higher than
one of his typed notes even though typed notes scored higher than the
handwritten notes when averaged. Although it may seem like this example
refutes the idea that typed notes are more beneficial than handwritten notes
for writing-intensive classes, it might just suggest that typed notes are only
comparatively better than handwritten notes for word-intensive classes. Since
the method of transcription is not the only variable affecting the quality of the
notes, the reason that one of Student 2’s typed notes scored lower than another
set of handwritten notes could easily be attributed to a variety of other factors
such as the material covered during that class, the mode of presentation,
and/or the mood of the student. It is possible that if Student 2 had handwritten
his notes on the same day that he typed the lower-quality typed notes, he
would have scored even lower. Therefore, the individual scores of each
transcription method should not be compared because it does not account for
variation due to many other confounding variables; rather, the averaged scores
for each transcription method should be compared, which reveals that typed
notes are more beneficial for students in a word-intensive class.
While this study does suggest that typing notes is more beneficial for students,
there are not enough people sampled to completely assert this idea. One would
need to use a large number of participants to definitively prove that one
method of transcription is more beneficial than another. However, even
though the quantitative results of this study are not necessarily able to be
generalized to the rest of the undergraduate population, they still reveal
valuable pieces of information about the notetaking process that should be
studied in further detail in the future.
1. There are differences between typed notes and handwritten notes
While one could potentially argue against the validity of the quantitative data
analysis utilizing the NOTES evaluation system, it is undeniable that there are
quantifiable differences between the two methods of transcription. Even if one
has qualms with the means of assessing what qualifies as a beneficial
notetaking strategy, the differences in format, organization, and meaning
between the notes are quite apparent. This fact holds significance because it
paves the way for future studies to explore which method is more beneficial for
students; if this study had found that the typed and handwritten notes of each
student were mostly similar, that would indicate that there is likely no need to
pursue future research on the efficacy of competing transcription methods.
2. The most beneficial method of transcription is not constant between

different classes
Most evident in Student 1’s case, typed notetaking was found to be more
beneficial for word-intensive lectures, but not necessarily for number-
intensive classes. Although Student 2 did not quantitatively assert this principle
(since he was unable to take notes in a math/science class), he mimicked this
idea throughout his interview, much like Student 1 did. While not entirely
surprising, this does have important ramifications for further research into
notetaking in the classroom. Different classes require different notetaking
methods and/or skills, and this fact should serve as a call for future researchers
to analyze how notetaking and learning differs between various classes within
the university.
3. Notetaking distractions are quite universal, regardless of transcription

method
One of the leading arguments against the inclusion of new technology in the
classroom is the supposed distracting nature of these devices. While it may be
true that laptops in the classroom pose distractions for students, it is uncertain
whether these distractions are significantly more disruptive than any other
form of distraction caused by handwritten notes. For both Student 1 and
Student 2, doodling was definitely a distraction during their class lectures;
most of their notes had doodles on them and they confirmed that doodling was
a distraction in their interviews. Even though it is unclear whether doodling or
Facebook is more distracting — Student 1 and Student 2 gave contradictory
answers on the issue — it is at least worth noting that distractions happen with
both methods of transcription. Therefore, instructors who forbid laptops in
their classroom because of their “distracting nature” may want to reconsider
their policies, especially if further studies confirm that typing notes is more
beneficial for students in their particular class.
Due to a small sample size, my findings may not definitively prove that typing
trumps handwriting notes, but they do reveal that there is a way to
quantitatively evaluate the differences between typed and handwritten notes
and that there are differences worth studying. As technology advances and
becomes an increasingly integral part of education, it is crucial for researchers
to continuously study how these technological advances impact students’
notetaking. For instance, my participants were only using laptops, but there
could be new and different results for a technology like the iPad, which has a
touch screen. Technology in the classroom will continue to change, and it is
essential that researchers continuously study the effects on students’
notetaking so that they can implement their findings and hopefully foster
positive notetaking strategies within the classroom.
WORKS CITED
D’Agostino, Susan. “Facebook and Texting vs. Textbooks and Faces.” Math Horizons.
18.1 (2010): 34. JSTOR. Web. 19 Oct. 2011. www.jstor.org/stable/10.4169/1
94762110X525548.
Dunn, Bill, and David Reay. “Word Processing and the Keyboard: Comparative Effects
of Transcription on Achievement.” Journal of Educational Research. 82.4 (1989):
237–45. JSTOR. Web. 19 Oct. 2011. www.jstor.org/stable/27540347.
Eggert, David C., and Robert L. Williams. “Notetaking in College Classes: Student
Patterns and Instructional Strategies.” Journal of General Education. 51.3 (2002):
Palmatier, Robert A., and J. M. Bennett. “Notetaking Habits of College Students.”
Journal of Reading. 18.3 (1974): 215–18. JSTOR. Web. 23 Oct. 2011.
www.jstor.org/stable/40009958.
Stahl, Norman A., James R. King, and William A. Henk. “Enhancing Students’
Notetaking through Training and Evaluation.” Journal of Reading. 34.8 (1991):
READING FOR MEANING
1. Read to Summarize. Write a sentence or two restating in your own words

what Hertogs is evaluating in his essay, and what he concludes based on
his research.
2. Read to Respond. Write a paragraph analyzing anything in the essay that
you find surprising, such as how some of the results of his study depended
on whether the class was number intensive or word intensive (par. 27).
3. Read to Analyze Assumptions. Write a paragraph or two analyzing an
assumption you find intriguing in Hertogs’s essay. For example:
Assumptions about the value of a single study. Hertogs writes, “In general,
there are inconclusive results regarding the effectiveness of competing
transcription methods for expository compositions and virtually no results
on transcription methods for notetaking. However, by synthesizing what
other researchers have found to be beneficial notetaking strategies —
higher transcription speed, accessible storage, organization, etc. — with
data I collected from two university students, this study will fill the gap in
the research by assessing the effectiveness of each method of
transcription for notetaking” (par. 5)
Hertogs assumes that this study will fill in the gap he describes in
research on this subject. Is this an accurate representation of the
contribution of this study? How else might you characterize its
contribution?
Studies are not always replicated, making the results of a single study
hard to verify. While the results from a single study may not definitively
verify a hypothesis, what can you do with results from a single study?
What are other ways you can use the results?
Assumptions about where scientific findings lead. Hertogs concludes with

the following statement: “Technology in the classroom will continue to
change, and it is essential that researchers continuously study the effects
on students’ notetaking so that they can implement their findings and
hopefully foster positive notetaking strategies within the classroom” (par.
29).
What specific assumptions does Hertogs make about the usefulness of
his findings? Who will benefit from them and how?
What assumptions do you have about the usefulness of scientific
findings? Where do these come from? To what extent do they align with
Hertogs’s assumptions?
In research-based evaluations, judgments based on evidence are especially

important. Depending on the discipline or field within which the research has
been conducted, what counts as evidence can vary considerably. In the
humanities, for example, personal experience may count as evidence, but in
the sciences they may not. Expert testimony may be relevant in one field but
not another, while statistics may be paramount in one discipline but
unnecessary to support a judgment in another discipline.
In the case of Hertogs’s research-based essay, his evaluation appears in the

“Discussion” section. He writes, “Even though the quantitative results of this
study are not necessarily able to be generalized to the rest of the
undergraduate population, they still reveal valuable pieces of information
about the notetaking process that should be studied in further detail in the
future” (par. 25). He goes on to list three of these findings:
1. There are differences between typed notes and handwritten notes

2. The most beneficial method of transcription is not constant between
different classes
3. Notetaking distractions are quite universal, regardless of transcription
method
ANALYZE & WRITE

1. Locate the evidence in Hertogs’s essay that supports his three findings.
2. What kinds of evidence does Hertogs provide? Does it seem appropriate and credible? Why or
why not?
3. How does Hertogs address the limitations of his evidence? What is the effect of this on you as a
reader? Does this strengthen his evaluation? Why or why not?
Ian Bogost
Brands Are Not Our Friends
Dr. Ian Bogost is an author and an award-winning game designer. He is Ivan Allen
College Distinguished Chair in Media Studies and Professor of Interactive Computing
at the Georgia Institute of Technology, where he also holds an appointment in the
Scheller College of Business. Bogost is also Founding Partner at Persuasive Games
LLC, an independent game studio, and a Contributing Editor at The Atlantic. He is
author or co-author of several books and the co-editor of the Platform book series at
MIT Press, and the Object Lessons book and essay series, published by The Atlantic
and Bloomsbury.
Before you read, notice that Bogost begins with a narrative about Comcast’s
“pizza delivery stunt.” How does this story prepare you for what follows?
As you read, consider how effectively Bogost establishes his credibility as
someone in a position to comment on the relationships that brands try to
establish with customers. What in his evaluation helps demonstrate his
expertise?
I didn’t realize how seriously companies take social media until last
year, when I opened my front door and saw a delivery guy holding a
stack of pizza boxes up to his chin.
Comcast had recently started advertising mobile-phone service

where I live. Given that Comcast and AT&T were already the only
local choices for broadband and cable, the move felt like an
ominous sign of even more industry consolidation. I took to Twitter
to air this worry. “It’s nice that Comcast is offering mobile phone
service now,” I posted. “But until I can get Comcast delivery pizza I
will remain empty inside.”
It wasn’t the best joke I’d made on the internet, but Comcast didn’t
mind. The company saw my tweet and responded: “Hey Ian, you
rang? DM us the address where you would like it delivered & we’ll
make it happen.” I thought I was calling Comcast’s bluff by
answering that I wanted gluten-free mushroom pizza, and that
because I was a customer, the company should know my address.
“Do your brand thang,” I quipped.
This was hardly my first digital interaction with a corporation.

DiGiorno Pizza was my Twitter buddy for a while, although we seem
to have fallen out of touch. I once scorned Jolly Ranchers, only to
have the brand chat me up moments later. Northern Tool, a tool and
machinery company, chimed in on a photo I tweeted of its catalog.
Cinnabon helped me win a dispute about how to pronounce its
product (“like James Bond”). I assumed these brands targeted me
because I have a decent Twitter following and write o en for The
Atlantic. And I thought I knew how these conversations went — they
were quick and lighthearted, mildly amusing if also a bit invasive.
Mostly, they were forgettable.
Then the pizzas arrived. Ten of them, from a local place that delivers
gluten-free pies. I was surprised, which is exactly the outcome
Comcast was a er.
In marketing, conventional wisdom holds that small surprises can

yield a big benefit for a limited cost, especially if they go viral.
Marketers have a name for Comcast’s pizza-delivery stunt: a strategy
of “surprise and delight.”
About 15 years ago, before Twitter existed, companies paid agencies

for “guerrilla” and “buzz” marketing; the agencies would
surreptitiously seed conversations about the companies in chat
rooms and on message boards, and report back on the sentiments
they saw there. Then the social platforms arrived: Blogger, Myspace,
YouTube, and others.
That’s what spawned the new social-media-management economy.

Around 2010, when the Citizens United Supreme Court ruling
reinforced the breadth and power of corporate personhood in
America, businesses started developing online personalities. Now
almost every brand is a #brand too. Spend enough time perusing
corporations’ social accounts, and you’ll start to see distinct
personas emerge: Wendy’s is catty; Arby’s is geeky; Charmin is, well,
cheeky. This shi has ushered in a whole new job category.
Companies employ social-media managers and online-content
specialists to trawl Facebook, Twitter, Instagram, and other
platforms, looking for opportunities to engage — a favorite word of
online advertisers — or in my case, to send pizza. (Because I
sometimes cover issues related to Comcast for The Atlantic, I gave
away as many of the pizzas as I could and reimbursed Comcast for
the cost.)
It’s not just the big fish like Comcast. Steak-umm is a family-owned
company based in Reading, Pennsylvania, that sells frozen sliced
beef for making Philly cheesesteaks at home. I ate the beef
occasionally in the 1980s, but I’d forgotten about it until I noticed the
company on Twitter several years ago. At the time, it seemed
ridiculous that a frozen-beef producer would be there at all. Still, I
followed the account. Then, last year, I received a direct message
asking me, personally, to share a Change.org petition advocating for
Steak-umm’s account to receive the blue check mark that indicates
an account has been verified by Twitter.
Steak-umm’s marketing team, I later learned, was trying to recruit

followers and fans by casting the verification campaign as a Rust
Belt underdog story: a regional frozen-beef company versus social-
media hotshots like Wendy’s. The team told me that it had started by
enlisting a few comedians and mid-tier celebrities who had
mentioned Steak-umm on Twitter. But the process for reaching
people like me was more sophisticated. Using a so ware service
called Crimson Hexagon, Nathan Allebach, who manages Steak-
umm’s social-media accounts, was able to home in on the
geographic locations, interests, and social-media-usage patterns
common to the younger audience Steak-umm hoped to connect with
on Twitter. The so ware identified gaming, a sector I work in, as one
of those interests — which made me a compelling target. (Many
people singled out by brands on Instagram or Twitter may not know
how they came to a company’s attention. Part of the answer is
sophisticated so ware. Crimson Hexagon, for example, can identify
objects and corporate logos in photos — a Pepsi T-shirt, say, or a Mr.
Coffee coffee maker in the background — enabling companies to
discover what someone owns or uses even if the person doesn’t tag a
brand.)
Matt Dickman, who runs digital communications for Comcast, told

me that in the case of the pizza delivery, my original tweet would
have been routed to Comcast’s Xfinity Mobile brand team, which
explains how the company was able to find my address and ship
pizzas there. The same infrastructure that allows Comcast to
respond quickly to service issues on Twitter (in my experience,
much faster than when you call) gives it a platform for clever
marketing. In other words, brands have learned to go beyond
reacting to customers’ complaints and anticipate what might
enchant them — playing offense, not just defense. Which brings us
to the case of the Kit Kat marriage proposal.
This spring, Haley Byrd, a congressional reporter at The Weekly

Standard, posted a tweet mocking her boyfriend, Evan Wilt, for
eating a Kit Kat bar by biting across its entire width rather than
breaking off the individual wafers. Hershey’s (which makes the
candy in the U.S.) sent the couple a box of Kit Kat bars with eating
instructions, a cute gesture that Byrd thought was the end of the
matter. But her tweet had gone viral, and behind the scenes, a
Hershey’s brand-publicity representative, Anna Lingeris, conspired
with Wilt to design a Kit Kat-shaped ring box, which Wilt deployed
for his proposal in July. The result: a happy couple, and a haul of
cheap publicity for Hershey’s.
Byrd has nearly 50,000 Twitter followers. But not everyone at the
receiving end of an elaborate branding exercise has as wide a reach
— and according to the marketers I spoke with, that’s fine. They
seem to delight in their own endeavors as much as their customers
are supposed to. Allebach sounded wistful when describing late-
night therapy sessions with lonely, down-on-their-luck Steak-umm
fans. Once, he told me, the company sent Walmart gi cards to a
customer whose apartment had burned in a fire. Lingeris expressed
deep pride in her role in Wilt and Byrd’s Kit Kat engagement.
Dickman said Comcast doesn’t pursue its surprise-and-delight

affairs just to target “influencers,” a term he thinks is becoming
meaningless. “The potential for something to be propelled forward
by someone doesn’t really depend on how many followers they
have,” he said. “It depends on how you treat them.” A positive
experience can cement a customer relationship. Dickman cites the
time a man asked Comcast how a friend’s son, who was in the
hospital, could watch a Chicago Bears game, and the company gave
him tickets. (The hospital granted the boy leave to attend the game.)
“Nobody saw any of this,” Dickman told me, saying that any
resulting publicity is “just a bonus if it happens.”
A er the pizzas arrived, Xfinity Mobile told me something similar in

a private message on Twitter: “There’s absolutely no obligation or
request for you to write about this. In fact, we are just glad you
enjoyed it.”
But it’s human nature to feel obligated when someone — even a

company — does something for you. That can make the people on
the receiving end of social-media marketing feel snared in corporate
traps. The fire victim was probably appreciative, but will he later
feel indebted to a frozen-meat company? Likewise, Evan Wilt and
Haley Byrd’s union is now forever bound to a chocolate bar.
As for me, here I am — with some ambivalence — giving Comcast

publicity for its pizza stunt, doing the very thing the company
claimed it didn’t expect. Social media has made it easier than ever
for companies to connect with people. These new, personal bonds
between companies and customers feel uncanny — the brands are
not real human friends, exactly, but neither are they faceless
corporations anymore. Isn’t that the point, though? Branding’s
purpose is to get under your skin, to make you remember an
otherwise forgettable company or product. When the surprise
wanes, that feels a lot less delightful.
READING FOR MEANING
1. Read to Summarize. Write a sentence or two restating in your

own words what Bogost is evaluating in his essay, and what he
ultimately thinks about this topic.
2. Read to Respond. Write a paragraph analyzing anything in the
essay that you find surprising, such as the assertion that
“businesses [have] started developing online personalities” (par.
8) or “branding’s purpose is to get under your skin” (par. 17).
analyzing an assumption you find intriguing in Bogost’s essay.
For example:
Assumptions about human nature. “It’s human nature to feel

obligated when someone — even a company — does something
for you. That can make the people on the receiving end of
social-media marketing feel snared in corporate traps,”
proclaims Bogost (par. 16).
Bogost assumes that all people would feel obligated to return
a favor when someone, including companies, does something
nice for them. Is this an accurate assumption? Are there
exceptions you can think of? Where do you think this
assumption comes from in our culture?
Bogost suggests that sometimes this sense of obligation also
produces a sense of being trapped by the company (par. 16).
What are your assumptions about how humans respond
when they feel trapped? Are these assumptions addressed or
explored in Bogost’s essay? If so, how, and if not, why not?
Assumptions about when ambivalence is appropriate. Many

evaluations offer a concrete judgment about whatever is being
evaluated. When you are ambivalent, though, you have mixed
feelings about someone or something. In the final paragraph of
his essay, though, Bogost writes, “As for me, here I am — with
some ambivalence — giving Comcast publicity for its pizza
stunt, doing the very thing the company claimed it didn’t
expect” (par. 17). Implied in this judgement is an assumption
about the acceptability of ambivalence when evaluating
something. By ending his essay this way, Bogost suggests that it
is okay to be ambivalent, to neither endorse or reject what it is
you are evaluating.
What assumptions do you have about the appropriateness of
ambivalence in different contexts and where do you think
those assumptions come from? Can you think of contexts in
which you think ambivalence should be encouraged or
discouraged?
Are you satisfied with Bogost’s ending and his articulation of
ambivalence as opposed to a more concrete judgement? What
does your reaction to the ending suggest about your
assumptions regarding when ambivalence is appropriate?
Presenting the Subject
Writers of evaluative essays usually begin by identifying the subject

being evaluated, as can be seen throughout this chapter. The
strategies used to present the subject include naming it (o en in the
title, as Etzioni does in “Working at McDonalds”). But if, as in
Etzioni’s case, the name (McDonald’s) is meant to stand for a general
category or genre (fast-food restaurant jobs), then naming other
familiar examples of the genre may also be necessary (“Roy Rogers,
Baskin Robbins, Kentucky Fried Chicken” [par. 5]). Later in this
chapter, in “Kid’s Should Play, Not Compete,” Christine Romano uses
the same two strategies when she names her subject (“organized
competitive sports” for kids) and cites two examples of the genre
(“Peewee Football and Little League Baseball” [par. 1]). Identifying
the genre is important for all subjects, particularly when the subject
is not one with which most people are familiar, as in the case of the
“surprise and delight” (par. 6) marketing strategy described by
Bogost. As a critical reader, you will want to think about how Bogost
presents this strategy that companies are increasingly using and
whether the criteria he applies are appropriate.
ANALYZE & WRITE

Write a paragraph analyzing how Bogost presents the “surprise and delight” marketing
strategy.
1. Reread paragraphs 1–8, noting how Bogost introduces this strategy. What kinds
of examples and information does he share with his audience so they
understand what he will be evaluating?
2. How do the additional examples and details Bogost includes in later paragraphs
help you understand why this is an important subject and one worth evaluating?
3. How fair do you think Bogost’s evaluation of this marketing strategy is,
considering that the goal of marketing is to publicize a company in order to gain
more customers?
Malcolm Gladwell
What College Rankings Really Tell Us
Malcolm Gladwell (b. 1963) has a BA in history from the University of Toronto. He is a
staff writer for the New Yorker magazine and has written a number of best-selling
books, including Outliers: The Story of Success (2008), Blink: The Power of Thinking
without Thinking (2005), and most recently, David and Goliath: Underdogs, Misfits, and
the Art of Battling Giants (2013). He also hosts the podcast Revisionist History and has
given several TED talks. He has received the American Sociological Association
Award for Excellence in the Reporting of Social Issues and was named one of the
hundred most influential people by Time magazine. “What College Rankings Really
Tell Us” (2011) evaluates the popular U.S. News “Best Colleges” annual guide. You may
be familiar with this guide and may have even consulted it when selecting a college.
Excerpted from a longer New Yorker article, Gladwell’s evaluation focuses on the U.S.
News ranking system.
Before you read, think about the criteria that are important to you for choosing
a college.
As you read, Gladwell’s review, consider who, besides prospective college
students, would be likely to think the criteria U.S. News uses to rank colleges are
important, and why.
Car and Driver conducted a comparison test of three sports cars, the
Lotus Evora, the Chevrolet Corvette Grand Sport, and the Porsche
Cayman S. … Yet when you inspect the magazine’s tabulations it is
hard to figure out why Car and Driver was so sure that the Cayman is
better than the Corvette and the Evora. The trouble starts with the
fact that the ranking methodology Car and Driver used was
essentially the same one it uses for all the vehicles it tests — from
S.U.V.s to economy sedans. It’s not set up for sports cars. Exterior
styling, for example, counts for four per cent of the total score. Has
anyone buying a sports car ever placed so little value on how it
looks? Similarly, the categories of “fun to drive” and “chassis” —
which cover the subjective experience of driving the car — count for
only eighty-five points out of the total of two hundred and thirty-five.
That may make sense for S.U.V. buyers. But, for people interested in
Porsches and Corvettes and Lotuses, the subjective experience of
driving is surely what matters most. In other words, in trying to
come up with a ranking that is heterogeneous — a methodology that
is broad enough to cover all vehicles — Car and Driver ended up with
a system that is absurdly ill-suited to some vehicles … .
A heterogeneous ranking system works if it focuses just on, say, how

much fun a car is to drive, or how good-looking it is, or how
beautifully it handles. The magazine’s ambition to create a
comprehensive ranking system — one that considered cars along
twenty-one variables, each weighted according to a secret sauce
cooked up by the editors — would also be fine, as long as the cars
being compared were truly similar. It’s only when one car is thirteen
thousand dollars more than another that juggling twenty-one
variables starts to break down, because you’re faced with the
impossible task of deciding how much a difference of that degree
ought to matter. A ranking can be heterogeneous, in other words, as
long as it doesn’t try to be too comprehensive. And it can be
comprehensive as long as it doesn’t try to measure things that are
heterogeneous. But it’s an act of real audacity when a ranking
system tries to be comprehensive and heterogeneous — which is the
first thing to keep in mind in any consideration of U.S. News & World
Report’s annual “Best Colleges” guide.
The U.S. News rankings … relies on seven weighted variables:
1. Undergraduate academic reputation, 22.5 per cent

2. Graduation and freshman retention rates, 20 per cent
3. Faculty resources, 20 per cent
4. Student selectivity, 15 per cent
5. Financial resources, 10 per cent
6. Graduation rate performance, 7.5 per cent
7. Alumni giving, 5 per cent
From these variables, U.S. News generates a score for each

institution on a scale of 1 to 100. … This ranking system looks a great
deal like the Car and Driver methodology. It is heterogeneous. It
doesn’t just compare U.C. Irvine, the University of Washington, the
University of Texas–Austin, the University of Wisconsin– Madison,
Penn State, and the University of Illinois, Urbana–Champaign — all
public institutions of roughly the same size. It aims to compare Penn
State — a very large, public, land-grant university with a low tuition
and an economically diverse student body, set in a rural valley in
central Pennsylvania and famous for its football team — with
Yeshiva University, a small, expensive, private Jewish university
whose undergraduate program is set on two campuses in Manhattan
(one in midtown, for the women, and one far uptown, for the men)
and is definitely not famous for its football team.
The system is also comprehensive. It doesn’t simply compare
schools along one dimension — the test scores of incoming
freshmen, say, or academic reputation. An algorithm takes a slate of
statistics on each college and transforms them into a single score: it
tells us that Penn State is a better school than Yeshiva by one point.
It is easy to see why the U.S. News rankings are so popular. A single
score allows us to judge between entities (like Yeshiva and Penn
State) that otherwise would be impossible to compare … .
A comprehensive, heterogeneous ranking system was a stretch for

Car and Driver — and all it did was rank inanimate objects operated
by a single person. The Penn State campus at University Park is a
complex institution with dozens of schools and departments, four
thousand faculty members, and forty-five thousand students. How
on earth does anyone propose to assign a number to something like
that?
The first difficulty with rankings is that it can be surprisingly hard to

measure the variable you want to rank — even in cases where that
variable seems perfectly objective. … There’s no direct way to
measure the quality of an institution — how well a college manages
to inform, inspire, and challenge its students. So the U.S. News
algorithm relies instead on proxies for quality — and the proxies for
educational quality turn out to be flimsy at best.
Take the category of “faculty resources,” which counts for twenty
per cent of an institution’s score (number 3 on the chart above).
“Research shows that the more satisfied students are about their
contact with professors,” the College Guide’s explanation of the
category begins, “the more they will learn and the more likely it is
they will graduate.” That’s true. According to educational
researchers, arguably the most important variable in a successful
college education is a vague but crucial concept called student
“engagement” — that is, the extent to which students immerse
themselves in the intellectual and social life of their college — and a
major component of engagement is the quality of a student’s
contacts with faculty. … So what proxies does U.S. News use to
measure this elusive dimension of engagement? The explanation
goes on:
We use six factors from the 2009–10 academic year to assess a school’s commitment to
instruction. Class size has two components, the proportion of classes with fewer than
20 students (30 percent of the faculty resources score) and the proportion with 50 or
more students (10 percent of the score). Faculty salary (35 percent) is the average
faculty pay, plus benefits, during the 2008–09 and 2009–10 academic years, adjusted
for regional differences in the cost of living. … We also weigh the proportion of
professors with the highest degree in their fields (15 percent), the student-faculty
ratio (5 percent), and the proportion of faculty who are full time (5 percent).
This is a puzzling list. Do professors who get paid more money really
take their teaching roles more seriously? And why does it matter
whether a professor has the highest degree in his or her field?
Salaries and degree attainment are known to be predictors of
research productivity. But studies show that being oriented toward
research has very little to do with being good at teaching. Almost
none of the U.S. News variables, in fact, seem to be particularly
effective proxies for engagement. As the educational researchers
Patrick Terenzini and Ernest Pascarella concluded a er analyzing
twenty-six hundred reports on the effects of college on students:
A er taking into account the characteristics, abilities, and backgrounds students

bring with them to college, we found that how much students grow or change has
only inconsistent and, perhaps in a practical sense, trivial relationships with such
traditional measures of institutional “quality” as educational expenditures per
student, student/faculty ratios, faculty salaries, percentage of faculty with the highest
degree in their field, faculty research productivity, size of the library, [or] admissions
selectivity … .
There’s something missing from that list of variables, of course: it

doesn’t include price. That is one of the most distinctive features of
the U.S. News methodology. Both its college rankings and its law-
school rankings reward schools for devoting lots of financial
resources to educating their students, but not for being affordable.
Why? [Director of Data Research Robert] Morse admitted that there
was no formal reason for that position. It was just a feeling. “We’re
not saying that we’re measuring educational outcomes,” he
explained. “We’re not saying we’re social scientists, or we’re
subjecting our rankings to some peer-review process. We’re just
saying we’ve made this judgment. We’re saying we’ve interviewed a
lot of experts, we’ve developed these academic indicators, and we
think these measures measure quality schools.”
As answers go, that’s up there with the parental “Because I said so.”
But Morse is simply being honest. If we don’t understand what the
right proxies for college quality are, let alone how to represent those
proxies in a comprehensive, heterogeneous grading system, then
our rankings are inherently arbitrary. … U.S. News thinks that
schools that spend a lot of money on their students are nicer than
those that don’t, and that this niceness ought to be factored into the
equation of desirability. Plenty of Americans agree: the campus of
Vanderbilt University or Williams College is filled with students
whose families are largely indifferent to the price their school
charges but keenly interested in the flower beds and the spacious
suites and the architecturally distinguished lecture halls those high
prices make possible. Of course, given that the rising cost of college
has become a significant social problem in the United States in
recent years, you can make a strong case that a school ought to be
rewarded for being affordable … .
The U.S. News rankings turn out to be full of these kinds of implicit
ideological choices. One common statistic used to evaluate colleges,
for example, is called “graduation rate performance,” which
compares a school’s actual graduation rate with its predicted
graduation rate given the socioeconomic status and the test scores
of its incoming freshman class. It is a measure of the school’s
efficacy: it quantifies the impact of a school’s culture and teachers
and institutional support mechanisms. Tulane, given the
qualifications of the students that it admits, ought to have a
graduation rate of eighty-seven per cent; its actual 2009 graduation
rate was seventy-three per cent. That shortfall suggests that
something is amiss at Tulane. Another common statistic for
measuring college quality is “student selectivity.” This reflects
variables such as how many of a college’s freshmen were in the top
ten per cent of their high-school class, how high their S.A.T. scores
were, and what percentage of applicants a college admits. Selectivity
quantifies how accomplished students are when they first arrive on
campus.
Each of these statistics matters, but for very different reasons. As a

society, we probably care more about efficacy: America’s future
depends on colleges that make sure the students they admit leave
with an education and a degree. If you are a bright high-school
senior and you’re thinking about your own future, though, you may
well care more about selectivity, because that relates to the prestige
of your degree … .
There is no right answer to how much weight a ranking system

should give to these two competing values. It’s a matter of which
educational model you value more — and here, once again, U.S.
News makes its position clear. It gives twice as much weight to
selectivity as it does to efficacy … .
Rankings are not benign. They enshrine very particular ideologies,

and, at a time when American higher education is facing a crisis of
accessibility and affordability, we have adopted a de facto standard
of college quality that is uninterested in both of those factors. And
why? Because a group of magazine analysts in an office building in
Washington, D.C., decided twenty years ago to value selectivity over
efficacy.
READING FOR MEANING
1. Read to Summarize. Write a sentence or two identifying

Gladwell’s overall judgment and his main reasons.
resonates with your experience, such as the research finding
that “student ‘engagement’ — that is, the extent to which
students immerse themselves in the intellectual and social life
of their college” may be “the most important variable in a
successful” educational experience (par. 7); or the fact that
“price” was not included as a variable in the U.S. News college
rankings.
analyzing an assumption you find intriguing in Gladwell’s essay.
For example:
Assumptions about ideology. Ideology means the ideas, beliefs,

values, and concerns of an individual or a group, and it o en
centers on issues concerning power and equality. Gladwell
asserts that “The U.S. News rankings turn out to be full of …
implicit ideological choices” (par. 11), such as not including
affordability, and valuing “selectivity over efficacy” in its
ranking formula (par. 14).
Gladwell criticizes rankings in general and the U.S. News
ranking system in particular for having harmful effects. Who
does a ranking system like that of the U.S. News benefit? Who
does it potentially harm?
In paragraph 14, Gladwell specifies “affordability” as an
important factor or criterion. In light of “the rising cost of
college,” he calls affordability “a significant social problem”
(par. 10). What does the omission of price indicate about the
ideology behind the U.S. News ranking system? Who should
care that some highly qualified students cannot afford to
attend the best colleges? Why?
Assumptions about efficacy and selectivity. Gladwell explains

that judging a school’s efficacy is o en at odds with judging its
selectivity. Efficacy refers to the effectiveness in graduating the
students the school accepted: in other words, the graduation
rate. Selectivity refers to who is accepted in the first place, and
therefore “quantifies how accomplished students are when they
first arrive on campus” (par. 11).
Why do you think Gladwell claims that “[a]s a society, we
probably care more about efficacy” … but “a bright high-
school senior … may well care more about selectivity” (par.
12)? What added benefits are there to attending a highly
selective, prestigious college?
What assumptions do we make about the value of a college
education? What is its value to you personally and to society
in general?
Responding to Objections and Alternative Judgments
Because it is a negative evaluation, one could say that Gladwell’s

entire essay is an implied refutation of those who think well of the
U.S. News college rankings. However, Gladwell also responds
specifically to comments made by Robert Morse, the director of data
research for U.S. News & World Report. Gladwell cues his refutation
with the rhetorical question “Why?” and he goes on to answer by
quoting Morse:
Why? [Director of Data Research Robert] Morse admitted that there was no formal
reason for that position. It was just a feeling. “We’re not saying that we’re measuring
educational outcomes,” he explained. (par. 9)
Not only does he present his reasons for disagreeing with Morse, but
Gladwell also expresses his attitude toward Morse’s explanation
through his choice of words. He continues in this tone when he
comments at the beginning of the next paragraph: “As answers go,
that’s up there with the parental ‘Because I said so’” (par. 10).
A writer’s tone, especially when sarcastic or mocking, can have a
strong effect on readers. Those who agree may appreciate it, but
those who disagree or are uncertain may be put off by it.
ANALYZE & WRITE

Write a paragraph analyzing Morse’s response to Gladwell and Gladwell’s response to
Morse:
1. Reread paragraph 9. How would you describe Morse’s response to Gladwell’s

criticism: Which of Gladwell’s points does Morse concede or refute?
2. Now reread paragraphs 10–12. How does Gladwell respond to Morse? How does
he concede or refute Morse’s response? How would you describe the tone, or
emotional resonance, of Gladwell’s response? Is he fair, mean, sarcastic,
something else?
3. Given Gladwell’s purpose and audience, how do you imagine readers would react
to Morse’s response to criticism as well as to Gladwell’s handling of Morse’s
response? How did you respond?
Christine Rosen
The Myth of Multitasking
Christine Rosen (b. 1973) holds a Ph.D. in history from Emory University and has
been a scholar at the New America Foundation and the American Enterprise
Institute. She has written several books, including The Extinction of Experience (2016),
My Fundamentalist Education (2005), and The Feminist Dilemma (2001). She also
coedited Acculturated: 23 Savvy Writers Find Hidden Virtue in Reality TV, Chic Lit, Video
Games, and Other Pillars of Pop Culture (2011). A commentator on bioethics and the
social effects of technology, she has frequently appeared on National Public Radio,
CNN, and Fox News and in other venues. Rosen’s essays have appeared in such
prestigious publications as the New York Times Magazine, Washington Post, Wall Street
Journal, National Review, and New Atlantis: A Journal of Technology & Society, where she
is a senior editor and where this essay originally appeared in 2008.
Before you read, think about what Rosen might mean by her title, “The Myth of
Multitasking.” What does the word myth lead you to expect her judgment to be?
As you read, think about your own experience with multitasking and what you
think its advantages and disadvantages are. How well does Rosen’s essay
resonate with your experience?
In one of the many letters he wrote to his son in the 1740s, Lord
Chesterfield offered the following advice: “There is time enough for
everything in the course of the day, if you do but one thing at once,
but there is not time enough in the year, if you will do two things at a
time.” To Chesterfield, singular focus was not merely a practical way
to structure one’s time; it was a mark of intelligence. “This steady
and undissipated attention to one object, is a sure mark of a
superior genius; as hurry, bustle, and agitation, are the never-failing
symptoms of a weak and frivolous mind.”
In modern times, hurry, bustle, and agitation have become a regular
way of life for many people — so much so that we have embraced a
word to describe our efforts to respond to the many pressing
demands on our time: multitasking. Used for decades to describe the
parallel processing abilities of computers, multitasking is now
shorthand for the human attempt to do simultaneously as many
things as possible, as quickly as possible, preferably marshaling the
power of as many technologies as possible.
In the late 1990s and early 2000s, one sensed a kind of exuberance
about the possibilities of multitasking. Advertisements for new
electronic gadgets — particularly the first generation of handheld
digital devices — celebrated the notion of using technology to
accomplish several things at once. The word multitasking began
appearing in the “skills” sections of résumés, as office workers
restyled themselves as high-tech, high-performing team players.
“We have always multitasked — inability to walk and chew gum is a
time-honored cause for derision — but never so intensely or self-
consciously as now,” James Gleick wrote in his 1999 book Faster. “We
are multitasking connoisseurs — experts in crowding, pressing,
packing, and overlapping distinct activities in our all-too-finite
moments.” An article in the New York Times Magazine in 2001 asked,
“Who can remember life before multitasking? These days we all do
it.” The article offered advice on “How to Multitask” with
suggestions about giving your brain’s “multitasking hot spot” an
appropriate workout.
But more recently, challenges to the ethos of multitasking have
begun to emerge. Numerous studies have shown the sometimes-
fatal danger of using cell phones and other electronic devices while
driving, for example, and several states have now made that
particular form of multitasking illegal. In the business world, where
concerns about time-management are perennial, warnings about
workplace distractions spawned by a multitasking culture are on the
rise. In 2005, the BBC reported on a research study, funded by
Hewlett-Packard and conducted by the Institute of Psychiatry at the
University of London, that found, “Workers distracted by e-mail and
phone calls suffer a fall in IQ more than twice that found in
marijuana smokers.” The psychologist who led the study called this
new “infomania” a serious threat to workplace productivity. One of
the Harvard Business Review’s “Breakthrough Ideas” for 2007 was
Linda Stone’s notion of “continuous partial attention,” which might
be understood as a subspecies of multitasking: using mobile
computing power and the Internet, we are “constantly scanning for
opportunities and staying on top of contacts, events, and activities in
an effort to miss nothing.”
Dr. Edward Hallowell, a Massachusetts-based psychiatrist who

specializes in the treatment of attention deficit/hyperactivity
disorder and has written a book with the self-explanatory title
CrazyBusy, has been offering therapies to combat extreme
multitasking for years; in his book he calls multitasking a “mythical
activity in which people believe they can perform two or more tasks
simultaneously.” In a 2005 article, he described a new condition,
“Attention Deficit Trait,” which he claims is rampant in the business
world. ADT is “purely a response to the hyperkinetic environment in
which we live,” writes Hallowell, and its hallmark symptoms mimic
those of ADD. “Never in history has the human brain been asked to
track so many data points,” Hallowell argues, and this challenge “can
be controlled only by creatively engineering one’s environment and
one’s emotional and physical health.” Limiting multitasking is
essential. Best-selling business advice author Timothy Ferriss also
extols the virtues of “single-tasking” in his book, The 4-Hour
Workweek.
Multitasking might also be taking a toll on the economy. One study

by researchers at the University of California at Irvine monitored
interruptions among office workers; they found that workers took
an average of twenty-five minutes to recover from interruptions
such as phone calls or answering e-mail and return to their original
task. Discussing multitasking with the New York Times in 2007,
Jonathan B. Spira, an analyst at the business research firm Basex,
estimated that extreme multitasking — information overload — costs
the U.S. economy $650 billion a year in lost productivity.
CHANGING OUR BRAINS
To better understand the multitasking phenomenon, neurologists

and psychologists have studied the workings of the brain. In 1999,
Jordan Grafman, chief of cognitive neuroscience at the National
Institute of Neurological Disorders and Stroke (part of the National
Institutes of Health), used functional magnetic resonance imaging
(fMRI) scans to determine that when people engage in “task-
switching” — that is, multitasking behavior — the flow of blood
increases to a region of the frontal cortex called Brodmann area 10.
(The flow of blood to particular regions of the brain is taken as a
proxy indication of activity in those regions.) “This is presumably
the last part of the brain to evolve, the most mysterious and exciting
part,” Grafman told the New York Times in 2001 — adding, with a
touch of hyperbole, “It’s what makes us most human.”
It is also what makes multitasking a poor long-term strategy for

learning. Other studies, such as those performed by psychologist
René Marois of Vanderbilt University, have used fMRI to
demonstrate the brain’s response to handling multiple tasks. Marois
found evidence of a “response selection bottleneck” that occurs
when the brain is forced to respond to several stimuli at once. As a
result, task-switching leads to time lost as the brain determines
which task to perform. Psychologist David Meyer at the University of
Michigan believes that rather than a bottleneck in the brain, a
process of “adaptive executive control” takes place, which
“schedules task processes appropriately to obey instructions about
their relative priorities and serial order,” as he described to the New
Scientist. Unlike many other researchers who study multitasking,
Meyer is optimistic that, with training, the brain can learn to task-
switch more effectively, and there is some evidence that certain
simple tasks are amenable to such practice. But his research has also
found that multitasking contributes to the release of stress
hormones and adrenaline, which can cause long-term health
problems if not controlled, and contributes to the loss of short-term
memory.
In one recent study, Russell Poldrack, a psychology professor at the

University of California, Los Angeles, found that “multitasking
adversely affects how you learn. Even if you learn while
multitasking, that learning is less flexible and more specialized, so
you cannot retrieve the information as easily.” His research
demonstrates that people use different areas of the brain for
learning and storing new information when they are distracted:
brain scans of people who are distracted or multitasking show
activity in the striatum, a region of the brain involved in learning
new skills; brain scans of people who are not distracted show
activity in the hippocampus, a region involved in storing and
recalling information. Discussing his research on National Public
Radio recently, Poldrack warned, “We have to be aware that there is
a cost to the way that our society is changing, that humans are not
built to work this way. We’re really built to focus. And when we sort
of force ourselves to multitask, we’re driving ourselves to perhaps be
less efficient in the long run even though it sometimes feels like
we’re being more efficient.”
If, as Poldrack concluded, “multitasking changes the way people
learn,” what might this mean for today’s children and teens, raised
with an excess of new entertainment and educational technology,
and avidly multitasking at a young age? Poldrack calls this the
“million-dollar question.” Media multitasking — that is, the
simultaneous use of several different media, such as television, the
Internet, video games, text messages, telephones, and e-mail — is
clearly on the rise, as a 2006 report from the Kaiser Family
Foundation showed: in 1999, only 16 percent of the time people
spent using any of those media was spent on multiple media at
once; by 2005, 26 percent of media time was spent multitasking. “I
multitask every single second I am online,” confessed one study
participant. “At this very moment I am watching TV, checking my e-
mail every two minutes, reading a newsgroup about who shot JFK,
burning some music to a CD, and writing this message.”
The Kaiser report noted several factors that increase the likelihood
of media multitasking, including “having a computer and being able
to see a television from it.” Also, “sensation-seeking” personality
types are more likely to multitask, as are those living in “a highly TV-
oriented household.” The picture that emerges of these pubescent
multitasking mavens is of a generation of great technical facility and
intelligence but of extreme impatience, unsatisfied with slowness
and uncomfortable with silence: “I get bored if it’s not all going at
once, because everything has gaps — waiting for a website to come
up, commercials on TV, etc.,” one participant said. The report
concludes on a very peculiar note, perhaps intended to be
optimistic: “In this media-heavy world, it is likely that brains that
are more adept at media multitasking will be passed along and these
changes will be naturally selected,” the report states. “A er all,
information is power, and if one can process more information all at
once, perhaps one can be more powerful.” This is techno-social
Darwinism, nature red in pixel and claw.
Other experts aren’t so sure. As neurologist Jordan Grafman told

Time magazine: “Kids that are instant messaging while doing
homework, playing games online and watching TV, I predict, aren’t
going to do well in the long run.” “I think this generation of kids are
guinea pigs,” educational psychologist Jane Healy told the San
Francisco Chronicle; she worries that they might become adults who
engage in “very quick but very shallow thinking.” Or, as the novelist
Walter Kirn suggests in a de essay in The Atlantic, we might be
headed for an “Attention-Deficit Recession.”
PAYING ATTENTION
When we talk about multitasking, we are really talking about

attention: the art of paying attention, the ability to shi our
attention, and, more broadly, to exercise judgment about what
objects are worthy of our attention. People who have achieved great
things o en credit for their success a finely honed skill for paying
attention. When asked about his particular genius, Isaac Newton
responded that if he had made any discoveries, it was “owing more
to patient attention than to any other talent.”
William James, the great psychologist, wrote at length about the

varieties of human attention. In The Principles of Psychology (1890),
he outlined the differences among “sensorial attention,”
“intellectual attention,” “passive attention,” and the like, and noted
the “gray chaotic indiscriminateness” of the minds of people who
were incapable of paying attention. James compared our stream of
thought to a river, and his observations presaged the cognitive
“bottlenecks” described later by neurologists: “On the whole easy
simple flowing predominates in it, the dri of things is with the pull
of gravity, and effortless attention is the rule,” he wrote. “But at
intervals an obstruction, a set-back, a log-jam occurs, stops the
current, creates an eddy, and makes things temporarily move the
other way.”
To James, steady attention was thus the default condition of a

mature mind, an ordinary state undone only by perturbation. To
readers a century later, that placid portrayal may seem alien — as
though depicting a bygone world. Instead, today’s multitasking adult
may find something more familiar in James’s description of the
youthful mind: an “extreme mobility of the attention” that “makes
the child seem to belong less to himself than to every object which
happens to catch his notice.” For some people, James noted, this
challenge is never overcome; such people only get their work done
“in the interstices of their mind-wandering.” Like Chesterfield,
James believed that the transition from youthful distraction to
mature attention was in large part the result of personal mastery
and discipline — and so was illustrative of character. “The faculty of
voluntarily bringing back a wandering attention, over and over
again,” he wrote, “is the very root of judgment, character, and will.”
Today, our collective will to pay attention seems fairly weak. We

require advice books to teach us how to avoid distraction. In the not-
too-distant future we may even employ new devices to help us
overcome the unintended attention deficits created by today’s
gadgets. As one New York Times article recently suggested, “Further
research could help create clever technology, like sensors or smart
so ware that workers could instruct with their preferences and
priorities to serve as a high tech ‘time nanny’ to ease the modern
multitasker’s plight.” Perhaps we will all accept as a matter of course
a computer governor — like the devices placed on engines so that
people can’t drive cars beyond a certain speed. Our technological
governors might prompt us with reminders to set mental limits
when we try to do too much, too quickly, all at once.
Then again, perhaps we will simply adjust and come to accept what
James called “acquired inattention.” E-mails pouring in, cell phones
ringing, televisions blaring, podcasts streaming — all this may
become background noise, like the “din of a foundry or factory” that
James observed workers could scarcely avoid at first, but which
eventually became just another part of their daily routine. For the
younger generation of multitaskers, the great electronic din is an
expected part of everyday life. And given what neuroscience and
anecdotal evidence have shown us, this state of constant intentional
self-distraction could well be of profound detriment to individual
and cultural well-being. When people do their work only in the
“interstices of their mind-wandering,” with crumbs of attention
rationed out among many competing tasks, their culture may gain in
information, but it will surely weaken in wisdom.
READING FOR MEANING
1. Read to Summarize. Write a sentence or two summarizing

Rosen’s reasons for critiquing multitasking.
resonates with your own experience, such as your experience
multitasking compared to “single-tasking” — and what the
advantages or disadvantages are of focusing your attention on
one task at a time (par. 5); or the suggestion that multitaskers
are impatient and “uncomfortable with silence,” and that they
quickly get bored (par. 11).
analyzing an assumption you find intriguing in Rosen’s essay.
For example:
Assumptions about the causes of not focusing attention. Quoting
Lord Chesterfield’s writing from the eighteenth century and
William James’s from the nineteenth, Rosen suggests that not
focusing one’s attention may indicate “a weak and frivolous
mind” (par. 1) or the lack of “a mature mind” or of “judgment,
character, and will” (par. 15). Such language makes a moral
judgment about a person’s lack of seriousness or self-discipline.
In contrast, quoting Edward Hallowell, Rosen suggests that not
focusing attention may be a sign of illness akin to attention
deficit/hyperactivity disorder (par. 5).
Why might people, particularly young people, who do not
focus their attention be labeled as lacking in character or
intelligence or as suffering from a medical malady?
Are critics less likely today than in the past to make
judgments about intelligence or character, and perhaps more
likely to make medical diagnoses about the same kinds of
behavior? Why or why not?
Assumptions about the role of media in multitasking. According

to Rosen, the Kaiser Family Foundation has reported a
substantial increase in multitasking on media. She cites the
foundation’s finding that, in 1999, 16 percent of media time (for
example, watching television, surfing the Internet, or texting
friends) was spent doing two or more of such tasks
simultaneously. By 2005, the time spent multitasking had
increased to 26 percent.
When you are multitasking, is some kind of electronic
medium always involved, or do you ever multitask without
using media?
Do you primarily use media multitasking to fill or kill time, or
for some other reason? What percentage of time spent
multitasking do you think the Kaiser Family Foundation
would find if they did their report today?
Rosen relies primarily on authorities and research studies to

support her argument about the value of multitasking. Because she
is not writing for an academic audience, however, she does not have
to include formal citations, as you will be expected to do in your
college writing. Nevertheless, note that Rosen does provide many of
the same kinds of information about her sources that formal
citations offer — the source author or lead researcher’s name, the
title of the publication in which the borrowed material appeared,
and the year of publication of the source — so that readers can
locate and read the source themselves. Notice in the following
examples how Rosen presents this information.
In one of the many letters he wrote to his son in the 1740s , Lord Chesterfield
offered the following advice: “There is time enough for everything … .” (par. 1)
“We have always multitasked … but never so intensely or self-consciously as now,”
James Gleick wrote in his 1999 book Faster . “We are multitasking connoisseurs …
.” (par. 3)
Writers o en begin with the source’s name to provide context and

establish credibility. In the third example, Rosen places the source
information in the middle of the quotation, possibly because she
wants to emphasize the opening phrases of both sentences.
Not all sources are quoted, of course. Writers sometimes summarize

the main idea or paraphrase what the source has said:
One study by researchers at the University of California at Irvine monitored

interruptions among office workers; they found that workers took an average of
twenty-five minutes to recover from interruptions . … (par. 6)
The psychologist who led the study called this new “infomania” a serious threat to
workplace productivity. (par. 4)
ANALYZE & WRITE

Write a paragraph analyzing and evaluating how Rosen uses material from other
authorities and research studies to support her argument:
1. First, skim paragraphs 4–9 and highlight the names of authorities and the
research studies Rosen cites.
2. Then choose two sources, and determine how Rosen uses them to support her
judgment about the value of multitasking. Also notice how she integrates these
sources into her text.
3. Finally, consider why these sources might or might not be convincing for Rosen’s
readers. How convincing are they for you, and why?

to Judge a Writer’s Credibility
Comparing and contrasting related readings with a specific focus on credibility can help you
judge the credibility of each writer more effectively. By looking at the similarities and
differences between how Rosen, author of “The Myth of Multitasking,” and Hertogs, author
of “Typing vs. Handwriting Notes: An Evaluation of the Effects of Transcription Method on
Student Learning,” establish their credibility you can begin to determine whether what you
are being told is worth taking seriously. Taking into account what we know about the author
— for example, their academic and professional credentials, lived experiences, and whether
the text appeared in a reputable publication — is an important aspect of determining
credibility. But, we also need to think about how the writer comes across in the text itself. In
an evaluative argument, we especially want to see whether the writer is knowledgeable
about the subject and fair in handling objections and alternative judgments, and also
whether the writer shares our values or criteria for evaluating this kind of subject.
For guidelines on comparing and contrasting related readings, see “Comparing and
Contrasting Related Readings“ in Chapter 2.
For guidelines on judging a writer’s credibility, see Chapter 2, pp. 66-68.
Compare and contrast Rosen’s “The Myth of Multitasking” and Hertogs’s “Typing vs.
Handwriting Notes: An Evaluation of the Effects of Transcription Method on Student
Learning,” thinking about issues such as these:
Both pieces address the role that distractions play in our lives today, including their
potential effect on how we take notes and whether we can multitask. Compare and
contrast how the authors establish their credibility when it comes to evaluating the
effects of distraction on these activities.
Compare how authoritative and knowledgeable Hertogs and Rosen seem. Point to
any places in their essays that either instill confidence in their knowledge or make you
wonder whether they know enough to make a judgment.
Reread both pieces, paying particular attention to the tone of the authors’
evaluations. Write a paragraph comparing the tones of the texts. Are there any
moments in either text where the author’s tone — whether toward the subject or the
reader — undermines the author’s credibility?
Christine Romano
Jessica Statsky’s “Children Need to Play, Not
Compete”: An Evaluation
Christine Romano wrote the following essay when she was a first-year college
student. In it, she evaluates a position paper written by another student, Jessica
Statsky’s “Children Need to Play, Not Compete,” which appears in Chapter 8 of this
book. Romano focuses not on the writing strategies Statsky uses but rather on her
logic — that is, on whether Statsky’s argument is likely to convince her intended
readers. She evaluates the logic of the argument according to the criteria or standards
presented “Evaluating the Logic of An Argument” in Chapter 2.
Before you read, Romano’s evaluation, you might want to read Statsky’s essay,
thinking about what seems most and least convincing to you about her
argument that competitive sports can be harmful to young children.
As you read, think about Romano’s criteria. How important is it that the
supporting evidence for an argument be “appropriate, believable, consistent,
and complete” (par. 2)?
Parents of young children have a lot to worry about and to hope for.
In “Children Need to Play, Not Compete,” Jessica Statsky appeals to
their worries and hopes in order to convince them that organized
competitive sports may harm their children physically and
psychologically. Statsky states her thesis clearly and fully forecasts
the reasons she will offer to justify her position: Besides causing
physical and psychological harm, competitive sports discourage
young people from becoming players and fans when they are older
and inevitably put parents’ needs and fantasies ahead of children’s
welfare. Statsky also carefully defines her key terms. By sports, for
example, she means to include both contact and noncontact sports
that emphasize competition. The sports may be organized locally at
schools or summer sports camps or nationally, as in the examples of
Peewee Football and Little League Baseball. She is concerned only
with children six to twelve years of age.
In this essay, I will evaluate the logic of Statsky’s argument,

considering whether the support for her thesis is appropriate,
believable, consistent, and complete. While her logic is appropriate,
believable, and consistent, her argument also has weaknesses. It
seems incomplete because it neglects to anticipate parents’
predictable questions and objections and because it fails to support
certain parts fully.
Statsky provides appropriate support for her thesis. Throughout her

essay, she relies for support on different kinds of information (she
cites thirteen separate sources, including books, newspapers, and
websites). Her quotations, examples, and statistics all support the
reasons she believes competitive sports are bad for children. For
example, in paragraph 3, Statsky offers the reason that competitive
sports may damage children’s bodies and that contact sports may be
especially injurious. She supports this reason by paraphrasing
Koppett’s statement that muscle strain or even permanent injury
may result when a twelve-year-old throws curve balls. She then
quotes Tutko on the dangers of tackle football. The opinions of both
experts are obviously appropriate. They are relevant to her reason,
and we can easily imagine that they would worry many parents.
Not only is Statsky’s support appropriate but it is also believable.
Statsky quotes or summarizes authorities to support her argument
in nearly every paragraph. The question is whether readers would
find these authorities believable or credible. Since Statsky relies
almost entirely on authorities to support her argument, readers
must believe these authorities for her argument to succeed. I have
not read Statsky’s sources, but I think there are good reasons to
consider them authoritative. First of all, the newspaper writers she
quotes write for two of America’s most respected newspapers, The
New York Times and The Los Angeles Times. Both of these newspapers
have sports reporters who not only report on sports events but also
take a critical look at sports issues. In addition, both newspapers
have reporters who specialize in children’s health and education.
Second, Statsky gives background information about the authorities
she quotes, information intended to increase the person’s
believability in the eyes of parents of young children. In paragraph
3, she tells readers that Thomas Tutko is “a psychology professor at
San Jose State University and coauthor of the book Winning Is
Everything and Other American Myths.” In paragraph 5, she
announces that Martin Rablovsky is “a former sports editor for The
New York Times,” and she notes that he has watched children play
organized sports for many years. Third, Statsky quotes from a
number of websites, including the official Little League site and the
American Orthopaedic Society for Sports Medicine. Parents are
likely to accept the authority of these sites.
In addition to quoting authorities, Statsky relies on examples and
anecdotes to support the reasons for her position. If examples and
anecdotes are to be believable, they must seem representative to
readers, not bizarre or highly unusual or completely unpredictable.
Readers can imagine a similar event happening elsewhere. For
anecdotes to be believable, they should, in addition, be specific and
true to life. All of Statsky’s examples and anecdotes fulfill these
requirements, and her readers would likely find them believable.
For example, early in her argument, in paragraph 4, Statsky reasons
that fear of being hurt greatly reduces children’s enjoyment of
contact sports. The anecdote comes from Tosches’s investigative
report on Peewee Football, as does the quotation by the mother of
an eight-year-old player who says that the children become
frightened and pretend to be injured in order to stay out of the
game. In the anecdote, a seven-year-old makes himself vomit to
avoid playing. Because these echo the familiar “I feel bad” or “I’m
sick” excuse children give when they do not want to go somewhere
(especially school) or do something, most parents would find them
believable. They could easily imagine their own children pretending
to be hurt or ill if they were fearful or depressed. The anecdote is
also specific. Tosches reports what the boy said and did and what
the coach said and did.
Other examples provide support for all the major reasons Statsky
gives for her position:
That competitive sports pose psychological dangers — children
becoming serious and unplayful when the game starts (par. 5)
That adults’ desire to win puts children at risk — parents
fighting each other at a Peewee Football game and a baseball
coach setting fire to an opposing team’s jersey (par. 8)
That organized sports should emphasize cooperation and
individual performance instead of winning — a coach wishing
to ban scoring but finding that parents would not support him
and a New York City basketball league in which all children play
an equal amount of time and scoring is easier (pars. 10–11)
All of these examples are appropriate to the reasons they support.

They are also believable. Together, they help Statsky achieve her
purpose of convincing parents that organized, competitive sports
may be bad for their children and that there are alternatives.
If readers are to find an argument logical and convincing, it must be

consistent and complete. While there are no inconsistencies or
contradictions in Statsky’s argument, it is seriously incomplete
because it neglects to support fully one of its reasons, it fails to
anticipate many predictable questions parents would have, and it
pays too little attention to noncontact competitive team sports. The
most obvious example of thin support comes in paragraphs 10–11,
where Statsky asserts that many parents are ready for children’s
team sports that emphasize cooperation and individual
performance. Yet the example of a Little League official who failed
to win parents’ approval to ban scores raises serious questions about
just how many parents are ready to embrace noncompetitive sports
teams. The other support, a brief description of City Sports for Kids
in New York City, is very convincing but will only be logically
compelling to those parents who are already inclined to agree with
Statsky’s position. Parents inclined to disagree with Statsky would
need additional evidence. Most parents know that big cities receive
special federal funding for evening, weekend, and summer
recreation. Brief descriptions of six or eight noncompetitive teams
in a variety of sports in cities, rural areas, suburban neighborhoods
— some funded publicly, some funded privately — would be more
likely to convince skeptics. Statsky is guilty here of failing to accept
the burden of proof, a logical fallacy.
Statsky’s argument is also incomplete in that it fails to anticipate

certain objections and questions that some parents, especially those
she most wants to convince, are almost sure to raise. In the first
sentences of paragraphs 10 and 12, Statsky does show that she is
thinking about her readers’ questions. She does not go nearly far
enough, however, to have a chance of influencing two types of
readers: those who themselves are or were fans of and participants
in competitive sports and those who want their six- to twelve-year-
old children involved in mainstream sports programs despite the
risks, especially the national programs that have a certain prestige.
Such parents might feel that competitive team sports for young
children create a sense of community with a shared purpose, build
character through self-sacrifice and commitment to the group, teach
children to face their fears early and learn how to deal with them
through the support of coaches and team members, and introduce
children to the principles of social cooperation and collaboration.
Some parents are likely to believe and to know from personal
experience that coaches who burn opposing teams’ jerseys on the
pitching mound before the game starts are the exception, not the
rule. Some young children idolize teachers and coaches, and team
practice and games are the brightest moments in their lives. Statsky
seems not to have considered these reasonable possibilities, and as
a result her argument lacks a compelling logic it might have had. By
acknowledging that she was aware of many of these objections —
and perhaps even accommodating more of them in her own
argument, as she does in paragraph 12, while refuting other
objections — she would have strengthened her argument.
Finally, Statsky’s argument is incomplete because she overlooks

examples of noncontact team sports. Track, swimming, and tennis
are good examples that some readers would certainly think of. Some
elementary schools compete in track meets. Public and private clubs
and recreational programs organize competitive swimming and
tennis competitions. In these sports, individual performance is the
focus. No one gets trampled. Children exert themselves only as
much as they are able to. Yet individual performances are scored,
and a team score is derived. Because Statsky fails to mention any of
these obvious possibilities, her argument is weakened.
The logic of Statsky’s argument, then, has both strengths and

weaknesses. The support she offers is appropriate, believable, and
consistent. The major weakness is incompleteness — she fails to
anticipate more fully the likely objections of a wide range of readers.
Her logic would prevent parents who enjoy and advocate
competitive sports from taking her argument seriously. Such parents
and their children have probably had positive experiences with team
sports, and these experiences would lead them to believe that the
gains are worth whatever risks may be involved. Many probably
think that the risks Statsky points out can be avoided by careful
monitoring. For those parents inclined to agree with her, Statsky’s
logic is likely to seem sound and complete. An argument that
successfully confirms readers’ beliefs is certainly valid, and Statsky
succeeds admirably at this kind of argument. Because she does not
offer compelling counterarguments to the legitimate objections of
those inclined not to agree with her, however, her success is limited.
READING FOR MEANING
1. Read to Summarize. Write a sentence or two briefly

summarizing the strengths and weaknesses of Statsky’s
argument, according to Romano.
reactions to Romano’s evaluation of Statsky’s argument. For
example, based on your experience or observation of organized
sports for kids, do you agree with Romano’s judgment that
Statsky’s reasons seem believable?
analyzing an assumption you find intriguing in Romano’s essay.
For example:
Assumptions about the relative value of competition or

cooperation. Romano gives an example supporting Statsky’s
argument that team sports for young children “should
emphasize cooperation and individual performance instead of
winning” (par. 6). In paragraph 8, however, Romano suggests
that some parents believe that team sports may teach
cooperation together with competition and that the two skills
and attitudes may be more closely related than Statsky
acknowledges.
What do you think leads Romano to suggest that children
learn both competition and cooperation when they
participate in team sports?
How is learning to cooperate and collaborate beneficial for us
as individuals and as a society? Is competition also beneficial?
Assumptions about the importance of facing fear. As Romano

notes in paragraph 5, “Statsky reasons that fear of being hurt
greatly reduces children’s enjoyment of contact sports,” and as
support she cites Tosches’s anecdote about the child who
“makes himself vomit to avoid playing.” Nevertheless, Romano
suggests that some parents think facing fear is a good thing:
In what contexts, other than sports, do people typically
experience physical or psychological fear?
Why might learning how to deal with fear (presumably by
doing something even though it causes us to be fearful) be a
good thing?
Organizing the Evaluation
Transitions or cues play an important role in helping readers follow

the logic of the argument. Logical transitions serve a variety of
specific purposes:
To list items consecutively
… there are good reasons to consider them authoritative. First of all , the
newspaper writers. … Second , Statsky gives. … Third , Statsky quotes. …
(par. 4)
To call attention to additional points
Other examples provide support for all the major reasons Statsky gives for
her position:
Note that items in list are parallel.
That competitive sports pose …
That adults’ desire to win puts …
That organized sports should emphasize … (par. 6)
To introduce a contrast or an opposing point

I have not read Statsky’s sources, but I think … (par. 4)
To signal a cause or effect
It seems incomplete because it … (par. 2)
Transition indicating an effect
Statsky seems … , and as a result her argument lacks … (par. 8)
To conclude
The logic of Statsky’s argument, then , has … (par. 10)
ANALYZE & WRITE

Write a paragraph analyzing and evaluating the effectiveness of Romano’s cueing
strategies.
1. First, find Romano’s thesis and forecasting statement, underlining the reasons
supporting her argument.
2. Then skim the essay, noting where each of her reasons is brought up again,
underlining topic sentences and any cues she uses to help readers follow her
argument.
3. How effectively does Romano use these devices to orient readers? Where, if
anywhere, would you appreciate more cueing?
Writing to Learn Evaluation

perhaps one by a classmate). Explain how (and, perhaps, how well) the selection works as
an evaluation. Consider, for example, how it
presents the subject in a way that is appropriate for the purpose and audience;
supports the judgment with reasons and evidence based on shared criteria;
responds sensitively to possible objections and alternative judgments;
organizes the review clearly and logically, helping readers follow the argument.
Your essay could also reflect on how you applied one or more of the academic habits of
mind through the following practices:
why?
A GUIDE TO WRITING
EVALUATIONS
a brief evaluation of your own. This Guide to Writing offers detailed

Write an evaluation supporting your judgment.
Choose a subject that you can analyze in detail.

Base your judgment on widely recognized criteria for evaluating a subject like yours.
Marshal evidence to support your judgment.
Consider possible objections your readers might raise as well as alternative
judgments they might prefer.
Organize your evaluation clearly and logically.
WRITING YOUR DRAFT
Choosing a Subject to Evaluate
subjects as you can. Below are some guidelines to help you choose a
promising subject, followed by suggestions for the types of subjects
you might consider writing about.
Choose a subject that
you can view and review (for example, a location you can visit; a
printed text; or a website or digital recording from which you
can capture stills or video clips to use as examples);
is typically evaluated according to criteria or standards of
judgment that you understand and share with your readers;
has strengths and/or weaknesses you could illustrate.
Below are some categories and ideas for possible subjects:
Culture: a film or group of films, a television show or series, a

video game, a song, a live or recorded performance, an art
museum or individual work of art, a park
Written work: an essay in this book or another your instructor
approves, a short story, website, magazine, campus publication,
textbook in a course you’ve taken
Education: your high school, a course you have taken, a
laboratory you have worked in, a library or campus support
service, a teacher or program
Government: an elected official or candidate for public office, a
proposed or existing law, an agency or program
Social: a club or organized activity such as a camping trip, sports
team, debate group
Assessing Your Subject and Considering How to Present It to
Your Readers
Once you have made a preliminary choice of a subject, consider

how you can frame it so that readers will be open to your evaluation.
To do this, consider first how you regard the subject and what your
readers are likely to think. While it may be tempting to think about
your subject in binary terms — meaning thinking that the subject is
either positive or negative or good or bad — this kind of thinking
oversimplifies the subject by only allowing it to be characterized by
one or the other extreme. Subjects are neither entirely good or bad
or positive or negative. For example, a specific kind of diet is likely
good for some people but bad for others just as earning a higher
salary may be considered a positive development except perhaps
when it means you have less work/life balance. Use the following
questions and sentence strategies as a jumping-off point. You can
make the sentences you generate your own later, as you revise.
What Do I Think?
Consider what you think about the different qualities of your subject
and how these qualities might factor into your evaluation.
► Although is stellar in [these ways], it falls short in

[these other ways].
What genre or kind of subject is it?

► The is a [genre or category of subject, such as
romantic comedy or horror movie].
► It is an innovative [category in which the subject belongs] that
combines elements of and .
What criteria or standards of judgment do you usually use to

evaluate things of this kind?
► I expect to be or .
► I dislike it when are .
How does your subject compare to other examples of the genre?
► Compared to [other subjects], has the [best or

worst] [name trait].
► Whereas other [comparable subjects] can be [faulted/praised
for] , this subject .
What Do My Readers Think?
Who are your readers, and why will they be reading your evaluation?
Is the subject new or familiar to them?
► My readers are and are probably reading my

review [to learn about the subject or to decide whether to see it,
play it, or buy it].
How might factors such as the readers’ age, gender, cultural

background, or work experience affect their judgment of the
subject?
► People who work in or who are familiar with

may be [more/less critical, or apply different
standards] to a subject like this one.
What criteria or standards of judgment do you expect your readers

to use when evaluating subjects of this kind? What other examples
of the genre would they be familiar with?
► If they [like/dislike] [comparable subject], they are sure to

[like/dislike] .
► Judging [this kind of subject] on the basis of is
likely to surprise readers because they probably are more
familiar with and .
Considering Your Purpose for Your Audience
Write for a few minutes exploring your purpose in writing to your

particular audience. Ask yourself questions like these:
What do I want my readers to believe or do a er they read my

essay?
How can I connect to their experience with my subject (or
subjects like it)?
How can I interest them in a subject that is outside their
experience?
Can I assume that readers will share my standards for judging
the subject, or must I explain and justify the standards?
How can I offer a balanced evaluation that will enhance my
credibility with readers?
A working thesis will help you begin dra ing your essay
purposefully. Your thesis should announce your subject and make
your overall judgment clear.
Remember that evaluations can be mixed — you can concede

shortcomings in a generally favorable review or concede admirable
qualities in a mostly negative assessment. If you feel comfortable
dra ing a working thesis statement now, do so. You may use the
sentence strategies below as a jumping-off point — you can always
revise them later — or use language of your own. (Alternatively, if
you prefer to develop your argument before trying to formulate a
thesis, skip this activity now and return to it later.)
A good strategy is to begin by naming the subject and identifying the

kind of subject it is, and then using value terms to state your
judgment of the subject’s strengths and weaknesses:
► is a brilliant embodiment of [the genre/category],

especially notable for its superb and thorough
.
► has many good qualities, including
and ; however, the pluses do not outweigh its one
major drawback, namely that .
As you develop your argument, you may want to rework your thesis
to make it more compelling by sharpening the language and
perhaps also by forecasting your reasons. You may also need to
qualify your judgment with words like generally, may, or in part.
Here are two sample thesis statements from the readings:
McDonald’s is bad for your kids. … [T]hese jobs undermine school attendance and
involvement, impart few skills that will be useful in later life, and simultaneously
skew the values of teenagers — especially their ideas about the worth of a dollar.
(Etzioni, pars. 1, 3)
While her logic is appropriate, believable, and consistent, her argument also has
weaknesses. It seems incomplete because it neglects to anticipate parents’
predictable questions and objections and because it fails to support certain parts
fully. (Romano, par. 2)
Both of these thesis statements assert the writer’s judgment clearly

and also forecast the reasons that will support the argument. But
whereas Etzioni’s thesis is unmistakably negative in its overall
judgment, Romano’s is mixed.
Developing the Reasons and Evidence Supporting Your

Judgment
The following activities will help you find reasons and evidence to
support your evaluation. Begin by writing down what you already
know. You can do some focused research later to fill in the details.
List the qualities of the subject. Begin by reviewing the criteria and
the value terms you have already used to describe the subject. These
are the potential reasons for your judgment.
Write steadily for at least five minutes, developing your reasons. Ask
yourself questions like these:
Why are the characteristics I’m pointing out for praise or

criticism so important in judging my subject?
How can I prove to readers that the value terms I’m using to
evaluate these characteristics are fair and accurate?
Make notes of the evidence you will use to support your judgment.
Evidence you might use to support each reason may include the
following:
examples
quotations from authorities
textual evidence (quotations, paraphrases, or summaries)
illustrations, such as screenshots, video clips, or photographs
statistics
comparisons or contrasts
You may already have some evidence you could use. If you lack
evidence for any of your reasons, make a Research to Do note for
later.
Researching Your Evaluation
Consult your notes to determine what you need to find out. If you
are evaluating a subject that others have written about, try searching
for articles or books on your topic. Enter keywords or phrases
related to the subject, genre, or category into the search box of
an all-purpose database — such as Academic OneFile (InfoTrac)

or Academic Search Complete (EBSCOHost) — to find relevant
articles in magazines and journals;
the database Lexis/Nexis to find newspaper reviews;
a search engine like Google or Baidu;
your library’s catalog to locate books on your topic.
Turn to databases and search engines for information on recent

items, like films and popular novels; use books, databases, and
search engines to find information on classic topics. (Books are
more likely to provide in-depth information, but articles in print or
online are more likely to be current.)
Responding to a Likely Objection or Alternative Judgment
For more about searching a database or catalog, see Chapter 12, pp. 591–595.
Start by identifying an objection or an alternative judgment you

expect some readers to raise. To come up with likely objections or
alternative judgments, you might try the following:
Brainstorm a list on your own or with fellow students.
Freewrite for ten minutes on this topic.
Conduct research to learn what others have said about your
subject.
Conduct interviews with experts.
Distribute a survey to a group of people similar to your intended
readers.
Then figure out whether to concede or refute a likely objection or

alternative judgment. You may be able simply to acknowledge it, but
if the criticism is serious, consider conceding the point and
qualifying your judgment. You might also try to refute an objection
or alternative judgment by arguing that the standards you are using
are appropriate and important. Use the following strategies for
generating ideas and sentences as a jumping-off point, and revise
them later to make them your own.
1. Start by listing objections you expect readers to have as well as

their preferred alternative judgments. You have already
considered your readers and the criteria they are likely to favor
“Responding to a Likely Objection or Alternative Judgment”. If
their criteria differ from yours, you may need to explain or
defend your criteria.
2. Analyze your list of objections and alternative judgments to
determine which are likely to be most powerful for your
readers.
3. Dra refutations and concession statements:
To Refute
► Some people think [alternative judgment]

because of , , and
[reasons]. Although one can see why they might make this
argument, the evidence does not back it up because
.
To Concede
► Indeed, the more hard-core enthusiasts may point out that

is not sufficiently [shortcomings].
► The one justifiable criticism that could be made against
is .
To Concede and Refute
Frequently, writers concede a point only to come back with a

refutation. To make this move, follow concessions like those above
with sentences that begin with a transition emphasizing contrast,
like but, however, yet, or nevertheless, and then explain why you
believe that your judgment is more powerful or compelling.
► As some critics have pointed out, follows the

tried-and-true formula of . In this case, however,
the [director/writer/artist] is using the formula effectively to
.
Including Visuals or Other Media

For more on strategies for visuals, see Chapter 2, pp. 52–55.
If appropriate to your rhetorical situation, consider whether visual

or audio illustrations — screenshots, photographs, film clips,
background music, or sound bites — would help you present your
subject more effectively to readers or strengthen your evaluation of
it, especially if you’re publishing your review online. Visual and
audio materials are not at all a requirement of an effective
evaluation, but they could provide strong support to your argument.
Note: Be sure to cite the source of visual or audio elements you did
not create, and get permission from the source if your essay is going
to be published on a website that is not password protected.
Organizing Your Evaluation Effectively for Your Readers
The forecasting statement from your thesis can act as a rough

outline when you are writing a simpler evaluation, but for complex
evaluations, a scratch outline of your argument may be more useful
for organizing your evaluation effectively for your readers. You
might even want to make two or three different outlines before
choosing the organization that looks most promising.
An evaluative essay contains as many as four basic parts:
1. Presentation of the subject

2. Judgment of the subject
3. Presentation of reasons and support
4. Consideration of readers’ objections and alternative judgments
These parts can be organized in various ways: If you are writing

primarily for readers who disagree with your judgment, you could
start by showing them what you think they have overlooked or
misjudged about the subject. Then you could anticipate and refute
their likely objections before presenting your own reasons. If you
expect some readers to disagree with your judgment even though
they share your standards, you could begin by restating these
standards and then demonstrate how the subject fails to meet them.
Then you could present your reasons and support before responding
to alternative judgments.
Whether you choose either of these approaches or an approach of

your own, be flexible: As you dra , you may see ways to improve
your original plan, and you should be ready to revise your outline,
shi parts around, or drop or add parts as needed.
Using Summary to Support Your Evaluative Argument.
Writers of evaluation o en use summary to support their argument.

For example, evaluations may summarize an expert source (as
Etzioni and Rosen do), a series of events (as Bogost does), or an
aspect of a written text (as Romano and Gladwell do). Let’s look
closely at how Romano uses summary.
Romano’s Summary
DESCRIBES STATSKY’S MOVES
For example, in paragraph 3, Statsky offers the reason that competitive sports may
damage children’s bodies and that contact sports may be especially injurious . She
supports this reason by paraphrasing Koppett’s statement that muscle strain or even
permanent injury may result when a twelve-year-old throws curve balls . She
then quotes Tutko on the dangers of tackle football. (Romano, par. 3)
Statsky’s Original (see pp. 374-379, par. 3)

Language paraphrased &/ or quoted
One readily understandable danger of overly competitive sports is that they entice
children into physical actions that are bad for growing bodies. … Although the
official Little League website acknowledges that children do risk injury playing
baseball, it insists that “severe injuries … are infrequent,” the risk “far less than the
risk of riding a skateboard, a bicycle, or even the school bus” (“Little League Parent
Responsibilities”). Nevertheless, Leonard Koppett in Sports Illusion, Sports Reality
claims that a twelve-year-old trying to throw a curve ball, for example, may put
abnormal strain on developing arm and shoulder muscles, sometimes resulting in
lifelong injuries (294). Contact sports like football can be even more hazardous.
Thomas Tutko … writes:
I am strongly opposed to young kids playing tackle football … .
Romano’s Summarizing Strategies

Repeats Statsky’s main ideas in a condensed form, summarizing
the gist.
Paraphrases central ideas using her own words and sentence
structures. Note that because some words are basic or not
readily replaceable (words such as curve ball, football, and muscle
strain), Romano’s vocabulary does overlap with Statsky’s, but
this is to be expected.
Provides a play-by-play description of Statsky’s strategic moves
to show readers exactly how she uses paraphrase and quotation
to support her argument.
Dra ing Your Evaluation
to devise a well-presented subject and make a judgment about

it;
to support your judgment with reasons and evidence that your
readers will find persuasive;
to refute or concede objections and alternative judgments;
to organize your ideas to make them clear, logical, and effective
for readers.
Now stitch that material together to create a dra . The next two
parts of this Guide to Writing will help you evaluate and improve it.

regarding the basic features and strategies typical of evaluative
writing. (If you want to make specific suggestions for improving the
dra , see Troubleshooting Your Dra on pp. 334–335.) Also, be sure
to respond to any specific concerns the writer has raised about the
dra . The Troubleshooting Your Dra guide that follows will help
you reread your own dra with a critical eye, sort through any
your dra .
A PEER REVIEW GUIDE
How effective is the presentation of the subject?
What’s Working Well: Point to a passage where the subject is

presented effectively — for example, where the subject is
identified by name or genre, briefly summarized, or compared to
one or more familiar examples of the genre.

presentation of the subject could be improved — for example,
where the subject could be classified more definitively or
examples of the genre could be given for comparison.
How well supported is the evaluation?
What’s Working Well: Indicate a passage where the argument is

well developed — for example, where the overall judgment is
balanced, criticizing the subject’s weaknesses but also praising
its strengths, or where one of the criteria on which the argument
is based is likely to be convincing to readers.

evaluative argument could be improved — for example, where
additional examples, facts, statistics, or research studies could
be used as evidence to support the writer’s judgment.
How effective is the writer’s response to objections and

alternative judgments?

responds effectively — for example, refuting an objection with
concrete evidence or recognized authorities.
What Needs Improvement: Tell the writer where a response is

needed or could be made more effective — for example,
explaining what’s wrong with the criteria behind an alternative
judgment or offering facts and examples that refute an
objection.
Is the evaluation clearly and logically organized?
What’s Working Well: Give an example of a passage where the

essay succeeds in being readable — in its clear presentation of
the thesis, in its effective opening or closing, or by its use of
logical transitions.
What Needs Improvement: Tell the writer where the readability

could be improved — for example, by suggesting a better
beginning or a more effective ending, or a way to rearrange parts
or strengthen connections.
Revising Your Dra
Revising means reenvisioning your dra , seeing it in a new way

given your purpose and audience, and the feedback from your peer
review. Don’t hesitate to cut unconvincing material, add new
material, and move passages around. The following chart may help
you strengthen your evaluation.
If the Identify the subject (such as by naming

subject is the director and main actors of a film).
not Describe the subject by summarizing it
identified and giving examples.
clearly, Establish the subject’s importance by
citing statistics or quoting authorities.
Consider adding illustrations —
photographs, graphs, tables, or charts —
to help clarify the subject.
If it is not Classify the subject into a genre or

clear what category.
kind of Compare your subject to other, better-
subject it is, known examples of the genre.
Refer to other reviews or reviewers of
subjects of this kind.
To Support the Evaluation and Strengthen the Argument
If the overall Assert your overall judgment early in the

judgment is essay, making clear if your judgment is
not clear, mixed.
Qualify your judgment if it seems
overstated or is not supported by your
argument.
Make sure that your judgment is
consistent throughout, even when you
point out good as well as bad qualities.
If the Explain the criteria you are using and why

argument is they are appropriate for the kind of
not based subject you are reviewing.
on what Justify your criteria — for example, by
readers making comparisons or citing authorities.
consider
appropriate
criteria,
If support is Add support by quoting or summarizing

not experts or research studies, providing
provided, facts or statistics, or giving specific
not examples.
convincing, Cite your sources and indicate why they
or not clear, can be depended on.
Explain more fully why the evidence,
including visuals, supports your
judgment.
To Improve the Response to Objections and/or Alternative

Judgments
If a likely Refute an objection that undermines your

objection argument — for example, by showing that
has not it is not based on widely held or
been appropriate criteria, or that it
responded misunderstands your argument or the
to subject itself.
adequately, Concede an objection that cannot be
refuted, but try to show it is only a minor
concern that does not invalidate your
evaluation, using sentence strategies like
It is true that … , but my point is … .
If a likely Mention qualities of the subject that

alternative others emphasize, even if your overall
judgment judgment is different.
has not Cite authorities to justify your criteria or
been give reasons why the alternative criteria
responded are inappropriate.
to
adequately,
To Make the Organization Clearer
If the thesis Add or revise the thesis and forecast

and forecast statements.
statements Make sure your thesis and forecast are
are missing, placed early in the essay to guide readers.
inaccurate, Repeat key terms in your topic sentences.
or unclear,
If the essay Move, add, or delete sections to

seems strengthen coherence.
disorganized Add appropriate transitions or improve
or is hard to the existing ones.
follow,
If the Add a transition to signal the conclusion.

conclusion Try restating your judgment or
seems summarizing your argument.
abrupt or Consider whether you can echo
awkward, something from the opening.

From our research on student writing, we know that evaluative

essays have frequent problems in sentences that set up
comparisons. The comparisons can be incomplete, illogical, or
unclear. Check a writer’s handbook for help with these potential
problems.
Reflecting on Evaluation
In this chapter, you have read critically several evaluative essays and have written one of
achievement.
If it came from your explorations of alternative points of view, point out the
strategies that helped you most.
you — perhaps by identifying a problem in your dra or by helping you add a new
dimension to your writing.
2. Reflect more generally on evaluative essays, a genre of writing important in education
and in society. Consider some of the following questions:
How confident do you feel about asserting a judgment and supporting it?
How comfortable are you playing the role of judge and jury on the subject?
How do your personal preferences and values influence your judgment?
How might your gender, ethnicity, religious beliefs, age, or social class influence
your ideas about the subject?
What contribution might evaluative essays make to our society that other genres
cannot make?
3. By reflecting on what you have learned about evaluation, you have been practicing
Were you aware of any other habits of mind as you read and responded to the
material in this chapter? If so, which habits did you find useful?
habits you used?
CHAPTER 8
Arguing for a Position
Position arguments take a position on controversial issues that have

no obvious “right” answer, no truth everyone accepts, no single
authority everyone trusts. Consequently, simply gathering
information — finding the facts or learning from experts — will not
settle these disputes because ultimately they are matters of
informed opinion and judgment for which writers must argue.
You may associate arguing with quarreling or with the in-your-face

debating we o en encounter on radio and television talk shows or
online forums like Twitter or Reddit. These ways of arguing may let
us vent strong feelings, but they seldom lead us to consider seriously
other points of view, let alone to look critically at our own thinking
or learn anything new. This chapter presents a more deliberative
way of arguing that we call reasoned argument because it depends on
giving reasons rather than raising voices. Although it is not possible
to prove that a position on a controversial issue is right or wrong, it
is possible to convince others to consider a particular position
seriously or to accept or reject a position. A position essay must give
readers strong reasons and solid support. It also must anticipate
opposing arguments.
Because arguing for and defending a position can muster up strong
feelings (especially if it is on a controversial subject), it is important
to know the circumstances and your audience — in other words, to
write with rhetorical sensitivity and civility.
POSITION ARGUMENTS
Writing that takes a position on a controversial issue plays a
significant role in college work and professional life, as the
following examples indicate:
A committee made up of business and community leaders

investigates the issue of regulating urban growth. A er
reviewing the arguments for and against government
regulation, committee members argue against it on the grounds
that supply and demand alone will regulate development, that
landowners should be permitted to sell their property to the
highest bidder, and that developers are guided by the needs of
the market and thus serve the people.
For an economics class, a student writes a term paper on the
controversies surrounding the rising cost of public education.
She finds several blogs, newspaper and magazine articles,
academic books, and journal articles that help her understand
the debate over the issues. She presents the strongest
arguments on the different sides and takes the position that, to
be economically viable, public education needs more financial
support from various sectors, including business, government,
and nonprofit organizations.
Thinking about Position Argument

Write a paragraph or two about an occasion when you read, heard, or took a position in
school, at work, or in another context.
(such as a friend rather than a teacher, or a group of your peers rather than a
gathering of their parents) shaped the argument. How much did the audience already
know about the topic, and had they already taken their own position? Did you or the
author choose particular details or evidence because you knew it would be
convincing to your audience? How was the tone tailored to appeal to them —
informal, perhaps, for friends, more formal for parents or teachers?
What was the main purpose? Was the goal to convince the audience of the rightness of
the position, to show several points of view, or perhaps simply to shi their
perspective on a controversial topic?
How would you rate the rhetorical sensitivity with which the argument was presented?
A GUIDE TO READING ESSAYS
ARGUING FOR A POSITION
This guide introduces you to writing that takes a position by inviting
you to analyze a brief but impassioned essay about science by
Christie Aschwanden:

the textbook.
Reading for meaning will help you understand the scope of the
issue as well as understand and respond to Aschwanden’s
argument — for example, your own feelings about science and
the way it is taught.
Reading like a writer will help you learn how Aschwanden makes
the essay interesting, informative, and compelling by
examining how the basic features and strategies typical of
position writing are employed, such as
1. presenting the controversial issue fairly and credibly
2. asserting a clear position
3. arguing directly for it with reasonable evidence
4. responding to objections and alternative positions fairly
Christie Aschwanden
There’s No Such Thing as “Sound Science”
Christie Aschwanden is the lead science writer at FiveThirtyEight, a former health
columnist for the Washington Post, and a regular contributor to the New York Times.
She has served as a contributing editor and writer for numerous publications, and
has received many awards and honors, including the 2014/2015 Santa Fe Institute
Journalism Fellowship in Complexity Science and a 2013/2014 Carter Center
Fellowship. She won the National Association of Science Writers’ 2013 Science in
Society Award for Commentary/Opinion, and was a National Magazine Award finalist
in 2011 and a Pulitzer Center for Crisis Reporting fellow in 2007. She blogs at Last
Word On Nothing and her newest book is GOOD TO GO: What the Athlete in All of Us Can
Learn from the Strange Science of Recovery (2019). The essay below originally appeared
on FiveThirtyEight.com on December 6, 2017.
Before you read, think about your own experiences with science, either in
school or out of it. What do you think the goal of science is?
As you read, think about the relationship that Aschwanden sets up between
science and humans. What role does Aschwanden say humans play in science,
and is she persuasive?
Science is being turned against itself. For decades, its twin ideals of
transparency and rigor have been weaponized by those who
disagree with results produced by the scientific method. Under the
Trump administration, that fight has ramped up again.
What does this mean?
In a move ostensibly meant to reduce conflicts of interest,

Environmental Protection Agency Administrator Scott Pruitt has
removed a number of scientists from advisory panels and replaced
some of them with representatives from industries that the agency
regulates. Like many in the Trump administration, Pruitt has also
cast doubt on the reliability of climate science. For instance, in an
interview with CNBC, Pruitt said that “measuring with precision
human activity on the climate is something very challenging to do”
(DiChristopher).1 Similarly, Trump’s pick to head NASA, an agency
that oversees a large portion the nation’s climate research, has
insisted that research into human influence on climate lacks
certainty, and he falsely claimed that “global temperatures stopped
rising 10 years ago” (“Trump NASA Nominee”).
Kathleen Hartnett White, Trump’s former nominee to head the

White House Council on Environmental Quality, said in a Senate
hearing last month that she thinks we “need to have more precise
explanations of the human role and the natural role” in climate
change (Mooney).
The same entreaties crop up again and again: We need to root out
conflicts. We need more precise evidence. What makes these
arguments so powerful is that they sound quite similar to the points
raised by proponents of a very different call for change that’s
coming from within science. This other movement strives to
produce more robust, reproducible findings. Despite having
dissimilar goals, the two forces espouse principles that look
surprisingly alike:
Science needs to be transparent.
Results and methods should be openly shared so that outside
researchers can independently reproduce and validate them.
The methods used to collect and analyze data should be
rigorous and clear, and conclusions must be supported by
evidence.
These are the arguments underlying an “open science” reform

movement that was created, in part, as a response to a
“reproducibility crisis” that has struck some fields of science.2 But
they’re also used as talking points by politicians who are working to
make it more difficult for the EPA and other federal agencies to use
science in their regulatory decision-making, under the guise of
basing policy on “sound science.” Science’s virtues are being wielded
against it.
What distinguishes the two calls for transparency is intent: Whereas

the “open science” movement aims to make science more reliable,
reproducible and robust, proponents of “sound science” have
historically worked to amplify uncertainty, create doubt and
undermine scientific discoveries that threaten their interests (Ong
and Glantz). “Our criticisms are founded in a confidence in science,”
said Steven Goodman, co-director of the Meta-Research Innovation
Center at Stanford and a proponent of open science. “That’s a
fundamental difference — we’re critiquing science to make it better.
Others are critiquing it to devalue the approach itself.”
Is intent the only difference? Why is this difference so significant?
Calls to base public policy on “sound science” seem unassailable if

you don’t know the term’s history. The phrase was adopted by the
tobacco industry in the 1990s to counteract mounting evidence
linking secondhand smoke to cancer. A 1992 Environmental
Protection Agency report identified secondhand smoke as a human
carcinogen, and Philip Morris responded by launching an initiative
to promote what it called “sound science.” In an internal memo,
Philip Morris vice president of corporate affairs Ellen Merlo wrote
that the program was designed to “discredit the EPA report,”
“prevent states and cities, as well as businesses from passing
smoking bans” and “proactively” pass legislation to help their cause.
The sound science tactic exploits a fundamental feature of the

scientific process: Science does not produce absolute certainty.
Contrary to how it’s sometimes represented to the public, science is
not a magic wand that turns everything it touches to truth. Instead,
it’s a process of uncertainty reduction, much like a game of 20
Questions. Any given study can rarely answer more than one
question at a time, and each study usually raises a bunch of new
questions in the process of answering old ones. “Science is a process
rather than an answer,” said psychologist Alison Ledgerwood of the
University of California, Davis. Every answer is provisional and
subject to change in the face of new evidence. It’s not entirely
correct to say that “this study proves this fact,” Ledgerwood said.
“We should be talking instead about how science increases or
decreases our confidence in something.”
The tobacco industry’s brilliant tactic was to turn this baked-in

uncertainty against the scientific enterprise itself. While insisting
that they merely wanted to ensure that public policy was based on
sound science, tobacco companies defined the term in a way that
ensured that no science could ever be sound enough. The only
sound science was certain science, which is an impossible standard
to achieve.
“Doubt is our product,” wrote one employee of the Brown &

Williamson tobacco company in a 1969 internal memo (“Smoking
and Health Proposal”). The note went on to say that doubt “is the
best means of competing with the ‘body of fact’” and “establishing a
controversy.” These strategies for undermining inconvenient
science were so effective that they’ve served as a sort of playbook for
industry interests ever since, said Stanford University science
historian Robert Proctor.
The sound science push is no longer just Philip Morris sowing doubt
about the links between cigarettes and cancer. It’s also a 1998 action
plan by the American Petroleum Institute, Chevron and Exxon Mobil
to “install uncertainty” about the link between greenhouse gas
emissions and climate change (“1998 American Petroleum”). It’s
industry-funded groups’ late-1990s effort to question the science the
EPA was using to set fine-particle-pollution air-quality standards that
the industry didn’t want (Kaiser). And then there was the more
recent effort by Dow Chemical to insist on more scientific certainty
before banning a pesticide that the EPA’s scientists had deemed risky
to children (Biesecker). Now comes a move by the Trump
administration’s EPA to repeal a 2015 rule on wetlands protection by
disregarding particular studies. (To name just a few examples.)
What kinds of studies are they ignoring? Do they have other studies they are relying on,
instead?
Doubt merchants aren’t pushing for knowledge, they’re practicing

what Proctor has dubbed “agnogenesis” — the intentional
manufacture of ignorance. This ignorance isn’t simply the absence
of knowing something; it’s a lack of comprehension deliberately
created by agents who don’t want you to know, Proctor said.3
In the hands of doubt-makers, transparency becomes a rhetorical

move. “It’s really difficult as a scientist or policy maker to make a
stand against transparency and openness, because well, who would
be against it?” said Karen Levy, researcher on information science at
Cornell University. But at the same time, “you can couch everything
in the language of transparency and it becomes a powerful weapon.”
For instance, when the EPA was preparing to set new limits on
particulate pollution in the 1990s, industry groups pushed back
against the research and demanded access to primary data
(including records that researchers had promised participants
would remain confidential) and a reanalysis of the evidence. Their
calls succeeded and a new analysis was performed. The reanalysis
essentially confirmed the original conclusions, but the process of
conducting it delayed the implementation of regulations and cost
researchers time and money.
Delay is a time-tested strategy. “Gridlock is the greatest friend a

global warming skeptic has,” said Marc Morano, a prominent critic
of global warming research and the executive director of
ClimateDepot.com, in the documentary “Merchants of Doubt”
(based on the book by the same name). Morano’s site is a project of
the Committee for a Constructive Tomorrow, which has received
funding from the oil and gas industry. “We’re the negative force.
We’re just trying to stop stuff.”
Some of these ploys are getting a fresh boost from Congress. The
Data Quality Act (also known as the Information Quality Act) was
reportedly written by an industry lobbyist and quietly passed as part
of an appropriations bill in 2000. The rule mandates that federal
agencies ensure the “quality, objectivity, utility, and integrity of
information” that they disseminate, though it does little to define
what these terms mean. The law also provides a mechanism for
citizens and groups to challenge information that they deem
inaccurate, including science that they disagree with. “It was passed
in this very quiet way with no explicit debate about it — that should
tell you a lot about the real goals,” Levy said.
But what’s most telling about the Data Quality Act is how it’s been
used, Levy said. A 2004 Washington Post analysis found that in the
20 months following its implementation, the act was repeatedly
used by industry groups to push back against proposed regulations
and bog down the decision-making process (Weiss). Instead of
deploying transparency as a fundamental principle that applies to
all science, these interests have used transparency as a weapon to
attack very particular findings that they would like to eradicate.
Now Congress is considering another way to legislate how science is

used. The Honest Act, a bill sponsored by Rep. Lamar Smith of
Texas,4 is another example of what Levy calls a “Trojan horse” law
that uses the language of transparency as a cover to achieve other
political goals. Smith’s legislation would severely limit the kind of
evidence the EPA could use for decision-making. Only studies whose
raw data and computer codes were publicly available would be
allowed for consideration.
That might sound perfectly reasonable, and in many cases it is,

Goodman said. But sometimes there are good reasons why
researchers can’t conform to these rules, like when the data contains
confidential or sensitive medical information.5 Critics, which
include more than a dozen scientific organizations, argue that, in
practice, the rules would prevent many studies from being
considered in EPA reviews.6
It might seem like an easy task to sort good science from bad, but in
reality it’s not so simple. “There’s a misplaced idea that we can
definitively distinguish the good from the not-good science, but it’s
all a matter of degree,” said Brian Nosek, executive director of the
Center for Open Science. “There is no perfect study.” Requiring
regulators to wait until they have (nonexistent) perfect evidence is
essentially “a way of saying, ‘We don’t want to use evidence for our
decision-making,’” Nosek said.
Most scientific controversies aren’t about science at all, and once the
sides are drawn, more data is unlikely to bring opponents into
agreement. Michael Carolan, who researches the sociology of
technology and scientific knowledge at Colorado State University,
wrote in a 2008 paper about why objective knowledge is not enough
to resolve environmental controversies (Carolan). “While these
controversies may appear on the surface to rest on disputed
questions of fact, beneath o en reside differing positions of value;
values that can give shape to differing understandings of what ‘the
facts’ are.” What’s needed in these cases isn’t more or better science,
but mechanisms to bring those hidden values to the forefront of the
discussion so that they can be debated transparently. “As long as we
continue down this unabashedly naive road about what science is,
and what it is capable of doing, we will continue to fail to reach any
sort of meaningful consensus on these matters,” Carolan writes.
Is consensus a practical or even desirable goal?

The dispute over tobacco was never about the science of cigarettes’
link to cancer. It was about whether companies have the right to sell
dangerous products and, if so, what obligations they have to the
consumers who purchased them. Similarly, the debate over climate
change isn’t about whether our planet is heating, but about how
much responsibility each country and person bears for stopping it.
While researching her book “Merchants of Doubt,” science historian
Naomi Oreskes found that some of the same people who were
defending the tobacco industry as scientific experts were also
receiving industry money to deny the role of human activity in
global warming. What these issues had in common, she realized,
was that they all involved the need for government action. “None of
this is about the science. All of this is a political debate about the
role of government,” she said in the documentary (Oreskes).
These controversies are really about values, not scientific facts, and
acknowledging that would allow us to have more truthful and
productive debates. What would that look like in practice? Instead of
cherry-picking evidence to support a particular view (and insisting
that the science points to a desired action), the various sides could
lay out the values they are using to assess the evidence.
Do the sides even recognize the values that inform their assessments?
For instance, in Europe, many decisions are guided by the

precautionary principle — a system that values caution in the face of
uncertainty and says that when the risks are unclear, it should be up
to industries to show that their products and processes are not
harmful, rather than requiring the government to prove that they
are harmful before they can be regulated. By contrast, U.S. agencies
tend to wait for strong evidence of harm before issuing regulations.
Both approaches have critics, but the difference between them
comes down to priorities: Is it better to exercise caution at the risk
of burdening companies and perhaps the economy, or is it more
important to avoid potential economic downsides even if it means
that sometimes a harmful product or industrial process goes
unregulated? In other words, under what circumstances do we agree
to act on a risk? How certain do we need to be that the risk is real,
and how many people would need to be at risk, and how costly is it
to reduce that risk? Those are moral questions, not scientific ones,
and openly discussing and identifying these kinds of judgment calls
would lead to a more honest debate.
Science matters, and we need to do it as rigorously as possible. But

science can’t tell us how risky is too risky to allow products like
cigarettes or potentially harmful pesticides to be sold — those are
value judgements that only humans can make.
Works Cited
“1998 American Petroleum Institute Global Climate Science
Communications Team Action Plan.” Climate Files, 2018,
www.climatefiles.com/exxonmobil/1998-global-climate-science-
communications-team-action-plan/.
Biesecker, Michael. “Correction: EPA-Dow Chemical Story.” The Associated
Press, 3 July 2017,
www.apnews.com/2350d7be5e24469ab445089bf663cdcb.
Carolan, Michael S. “The Bright- and Blind-Spots of Science: Why
Objective Knowledge Is Not Enough to Resolve Environmental
Controversies.” Critical Sociology, vol. 34, no. 5, Sept. 2008, pp. 725–
740, doi:10.1177/0896920508093365.
DiChristopher, Tom. “EPA chief Scott Pruitt says carbon dioxide is not a
primary contributor to global warming.” CNBC, 10 Mar. 2017,
www.cnbc.com/2017/03/09/epa-chief-scott-pruitt.html.
Kaiser, Jocelyn. “Showdown Over Clean Air Science.” Science, vol. 277,
no. 5325, pp. 466–478,
www.science.sciencemag.org/content/277/5325/news-summaries.
Mooney, Chris. “Trump’s top environmental pick says she has ‘many
questions’ about climate change.” The Washington Post, 8 Nov. 2017,
www.washingtonpost.com/news/energy-
environment/wp/2017/11/08/trumps-top-environmental-pick-says-
she-has-many-questions-about-climate-change/?
utm_term=.8acdb0fc7007.
Oreskes, Naomi, writer. Merchants of Doubt. Directed by Robert Kenner,
Sony Picture Classics and Mongrel Media, 2014.
Ong, E K, and S A Glantz. “Constructing ‘Sound Science’ and ‘Good
Epidemiology’: Tobacco, Lawyers, and Public Relations Firms.”
American Journal of Public Health, vol. 91, no. 11, 2001, pp. 1749–
1757, www.ncbi.nlm.nih.gov/pmc/articles/PMC1446868/.
“Smoking and Health Proposal.” Brown and Williamson Records, 1969, pp.
1–9. www.industrydocuments.ucsf.edu/tobacco/docs/#id=psdw0147.
“Trump NASA Nominee Rep Jim Bridenstine (R-OK) Demands Obama
Apologize on Global Warming.” YouTube, 24 Mar. 2014,
www.youtube.com/watch?v=GUcsAFnwC7k.
Weiss, Rick. “’Data Quality’ Law Is Nemesis of Regulation.” The
Washington Post, 16 Aug. 2004, www.washingtonpost.com/wp-
dyn/articles/A3733-2004Aug15.html.
READING FOR MEANING
1. Read to Summarize. Write a sentence or two explaining

Aschwanden’s position on the concept of sound science.
reactions to anything that seems surprising, such as
Aschwanden’s assertion that “It might seem like an easy task to
sort good science from bad, but in reality it’s not so simple”
(par. 18) or “most scientific controversies aren’t about science at
all” (par. 19).
analyzing an assumption you find intriguing in Aschwanden’s
essay. For example:
Assumptions about what people expect from science.

Aschwanden asserts that “contrary to how it’s sometimes
represented to the public, science is not a magic wand that
turns everything it touches to truth” (par. 7).
What assumptions do you have about the relationship
between science and truth? Where do your assumptions
come from?
Are Aschwanden’s assumptions about how the public o en
views science consistent with your peers’ views about science
and truth? Where do they converge or diverge?
Assumptions about what changes people’s minds. Aschwanden

writes: “Most scientific controversies aren’t about science at all,
and once the sides are drawn, more data is unlikely to bring
opponents into agreement. … [O]bjective knowledge is not
enough to resolve environmental controversies. … What’s
needed in these cases isn’t more or better science, but
mechanisms to bring those hidden values to the forefront of the
discussion so that they can be debated transparently” (par. 19).
What assumptions about the value of “more data” and “more
or better science” are being challenged in this quotation?
Why are “hidden values” and “transparency” important if the
goal is “any sort of meaningful consensus” (par. 19)? What
might meaningful consensus look like? Does Ashwanden
provide any examples?
Presenting the Controversial Issue Fairly and Credibly

For position papers published during an ongoing public debate,
writers may need only to mention the issue. In most cases, however,
writers need to explain the issue to readers. They may, for example,
place the issue in its historical or cultural context, cite specific
instances to make the issue seem less abstract, show their personal
interest in the debate, or establish or redefine the terms of the
debate. Aschwanden uses a common sentence pattern for redefining
the terms of the debate. First she presents the issue as she believes it
is commonly perceived, and then she contrasts this common
perception with her own view:
► When [issue / event] happens, most people

think , but I think .
Here’s an example from the reading selection:
For instance, in Europe, many decisions are guided by the precautionary principle —
a system that values caution in the face of uncertainty and says that when the risks
are unclear, it should be up to industries to show that their products and processes
are not harmful, rather than requiring the government to prove that they are harmful
before they can be regulated. By contrast, U.S. agencies tend to wait for strong
evidence of harm before issuing regulations. Both approaches have critics, but the
difference between them comes down to priorities: Is it better to exercise caution at
the risk of burdening companies and perhaps the economy, or is it more important to
avoid potential economic downsides even if it means that sometimes a harmful
product or industrial process goes unregulated? (par. 22)
Note how civil — how rhetorically sensitive — Aschwanden is. She

respects the two different approaches to regulation. Then she
proposes that how regulation occurs has more to do with priorities
than the regulations themselves.
ANALYZE & WRITE

Write a paragraph analyzing how Aschwanden presents the issue for her readers and
gives them a reason to listen to her:
1. Reread paragraphs 1–10, where Aschwanden introduces the issue, and underline
the historical and cultural context Aschwanden includes. How does this context
help readers understand the issue and its relevance?
2. In the final paragraph, Aschwanden writes, “Science matters, and we need to do
it as rigorously as possible.” Where in the essay does Aschwanden show why
science matters? What strategies does she use to demonstrate the importance of
science?
3. Reread the essay to see how Aschwanden presents this issue fairly and credibly
by quoting sources on different sides of the debate about science. Notice how
she presents the proponents of the open science movement and the sound
science movement. What words and phrases lend fairness and rhetorical
sensitivity to her representations of both sides? How does this kind of
presentation affect her credibility, particularly once she goes on to argue for her
position?
Asserting a Clear Position
Writers of position papers take sides. Their primary purposes are to

assert a position of their own and to influence readers’ thinking. The
assertion is the main point of the essay — its thesis. Presented
simply and directly, the thesis statement o en forecasts the stages of
the argument as well, identifying the main reason or reasons that
will be developed and supported in the essay.
Many writers place the thesis early in the essay to let readers know
right away where they stand. But if they need to present the issue at
length or define the terms of the debate, writers can postpone
introducing their own position. Restating the thesis in different
words at various points in the body of the essay and at the end can
help keep readers oriented.
ANALYZE & WRITE

Write a paragraph analyzing how and why Aschwanden states and restates her
position:
1. Underline the first place in which Aschwanden explicitly asserts her position.
Note any key words she uses there.
2. Reread the essay and put brackets around the sentences that restate the thesis in
various ways.
3. Now examine how Aschwanden restates her thesis. Look closely at the language
she uses to see whether she repeats key words, uses synonyms for them, or adds
new phrasing. What do you learn from Aschwanden’s repetition and her
variations?
Arguing Directly for the Position, and Supporting the Position

with Reasonable Evidence
Not only do writers of position papers explicitly assert their

positions, but they also give reasons for them. They usually support
their reasons with facts, statistics, examples, anecdotes, expert
opinions, and analogies:
Facts are statements that can be proven objectively to be true,
but readers may need to be reassured that the facts come from
trustworthy sources.
Statistics may be mistaken for facts, but they are only
interpretations or compilations of numerical data. Their
reliability depends on how and by whom the information was
collected and interpreted.
Examples are not usually claimed to be proof of the writer’s
position or to be evidence that the position applies in every
case. Examples help a reader understand the situations in
which the position is valid. Powerful examples are o en the
reason readers change their minds or at least grant that the
position is true in the case of a particular example.
Anecdotes tell stories and recall vivid images to help readers
imagine themselves in the position of the writer. Anecdotes are
also memorable, as many stories are, so readers remember why
the author has taken a certain position.
Expert opinions and analogies are also useful for support.
Readers must decide whether to regard quotations from experts
as credible and authoritative. They must also decide how much
weight to give analogies — comparisons that encourage readers
to assume that what is true about one thing is also true about
something to which it is compared.
Position arguments are most convincing when writers are able to

appeal to readers on three levels:
logos: Appeals to readers’ intellect, presenting them with
logical reasoning and reliable evidence
ethos: Appeals to readers’ perception of the writer’s credibility
and fairness
pathos: Appeals to readers’ values and feelings
ANALYZE & WRITE

Write a paragraph or two analyzing Aschwanden’s strategy of arguing by example:
1. Reread paragraph 6 and paragraphs 8–11, where Aschwanden develops her

argument through a series of examples, including those from the tobacco
industry, Chevron, and Exxon Mobil. Put brackets around the sentence or
sentences in each paragraph that state this part of her argument.
2. Aschwanden writes that “these controversies are really about values, not
scientific facts, and acknowledging that would allow us to have more truthful
and productive debates. What would that look like in practice? Instead of cherry-
picking evidence to support a particular view (and insisting that the science
points to a desired action), the various sides could lay out the values they are
using to assess the evidence” (par. 21). Do you think that some readers would
find this attention to practice compelling while others would not? If so, why or
why not? Can you imagine readers being turned off by her description of
“cherry-picking evidence?”
Responding to Objections and Alternative Positions Fairly and

Credibly
Writers of position papers o en try to anticipate the likely

objections, questions, and alternative positions that readers might
raise. Writers may concede points with which they agree and may
even modify a thesis to accommodate valid objections. A typical way
of conceding is to use sentence strategies like these:
► I agree that is certainly an important factor.
But when they think that the criticism is groundless or opposing

arguments are flawed, writers respond assertively. They refute the
challenges to their argument by pointing out the flaws in their
opponents’ reasoning and support. A typical refutation states the
problem with the opposing view and then explains why the view is
problematic, using sentence strategies like these:
► One problem with [opposing view] is that

.
► Some claim [opposing view], but in reality
.
Notice that writers o en introduce the refutation with a transition

that indicates contrast, such as but, although, nevertheless, or
however. When writers deal with alternative viewpoints, they
enhance their own fairness and credibility by treating those who
hold these views with civility and respect.
Frequently, writers reach out to readers by making a concession, but

then go on to point out where they differ. Writers conceding and
then refuting o en use sentence strategies like these:
► may be true for , but not for
.
► Although , I think .
► insists that . Nevertheless, in spite
of her good intentions, .
Not all writers use transition words to signal a response to

alternative views, however. Consider, for example, the way
Aschwanden concedes and then refutes common assumptions about
science:
It might seem like an easy task to sort good science from bad, but in reality it’s not
so simple. (par. 18)
ANALYZE & WRITE

Write a paragraph or two analyzing how Aschwanden responds to alternative views,
including those views directly represented in the essay, as well as those that
Aschwanden assumes readers may hold:
1. Locate moments in the essay where Aschwanden introduces alternative

arguments to her position. Underline the sentence in each paragraph that best
states the alternative position.
2. Now highlight the sentences in which Aschwanden responds to these opposing
arguments. Where does she concede and where does she refute these
alternatives? What seems to be her attitude toward those who disagree with her?
How effective are her strategies in persuading readers to accept her position?
READINGS
Isiah Holmes
The Heroin and Opioid Crisis Is Real
Isiah Holmes is a journalist whose work focuses both on issues local to the Midwest
and on national issues. He works across media as a writer and videographer, and his
written work has appeared in Urban Milwaukee, Milwaukeestories.net,
PontiacTribune.com, and TheFi hColumn.com, among others, while his
documentaries have been featured at the Milwaukee film festival.
Before you read, consider what you know about the heroin and opioid crisis
and how you know it. Has the crisis affected you or anyone you know?
As you read, consider how an op-ed — an opinion editorial — is different from
academic essays that argue for a position. How does Holmes develop and
support his position? What kinds of evidence does Holmes use?
It’s easy to distance yourself from tragedy, even when it’s happening
in your own town. One tragedy becomes like another, not really
hitting you until it hits you personally. It then becomes something
else, so powerful it’s almost surreal. Imagine what its like to enter
adulthood knowing a good portion of your friends are either opioid
or heroin addicts, or know others who are. For myself and much of
my generation, that’s increasingly the reality. Fortunately, I haven’t
lost any people yet. But that, sadly, can’t be said for some of my
closest friends. Without naming names or casting blame, that’s the
story I need to share.
I’ve lived in Milwaukee my entire life but in several different places

in the city. When it came time to enroll in high school, my mother
and I moved to Wauwatosa for better options. Throughout high
school, as anywhere else I suppose, drugs were prevalent. However,
opioid abuse — to my knowledge — didn’t appear to be a widespread
issue at that time.
That was from the ages of 15–18. I’m 21 now, and things have shi ed
in the oddest of ways. At first you hear about this kid snorting
something for giggles, then one too many stories of heroin use. Fall
and winter seemed to bring rehab admissions, and seasonal
depression. The use of opioids and heroin were closely related;
depending on which drug is easier to obtain.
It became increasingly clear that opioids were spreading among

those even younger than I. How could that be? What’s going on?
Where’s it coming from? The cycle o en has one of two endings:
someone you know dies, or someone you know has a friend or
relative who dies.
A er high school, from 18–20 years old, I moved back to Milwaukee

with my aunt and then father. Two houses down, people not that
much older than I lived with their young children. One girl would
come outside and play with the neighborhood children, but never
spoke. Rather, she’d whine or grunt, or remain totally silent. I
eventually discovered she was the daughter of relatively functional
heroin addicts. Her exposure to the drug use, however, le her a
stunted and complicated soul. She was almost like a wild child,
escaping her home day and night only to return later. When her
family nodded off, the doors were o en le open for her to roam.
It’s a cycle playing out across Milwaukee and neighboring counties
and suburbs.
But nothing compared to seeing my friends high, nodding as they

stood up or sat down. For a while, I didn’t even realize it was
happening. But eventually my mind could no longer hide the reality.
It was a darker, more dreadful thing to behold than I’d anticipated.
Watching their lives spiral ever downward isn’t easy. One rehab or
hospital visit turns to two, then three, and so on depending on the
person. That’s assuming you’re lucky enough to have friends who
survive long enough for that.
Being unlucky means going about your life until, one day, you hear
someone’s gone. One friend of mine lost several people in less than
a year. They were all kids his age, 18–19, or younger. Punctuating
that tragedy were mug shots of those you once knew–arrested for
opioid possession or distribution. They’d occasionally dri through
your Facebook feed and then away again. You let it pass as if it’s just
another meme or pointless viral video. Except it’s not.
And where’s the response from city and county officials? Last year
the Milwaukee Common Council released a report called “888
Bodies and Counting,” which found there was a 495 percent increase
in heroin-related deaths in Milwaukee County between 2005 and
2014 along with a big increase in opioid-related deaths (Murphy).7
But where’s the followup to this report? Where’s the task forces,
treatments and visionary, daring new ideas tested in other states?
What about protests or demonstrations? Some treatment centers
have cropped up, but the response pales in comparison to the issue
at hand. Each day spent ignoring this crisis on a local level is a
subtle insult to the victims. It relegates the issue to the periphery,
leaving only shame for those caught in addiction.
Which leads to another thing that’s widely known, but never talked
about: addict shaming. For many people, whether younger, say 15–
21, or older users, shame and stigma is real. I’ve seen people who
weren’t addicts, but simply hung around some, ostracized by others.
It’s o en a matter of standing by someone you’ve known your entire
life. But to onlookers, those perhaps not as immediately affected by
the epidemic, judgements come easy.
Treating the addicted like lepers doesn’t solve anything. How many
families attempt to help their addicted loved ones, and how many
disown them? This is a facet of the crisis that needs to be openly
acknowledged. Without doing so, I fear America may never come to
grips with this issue. We must see addicts as people, not rotten fruits
to be shaken from the tree. Drug users are people, like you or me,
and they need our help.
Works Cited
Murphy, Michael J. “888* Bodies and Counting.” Milwaukee Common
Council, 30 Nov. 2018,
https://www.documentcloud.org/documents/3149191-888-Bodies-
and-Counting-Milwaukee-Common-Council.html.
READING FOR MEANING

Holmes’s position on the heroin and opioid crisis and how it is
being dealt with in Milwaukee.
2. Read to Respond. Write a paragraph responding to anything
that surprises you about this op-ed such as Holmes’ admission
that he “hasn’t lost any people yet” (par. 1) or what he says about
addict shaming (par. 9).
analyzing an assumption you find intriguing in Holmes’ essay.
For example:
Assumptions about the role of city and county officials in

residents’ lives. Holmes asks, “Where’s the response from city
and county officials? Last year the Milwaukee Common Council
released a report called ‘888 Bodies and Counting,’ which found
there was a 495 percent increase in heroin-related deaths in
Milwaukee County between 2005 and 2014 along with a big
increase in opioid-related deaths. But where’s the followup to
this report? Where’s the task forces, treatments and visionary,
daring new ideas tested in other states?” (par. 8).
What assumptions does Holmes make about the best ways to
address the crisis and the role that officials should play?
What assumptions inform your ideas about how to deal with
this or similar drug crises? What kind of follow-up to the
report Holmes mentions do you think would be most
productive? Are task forces useful? Is it helpful to look at how
other states are responding to the opioid crisis?
Assumptions about drug users. Holmes writes that “treating the

addicted like lepers doesn’t solve anything. How many families
attempt to help their addicted loved ones, and how many
disown them? This is a facet of the crisis that needs to be openly
acknowledged. Without doing so, I fear America may never
come to grips with this issue. We must see addicts as people,
not rotten fruits to be shaken from the tree” (par. 10).
Why does Holmes think it is important to address our
assumptions about drug users?
What assumptions do you have about drug users, and where
do you think they come from? Have you ever been in a
situation that made you rethink those assumptions?
Writers of position papers, including op-eds (opinion editorials),

assert a position of their own in order to influence how readers
think about the subject. Their assertion of that position is the main
point, and it should be presented clearly and directly. The
placement of this assertion may vary. In some cases, writers will
open by asserting their position, but in other cases, where they may
need space to present the issue or outline the debate, writers may
insert their own position later in their position paper. A strong
argument needs to present reasons and support for the writer’s
position on an issue. Notice how Holmes first lays out the issue he
will address and concludes his essay by asserting his position.
ANALYZE & WRITE

Write a paragraph or two analyzing how Holmes anticipates his position but does not
assert it until late in his op-ed:
1. Reread paragraphs 1–5, highlighting the phrases and words Holmes uses that
suggest what his position is on the heroin and opioid crisis in Milwaukee.
2. Now find the moment in the op-ed where Holmes asserts his position. How
effective is this placement for you as a reader? Is this the position you expected
him to take? Why or why not?
Sherry Turkle
The Flight from Conversation
Sherry Turkle (b. 1948), professor of the social studies of science and technology at
the Massachusetts Institute of Technology, earned her Ph.D. from Harvard University.
She is the author of many books, including Second Self: Computers and the Human Spirit
(1984); Life on the Screen: Identity in the Age of the Internet (1995); and Alone Together:
Why We Expect More from Technology and Less from Each Other (2011). Turkle’s most
recent book is Reclaiming Conversation: The Power of Talk in the Digital Age (2015), and
she has given a TED talk and hosts a podcast on the same topic. Turkle is a media
commentator on the social and psychological effects of technology. The article below
was published in the Sunday Review section of the New York Times in 2012.
Before you read, think about how much time you spend communicating with
friends and family via “texting and e-mail and posting” (par. 10) versus how
much time you spend talking with friends and family over the phone or face-to-
face.
As you read, pay attention to the kinds of evidence Turkle provides to support
her assertions, such as quotations from interviews and written sources,
examples, statistics, illustrations, and so on.
We live in a technological universe in which we are always

communicating. And yet we have sacrificed conversation for mere
connection.
At home, families sit together, texting and reading e-mail. At work

executives text during board meetings. We text (and shop and go on
Facebook) during classes and when we’re on dates. My students tell
me about an important new skill: it involves maintaining eye contact
with someone while you text someone else; it’s hard, but it can be
done.
Over the past 15 years, I’ve studied technologies of mobile
connection and talked to hundreds of people of all ages and
circumstances about their plugged-in lives. I’ve learned that the
little devices most of us carry around are so powerful that they
change not only what we do, but also who we are.
We’ve become accustomed to a new way of being “alone together.”

Technology-enabled, we are able to be with one another, and also
elsewhere, connected to wherever we want to be. We want to
customize our lives. We want to move in and out of where we are
because the thing we value most is control over where we focus our
attention. We have gotten used to the idea of being in a tribe of one,
loyal to our own party.
Our colleagues want to go to that board meeting but pay attention

only to what interests them. To some this seems like a good idea, but
we can end up hiding from one another, even as we are constantly
connected to one another.
A businessman laments that he no longer has colleagues at work. He

doesn’t stop by to talk; he doesn’t call. He says that he doesn’t want
to interrupt them. He says they’re “too busy on their e-mail.” But
then he pauses and corrects himself. “I’m not telling the truth. I’m
the one who doesn’t want to be interrupted. I think I should. But I’d
rather just do things on my BlackBerry.”
A 16-year-old boy who relies on texting for almost everything says
almost wistfully, “Someday, someday, but certainly not now, I’d like
to learn how to have a conversation.”
In today’s workplace, young people who have grown up fearing

conversation show up on the job wearing earphones. Walking
through a college library or the campus of a high-tech start-up, one
sees the same thing: we are together, but each of us is in our own
bubble, furiously connected to keyboards and tiny touch screens. A
senior partner at a Boston law firm describes a scene in his office.
Young associates lay out their suite of technologies: laptops, iPods
and multiple phones. And then they put their earphones on. “Big
ones. Like pilots. They turn their desks into cockpits.” With the
young lawyers in their cockpits, the office is quiet, a quiet that does
not ask to be broken.
In the silence of connection, people are comforted by being in touch

with a lot of people — carefully kept at bay. We can’t get enough of
one another if we can use technology to keep one another at
distances we can control: not too close, not too far, just right. I think
of it as a Goldilocks effect.
Texting and e-mail and posting let us present the self we want to be.
This means we can edit. And if we wish to, we can delete. Or
retouch: the voice, the flesh, the face, the body. Not too much, not
too little — just right.
Human relationships are rich; they’re messy and demanding. We
have learned the habit of cleaning them up with technology. And the
move from conversation to connection is part of this. But it’s a
process in which we shortchange ourselves. Worse, it seems that
over time we stop caring, we forget that there is a difference.
We are tempted to think that our little “sips” of online connection

add up to a big gulp of real conversation. But they don’t. E-mail,
Twitter, Facebook, all of these have their places — in politics,
commerce, romance and friendship. But no matter how valuable,
they do not substitute for conversation.
Connecting in sips may work for gathering discrete bits of

information or for saying, “I am thinking about you.” Or even for
saying, “I love you.” But connecting in sips doesn’t work as well
when it comes to understanding and knowing one another. In
conversation we tend to one another. (The word itself is kinetic; it’s
derived from words that mean to move, together.) We can attend to
tone and nuance. In conversation, we are called upon to see things
from another’s point of view.
Face-to-face conversation unfolds slowly. It teaches patience. When

we communicate on our digital devices, we learn different habits. As
we ramp up the volume and velocity of online connections, we start
to expect faster answers. To get these, we ask one another simpler
questions; we dumb down our communications, even on the most
important matters. It is as though we have all put ourselves on cable
news. Shakespeare might have said, “We are consum’d with that
which we were nourish’d by.”
And we use conversation with others to learn to converse with

ourselves. So our flight from conversation can mean diminished
chances to learn skills of self-reflection. These days, social media
continually asks us what’s “on our mind,” but we have little
motivation to say something truly self-reflective. Self-reflection in
conversation requires trust. It’s hard to do anything with 3,000
Facebook friends except connect.
As we get used to being shortchanged on conversation and to getting

by with less, we seem almost willing to dispense with people
altogether. Serious people muse about the future of computer
programs as psychiatrists. A high school sophomore confides to me
that he wishes he could talk to an artificial intelligence program
instead of his dad about dating; he says the A.I. would have so much
more in its database. Indeed, many people tell me they hope that as
Siri, the digital assistant on Apple’s iPhone, becomes more
advanced, “she” will be more and more like a best friend — one who
will listen when others won’t.
During the years I have spent researching people and their

relationships with technology, I have o en heard the sentiment “No
one is listening to me.” I believe this feeling helps explain why it is
so appealing to have a Facebook page or a Twitter feed — each
provides so many automatic listeners. And it helps explain why —
against all reason — so many of us are willing to talk to machines
that seem to care about us. Researchers around the world are busy
inventing sociable robots, designed to be companions to the elderly,
to children, to all of us.
One of the most haunting experiences during my research came

when I brought one of these robots, designed in the shape of a baby
seal, to an elder-care facility, and an older woman began to talk to it
about the loss of her child. The robot seemed to be looking into her
eyes. It seemed to be following the conversation. The woman was
comforted.
And so many people found this amazing. Like the sophomore who
wants advice about dating from artificial intelligence and those who
look forward to computer psychiatry, this enthusiasm speaks to how
much we have confused conversation with connection and
collectively seem to have embraced a new kind of delusion that
accepts the simulation of compassion as sufficient unto the day. And
why would we want to talk about love and loss with a machine that
has no experience of the arc of human life? Have we so lost
confidence that we will be there for one another?
We expect more from technology and less from one another and
seem increasingly drawn to technologies that provide the illusion of
companionship without the demands of relationship. Always-on /
always-on-you devices provide three powerful fantasies: that we will
always be heard; that we can put our attention wherever we want it
to be; and that we never have to be alone. Indeed our new devices
have turned being alone into a problem that can be solved.
When people are alone, even for a few moments, they fidget and
reach for a device. Here connection works like a symptom, not a
cure, and our constant, reflexive impulse to connect shapes a new
way of being.
Think of it as “I share, therefore I am.” We use technology to define

ourselves by sharing our thoughts and feelings as we’re having
them. We used to think, “I have a feeling; I want to make a call.”
Now our impulse is, “I want to have a feeling; I need to send a text.”
So, in order to feel more, and to feel more like ourselves, we

connect. But in our rush to connect, we flee from solitude, our
ability to be separate and gather ourselves. Lacking the capacity for
solitude, we turn to other people but don’t experience them as they
are. It is as though we use them, need them as spare parts to support
our increasingly fragile selves.
We think constant connection will make us feel less lonely. The

opposite is true. If we are unable to be alone, we are far more likely
to be lonely. If we don’t teach our children to be alone, they will
know only how to be lonely.
I am a partisan for conversation. To make room for it, I see some

first, deliberate steps. At home, we can create sacred spaces: the
kitchen, the dining room. We can make our cars “device-free zones.”
We can demonstrate the value of conversation to our children. And
we can do the same thing at work. There we are so busy
communicating that we o en don’t have time to talk to one another
about what really matters. Employees asked for casual Fridays;
perhaps managers should introduce conversational Thursdays. Most
of all, we need to remember — in between texts and e-mails and
Facebook posts — to listen to one another, even to the boring bits,
because it is o en in unedited moments, moments in which we
hesitate and stutter and go silent, that we reveal ourselves to one
another.
I spend the summers at a cottage on Cape Cod, and for decades I

walked the same dunes that Thoreau once walked. Not too long ago,
people walked with their heads up, looking at the water, the sky, the
sand and at one another, talking. Now they o en walk with their
heads down, typing. Even when they are with friends, partners,
children, everyone is on their own devices.
So I say, look up, look at one another, and let’s start the
conversation.
READING FOR MEANING
Turkle’s position on digitally mediated communication (texting,
e-mailing, and posting) versus conversation.
seems contradictory, such as Turkle’s claim about the messiness
(par. 11) of relationships conducted face-to-face or via
telephone conversations versus via texting, posting, and e-
mailing; or Turkle’s denial that “our little ‘sips’ of online
connection add up to a big gulp of real conversation” (par. 12).
analyzing an assumption you find intriguing in Turkle’s essay.
For example:
Assumptions about the role of conversation in our well-being

and our lives. Turkle writes that “conversation unfolds slowly. It
teaches patience. … [W]e use conversation with others to learn
to converse with ourselves” (pars. 14–15).
What pattern is revealed in the examples Turkle offers when
arguing in favor of the benefits of conversation on our
thinking and our emotions? What does this pattern reveal?
According to Turkle, conversation helps a person be alone,
but not lonely, a seeming paradox (pars. 20–24). What is your
experience? Does texting friends and family enhance
closeness? Does not texting make you anxious or lonely?
Assumptions about control of our selves. Turkle believes we use

technology to keep ourselves separate, at a distance from
others, and that we have come to value the way we can edit
ourselves in our interactions with others through technology.
Turkle writes that “people are comforted by being in touch
with a lot of people — carefully kept at bay” (par. 9). What are
the advantages and disadvantages of keeping each other “at
bay”?
What does Turkle think we lose when we allow technology to
dictate the way our relationships are conducted? What do you
think we lose — and gain?
Arguing Directly for the Position, and Supporting the Position

with Reasonable Evidence
A strong argument needs to present reasons and support for the

writer’s position on an issue. Writers may use facts, statistics,
examples, anecdotes, expert opinion, or analogies to make their
case. Turkle uses several of these types of evidence to support her
reasons, and she also includes quotations (presumably gleaned from
interviews) to support her assertion that by using modern
technologies, we have “sacrificed conversation for mere connection”
(par. 1).
ANALYZE & WRITE

Write a paragraph or two analyzing how Turkle uses quotations to support her claims:
1. Reread paragraphs 6–8, highlighting the words she uses to introduce and
contextualize quotations and underlining the quotations themselves. What do
the quotations add — perhaps something compelling that the use of other
strategies would not provide? If so, what is it?
2. Now skim the rest of her essay, noting where Turkle quotes sources elsewhere in
her position argument. What kind of pattern does she follow for introducing
these quotations? How effective is it for you as a reader?
Daniel J. Solove
Why Privacy Matters Even If You Have “Nothing to
Hide”
Daniel J. Solove (b. 1972), currently John Marshall Harlan research professor of law at
the George Washington University Law School, earned his J.D. at Yale Law School. In
addition to writing numerous books and articles on issues of privacy and the
Internet, Solove is the founder of a company that provides privacy and data security
training to corporations and universities. Among his books are The Future of
Reputation: Gossip, Rumor, and Privacy on the Internet (2007), and Nothing to Hide: The
False Tradeoff Between Privacy and Security (2011). An earlier and longer version of this
essay in a law review journal included citations that had to be eliminated for
publication in the Chronicle of Higher Education in 2011, but we have restored them so
that you can see how Solove uses a variety of sources to support his position.
Before you read, think about how (or whether) you make an effort to protect
your privacy on social networking and other websites.
As you read, notice the sources cited in the opening paragraphs, and consider
how they contribute to your understanding of why many people think privacy is
not something they should be concerned about.
When the government gathers or analyzes personal information,

many people say they’re not worried. “I’ve got nothing to hide,” they
declare. “Only if you’re doing something wrong should you worry,
and then you don’t deserve to keep it private.” The nothing-to-hide
argument pervades discussions about privacy. The data-security
expert Bruce Schneier calls it the “most common retort against
privacy advocates.” The legal scholar Geoffrey Stone refers to it as an
“all-too-common refrain.” In its most compelling form, it is an
argument that the privacy interest is generally minimal, thus
making the contest with security concerns a foreordained victory
for security.
The nothing-to-hide argument is everywhere. In Britain, for

example, the government has installed millions of public-
surveillance cameras in cities and towns, which are watched by
officials via closed-circuit television. In a campaign slogan for the
program, the government declares: “If you’ve got nothing to hide,
you’ve got nothing to fear” (Rosen 36). Variations of nothing-to-hide
arguments frequently appear in blogs, letters to the editor, television
news interviews, and other forums. One blogger in the United
States, in reference to profiling people for national-security
purposes, declares: “I don’t mind people wanting to find out things
about me, I’ve got nothing to hide! Which is why I support [the
government’s] efforts to find terrorists by monitoring our phone
calls!” (greatcarrieoakey).
On the surface, it seems easy to dismiss the nothing-to-hide

argument. Everybody probably has something to hide from
somebody. As Aleksandr Solzhenitsyn declared, “Everyone is guilty
of something or has something to conceal. All one has to do is look
hard enough to find what it is” (192). … One can usually think of
something that even the most open person would want to hide. As a
commenter to my blog post noted, “If you have nothing to hide, then
that quite literally means you are willing to let me photograph you
naked? And I get full rights to that photograph — so I can show it to
your neighbors?” (Andrew) …
But such responses attack the nothing-to-hide argument only in its
most extreme form, which isn’t particularly strong. In a less extreme
form, the nothing-to-hide argument refers not to all personal
information but only to the type of data the government is likely to
collect. Retorts to the nothing-to-hide argument about exposing
people’s naked bodies or their deepest secrets are relevant only if
the government is likely to gather this kind of information. In many
instances, hardly anyone will see the information, and it won’t be
disclosed to the public. Thus, some might argue, the privacy interest
is minimal, and the security interest in preventing terrorism is
much more important. In this less extreme form, the nothing-to-
hide argument is a formidable one. However, it stems from certain
faulty assumptions about privacy and its value … .
Most attempts to understand privacy do so by attempting to locate

its essence — its core characteristics or the common denominator
that links together the various things we classify under the rubric of
“privacy.” Privacy, however, is too complex a concept to be reduced
to a singular essence. It is a plurality of different things that do not
share any one element but nevertheless bear a resemblance to one
another. For example, privacy can be invaded by the disclosure of
your deepest secrets. It might also be invaded if you’re watched by a
peeping Tom, even if no secrets are ever revealed. With the
disclosure of secrets, the harm is that your concealed information is
spread to others. With the peeping Tom, the harm is that you’re
being watched. You’d probably find that creepy regardless of
whether the peeper finds out anything sensitive or discloses any
information to others. There are many other forms of invasion of
privacy, such as blackmail and the improper use of your personal
data. Your privacy can also be invaded if the government compiles
an extensive dossier about you. Privacy, in other words, involves so
many things that it is impossible to reduce them all to one simple
idea. And we need not do so … .
To describe the problems created by the collection and use of

personal data, many commentators use a metaphor based on
George Orwell’s Nineteen Eighty-Four. Orwell depicted a harrowing
totalitarian society ruled by a government called Big Brother that
watches its citizens obsessively and demands strict discipline. The
Orwell metaphor, which focuses on the harms of surveillance (such
as inhibition and social control), might be apt to describe
government monitoring of citizens. But much of the data gathered
in computer databases, such as one’s race, birth date, gender,
address, or marital status, isn’t particularly sensitive. Many people
don’t care about concealing the hotels they stay at, the cars they
own, or the kind of beverages they drink. Frequently, though not
always, people wouldn’t be inhibited or embarrassed if others knew
this information.
Another metaphor better captures the problems: Franz Kafka’s The

Trial. Kafka’s novel centers around a man who is arrested but not
informed why. He desperately tries to find out what triggered his
arrest and what’s in store for him. He finds out that a mysterious
court system has a dossier on him and is investigating him, but he’s
unable to learn much more. The Trial depicts a bureaucracy with
inscrutable purposes that uses people’s information to make
important decisions about them, yet denies the people the ability to
participate in how their information is used.
The problems portrayed by the Kafkaesque metaphor are of a

different sort than the problems caused by surveillance. They o en
do not result in inhibition. Instead they are problems of information
processing — the storage, use, or analysis of data — rather than of
information collection. They affect the power relationships between
people and the institutions of the modern state. They not only
frustrate the individual by creating a sense of helplessness and
powerlessness, but also affect social structure by altering the kind of
relationships people have with the institutions that make important
decisions about their lives.
Legal and policy solutions focus too much on the problems under
the Orwellian metaphor — those of surveillance — and aren’t
adequately addressing the Kafkaesque problems — those of
information processing. The difficulty is that commentators are
trying to conceive of the problems caused by databases in terms of
surveillance when, in fact, those problems are different.
Commentators o en attempt to refute the nothing-to-hide argument
by pointing to things people want to hide. But the problem with the
nothing-to-hide argument is the underlying assumption that privacy
is about hiding bad things. By accepting this assumption, we
concede far too much ground and invite an unproductive discussion
about information that people would very likely want to hide. As the
computer-security specialist Schneier aptly notes, the nothing-to-
hide argument stems from a faulty “premise that privacy is about
hiding a wrong.” Surveillance, for example, can inhibit such lawful
activities as free speech, free association, and other First
Amendment rights essential for democracy.
The deeper problem with the nothing-to-hide argument is that it

myopically views privacy as a form of secrecy. In contrast,
understanding privacy as a plurality of related issues demonstrates
that the disclosure of bad things is just one among many difficulties
caused by government security measures. To return to my
discussion of literary metaphors, the problems are not just
Orwellian but Kafkaesque. Government information-gathering
programs are problematic even if no information that people want
to hide is uncovered. In The Trial, the problem is not inhibited
behavior but rather a suffocating powerlessness and vulnerability
created by the court system’s use of personal data and its denial to
the protagonist of any knowledge of or participation in the process.
The harms are bureaucratic ones — indifference, error, abuse,
frustration, and lack of transparency and accountability.
One such harm, for example, which I call aggregation, emerges

from the fusion of small bits of seemingly innocuous data. When
combined, the information becomes much more telling. By joining
pieces of information we might not take pains to guard, the
government can glean information about us that we might indeed
wish to conceal. For example, suppose you bought a book about
cancer. This purchase isn’t very revealing on its own, for it indicates
just an interest in the disease. Suppose you bought a wig. The
purchase of a wig, by itself, could be for a number of reasons. But
combine those two pieces of information, and now the inference
can be made that you have cancer and are undergoing
chemotherapy. That might be a fact you wouldn’t mind sharing, but
you’d certainly want to have the choice.
Another potential problem with the government’s harvest of

personal data is one I call exclusion. Exclusion occurs when people
are prevented from having knowledge about how information about
them is being used, and when they are barred from accessing and
correcting errors in that data. Many government national-security
measures involve maintaining a huge database of information that
individuals cannot access. Indeed, because they involve national
security, the very existence of these programs is o en kept secret.
This kind of information processing, which blocks subjects’
knowledge and involvement, is a kind of due-process problem. It is a
structural problem, involving the way people are treated by
government institutions and creating a power imbalance between
people and the government. To what extent should government
officials have such a significant power over citizens? This issue isn’t
about what information people want to hide but about the power
and the structure of government.
A related problem involves secondary use. Secondary use is the

exploitation of data obtained for one purpose for an unrelated
purpose without the subject’s consent. How long will personal data
be stored? How will the information be used? What could it be used
for in the future? The potential uses of any piece of personal
information are vast. Without limits on or accountability for how
that information is used, it is hard for people to assess the dangers
of the data’s being in the government’s control.
Yet another problem with government gathering and use of personal

data is distortion. Although personal information can reveal quite a
lot about people’s personalities and activities, it o en fails to reflect
the whole person. It can paint a distorted picture, especially since
records are reductive — they o en capture information in a
standardized format with many details omitted. For example,
suppose government officials learn that a person has bought a
number of books on how to manufacture methamphetamine. That
information makes them suspect that he’s building a meth lab. What
is missing from the records is the full story: The person is writing a
novel about a character who makes meth. When he bought the
books, he didn’t consider how suspicious the purchase might appear
to government officials, and his records didn’t reveal the reason for
the purchases. Should he have to worry about government scrutiny
of all his purchases and actions? Should he have to be concerned
that he’ll wind up on a suspicious-persons list? Even if he isn’t doing
anything wrong, he may want to keep his records away from
government officials who might make faulty inferences from them.
He might not want to have to worry about how everything he does
will be perceived by officials nervously monitoring for criminal
activity. He might not want to have a computer flag him as
suspicious because he has an unusual pattern of behavior … .
Privacy is rarely lost in one fell swoop. It is usually eroded over time,
little bits dissolving almost imperceptibly until we finally begin to
notice how much is gone. When the government starts monitoring
the phone numbers people call, many may shrug their shoulders
and say, “Ah, it’s just numbers, that’s all.” Then the government
might start monitoring some phone calls. “It’s just a few phone calls,
nothing more.” The government might install more video cameras
in public places. “So what? Some more cameras watching in a few
more places. No big deal.” The increase in cameras might lead to a
more elaborate network of video surveillance. Satellite surveillance
might be added to help track people’s movements. The government
might start analyzing people’s bank records. “It’s just my deposits
and some of the bills I pay — no problem.” The government may
then start combing through credit-card records, then expand to
Internet-service providers’ records, health records, employment
records, and more. Each step may seem incremental, but a er a
while, the government will be watching and knowing everything
about us.
“My life’s an open book,” people might say. “I’ve got nothing to hide.”
But now the government has large dossiers of everyone’s activities,
interests, reading habits, finances, and health. What if the
government leaks the information to the public? What if the
government mistakenly determines that based on your pattern of
activities, you’re likely to engage in a criminal act? What if it denies
you the right to fly? What if the government thinks your financial
transactions look odd — even if you’ve done nothing wrong — and
freezes your accounts? What if the government doesn’t protect your
information with adequate security, and an identity thief obtains it
and uses it to defraud you? Even if you have nothing to hide, the
government can cause you a lot of harm … .
Works Cited
greatcarrieoakey (Carrie Oakey). “Look All You Want! I’ve Got Nothing to
Hide!” Reach for the Stars, Blogger, 14 May 2006,
greatcarrieoakey.blogspot.com/2006_05_01_archive.html.
Rosen, Jeffrey. The Naked Crowd: Reclaiming Security and Freedom in an
Anxious Age. Random House Books, 2004.
Schneier, Bruce. “The Eternal Value of Privacy.” Wired, 18 May 2006.
Schneier on Security,
www.schneier.com/essays/archives/2006/05/the_eternal_value_of.ht
ml.
Solzhenitsyn, Aleksandr. Cancer Ward. Translated by Nicholas Bethell and
David Burg. Farrar, Straus and Giroux, 1969.
Stone, Geoffrey R. “Freedom and Public Responsibility.” Chicago Tribune,
21 May 2006, p. 11.
READING FOR MEANING
1. Read to Summarize. Write a few sentences explaining why

Solove is worried about the attitude many people share — that
they have “nothing to hide” and are therefore unconcerned
about government surveillance.
2. Read to Respond. Write a paragraph about anything that seems
interesting, such as Solove’s division of violations of privacy into
two types: Orwellian, “which focuses on the harms of
surveillance (such as inhibition and social control)” (par. 6) and
Kafkaesque “problems of information processing — the storage,
use, or analysis of data — rather than of information collection”
(par. 8); or Solove’s argument that the loss of privacy is usually
incremental, “eroded over time” (par. 15). Do the divisions or
stages seem logical to you, and are they valid stepping-stones to
more alarming consequences?
analyzing an assumption in Solove’s essay. For example:
Assumptions that “privacy is about hiding bad things” (par. 9).

Solove quotes “data-security expert” (par. 1) Bruce Schneier to
make explicit a commonly held assumption, that privacy is
“about hiding a wrong” (par. 9).
Are “one’s race, birth date, gender, address, or marital status
[not] particularly sensitive,” as Solove asserts (par. 6)? Can you
think of situations in which this kind of information could be
used to injure someone?
Solove counters the assumption that privacy is about bad
things by stating that this assumption is not the only way to
think about privacy. What alternatives does he offer? Are they
convincing to you?
Assumptions that people would take steps to curb violations of

privacy if they knew how the information could be used. Solove
brings two kinds of privacy violation to our attention because
he believes that doing so will change our point of view that we
have “nothing to hide.”
Solove compares privacy violations to Franz Kafka’s The Trial,
in which information is withheld from a man who is arrested
but not told why (par. 7). He adds that the problems are not
from surveillance, but “are problems of information
processing — the storage, use, or analysis of data — rather
than of information collection” (par. 8). Why does Solove
think this is a much bigger problem?
In his final paragraph (par. 16), Solove speculates about the
consequences to invasions of privacy that may not have
occurred to readers. What is he assuming readers will value,
now that he has opened their eyes? Do his examples reflect
consequences that could make people change their behavior?
Presenting the Controversial Issue Fairly and Credibly

Writers sometimes have to remind their readers why an issue is
controversial. Beginning with the title, Solove works to undermine
the widely held assumption that the erosion of privacy should not be
a concern. He does this primarily by contrasting two different ways
of thinking about threats to privacy, which he calls Orwellian and
Kafkaesque. To present this contrast, Solove uses sentence patterns
like these:
► Not , but .
► focus on , which is characterized
by , and they don’t even notice ,
which is characterized by .
Here is an example from Solove’s position argument:
Legal and policy solutions focus too much on the problems under the Orwellian
metaphor — those of surveillance — and aren’t adequately addressing the Kafkaesque
problems — those of information processing. … [T]he problems are not just
Orwellian but Kafkaesque. (pars. 9–10)
ANALYZE & WRITE

Write a few paragraphs analyzing and evaluating the effectiveness of Solove’s use of
contrast to reframe the issue for readers:
1. Notice how Solove uses sources in his first three paragraphs. Given his purpose
to reframe a commonly held view of privacy, why do you think he begins this
way?
2. Reread paragraphs 6–7 to see how Solove explains the two contrasting
metaphors. Then skim paragraphs 8–10, highlighting any sentence patterns he
uses to mark the contrast.
3. Has Solove’s reframing of the discussion affected your understanding of privacy
and your concerns about its loss? Why or why not?
Miya Tokumitsu
In the Name of Love
Miya Tokumitsu earned her Ph.D. in art history from the University of Pennsylvania
and teaches art history and art curatorship at the University of Melbourne, Australia.
She is a contributing editor of Jacobin, an online and print quarterly of the American
le , where the following essay was published in 2015. In it, she critiques the clichéd
idea that people can only be happy if they pursue a career they love. The essay’s
success led to her book, Do What You Love and Other Lies about Success and Happiness
(2015).
Before you read, think about your expectations of your future job or career. Do
you think you will love what you do? Or do you think a job is a job, and not
necessarily something that needs to be rewarding and fulfilling?
As you read, consider how clearly Tokumitsu presents her argument. Can you
find her thesis easily? Identify the strategies she uses to remind you of her
position throughout her argument and consider how effective they are.
“Do what you love. Love what you do.”
The commands are framed and perched in a living room that can
only be described as “well-curated.” A picture of this room appeared
first on a popular design blog, but has been pinned, tumbl’d, and
liked thousands of times by now.
Lovingly lit and photographed, this room is styled to inspire

Sehnsucht, roughly translatable from German as a pleasurable
yearning for some utopian thing or place. Despite the fact that it
introduces exhortations to labor into a space of leisure, the “do what
you love” living room — where artful tchotchkes abound and work is
not drudgery but love — is precisely the place all those pinners and
likers long to be. The diptych arrangement suggests a secular
version of a medieval house altar.
There’s little doubt that “do what you love” (DWYL) is now the
unofficial work mantra for our time. The problem is that it leads not
to salvation, but to the devaluation of actual work, including the
very work it pretends to elevate — and more importantly, the
dehumanization of the vast majority of laborers.
Superficially, DWYL is an upli ing piece of advice, urging us to

ponder what it is we most enjoy doing and then turn that activity
into a wage-generating enterprise. But why should our pleasure be
for profit? Who is the audience for this dictum? Who is not?
By keeping us focused on ourselves and our individual happiness,

DWYL distracts us from the working conditions of others while
validating our own choices and relieving us from obligations to all
who labor, whether or not they love it. It is the secret handshake of
the privileged and a worldview that disguises its elitism as noble
self-betterment. According to this way of thinking, labor is not
something one does for compensation, but an act of self-love. If
profit doesn’t happen to follow, it is because the worker’s passion
and determination were insufficient. Its real achievement is making
workers believe their labor serves the self and not the marketplace.
Aphorisms have numerous origins and reincarnations, but the
generic and hackneyed nature of DWYL confounds precise
attribution. Oxford Reference links the phrase and variants of it to
Martina Navratilova and François Rabelais, among others. The
internet frequently attributes it to Confucius, locating it in a misty,
Orientalized past. Oprah Winfrey and other peddlers of positivity
have included it in their repertoires for decades, but the most
important recent evangelist of the DWYL creed is deceased Apple
CEO Steve Jobs.
His graduation speech to the Stanford University class of 2005

provides as good an origin myth as any, especially since Jobs had
already been beatified as the patron saint of aestheticized work well
before his early death. In the speech, Jobs recounts the creation of
Apple, and inserts this reflection:
You’ve got to find what you love. And that is as true for your work as it is for your
lovers. Your work is going to fill a large part of your life, and the only way to be truly
satisfied is to do what you believe is great work. And the only way to do great work is
to love what you do.
In these four sentences, the words “you” and “your” appear eight
times. This focus on the individual is hardly surprising coming from
Jobs, who cultivated a very specific image of himself as a worker:
inspired, casual, passionate — all states agreeable with ideal
romantic love. Jobs telegraphed the conflation of his besotted
worker-self with his company so effectively that his black turtleneck
and blue jeans became metonyms for all of Apple and the labor that
maintains it.
But by portraying Apple as a labor of his individual love, Jobs elided

the labor of untold thousands in Apple’s factories, conveniently
hidden from sight on the other side of the planet — the very labor
that allowed Jobs to actualize his love.
The violence of this erasure needs to be exposed. While “do what

you love” sounds harmless and precious, it is ultimately self-focused
to the point of narcissism. Jobs’ formulation of “do what you love” is
the depressing antithesis to Henry David Thoreau’s utopian vision of
labor for all. In “Life Without Principle,” Thoreau wrote,
… it would be good economy for a town to pay its laborers so well that they would not
feel that they were working for low ends, as for a livelihood merely, but for scientific,
even moral ends. Do not hire a man who does your work for money, but him who
does it for the love of it.
Admittedly, Thoreau had little feel for the proletariat (it’s hard to
imagine someone washing diapers for “scientific, even moral ends,”
no matter how well-paid). But he nonetheless maintains that society
has a stake in making work well-compensated and meaningful. By
contrast, the twenty-first-century Jobsian view demands that we all
turn inward. It absolves us of any obligation to or acknowledgment
of the wider world, underscoring its fundamental betrayal of all
workers, whether they consciously embrace it or not.
One consequence of this isolation is the division that DWYL creates
among workers, largely along class lines. Work becomes divided
into two opposing classes: that which is lovable (creative,
intellectual, socially prestigious) and that which is not (repetitive,
unintellectual, undistinguished). Those in the lovable work camp
are vastly more privileged in terms of wealth, social status,
education, society’s racial biases, and political clout, while
comprising a small minority of the workforce.
For those forced into unlovable work, it’s a different story. Under the
DWYL credo, labor that is done out of motives or needs other than
love (which is, in fact, most labor) is not only demeaned but erased.
As in Jobs’ Stanford speech, unlovable but socially necessary work is
banished from the spectrum of consciousness altogether.
Think of the great variety of work that allowed Jobs to spend even
one day as CEO: his food harvested from fields, then transported
across great distances. His company’s goods assembled, packaged,
shipped. Apple advertisements scripted, cast, filmed. Lawsuits
processed. Office wastebaskets emptied and ink cartridges filled. Job
creation goes both ways. Yet with the vast majority of workers
effectively invisible to elites busy in their lovable occupations, how
can it be surprising that the heavy strains faced by today’s workers
(abysmal wages, massive child care costs, et cetera) barely register
as political issues even among the liberal faction of the ruling class?
In ignoring most work and reclassifying the rest as love, DWYL may
be the most elegant anti-worker ideology around. Why should
workers assemble and assert their class interests if there’s no such
thing as work?
“Do what you love” disguises the fact that being able to choose a
career primarily for personal reward is an unmerited privilege, a
sign of that person’s socioeconomic class. Even if a self-employed
graphic designer had parents who could pay for art school and
cosign a lease for a slick Brooklyn apartment, she can self-
righteously bestow DWYL as career advice to those covetous of her
success.
If we believe that working as a Silicon Valley entrepreneur or a

museum publicist or a think-tank acolyte is essential to being true to
ourselves — in fact, to loving ourselves — what do we believe about
the inner lives and hopes of those who clean hotel rooms and stock
shelves at big-box stores? The answer is: nothing.
Yet arduous, low-wage work is what ever more Americans do and

will be doing. According to the US Bureau of Labor Statistics, the
two fastest-growing occupations projected until 2020 are “Personal
Care Aide” and “Home Care Aide,” with average salaries of $19,640
per year and $20,560 per year in 2010, respectively. Elevating certain
types of professions to something worthy of love necessarily
denigrates the labor of those who do unglamorous work that keeps
society functioning, especially the crucial work of caregivers.
If DWYL denigrates or makes dangerously invisible vast swaths of
labor that allow many of us to live in comfort and to do what we
love, it has also caused great damage to the professions it portends
to celebrate, especially those jobs existing within institutional
structures. Nowhere has the DWYL mantra been more devastating
to its adherents than in academia. The average PhD student of the
mid 2000s forwent the easy money of finance and law (now slightly
less easy) to live on a meager stipend in order to pursue their
passion for Norse mythology or the history of Afro-Cuban music.
The reward for answering this higher calling is an academic

employment marketplace in which around 41 percent of American
faculty are adjunct professors — contract instructors who usually
receive low pay, no benefits, no office, no job security, and no long-
term stake in the schools where they work.
There are many factors that keep PhDs providing such high-skilled
labor for such extremely low wages, including path dependency and
the sunk costs of earning a PhD, but one of the strongest is how
pervasively the DWYL doctrine is embedded in academia. Few other
professions fuse the personal identity of their workers so intimately
with the work output. This intense identification partly explains why
so many proudly le -leaning faculty remain oddly silent about the
working conditions of their peers. Because academic research
should be done out of pure love, the actual conditions of and
compensation for this labor become a erthoughts, if they are
considered at all.
In “Academic Labor, the Aesthetics of Management, and the Promise
of Autonomous Work,” Sarah Brouillette writes of academic faculty,
… our faith that our work offers non-material rewards, and is more integral to our
identity than a “regular” job would be, makes us ideal employees when the goal of
management is to extract our labor’s maximum value at minimum cost.
Many academics like to think they have avoided a corporate work

environment and its attendant values, but Marc Bousquet notes in
his essay “We Work” that academia may actually provide a model for
corporate management:
How to emulate the academic workplace and get people to work at a high level of
intellectual and emotional intensity for fi y or sixty hours a week for bartenders’
wages or less? Is there any way we can get our employees to swoon over their desks,
murmuring “I love what I do” in response to greater workloads and smaller
paychecks? How can we get our workers to be like faculty and deny that they work at
all? How can we adjust our corporate culture to resemble campus culture, so that our
workforce will fall in love with their work too?
No one is arguing that enjoyable work should be less so. But

emotionally satisfying work is still work, and acknowledging it as
such doesn’t undermine it in any way. Refusing to acknowledge it,
on the other hand, opens the door to the most vicious exploitation
and harms all workers.
Ironically, DWYL reinforces exploitation even within the so-called

lovable professions where off-the-clock, underpaid, or unpaid labor
is the new norm: reporters required to do the work of their laid-off
photographers, publicists expected to Pin and Tweet on weekends,
the 46 percent of the workforce expected to check their work email
on sick days. Nothing makes exploitation go down easier than
convincing workers that they are doing what they love.
Instead of cra ing a nation of self-fulfilled, happy workers, our

DWYL era has seen the rise of the adjunct professor and the unpaid
intern — people persuaded to work for cheap or free, or even for a
net loss of wealth. This has certainly been the case for all those
interns working for college credit or those who actually purchase
ultra-desirable fashion-house internships at auction. (Valentino and
Balenciaga are among a handful of houses that auctioned off month-
long internships. For charity, of course.) The latter is worker
exploitation taken to its most extreme, and as an ongoing Pro
Publica investigation8 reveals, the unpaid intern is an ever larger
presence in the American workforce.
It should be no surprise that unpaid interns abound in fields that are

highly socially desirable, including fashion, media, and the arts.
These industries have long been accustomed to masses of
employees willing to work for social currency instead of actual
wages, all in the name of love. Excluded from these opportunities, of
course, is the overwhelming majority of the population: those who
need to work for wages. This exclusion not only calcifies economic
and professional immobility, but insulates these industries from the
full diversity of voices society has to offer.
And it’s no coincidence that the industries that rely heavily on
interns — fashion, media, and the arts — just happen to be the
feminized ones, as Madeleine Schwartz wrote in Dissent.9 Yet
another damaging consequence of DWYL is how ruthlessly it works
to extract female labor for little or no compensation. Women
comprise the majority of the low-wage or unpaid workforce; as care
workers, adjunct faculty, and unpaid interns, they outnumber men.
What unites all of this work, whether performed by GEDs or PhDs, is
the belief that wages shouldn’t be the primary motivation for doing
it. Women are supposed to do work because they are natural
nurturers and are eager to please; a er all they’ve been doing
uncompensated childcare, elder care, and housework since time
immemorial. And talking money is unladylike anyway.
The DWYL dream is, true to its American mythology, superficially

democratic. PhDs can do what they love, making careers that
indulge their love of the Victorian novel and writing thoughtful
essays in the New York Review of Books. High school grads can also do
it, building prepared food empires out of their Aunt Pearl’s jam
recipe. The hallowed path of the entrepreneur always offers this way
out of disadvantaged beginnings, excusing the rest of us for allowing
those beginnings to be as miserable as they are. In America,
everyone has the opportunity to do what he or she loves and get
rich.
Do what you love and you’ll never work a day in your life! Before
succumbing to the intoxicating warmth of that promise, it’s critical
to ask, “Who, exactly, benefits from making work feel like non-
work?” “Why should workers feel as if they aren’t working when they
are?” Historian Mario Liverani reminds us that “ideology has the
function of presenting exploitation in a favorable light to the
exploited, as advantageous to the disadvantaged.”
In masking the very exploitative mechanisms of labor that it fuels,

DWYL is, in fact, the most perfect ideological tool of capitalism. It
shunts aside the labor of others and disguises our own labor to
ourselves. It hides the fact that if we acknowledged all of our work as
work, we could set appropriate limits for it, demanding fair
compensation and humane schedules that allow for family and
leisure time.
And if we did that, more of us could get around to doing what it is we

really love.
READING FOR MEANING
1. Read to Summarize. Write a few sentences explaining how,

according to Tokumitsu, doing “what you love” for a living is
unrealistic for most people and can be downright harmful to
those who can’t.
2. Read to Respond. Write a paragraph about anything surprising,
such as Tokumitsu’s assertion that doing what you love leads to
the “devaluation of actual work” and the “dehumanization of the
vast majority of laborers” (par. 4); or that DWYL is, in
Tokumitsu’s view, undemocratic (pars. 30–32).
analyzing an assumption you find intriguing in Tokumitsu’s
essay. For example:
Assumptions about work as part of our lives — not our whole

lives. Tokumitsu begins her essay with a description of a “living
room” that is also a work room, where “work is not drudgery
but love” (par. 3). The room serves as a metaphor for a life,
where work has entered the “private” living space.
If the living room/work room described in paragraphs 2–3 is
exceptional because it is for work that is pleasant, not
drudgery, what does Tokumitsu assume about most work —
or, at least, people’s attitudes toward their work? How does
she support this assumption?
Tokumitsu criticizes companies “within the so-called lovable
professions” for exploiting their workforce, who are expected
to engage in technology for work (pins, Tweets, e-mails) on
weekends (par. 26). What are her assumptions about the
relationship between work and weekends?
Assumptions about the relationship between socioeconomic
status and work that is valued. Tokumitsu asserts that “‘Do what
you love’ disguises the fact that being able to choose a career
primarily for personal reward is an unmerited privilege, a sign
of that person’s socioeconomic class” (par. 17).
Do you share this assumption that people who can choose
work they love are generally in a comfortable socioeconomic
bracket? Does anything in your experience support or
disprove this assumption?
Tokumitsu believes that “emotionally satisfying work is still
work, and … refusing to acknowledge it … opens the door to
the most vicious exploitation and harms all workers” (par.
25). Think of examples from the media or your own
experience that illustrate or refute her point about
“exploitation.” How does refusing to acknowledge that
satisfying work is still work damage workers who don’t
necessarily love what they do?
Writers usually (but not always) assert their positions early in an

essay and, to help readers focus, may reassert the position later and
in the conclusion. The position is the thesis, and a restatement of the
thesis can occur regularly as the writer develops reasons and
evidence to support it. Tokumitsu’s thesis appears in paragraph 4:
“The problem is that [the mantra ‘do what you love’] leads not to
salvation, but to the devaluation of actual work, including the very
work it pretends to elevate — and more importantly, the
dehumanization of the vast majority of laborers.”
ANALYZE & WRITE

Write a paragraph or two analyzing how effectively Tokumitsu asserts her position.
1. Skim her essay and highlight all the places where she restates her thesis — for
example, “While ‘do what you love’ sounds harmless and precious, it is ultimately
self-focused to the point of narcissism” (par. 11).
2. Underline any sentences that assert a reason in support of her thesis. (The word
because o en has a reason following it.) For example, she explains why DWYL is
implicitly elitist: “labor is not something one does for compensation, but an act
of self-love. If profit doesn’t happen to follow, it is because the worker’s passion
and determination were insufficient” (par. 6). How do the reasons support her
thesis? Are there any reasons that undermine her position or make it unclear? If
so, what are they?
Jessica Statsky
Children Need to Play, Not Compete
Jessica Statsky was a college student when she wrote this position paper for a sports
journalism course, in which she argues that organized sports are not good for children
between the ages of six and twelve.
Before you read, recall your own experiences as an elementary-

school student playing competitive sports, either in or out of
school. If you were not actively involved yourself, did you know
anyone who was? Was winning emphasized? What about having
a good time? Getting along with others? Developing athletic skills
and confidence?
As you read, notice how Statsky sets forth her position clearly,
supports the reasons for her position, and handles readers’ likely
objections. Also note the visible cues that Statsky provides to
guide you through her argument step-by-step.
“Organized sports for young people have become an institution in

North America,” reports sports journalist Steve Silverman, attracting
more than 44 million youngsters according to a recent survey by the
National Council of Youth Sports (“History”). Though many adults
regard Little League Baseball xand Peewee Football as a basic part of
childhood, the games are not always joyous ones. When overzealous
parents and coaches impose adult standards on children’s sports, the
result can be activities that are neither satisfying nor beneficial to
children.
I am concerned about all organized sports activities for children
between the ages of six and twelve. The damage I see results from
noncontact as well as contact sports, from sports organized locally as
well as those organized nationally. Highly organized competitive
sports such as Peewee Football and Little League Baseball are too
o en played to adult standards, which are developmentally
inappropriate for children and can be both physically and
psychologically harmful. Furthermore, because they eliminate many
children from organized sports before they are ready to compete,
they are actually counterproductive for developing either future
players or fans. Finally, because they emphasize competition and
winning, they unfortunately provide occasions for some parents and
coaches to place their own fantasies and needs ahead of children’s
welfare.
One readily understandable danger of overly competitive sports is

that they entice children into physical actions that are bad for
growing bodies. “There is a growing epidemic of preventable youth
sports injuries,” according to the STOP Sports Injuries campaign.
“Among athletes ages 5 to 14, 28 percent of football players, 25
percent of baseball players, 22 percent of soccer players, 15 percent
of basketball players, and 12 percent of so ball players were injured
while playing their respective sports.” Although Little League
Baseball and So ball acknowledges that children do risk injury
playing baseball, it insists that “severe injuries … are infrequent,” the
risk “far less than the risk of riding a skateboard, a bicycle, or even
the school bus” (“Little League Parent”). Nevertheless, Leonard
Koppett in Sports Illusion, Sports Reality claims that a twelve-year-old
trying to throw a curve ball, for example, may put abnormal strain on
developing arm and shoulder muscles, sometimes resulting in
lifelong injuries (294). Contact sports like football can be even more
hazardous. Thomas Tutko, a psychology professor at San Jose State
University and coauthor of the book Winning Is Everything and Other
American Myths, writes:
I am strongly opposed to young kids playing tackle football. It is not the right stage of
development for them to be taught to crash into other kids. Kids under the age of
fourteen are not by nature physical. Their main concern is self-preservation. They
don’t want to meet head on and slam into each other. But tackle football absolutely
requires that they try to hit each other as hard as they can. And it is too traumatic for
young kids. (qtd. in Tosches A1)
As Tutko indicates, even when children are not injured, fear of being
hurt detracts from their enjoyment of the sport. The Little League
ranks fear of injury as the seventh of seven reasons children quit
(“Little League Parent”). One mother of an eight-year-old Peewee
Football player explained, “The kids get so scared. They get hit once
and they don’t want anything to do with football anymore. They’ll sit
on the bench and pretend their leg hurts … ” (qtd. in Tosches A1).
Some children are driven to even more desperate measures. For
example, in one Peewee Football game, a reporter watched the
following scene as a player took himself out of the game:
“Coach, my tummy hurts. I can’t play,” he said. The coach told the player to get back
onto the field. “There’s nothing wrong with your stomach,” he said. When the coach
turned his head the seven-year-old stuck a finger down his throat and made himself
vomit. When the coach turned back, the boy pointed to the ground and told him, “Yes
there is, coach. See?” (Tosches A33)
Besides physical hazards and anxieties, competitive sports pose

psychological dangers for children. Martin Rablovsky, a former
sports editor for the New York Times, says that in all his years of
watching young children play organized sports, he has noticed very
few of them smiling. “I’ve seen children enjoying a spontaneous pre-
practice scrimmage become somber and serious when the coach’s
whistle blows,” Rablovsky says. “The spirit of play suddenly
disappears, and sport becomes joblike” (qtd. in Coakley 94). The
primary goal of a professional athlete — winning — is not appropriate
for children. Their goals should be having fun, learning, and being
with friends. Although winning does add to the fun, too many adults
lose sight of what matters and make winning the most important
goal. Several studies have shown that when children are asked
whether they would rather be warming the bench on a winning team
or playing regularly on a losing team, about 90 percent choose the
latter (Smith et al. 11). According to Mark Hyman, professor of sports
management at George Washington University and author of several
books on youth sports: “If we wiped the slate clean and reinvented
youth sports from scratch by putting the physical and emotional
needs of kids first, how different would it look? Nothing would be
recognizable” (qtd. in Rosenwald).
Winning and losing may be an inevitable part of adult life, but they
should not be part of childhood. Too much competition too early in
life can affect a child’s development. Children are easily influenced,
and when they sense that their competence and worth are based on
their ability to live up to their parents’ and coaches’ high expectations
— and on their ability to win — they can become discouraged and
depressed. Little League advises parents to “keep winning in
perspective,” noting that the most common reasons children give for
quitting, aside from change in interest, are lack of playing time,
failure and fear of failure, disapproval by significant others, and
psychological stress (“Little League Parent”). According to Dr. Glyn C.
Roberts, a professor of kinesiology at the Institute of Child Behavior
and Development at the University of Illinois, 80 to 90 percent of
children who play competitive sports at a young age drop out by
sixteen (Kutner).
This statistic illustrates another reason I oppose competitive sports

for children: because they are so highly selective, very few children
get to participate. Far too soon, a few children are singled out for
their athletic promise, while many others, who may be on the verge
of developing the necessary strength and ability, are screened out
and discouraged from trying out again. Like adults, children fear
failure, and so even those with good physical skills may stay away
because they lack self-confidence. Consequently, teams lose many
promising players who with some encouragement and experience
might have become stars. The problem is that many parent-
sponsored, out-of-school programs give more importance to having a
winning team than to developing children’s physical skills and self-
esteem.
Indeed, it is no secret that too o en scorekeeping, league standings,
and the drive to win bring out the worst in adults who are more
absorbed in living out their own fantasies than in enhancing the
quality of the experience for children (Smith et al. 9). Recent
newspaper articles on children’s sports contain plenty of horror
stories. Los Angeles Times reporter Rich Tosches, for example, tells the
story of a brawl among seventy-five parents following a Peewee
Football game (A33). As a result of the brawl, which began when a
parent from one team confronted a player from the other team, the
teams are now thinking of hiring security guards for future games.
Another example is provided by a Los Angeles Times editorial about a
Little League manager who intimidated the opposing team by setting
fire to one of their team’s jerseys on the pitcher’s mound before the
game began. As the editorial writer commented, the manager
showed his young team that “intimidation could substitute for
playing well” (“The Bad News Pyromaniacs?”). This phenomenon,
according to Ken Reed, author of How We Can Save Sports: A Game
Plan, is known as the “Achievement by Proxy Syndrome — adults
living vicariously through the exploits of their children” (1). Reed
acknowledges that the “issue of overbearing parents and coaches in
youth sports isn’t a new one,” but “things are definitely getting worse.
Adults are taking their seriousness about youth sports to new
unhealthy extremes” (1).
FIGURE 1 Too many parents use their children’s sports programs as a way to
live out their own fantasies, as shown in this cartoon by James Mulligan from
the New Yorker.
Description
A woman, holding a baseball bat is readying to hit the ball while the coach says to her,
‘Please, Mrs. Enright, if I let you pinch-hit for Tommy, all the mothers will want to pinch-
hit.’ A little boy looks at the woman, waiting with a baseball bat in his hand while other
children wait in the stands.
Although not all parents or coaches behave so inappropriately, the

seriousness of the problem is illustrated by the fact that Adelphi
University in Garden City, New York, offers a sports psychology
workshop for Little League coaches, designed to balance their
“animal instincts” with “educational theory” in hopes of reducing the
“screaming and hollering,” in the words of Harold Weisman,
manager of sixteen Little Leagues in New York City (Schmitt). In a
three-and-one-half-hour Sunday morning workshop, coaches learn
how to make practices more fun, treat injuries, deal with irate
parents, and be “more sensitive to their young players’ fears,
emotional frailties, and need for recognition.” Little League is to be
credited with recognizing the need for such workshops.
Some parents would no doubt argue that children cannot start too
soon preparing to live in a competitive free-market economy. A er
all, secondary schools and colleges require students to compete for
grades, and college admission is extremely competitive. And it is
perfectly obvious how important competitive skills are in finding a
job. Yet the ability to cooperate is also important for success in life.
Before children are psychologically ready for competition, maybe we
should emphasize cooperation and individual performance in team
sports rather than winning.
Many people are ready for such an emphasis. In 1988, one New York
Little League official who had attended the Adelphi workshop tried to
ban scoring from six- to eight-year-olds’ games — but parents
wouldn’t support him (Schmitt). An innovative children’s sports
program in New York City, City Sports for Kids, emphasizes fitness,
self-esteem, and sportsmanship. In this program’s basketball games,
every member on a team plays at least two of six eight-minute
periods. The basket is seven feet from the floor, rather than ten feet,
and a player can score a point just by hitting the rim (Bloch). I believe
this kind of local program should replace overly competitive
programs like Peewee Football and Little League Baseball. As one
coach explains, significant improvements can result from a few
simple rule changes, such as including every player in the batting
order and giving every player, regardless of age or ability, the
opportunity to play at least four innings a game (Frank).
Some children want to play competitive sports; they are not being
forced to play. These children are eager to learn skills, to enjoy the
camaraderie of the team, and earn self-respect by trying hard to
benefit their team. I acknowledge that some children may benefit
from playing competitive sports. While some children do benefit
from these programs, however, many more would benefit from
programs that avoid the excesses and dangers of many competitive
sports programs and instead emphasize fitness, cooperation,
sportsmanship, and individual performance.
Works Cited
“The Bad News Pyromaniacs? Fiery Anaheim Little Manager Is, Rightly,
Fired.” Editorial. Los Angeles Times, 16 June 1990, p. B6,
articles.latimes.com/1990-06-16/local/me-31_1_team-manager.
Bloch, Gordon B. “Thrill of Victory Is Secondary to Fun.” The New York
Times, 2 Apr. 1990, p. C12.
Coakley, Jay J. Sport in Society: Issues and Controversies. Mosby, 1982.
Frank, L. “Contributions from Parents and Coaches.” CYB Message Board,
AOL, 8 July 1997, www.aol.com/. Accessed 14 May 2008.
Koppett, Leonard. Sports Illusion, Sports Reality. Boston: Houghton MIfflin,
1981. Print.
Kutner, Lawrence. “Athletics, through a Child’s Eyes.” The New York Times,
23 Mar. 1989, p. C8, www.nytimes.com/1989/03/23/garden/parent-
child.html.
Little League Parent Responsibilities. Warwick National Little League 2007
Safety Plan, Little League Baseball and So ball, 17 Apr. 2007,
www.littleleague.org/Assets/forms_pubs
/asap/Warwick_LL_safetyplan08.pdf.
Reed, Ken. “Youth Sports Burnout Driven by Achievement by Proxy
Syndrome.” The Huffington Post, 10 Oct. 2015,
www.huffingtonpost.com/ken-reed/youth-sports-burnout-
driv_b_8274078.html.
Rosenwald, Michael S. “Are Parents Ruining Youth Sports? Fewer Kids Play
Amid Pressure.” The Washington Post, 4 Oct. 2015,
www.washingtonpost.com/local/are-parents-ruining -youth-sports-
fewer-kids-play-amid-pressure/2015/10/04/eb1460dc-686e-11e5-9ef3-
fde182507eac_story.html.
Schmitt, Eric. “Psychologists Take Seat on Little League Bench.” The New
York Times, 14 Mar. 1988, late ed., p. B2. LexisNexis Academic,
www.lexisnexis.com.
Silverman, Steve. “The History of Youth Sports.” Livestrong, Demand
Media, Inc., 01 Sept. 2015, www.livestrong.com/article/353963-the-
history-of-youth-sports/.
Smith, Nathan, et al. Kidsports: A Survival Guide for Parents. Addison-
Wesley, 1983.
Tosches, Rich. “Peewee Football: Is It Time to Blow the Whistle?” The Los
Angeles Times,3 Dec. 1988, pp. A1+. LexisNexis,
articles.latimes.com/1988-12-03/news/mn-936_1_youth -football-
games.
“Youth Sports Injuries Statistics.” STOP Sports Injuries: Community
Outreach Toolkit, American Orthopaedic Society for Sports Medicine,
www.sportsmed.org/aossmimis/stop/downloads
/CommunityOutreachToolkit.pdf.
READING FOR MEANING

you learned about children and sports from Statsky’s argument.
resonates with your experience or that seems surprising, such as
Statsky’s claim that children can become discouraged and
depressed “when they sense that their competence and worth
are based on their ability to live up to their parents’ and coaches’
high expectations — and on their ability to win” (par. 6); or
Statsky’s assertion that “it is no secret that too o en
scorekeeping, league standings, and the drive to win bring out
the worst in adults …” (par. 8). Was this true of your experience
or that of your friends or your own children? What kinds of
values do overzealous parents demonstrate? Are there any that
are positive?
analyzing an assumption you find intriguing in Statsky’s essay.
For example:
Assumptions that cooperation is as important a skill to develop
as competition. Statsky explicitly states this assumption when
she writes that the ability to cooperate is as important as
competitive skills for success (par. 10).
Statsky asserts that “overzealous parents and coaches impose
adult standards on children’s sports, [leading to] activities that
are neither satisfying nor beneficial to children” (par. 1). Do
you agree that coaches and parents impose the desire to win
on children? Should children’s sports have different standards?
Statsky acknowledges how important competitive skills are for
getting into college and finding a job, but immediately follows
with a response: “Yet the ability to cooperate is also important
for success in life. Before children are psychologically ready
for competition, maybe we should emphasize cooperation and
individual performance in team sports rather than winning”
(par. 10). Do you think Statsky provides enough evidence that
most children are not psychologically ready for competition?
If so, which kinds of evidence are most compelling for you?
Why?
Assumptions that children’s sports should be inclusive. Statsky

argues that children’s competitive sports should be reformed
because they favor the most coordinated and strongest children
(par. 7) to the exclusion of children who are weaker or less
skilled.
What evidence does Statsky offer to support this claim,
especially for the youngest participants in PeeWee Football
and Little League? Is it possible that the stronger and better-
coordinated children might be drawn to organized sports
because they enjoy playing more? Might children who enjoy
physical activity have developed the skills needed to succeed
on the playing field through practice rather than through the
process of development?
Should those who organize children’s sports have an obligation
to include all children who want to participate? Why or why
not?
Responding to Objections and Alternative Positions Fairly
An effective argument concedes valid objections, concerns, or

reasons and refutes opposing views that are weak or flawed. Consider
this passage from Statsky’s essay:
Some parents would no doubt argue that children cannot start too soon preparing to
live in a competitive free-market economy. A er all , secondary schools and colleges
require students to compete for grades, and college admission is extremely
competitive . And it is perfectly obvious how important competitive skills are in
finding a job.
Yet the ability to cooperate is also important for success in life. Before children are
psychologically ready for competition, maybe we should emphasize cooperation and
individual performance in team sports rather than winning. (par. 10)
Notice how Statsky treats alternative views with civility and respect,
enhancing her credibility, or ethos.
ANALYZE & WRITE
Write a paragraph analyzing other passages in which Statsky responds to alternative
points of view:
1. Reread the first sentence in paragraph 6, the first and last sentences in paragraph
9, and the first sentence in paragraph 12, highlighting the words that signal
Statsky’s acknowledgment of objections to her thesis.
2. Now reread the sentences following those you highlighted, to see how Statsky
deals with her opposition. Does she seem to practice rhetorical sensitivity here?
Why or why not?
To review the meaning of rhetorical sensitivity, see Chapter 1, p. 12.

Comparing and Contrasting to Analyze Visuals
Compare and contrast the cartoon Statksy uses in “Children Need to Play, Not Compete” and
the photograph Tokumitsu includes in “In the Name of Love.” Write a paragraph explaining
what each visual contributes to the essay. To help you get started, consider these questions:
How do the visuals illustrate the points that the authors are making in their essays?
Both authors are arguing for a position. How important are these visuals to supporting
that position?
Write a paragraph exploring the potential effects of removing these visuals from the
essays. What — if anything — would be lost?
Writing to Learn Position Argument
Write a brief essay analyzing one of the readings in this chapter (or another selection, perhaps
one by a classmate). Explain how (and perhaps, how well) the selection works as a position
argument. Consider, for example, how it
presents a controversial issue fairly and credibly by putting it in context and being
specific about the terms of the debate;
asserts a clear position in a thesis that forecasts the stages of the argument and the
reasons that support it;
argues directly for the position with writing strategies such as the use of facts,
statistics, examples, anecdotes, expert opinions, and analogies;
responds to objections, conceding where necessary and refuting when possible.
Your essay could also reflect on how you applied one or more of the academic habits of mind
through the following practices:
why?
A GUIDE TO WRITING POSITION
ARGUMENTS
a brief position argument of your own. This Guide to Writing offers
challenges this kind of writing presents.

Write an essay arguing a position on a controversial issue.
Choose an issue on which you either have a position or would like to investigate
further.
Consider what your readers might know about the issue, and what stance they might
take toward it.
Conduct research on the issue so you can support and clarify your own argument, and
address the objections your readers might raise as well as the alternative positions
they might prefer.
Adopt a reasonable tone, one that will lend credibility to your position.
WRITING YOUR DRAFT
Choosing a Controversial Issue
take a few minutes to consider your options. When choosing an
issue, keep in mind that the issue must be
controversial — an issue that people disagree about;

arguable — a matter on which there is no absolute proof or
authority;
one that you can research, as necessary, in the time you have;
one that you care about but for which you can be fair and
reasonable.
Choosing an issue about which you have special knowledge usually

works best, and it’s important to focus the issue so that you can write
a brief paper on it. For example, if you are thinking of addressing an
issue of national concern, focus on a local or a specific aspect of it:
Instead of addressing censorship in general, write about a recent
lawmaker’s effort to propose a law censoring the Internet, a city
council attempt to block access to Internet sites at a public library,
or a school board’s ban on certain textbooks.
You may already have an issue in mind. If you do not, the topics that
follow may suggest one you can make your own. Because writing is a
kind of inquiry, the topics are in the form of preliminary questions
intended to get you thinking about the positions associated with
these issues. While these preliminary questions may be answered
with a yes or no, your position and the thesis that introduces it
should be more complex in order to lay the groundwork for
developing your argument, as discussed in the next section.
Should particular courses, community service, or an internship
be a graduation requirement at your high school or college?
Please explain.
Should children raised in this country whose parents entered
illegally be given an opportunity to become citizens upon
finishing college or serving in the military? Please explain.
Should you look primarily for a job that is well paid, or for a job
that is personally fulfilling or socially responsible? Please
explain.
Should the racial, ethnic, or gender makeup of the police force
resemble the makeup of the community it serves? Please
explain.
Should your large lecture or online courses have frequent
(weekly or biweekly) exams instead of only a midterm and final?
Please explain.
Should the football conference your school (or another school
in the area) participates in be allowed to expand? Please
explain.
Should the state or federal government provide job training for
those who are unemployed but able to work? Please explain.
For help conducting and using research, see Chapter 12.
Before making a final decision about the issue on which you will
take a position, try writing nonstop about it for a few minutes. Doing
so will help stimulate your memory, letting you see what you already
know about the issue and how much research you will need to do.
Developing Your Argument
The writing and research activities that follow will enable you to test
your choice and discover good ways to argue for your position on the
issue.
Presenting the Issue.
The following questions and sentence strategies can help you

explore the issue and consider how best to present it to your
readers.
How can I present the issue effectively?
What is the issue and why should your readers be concerned about
it?
► I’m concerned about because .
Why are popular approaches or attitudes inappropriate or

inadequate?
► Although some argue , I think

because .
How can I explore the issue?

What groups or notable individuals have shaped the debate on this
issue? What positions have they taken?
► Whereas supporters of , such as ,

, and , have argued that
, opponents such as [list
individuals / groups] contend that .
How has the issue, or people’s opinions about the issue, changed?
What makes the issue important now?
► The debate over whether should

was initially concerned that , but the main
concern now seems to be that .
What do my readers think?
What values and concerns do you and your readers share regarding
the issue?
► Concern about leads many of us to oppose

. We worry that will happen if
.
What fundamental differences in worldview or experience might

keep you and your readers from agreeing?
► Those who disagree about o en see it as a

choice between and . But both are
important. We don’t have to choose between them because
.
► While others may view it as a matter of , for me,
the issue hinges on .
Dra ing a Working Thesis.
You may already have a position on the issue; if so, try dra ing a
working thesis statement now. (If you have not yet taken a position
on the issue, you may want to skip ahead to the section on
researching an issue below. Researching the positions others have
taken and their reasons may help you decide on your own position
or refine a position you already hold.) Begin by describing the issue,
possibly indicating where others stand on it or what’s at stake, and
then saying what you think. These sentence strategies may help you
get started:
► On this issue, and [list

individuals / groups] say . Although I
understand and to some degree sympathize with their point
of view, this is ultimately a question of . What’s
at stake is not , but . Therefore, we
must .
► This issue is dividing our community. Some people argue
. Others contend . And still others
believe . It is in all of our interests to
, however, because .
Here are three examples from the readings:
“There’s little doubt that ‘do what you love’ (DWYL) is now the
unofficial work mantra for our time. The problem is that it leads
not to salvation, but to the devaluation of actual work, including
the very work it pretends to elevate — and more importantly,
the dehumanization of the vast majority of laborers.”
(Tokomitsu, par. 4)
“The deeper problem with the nothing-to-hide argument is that
it myopically views privacy as a form of secrecy. In contrast,
understanding privacy as a plurality of related issues
demonstrates that the disclosure of bad things is just one
among many difficulties caused by government security
measures.” (Solove, par. 10)
“When overzealous parents and coaches impose adult standards
on children’s sports, the result can be activities that are neither
satisfying nor beneficial to children.” (Statsky, par. 1)
Developing the Reasons Supporting Your Position.
The following activities will help you find plausible reasons and
evidence for your position. Begin by writing down what you already
know. (If you did this when choosing your issue, look back at what
you wrote.) You can do some focused research later to fill in the
details or skip ahead to conduct research now. At this point, don’t
worry about the exact language you will use in your final dra .
Instead, just write the reasons you hold your position and the
evidence (such as anecdotes, examples, statistics, expert testimony)
that supports it. Keep your readers in mind — what will they find
most convincing?
Writers sometimes prefer to brainstorm a list of reasons:
1. Write your position at the top of the page.

2. List as many reasons as you can to support your position. If you
think of a bit of supporting evidence, such as a good example or
a research study, but you’re not sure how to formulate the
reason, simply list the support so you can work on it later.
3. Organize your reasons into related groups. For example, which
reasons make an argument based on moral values, political
ideology, or self-interest, and which are realistic or idealistic?
Which would be most and least convincing for your readers?
Once you have listed several reasons in support of your position,

write steadily for at least five minutes exploring how best to present
them. Ask yourself questions like these:
How could I show readers that my reasons lead logically to my

position?
How could I arouse my readers’ curiosity?
How could I appeal to my readers’ values and beliefs and show
my rhetorical sensitivity?
Where you need supporting evidence, fill in the gaps with research.
Researching the Issue.

Research can help you develop your own position as you think
alongside other sources or nuance a position you already hold.
Research can also help you look critically at your own thinking and
help you anticipate your readers’ arguments and possible objections
to your argument.
Enter keywords or phrases related to the issue or your position

in the search box of an all-purpose database such as Academic
OneFile (InfoTrac) or Academic Search Complete (EBSCOHost) to
find relevant articles in magazines and journals, or a database
like LexisNexis to find articles in newspapers. For example,
Statsky could have tried a combination of keywords such as
children’s competitive sports or variations on her terms (such as
youth team sports) to find relevant articles. A similar search
could also be conducted in your library’s catalog to locate books
and other resources on your topic.
If you think your issue has been dealt with by a government
agency, explore the state, local, or tribal sections of the U.S.
government’s official website, or visit the Library of Congress
page on State Government Information and follow the links.
Bookmark or keep a record of the URLs of promising sites. You
may want to download or copy information you could use in
your essay. When available, download PDF files rather than
HTML files because PDFs are likely to retain the visuals.
Remember to record source information and to cite and document

any sources, including visuals, that you use in your essay.
To learn more about finding and documenting sources, see Chapter 12.
Including Visuals.
Consider whether visuals — drawings, photographs, tables, or

graphs — would strengthen your argument. You could construct
your own visuals, scan materials from books and magazines, or
download them from the Internet. If you submit your essay
electronically to other students and your instructor or if you post it
on a website, consider including snippets of film or sound as well.
Visual and auditory materials are not a requirement of a successful
position argument, as you can tell from the readings in this chapter,
but they could add a new dimension to your writing. If you want to
use photographs or recordings of people, though, be sure to obtain
permission.
Responding Fairly to Objections Your Readers Are Likely to Raise.
The activity below will help you anticipate alternative positions your
readers may hold or objections they may have.
1. List the positions you expect your readers will hold and the
objections you expect them to raise. To think of readers’
concerns, consider their values, beliefs, and priorities.
2. Which objections can you refute? Which may you need to
concede?
Considering Your Purpose.
Write for several minutes about your purpose for writing this
position paper. The following questions will help you:
How do I want to influence my readers’ thinking? What one big

idea do I want them to grasp?
How can I help my readers see the significance of the issue —
both to society at large and to them personally?
How can I present myself as fair and ethical?
Organizing Your Position Argument Effectively for Your Readers
For more on outlining, see Chapter 2, pp. 41–42.
Whether you have rough notes or a complete dra , making an

outline of what you have written can help you organize your essay
effectively for your audience. You may want to dra a sentence that
forecasts the elements of your argument to alert your readers to
your main points (and give yourself a tentative outline). Putting your
points in a logical order (from least to most effective, for example)
will make it easier for you to guide your readers from point to point.
Keep in mind that a position argument has five basic parts:
presentation of the issue

thesis statement
your most plausible reasons and evidence
concessions or refutation of opposing reasons or objections to
your argument
a conclusion that reaffirms your position
These parts can be organized in various ways: If your readers are not
likely to agree with your position, you may want to anticipate and
respond to their possible objections right before you present the
evidence in favor of your own position. If you expect readers are
likely to favor your position, you may want to concede or refute
alternatives a er offering your own reasons. Either way, you may
want to emphasize the common ground you share and conclude by
emphasizing that your position takes into account your shared
values.
As you dra , you may see ways to improve your original plan, and
you should be ready to revise your outline, shi parts around, or
drop or add parts as needed.
Dra ing Your Position Argument
to choose an arguable issue and dra a working thesis that

asserts your position on it;
to support your position with reasons and evidence;
to respond to your readers’ likely objections and alternative
positions;
to establish your credibility as thoughtful and fair.
Using Sources To Reinforce Your Credibility.
How you represent your sources can quickly establish your

credibility (ethos) — or the reverse. For example, by briefly
describing the author’s credentials the first time you summarize,
paraphrase, or quote from a source, you establish the source’s
authority and demonstrate that you have selected sources
appropriately. (Make sure the author’s credentials are relevant to the
topic you are discussing.) For example, in paragraph 5 of “Children
Need to Play, Not Compete,” Statsky writes:
Martin Rablovsky, a former sports editor for the New York Times, says that in all his
years of watching young children play organized sports, he has noticed very few of
them smiling. “I’ve seen children enjoying a spontaneous pre-practice scrimmage
become somber and serious when the coach’s whistle blows,” Rablovsky says … (qtd
in Coakley 94).
Notice how Statsky integrates Rablovsky’s credentials (underlined in

blue) and a summary of his main idea (black) into her own sentence.
By doing so, she not only demonstrates her credibility but also
provides context for the quotation and demonstrates its relevance to
her claim.
In the example below, from her third paragraph, Statsky

demonstrates her fairness by quoting from the website of Little
League, a well-known organization, and establishes her credibility
by illustrating that even those who disagree with her recognize that
injuries occur:
Although the official Little League website acknowledges that children do risk
injury playing baseball, it insists that “severe injuries … are infrequent … far less
than the risk of riding a skateboard, a bicycle, or even the school bus” (“Little League
Parent”).
In both examples, Statsky also introduces the source to her readers,

demonstrating the relevance of the source material for readers
rather than leaving readers to figure out its relevance for
themselves.
Whenever you borrow information from sources, be sure to double-

check that you are summarizing, paraphrasing, and quoting
accurately and fairly. Compare Statsky’s sentences with the source
passage, shown below. (The portions she uses are underlined.)
Notice that she has inserted an ellipsis to indicate that she has le
out words from her source’s second sentence.
Source
Injuries seem to be inevitable in any rigorous activity, especially if players are new to
the sport and unfamiliar with its demands. But because of the safety precautions
taken in Little League, severe injuries such as bone fractures are infrequent. Most
injuries are sprains and strains, abrasions and cuts and bruises. The risk of serious
injury in Little League Baseball is far less than the risk of riding a skateboard, a
bicycle, or even the school bus.
In both examples above, Statsky uses quotation marks to indicate

that she is borrowing the words of a source, and she provides an in-
text citation so readers can locate her sources in her list of works
cited. Both are essential to avoid plagiarism; doing one or the other
is not enough.
For more on integrating language from sources into your own

sentences and avoiding plagiarism, see Using Information from
Sources to Support Your Claims in Chapter 12, pp. 617–626.

regarding the basic features and strategies typical of writing a
position argument. (If you want to make specific suggestions for
improving the dra , see “Troubleshooting Your Dra ” later in this
A PEER REVIEW GUIDE
How effective is the presentation of the issue?
What’s Working Well: Let the writer know where the issue is
especially well presented — for example, where the issue is given
historical or cultural context, or where the terms of the debate
are given clearly.

presentation of the issue could be improved — for example,
where the issue or controversy is not presented fully, or where
the key terms could be clarified.
How well does the thesis present the position and forecast its
stages?
What’s Working Well: Identify the thesis and point to a

particularly convincing reason that supports the thesis.
What Needs Improvement: Tell the writer if the thesis seems

unclear — too general or too narrow, for example — or alert the
writer to reasons that are not on target or that undermine the
thesis.
How well does the writer develop the position with

appropriate writing strategies?
What’s Working Well: Indicate passages where the writer has

supported the thesis with facts, statistics, examples, anecdotes,
expert opinions, or analogies that are particularly accurate or
persuasive.
What Needs Improvement: Tell the writer where an omitted

writing strategy might be helpful, or point to a strategy that
seems inappropriate or unnecessary for the position to be
persuasive. For help with reading and writing strategies, see
Chapter 2.
How effective is the response to objections?
What’s Working Well: Mark any parts of the argument where

objections to the position are acknowledged. Note whether the
writer simply acknowledges, concedes, or refutes effectively.
What Needs Improvement: If you think an objection or point of

view that should be noted has been ignored, point it out. Note
whether a concession or refutation seems weak or inaccurate, or
could use more support.
Revising Your Dra

way, given your purpose and audience, to develop a well-argued
position argument. Think imaginatively and boldly about cutting
unconvincing or tangential material, adding new material, and
moving material around.
For an explanation of the ad hominem fallacy, see Chapter 2, p. 63.
To Present the Issue More Effectively
If readers don’t Add anecdotes, examples, facts,

understand what is at quotations, or visuals to make
stake with the issue, the issue more specific and
vivid.
Explain systematically why you
see the issue as you do.
If your terms are Use terms that are more familiar.
surprising or are Use terms that are more neutral.
antagonistic to
readers who disagree
with your position,
To Assert the Position More Clearly
If your position on Rephrase it or spell it out in

the issue is unclear, more detail.
If the thesis State it more directly or position

statement is hard to it more boldly.
find, Repeat it in different words
throughout your essay.
If the thesis is not Limit the scope of your thesis.

qualified to account Use qualifying terms, such as
for valid opposing many, o en, or in some cases.
arguments or
objections,
To Strengthen the Argument for the Position
If a reason given for Clarify its relevance to the

the position seems argument.
unconvincing, Add support for your reasoning.
If the support for a Review your invention notes or

reason is inadequate, do more research to find facts,
statistics, quotations, examples,
or other types of support to add.
To Improve the Response to Alternative Arguments
If your argument Address the criticism directly,

ignores a strong perhaps using the sentence
opposing position or strategy of concession and
reasonable refutation.
objection, If necessary, modify your
position to accommodate the
criticism.
If your refutation of a Provide more or better support

criticism is (such as facts and statistics from
unconvincing or reputable sources).
attacks opponents Revise to eliminate personal
on a personal level, attacks.
To Enhance Credibility
If readers consider Establish the sources’ credibility

some of your sources by providing background
questionable, information about them.
Choose more reputable sources.
If you ignore likely Demonstrate to readers that you

objections or know and understand, even if
opposing arguments, you do not accept, the criticisms
of those who hold alternative
views.
Use the sentence strategy of
concession and refutation or
acknowledgment and refutation.
If your tone is harsh Check your rhetorical sensitivity

or offensive, by finding ways to show respect
for and establish common
ground with readers.
Revise your word choices to
create a more civil tone.
Consider the concession-
refutation strategy.
To Improve Readability
If the beginning is Rewrite it, perhaps by adding a

dull or unfocused, surprising or vivid anecdote or
visual.
If your argument is Add a brief forecast of your main

disorganized or hard points at the beginning of the
to follow, essay.
Reorder your points in a logical
arrangement, such as least to
most important.
Announce each reason explicitly
in a topic sentence.
Add logical sentence and
paragraph transitions to make
the connections between points
clearer.
If the end is weak or Search your invention and

trails off, research notes for a memorable
quotation or a vivid example to
end with.
Explain the consequences if your
position is adopted.
Reiterate the shared values that
underlie your position.

From our research on student writing, we know that essays arguing

positions have a high percentage of sentence fragment errors
involving subordinating conjunctions as well as punctuation errors
involving conjunctive adverbs. Because arguing a position o en
requires you to use subordinating conjunctions (such as because,
although, and since) and conjunctive adverbs (such as therefore,
however, and thus), be sure you know the conventions for
punctuating sentences that include these types of words. Check a
writer’s handbook for help with avoiding sentence fragments and
using punctuation correctly in sentences with these potential
problems.
Reflecting on Position Argument

In this chapter, you have read critically several position arguments and have written one of
achievement.
If it came from your invention writing, point out the section or sections that helped
you most.
If it came from your research notes and write-ups, point out the parts that helped
you most.
2. Reflect more generally on position arguments, a genre of writing that plays an
important role in our society. Consider some of the following questions:
How important are reasons and supporting evidence? When people argue positions
on television, on radio talk shows, and in online discussion forums like blogs, do
they tend to emphasize reasons and support? If not, what do they emphasize?
How does the purpose of television, radio, and online position arguments differ
from the purpose of the writers you read in this chapter and from your own purpose
in writing a position argument?
What contribution might position arguments make to our society that other genres
of writing cannot make?
3. By reflecting on what you have learned about position arguments, you have been
practicing metacognition, one of the academic habits of mind.
Were you aware of any other habits of mind you practiced as you read and responded
to the material in this chapter? If so, which habits did you find useful?
habits you used?
CHAPTER 9
Speculating about Causes or
Effects
When a surprising event occurs, we ask, “Why did that happen?”

Whether we want to understand the event, prevent its recurrence, or
make it happen again, we need to speculate about what caused it.
Sometimes our focus may shi from “Why did that happen?” to
“What is going to happen?” so that we can plan or make decisions.
Such speculations are the natural result of our curiosity about
origins and consequences. In many cases, the connections between
causes and effects can be answered by experimentation. For
example, through experimentation, scientists discovered that
greenhouse gases are causing the temperature of the Earth’s
atmosphere to rise — a phenomenon we now know as climate
change. When we cannot be certain of causes or effects, the best we
can do is speculate, or make educated guesses. For example, at this
point we cannot be certain what other causes or long-term effects
there are for climate change.
SPECULATING ABOUT CAUSES OR
EFFECTS
Many people, including analysts, economists, sportswriters, and
college students, write essays speculating about causes or effects, as
the following examples suggest:
For an introductory psychology class, a student speculates

about the effects of extensive video-game playing among
preteens. Based on his own experience and observation, he
hypothesizes that video games may improve children’s hand-eye
coordination and their ability to concentrate on a single task
but also that some children may spend too much time playing
video games, to the detriment of their physical fitness, social-
skills development, and academic performance.
A er her son is disciplined in school, a science reporter comes
up with an idea for an article speculating on the reasons for
intolerance of “boyish behavior” in school. She reviews recent
research in sociological and medical journals and conjectures
that adults attempt to stamp out signs of aggression in boys for
several reasons: because of concerns about bullying; because
boys’ behavior is perceived as disruptive, especially in group-
oriented classrooms; and because boys’ fidgeting at their desks
is seen as a threat to their eventual success in an economy that
values sitting still and concentrating for seven or more hours a
day.
Thinking about Speculations about
Causes or Effects
You may have speculated with friends or family about the causes or effects of a
phenomenon, event, or trend, or composed speculations for science or history exams — or
even about a stunning upset for the sports pages. Recall a time when you speculated about
a cause or effect or read or heard others doing so. Think about how you (or another writer or
speaker) engaged the audience in the subject, presented a credible case for the preferred
cause or effect, and ruled out alternative explanations.
Who was the audience? How do you think addressing this audience affected the
choice of phenomenon, event, or trend, or the type of evidence presented? For
example, did the audience’s familiarity with the topic influence the number or type of
causes or effects that were presented?
What was the main purpose? Why did you (or the other writer or speaker) want the
audience to understand these causes or effects? For example, was it so that they
could demonstrate their own understanding on a test or take action in the future?
How would you rate the rhetorical sensitivity with which the speculation was
audience and purpose?
A GUIDE TO READING ESSAYS
EFFECTS
This guide introduces you to cause-and-effect writing by inviting you
to analyze a brief but powerful causal argument by Stephen King.

the textbook.
Reading for meaning will help you think about the subject that
prompted King’s essay, as well as understand and respond to
King’s speculations about why horror movies are so popular.
Reading like a writer will help you learn how King employs
strategies typical of speculations about causes or effects, such
as
1. presenting the subject fairly
2. making a logical, well-supported cause or effect argument
3. responding to objections or alternative speculations
4. establishing credibility to present the writer as thoughtful
and fair
Stephen King
Why We Crave Horror Movies
Stephen King (b. 1947) is America’s best-known writer of horror fiction. He received
his B.A. from the University of Maine. He has won many awards, including the
Lifetime Achievement Award from the Horror Writers Association and the 2003
National Book Foundation Medal for Distinguished Contribution to American Letters.
In 2015, King was awarded a National Medal of Arts from the United States National
Endowment for the Arts. A prolific writer in many genres and media, King’s
publications include Carrie (1973), The Shining (1977), the Dark Tower series (1982–
2004), and many more. Many films and television movies have been based on King’s
work, including the classics The Shawshank Redemption (1994), Stand by Me (1986), The
Shining (1980), and Carrie (1976). The following selection is a classic essay that
attempts to explain the causes for a common phenomenon: many people’s liking —
even craving — for horror movies.
Before you read, think about the horror movie that you remember best and
consider why it appeals to you (or doesn’t).
As you read, test King’s argument about the appeal of horror movies against
your own experience. On first reading, how convincing are his causal
speculations?
I think that we’re all mentally ill; those of us outside the asylums
only hide it a little better — and maybe not all that much better, a er
all. We’ve all known people who talk to themselves, people who
sometimes squinch their faces into horrible grimaces when they
believe no one is watching, people who have some hysterical fear —
of snakes, the dark, the tight place, the long drop … and, of course,
those final worms and grubs that are waiting so patiently
underground.
What does he mean that we are all mentally ill? How is he defining mental illness?
When we pay our four or five bucks and seat ourselves at tenth-row
center in a theater showing a horror movie, we are daring the
nightmare.
Why? Some of the reasons are simple and obvious. To show that we
can, that we are not afraid, that we can ride this roller coaster.
Which is not to say that a really good horror movie may not surprise
a scream out of us at some point, the way we may scream when the
roller coaster twists through a complete 360 or plows through a lake
at the bottom of the drop. And horror movies, like roller coasters,
have always been the special province of the young; by the time one
turns 40 or 50, one’s appetite for double twists or 360-degree loops
may be considerably depleted.
We also go to re-establish our feelings of essential normality; the

horror movie is innately conservative, even reactionary. Freda
Jackson as the horrible melting woman in Die, Monster, Die!
confirms for us that no matter how far we may be removed from the
beauty of a Robert Redford or a Diana Ross, we are still light-years
from true ugliness.
And we go to have fun.

Ah, but this is where the ground starts to slope away, isn’t it?
Because this is a very peculiar sort of fun, indeed. The fun comes
from seeing others menaced — sometimes killed. One critic has
suggested that if pro football has become the voyeur’s version of
combat, then the horror film has become the modern version of the
public lynching.
Is lynching an appropriate comparison here?
It is true that the mythic, “fairy tale” horror film intends to take
away the shades of gray. … It urges us to put away our more civilized
and adult penchant for analysis and to become children again,
seeing things in pure blacks and whites. It may be that horror
movies provide psychic relief on this level because this invitation to
lapse into simplicity, irrationality, and even outright madness is
extended so rarely. We are told we may allow our emotions a free
rein … or no rein at all.
If we are all insane, then sanity becomes a matter of degree. If your

insanity leads you to carve up women like Jack the Ripper or the
Cleveland Torso Murderer, we clap you away in the funny farm (but
neither of those two amateur-night surgeons was ever caught, heh-
heh-heh); if, on the other hand, your insanity leads you only to talk
to yourself when you’re under stress or to pick your nose on your
morning bus, then you are le alone to go about your business …
though it is doubtful that you will ever be invited to the best parties.
Why is King using humor to discuss horror movies?
The potential lyncher is in almost all of us (excluding saints, past

and present; but then, most saints have been crazy in their own
ways), and every now and then, he has to be let loose to scream and
roll around in the grass. Our emotions and our fears form their own
body, and we recognize that it demands its own exercise to maintain
proper muscle tone. Certain of these emotional muscles are
accepted — even exalted — in civilized society; they are, of course,
the emotions that tend to maintain the status quo of civilization
itself. Love, friendship, loyalty, kindness — these are all the
emotions that we applaud, emotions that have been immortalized in
the couplets of Hallmark cards and in the verses (I don’t dare call it
poetry) of Leonard Nimoy.
When we exhibit these emotions, society showers us with positive

reinforcement; we learn this even before we get out of diapers.
When, as children, we hug our rotten little puke of a sister and give
her a kiss, all the aunts and uncles smile and twit and cry, “Isn’t he
the sweetest little thing?” Such coveted treats as chocolate-covered
graham crackers o en follow. But if we deliberately slam the rotten
little puke of a sister’s fingers in the door, sanctions follow — angry
remonstrance from parents, aunts, and uncles; instead of a
chocolate-covered graham cracker, a spanking.
But anticivilization emotions don’t go away, and they demand
periodic exercise. We have such “sick” jokes as “What’s the
difference between a truckload of bowling balls and a truckload of
dead babies?” (You can’t unload a truckload of bowling balls with a
pitchfork … a joke, by the way, that I heard originally from a ten-
year-old.) Such a joke may surprise a laugh or a grin out of us even
as we recoil, a possibility that confirms the thesis: If we share a
brotherhood of man, then we also share an insanity of man. None of
which is intended as a defense of either the sick joke or insanity but
merely as an explanation of why the best horror films, like the best
fairy tales, manage to be reactionary, anarchistic, and revolutionary
all at the same time.
Do fairy tales and horror films have anything else in common?
The mythic horror movie, like the sick joke, has a dirty job to do. It
deliberately appeals to all that is worst in us. It is morbidity
unchained, our most base instincts let free, our nastiest fantasies
realized … and it all happens, fittingly enough, in the dark. For those
reasons, good liberals o en shy away from horror films. For myself,
I like to see the most aggressive of them — Dawn of the Dead, for
instance — as li ing a trap door in the civilized forebrain and
throwing a basket of raw meat to the hungry alligators swimming
around in that subterranean river beneath.
Why bother? Because it keeps them from getting out, man. It keeps
them down there and me up here. It was Lennon and McCartney
who said that all you need is love, and I would agree with that.
As long as you keep the gators fed.
READING FOR MEANING

main reasons King thinks we crave horror movies.
seems fascinating, such as King’s assertion that “[i]f we are all
insane, then sanity becomes a matter of degree” (par. 8); or the
difference between procivilization and “anticivilization”
emotions (pars. 10–13), indicating what you think about King’s
distinction between these two kinds of emotions.
analyzing an assumption in King’s essay, such as
Assumptions about the universality and range of human

emotions. King asserts that “[t]he mythic horror movie … has a
dirty job to do. It deliberately appeals to all that is worst in us”
(par. 12). He adds, “It is morbidity unchained, our most base
instincts let free, our nastiest fantasies realized …” (par. 12).
What if we don’t watch horror movies, don’t like them, or
don’t believe they represent our “nastiest fantasies”? If you
don’t share King’s assumption about universal human
nastiness, how do you respond to his essay?
What alternatives to King’s thinking occur to you? In a culture
that has a different view of the human mind, what other
causes of horror movies’ popularity might be just as
believable?
Assumptions about differences between younger and older

people. King asserts that “horror movies … have always been
the special province of the young” (par. 3) and that we go to see
them “to put away our more civilized and adult penchant for
analysis and to become children again” (par. 7).
What viewpoints do children have that adults do not have or
have outgrown?
What does King assume distinguishes children and adults in
their attitude toward scary situations (par. 3) or complex ones
(par. 7)? Why would adults want to become children again?
Presenting the Subject Fairly
In writing an essay speculating about causes or effects, writers try to

present their subject in an intriguing way that makes readers
curious about it. Writers also must judge whether or not they need
to explain the subject for their audience before examining causes or
effects. When writers decide they need to prove that the event,
trend, or phenomenon exists, they may describe it in detail, give
examples, offer factual evidence, cite statistics, or quote statements
by authorities. They may frame or reframe their subjects: Framing
(or reframing) is like cropping and resizing a photograph to focus
the viewer’s eye on one part of the picture. Writers typically frame
or reframe a subject in a way that sets the stage for their argument
and promotes their point of view.
ANALYZE & WRITE

Write a couple of paragraphs analyzing and evaluating how King reframes his subject:
1. The subject of this essay is horror movies, but the key term in the title is the
word “crave.” Look up “crave” and “craving” to see what they mean. Then
highlight some of the other words and phrases King associates with the appeal of
horror movies, such as “mentally ill” and “hysterical fear” (par. 1). How do the
words you highlighted relate to the word crave?
2. Given these key terms, how would you describe the way King reframes the
subject for readers? How do these key terms enable him to plant the seed of his
main idea at the beginning of the essay?
Making a Logical, Well-Supported Cause or Effect Argument
At the heart of an essay speculating about causes or effects is an

argument with two essential elements:
1. the logical analysis of the proposed causes or effects

2. the reasoning and support offered for each cause or effect
Writers of essays speculating about causes or effects sometimes rely
on certain sentence strategies to present these cause-effect
relationships:
► When ……………………… happens, ……………………… is the

result.
► If [I/ he/she/we/they] [do/ say/act] ………………………, then
[others] [do/say/act] ……………………….
These two types of sentences can be seen in King’s essay:
When we exhibit these emotions, society showers us with positive reinforcement;

we learn this even before we get out of diapers. When , as children, we hug our
rotten little puke of a sister and give her a kiss, all the aunts and uncles smile and
twit and cry, “Isn’t he the sweetest little thing?” Such coveted treats as chocolate-
covered graham crackers o en follow. But if we deliberately slam the rotten little
puke of a sister’s fingers in the door, sanctions follow — angry remonstrance from
parents, aunts, and uncles; instead of a chocolate-covered graham cracker, a
spanking. (par. 10)
Both of these sentence patterns establish a chronological

relationship — one thing happens a er another in time. They also
establish a causal relationship — one thing makes another thing
happen. (Chronology and causality do not always go together,
however; “Recognizing Logical Fallacies” in Chapter 2)
ANALYZE & WRITE

Write a paragraph or two analyzing and evaluating how King uses these sentence
patterns elsewhere in this reading selection:
1. Skim paragraphs 1–9 and 11–14 and mark the sentences that use these strategies.
Does each present a cause-effect relationship as well as a chronological
sequence? How do you know?
2. Why do you think King repeats these sentence strategies so o en in this essay?
How effective or ineffective is this strategy?
Responding to Objections and Alternative Speculations
When causes or effects cannot be known for certain, there is bound

to be disagreement. Consequently, writers may consider an array of
possibilities before focusing on one or two serious probabilities.
They may concede that certain possible causes play some role; they
may refute them by providing reasons and supporting evidence for
why they play no role (or only a minor role); or they may simply
dismiss them as trivial or irrelevant, as King does. “Some of the
reasons,” King explicitly declares, “are simple and obvious” (par. 3).
ANALYZE & WRITE

Write a couple of paragraphs analyzing and evaluating how effectively King concedes
or refutes alternative causes for the popularity of horror movies:
1. Look at the causes King considers in the opening paragraphs to determine how
he responds to them. For example, how does he support the assertion that some
of them are “simple and obvious” (par. 3)? What other arguments does he use to
refute these causes?
2. Given his purpose and audience, why do you think King begins by presenting
reasons he regards as “simple and obvious”? (par. 3)
Establishing Credibility to Present the Writer as Thoughtful and
Fair
Because cause or effect writing is highly speculative, its

effectiveness depends in large part on whether readers trust the
writer. Writers seek to establish their credibility with readers by
making their reasoning clear and logical, their evidence relevant
and trustworthy, and their handling of objections fair and balanced.
They try to be authoritative (knowledgeable) without appearing
authoritarian (opinionated and dogmatic).
ANALYZE & WRITE

Write a paragraph or two analyzing King’s persona (the personality he wants readers to
infer) and assessing how it helps him establish credibility with his readers:
1. Reread the headnote that precedes King’s essay, and reflect on what else his
readers might already know about him.
2. Skim the essay to decide whether the reasoning is clear and logical and the
examples and analogies relevant and trustworthy. Because King’s reasoning is
psychological (he argues that mental and emotional needs explain why some
people crave horror films), you can evaluate King’s credibility in light of your
own personal experience — that is, your understanding of the role horror movies
(and novels) play in your own life.
3. Describe the impression readers might get from King from reading both the
headnote and his essay. What details in the headnote might make them trust or
distrust what he says about his subject? What word choices or other details in the
essay might make him a credible authority on the subject?
READINGS
Anna Maria Barry-Jester
Patterns of Death in the South Still Show the
Outlines of Slavery
Anna Maria Barry-Jester is a senior correspondent at Kaiser Health News, a nonprofit
health news service. She previously worked as a staff writer for the news website
FiveThirtyEight where her articles focused on subjects such as public health,
immigration, food, and science. She has also held editorial producer positions at
Univision and ABC News and worked as a professional photographer and
videographer. Barry-Jester has won numerous awards for her journalism, in-depth
reporting, and editorial work. This article originally appeared on FiveThirtyEight.
Before you read, think about your own health. What factors impact how healthy
you are?
As you read, consider how Barry-Jester connects the health of southern black
Americans living in communities founded on slavery to the practice of slavery
itself. How does Barry-Jester indicate the lasting effects of that history as she
speculates about the causes of death in these communities?
There’s a map, made more than 150 years ago using 1860 census data,
that pops up periodically on the internet. On two yellowed, taped-
together sheets of paper, the counties of the Southern U.S. are shaded
to reflect the percentage of inhabitants who were enslaved at the
time. Bolivar County, Mississippi, is nearly black on the map, with
86.7 printed on it. Greene County, Alabama: 76.5. Burke, Georgia:
70.6. The map is one of the first attempts to translate U.S. census data
into cartographic form and is one of several maps of the era that tried
to make sense of the deep divisions between North and South, slave
states and free.1 But the reason the map resurfaces so frequently is
not just its historical relevance. Rather, it’s because the shading so
closely matches visualizations of many modern-day data sets. There
is the stream of blue voters in counties on solidly red land in the 2016
presidential election, or differences in television viewing patterns.
There’s research on the profound lack of economic mobility in some
places, and on life expectancy at birth.
Percentage of US inhabitant who were enslaved (1860)
On major health metrics in the U.S., the shaded counties on the

antebellum map still stand out today. Maps of the modern plagues of
health disparities — rural hospital closings, medical provider
shortages, poor education outcomes, poverty and mortality — all
glow along this Southern corridor. (There are other hot spots, as well,
most notably several Native American reservations.2) The region,
known as the Black Belt, also features clearly on a new interactive
created by FiveThirtyEight using mortality projections from
researchers at the Institute for Health Metrics and Evaluation at the
University of Washington. The projections show that, while mortality
is declining nationally, including among those who live in the Black
Belt, large disparities in outcomes still exist. Over the next several
weeks, we’ll be looking at some of the causes of these disparities in
the Black Belt and talking to the communities they affect.
Though these health outcomes are associated with race, race is not
the cause of disease. “There are certain genetic factors, of course,”
said Ali Mokdad, one of the IHME researchers, who previously
oversaw one of the largest public health surveys in the U.S. “But ... we
like to say, ’Diseases don’t know race.’” Instead, Mokdad said things
such as racism, economic deprivation and poor education —
measures that together are part of what is called socioeconomic
status — are largely to blame.
The Black Belt was the origin and center of not only Black America,
but also of rural Black America. Today, more than 80 percent of rural
black Americans live in the states that form the Black Belt. Black men
in the region routinely have mortality rates 50 percent higher than
the national average. In 1860, when 76.5 percent of the people in
Greene County were enslaved, the entire population totaled more
than 30,000. Today, the county has less than a third the number of
people it did back then, but blacks still constitute more than 80
percent.
The Rev. Christopher Spencer is tall and thickly built with a bald
head and narrow-rimmed glasses. His presence is large, but never
more so than when he’s swaying in church robes, preaching on a
Sunday morning. His church, St. Matthew Watson Missionary
Baptist, is tucked away in a clearing in the woods of Greene County,
just off a country stretch of U.S. Highway 43 and about 30 miles from
where he grew up.
The church, which recently celebrated its centennial, still has about
130 members despite the shrinking of the area’s population.
Preaching is Spencer’s passion, but he also works as a director of
community development at the University of Alabama, helping
recruit people for studies and pushing for jobs and opportunities in
the Black Belt.
The Black Belt moniker first referenced the rich, fertile soil that
millions of African slaves were forced to work, their labor making the
European settlers some of the wealthiest people in the world. By the
turn of the 20th century, the name had come to identify rural
counties with a high percentage of African-American residents. “The
term seems to be used wholly in a political sense. That is, to
designate counties where the black people outnumber the white,”
wrote Booker T. Washington in his 1901 book, “Up From Slavery: An
Autobiography.”
The Black Belt is filled with complicated realities. It was the center of
the civil rights movement but still has some of the most consistently
segregated schools in the country. White Europeans wanting to reap
from its verdant soil forced millions of slaves to the area, but today
healthy food is hard to find. Deeply rooted social networks tie people
to the land and community, but poverty and racism led millions to
leave the area in one of the largest internal migrations in human
history.
Reporters o en illuminate the problems of the U.S. health care

system by looking to outliers, the least healthy places, such as the
state of Mississippi or a parish in Louisiana. That makes sense; states
and local governments are largely responsible for the education,
insurance, hospitals and economics that drive health outcomes. But
in the case of the Black Belt, those borders obscure the broader
pattern: rural, Southern black Americans who live in communities
founded on slavery routinely have some of the worst health outcomes
in the country.
Some recent media coverage has focused on a disturbing rise in

mortality among U.S. whites with a high-school education. A much-
publicized series of papers by Anne Case and Angus Deaton showed
that mortality for whites with a high school education or less is
increasing and included a chart showing that it is now greater than
mortality for blacks. The rise in mortality made headlines and is a
concerning trend worthy of study, but the headlines obscured several
important facts, chief among them that the chart showed mortality
for all U.S. blacks, not only those who also have a high school
education or less. A er the authors were criticized for leaving blacks
off a different chart in one of the papers, they told The Washington
Post “the reason it’s not there — which we explain — is that black
mortality is so high it doesn’t fit on the graph.”
In other words, the trends — an increase in mortality for some

whites, a decrease for most blacks — are important, but so are the
absolute differences, and blacks continue to die younger than people
in other groups.
Greene County, home to St. Matthew, is fairly typical in Alabama’s

Black Belt: 55 percent of children live in poverty, and the
unemployment rate is 10.6 percent, more than double the national
rate. There are primary care physicians in Eutaw but residents say
they must travel to distant Tuscaloosa for most specialty care. Calvin
Knott drives the 12 miles from his home in Forkland, in the southern
part of the county, to attend church at St. Matthew. A er decades
working at the area’s power company, he’s spending his retirement
driving a bus that takes people to and from medical appointments in
Birmingham and Tuscaloosa. Most of the passengers are on
Medicaid, he said. The insurance program for low-income people
will pay the cost of transportation to some appointments, but Knott
said he knows a lot of other people without insurance who just don’t
go to the doctor.
Under the Affordable Care Act, states can expand their Medicaid
programs to include everyone earning less than 138 percent of the
federal poverty level, but only two of the states that form the Black
Belt, Louisiana and Arkansas, chose to do so. Knott finds that
disappointing. “It wouldn’t benefit me, but I’d be happy for my taxes
to go to helping other people,” Knott said.
Experts say a long history of racism and poverty has le the region
short on resources and high on risk factors. Smoking and poor diets,
for example, likely contribute to many causes of mortality. But, many
experts argue that these so-called lifestyle factors shouldn’t simply be
viewed as choices people make that keep them unhealthy and that
they’re only a small part of the bigger picture.
Late last year, Army veteran Jimmy Edison stood up at St. Matthew
and asked the congregation to pray for him. He was having another
procedure in Tuscaloosa that week, something related to the open-
heart surgery he’d had several years before. The church had been
supportive in recent years, sending food to the house and praying for
him and his wife, Dionne, a er Jimmy’s heart trouble started, and
they’d been moved by the warmth of the congregation to become
members. A er the service, Edison listed the bad habits that had led
to his heart condition. He’d started drinking heavily on his days off in
the Army, smoked since he was a teenager and always been a self-
declared troublemaker who lived life hard.
A er a 2010 heart attack, Jimmy’s drinking was so bad that he said
they gave him beer at the VA hospital, afraid he’d get delirium
tremens. Even so, he said his diet was the hardest habit to change. “I
was a prolific drinker and smoker, and I had no problem giving that
up. But the fried food, that’s the real problem,” Edison said. Sitting in
the fellowship hall a er the service, he described in glorifying detail
the fried pork chops he missed so dearly, before explaining that his
mother had also suffered from hypertension, diabetes and heart
diseases. That family history has him convinced that there’s a genetic
factor to his heart disease, though his diet and drinking likely made
things worse. “It was like, I knew I was at risk, but I chose to play
Russian roulette. I can’t say I didn’t know,” Edison said.
The stress that evolves from years of social disadvantage can

reinforce a host of habits that are contributing to the highest
incidence of diabetes and obesity in the country, said Alana Knudson,
co-director of the Walsh Center for Rural Health Analysis at NORC, a
research organization based at the University of Chicago. Food is
“how you self-medicate. Sometimes we talk about people like they
are doing this to themselves. But the reality is a lot of these people
have endured some pretty challenging situations.”
Estimated deaths per 100,000 people from diabetes, blood, and endocrine
diseases, 2014
Cultural norms play a role as well, and residents of the Black Belt are
less likely to get regular exercise than people just about anywhere
else in the country. Some of this is environmental: Humid, 100-
degree summer days combined with intermittent electricity make it
hard to do much of anything, let alone go for a walk. Monika Safford,
a professor of medicine at Weill Cornell Medical College, spent 12
years at the University of Alabama at Birmingham, researching
diabetes and heart disease. She said that in surveys she’s done in the
Black Belt, many people respond that they get no exercise whatsoever
on most days. “It was common when we were doing trials for people
to tell us they drove down the driveway to get their mail,” Safford
said.
People in the Black Belt don’t have higher mortality rates for every
cause of death, but the causes that disproportionately affect them are
telling. A growing body of research has found that generations of
economic and social disadvantage can increase the risk of neonatal
mortality. As extremely effective treatments for HIV were developed,
mortality related to AIDS plummeted across the country, but it
remains higher in the Black Belt than in most other places (as does
HIV prevalence).
And cervical cancer, largely preventable, is more prevalent and

deadlier in the region than in the nation at large.
Estimated deaths per 100,000 people from cervical cancer, 2014
Down the road from St. Matthew, Doreen Smith lives in a trailer le
to her by her grandparents. She went to a doctor in Demopolis in
1992 when she was pregnant with her first child at age 16 and has
taken each of her children to him since. She’s been told that to get
prenatal care, she needs to go to Tuscaloosa, but with only
intermittent access to a car, she said that’s always been too far. “Oh
no, I’m not going all the way to Tuscaloosa.”
As a result, prenatal vitamins and the occasional checkup are the

only care she’s received for most of her pregnancies, she said. Both
teenage pregnancy and lack of prenatal care are considered risk
factors for low-birthweight babies and other health concerns. But
some studies have found that prenatal care doesn’t explain racial
disparities in infant mortality, which is higher among newborns of
middle-age black women than it is for newborns of white teenagers.
Poverty, stress and trauma, as part of the cumulative health of a
mother before and a er birth, likely also factor into pregnancy
outcomes.
Infant Deaths per 1,000 live births, 1950-2010
Data from Alabama Department of Public Health
Description
But health in the Black Belt hasn’t been stagnant. While infant
mortality is higher there than almost anywhere in the country, it’s a
fraction of what it was a few decades ago. The same goes for heart
disease, the leading cause of death in the U.S. Those improvements
are attributed to several changes, including desegregation, better
housing and education. In fact, one of the most robust literatures on
the effects of racism on health comes from improvements to infant
mortality among black babies a er desegregation. Government
programs have also played a role, namely the birth of the community
health center movement and Medicaid, which was created in 1965 to
cover pregnant women, children and people with disabilities. Both
government efforts coincided with the civil rights movement and
other programs that sought to undo the effects of racism and poverty
throughout the country, particularly the rural South.
But there is still a lot of need today. Spencer is trying to tackle it from
two angles: helping people change their habits and working to
stabilize and improve struggling rural hospitals. They are long-
standing issues, but he remains hopeful they can change. “We just
really have to galvanize interest in the area,” he said.
Estimated deaths per 100,000 people from HIV and tuberculosis, 2014
READING FOR MEANING

you think Barry-Jester wants readers to understand about the
patterns of death she outlines in her essay.
seems surprising, such as “the stress that evolves from years of
social disadvantage can reinforce a host of habits that are
contributing to the highest incidence of diabetes and obesity in
the country” (par. 17) or “poverty, stress and trauma, as part of
the cumulative health of a mother before and a er birth, likely
also factor into pregnancy outcomes” (par. 22).
analyzing an assumption you find intriguing in Barry-Jesters’s
essay. For example:
Assumptions about the effects of past events on current ills.

Barry-Jester speculates that black Americans living in specific
southern communities continue to be negatively affected by the
history of slavery.
Do you agree with Barry-Jester that the patterns she is
pointing out are the result of this history of slavery, or is it
possible that there are other factors worth considering?
Why might Barry-Jester include specific stories about southern
black Americans in her piece? Do these stories strengthen
Barry-Jester’s case? Why or why not?
Assumptions about education as a way to mitigate poverty. As

she explores health issues in the Black Belt, Barry-Jester outlines
some related problems, including the lack of access to a good
education.
Do you share the same assumptions about education and its
power to help people out of poverty? Where do your
assumptions about education come from?
Are there instances in which education is not enough to effect
change?

Making a Logical, Well-Supported Cause or Effect Argument
Although Barry-Jester is writing for a general audience, she does

acknowledge her sources. In fact, Barry-Jester uses a range of source
types throughout her essay to provide evidence of how slavery has
affected certain communities of southern black Americans.
ANALYZE & WRITE

Write a paragraph or two analyzing the kind of evidence Barry-Jester relies on:
1. One of the sources that Barry-Jester relies on is Ali Mokdad, an IHME researcher,
who said that “things such as racism, economic deprivation and poor education —
measures that together are part of what is called socioeconomic status — are
largely to blame” (par. 3). What other sources and evidence does Barry-Jester use
to support her argument?
2. Barry-Jester describes the media and government focus on the “disturbing rise in
mortality among U.S. whites with a high-school education” (par. 10). She then
argues that “the headlines obscured several important facts, chief among them
that the chart showed mortality for all U.S. blacks, not only those who also have a
high school education or less. A er the authors were criticized for leaving blacks
off a different chart in one of the papers, they told The Washington Post “the reason
it’s not there — which we explain — is that black mortality is so high it doesn’t fit
on the graph” (par. 10). How does this source help support Barry-Jester’s larger
argument?
C Thi Nguyen
Escape the Echo Chamber
C Thi Nguyen is an assistant professor of philosophy at Utah Valley University,
working in social epistemology, aesthetics, and the philosophy of games. He is
assistant editor at Aesthetics for Birds, a blog for aesthetic philosophers, and is a
founding editor of the Journal of the Philosophy of Games. He is Chair of the Diversity
Committee for the American Society for Aesthetics and he has previously written a
column about food for the Los Angeles Times. His latest book, Games: Agency as Art, is
forthcoming from Oxford University Press. This article, based on his scholarly
research, appeared originally in Aeon in 2018.
Before you read, think about whether you avoid engaging with those who don’t
share your perspectives, ideas, or beliefs. How does this manifest itself in your
face-to-face as well as your online encounters?
As you read, pay attention to how Nguyen explains the distinction between
echo chambers and epistemic bubbles. Why is this distinction necessary?
Something has gone wrong with the flow of information. It’s not just
that different people are drawing subtly different conclusions from
the same evidence. It seems like different intellectual communities
no longer share basic foundational beliefs. Maybe nobody cares
about the truth anymore, as some have started to worry. Maybe
political allegiance has replaced basic reasoning skills. Maybe we’ve
all become trapped in echo chambers of our own making —
wrapping ourselves in an intellectually impenetrable layer of like-
minded friends and web pages and social media feeds.
But there are two very different phenomena at play here, each of
which subvert the flow of information in very distinct ways. Let’s
call them echo chambers and epistemic bubbles. Both are social
structures that systematically exclude sources of information. Both
exaggerate their members’ confidence in their beliefs. But they work
in entirely different ways, and they require very different modes of
intervention. An epistemic bubble is when you don’t hear people
from the other side. An echo chamber is what happens when you
don’t trust people from the other side.
Current usage has blurred this crucial distinction, so let me

introduce a somewhat artificial taxonomy. An ’epistemic bubble’ is
an informational network from which relevant voices have been excluded
by omission. That omission might be purposeful: we might be
selectively avoiding contact with contrary views because, say, they
make us uncomfortable. As social scientists tell us, we like to engage
in selective exposure, seeking out information that confirms our
own worldview. But that omission can also be entirely inadvertent.
Even if we’re not actively trying to avoid disagreement, our Facebook
friends tend to share our views and interests. When we take
networks built for social reasons and start using them as our
information feeds, we tend to miss out on contrary views and run
into exaggerated degrees of agreement.
An ’echo chamber’ is a social structure from which other relevant voices

have been actively discredited. Where an epistemic bubble merely
omits contrary views, an echo chamber brings its members to
actively distrust outsiders. In their book Echo Chamber: Rush
Limbaugh and the Conservative Media Establishment (2010), Kathleen
Hall Jamieson and Frank Cappella offer a groundbreaking analysis
of the phenomenon. For them, an echo chamber is something like a
cult. A cult isolates its members by actively alienating them from
any outside sources. Those outside are actively labelled as malignant
and untrustworthy. A cult member’s trust is narrowed, aimed with
laser-like focus on certain insider voices.
In epistemic bubbles, other voices are not heard; in echo chambers,

other voices are actively undermined. The way to break an echo
chamber is not to wave “the facts“ in the faces of its members. It is
to attack the echo chamber at its root and repair that broken trust.
Let’s start with epistemic bubbles. They have been in the limelight
lately, most famously in Eli Pariser’s The Filter Bubble (2011) and Cass
Sunstein’s #Republic: Divided Democracy in the Age of Social Media
(2017). The general gist: we get much of our news from Facebook
feeds and similar sorts of social media. Our Facebook feed consists
mostly of our friends and colleagues, the majority of whom share
our own political and cultural views. We visit our favourite like-
minded blogs and websites. At the same time, various algorithms
behind the scenes, such as those inside Google search, invisibly
personalise our searches, making it more likely that we’ll see only
what we want to see. These processes all impose filters on
information.
Such filters aren’t necessarily bad. The world is overstuffed with
information, and one can’t sort through it all by oneself: filters need
to be outsourced. That’s why we all depend on extended social
networks to deliver us knowledge. But any such informational
network needs the right sort of broadness and variety to work. A
social network composed entirely of incredibly smart, obsessive
opera fans would deliver all the information I could want about the
opera scene, but it would fail to clue me in to the fact that, say, my
country had been infested by a rising tide of neo-Nazis. Each
individual person in my network might be superbly reliable about
her particular informational patch but, as an aggregate structure,
my network lacks what Sanford Goldberg in his book Relying on
Others (2010) calls ’coverage-reliability’. It doesn’t deliver to me a
sufficiently broad and representative coverage of all the relevant
information.
Epistemic bubbles also threaten us with a second danger: excessive

self-confidence. In a bubble, we will encounter exaggerated
amounts of agreement and suppressed levels of disagreement. We’re
vulnerable because, in general, we actually have very good reason to
pay attention to whether other people agree or disagree with us.
Looking to others for corroboration is a basic method for checking
whether one has reasoned well or badly. This is why we might do
our homework in study groups, and have different laboratories
repeat experiments. But not all forms of corroboration are
meaningful. Ludwig Wittgenstein says: imagine looking through a
stack of identical newspapers and treating each next newspaper
headline as yet another reason to increase your confidence. This is
obviously a mistake. The fact that The New York Times reports
something is a reason to believe it, but any extra copies of The New
York Times that you encounter shouldn’t add any extra evidence.
But outright copies aren’t the only problem here. Suppose that I
believe that the Paleo diet is the greatest diet of all time. I assemble
a Facebook group called ’Great Health Facts!’ and fill it only with
people who already believe that Paleo is the best diet. The fact that
everybody in that group agrees with me about Paleo shouldn’t
increase my confidence level one bit. They’re not mere copies —
they —actually might have reached their conclusions independently
— but their agreement can be entirely explained by my method of
selection. The group’s unanimity is simply an echo of my selection
criterion. It’s easy to forget how carefully pre-screened the members
are, how epistemically groomed social media circles might be.
Luckily, though, epistemic bubbles are easily shattered. We can pop

an epistemic bubble simply by exposing its members to the
information and arguments that they’ve missed. But echo chambers
are a far more pernicious and robust phenomenon.
Jamieson and Cappella’s book is the first empirical study into how
echo chambers function. In their analysis, echo chambers work by
systematically alienating their members from all outside epistemic
sources. Their research centres on Rush Limbaugh, a wildly
successful conservative firebrand in the United States, along with
Fox News and related media. Limbaugh uses methods to actively
transfigure whom his listeners trust. His constant attacks on the
’mainstream media’ are attempts to discredit all other sources of
knowledge. He systematically undermines the integrity of anybody
who expresses any kind of contrary view. And outsiders are not
simply mistaken — they are malicious, manipulative and actively
working to destroy Limbaugh and his followers. The resulting
worldview is one of deeply opposed force, an all-or-nothing war
between good and evil. Anybody who isn’t a fellow Limbaugh
follower is clearly opposed to the side of right, and therefore utterly
untrustworthy.
The result is a rather striking parallel to the techniques of emotional

isolation typically practised in cult indoctrination. According to
mental-health specialists in cult recovery, including Margaret
Singer, Michael Langone and Robert Li on, cult indoctrination
involves new cult members being brought to distrust all non-cult
members. This provides a social buffer against any attempts to
extract the indoctrinated person from the cult.
The echo chamber doesn’t need any bad connectivity to function.

Limbaugh’s followers have full access to outside sources of
information. According to Jamieson and Cappella’s data, Limbaugh’s
followers regularly read — but do not accept — mainstream and
liberal news sources. They are isolated, not by selective exposure,
but by changes in who they accept as authorities, experts and
trusted sources. They hear, but dismiss, outside voices. Their
worldview can survive exposure to those outside voices because
their belief system has prepared them for such intellectual
onslaught.
In fact, exposure to contrary views could actually reinforce their

views. Limbaugh might offer his followers a conspiracy theory:
anybody who criticises him is doing it at the behest of a secret cabal
of evil elites, which has already seized control of the mainstream
media. His followers are now protected against simple exposure to
contrary evidence. In fact, the more they find that the mainstream
media calls out Limbaugh for inaccuracy, the more Limbaugh’s
predictions will be confirmed. Perversely, exposure to outsiders
with contrary views can thus increase echo-chamber members’
confidence in their insider sources, and hence their attachment to
their worldview. The philosopher Endre Begby calls this effect
’evidential preemption’. What’s happening is a kind of intellectual
judo, in which the power and enthusiasm of contrary voices are
turned against those contrary voices through a carefully rigged
internal structure of belief.
One might be tempted to think that the solution is just more

intellectual autonomy. Echo chambers arise because we trust others
too much, so the solution is to start thinking for ourselves. But that
kind of radical intellectual autonomy is a pipe dream. If the
philosophical study of knowledge has taught us anything in the past
half-century, it is that we are irredeemably dependent on each other
in almost every domain of knowledge. Think about how we trust
others in every aspect of our daily lives. Driving a car depends on
trusting the work of engineers and mechanics; taking medicine
depends on trusting the decisions of doctors, chemists and
biologists. Even the experts depend on vast networks of other
experts. A climate scientist analysing core samples depends on the
lab technician who runs the air-extraction machine, the engineers
who made all those machines, the statisticians who developed the
underlying methodology, and on and on.
As Elijah Millgram argues in The Great Endarkenment (2015), modern

knowledge depends on trusting long chains of experts. And no
single person is in the position to check up on the reliability of every
member of that chain. Ask yourself: could you tell a good statistician
from an incompetent one? A good biologist from a bad one? A good
nuclear engineer, or radiologist, or macro-economist, from a bad
one? Any particular reader might, of course, be able to answer
positively to one or two such questions, but nobody can really assess
such a long chain for herself. Instead, we depend on a vastly
complicated social structure of trust. We must trust each other, but,
as the philosopher Annette Baier says, that trust makes us
vulnerable. Echo chambers operate as a kind of social parasite on
that vulnerability, taking advantage of our epistemic condition and
social dependency.
Most of the examples I’ve given so far, following Jamieson and
Cappella, focus on the conservative media echo chamber. But
nothing says that this is the only echo chamber out there; I am quite
confident that there are plenty of echo chambers on the political
Le . More importantly, nothing about echo chambers restricts them
to the arena of politics. The world of anti-vaccination is clearly an
echo chamber, and it is one that crosses political lines. I’ve also
encountered echo chambers on topics as broad as diet (Paleo!),
exercise technique (CrossFit!), breastfeeding, some academic
intellectual traditions, and many, many more. Here’s a basic check:
does a community’s belief system actively undermine the
trustworthiness of any outsiders who don’t subscribe to its central
dogmas? Then it’s probably an echo chamber.
Unfortunately, much of the recent analysis has lumped epistemic

bubbles together with echo chambers into a single, unified
phenomenon. But it is absolutely crucial to distinguish between the
two. Epistemic bubbles are rather ramshackle; they go up easily, and
they collapse easily, too. Echo chambers are far more pernicious and
far more robust. They can start to seem almost like living things.
Their belief systems provide structural integrity, resilience and
active responses to outside attacks. Surely a community can be both
at once, but the two phenomena can also exist independently. And
of the events we’re most worried about, it’s the echo-chamber effects
that are really causing most of the trouble.
Jamieson and Cappella’s analysis is mostly forgotten these days, the
term hijacked as just another synonym for filter bubbles. Many of
the most prominent thinkers focus solely on bubble-type effects.
Sunstein’s prominent treatments, for example, diagnose political
polarisation and religious radicalisation almost exclusively in terms
of bad exposure and bad connectivity. His recommendation, in
#Republic: create more public forums for discourse where we’ll all
run into contrary views more o en. But if what we’re dealing with is
primarily an echo chamber, then that effort will be useless at best,
and might even strengthen the echo chamber’s grip.
There’s also been a rash of articles recently arguing that there’s no

such thing as echo chambers or filter bubbles. But these articles also
lump the two phenomena together in a problematic way, and seem
to largely ignore the possibility of echo-chamber effects. They focus,
instead, solely on measuring connectivity and exposure on social
media networks. The new data does, in fact, seem to show that
people on Facebook actually do see posts from the other side, or that
people o en visit websites with opposite political affiliation. If that’s
right, then epistemic bubbles might not be such a serious threat. But
none of this weighs against the existence of echo chambers. We
should not dismiss the threat of echo chambers based only on
evidence about connectivity and exposure.
Crucially, echo chambers can offer a useful explanation of the

current informational crisis in a way that epistemic bubbles cannot.
Many people have claimed that we have entered an era of ’post-
truth’. Not only do some political figures seem to speak with a
blatant disregard for the facts, but their supporters seem utterly
unswayed by evidence. It seems, to some, that truth no longer
matters.
This is an explanation in terms of total irrationality. To accept it, you

must believe that a great number of people have lost all interest in
evidence or investigation, and have fallen away from the ways of
reason. The phenomenon of echo chambers offers a less damning
and far more modest explanation. The apparent ’post-truth’ attitude
can be explained as the result of the manipulations of trust wrought
by echo chambers. We don’t have to attribute a complete disinterest
in facts, evidence or reason to explain the post-truth attitude. We
simply have to attribute to certain communities a vastly divergent
set of trusted authorities.
Listen to what it actually sounds like when people reject the plain
facts — it doesn’t sound like brute irrationality. One side points out a
piece of economic data; the other side rejects that data by rejecting
its source. They think that newspaper is biased, or the academic
elites generating the data are corrupt. An echo chamber doesn’t
destroy their members’ interest in the truth; it merely manipulates
whom they trust and changes whom they accept as trustworthy
sources and institutions.
And, in many ways, echo-chamber members are following
reasonable and rational procedures of enquiry. They’re engaging in
critical reasoning. They’re questioning, they’re evaluating sources
for themselves, they’re assessing different pathways to information.
They are critically examining those who claim expertise and
trustworthiness, using what they already know about the world. It’s
simply that their basis for evaluation — their background beliefs
about whom to trust — are radically different. They are not
irrational, but systematically misinformed about where to place
their trust.
Notice how different what’s going on here is from, say, Orwellian

doublespeak, a deliberately ambiguous, euphemism-filled language
designed to hide the intent of the speaker. Doublespeak involves no
interest in clarity, coherence or truth. It is, according to George
Orwell, the language of useless bureaucrats and politicians, trying to
go through the motions of speech without actually committing
themselves to any real substantive claims. But echo chambers don’t
trade in vague, ambiguous pseudo-speech. We should expect that
echo chambers would deliver crisp, clear, unambiguous claims
about who is trustworthy and who is not. And this, according to
Jamieson and Cappella, is exactly what we find in echo chambers:
clearly articulated conspiracy theories, and crisply worded
accusations of an outside world rife with untrustworthiness and
corruption.
Once an echo chamber starts to grip a person, its mechanisms will
reinforce themselves. In an epistemically healthy life, the variety of
our informational sources will put an upper limit to how much we’re
willing to trust any single person. Everybody’s fallible; a healthy
informational network tends to discover people’s mistakes and point
them out. This puts an upper ceiling on how much you can trust
even your most beloved leader. But inside an echo chamber, that
upper ceiling disappears.
Being caught in an echo chamber is not always the result of laziness

or bad faith. Imagine, for instance, that somebody has been raised
and educated entirely inside an echo chamber. That child has been
taught the beliefs of the echo chamber, taught to trust the TV
channels and websites that reinforce those same beliefs. It must be
reasonable for a child to trust in those that raise her. So, when the
child finally comes into contact with the larger world — say, as a
teenager — the echo chamber’s worldview is firmly in place. That
teenager will distrust all sources outside her echo chamber, and she
will have gotten there by following normal procedures for trust and
learning.
It certainly seems like our teenager is behaving reasonably. She

could be going about her intellectual life in perfectly good faith. She
might be intellectually voracious, seeking out new sources,
investigating them, and evaluating them using what she already
knows. She is not blindly trusting; she is proactively evaluating the
credibility of other sources, using her own body of background
beliefs. The worry is that she’s intellectually trapped. Her earnest
attempts at intellectual investigation are lead astray by her
upbringing and the social structure in which she is embedded.
For those who have not been raised within an echo chamber,
perhaps it would take some significant intellectual vice to enter into
one — perhaps intellectual laziness or a preference for security over
truth. But even then, once the echo chamber’s belief system is in
place, their future behaviour could be reasonable and they would
still continue to be trapped. Echo chambers might function like
addiction, under certain accounts. It might be irrational to become
addicted, but all it takes is a momentary lapse — once you’re
addicted, your internal landscape is sufficiently rearranged such
that it’s rational to continue with your addiction. Similarly, all it
takes to enter an echo chamber is a momentary lapse of intellectual
vigilance. Once you’re in, the echo chamber’s belief systems
function as a trap, making future acts of intellectual vigilance only
reinforce the echo chamber’s worldview.
There is at least one possible escape route, however. Notice that the
logic of the echo chamber depends on the order in which we
encounter the evidence. An echo chamber can bring our teenager to
discredit outside beliefs precisely because she encountered the echo
chamber’s claims first. Imagine a counterpart to our teenager who
was raised outside of the echo chamber and exposed to a wide range
of beliefs. Our free-range counterpart would, when she encounters
that same echo chamber, likely see its many flaws. In the end, both
teenagers might eventually become exposed to all the same
evidence and arguments. But they arrive at entirely different
conclusions because of the order in which they received that
evidence. Since our echo-chambered teenager encountered the echo
chamber’s beliefs first, those beliefs will inform how she interprets
all future evidence.
But something seems very suspicious about all this. Why should
order matter so much? The philosopher Thomas Kelly argues that it
shouldn’t, precisely because it would make this radical polarisation
rationally inevitable. Here is the real source of irrationality in
lifelong echo-chamber members — and it turns out to be incredibly
subtle. Those caught in an echo chamber are giving far too much
weight to the evidence they encounter first, just because it’s first.
Rationally, they should reconsider their beliefs without that
arbitrary preference. But how does one enforce such informational
a-historicity?
Think about our echo-chambered teenager. Every part of her belief

system is tuned to reject the contrary testimony of outsiders. She
has a reason, on each encounter, to dismiss any incoming contrary
evidence. What’s more, if she decided to suspend any one of her
particular beliefs and reconsider it on its own, then all her
background beliefs would likely just reinstate the problematic
belief. Our teenager would have to do something much more radical
than simply reconsidering her beliefs one by one. She’d have to
suspend all her beliefs at once, and restart the knowledge-gathering
process, treating all sources as equally trustworthy. This is a massive
undertaking; it is, perhaps, more than we could reasonably expect of
anybody. It might also, to the philosophically inclined, sound
awfully familiar. The escape route is a modified version of René
Descartes’s infamous method.
Descartes suggested that we imagine an evil demon that was

deceiving us about everything. He explains the meaning behind the
methodology in the opening lines of the Meditations on First
Philosophy (1641). He had come to realise that many of the beliefs he
had acquired in his early life were false. But early beliefs lead to all
sorts of other beliefs, and any early falsehoods he’d accepted had
surely infected the rest of his belief system. He was worried that, if
he discarded any one particular belief, the infection contained in
the rest of his beliefs would simply reinstate more bad beliefs. The
only solution, thought Descartes, was to throw all his beliefs away
and start over again from scratch.
So the evil demon was just a bit of a heuristic — a thought

experiment that would help him throw away all his beliefs. He could
start over, trusting nothing and no one except those things that he
could be entirely certain of, and stamping out those sneaky
falsehoods once and for all. Let’s call this the Cartesian epistemic
reboot. Notice how close Descartes’s problem is to our hapless
teenager’s, and how useful the solution might be. Our teenager, like
Descartes, has problematic beliefs acquired in early childhood.
These beliefs have infected outwards, infesting that teenager’s whole
belief system. Our teenager, too, needs to throw everything away,
and start over again.
Descartes’s method has since been abandoned by most

contemporary philosophers, since in fact we can’t start from
nothing: we have to start by assuming something and trusting
somebody. But for us the useful part is the reboot itself, where we
throw everything away and start all over again. The problematic
part happens a erwards, when we re-adopt only those beliefs that
we are entirely certain of, while proceeding solely by independent
and solitary reasoning.
Let’s call the modernised version of Descartes’s methodology the

social-epistemic reboot. In order to undo the effects of an echo
chamber, the member should temporarily suspend all her beliefs —
in particular whom and what she trusts — and start over again from
scratch. But when she starts from scratch, we won’t demand that she
trust only what she’s absolutely certain of, nor will we demand that
she go it alone. For the social reboot, she can proceed, a er
throwing everything away, in an utterly mundane way — trusting her
senses, trusting others. But she must begin afresh socially — she
must reconsider all possible sources of information with a
presumptively equanimous eye. She must take the posture of a
cognitive newborn, open and equally trusting to all outside sources.
In a sense, she’s been here before. In the social reboot, we’re not
asking people to change their basic methods for learning about the
world. They are permitted to trust, and trust freely. But a er the
social reboot, that trust will not be narrowly confined and deeply
conditioned by the particular people they happened to be raised by.
The social reboot might seem rather fantastic, but it is not so

unrealistic. Such a profound deep-cleanse of one’s whole belief
system seems to be what’s actually required to escape. Look at the
many stories of people leaving cults and echo chambers. Take, for
example, the story of Derek Black in Florida — raised by a neo-Nazi
father, and groomed from childhood to be a neo-Nazi leader. Black
le the movement by, basically, performing a social reboot. He
completely abandoned everything he’d believed in, and spent years
building a new belief system from scratch. He immersed himself
broadly and open-mindedly in everything he’d missed — pop
culture, Arabic literature, the mainstream media, rap — all with an
overall attitude of generosity and trust. It was the project of years
and a major act of self-reconstruction, but those extraordinary
lengths might just be what’s actually required to undo the effects of
an echo-chambered upbringing.
Is there anything we can do, then, to help an echo-chamber member

to reboot? We’ve already discovered that direct assault tactics —
bombarding the echo-chamber member with ’evidence’ — won’t
work. Echo-chamber members are not only protected from such
attacks, but their belief systems will judo such attacks into further
reinforcement of the echo chamber’s worldview. Instead, we need to
attack the root, the systems of discredit themselves, and restore
trust in some outside voices.
Stories of actual escapes from echo chambers o en turn on

particular encounters — moments when the echo-chambered
individual starts to trust somebody on the outside. Black’s is case in
point. By high school, he was already something of a star on neo-
Nazi media, with his own radio talk-show. He went on to college,
openly neo-Nazi, and was shunned by almost every other student in
his community college. But then Matthew Stevenson, a Jewish fellow
undergraduate, started inviting Black to Stevenson’s Shabbat
dinners. In Black’s telling, Stevenson was unfailingly kind, open and
generous, and slowly earned Black’s trust. This was the seed, says
Black, that led to a massive intellectual upheaval — a slow-dawning
realisation of the depths to which he had been misled. Black went
through a years-long personal transformation, and is now an anti-
Nazi spokesperson. Similarly, accounts of people leaving echo-
chambered homophobia rarely involve them encountering some
institutionally reported fact. Rather, they tend to revolve around
personal encounters — a child, a family member, a close friend
coming out. These encounters matter because a personal
connection comes with a substantial store of trust.
Why is trust so important? Baier suggests one key facet: trust is

unified. We don’t simply trust people as educated experts in a field —
we rely on their goodwill. And this is why trust, rather than mere
reliability, is the key concept. Reliability can be domain-specific.
The fact, for example, that somebody is a reliable mechanic sheds
no light on whether or not their political or economic beliefs are
worth anything. But goodwill is a general feature of a person’s
character. If I demonstrate goodwill in action, then you have some
reason to think that I also have goodwill in matters of thought and
knowledge. So if one can demonstrate goodwill to an echo-
chambered member — as Stevenson did with Black — then perhaps
one can start to pierce that echo chamber.
Such interventions from trusted outsiders can hook up with the

social reboot. But the path I’m describing is a winding, narrow and
fragile one. There is no guarantee that such trust can be established,
and no clear path to its being established systematically. And even
given all that, what we’ve found here isn’t an escape route at all. It
depends on the intervention of another. This path is not even one an
echo-chamber member can trigger on her own; it is only a whisper-
thin hope for rescue from the outside.
READING FOR MEANING

you think Nguyen wants his readers to understand about the
effect of echo chambers.
seems interesting or surprising, such as Nguyen’s statement
that “all it takes to enter an echo chamber is a momentary lapse
of intellectual vigilance” (par. 29) or how “trusted outsiders” can
help support an escape from the echo chamber (pars. 40–41).
Are you persuaded by Nguyen’s reasoning as to how one
becomes trapped in an echo chamber and how one may
ultimately escape? Why or why not?
analyzing an assumption you find intriguing in Nguyen’s essay.
For example:
Assumptions about the negative effects of echo chambers.

Nguyen’s essay assumes that echo chambers are not productive
and that those who find themselves trapped in echo chambers
should do what they can to escape.
Are there any positive consequences of echo chambers? If
yes, what are they? If no, why not?
In his essay, Nguyen addresses those who dispute the very
existence of echo chambers: “There’s also been a rash of
articles recently arguing that there’s no such thing as echo
chambers or filter bubbles” (par. 20). Can you imagine any
other causes — beyond echo chambers — of what Nguyen
describes as the “current informational crisis?” (par. 21)
Assumptions about how online social networks have become

information sources. Nguyen writes, “When we take networks
built for social reasons and start using them as our information
feeds, we tend to miss out on contrary views and run into
exaggerated degrees of agreement” (par. 3).
Does Nguyen’s assumption that social networks are now
acting as information sources align with your experience?
Where do you get your information and news?
Have you noticed any disagreements over information on any
of the social networks you are a part of? If so, what were the
disagreements about? If not, do you think this lack of
disagreement helps support Nguyen’s argument?
When writing an essay speculating about cause and effect, writers

o en must explain the subject to their audience before examining
causes or effects. Notice how Nguyen explains the difference
between epistemic bubbles and echo chambers: “[T]hey work in
entirely different ways, and they require very different modes of
intervention. An epistemic bubble is when you don’t hear people
from the other side. An echo chamber is what happens when you
don’t trust people from the other side” (par. 2).
ANALYZE & WRITE

Write a paragraph or two analyzing how Nguyen presents his subject:
1. Nguyen writes that “current usage has blurred [a] crucial distinction” (par. 3)
between epistemic bubbles and echo chambers. How does Nguyen reframe the
subject of filters by focusing on these phenomena? What, specifically, does he
want his audience to understand?
2. What sources and examples does Nguyen rely on to differentiate between
epistemic bubbles and echo chambers? Why does this difference matter as it
relates to Nguyen’s speculations about the causes and effects of these
phenomena?
Nicholas Carr
Is Google Making Us Stupid?
Nicholas Carr (b. 1959) received his master’s degree in English and American literature
and language from Harvard. He writes on the social, economic, and business
implications of technology. He is the author of Does IT Matter? (2004), The Big Switch:
Rewiring the World, from Edison to Google (2008), and The Shallows: What the Internet Is
Doing to Our Brains (2010), which was a finalist for the Pulitzer Prize for nonfiction.
Carr has also written for many periodicals, including the Atlantic Monthly, the New
York Times Magazine, Wired, the Financial Times, the Futurist, and Advertising Age, and
has been a columnist for the Guardian and the Industry Standard. The essay below was
the cover story of the Atlantic Monthly’s Ideas issue in 2008.
Before you read, think about your own habits of concentration, considering
whether you are able to focus deeply for long periods of time or whether you
move from one idea to another fairly swi ly. Also think about whether
concentration has to be sacrificed for the sake of acquiring more information.
As you read, note how Carr mentions and responds to alternative ideas about the
effect of the Internet on our thinking.
“Dave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?” So the
supercomputer HAL pleads with the implacable astronaut Dave
Bowman in a famous and weirdly poignant scene toward the end of
Stanley Kubrick’s 2001: A Space Odyssey. Bowman, having nearly been
sent to a deep-space death by the malfunctioning machine, is calmly,
coldly disconnecting the memory circuits that control its artificial
“brain.” “Dave, my mind is going,” HAL says, forlornly. “I can feel it. I
can feel it.”
I can feel it, too. Over the past few years I’ve had an uncomfortable
sense that someone, or something, has been tinkering with my brain,
remapping the neural circuitry, reprogramming the memory. My
mind isn’t going — so far as I can tell — but it’s changing. I’m not
thinking the way I used to think. I can feel it most strongly when I’m
reading. Immersing myself in a book or a lengthy article used to be
easy. My mind would get caught up in the narrative or the turns of
the argument, and I’d spend hours strolling through long stretches of
prose. That’s rarely the case anymore. Now my concentration o en
starts to dri a er two or three pages. I get fidgety, lose the thread,
begin looking for something else to do. I feel as if I’m always dragging
my wayward brain back to the text. The deep reading that used to
come naturally has become a struggle.
I think I know what’s going on. For more than a decade now, I’ve
been spending a lot of time online, searching and surfing and
sometimes adding to the great databases of the Internet. The Web
has been a godsend to me as a writer. Research that once required
days in the stacks or periodical rooms of libraries can now be done in
minutes. A few Google searches, some quick clicks on hyperlinks,
and I’ve got the telltale fact or pithy quote I was a er. Even when I’m
not working, I’m as likely as not to be foraging in the Web’s info-
thickets, reading and writing e-mails, scanning headlines and blog
posts, watching videos and listening to podcasts, or just tripping
from link to link to link. (Unlike footnotes, to which they’re
sometimes likened, hyperlinks don’t merely point to related works;
they propel you toward them.)
Description
The board has the following text: the product of A and X squared plus the product of B
and X plus C equals 0. The sum of the squares of A and B equals C squared. The
teacher looks at the little boy with a backpack, and a book in his hand as he says to her,
‘The Cloud ate my homework.’ A globe, sheets of paper, and some books are on the
teacher’s table.
For me, as for others, the Net is becoming a universal medium, the
conduit for most of the information that flows through my eyes and
ears and into my mind. The advantages of having immediate access
to such an incredibly rich store of information are many, and they’ve
been widely described and duly applauded. “The perfect recall of
silicon memory,” Wired’s Clive Thompson has written, “can be an
enormous boon to thinking.” But that boon comes at a price. As the
media theorist Marshall McLuhan pointed out in the 1960s, media are
not just passive channels of information. They supply the stuff of
thought, but they also shape the process of thought. And what the
Net seems to be doing is chipping away my capacity for
concentration and contemplation. My mind now expects to take in
information the way the Net distributes it: in a swi ly moving stream
of particles. Once I was a scuba diver in the sea of words. Now I zip
along the surface like a guy on a Jet Ski.
I’m not the only one. When I mention my troubles with reading to
friends and acquaintances — literary types, most of them — many say
they’re having similar experiences. The more they use the Web, the
more they have to fight to stay focused on long pieces of writing.
Some of the bloggers I follow have also begun mentioning the
phenomenon. Scott Karp, who writes a blog about online media,
recently confessed that he has stopped reading books altogether. “I
was a lit major in college, and used to be [a] voracious book reader,”
he wrote. “What happened?” He speculates on the answer: “What if I
do all my reading on the Web not so much because the way I read has
changed, i.e., I’m just seeking convenience, but because the way I
THINK has changed?”
Bruce Friedman, who blogs regularly about the use of computers in

medicine, also has described how the Internet has altered his mental
habits. “I now have almost totally lost the ability to read and absorb a
longish article on the Web or in print,” he wrote earlier this year. A
pathologist who has long been on the faculty of the University of
Michigan Medical School, Friedman elaborated on his comment in a
telephone conversation with me. His thinking, he said, has taken on
a “staccato” quality, reflecting the way he quickly scans short
passages of text from many sources online. “I can’t read War and
Peace anymore,” he admitted. “I’ve lost the ability to do that. Even a
blog post of more than three or four paragraphs is too much to
absorb. I skim it.”
Anecdotes alone don’t prove much. And we still await the long-term
neurological and psychological experiments that will provide a
definitive picture of how Internet use affects cognition. But a recently
published study of online research habits, conducted by scholars
from University College London, suggests that we may well be in the
midst of a sea change in the way we read and think. As part of the
five-year research program, the scholars examined computer logs
documenting the behavior of visitors to two popular research sites,
one operated by the British Library and one by a U.K. educational
consortium, that provide access to journal articles, e-books, and
other sources of written information. They found that people using
the sites exhibited “a form of skimming activity,” hopping from one
source to another and rarely returning to any source they’d already
visited. They typically read no more than one or two pages of an
article or book before they would “bounce” out to another site.
Sometimes they’d save a long article, but there’s no evidence that they
ever went back and actually read it. The authors of the study report:
It is clear that users are not reading online in the traditional sense; indeed there are
signs that new forms of “reading” are emerging as users “power browse” horizontally
through titles, contents pages and abstracts going for quick wins. It almost seems that
they go online to avoid reading in the traditional sense.
Thanks to the ubiquity of text on the Internet, not to mention the

popularity of text-messaging on cell phones, we may well be reading
more today than we did in the 1970s or 1980s, when television was
our medium of choice. But it’s a different kind of reading, and behind
it lies a different kind of thinking — perhaps even a new sense of the
self. “We are not only what we read,” says Maryanne Wolf, a
developmental psychologist at Tu s University and the author of
Proust and the Squid: The Story and Science of the Reading Brain. “We are
how we read.” Wolf worries that the style of reading promoted by the
Net, a style that puts “efficiency” and “immediacy” above all else,
may be weakening our capacity for the kind of deep reading that
emerged when an earlier technology, the printing press, made long
and complex works of prose commonplace. When we read online,
she says, we tend to become “mere decoders of information.” Our
ability to interpret text, to make the rich mental connections that
form when we read deeply and without distraction, remains largely
disengaged.
Reading, explains Wolf, is not an instinctive skill for human beings.

It’s not etched into our genes the way speech is. We have to teach our
minds how to translate the symbolic characters we see into the
language we understand. And the media or other technologies we use
in learning and practicing the cra of reading play an important part
in shaping the neural circuits inside our brains. Experiments
demonstrate that readers of ideograms, such as the Chinese, develop
a mental circuitry for reading that is very different from the circuitry
found in those of us whose written language employs an alphabet.
The variations extend across many regions of the brain, including
those that govern such essential cognitive functions as memory and
the interpretation of visual and auditory stimuli. We can expect as
well that the circuits woven by our use of the Net will be different
from those woven by our reading of books and other printed works
….
The human brain is almost infinitely malleable. People used to think

that our mental meshwork, the dense connections formed among the
100 billion or so neurons inside our skulls, was largely fixed by the
time we reached adulthood. But brain researchers have discovered
that that’s not the case. James Olds, a professor of neuroscience who
directs the Krasnow Institute for Advanced Study at George Mason
University, says that even the adult mind “is very plastic.” Nerve cells
routinely break old connections and form new ones. “The brain,”
according to Olds, “has the ability to reprogram itself on the fly,
altering the way it functions.” …
The process of adapting to new intellectual technologies is reflected

in the changing metaphors we use to explain ourselves to ourselves.
When the mechanical clock arrived, people began thinking of their
brains as operating “like clockwork.” Today, in the age of so ware, we
have come to think of them as operating “like computers.” But the
changes, neuroscience tells us, go much deeper than metaphor.
Thanks to our brain’s plasticity, the adaptation occurs also at a
biological level.
The Internet promises to have particularly far-reaching effects on

cognition. In a paper published in 1936, the British mathematician
Alan Turing proved that a digital computer, which at the time existed
only as a theoretical machine, could be programmed to perform the
function of any other information-processing device. And that’s what
we’re seeing today. The Internet, an immeasurably powerful
computing system, is subsuming most of our other intellectual
technologies. It’s becoming our map and our clock, our printing
press and our typewriter, our calculator and our telephone, and our
radio and TV.
When the Net absorbs a medium, that medium is re-created in the

Net’s image. It injects the medium’s content with hyperlinks, blinking
ads, and other digital gewgaws, and it surrounds the content with the
content of all the other media it has absorbed. A new e-mail message,
for instance, may announce its arrival as we’re glancing over the
latest headlines at a newspaper’s site. The result is to scatter our
attention and diffuse our concentration.
The Net’s influence doesn’t end at the edges of a computer screen,
either. As people’s minds become attuned to the crazy quilt of
Internet media, traditional media have to adapt to the audience’s new
expectations. Television programs add text crawls and pop-up ads,
and magazines and newspapers shorten their articles, introduce
capsule summaries, and crowd their pages with easy-to-browse info-
snippets. When, in March of this year, the New York Times decided to
devote the second and third pages of every edition to article
abstracts, its design director, Tom Bodkin, explained that the
“shortcuts” would give harried readers a quick “taste” of the day’s
news, sparing them the “less efficient” method of actually turning
the pages and reading the articles. Old media have little choice but to
play by the new-media rules.
Never has a communications system played so many roles in our

lives — or exerted such broad influence over our thoughts — as the
Internet does today. Yet, for all that’s been written about the Net,
there’s been little consideration of how, exactly, it’s reprogramming
us. The Net’s intellectual ethic remains obscure … .
Google’s headquarters, in Mountain View, California — the

Googleplex — is the Internet’s high church. … Google, says its chief
executive, Eric Schmidt, is “a company that’s founded around the
science of measurement,” and it is striving to “systematize
everything” it does. Drawing on the terabytes of behavioral data it
collects through its search engine and other sites, it carries out
thousands of experiments a day, according to the Harvard Business
Review, and it uses the results to refine the algorithms that
increasingly control how people find information and extract
meaning from it … .
The company has declared that its mission is “to organize the world’s
information and make it universally accessible and useful.” It seeks
to develop “the perfect search engine,” which it defines as something
that “understands exactly what you mean and gives you back exactly
what you want.” In Google’s view, information is a kind of
commodity, a utilitarian resource that can be mined and processed
with industrial efficiency. The more pieces of information we can
“access” and the faster we can extract their gist, the more productive
we become as thinkers.
Where does it end? Sergey Brin and Larry Page, the gi ed young men
who founded Google while pursuing doctoral degrees in computer
science at Stanford, speak frequently of their desire to turn their
search engine into an artificial intelligence, a HAL-like machine that
might be connected directly to our brains. “The ultimate search
engine is something as smart as people — or smarter,” Page said in a
speech a few years back. “For us, working on search is a way to work
on artificial intelligence.” In a 2004 interview with Newsweek, Brin
said, “Certainly if you had all the world’s information directly
attached to your brain, or an artificial brain that was smarter than
your brain, you’d be better off.” Last year, Page told a convention of
scientists that Google is “really trying to build artificial intelligence
and to do it on a large scale.”
Such an ambition is a natural one, even an admirable one, for a pair
of math whizzes with vast quantities of cash at their disposal and a
small army of computer scientists in their employ. A fundamentally
scientific enterprise, Google is motivated by a desire to use
technology, in Eric Schmidt’s words, “to solve problems that have
never been solved before,” and artificial intelligence is the hardest
problem out there. Why wouldn’t Brin and Page want to be the ones
to crack it?
Still, their easy assumption that we’d all “be better off” if our brains
were supplemented, or even replaced, by an artificial intelligence is
unsettling. It suggests a belief that intelligence is the output of a
mechanical process, a series of discrete steps that can be isolated,
measured, and optimized. In Google’s world, the world we enter
when we go online, there’s little place for the fuzziness of
contemplation. Ambiguity is not an opening for insight but a bug to
be fixed. The human brain is just an outdated computer that needs a
faster processor and a bigger hard drive.
The idea that our minds should operate as high-speed data-

processing machines is not only built into the workings of the
Internet, it is the network’s reigning business model as well. The
faster we surf across the Web — the more links we click and pages we
view — the more opportunities Google and other companies gain to
collect information about us and to feed us advertisements. Most of
the proprietors of the commercial Internet have a financial stake in
collecting the crumbs of data we leave behind as we flit from link to
link — the more crumbs, the better. The last thing these companies
want is to encourage leisurely reading or slow, concentrated thought.
It’s in their economic interest to drive us to distraction.
Maybe I’m just a worrywart. Just as there’s a tendency to glorify

technological progress, there’s a countertendency to expect the worst
of every new tool or machine. … Perhaps those who dismiss critics of
the Internet as Luddites or nostalgists will be proved correct, and
from our hyperactive, data-stoked minds will spring a golden age of
intellectual discovery and universal wisdom. Then again, the Net isn’t
the alphabet, and although it may replace the printing press, it
produces something altogether different. The kind of deep reading
that a sequence of printed pages promotes is valuable not just for the
knowledge we acquire from the author’s words but for the
intellectual vibrations those words set off within our own minds. In
the quiet spaces opened up by the sustained, undistracted reading of
a book, or by any other act of contemplation, for that matter, we
make our own associations, draw our own inferences and analogies,
foster our own ideas. Deep reading, as Maryanne Wolf argues, is
indistinguishable from deep thinking. If we lose those quiet spaces,
or fill them up with “content,” we will sacrifice something important
not only in our selves but in our culture. In a recent essay, the
playwright Richard Foreman eloquently described what’s at stake:
I come from a tradition of Western culture, in which the ideal (my ideal) was the
complex, dense and “cathedral-like” structure of the highly educated and articulate
personality — a man or woman who carried inside themselves a personally
constructed and unique version of the entire heritage of the West. [But now] I see
within us all (myself included) the replacement of complex inner density with a new
kind of self — evolving under the pressure of information overload and the technology
of the “instantly available.”
As we are drained of our “inner repertory of dense cultural

inheritance,” Foreman concluded, we risk turning into “‘pancake
people’ — spread wide and thin as we connect with that vast network
of information accessed by the mere touch of a button.”
I’m haunted by that scene in 2001. What makes it so poignant, and so

weird, is the computer’s emotional response to the disassembly of its
mind: its despair as one circuit a er another goes dark, its childlike
pleading with the astronaut — ”I can feel it. I can feel it. I’m afraid” —
and its final reversion to what can only be called a state of innocence.
HAL’s outpouring of feeling contrasts with the emotionlessness that
characterizes the human figures in the film, who go about their
business with an almost robotic efficiency. Their thoughts and
actions feel scripted, as if they’re following the steps of an algorithm.
In the world of 2001, people have become so machinelike that the
most human character turns out to be a machine. That’s the essence
of Kubrick’s dark prophecy: as we come to rely on computers to
mediate our understanding of the world, it is our own intelligence
that flattens into artificial intelligence.
READING FOR MEANING
1. Read to Summarize. Write a sentence or two explaining Carr’s
concern regarding the Internet’s effect on our ability to
concentrate and think deeply.
seems interesting, such as the role of Carr’s anecdotes in the first
six paragraphs. Do they draw the reader into the essay? Present
the subject? Help readers identify with Carr? Provide hard
evidence? Or consider your own experience with reading on the
Internet, and whether you share Carr’s concern that the kind of
reading fostered there is undermining “deep reading” (par. 2).
analyzing an assumption you find intriguing in Carr’s essay. For
example:
Assumptions about the value of sustained concentration. Carr

returns again and again to ways the Internet is reducing our
ability to sustain concentration and focus for an extended period
of time. He reports that he and his friends “have to fight to stay
focused on long pieces of writing” (par. 5), cites a study about
“power browsing” (par. 7), and states that “[t]he last thing these
companies [Google and others] want is to encourage leisurely
reading or slow, concentrated thought” (par. 21).
How does Carr support his contention that we lose something
valuable if we lose sustained concentration?
Is there a compromise — a way to have both sustained
concentration and all the knowledge we need?
Assumptions about the value of the human over the machine.

Carr seems concerned that machines will replace human
thought, and that we will lose something important to our
humanity as a result. He says that in “Google’s world,” the human
brain is “just an outdated computer that needs a faster processor
and a bigger hard drive” (par. 20). In his conclusion, Carr
laments that in the movie 2001, “people have become so
machinelike that the most human character turns out to be a
machine” (par. 24).
What do you think of Carr’s concerns about the danger that
machines pose to humans, especially machines that mimic the
human mind?
What could be the long-lasting consequences of not prizing
human qualities, like the ability to contemplate?
Responding to Objections or Alternative Speculations
Writers speculating about effects must support their proposed

effects, using all the relevant resources available to them — quoting
authorities, citing statistics and research findings, comparing and
contrasting, posing rhetorical questions, offering literary allusions,
and cra ing metaphors, among other strategies. (Carr uses all of
these resources in his essay.) Writers know that at every point in the
argument their readers will have objections, questions, and
alternative effects in mind, and that they must anticipate and
respond to them. Just as imaginatively as they argue for their
proposed effects, writers in this genre attempt to answer readers’
questions, react to their objections, and evaluate their preferred
effects.
ANALYZE & WRITE

Write a paragraph or two analyzing how Carr anticipates his readers’ objections and
supports his response:
You may also try “Looking for Patterns of Opposition” in Chapter 2.
1. Reread paragraphs 4, 7, 8, 10, 17, 18, 19, and 22, in which Carr responds to
alternative arguments, underlining the main objections that he anticipates his
readers will have to his argument. For example, in paragraph 4, he anticipates
readers’ likely objection that having access to so much information is a terrific
advantage.
2. Now examine how Carr manages readers’ possible objections and questions. For
at least three of the objections or questions you identified in the paragraphs you
reread, notice the kinds of support he relies on to argue against each objection.
How appropriate and believable do you find his support? Why?
Contextualizing in Order to Analyze Visuals
For help with “Analyzing Visuals” and “Contextualizing,” see Chapter 2.
Contextualize the cartoon Carr uses in “Is Google Making Us Stupid?” to help you analyze it.
Contextualizing is a critical reading strategy that helps you understand a text or visual by
making inferences about its historical and cultural contexts and comparing those contexts to
your own context. This strategy not only helps you analyze the text or visual before you, but
also helps you understand how your reading of it is affected by your context. Write a
paragraph that addresses the following prompts.
What types of context do you need to understand the humor of the cartoon?
The cartoon originally appeared in the New Yorker magazine, a periodical that appeals
to a middle-aged, fairly well-to-do, and sophisticated readership. How does the
cartoon appeal to this audience?
What larger social and cultural context made the cartoon relevant in 2008? Is it still
relevant to you now? How has the context changed?
Consider the traditional appearance of the teacher, student, and classroom. How does
the contrast between that traditional look and the caption help generate the cartoon’s
humor?
Sendhil Mullainathan
The Mental Strain of Making Do with Less
Sendhil Mullainathan (b. 1972) received his Ph.D. from Harvard and is a professor of
economics there. He has published many articles in professional economics journals
and has the distinction of being a MacArthur Fellow. He is the author, with Jeffrey R.
Kling and William J. Congdon, of Policy and Choice: Public Finance through the Lens of
Behavioral Economics (2011), and he is the author, with Eldar Shafir, of Scarcity: Why
Having Too Little Means So Much (2013). The essay below is based on the work
described in Scarcity. For your reference, we have converted Mullainathan’s sources
to in-text citations and a list of Works Cited at the end of the selection.
Before you read, think about your own experiences with scarcity — with
having less than you need to achieve a goal. Were you aware of any
physiological or emotional challenges to “making do with less”?
As you read, note places where Mullainathan establishes his credibility, such as
where he presents his issue thoughtfully and fairly, and consider why you think
so.
Diets don’t just reduce weight, they can reduce mental capacity. In
other words, dieting can make you dumber. Understanding why this
is the case can illuminate a range of experiences, including
something as far removed from voluntary calorie restriction as the
ordeal of outright poverty.
Imagine that you are attending a late-a ernoon meeting. Someone

brings in a plate of cookies and places them on the other side of the
conference table. Ten minutes later you realize you’ve processed
only half of what has been said. Why? Only half of your mind was in
the meeting. The other half was with the cookies: “Should I have
one? I worked out yesterday. I deserve it. No, I should be good.” That
cookie threatened to strain your waistline. It succeeded in straining
your mind.
This can happen even with no cookie in sight. Dieters conjure their
own cookies: psychologists find that dieters have spontaneous self-
generated cravings at a much higher rate than nondieters (Hill). And
these cravings are not the dieters’ only distraction. Diets force trade-
offs: If you eat the cookie, should you skip the appetizer at dinner?
But that restaurant looked so good!
Many diets also require constant calculations to determine calorie

counts. All this clogs up the brain. Psychologists measure the impact
of this clogging on various tasks: logical and spatial reasoning, self-
control, problem solving, and absorption and retention of new
information. Together these tasks measure “bandwidth,” the
resource that underlies all higher-order mental activity. Inevitably,
dieters do worse than nondieters on all these tasks; they have less
bandwidth.
One particularly clever study by Janey Polivy, Julie Coleman, and C.

Peter Herman went further. It tested how dieters and nondieters
reacted to eating a chocolate bar. Even though the bar provided
calories, eating it widened the bandwidth gap between dieters and
nondieters. Nondieters ate and moved on, but dieters started
wondering how to make up for the calories they had just ingested or,
even more fundamentally, pondered, “Why did I eat the bar?”
In other words, diets do not just strain bandwidth because they leave
us hungry. They have psychological, not just physiological, effects.
The basic insight extends well beyond the experience of calorie

counting. Something similar happens whenever we make do with
less, as when we feel that we have too little time, or too little money.
Just as the cookie tugs at the dieter, a looming deadline preoccupies
a busy person, and the prospect of a painful rent payment shatters
the peace of the poor. Just as dieters constantly track food, the
hyper-busy track each minute and the poor track each dollar.
A similar psychology of scarcity operates across these examples but

with varying degrees of force. If a cookie can tax our mental
resources, imagine how much more psychological impact other
forms of scarcity can have (Mullainathan and Shafir).
Take the case of poverty. In a paper published September 16, 2015 in

Science, Profs. Anandi Mani at the University of Warwick, Jiaying
Zhao at the University of British Columbia, Professor Eldar Shafir at
Princeton University, and I waded into politically charged territory.
Some people argue that the poor make terrible choices and do so
because they are inherently less capable. But our analysis of scarcity
suggests a different perspective: perhaps the poor are just as capable
as everyone else. Perhaps the problem is not poor people but the
mental strain that poverty imposes on anyone who must endure it.
One of our studies focused on Indian sugar cane farmers, who
typically feel themselves to be both poor and rich, depending on the
season. They are paid once a year at harvest time. When the crop is
sold, they are flush with cash. But the money runs out quickly, and
by the time the next harvest arrives they are stretched thin: they are,
for example, 20 times as likely to pawn an item before harvest as
a er it. Rather than compare poor and rich farmers, we compare
each farmer to himself: when he is rich against when he is poor.
This kind of comparison is important because it addresses valid
concerns that differences in psychological tests merely reflect
differences in culture or test familiarity.
We measured farmers’ mental function — on what psychologists call

fluid intelligence and executive control — one month before and one
month a er harvest. And the effects were large: preharvest I.Q., for
example, was lower by about nine to 10 points, which in a common
descriptive classification is the distance between “average” and
“superior” intelligence. To put that in perspective, a full night
without sleep has a similar effect on I.Q. (Mani et al.).
Bandwidth scarcity has far-reaching consequences, whether we are

talking about poor farmers or affluent dieters. We all use bandwidth
to make decisions at work, to resist the urge to yell at our children
when they annoy us, or even to focus on a conversation during
dinner or in a meeting. The diversity of these behaviors — combined
with the size of the measurable effects — suggests a very different
way to interpret the choices and behaviors of the poor. Just picture
how distracting that cookie was, and multiply that experience by a
factor of 10.
For dieters, bandwidth scarcity has one particularly important

consequence, illustrated in a study by Baba Shiv and Alexander
Fedorikhin that gave people a choice between fruit salad and cake.
Before choosing, half of the subjects had their bandwidth taxed:
they were asked to remember a seven-digit number. The other half
had a mentally less-demanding task: they were asked to remember a
two-digit number. Those with less available bandwidth ate more
cake: they were 50 percent more likely to choose cake than the
others. There is a paradox here: diets create mental conditions that
make it hard to diet.
This may sound defeatist. But there are positive lessons for how to
manage the different kinds of scarcity. The United States
government, laudably, offers financial aid for low-income students
to attend college. Qualifying for it, though, requires completing a
densely packed 10-page booklet, mentally taxing for anyone. A one-
page version would not only be simpler but it would also recognize
that the poor are short on bandwidth as well as cash.
The same tactic — economizing on bandwidth — can be used in

dieting. Take the Atkins diet, which effectively bans many foods,
including bread and a lot of desserts. A ban is less complex than the
trade-offs and calorie accounting required by many other diets.
While all diets require self-control, Atkins requires less thinking.
This might explain its popularity, and even its effectiveness: a recent
study shows that people persist longer with diets that require less
thought. The same study had another interesting finding: it was the
perceived complexity of a diet — not its actual complexity — that
determined persistence (Mata, et al.).
So keep this in mind the next time you’re picking a diet to shed a few
pounds. Try one that won’t also shed a few I.Q. points.
Works Cited
Hill, Andrew J. “The Psychology of Food Craving.” Proceedings of the
Nutrition Society, vol. 66, no. 2, May 2007, pp. 277–85.
Mani, Anandi, et al. “Poverty Impedes Cognitive Function.” Science,
vol. 341, no. 6149, 30 Aug. 2013, pp. 976–90.
Mata, Jutta, et al. “When Weight Management Lasts. Lower
Perceived Rule Complexity Increases Adherence.” Appetite, vol.
54, no. 1, Feb. 2010, pp. 37–43.
Mullainathan, Sendhil, and Eldar Shafir. Scarcity: The New Science of
Having Less and How It Defines Our Lives. Picador, 2013.
Polivy, Janet, et al. “The Effect of Deprivation on Food Cravings and
Eating Behavior in Restrained and Unrestrained Eaters.”
International Journal of Eating Disorders, vol. 38, no. 4, Dec. 2005,
pp. 301–9, doi:10.1002/eat.20195.
Shiv, Baba, and Alexander Fedorikhin. “Heart and Mind in Conflict:
The Interplay of Affect and Cognition in Consumer Decision
Making.” Journal of Consumer Research, vol. 26, no. 3, Dec. 1999,
pp. 278–92.
READING FOR MEANING
1. Read to Summarize. Write a sentence or two defining scarcity

and explaining the effect of “bandwidth” on our mental
capacities and behavior, according to Mullainathan.
seems contradictory, such as Mullainathan’s “paradox” that
“diets create mental conditions that make it hard to diet” (par.
13) or his observation that “Indian sugar cane farmers…
typically feel themselves to be both poor and rich, depending
on the season” (par. 10).
analyzing an assumption you find intriguing in Mullainathan’s
essay. For example:
The assumption that the brain can perform only a limited

number of functions at one time. Mullainathan uses counting
calories as an activity that “clogs up the brain” (par. 4) to such
an extent that the brain suffers losses on “logical and spatial
reasoning, self-control, problem solving, and absorption and
retention of new information” (par. 4).
Can you think of instances in which you have experienced or
seen someone else experience a loss of mental function as a
result of a seemingly unrelated distraction?
Can you think of other causes for this mental malfunctioning
that might explain it convincingly?
The assumption that the stress of dieting is familiar enough to

illuminate a more unfamiliar and difficult concept — bandwidth
scarcity. As Mullainathan notes, “dieting can make you dumber.
Understanding why this is the case can illuminate a range of
experiences, including something as far removed from
voluntary calorie restriction as the ordeal of outright poverty”
(par. 1). He shows how dieting impedes you from successfully
completing mental tasks and therefore has “psychological, not
just physiological, effects” (par. 6).
Before you read this essay, did you believe that diets have
psychological effects? Did reading about dieting stresses help
you understand how bandwidth scarcity affects people who
have too little money as well as too few calories?
Choosing dieting as a primary example suggests that more
readers will identify with dieting than other examples. Do you
think this is true? Why or why not? Mullainathan also reports
that diets with fewer rules are more successful (par. 15). Do
you think this is true of all successful diets, or does it depend
on the individual dieter? If the latter, does Mullainathan’s
example still work to explain the effects of bandwidth
scarcity?

Establishing Credibility to Present the Writer as Thoughtful and
Fair
For help “Judging the Writer’s Credibility,” see Chapter 2.
On a topic of international interest like the causes of mental strain

or the effects of scarcity on the mind, writers either have to be an
expert in the subject or have to do research to become expert
enough to convince their readers that they should be taken
seriously. To seem credible,
they must not oversimplify, trivialize, or stereotype their

subject;
they must not overlook possible objections or alternative causes
or effects that will occur to readers;
they must show that they have thought about their subject
deeply and seriously.
ANALYZE & WRITE

Write a paragraph or two analyzing Mullainathan’s strategies to establish his
credibility:
1. Reread “The Mental Strain of Making Do with Less,” and annotate it for evidence
of credibility or lack of it. How knowledgeable does Mullainathan seem about
the subject? Look especially at paragraphs 3, 5, 9–12, and 15. Which paragraphs
most impress you with his authority? Why?
2. What evidence do you find that Mullainathan has thought deeply about his
subject? Do you think that dieting is the most important subject in his essay, or is
he really alerting his audience to something more pervasive? If so, how would
you explain his approach?
Clayton Pangelinan
#socialnetworking: Why It’s Really So Popular
Clayton Pangelinan wrote this essay in his first-year college composition course. He
was curious about why social networking had become so popular and has sustained its
popularity over some time, and he wanted to examine the causes for this sustained
interest.
Before you read, think about why you engage in social networking, and why you
think it has maintained its popularity a er it was initially invented.
As you read, pay attention to how Pangelinan tries to present his subject fairly,
to establish his causes, and to understand the larger significance of the trend he
examines.
Over the last decade or so, there has been a remarkable increase in
the popularity of social networking. As Figure 1 below [p. 438] shows,
the rise in popularity cuts across all age groups. Sixty-eight percent of
adults are Facebook users and Americans between the ages of 18 and
24 are using a variety of platforms. As the chart shows, 78 percent of
18- to 24-year-olds use Snapchat, 71 percent of Americans in the same
age group use Instagram, while 45 percent use Twitter, too.
Preferences among social networking sites have changed over the
years, but the bottom line is that social networking continues to be
enormously popular.
FIGURE 1 MAJORITY OF AMERICANS NOW USE FACEBOOK, YOUTUBE. Data from
“Social Media Use in 2018,” Pew Research Center Survey,
http://www.pewinternet.org/2018/03/01/social-media-use-in-2018/.
Description
The horizontal axis represents the number of people from 0 to 100 and the vertical axis
represents the social media channels – YouTube, Facebook, Snapchat, Instagram, and
Twitter. The readings are as follows:
50 plus: Twitter, 14; Instagram, 16; Snapchat, 7; Facebook, 55; and YouTube, 56
percent.
30 to 49: Twitter, 24; Instagram, 40; Snapchat, 23; Facebook, 80; and YouTube, 84
percent.
percent.
percent.
The fact that social networking is popular is well established. The
question is why is it so popular? The most basic answer is that social
networking is popular because it’s available. Without the
technological advances that transformed the static read-only Web
into the dynamic, interactive virtual community known as Web 2.0,
none of the social networking we all engage in today would have
been possible. A better answer, though, is that social media offer
people a way to satisfy their desire to connect with others and maybe
also be “world-famous for fi een minutes” (as Andy Warhol
supposedly remarked). A 2011 study asked people what their
motivations were for using social networking sites, and two-thirds of
those surveyed reported that they go online primarily to connect
with friends and family and meet new people (see Fig. 2). As social
animals, people have an inherent need for human connection.
Professor Matthew Lieberman, in his recent book Social: Why Our
Brains Are Wired to Connect, reports experiments using fMRIs to prove
that the need to connect is hard-wired. According to Lieberman, our
wiring impels us not only to share, but also to hear. Communication
naturally flows both ways: Not only are we “driven by deep
motivations to stay connected with friends and family” but we are
also “naturally curious about what is going on in the minds of other
people” (ix).
FIGURE 2 MOTIVATIONS FOR USING SOCIAL NETWORKING SITES. Data from
Smith, Aaron. “Why Americans Use Social Media.” Pew Research Center, 15 Nov.
2011, www.pewinternet .org/2011/11/15/why-americans-use-social-media/
Description
The horizontal axis represents the various reasons and the vertical axis represents the
percentage of people who quote each of the factor as major, minor or not a reason. The
readings are as follows:
Staying in touch with current friends: Major, 67; Minor, 24; and Not a reason, 9 percent.
Staying in touch with family members: Major, 64; Minor, 23; and Not a reason, 13
percent.
Connecting with old friends you’ve lost touch with: Major, 50; Minor, 36; and Not a
reason, 13 percent.
Connecting with others with shared hobbies or interests: Major, 14; Minor, 35; and Not a
reason, 50 percent.
Making new friends: Major, 9; Minor, 34; and Not a reason, 57 percent.
Reading comments by celebrities, athletes, or politicians: Major, 5; Minor, 20; and Not a
reason, 74 percent.
Finding potential romantic or dating partners: Major, 3; Minor, 13; and Not a reason, 84
percent.
Social media outlets offer a way to satisfy both impulses. Consider

the story of Emmalene Pruden, a YouTube sensation who began
posting her video blogs on YouTube a er moving and feeling “cut off
from her friends” (Niedzviecki 37). Emmalene is one example of how
social media allow individuals to feel connected to a larger
community: “If nothing else,” as Niedzviecki claims, “peeping your
problem, suspicion, or outrage is guaranteed to make you feel less
alone” (142). But Emmalene’s popularity also suggests that — as Hal
Niedzviecki, author of The Peep Diaries: How We’re Learning to Love
Watching Ourselves and Our Neighbors, puts it — “it is these quotidian
revelations that make her enticing to her viewers” (39). Viewers may
feel less lonely knowing that their own everyday struggles and daily
trivialities are no different than Emmalene’s.
Consider also the story of Lisa Sargese, who “started blogging as a

way to tell the truth about her life as a morbidly obese, single woman
determined to return to mobility and health via stomach-shrinking
surgery” (Niedzviecki 51-52). She chronicled the effects of her
surgery, growing her readership as she lost weight. Like Emmalene
and her YouTube videos, Lisa was able to produce something that
made her audience adore her: the sympathy effect. Readers also
found hope by watching her overcome her problems. Niedzviecki
makes a powerful statement that applies to both Emmalene and Lisa,
as well as to their fans, when he concludes:
We’re alone all the time. We’re alone on the bus, we’re alone walking down the street,
we’re alone at the office and in the classroom, alone waiting in line at Disney World.
We’re tired of being alone, which is why increasingly we are barely hesitating to do
whatever we feel we need to do to push out of solitude. (212–13)
This statement rings true throughout the social networking world

where users o en post whatever is on their minds, however intimate.
From the status of their relationships to pornographic home videos,
social networkers can find it on social media platforms. What
motivates the extreme sharers?
One answer might be a desire for celebrity. Consider the story of a

woman who calls herself Padme. For her, social networking has
turned into an obsession apparently motivated by her need for fame:
“In our case you get to 1.6 million readers it’s really hard to just walk
away from that” (qtd. in Niedzviecki 26). Padme appears to be a
typical suburban housewife and mother, except that she is also a
fantastically popular writer of a sexually explicit Star Wars–themed
blog, Journey to the Darkside. Padme’s popularity appears to come not
only from her sexual confessions (and visuals), but also from her
story of living a double life, as both a mother and as a Star Wars sex
slave. In addition to recording her rather ordinary day-to-day
activities as a stay-at-home mom, she also writes “about her need to
be dominated by the man she calls Master Anakin, the man she’s
been … ‘married to for 4 years, living with for 12 years, and best
friends with for 18 years’” (Niedzviecki 23).
Writing in the American Psychological Association journal Psychology

of Popular Media Culture, Dara Greenwood reviews research showing
that “a craving for positive feedback and validation may be a
common thread that links a desire for fame with social media use”
(223). More specifically, she points to the correlation between the
desire to be seen and valued and the need to feel connected, “to feel
meaningfully embedded in social networks,” as Greenwood puts it
(223). While Padme carries her blogging to extremes that Emmalene
and Lisa don’t reach, what Greenwood writes applies to all three. The
underlying cause of this need for visibility may be narcissism, fairly
obvious in all three cases but especially so in Padme’s as
demonstrated by the “increased tendency to engage in exhibitionist
postings on social media sites” (224).
Of course, most of us participate in social networks without getting

as carried away as Emmalene, Lisa, or Padme. In fact, when asked
whether giving up social media would be hard, 59 percent of people
surveyed said it would not be hard (see Fig. 3). This figure shi s a bit,
though, for 18- to 24-year-olds. Slightly more than half of those
surveyed — 51 percent — said it would be hard to give up social
media. So if we don’t get as carried away as Emmalene, Lisa, or
Padma — and close to half of us don’t think it would be difficult to
give up social media — why are we on it? Ask yourself: What are your
reasons for joining in? To connect? To tune in to what others are up
to? To show off? Whatever your reasons, you can be sure you are not
alone.
FIGURE 3 MOTIVATIONS FOR USING SOCIAL NETWORKING SITES. Data from

“Social Media Use in 2018,” Pew Research Center Survey,
http://www.pewinternet.org/2018/03/01/social-media-use-in-2018/.
Description
The enlisted age groups are 18 to 24, 25 to 29, 30 to 49, and 50 plus. The readings are
as follows:
Hard to give up: 18 to 24, 51 percent; 25 to 29, 40 percent; 30 to 49, 43 percent; and 50
plus, 33 percent.
Not hard to give up: 18 to 24, 49 percent; 25 to 29, 60 percent; 30 to 49, 56 percent; and
50 plus, 66 percent.
The average percentage taken among all social media users across all age groups is as
follows: hard to give up, 40 percent, and Not hard to give up, 59 percent.
Works Cited
Greenwood, Dara N. “Fame, Facebook, and Twitter: How Attitudes
about Fame Predict the Frequency and Nature of Social Media
Use.” Psychology of Popular Media Culture, vol. 2, no. 4, 2013, pp.
222–36. PsycINFO, doi:10.1037/ppm0000013.
Lenhart, Amanda. “Teens, Social Media & Technology Overview
2015.” Pew Research Center, 9 Apr. 2015,
www.pewinternet.org/2015/04/09/teens-social-media-technology-
2015/.
Lieberman, Matthew. Social: Why Our Brains Are Wired to Connect.
Crown Publishing, 2013.
Niedzviecki, Hal. The Peep Diaries: How We’re Learning to Love
Watching Ourselves and Our Neighbors. City Lights Books, 2009.
Smith, Aaron. “Why Americans Use Social Media.” Pew Research
Center, 15 Nov. 2011, www.pewinternet.org/2011/11/15/why-
americans-use-social-media/.
“Social Networking Fact Sheet.” Internet Project Library Survey. Pew
Research Center, www.pewinternet.org/fact-sheets/social-
networking-fact-sheet/. Accessed 15 Oct. 2015.
READING FOR MEANING

reasons Pangelinan gives to account for the trend of the
continuing popularity of social media.
2. Read to Respond. Write a paragraph about Pangelinan’s
speculation that the need for celebrity is a motivating factor in
the popularity of social networking (pars. 6–7).
3. Read to Analyze Assumptions. Write a paragraph analyzing an
assumption you find intriguing in Pangelinan’s essay. For
example:
Assumptions about the validity of findings from an international

research center. Pangelinan includes three charts in his essay, all
from the Pew Research Center.
Is the name “Pew” familiar to you as a valid source for facts
about social trends in America? Do you associate it with
credibility or with something else?
Do these charts provide enough information from this source
to convince you that Pangelinan’s interpretation of them is
correct and useful?
Assumptions about what level of sharing is considered “normal.”

Pangelinan establishes a distinction between simple sharing and
extreme sharing (par. 7). He seems to think that the stories of
Lisa and Emmalene are just normal sharing, in an effort to
connect and to be “meaningfully embedded in social networks,”
but that Padme is an “exhibitionist” (Greenwood, qtd. in par. 7).
Do you agree with the distinction between the two types of
sharing? Are there examples from your own experience that
would support — or complicate — the distinction?
Does sharing carry a stigma when it reaches a certain level?
Where would a stigma come from on a social media site? How
do people’s responses change to the different degrees of
sharing, and how can you tell?
One effective strategy for proving that an event, phenomenon, or

trend exists is framing (or reframing) the topic to help readers
understand it and engage their interest. When writers use framing,
they focus the reader’s eye on one angle or viewpoint that is
important and might have a larger significance. Pangelinan spends
some time establishing that the trend of social networking does in
fact exist, and then speculates about the reasons for its
persistence/popularity.
ANALYZE & WRITE

Write a paragraph or two analyzing and evaluating how fairly and effectively Pangelinan
presents his subject.
1. Reread paragraphs 1–4. How does each paragraph serve the goal of establishing
the existence of a trend and presenting the questions about it fairly?
2. Now skim the subsequent paragraphs that develop his ideas. What kind of
evidence does Pangelinan present to support his speculations? Does this evidence
help you understand why social networking has maintained its popularity?
Writing to Learn Speculations about

Causes or Effects
one by a classmate). Explain how (and perhaps, how well) the selection works as an
argument speculating about causes or effects. Consider, for example, how it
presents the argument fairly to help readers know the issue and enhance the writer’s
credibility;
uses writing strategies, such as definition, compare/contrast, example, illustration, and
analogy to make a logical, well-supported argument
responds to objections or alternative speculations that are fair and appropriate.
why?
A GUIDE TO WRITING ESSAYS
EFFECTS
a brief speculative essay of your own arguing for your preferred
causes or effects of an event, a phenomenon, or a trend. This Guide
to Writing offers detailed suggestions and resources to help you
meet the special challenges this kind of writing presents.

Write an essay arguing for your preferred causes or effects for an event, a phenomenon, or a
trend.
Choose a subject that invites you to speculate about its causes or effects: why it may
have happened or what its effects may be.
Research the subject, gathering detailed information from appropriate sources, and
present that information in a clear, logical way.
Establish the existence and significance of the subject.
Convince readers that the causes or effects you propose are more plausible than the
alternatives.
WRITING YOUR DRAFT
Choosing a Subject
take a few minutes to consider your options. Keep in mind that it
must be
one that you can show exists (such as with examples or

statistics);
one that has no definitive, proven cause or effect;
one that you can research, as necessary, in the time you have;
one that will puzzle — or at least interest — you and your
readers.
Here are some ideas that may help you find a subject.
Trends
changing patterns in leisure, entertainment, lifestyle, religious

life, health, or technology
completed artistic or historical trends (art movements or
historical changes)
long-term changes in economic conditions or political behavior
or attitudes
Events
a recent national or international event that is surrounded by

confusion or controversy
a recent surprising or controversial event at your college or in
your community
a historical event about which there is still some dispute as to its
causes or effects
Phenomena
a social problem, such as discrimination, homelessness, high-

school or college dropout rates, youth suicides, or teenage
pregnancy
one or more aspects of college life, such as noisy libraries, large
classes, lack of financial aid, difficulties in scheduling classes,
or insufficient availability of housing
a human trait, such as anxiety, selfishness, fear of success or
failure, leadership, jealousy, insecurity, envy, opportunism, or
curiosity
Because an authoritative essay arguing for preferred causes or

effects requires sustained thinking, dra ing, revising, and possibly
research, you will want to choose a subject for which you have
enough time and interest.
Consider carefully whether you are more interested in the causes or

the effects of the event, trend, or phenomenon. For example, you
could speculate about the causes of increasing membership in your
mosque, whereas the effects of the increase might for now be so
uncertain as to discourage plausible speculation. Some subjects
invite speculation about both their causes and their effects. For this
assignment, however, you need not do both.
You may find it useful to frame your topic in question form:
► Cause: Why is ……………………… the most popular major at

College X?
► Effect: How will the cancellation of the ……………………… at
X University affect students’ employment prospects a er
graduation?
Making a chart listing subjects that interest you and their possible
causes or effects can help you decide which subject is most
promising.
Subject Possible Causes or Effects
Example: Why do students They have full-time jobs.

o en procrastinate in The project seems
writing papers or studying overwhelming.
for exams? They have many
responsibilities and the
one with the latest
deadline suffers/the most
difficult task gets done
last.
They are lazy.
They may not be mature
enough to meet deadlines.
Example: What would be Shy or introverted

the effect of making class students would be at a
participation worth 50% of disadvantage.
students' grades in all Students would become
college courses? more active learners.
Students might participate
even when they don’t have
anything productive to say
just so they earn
participation points.
Class discussions would
be more lively and
represent more diverse
viewpoints.
Such a policy could make
students who experience
social anxiety more
anxious.
Analyzing Your Readers
Now that you have a potential subject, write for a few minutes,
analyzing your potential readers.
What might my potential readers already know about the event,

phenomenon, or trend? (Even if you are writing only for your
instructor, you should consider what he or she knows about
your subject.)
What kinds of examples or information could I provide that
readers will find new, useful, interesting, or amusing? How
might I clarify misconceptions or faulty assumptions?
Will a more or less formal writing style be appropriate for my
readers?
What kinds of sources will my readers find credible?
What questions might they ask? What might they be interested
in learning more about?
Exploring Your Subject
You may discover that you know more about your subject than you
suspect if you write about it for a few minutes without stopping.
This brief sustained writing will stimulate your memory and help
you probe your interest in the subject. As you write, consider the
following questions:
What about this subject interests me? What about it will interest
my readers?
► I think the [subject] is important because
……………………….
► My readers are likely to be curious about the subject
because ……………………… [Examples: it affects them
personally/it raises important moral, psychological, or
other questions they will find intriguing].
What do I already know about the subject? What do my readers
already know?
► I know what the obvious causes of [the subject] are, but I’m
curious about the underlying [cultural/ psychological/
ideological] causes because ……………………….
► The subject [has been in the news or is so well-known] that
I expect my readers will know ……………………… but not

……………………….
Considering Causes or Effects
Discovering and analyzing the causes or effects you can already

imagine can give your research (should you need to conduct
research) direction and can also help you develop a list of the most
(and least) plausible ones.
Discovering Causes or Effects.
Brainstorm a list of possible causes or effects. For causes, consider

underlying or background causes as well as immediate or instigating
causes. For example, say you have noticed that the number of
students in your classes has increased sharply in the past year.
An underlying cause could be that a few years ago the voters in

your state passed a bill that sharply reduced income for public
colleges, and now the effects are beginning to show;
An immediate cause could be that the college has had to lay off
one-third of its faculty.
For effects, consider both short-term and long-term consequences,
as well as how one effect may lead to another in a kind of chain
reaction. Try to think of obvious causes or effects and also of those
that might be overlooked.
Considering how your subject is similar to or different from related

subjects may also help you come up with causes or effects to add to
your list:
► ……………………… [name subject] is like ………………………

[name other subject] in that they are both caused by
……………………….
► Whereas ……………………… [the other subject] is
………………………, ……………………… [my subject] is

……………………….
Conducting Research.
Research can give you a greater understanding of an event, trend, or

phenomenon and may suggest to you plausible causes or effects you
have overlooked. (In addition, you may find support for your
responses to readers’ objections or to others’ proposed causes or
effects.) Enter keywords or phrases related to your cause or effect
subject into the search box of
Learn more about “Finding Sources” in Chapter 12.

an all-purpose database such as Academic OneFile (InfoTrac) or
Academic Search Complete (EBSCOHost) to find relevant articles
in magazines and journals
a database like LexisNexis to find articles in newspapers
a search engine like Google or DuckDuckGo to find relevant
websites, blogs, podcasts, and discussion lists
your library’s catalog or WorldCat to find books and other
resources on your topic
To locate numerical or statistical evidence that you could use as

evidence or to draw graphs or tables, try the following sites:
U.S. government official Web portal for information about the

federal government
Library of Congress page on state government information
(follow the links for information on both state and local
government)
U.S. Census Bureau, especially the Quick Facts and Fact Finder
pages and the Statistical Abstracts for various years (to compare
years), for demographic information
Centers for Disease Control and Prevention, especially the
FastStats pages, for statistics about diseases and illnesses
National Center for Education Statistics for reports such as
“America’s Youth: Transitions to Adulthood”
Pew Research Center for research data or public opinion polling
data
Rasmussen Reports or Gallup for public opinion polling data
Bookmark or keep a record of the URLs of promising sites. If you find
useful information, you may want to download or copy it to use in
your essay. When available, download PDF files rather than HTML
files because PDFs are likely to include visuals such as graphs and
charts. If you copy and paste relevant information from sources into
your notes, be careful to distinguish carefully between all material
from sources and your own ideas. Remember to record source
information with care and to cite and document any sources you
use, including visuals and interviews.
For more on “Conducting Field Research,” see Chapter 12.
Another option is to conduct field research and use personal

experience.
Analyzing Causes or Effects.
Once you have come up with a number of causes or effects, identify

the most convincing (and surprising) ones. Remember that cause or
effect essays o en speculate about several possible causes or effects
but usually also argue for one that is especially interesting or
plausible. You may want to try several of the sentence strategies
below to help you determine which of your causes or effects will be
most convincing:
► Why do I/ my readers think ……………………… [cause/ effect]

could have resulted in/ caused ……………………… [name
subject]?
► Is ……………………… [cause] necessary to bring about
……………………… [effect]; that is, could ………………………

[effect] not happen without it? Is ……………………… [cause]
sufficient — enough in itself — to cause ………………………
[effect]?
► Is ……………………… [effect] inevitable for
……………………… [cause]; are other effects more plausible?
► If ……………………… [cause] is one of several contributing
factors, what role does it play? For example, is it a minor or

major cause, an obvious or hidden cause, a triggering cause
(the one that got the cause-effect process started), or a
continuing cause (the one that keeps it going)?
► If ……………………… [effect] is one of several, what role does
it play? Is it a minor effect, or is it a major effect not given
proper attention?
► What kinds of evidence could I use to argue in favor of or to
argue against ……………………… [cause/effect]?
Plausible Readers’ Causes to Readers’

Causes to Concede/Put Aside Causes to
Argue For Refute
Now classify the causes or effects you plan to discuss in your essay
into three categories: plausible cause(s) or effect(s) you want to
argue for, causes or effects your readers may favor that you can
concede but put aside as obvious or minor, and causes or effects you
should refute because your readers are likely to think they are
important.
Remember that the only category you must include in your essay is
the first: one or more causes or effects you will argue played a
major, and perhaps, surprising role. Including the other categories
will, however, make for a more complex and sophisticated piece of
writing.
Considering Your Purpose
Write for several minutes about your purpose for writing this essay.
The following questions will help you think about your purpose:
What do I hope to accomplish with my readers? What one big

idea do I want them to grasp and remember?
How can I interest readers in my subject? How can I help them
see its importance or significance?
How much resistance should I expect from readers to each of
the causes or effects I propose? Will my readers be largely
receptive? Skeptical but convincible? Resistant and perhaps
even antagonistic?
To get an idea about how you might formulate your thesis, take a
look at the thesis statements from the reading selections you’ve
studied in this chapter. Here are two:
The mythic horror movie, like the sick joke, has a dirty job to do. It deliberately
appeals to all that is worst in us. It is morbidity unchained, our most base instincts let
free, our nastiest fantasies realized … and it all happens, fittingly enough, in the dark.
(King, par. 12)
The question is why is [social networking] so popular? The most basic answer is that
social networking is popular because it’s available. … A better answer, though, is that
social media offer people a way to satisfy their desire to connect with others and
maybe also be “world-famous for fi een minutes” … (Pangelinan, par. 2)
Now dra your own thesis statement, either using the sentence
strategies below as a jumping-off point (you can put them into your
own words when you revise) or using your own words and sentence
patterns:
► The cause(s)/effect(s) of ……………………… may be

[surprising/alarming/disturbing/amazing], but they are clear:
……………………… [state cause(s) or effect(s)].
► For many years, [name group] has believed that
………………………. Now there is research supporting this
claim, but not for the reasons you may think. It’s not
……………………… that has been causing this phenomenon
but ………………………. / It’s not ……………………… that has
resulted from ………………………, it’s ……………………….
Citing a Variety of Sources.
Writers of essays speculating about causes or effects o en rely on

evidence from experts to support some causes or effects and refute
others. You will have to decide whether sources will make your
speculations more convincing, what types of sources might be
appropriate, and how many would be sufficient.
Look, for example, at Clayton Pangelinan’s essay,

“#socialnetworking: Why It’s Really So Popular”. Pangelinan uses a
number of different sources to support his causal analysis. Because
he is writing for a class, Pangelinan includes both in-text citations
and a list of works cited. He uses signal phrases to provide the
credentials of his sources. Pangelinan also uses statistics from
research institutions, but he does not rely solely — or even primarily
— on one kind of source. He cites independent sources his readers
are likely to find credible, such as the Pew Research Center, a
popular book, and an academic article. Pangelinan also refers to his
own observations. The number of sources, their authority, and their
variety lend credibility to Pangelinan’s speculations.
As you determine how many and what kinds of sources to cite in

your essay, keep in mind that readers of essays speculating about
causes or effects are more likely to be persuaded if the sources you
rely on are neither too few nor too narrowly focused. If, when you
begin to dra , you find that your research seems skimpy, you may
need to do further research.
Responding to Readers’ Likely Objections or Preferred Causes
Start by analyzing your readers’ likely objections, and then consider

ways you might respond:
For more on choosing and citing sources, see “Evaluating Sources” in Chapter 12.
Analyzing and Responding to Your Readers’ Likely Objections.
For each of your preferred causes or effects, consider the questions

your readers might raise.
► Even if you can prove that ……………………… and

……………………… increased/decreased at the same time,
how do you know ……………………… actually caused/resulted
from ………………………?
► ……………………… seems to have been a cause/effect of
………………………, but was it really a major cause/effect or
just one of many contributing factors?
Now consider how you might respond to the strongest of your

readers’ likely objections:
► The objection that ……………………… can be caused by/can

result from things other than ……………………… may be true.
But there is strong evidence showing that ………………………
played a central role by ……………………….
► Researchers studying ……………………… have shown a causal
connection between ……………………… and
………………………. They claim ……………………… [quote/
paraphrase/summarize information from source] (cite
source).
► A large number of people have been polled on this question,
and it appears that ……………………… was an important
factor in their decision to ……………………….
To learn more about “Recognizing Logical Fallacies,” see Chapter 2.
Refuting or Conceding Readers’ Preferred Causes or Effects.
Choose an alternative cause or effect, and summarize it. Be sure to

summarize it accurately and fairly. Do not commit the “straw man”
fallacy of knocking down something that no one really takes
seriously. Also, decide whether you can refute the alternative cause
or effect or you need to concede it.
Refute it if you can show that it lacks credible support or if the

reasoning underlying the cause or effect is flawed:
► The ……………………… [scenario or anecdote] others

sometimes give to support this cause/effect certainly helps
dramatize the subject, but it doesn’t really explain
……………………….
► If ……………………… caused/resulted from
………………………, then one would expect ………………………
to happen, but [it hasn’t/the opposite has happened].
► The research showing ……………………… is questionable
because it is based on [a small or unrepresentative
sample/anecdotal evidence].
Concede it by pointing out that the cause or effect is obvious and

setting it aside, or by showing that it plays a less important role than
the cause or effect you are championing.
► An obvious explanation is ………………………. But if we dig

deeper, we find that ……………………….
► ……………………… is one of the answers but may actually not
play as central a role as most people think it does.
Including Visuals or Other Media
Consider whether visuals — especially tables and static or animated

graphics — would strengthen your argument. You could construct
your own visuals, scan materials from books and magazines, or
download them from the Internet. Be sure to cite the source of
visual or audio elements you did not create, and get permission
from the source if your essay is going to be published on a website.
Organizing Your Speculative Argument Effectively for Your
Readers
Outlining what you have written can help you organize your essay
effectively for your audience. You may want to dra a sentence that
forecasts the elements of your argument to alert your readers to
your main points (and give yourself a tentative outline). Putting your
points in a logical order (from least to most effective, for example)
will make it easier for you to guide your readers from point to point.
A cause or effect analysis may contain as many as four basic parts:
1. a presentation of the subject

2. plausible causes or effects, logically sequenced
3. convincing support for each cause or effect
4. a consideration of readers’ questions, objections, and
alternative causes or effects
These parts can be organized in various ways: If your readers are not
likely to agree with your speculations about causes or effects, you
may want to anticipate and respond to their possible objections just
before you present the evidence in favor of your argument. If you
expect readers are likely to favor your speculations, you may want to
concede or refute alternatives a er offering your own reasons.
Either way, you may want to emphasize the common ground you
share.
For more on “Outlining,” see Chapter 2.

As you dra , you may see ways to improve your original plan, and
you should be ready to revise your outline, shi parts around, or
Dra ing Your Cause or Effect Argument
to present the subject fairly;

to make a logical argument and support your preferred causes
or effects with evidence your readers will find persuasive;
to respond to objections and alternative speculations;
to establish your credibility by presenting yourself as thoughtful
and fair.

regarding the basic features and strategies typical of writing a cause
or effect argument. (If you want to make specific suggestions for
improving the dra , see “Troubleshooting Your Dra ” later in this
A PEER REVIEW GUIDE
How fairly is the subject presented?
What’s Working Well: Let the writer know where the subject is
presented especially fairly — for example, where the issue is
framed so the reader’s curiosity is aroused, or it’s presented
clearly and objectively before the writer presents a point of view
about the causes or effects. Note where the writer seems
particularly knowledgeable and responds to differing points of
view with well-thought-out insights.

presentation of the subject could be improved — for example,
where it is not presented fully enough to provide context, or
there isn’t enough indication of causes or effects that will be
developed. If you think the writer seems biased or is ignoring a
logical point of view, indicate where the perspective could
change or a point of view should be included and responded to.
How logical and well supported is the cause or effect

argument?
What’s Working Well: Identify the causes or effects for the

subject of the argument. Note where a point is well supported or
uses a particularly convincing kind of evidence, such as
statistics, examples, anecdotes, expert opinions, or analogies.
What Needs Improvement: Note any passage where the cause

or effect does not seem logical, where a reader unfamiliar with
the subject might need more information, or where an outside
source could help convince a reader of the writer’s point.
How well does the writer respond to objections or alternative

speculations?
What’s Working Well: Indicate passages where the writer has

cited differing opinions about the causes or effects of the
subject, and has responded to them with solid information that
supports the writer’s thesis and main points.
What Needs Improvement: Tell the writer if you think of

alternative speculations that he or she might consider, or
different ways to respond to objections.
Revising Your Dra

way, given your purpose and readers, in order to strengthen your
cause or effect argument. Think imaginatively and boldly about
cutting unconvincing material, adding new material, and moving
material around.
If readers Provide more introductory

unfamiliar with information about the subject.
the subject don’t
understand it
readily,
If the Dramatize its significance with an

significance of anecdote.
the subject is not Highlight its social or cultural
clear, implications.
If the subject is a Show evidence of a significant

trend, but its increase or decrease over time.
existence is not Include a graphic to make the trend
established, visible.
To Strengthen the Cause or Effect Argument
If there are too Clarify the role of each one and the
many proposed way it is related to others.
causes or effects, Drop one or more that seem too
obvious, obscure, or minor.
If a cause or Provide further examples, anecdotes,

effect lacks statistics, or quotations from
adequate authorities.
support, Drop it if you cannot find more
support.
To Strengthen the Responses to Alternative Views
If a likely Add information to answer the

question or question.
objection Accommodate the objection by
readers will have conceding the point and making it
is not addressed, part of your own argument.
Refute the objection, arguing that it
need not be taken seriously and
providing the reasons why.
If an alternative Present it fairly and concede or refute

cause or effect it.
readers would
propose is not
addressed,
If readers are Refute ideas decisively while showing

attacked or respect for your readers.
ridiculed in a Use the sentence strategy of
refutation, concession and refutation (see
“Responding to Readers’ Likely
Objections or Preferred Causes” in
this chapter).
If the essay does Figure out what you might have in

not establish common with your audience — some
common ground shared values, attitudes, or beliefs —
with readers, and include them in your argument.
If readers Learn more about your subject, and

question your support your argument more fully.
credibility, Address more of readers’ likely
questions, objections, and
alternatives.
Talk with others who can help you
think more imaginatively about your
speculations.
Check your rhetorical sensitivity by
adjusting your tone to make it civil
and to clarify that you respect those
who hold alternative views.
To Make the Organization More Effective
If the causes or Change the sequence into some kind

effects are not of logical order, such as
presented in a chronological or least to most
logical effective. You may find that you need
sequence, to add or drop certain causes or
effects.
If connections Provide clearer transitions (first,

between ideas second, moreover, in addition) to
are not clear, guide readers from one step in the
argument to the next.
Use clear topic sentences to signal
the stages of your argument and the
support you provide for each cause
or effect.
If your responses Move them around or add transitions

to alternative to integrate them more smoothly.
arguments are
introduced
awkwardly or
unexpectedly,

From our research on student writing, we know that essays

speculating about causes or effects have a high percentage of errors
in the use of numbers and “reason is because” sentences. Because
writers are usually drawn into “reason is because” sentences when
making a causal argument, you will need to know options for
revising such sentences. And, because you may rely on numbers to
present statistics when you support your argument or demonstrate
the existence of a trend, you will need to learn and follow the
conventions for presenting different kinds of numbers. Check a
writer’s handbook for help with these potential problems.
Reflecting on Speculations about

Causes or Effects
In this chapter, you have read critically several essays that speculate about causes or effects
and have written one of your own. To better remember what you have learned, pause now
to reflect on the reading and writing activities you completed in this chapter.
achievement.
If it came from your invention writing, point out the section or sections that helped
you most.
you — perhaps by helping you understand a problem in your dra or by helping you
2. Reflect more generally on speculating about causes or effects, a genre of writing that
plays an important role in social life and public policy in the United States. Consider
some of the following questions:
Do you tend to adopt a tentative or an assertive stance when making such
speculations about public issues? Why?
How might your personal preferences and values influence your speculations
about, for example, the causes of health-care cost inflation or the effects of same-
sex marriage? How about your gender, ethnicity, religious beliefs, age, or social
class?
What contribution might writing that speculates about causes or effects make to
our society that other genres cannot make?
3. By reflecting on what you have learned about speculating about causes or effects, you
have been practicing metacognition, one of the academic habits of mind.
CHAPTER 10
Proposal to Solve a Problem
A proposal can help us analyze a problem, evaluate the feasibility of

alternative solutions, and ultimately move readers to take particular
actions to solve the problem. Whether the proposal is written in
college (for example, to research an indigenous language or to
prohibit the sale of genetically manufactured foods on campus), in
the broader community (for example, to install traffic signals at
intersections where car accidents regularly occur or to improve
community policing), or in the workplace (for example, to bid for a
service contract or to institute an employee wellness program),
proposals enable us to take pragmatic action to address pressing
problems. To be effective, proposals o en apply one or more of the
practices that you have been honing as an academic writer.
Proposals arouse readers’ curiosity and concern, use critical
analysis to invent imaginative solutions, and apply rhetorical
sensitivity to communicate with readers and persuade them to
consider new ideas.
PROPOSALS
Proposals appear in a wide variety of contexts and media. Here are
just a couple examples:
A blogger posts a proposal to solve the problem of the rising

college loan default rate, which she illustrates with statistics
and graphs from the U.S. Department of Education. She
concedes one reason why the problem is worst at for-profit
colleges: they enroll a larger proportion of working parents and
first-generation college students — who have greater financial
challenges compared to the majority of traditional public and
private college students. Nevertheless, the blogger argues that
many for-profit colleges make the problem worse by using
advertising to lure potential students with the promise of a
college program many students cannot complete and a well-
paying job the colleges cannot guarantee. She proposes that
truth-in-advertising laws be used to crack down on the
aggressive recruiting tactics of for-profit institutions that target
low-income students.
For a political science class, a college student proposes that a
direct popular vote replace the Electoral College system for
electing the president because the Electoral College is
undemocratic. He points out that several times in our history a
candidate who lost the popular vote has become president. The
fact that most states allocate electors on a winner-take-all basis,
with all of the state’s votes going to the winner even if the
margin of victory is 50.1 percent to 49.9 percent, makes the
system especially undemocratic. The student argues that using
the direct popular vote instead would be the surest and simplest
way to solve the problem, and voters would be likely to support
this solution because it is based on the core American principle
of “one person, one vote.”
Thinking about Proposals

Recall one occasion when you heard or read a proposal, or proposed a solution yourself
orally or in writing. Use the following questions to develop your thoughts.
Who was the audience? How do you think communicating to this audience influenced
what was told or how it was told? For example, if the audience was not personally
affected by the problem, how were they inspired to care about solving the problem?
What was the main purpose? What did you — or the other writer or speaker — hope to
achieve? For example, was the primary purpose to inspire the audience to vote a
certain way or to urge people in a position of power to take a particular action?
How would you rate the rhetorical sensitivity with which the proposal was presented?
What made the proposal appropriate or inappropriate for its particular audience or
purpose?
A GUIDE TO READING PROPOSALS
This guide introduces you to proposal writing by inviting you to
analyze a proposal by Alice Wong that offers a surprising take on the
debate of single-use plastic.

the textbook.
Reading for meaning will help you understand how Wong
proposes to solve the debate over single-use plastic straws.
Reading like a writer will help you learn how Wong employs the
strategies typical of proposal writing to makes her essay
persuasive, such as
1. demonstrating that the problem exists and is serious
2. showing how her proposal would help solve the problem and
is feasible
3. responding to objections and alternative solutions
4. organizing the proposal in a way that is clear, logical, and
convincing
Alice Wong
The Last Straw
Alice Wong is a research consultant and disability activist. She is the founder of the
Disability Visibility Project™ (DVP), an online community that offers a space for people
to publish, discuss, and share stories about disability. She is also co-partner of
#CripTheVote, a nonpartisan online movement dedicated to engaging disabled people
on policies, laws, and practices important to them. Her activism has been featured
across a variety of media including WBUR radio, Al Jazeera, Teen Vogue, Esquire, CNET,
and Buzzfeed. The following essay was published on Eater.com.
Before you read, think about whether you have noticed that plastic straws are no
longer being used in many restaurants, including Starbucks. If you have noticed
this, what brought the change to your attention? If you haven’t, why do you think
that is?
As you read, pay attention to how Wong lays out the problem and the solution.
Based on how she describes the problem, does the solution seem logical and
practical?
I live in the Mission District of San Francisco, where delicious

taquerias, bakeries, cafes, and bars are everywhere. And as a
disabled person who uses a wheelchair to get around and a ventilator
to breathe, the pleasure of eating and drinking is mediated by a
number of factors. When I leave my home for a latte or burrito, a
number of calculations go through my head: Will the place have their
door propped open so I can enter? If the door is closed, will someone
exiting or entering open it for me? Is the counter low enough for the
server to see me? Can they hear and understand me with the mask
over my nose if it’s incredibly noisy inside? Will I be able to sign my
name on the touchscreen or receipt, depending on the counter
height?
At one of my favorite neighborhood places, when I make my order, I
feel comfortable asking for and receiving assistance. I’ll ask the
barista to bring my drink to my table since I cannot reach the high
counters or carry a full cup. I’ll even ask for help adding sugar when
I’m feeling indulgent, because a glass dispenser is too heavy for me to
li .
Two items I always ask for with my drinks are a lid and a plastic
straw, emphasis on plastic. Lids prevent spillage when I’m navigating
bumpy sidewalks and curb cuts; straws are necessary because I do
not have the hand and arm strength to li a drink and tip it into my
mouth. Plastic straws are the best when I drink hot liquids;
compostable ones tend to melt or break apart.
It’s not easy or pleasant asking for help in public spaces like
restaurants, because you never know what attitudes you’ll encounter:
indifference, pity, or outright rejection. I don’t see these types of help
as special treatment or inspirational for someone to surreptitiously
post on social media as feel-good clickbait; they’re simply examples
of excellent hospitality.
What does plastic have to do with health and wellness?
Plastic is seen as cheap, “anti-luxury,” wasteful, and harmful to the

environment. All true. Plastic is also an essential part of my health
and wellness. With my neuromuscular disability, plastic straws are
necessary tools for my hydration and nutrition. Currently, plastic
single-use straws are the latest target by environmentalists in the
move toward zero waste. Major restaurant groups such as Union
Square Hospitality Group and companies such as Starbucks and
others in the travel industry announced plans to phase out single-use
plastics.
Are they banning plastic straws or all kinds of straws?
Starbucks’s announcement — and the news that Vancouver and

Seattle recently banned plastic straws, with other cities, like New
York and San Francisco, contemplating proposals — struck a raw
nerve with me for several reasons (and I won’t even get into the
problems of recyclable plastics and greenwashing):
How are plastic straws social tools and props?
1. Plastic straws are considered unnecessary items used by

environmentalists as a “gateway plastic” to engage the public on
a larger conversation about waste. According to Dune Ives,
executive director of the Lonely Whale Foundation, “Plastic
straws are social tools and props, the perfect conversation
starter.” But one person’s social prop is another person’s conduit
for nutrition. It’s as if people who rely on straws — older adults,
children, and disabled people — don’t matter and that our needs
are less important than the environment. I feel erased by these
attitudes.
2. Plastic straws are ubiquitous, whether we like it or not. Once you
have something that provides access, it is difficult and harmful
to take it away from a marginalized community that depends on
it. I live in a world that was never built for me, and every little bit
of access is treasured and hard-won. Bans on plastic straws are
regressive, not progressive.
Is the banning of plastic straws an example of the struggle for disability rights and justice or is
something else going on here?
The plastic straw ban is symptomatic of larger systemic issues when

it comes to the continual struggle for disability rights and justice. The
Americans with Disabilities Act (ADA) turns 28 next week, on July 26,
and yet people with disabilities continue to face barriers at eating
establishments. The ADA is considered by many small businesses
(and the National Restaurant Association) as a source of frivolous
lawsuits brought by greedy lawyers and clients. Ableist attitudes that
cast disabled people as “fakers” or “complainers” obscure the very
real and painful experiences of not being able to eat and drink freely.
As demand increases for alternatives to plastic, so do the voices from

the disability community sharing their concerns about how these
bans will create additional labor, hurdles, and difficulties. On social
media, many disabled people have been sharing their stories and
keeping it 100 percent real. I observed and experienced all sorts of
microaggressions and outright dismissal of what disabled people are
saying online.
Description
The text reads as follows:
lawyers and clients. Ableist attitudes that cast disabled people as ‘fakers’ or
‘complainers’ obscure the very real and painful experiences of not being able to eat and
drink freely.
8) As demand increases for alternatives to plastic, so do the voices from the disability
community sharing their concerns about how these bans will create additional labor,
hurdles, and difficulties. On social media, many disabled people have been sharing their
stories and keeping it 100 percent real. I observed and experienced all sorts of
microaggressions and outright dismissal of what disabled people are saying online.
(Bullet) Crutches&Spice | @Imani_Barbarin

Disabled people: when was the first time you felt the independence a straw gave you?
#SaveOurStraws #SOS Jul 11, 2018
(Bullet) Chronically, Raven | @ChronicallyRavn
I saw a Tweet that said: What did all you disabled people do before straws were
invented? I believe it was a Doctor who responded: They aspirated liquids into their
lungs and died of pneumonia. #MicDrop
(Bullet) 350 173 people are talking about this Twitter Ads info and privacy 3:05 PM - Jul
12, 2018 (Bullet) Mia | @SeeMiaRoll Half of the disability life experience is having non-
disabled ppl give suggestions like they innovative/creative when we’ve spent hours of
our lives explaining to EVERYONE and their mother why their ‘helpful’ suggestions don’t
work. #SuckItAbleism
(Bullet) 637 285 people are talking about this Twitter Ads info and privacy 12:36 AM - Jul
12, 2018
9) People have told me online that I still have access to biodegradable straws at
Starbucks, despite my reasons for using plastic ones. People have told me to bring my
own reusable straws without thinking about the extra work that entails. Why would a
disabled customer have to bring something in order to drink while non-disabled people
have the convenience
People have told me online that I still have access to biodegradable

straws at Starbucks, despite my reasons for using plastic ones. People
have told me to bring my own reusable straws without thinking about
the extra work that entails. Why would a disabled customer have to
bring something in order to drink while non-disabled people have
the convenience and ability to use what is provided for free? This is
neither just, equitable, nor hospitable.
This is the experience of living in a world that was never built for
you: having to explain and defend yourself while providing infinite
amounts of labor at the demand of people who do not recognize their
nondisabled privilege. There are days when I want to put this on
repeat: “Believe disabled people. Period.” I refuse to apologize or feel
shame about the way my body works and how I navigate in the world.
Everyone consumes goods and creates waste. We all do what we can
to reduce, reuse, and recycle. We should recognize that different
needs require different solutions. I’m not a monster for using plastic
straws or other plastic items that allow me to live, such as oxygen
tubes.
Are these tweets credible sources? Why does the author include tweets in a serious
proposal?
Description
and ability to use what is provided for free? This is neither just, equitable, nor hospitable.
10) This is the experience of living in a world that was never built for you: having to
explain and defend yourself while providing infinite amounts of labor at the demand of
people who do not recognize their nondisabled privilege. There are days when I want to
put this on repeat: ‘Believe disabled people. Period.’ I refuse to apologize or feel shame
about the way my body works and how I navigate in the world. Everyone consumes
goods and creates waste. We all do what we can to reduce, reuse, and recycle. We
should recognize that different needs require different solutions. I’m not a monster for
using plastic straws or other plastic items that allow me to live, such as oxygen tubes.
(Bullet) Crutches&Spice | @Imani_Barbarin
Imagine if your solution to segregated lunch counters and restaurants was for black
people to bring their own chair. Now apply that to straws and disabled people...
https://twitter.com/fabulancemedic/status/1018597995703689217 …
(Bullet) 105 40 people are talking about this Twitter Ads info and privacy 5:15 PM - Jul
15, 2018
(Margin note reads, Are these tweets credible sources? Why does the author include
tweets in a serious proposal?)
11) Restaurants are theater; they are also highly politicized, contested spaces. There
are times when I go out and the waiter asks my companion for my order instead of me.
I’ve gone through creepy, dirty side entrances just to get into a restaurant. I’ve been
called ‘the wheelchair’ by front-of-house staff when they commiserate on which table to
place me, since I apparently take up too much space. I also love the places where I feel
welcomed and respected. As they provide thoughtful and authentic hospitality, I respond
by being a loyal customer who appreciates the little touches that make a visit enjoyable.
12) The ban in Seattle comes with an exemption for people with disabilities, where
restaurants can provide plastic straws upon request for medical reasons. This is optional
for restaurants, so they may choose to not to make any available. What people don’t
understand with bans like this is that having to ask for a plastic straw puts an unfair
burden, and scrutiny, on people with disabilities. They should not have to prove a
medical need or even disclose their disability status when having a fun night out with
friends. This is not hospitality.
13) So where do we go from here? How can we cultivate accessible and hospitable
environments while reducing waste? Until someone invents a compostable straw with
the functionality of a plastic one, I have a
Restaurants are theater; they are also highly politicized, contested

spaces. There are times when I go out and the waiter asks my
companion for my order instead of me. I’ve gone through creepy,
dirty side entrances just to get into a restaurant. I’ve been called “the
wheelchair” by front-of-house staff when they commiserate on which
table to place me, since I apparently take up too much space. I also
love the places where I feel welcomed and respected. As they provide
thoughtful and authentic hospitality, I respond by being a loyal
customer who appreciates the little touches that make a visit
enjoyable.
The ban in Seattle comes with an exemption for people with

disabilities, where restaurants can provide plastic straws upon
request for medical reasons. This is optional for restaurants, so they
may choose to not to make any available. What people don’t
understand with bans like this is that having to ask for a plastic straw
puts an unfair burden, and scrutiny, on people with disabilities. They
should not have to prove a medical need or even disclose their
disability status when having a fun night out with friends. This is not
hospitality.
So where do we go from here? How can we cultivate accessible and

hospitable environments while reducing waste? Until someone
invents a compostable straw with the functionality of a plastic one, I
have a modest proposal for establishments that have banned plastic
straws and those that are considering it:
If you are an establishment with straws at a counter, provide

both types, clearly labeled, for people to choose from. If a cafe or
restaurant wants to provide straws by request, have the server
offer plastic and biodegradable versions, just as they would give
any customer a choice of still or sparkling water. Customers can
choose what is best for them without alienating an entire group.
Re-examine the kinds of plastic you use in your establishment
(e.g., plastic wrap, containers) and find additional ways to reduce
your consumption.
Expand your ideas about hospitality and accessibility; they are
one and the same.
Think about the intentional and unintentional barriers your
establishment sets that may keep people from visiting your
place. Listen and learn from your customers’ critiques, including
disabled customers. Don’t wait for protests or boycotts before
engaging with the disability community (I see you, Starbucks).
Description
modest proposal for establishments that have banned plastic straws and those that are
considering it:
(Bullet) If you are an establishment with straws at a counter, provide both types, clearly
labeled, for people to choose from. If a cafe or restaurant wants to provide straws by
request, have the server offer plastic and biodegradable versions, just as they would
give any customer a choice of still or sparkling water. Customers can choose what is
best for them without alienating an entire group.
(Bullet) Re-examine the kinds of plastic you use in your establishment (example, plastic
wrap, containers) and find additional ways to reduce your consumption.
(Bullet) Expand your ideas about hospitality and accessibility; they are one and the
same.
(Bullet) Think about the intentional and unintentional barriers your establishment sets
that may keep people from visiting your place. Listen and learn from your customers’
critiques, including disabled customers. Don’t wait for protests or boycotts before
engaging with the disability community (I see you, Starbucks).
(Bullet) Laura | @laurawritesit Accessibility is a human rights issue, not an individual

problem. If you’re the type of person to tell disabled people to ‘just carry their own
straws,’ think to yourself- why will you fight so hard for a #strawban but not demand that
alternatives be accessible?
(Bullet) 406 219 people are talking about this Twitter Ads info and privacy
(Bullet) 11:36 AM - Jul 8, 2018
14) If cafes can offer four types of milk for espresso drinks and restaurants 50 types of
wine and beer, small businesses and large corporations can manage offering two types
of straws. The key is to have the same level of access for all items. You can
accommodate all your customers while reducing waste at the same time. Customers
respond to choice and flexibility.
Because in the end, isn’t it all about welcoming everyone into your space with authentic
and inclusive hospitality?
If cafes can offer four types of milk for espresso drinks and
restaurants 50 types of wine and beer, small businesses and large
corporations can manage offering two types of straws. The key is to
have the same level of access for all items. You can accommodate all
your customers while reducing waste at the same time. Customers
respond to choice and flexibility.
Because in the end, isn’t it all about welcoming everyone into your
space with authentic and inclusive hospitality?
READING FOR MEANING
1. Read to Summarize. Write a sentence or two explaining how the

proposed solution will help solve the plastic straw problem.
reactions to Wong’s proposal. For example, consider her point
that hospitality and accessibility are one and the same (par. 13),
as well as her suggestion that restaurant owners should consider
other ways of cutting down on their use of plastic (par. 13).
analyzing an assumption you find interesting or surprising in
Wong’s essay. For example:
Assumptions about the ongoing struggle for disability rights and

justice. When Wong writes that “the plastic straw ban is
symptomatic of larger systemic issues when it comes to the
continual struggle for disability rights and justice” (par. 7), she
seems to assume that readers will agree with her
characterization of people with disabilities as in the middle of a
long struggle for their rights.
What assumptions do you have about people with disabilities?
Where do those assumptions come from? Are you aware of the
struggle Wong describes?
Does reading Wong’s piece challenge any of your assumptions
about those with disabilities or their rights?
Assumptions about inclusivity. Wong concludes her essay with

the following: “If cafes can offer four types of milk for espresso
drinks and restaurants 50 types of wine and beer, small
businesses and large corporations can manage offering two
types of straws. The key is to have the same level of access for all
items. You can accommodate all your customers while reducing
waste at the same time . … Because in the end, isn’t it all about
welcoming everyone into your space with authentic and
inclusive hospitality?” (pars. 14–15)
Why do you think Wong would end her essay with the word
“hospitality”?
In the passage above, how does Wong attempt to expose the
priorities of restaurants by citing how cafes offer four kinds of
milk and restaurants offer fi y types of wine and beer? Is she
suggesting that they value choice for some customers but not
others? How does this relate to her ending the essay with the
word “hospitality”?
Demonstrating the Problem Exists and Is Serious

Every proposal begins with a problem. What writers say about the
problem and how much space they devote to it depend on what they
assume their readers know and think about the problem. Some
problems require more explanation than others. Obviously, if readers
are already immersed in discussing the problem and possible
solutions, then the writer may not have to say much to introduce the
problem. Nevertheless, savvy proposal writers try to present even
familiar problems in a way that alerts readers to a problem’s
seriousness and prepares them for the writer’s preferred solution.
ANALYZE & WRITE

Write a paragraph or two analyzing and evaluating how Wong presents the problem and
establishes its seriousness:
1. Reread the first paragraph. How does the image Wong creates of herself and the
questions she asks before she leaves her home prepare the reader for the piece as
a whole, as well as for the solution Wong offers?
2. Look back at the title of the piece. What does the common saying “the last straw”
mean? Why do you think Wong chose this expression for her title? Explain your
answer.
3. Note that Wong uses a numbered list, as well as bullet points, in her essay. Why do
you think she does so? Is this a productive way of organizing her essay? Why or
why not?
Showing How the Proposed Solution Would Help Solve the

Problem and Is Feasible
The proposal writer’s primary purposes are twofold:

1. To convince readers that the proposed solution would be
effective — that it would help solve the problem, even if it would
not eliminate it altogether
2. To convince readers that the proposed solution is feasible — that
it can be implemented fairly easily and is cost-effective
For proposed solutions that already exist, the writer may need only to
give the solution a name and give examples of where it is being
applied successfully. Writers may also support their claims about the
solution’s effectiveness and feasibility with such evidence as
statistics, research studies, and quotations from experts.
ANALYZE & WRITE

Write a paragraph or two analyzing and evaluating Wong’s proposed solution.
1. Wong writes, “Until someone invents a compostable straw with the functionality
of a plastic one, I have a modest proposal for establishments that have banned
plastic straws and those that are considering it” (par. 13). Why do you think Wong
does not argue for the “development of a compostable straw with the functionality
of a plastic one”? Do you think that solution would be more or less effective and
feasible than the solutions she proposes? Explain your answer.
2. Do Wong’s solution(s) have the potential to solve the problem, and can the
solutions be implemented on a wide scale fairly easily and inexpensively?
3. Do you think that the four bulleted solutions Wong proposes are intended to be
applied all together as different parts of the same overarching solution, or could
someone pick and choose from her proposal list? Explain your answer, and also
consider if this affects the feasibility of her proposal.
Responding to Objections and Alternative Solutions

As they introduce the problem and then argue for the solution,
proposal writers need to anticipate readers’ possible objections to
their argument as well as alternative solutions readers may prefer.
Ignoring likely objections or alternative solutions is not a wise
strategy because it gives the impression that the writer either does
not fully understand the issue or cannot counter criticism. Writers
have two options. They may:
1. Concede (or acknowledge) that an objection or alternative

solution has some value and modify their proposed solution to
accommodate it
2. Refute (or argue against) objections and alternative solutions by
demonstrating that an objection is mistaken or that an
alternative solution would not solve the problem or is inferior to
the solution being proposed
ANALYZE & WRITE

Write a paragraph analyzing and evaluating how Wong responds to alternative
solutions:
1. Wong writes, “People have told me online that I still have access to biodegradable
straws at Starbucks, despite my reasons for using plastic ones. People have told
me to bring my own reusable straws without thinking about the extra work that
entails” (par. 9). Does Wong concede or refute these solutions? Do you think she is
successful? Why or why not?
2. Consider how Wong responds to those who say she can just ask for a plastic straw:
“Restaurants can provide plastic straws upon request for medical reasons . …
What people don’t understand with bans like this is that having to ask for a plastic
straw puts an unfair burden, and scrutiny, on people with disabilities” (par. 12).
What effect does the phrase “what people don’t understand” have on you as a
reader? Do you think you are one of the people Wong is calling out? Why or why
not?
3. Finally, what role do the tweets Wong includes play in her essay? Do they support
her solution? How do they suggest other ways of thinking about the problem and
possible solutions?
Organizing the Proposal in a Way That Is Clear, Logical, and

Convincing
To help readers identify the parts of the proposal, writers o en use

cues or signposts. For example, Wong explains early in her essay,
“Two items I always ask for with my drinks are a lid and a plastic
straw, emphasis on plastic . … Plastic straws are the best when I
drink hot liquids; compostable ones tend to melt or break apart” (par.
3).
She uses rhetorical questions (questions used to underscore a point

rather than elicit immediate answers) to underscore the seriousness
of the issue and her proposed solution. In response to those who say
she should just bring her own plastic straw, she asks: “Why would a
disabled customer have to bring something in order to drink while
non-disabled people have the convenience and ability to use what is
provided for free?” (par. 9). Later, as she prepares to offer her
solutions, she prepares the reader for her proposal with more
rhetorical questions: “So where do we go from here? How can we
cultivate accessible and hospitable environments while reducing
waste?” (par. 13). Finally, Wong concludes her essay with a rhetorical
question, too: “Because in the end, isn’t it all about welcoming
everyone into your space with authentic and inclusive hospitality?”
(par. 15).
Wong also uses transition words throughout her essay to help

readers navigate her proposal:
So where do we go from here? How can we cultivate accessible and hospitable

environments while reducing waste? Until someone invents a compostable straw
with the functionality of a plastic one, I have a modest proposal for establishments
that have banned plastic straws and those that are considering it. (par. 13)
Notice how the transitions help orient readers to the twists and turns
of Wong’s argument. “So, where do we go from here,” for example,
emphasizes the crucial part of the solution: that something can be
done to address this problem that does not further alienate or
scrutinize people with disabilities.
Finally, topic sentences, sentences that state the main idea of a

paragraph or group of paragraphs, can be especially helpful to
readers trying to follow the logic of a proposal. For example, notice
how Wong uses topic sentences to indicate the alternative solution
she is refuting.
People have told me online that I still have access to biodegradable straws at Starbucks,
despite my reasons for using plastic ones . … (par. 9)
ANALYZE & WRITE

Write a couple of paragraphs analyzing and evaluating Wong’s uses of cueing to help
readers follow her argument:
1. Reread Wong’s essay with an eye toward rhetorical questions. Where and how
does she use these?
2. Look at the topic sentences in each of Wong’s paragraphs. Do these provide you
with an overview of what will be addressed in each paragraph? Does each
paragraph logically follow from the previous one? How so?
3. In addition to the cueing strategies mentioned above, what other organization
strategies does Wong use to organize her proposal? Overall, given Wong’s purpose,
how clear and comprehensible is the logic of this proposal argument? If you were
to give Wong advice on revising this proposal, what, if anything, would you
recommend?
READINGS
Harold Meyerson
How to Raise Americans’ Wages
Harold Meyerson (b. 1950) writes a weekly opinion column for the Washington Post
and contributes to its PostPartisan blog. He also serves as executive editor of the
progressive magazine, The American Prospect, in which his proposal “How to Raise
Americans’ Wages” first appeared in 2015. A senior fellow at the Center for American
Progress, Meyerson o en writes about politics, labor, and economics for major
publications like the New Yorker, the Atlantic, and the New York Times. He has also
hosted a weekly radio show and written a biography of The Wizard of Oz lyricist Yip
Harburg.
Before you read, think about why Meyerson opens his proposal as if it were a
fairy tale, with the conventional “once upon a time” beginning.
As you read, notice that Meyerson’s proposal offers several different but related
solutions to the problem. Consider how each solution would help to raise wages
for American workers.
Once upon a time in a faraway land — the United States following

World War II — workers reaped what they sowed. From 1947 through
1973, their income rose in lockstep with increases in productivity.
Their median compensation (wages plus benefits) increased by 95
percent as their productivity increased by 97 percent. Then,
abruptly, the rewards for greater productivity started going
elsewhere — to shareholders, financiers, and top corporate
executives. Today, for the vast majority of American workers, the
link between their productivity and their compensation no longer
exists. As economists Robert Gordon and Ian Dew-Becker have
established, the gains in workers’ productivity for the past three
decades have gone entirely to the wealthiest 10 percent … .
Today, the drive to restore workers’ share has been narrowed down
to the campaign to raise the minimum wage. That raise is long
overdue . … But even raising that wage wouldn’t do much for most
workers; they make well more than the minimum, but their own
wages have been stagnating or shrinking for decades as well. What,
then, do we do for American workers more generally? How do we
raise their wages? How do we re-create a growing and vibrant
middle class?
For many business leaders, politicians, and commentators, workers’

declining share is the inevitable result of globalization and
technological change — forces of nature that nations, much less
individuals, are powerless to stop. They also tend to blame the
victim: According to conventional wisdom, workers lack the
education and training to fill the new high-tech jobs the economy
now demands. Globalization and technological change have indeed
played key roles in weakening workers’ bargaining power, and a
more educated workforce surely commands better pay than workers
without the requisite skills. Nonetheless, the business leaders and
their apologists are fundamentally wrong in both their diagnoses
and prescriptions. To begin, at least one major nation every bit as
subject to globalization and technological change as ours hasn’t seen
the evisceration of its middle class and the redistribution of income
from labor to capital that we’ve endured. Germany has a greater
level of foreign trade than the U.S. and a comparable level of
technological change, but it has managed to retain its best
manufacturing jobs, because of the greater power that its workers
exercise and the diminished role its shareholders play. In Germany,
law and custom have enabled labor and required management to
collaborate on making sure that the most highly skilled and
compensated jobs remain at home. The claim that American
workers lack the skills they need is belied by workers in low-skilled
jobs (those that pay two-thirds or less of the median wage) having
much more education than equivalent workers four decades ago: 46
percent of low-skilled workers today have attended college; in the
1960s, just 17 percent had. Moreover, the incomes of many
professionals, including lawyers and college teachers, have declined
in recent years as well.
What corporate apologists won’t acknowledge is that workers’

incomes have been reduced by design. American business has
adamantly opposed workers’ efforts to organize unions. Millions of
jobs have been outsourced, offshored, franchised out, reclassified as
temporary or part-time, or had their wages slashed, in a successful,
decades-long campaign to increase the return to capital. Indeed, the
only way to explain the soaring profit margins and stock values of
recent years despite anemic increases in corporate revenues is that
profits have come at the expense of labor … .
The transfer of income from labor to capital, then, is chiefly the

consequence of capitalists’ design. But precisely because that
transfer has been so thorough, reversing it will be exquisitely
difficult. Traditionally, American workers were able to raise their
wages by collective bargaining or through the clout they could wield
in a full-employment economy. But the ability of private-sector
workers to bargain collectively has been destroyed by the
evisceration of unions, which now represent just 6.7 percent of
private-sector workers. The labor movement has tried … to
strengthen protections for workers in organizing campaigns. Each
time, however, the unions failed to surmount the Senate’s
supermajority threshold. Until they can, the most direct way to raise
workers’ wages will remain a dead letter. Re-creating the other
avenue for bolstering workers’ leverage — a full-employment
economy — looks just as remote. Historically, workers won some of
their biggest wage gains when the unemployment rate dipped
beneath 4 percent . … During the New Deal, the federal government
embarked on massive public-works and employment programs.
Now, confronted with a growing share of working-age Americans
who have given up on finding employment, government needs to
take up that task again. Such a project should combine a program to
rebuild the nation’s sagging infrastructure with increased public
investment in home care, child care, and preschool. But such a
project also requires far greater public belief in the necessity and
efficacy of governmental endeavors and the election of a president
and a sufficient number of legislators who share that belief.
However devoutly progressives may wish it, this is not likely to
happen any time soon.
In a nation where workers have lost the power they once had to
raise their incomes, what can be done to make those incomes rise?
Here are [four] proposals …
1. LEGISLATE WAGE HIKES IN STATES AND
CITIES
In poll a er poll, raising the federal minimum wage emerges as one

of the most popular policy options on the political landscape,
supported by an overwhelming majority of Democrats, a sizable
majority of independents, about 50 percent of Republicans, and an
increasing number of major retailers. Nonetheless, such is the
influence of small business (of restaurants, especially) and the Tea
Party that prospects for getting a raise through Congress remain dim
. … In a number of states, the wage already substantially exceeds the
federal minimum, and some have raised their standard even more
in the past year (in California, to $10). Cities and counties in certain
states have the right to set their own minimum wage higher than
that of their state. In Maryland, the two counties bordering the
District of Columbia recently increased the wage, in tandem with
the District, to $11.50 … .
Since the late 1990s, local progressive governments have been able
to li wage levels for private-sector workers in government-owned
facilities (such as airports or museums) and projects that receive
government assistance (such as property-tax abatements or
infrastructure improvements) or require special governmental
approvals (such as sports arenas). Advocates of these “living wage”
ordinances argue that governments should not be using taxpayer
dollars to subsidize poverty-wage jobs . … Currently, at least 150
cities have established living-wage ordinances or community-benefit
agreements … .
2. LINK CORPORATE TAX RATES TO WORKER

PRODUCTIVITY INCREASES AND CEO-
EMPLOYEE PAY RATIOS
Congress could create a lower tax rate for those corporations that
increased their median wage in line with the annual national
productivity increase . … Constructing a tax code that gives
corporations an incentive to pass on productivity increases to their
employees is admittedly a complex task. The tax break would have
to be big enough to be attractive to the companies’ directors and
managers. The break would also have to be withheld from
corporations that game the system by initially cutting their workers’
pay to reduce the median wage, then restore it through a
productivity increase. Devising a process for monitoring and
assessing corporate conduct would not be easy. But with
unionization — the straightforward means of linking employee pay
to productivity gains — off the table, complexity is the price we’d
have to pay to create a more prosperous economy … .
They should also promote legislation that would link corporate tax
rates to the ratio between CEO pay and the firm’s median pay: the
lower the ratio, the lower the tax. This is sure to elicit a backlash
from corporate elites and the financial sector, but it should gain
popular support. A poll conducted this February showed that 66
percent of the public believed that “executive pay is generally too
high” — an assessment shared by 79 percent of Democrats, 61
percent of independents, and 58 percent of Republicans. The rise in
the ratio of CEO to median-worker pay began about the time that
workers’ compensation was detached from increases in productivity.
In 1978, CEOs made 28 times the pay of their median-paid
employee; by 2012, CEOs made 273 times the median.
Were this proposal to become law, CEOs and their boards would face
a fundamental choice: They could persist in excessive executive
compensation at the expense of forcing their company to shell out
considerably more in corporate taxes. Or they could reduce
executive pay to levels the American people see as a more legitimate
reflection of executive worth. They would also have a self-interest in
raising their workers’ wages. Indeed, if enacted in conjunction with
the proposal linking the median worker’s pay to productivity
increases, this proposal would limit corporations’ incentive to game
that system by reducing workers’ pay before the median is
calculated.
What kind of ratio should progressives set as an appropriate

valuation of a CEO’s worth? In 1977, the celebrated management
guru Peter Drucker wrote in the Wall Street Journal that a ratio of 15
to 1 seemed right for a small or midsize business, and 25 to 1 for a
large business. By that standard, a CEO at a sizable firm where the
average employee makes $60,000 a year would make $1.5 million.
3. MAKE CORPORATIONS RESPONSIBLE FOR

ALL THEIR WORKERS
Many of the problems American workers encounter in making a

decent wage stem from a confusion about who employs them. In
recent decades, companies have routinely shi ed the production
and delivery of their goods and services and other tasks needed to
run their businesses from their own employees to workers
employed by contractors, subcontractors, franchisees, or temporary
job agencies or to workers who are labeled independent contractors.
In many cases, these workers are the same workers the parent
company once employed. In most cases, they could be employed
directly by the parent company, but they’re not, chiefly because
having the labor done by nonemployees saves the parent company
money.
Inevitably, all this reduces the workers’ wages and benefits. By

outsourcing work, Boston University economist David Weil explains
in an important new book, The Fissured Workplace, an employer
trades a wage-setting problem for a pricing problem. Rather than
pay his own employees a low wage, he can choose from a range of
contractors, who compete with one another on price — a process
that advantages the contractor with the lowest labor costs . …
Nissan’s temp workers do the same jobs as the Nissan employees
next to them on the line, only for a good deal less. Wal-Mart, master
of the logistics universe, specifies which products are to be moved
through its warehouses and sent to which destinations, at which
times, and at what cost. Most of the “independent contractors” who
move goods from the port rent their trucks from one company, drive
exclusively for that company, with orders and routes set by that
company. But neither Nissan, Wal-Mart, nor the trucking companies
directly pay these workers, who, of course, are not eligible for any of
the parent companies’ benefits. If these workers put in
uncompensated overtime to complete their work, or are paid less
than the minimum wage, or are injured on the job, their parent
company is held harmless, though the parent company dictates the
conditions of their work and the amount they are paid . … A radical
amendment to the radical reforms I proposed in the preceding
section: Count the parent company’s contract workers as employees
in calculating corporate tax rates.
4. RAISE TAXES ON CAPITAL INCOME AND

REDISTRIBUTE IT TO LABOR
Another solution to the rise of investment income and the decline of

income from work would be to use the tax code to explicitly
redistribute capital income to labor. The current tax code comes
close to doing the reverse. Capital income — income from qualified
dividends and capital gains — can be taxed at a rate no higher than
20 percent, while income from wages and salaries is subjected to a
progressive tax that tops out at 39.6 percent. As Warren Buffett
frequently notes, upper-middle-class and middle-class Americans
sometimes pay more taxes on their wages and salaries than
billionaires pay on their investments.
The justification for the low rate on capital — that it boosts the
American economy by promoting domestic investment — has been
rendered absurd by the globalization of American businesses. The
disparity between capital and labor tax rates also means that the
government has diminished its take from that part of the national
income that is growing, while maintaining a higher rate on that part
of the nation’s income that is shrinking.
For all those reasons, the tax rates on capital should be raised to the
level of the rates on labor; indeed, given that taxable labor must be
domestic while taxable capital can be derived from anywhere, the
rate on capital should be higher than that on labor. But what to do
with this new revenue? As shareholder capital comes more and
more at labor’s expense, it should be taxed for the purpose of
boosting labor income. One option would be to devote some of it to
increase labor income through a major expansion of the Earned
Income Tax Credit, a tax rebate that supplements the income of the
working poor.
READING FOR MEANING


Meyerson’s proposed solution to raise wages for American
workers.
2. Read to Respond. Write a paragraph responding to any of
Meyerson’s ideas that you find interesting or surprising, such as
his point that “workers’ incomes have been reduced by design
… millions of jobs have been outsourced, offshored, franchised
out, reclassified as temporary or part-time” (par. 5) or that
“many of the problems American workers encounter in making
a decent wage stem from a confusion about who employs them”
(par. 13).
analyzing an assumption you find intriguing in Meyerson’s
essay. For example:
Assumptions about choice. Meyerson assumes that giving CEOs

and their boards a choice as to whether they want to “persist in
excessive executive compensation” or “reduce executive pay”
(par. 11) strengthens his solution.
Why does Meyerson assume that choice is so important to
one of the solutions he offers? Do you agree with him?
Explain your answer.
What assumptions does Meyerson make about choice and its
power to persuade people to do something they may not
otherwise do?
Assumptions about the middle class. Meyerson asks a series of
rhetorical questions that culminate with the following: “How do
we re-create a growing and vibrant middle class?” (par. 2).
What assumptions drive this rhetorical question? Why is the
middle class important to Meyerson’s idea of America?
Is Meyerson’s proposal convincing in its description of the
importance of the middle class to America? Do the solutions
he offers speak directly to the need for a growing and vibrant
middle class?
Organizing the Proposal in a Way That Is Clear, Logical, and

Convincing
To help readers identify the parts of the proposal, writers o en use

cues or signposts. Upon first glance, the most obvious organizational
strategy of Meyerson’s is his numbering of proposed solutions to the
problem:
In a nation where workers have lost the power they once had to
raise their incomes, what can be done to make those incomes rise?
Here are [four] proposals …
1. Legislate wage hikes in states and cities

2. Link corporate tax rates to worker productivity increases and
CEO-employee pay ratios
3. Make corporations responsible for all their workers
4. Raise taxes on capital income and redistribute it to labor
However, Meyerson uses multiple additional cueing strategies

throughout his essay to build on the organization his numbering
establishes.
ANALYZE & WRITE

Write a couple of paragraphs analyzing and evaluating Meyerson’s uses of
organizational strategies to help readers follow his argument:
1. Reread the four proposals, marking topic sentences and transition words. Now
look at the topic sentences in each of Meyerson’s paragraphs. Do these provide
you with an overview of what will be addressed in each paragraph? Look at the
transition words. Do they help each paragraph logically follow from the previous
one?
2. What other organization strategies does Meyerson use to organize his proposal
and how do they contribute to his overall argument?
Maryanne Wolf
Skim Reading Is the New Normal
Maryanne Wolf is a teacher and scholar who researches and advocates for children’s
literacy. She is the author of numerous books and academic articles, including Proust
and the Squid: The Story and Science of the Reading Brain (2007), Tales of Literacy for the
21st Century (2016), and Reader, Come Home: The Reading Brain in a Digital World
(2018). She has taught at institutions including Tu s University, where she directed
the Center for Reading and Language Research, and UCLA, where she is the Director
of the Center for Dyslexia, Diverse Learners, and Social Justice. The essay below
appeared in the Guardian in 2018 as part of their weekly “Ideas for America” essay
series.
Before you read, think about what you skim read. Do you skim websites, your
assigned readings for your classes, other kinds of texts?
As you read, consider how Wolf uses research to support her proposal. Is this
effective? Explain your answer.
Look around on your next plane trip. The iPad is the new pacifier for
babies and toddlers. Younger school-aged children read stories on
smartphones; older boys don’t read at all, but hunch over video
games. Parents and other passengers read on Kindles or skim a
flotilla of email and news feeds. Unbeknownst to most of us, an
invisible, game-changing transformation links everyone in this
picture: the neuronal circuit that underlies the brain’s ability to read
is subtly, rapidly changing — a change with implications for
everyone from the pre-reading toddler to the expert adult.
As work in neurosciences indicates, the acquisition of literacy

necessitated a new circuit in our species’ brain more than 6,000
years ago. That circuit evolved from a very simple mechanism for
decoding basic information, like the number of goats in one’s herd,
to the present, highly elaborated reading brain. My research depicts
how the present reading brain enables the development of some of
our most important intellectual and affective processes: internalized
knowledge, analogical reasoning, and inference; perspective-taking
and empathy; critical analysis and the generation of insight.
Research surfacing in many parts of the world now cautions that
each of these essential “deep reading” processes may be under
threat as we move into digital-based modes of reading.
This is not a simple, binary issue of print vs digital reading and

technological innovation. As MIT scholar Sherry Turkle has written,
we do not err as a society when we innovate, but when we ignore
what we disrupt or diminish while innovating. In this hinge moment
between print and digital cultures, society needs to confront what is
diminishing in the expert reading circuit, what our children and
older students are not developing, and what we can do about it.
We know from research that the reading circuit is not given to

human beings through a genetic blueprint like vision or language; it
needs an environment to develop. Further, it will adapt to that
environment’s requirements — from different writing systems to the
characteristics of whatever medium is used. If the dominant
medium advantages processes that are fast, multi-task oriented and
well-suited for large volumes of information, like the current digital
medium, so will the reading circuit. As UCLA psychologist Patricia
Greenfield writes, the result is that less attention and time will be
allocated to slower, time-demanding deep reading processes, like
inference, critical analysis and empathy, all of which are
indispensable to learning at any age.
Increasing reports from educators and from researchers in

psychology and the humanities bear this out. English literature
scholar and teacher Mark Edmundson describes how many college
students actively avoid the classic literature of the 19th and 20th
centuries because they no longer have the patience to read longer,
denser, more difficult texts. We should be less concerned with
students’ “cognitive impatience,” however, than by what may
underlie it: the potential inability of large numbers of students to
read with a level of critical analysis sufficient to comprehend the
complexity of thought and argument found in more demanding
texts, whether in literature and science in college, or in wills,
contracts and the deliberately confusing public referendum
questions citizens encounter in the voting booth.
Multiple studies show that digital screen use may be causing a

variety of troubling downstream effects on reading comprehension
in older high school and college students. In Stavanger, Norway,
psychologist Anne Mangen and her colleagues studied how high
school students comprehend the same material in different
mediums. Mangen’s group asked subjects questions about a short
story whose plot had universal student appeal (a lust-filled, love
story); half of the students read Jenny, Mon Amour on a Kindle, the
other half in paperback. Results indicated that students who read on
print were superior in their comprehension to screen-reading peers,
particularly in their ability to sequence detail and reconstruct the
plot in chronological order.
Ziming Liu from San Jose State University has conducted a series of
studies which indicate that the “new norm” in reading is skimming,
with word-spotting and browsing through the text. Many readers
now use an F or Z pattern when reading in which they sample the
first line and then word-spot through the rest of the text. When the
reading brain skims like this, it reduces time allocated to deep
reading processes. In other words, we don’t have time to grasp
complexity, to understand another’s feelings, to perceive beauty, and
to create thoughts of the reader’s own.
Karin Littau and Andrew Piper have noted another dimension:

physicality. Piper, Littau and Anne Mangen’s group emphasize that
the sense of touch in print reading adds an important redundancy to
information — a kind of “geometry” to words, and a spatial
“thereness” for text. As Piper notes, human beings need a
knowledge of where they are in time and space that allows them to
return to things and learn from re-examination — what he calls the
“technology of recurrence.” The importance of recurrence for both
young and older readers involves the ability to go back, to check and
evaluate one’s understanding of a text. The question, then, is what
happens to comprehension when our youth skim on a screen whose
lack of spatial thereness discourages “looking back.”
US media researchers Lisa Guernsey and Michael Levine, American
University’s linguist Naomi Baron, and cognitive scientist Tami
Katzir from Haifa University have examined the effects of different
information mediums, particularly on the young. Katzir’s research
has found that the negative effects of screen reading can appear as
early as fourth and fi h grade — with implications not only for
comprehension, but also on the growth of empathy.
The possibility that critical analysis, empathy and other deep

reading processes could become the unintended “collateral damage”
of our digital culture is not a simple binary issue about print vs
digital reading. It is about how we all have begun to read on any
medium and how that changes not only what we read, but also the
purposes for why we read. Nor is it only about the young. The subtle
atrophy of critical analysis and empathy affects us all. It affects our
ability to navigate a constant bombardment of information. It
incentivizes a retreat to the most familiar silos of unchecked
information, which require and receive no analysis, leaving us
susceptible to false information and demagoguery.
There’s an old rule in neuroscience that does not alter with age: use
it or lose it. It is a very hopeful principle when applied to critical
thought in the reading brain because it implies choice. The story of
the changing reading brain is hardly finished. We possess both the
science and the technology to identify and redress the changes in
how we read before they become entrenched. If we work to
understand exactly what we will lose, alongside the extraordinary
new capacities that the digital world has brought us, there is as
much reason for excitement as caution.
We need to cultivate a new kind of brain: a “bi-literate” reading

brain capable of the deepest forms of thought in either digital or
traditional mediums. A great deal hangs on it: the ability of citizens
in a vibrant democracy to try on other perspectives and discern
truth; the capacity of our children and grandchildren to appreciate
and create beauty; and the ability in ourselves to go beyond our
present glut of information to reach the knowledge and wisdom
necessary to sustain a good society.
READING FOR MEANING

Wolf’s proposed solution to the problems associated with skim
reading.
2. Read to Respond. Write a paragraph responding to any of
Wolf’s ideas that strike you as surprising, such as “students who
read on print were superior in their comprehension to screen-
reading peers” (par. 6) or that skim reading will reduce our
ability to empathize with others (par. 9).
analyzing an assumption you find intriguing in Wolf’s essay. For
example:
Assumptions about deep reading. Wolf warns us that “some of
our most important intellectual and affective processes:
internalized knowledge, analogical reasoning, and inference;
perspective-taking and empathy; critical analysis and the
generation of insight” may be under threat as we move into
digital-based modes of reading (par. 2).
Why does Wolf assume that the intellectual and affective
processes that characterize deep reading are so important?
Do you share this same assumption?
Why does Wolf assume that “digital based modes of reading”
won’t support this deeper reading?
Assumptions about the relationship between deep reading

practices and a successful democracy. Wolf explains the
importance of confronting how our brains have changed: “The
subtle atrophy of critical analysis and empathy affects us all . …
It incentivizes a retreat to the most familiar silos of unchecked
information, which require and receive no analysis, leaving us
susceptible to false information and demagoguery” (par. 10).
She explains further, “We need to cultivate a new kind of brain:
a ‘bi-literate’ reading brain capable of the deepest forms of
thought in either digital or traditional mediums. A great deal
hangs on it: the ability of citizens in a vibrant democracy to try
on other perspectives and discern truth” (par 12).
What assumptions drive the relationship Wolf establishes
between deep reading and democracy?
Is Wolf’s description of the relationship between deep
reading and democracy convincing? Why or why not?
Demonstrating the Problem Exists and Is Serious
Proposal writers use a variety of strategies to alert readers to the

problem. The title, “Skim Reading Is the New Normal,” is likely to
capture readers’ attention because it suggests that not only has
something changed about how people read, but it has already
become the most common way of reading.
In addition, Wolf opens her essay by noting that “unbeknownst to

most of us, an invisible, game-changing transformation links
everyone … the neuronal circuit that underlies the brain’s ability to
read is subtly, rapidly changing — a change with implications for
everyone from the pre-reading toddler to the expert adult,”
immediately establishing that the problem exists (“the brain’s ability
… is subtly, rapidly changing”) and that it is serious (“a change with
implications for everyone”) (par. 1).
ANALYZE & WRITE

Write a paragraph analyzing how Wolf uses neuroscience to frame the problem and
establish its seriousness:
1. Reread paragraphs 1–4, marking where Wolf uses neuroscience to explain the
problem and tries to convince readers that it is serious and worth solving.
2. How does Wolf present herself as an authority whose expertise can be relied
upon? How credible does she seem to you?
For help with looking for patterns of opposition and analyzing assumptions, see “Looking for
Patterns of Opposition” and “Analyzing Assumptions” in Chapter 2.

Looking for Patterns of Opposition to Analyze Assumptions
A careful reading of Wolf’s “Skim Reading Is the New Normal” will reveal a series of
oppositions that allow the reader to see Wolf’s argument more clearly, particularly if the
reader pays attention to which terms in each opposition Wolf values. Recognizing these
patterns of opposition can also help you identify the assumptions — ideas, beliefs, or values
— in the reading. Because assumptions are o en not stated directly, you need to infer the
assumptions that a writer is making about the subject.
Complete the following writing prompts that help you look for patterns of opposition in
order to analyze the assumptions in Wolf’s essay.
Reread Wolf’s essay and annotate words or phrases that indicate oppositions. Based
on your annotations, continue filling in the chart, listing as many patterns of
opposition as you notice. For each pair, including those already on the chart, put an
asterisk next to the term or idea that the writer seems to value or prefer over the other
term or idea.
The following chart begins to list the oppositions in Wolf’s essay.
Print Digital
Deep Reading Skim Reading

In which cases was it challenging to determine which term or idea Wolf valued over
the other? Do you think this is a flaw in Wolf’s proposal? Explain your answer.
Keeping in mind the list of oppositions you developed, write a paragraph detailing
which of these provide insight into some of the assumptions Wolf makes. Which
oppositions compel you to reflect on your own assumptions and the values that
underlie them? How do your assumptions compare to those present in the reading?
William F. Shughart II
Why Not a Football Degree?
William F. Shughart II (b. 1947) is a distinguished professor at the Utah State
University School of Business who specializes in public choice theory that uses the
tools of economics to study political attitudes and behavior. Shughart has been highly
influential as editor-in-chief of the Public Choice journal and as research director and
senior fellow at the Independent Institute, a libertarian conservative think tank.
Shughart has written many books and articles addressing a broad array of social
issues that range from sin taxes to taxing the Internet, campaign finance to terrorism.
Sports are among Shughart’s many interests, as reflected in these articles: “Moral
Hazard and the Effects of the Designated Hitter Rule Revisited,” “Close Look Shows
College Sports No Drain on Schools’ Resources,” and this proposal “Why Not a
Football Degree?” which was originally published in the Wall Street Journal.
Before you read, note that the title asks the question “Why Not a Football
Degree?” What problem do you imagine a college degree in football would
solve?
As you read, consider that this proposal was written originally for the Wall
Street Journal, a newspaper concerned primarily with business and financial
matters. How does Shughart appeal to the interests and concerns of his original
audience?
The college football career of 2006’s Heisman Trophy winner, Ohio

State University quarterback Troy Smith, nearly was cut short at the
end of his sophomore year following allegations that he had
accepted $500 from a Buckeye booster. He was barred from playing
in the 2005 Alamo Bowl and the next season’s opener against Miami
(Ohio). Quarterback Rhett Bomar was dismissed from the University
of Oklahoma’s football team a er it was disclosed that he had earned
substantially more than justified by the number of hours worked
during the summer of 2006 at a job arranged for him by a patron of
OU athletics. As a result of charges that, from 1993 to 1998, Coach
Clem Haskins paid to have more than 400 term papers ghost-written
for 18 of his players, the post-season tournament victories credited
to the University of Minnesota’s basketball team were erased from
the NCAA’s record books and the program was placed on a four-year
probation from which it has not yet recovered. In recent years,
gambling and point-shaving scandals have rocked the basketball
programs at Arizona State, Northwestern, and Florida; player
suspensions and other penalties have been handed out for illegal
betting on games by members of the Boston University, Florida
State, and University of Maryland football teams.
Each of these events, which are only the latest revelations in a long
series of NCAA rule violations, has generated the usual hand-
wringing about the apparent loss of amateurism in college sports.
Nostalgia for supposedly simpler times when love of the game and
not money was the driving force in intercollegiate athletics has led
to all sorts of reform proposals. The NCAA’s decision in the late
1980s to require its member institutions to make public athletes’
graduation rates is perhaps the least controversial example.
Proposition 48’s mandate that freshman athletes must meet more
stringent test score and grade point requirements to participate in
NCAA-sanctioned contests than is demanded of entering non-
student-athletes has been criticized as a naked attempt to
discriminate against disadvantaged (and mostly minority) high-
school graduates who see college sports as a way out of poverty.
But whether or not one supports any particular reform proposal,
there seems to be a general consensus that something must be done.
If so, why stop at half-measures? I hereby offer three suggestions for
solving the crisis in college athletics.
1. Create four-year degree programs in football and basketball. Many

colleges and universities grant bachelor’s degrees in vocational
subjects. Art, drama, and music are a few examples, but there are
others. Undergraduates who major in these areas typically are
required to spend only about one of their four years in introductory
English, math, history and science courses; the remainder of their
time is spent in the studio, the theater or the practice hall honing
the creative talents they will later sell as professionals.
Although a college education is no more necessary for success in the

art world than it is in the world of sports, no similar option is
available for students whose talents lie on the athletic field or in the
gym. Majoring in physical education is a possibility, of course, but
while PE is hardly a rigorous, demanding discipline, undergraduates
pursuing a degree in that major normally must spend many more
hours in the classroom than their counterparts who are preparing
for careers on the stage. While the music major is receiving
academic credit for practice sessions and recitals, the PE major is
studying and taking exams in kinesiology, exercise physiology and
nutrition. Why should academic credit be given for practicing the
violin, but not for practicing a three-point shot?
2. Extend the time limit on athletic scholarships by two years. In addition
to practicing and playing during the regular football or basketball
season, college athletes must continue to work to improve their
skills and keep in shape during the off-season. For football players,
these off-season activities include several weeks of organized spring
practice as well as year-round exercise programs in the weight room
and on the running track. Basketball players participate in summer
leagues and practice with their teams during the fall. In effect,
college athletes are required to work at their sports for as much as
10 months a year.
These time-consuming extracurricular activities make it extremely

difficult for college athletes to devote more than minimal effort to
the studies required for maintaining their academic eligibility. They
miss lectures and exams when their teams travel, and the extra
tutoring they receive at athletic department expense o en fails to
make up the difference.
If the NCAA and its member schools are truly concerned about the
academic side of the college athletic experience, let them put their
money where their collective mouth is. The period of an athlete’s
eligibility to participate in intercollegiate sports would remain at
four years, but the two additional years of scholarship support could
be exercised at any time during the athlete’s lifetime. Athletes who
use up their college eligibility and do not choose careers in
professional sports would be guaranteed financial backing to
remain in school and finish their undergraduate degrees. Athletes
who have the talent to turn pro could complete their degrees when
their playing days are over.
3. Allow a competitive marketplace to determine the compensation of

college athletes. Football and basketball players at the top NCAA
institutions produce millions of dollars in benefits for their
respective schools. Successful college athletic programs draw more
fans to the football stadium and to the basketball arena. They
generate revenues for the school from regular season television
appearances and from invitations to participate in postseason play.
There is evidence that schools attract greater financial support from
public and private sources — both for their athletic and academic
programs — if their teams achieve national ranking. There even is
evidence that the quality of students who apply for admission to
institutions of higher learning improves following a successful
football or basketball season.
Despite the considerable contributions made to the wealth and

welfare of his or her school, however, the compensation payable to a
college athlete is limited by the NCAA to a scholarship that includes
tuition, books, room and board, and a nominal expense allowance.
Any payment above and beyond this amount subjects the offending
athletic program to NCAA sanctions. In-kind payments to players
and recruits in the form of free tickets to athletic contests, T-shirts,
transportation and accommodations likewise are limited. These
restrictions apply to alumni and fans as well as to the institutions
themselves. The NCAA also limits the amount of money athletes can
earn outside of school by curtailing the use of summer jobs as a
means by which coaches and boosters can pay athletes more than
authorized.
The illegal financial inducements reported to be widespread in

collegiate football and basketball supply conclusive evidence that
many college athletes are now underpaid. The relevant question is
whether the current system of compensation ought to remain in
place. Allowing it to do so will preserve the illusion of amateurism
in college sports and permit coaches, athletic departments and
college administrators to continue to benefit financially at the
expense of the players. On the other hand, shi ing to a market-
based system of compensation would transfer some of the wealth
created by big-time athletic programs to the individuals whose
talents are key ingredients in the success of those programs.
It would also cause a sea change in the distribution of power among

the top NCAA institutions. Under the present NCAA rules, some of
the major college athletic programs, such as Southern Cal, LSU and
Florida in football, and Duke, North Carolina and Florida in
basketball, have developed such strong winning traditions over the
years that they can maintain their dominant positions without
cheating.
These schools are able to attract superior high-school athletes
season a er season by offering packages of non-monetary benefits
(well-equipped training facilities, quality coaching staffs, talented
teammates, national exposure and so on) that increases the present
value of an amateur athlete’s future professional income relative to
the value added by historically weaker athletic programs. Given this
factor, along with NCAA rules that mandate uniform compensation
across the board, the top institutions have a built-in competitive
advantage in recruiting the best and brightest athletes.
It follows that under the current system, the weaker programs are
virtually compelled to offer illegal financial inducements to players
and recruits if they wish to compete successfully with the traditional
powers. It also follows that shi ing to a market-based system of
compensation would remove some of the built-in advantages now
enjoyed by the top college athletic programs. It is surely this effect,
along with the reductions in the incomes of coaches and the “fat” in
athletic department budgets to be expected once a competitive
marketplace is permitted to work, that is the cause of the objection
to paying student-athletes a market-determined wage, not the
rhetoric about the repugnance of professionalism.
It is a fight over the distribution of the college sports revenue pie

that lies at the bottom of the debate about reforming NCAA rules.
And notwithstanding the high moral principles and concern for
players usually expressed by debaters on all sides of the issue, the
interests of the athlete are in fact o en the last to be considered.
READING FOR MEANING

Shughart’s proposed solution.
resonates or seems surprising, such as the rules violations that
Shughart lists in the first paragraph, perhaps adding other,
more recent violations with which you are familiar; or
Shughart’s observation that playing and practicing sports “make
it extremely difficult for college athletes to devote more than
minimal effort” to their studies (par. 7), perhaps in relation to
your own experience as an athlete in college or high school.
analyzing an assumption you find intriguing in Shughart’s essay.
For example:
Assumptions about the benefits of amateurism. NCAA rules

require that to play college sports, athletes must retain amateur
status, meaning that they cannot be paid by recruiters or
sponsors and that their scholarships can cover only such things
as tuition and housing. Shughart argues, however, that
amateurism in college sports is an “illusion” (par. 11).
Who, according to Shughart, benefits from keeping college
athletes amateurs, and who would benefit if they were
allowed to become professionals?
If the NCAA assumes that amateur status protects college
athletes and perhaps also college sports, what is it supposed
to protect them from, and how effective has this protection
been?
Assumptions about the purpose of college. Although he

concedes that the physical education major is “hardly a
rigorous, demanding discipline” (par. 5), Shughart proposes
that football be a major in its own right. His argument hinges
on the comparison of football to music and other performance
arts in which students receive “academic credit for practice
sessions and recitals” (par. 5). He calls them “vocational
subjects” (par. 4) because their purpose is job training.
In conceding that the physical education major is “hardly a
rigorous, demanding discipline” (par. 5), Shughart appears to
think his readers are likely to assume disciplines or subjects
studied in college should be rigorous and demanding. Do you
share this assumption? Why or why not?
By calling football a “vocational subject” and proposing that
there be a major in football, Shughart seems to assume the
primary purpose of a college education should be job
training. What other reasons, if any, might people choose to
go to college?
Showing How the Proposed Solution Would Help Solve the

Problem and Is Feasible
“Why Not a Football Degree?” dismisses as “half-measures” previous
efforts by the National Collegiate Athletic Association (NCAA) to
solve what Shughart calls “the crisis in college athletics” (par. 3). He
identifies an array of problems in college sports, including evidence
that some athletes are being paid although they are supposed to be
amateurs, not professionals; others are getting college credit they
have not earned, for example for plagiarized papers; and still others
are illegally betting on games. To address problems like these,
Shughart makes a three-pronged proposal designed to help student
athletes succeed in their academic studies as well as in their
collegiate sports careers, and also eliminate “illegal financial
inducements” (par. 11) while removing the “built-in advantages”
(par. 14) of the most successful college sports programs.
ANALYZE & WRITE

Write a paragraph or two analyzing Shughart’s argument in support of his proposed
solution:
1. First, choose one of Shughart’s “three suggestions” (par. 3) to analyze and

evaluate Shughart’s argument. What kinds of support does the author provide?
What are the strengths and weaknesses of this part of his argument?
2. Then consider how well the three parts of the proposal work together to offer a
comprehensive solution to the problem as Shughart has defined it.
Kelly D. Brownell and Thomas R.
Frieden
Ounces of Prevention — The Public Policy Case for
Taxes on Sugared Beverages
Kelly D. Brownell (b. 1951) is a professor of psychology and neuroscience as well as the
dean of the Sanford School of Public Policy at Duke University. An international expert
who has published numerous articles and books, including Food Fight: The Inside Story
of the Food Industry, America’s Obesity Crisis, and What We Can Do About It (2003),
Brownell received the 2012 American Psychological Association Award for Outstanding
Lifetime Contributions to Psychology. He was also featured in the Academy Award–
nominated film Super Size Me. Thomas R. Frieden (b. 1960), a physician specializing in
public health, is the director of the U.S. Centers for Disease Control and Prevention
(CDC) and served for several years as the health commissioner for the City of New
York.
Their proposal “Ounces of Prevention — The Public Policy Case for Taxes on Sugared
Beverages” was originally published in 2009 in the highly respected New England
Journal of Medicine, which calls itself “the most widely read, cited, and influential
general medical periodical in the world.”
Before you read, think about how the reputation of the publication in which this
proposal first appeared, together with Brownell and Frieden’s credentials, might
have influenced the original audience as well as how it may affect college
students reading the proposal today.
As you read, notice that Brownell and Frieden include graphs and cite their
sources. How do you think these features of their proposal might influence
readers?
Sugar, rum, and tobacco are commodities which are nowhere necessaries of life, which are
become objects of almost universal consumption, and which are therefore extremely proper
subjects of taxation.
— ADAM SMITH, THE WEALTH OF NATIONS, 1776

The obesity epidemic has inspired calls for public health measures to
prevent diet-related diseases. One controversial idea is now the
subject of public debate: food taxes. Forty states already have small
taxes on sugared beverages and snack foods, but in the past year,
Maine and New York have proposed large taxes on sugared
beverages, and similar discussions have begun in other states. The
size of the taxes, their potential for generating revenue and reducing
consumption, and vigorous opposition by the beverage industry have
resulted in substantial controversy. Because excess consumption of
unhealthful foods underlies many leading causes of death, food taxes
at local, state, and national levels are likely to remain part of political
and public health discourse.
Sugar-sweetened beverages (soda sweetened with sugar, corn syrup,

or other caloric sweeteners and other carbonated and uncarbonated
drinks, such as sports and energy drinks) may be the single largest
driver of the obesity epidemic. A recent meta-analysis found that the
intake of sugared beverages is associated with increased body weight,
poor nutrition, and displacement of more healthful beverages;
increasing consumption increases risk for obesity and diabetes; the
strongest effects are seen in studies with the best methods (e.g.,
longitudinal and interventional vs. correlational studies);* and
interventional studies show that reduced intake of so drinks
improves health.1 Studies that do not support a relationship between
consumption of sugared beverages and health outcomes tend to be
conducted by authors supported by the beverage industry.2 Sugared
beverages are marketed extensively to children and adolescents, and
in the mid-1990s, children’s intake of sugared beverages surpassed
that of milk. In the past decade, per capita intake of calories from
sugar-sweetened beverages has increased by nearly 30 percent (see
bar graph Daily Caloric Intake from Sugar-Sweetened Drinks in the
United States);3 beverages now account for 10 to 15 percent of the
calories consumed by children and adolescents. For each extra can
or glass of sugared beverage consumed per day, the likelihood of a
child’s becoming obese increases by 60 percent.4
Daily Caloric Intake from Sugar-Sweetened Drinks in the United States. Data are
from Nielsen and Popkin.3
Description
The data from Nielsen and Popkin are as follows: 1977 to 1978, 70; 1994 to 1996, 141;
and 1990 to 2000, 190.
Taxes on tobacco products have been highly effective in reducing
consumption, and data indicate that higher prices also reduce soda
consumption. A review conducted by Yale University’s Rudd Center
for Food Policy and Obesity suggested that for every 10 percent
increase in price, consumption decreases by 7.8 percent. An industry
trade publication reported even larger reductions: as prices of
carbonated so drinks increased by 6.8 percent, sales dropped by 7.8
percent, and as Coca-Cola prices increased by 12 percent, sales
dropped by 14.6 percent.5 Such studies — and the economic
principles that support their findings — suggest that a tax on sugared
beverages would encourage consumers to switch to more healthful
beverages, which would lead to reduced caloric intake and less
weight gain.
The increasing affordability of soda — and the decreasing

affordability of fresh fruits and vegetables (see line graph) —
probably contributes to the rise in obesity in the United States. In
2008, a group of child and health care advocates in New York
proposed a one-penny-per-ounce excise tax on sugared beverages,
which would be expected to reduce consumption by 13 percent —
about two servings per week per person. Even if one quarter of the
calories consumed from sugared beverages are replaced by other
food, the decrease in consumption would lead to an estimated
reduction of 8,000 calories per person per year — slightly more than 2
pounds each year for the average person. Such a reduction in calorie
consumption would be expected to substantially reduce the risk of
obesity and diabetes and may also reduce the risk of heart disease
and other conditions.
Some argue that government should not interfere in the market and
that products and prices will change as consumers demand more
healthful food, but several considerations support government
action. The first is externality — costs to parties not directly involved
in a transaction. The contribution of unhealthful diets to health care
costs is already high and is increasing — an estimated $79 billion is
spent annually for overweight and obesity alone — and
approximately half of these costs are paid by Medicare and Medicaid,
at taxpayers’ expense. Diet-related diseases also cost society in terms
of decreased work productivity, increased absenteeism, poorer
school performance, and reduced fitness on the part of military
recruits, among other negative effects. The second consideration is
information asymmetry between the parties to a transaction. In the
case of sugared beverages, marketers commonly make health claims
(e.g., that such beverages provide energy or vitamins) and use
techniques that exploit the cognitive vulnerabilities of young
children, who o en cannot distinguish a television program from an
advertisement. A third consideration is revenue generation, which
can further increase the societal benefits of a tax on so drinks. A
penny-per-ounce excise tax would raise an estimated $1.2 billion in
New York State alone. In times of economic hardship, taxes that both
generate this much revenue and promote health are better options
than revenue initiatives that may have adverse effects.
U.S. Bureau of Labor Statistics
Description
The data are from the Bureau of Labor Statistics and represent the U S city averages for
all urban consumers in January of each year. The years from 1979 to 2009 are
represented along the horizontal axis. The Price index (1982 to 1984 equals 100) is
represented along the vertical axis. The curve that represents Fresh fruits and
vegetables originates at (1978, 60) and ends at (2009, 325), tracing the following path:
(1979, 75), (1981, 90), (1983, 95), (1985, 105), (1987, 130), (1989, 145), (1991, 175),
(1993, 180), (1995, 210), (1997, 210), (1999, 250), (2001, 250), (2003, 275), (2005,
300), and (2007, 325). The curve that represents Consumer price index originates at
(1978, 60) and ends at (2009, 210), tracing the following path: (1979, 75), (1981, 99),
(1983, 100), (1985, 100), (1987, 110), (1989, 125), (1991, 140), (1993, 148), (1995,
150), (1997, 160), (1999, 170), (2001, 175), (2003, 180), (2005, 190), and (2007, 200).
The curve that represents Carbonated drinks originates at (1978, 60) and ends at (2009,
155), tracing the following path: (1979, 75), (1981, 100), (1983, 100), (1985, 100),
(1987, 110), (1989, 110), (1991, 120), (1993, 120), (1995, 120), (1997, 120), (1999,
115), (2001, 120), (2003, 130), (2005, 140), and (2007, 149). The curve that represents
Sugar and sweets originates at (1978, 60) and ends at (2009, 200), tracing the following
path: (1979, 70), (1981, 100), (1983, 100), (1985, 101), (1987, 110), (1989, 120), (1991,
140), (1993, 145), (1995, 150), (1997, 160), (1999, 170), (2001, 175), (2003, 180),
(2005, 190), and (2007, 195).
Objections have certainly been raised: that such a tax would be

regressive, that food taxes are not comparable to tobacco or alcohol
taxes because people must eat to survive, that it is unfair to single out
one type of food for taxation, and that the tax will not solve the
obesity problem. But the poor are disproportionately affected by diet-
related diseases and would derive the greatest benefit from reduced
consumption; sugared beverages are not necessary for survival;
Americans consume about 250 to 300 more calories daily today than
they did several decades ago, and nearly half this increase is
accounted for by consumption of sugared beverages; and though no
single intervention will solve the obesity problem, that is hardly a
reason to take no action.
The full impact of public policies becomes apparent only a er they

take effect. We can estimate changes in sugared-drink consumption
that would be prompted by a tax, but accompanying changes in the
consumption of other foods or beverages are more difficult to
predict. One question is whether the proportions of calories
consumed in liquid and solid foods would change. And shi s among
beverages would have different effects depending on whether
consumers substituted water, milk, diet drinks, or equivalent generic
brands of sugared drinks.
Effects will also vary depending on whether the tax is designed to
reduce consumption, generate revenue, or both; the size of the tax;
whether the revenue is earmarked for programs related to nutrition
and health; and where in the production and distribution chain the
tax is applied. Given the heavy consumption of sugared beverages,
even small taxes will generate substantial revenue, but only he ier
taxes will significantly reduce consumption. Sales taxes are the most
common form of food tax, but because they are levied as a
percentage of the retail price, they encourage the purchase of less-
expensive brands or larger containers. Excise taxes structured as a
fixed cost per ounce provide an incentive to buy less and hence
would be much more effective in reducing consumption and
improving health. In addition, manufacturers generally pass the cost
of an excise tax along to their customers, including it in the price
consumers see when they are making their selection, whereas sales
taxes are seen only at the cash register.
Although a tax on sugared beverages would have health benefits

regardless of how the revenue was used, the popularity of such a
proposal increases greatly if revenues are used for programs to
prevent childhood obesity, such as media campaigns, facilities and
programs for physical activity, and healthier food in schools. Poll
results show that support of a tax on sugared beverages ranges from
37 to 72 percent; a poll of New York residents found that 52 percent
supported a “soda tax,” but the number rose to 72 percent when
respondents were told that the revenue would be used for obesity
prevention. Perhaps the most defensible approach is to use revenue
to subsidize the purchase of healthful foods. The public would then
see a relationship between tax and benefit, and any regressive effects
would be counteracted by the reduced costs of healthful food.
A penny-per-ounce excise tax could reduce consumption of sugared

beverages by more than 10 percent. It is difficult to imagine
producing behavior change of this magnitude through education
alone, even if government devoted massive resources to the task. In
contrast, a sales tax on sugared drinks would generate considerable
revenue, and as with the tax on tobacco, it could become a key tool in
efforts to improve health.
References
1Vartanian LR, Schwartz MB, Brownell KD. Effects of so drink
consumption on nutrition and health: a systematic review and meta-
analysis. Am J Public Health 2007;97:667–675.
2Forshee RA, Anderson PA, Storey ML. Sugar-sweetened beverages
and body mass index in children and adolescents: a meta-analysis.

Am J Clin Nutr 2008;87:1662–71.
3Nielsen SJ, Popkin BM. Changes in beverage intake between 1977
and 2001. Am J Prev Med 2004;27:205–210.

4Ludwig DS, Peterson KE, Gortmaker SL. Relation between
consumption of sugar-sweetened drinks and childhood obesity: a

prospective, observational analysis. Lancet 2001;357:505–508.
5Elasticity: big price increases cause Coke volume to plummet.
Beverage Digest. November 21, 2008:3–4.

READING FOR MEANING
1. Read to Summarize. Write a sentence or two briefly

summarizing Brownell and Frieden’s proposed solution.
seems surprising, such as: the idea that sports and energy
beverages that are sugar-sweetened may not be good for you,
perhaps in relation to your own consumption of such drinks; or
the assertion that taxes on tobacco products “have been highly
effective in reducing consumption” (par. 3), considering how
many of your peers have chosen to be smokers or nonsmokers.
analyzing an assumption you find intriguing in Brownell and
Frieden’s proposal. For example:
Assumptions about the government’s role in solving health

problems. Brownell and Frieden explicitly argue in favor of
federal and/or state government actions to address public health
problems such as those related to obesity and tobacco use.
Why do Brownell and Frieden assume that government should
have a role in influencing people’s decisions about their own
health? In other words, why is the so-called “obesity epidemic”
a public policy problem?
Imposing taxes is one thing government can do. What other
actions could or should the government do to solve public
health problems?
Assumptions about research studies. Brownell and Frieden cite a
number of research studies, including a “meta-analysis,” a study
of previous studies.
Brownell and Frieden explain that the meta-analysis on which
they are relying examined studies that took three different
approaches — longitudinal, interventional, and correlational
— to determine whether there is a cause-effect relationship
between consuming sugar-sweetened beverages and obesity
(par. 2). Why do Brownell and Frieden assume it is important
to take a variety of approaches to a question like this? Do you
agree or disagree?
Brownell and Frieden also call into question studies that
arrived at a different “outcome,” arguing that these studies
“tend to be conducted by authors supported by the beverage
industry” (par. 2). Why do Brownell and Frieden assume it
matters who funded the research? Should it matter?
Proposal writers usually try to respond to readers’ likely objections

and questions by conceding or refuting them. How writers handle
objections and questions affects their credibility with readers, who
usually expect writers to be respectful of other points of view and to
take criticism seriously, while still arguing assertively for their
solution. Brownell and Frieden respond to five possible objections.
Notice that even though they devote more space to the first objection,
they present all of the objections and their refutations using the same
basic sentence pattern:
Some argue that … , but … (par. 5)
Objections have certainly been raised: that … , that … , that … , and that … . But … ,
… , and … (par. 6)
ANALYZE & WRITE

Write a paragraph or two analyzing and evaluating how Brownell and Frieden respond
to possible objections:
1. Reread paragraph 5. First, summarize the objection and Brownell and Frieden’s
reasons for refuting it. What cues do they provide to signal that an objection is
coming and to highlight their reasons? Why do you think they call their reasons
“considerations”? How convincing do you think these particular considerations
were likely to be for their original New England Journal of Medicine audience?
2. Reread paragraph 5, in which the authors respond to four other objections. What
cues do they provide to help you follow their argument? What reasons do
Brownell and Frieden give to refute these objections? Which refutations, if any, do
you think need further elaboration or support?
3. Given their purpose and audience, why do you think Brownell and Frieden focus
so much attention on the first objection, but choose to group the other four
objections together in a single paragraph?
James Benge
Adapting to the Disappearance of Honeybees
James Benge wrote the following proposal when he was a first-year college student.
His interest in science — and his knowledge about the disappearance of honeybees,
specifically — led him to consider solutions to this problem. To research the problem
and the solutions that other scholars have offered, he consults several scientific
studies, which he cites in his essay. Ultimately, though, Benge offers his own solution
to the problem, a solution that he believes gets at the root of the problem.
Before you read, consider what you know about honeybees. Are you familiar
with their importance to agriculture or that the number of honeybees is
decreasing?
As you read, consider who Benge assumes his audience is. Is it laypeople
unfamiliar with the subject? Biologists or other scientists knowledgeable about
the subject? A combination of the two? How do you know?
Let’s talk about honeybees. They’re loud, they sting, and they make
honey. The end. If only it were that easy. Honeybees are probably
the single most important component in almost all of agriculture. To
get a grasp of the impact these little guys have, we just need to
examine any one foodstuff and follow the trail it leaves. We spin the
wheel and land on almonds. Every August, billions of farm-grown
honeybees are released into the California Central Valley almond
orchards by being deceived that it is springtime. The almonds are
exported worldwide, bringing in billions of dollars; the husks are
sold as topsoil; and the rest is sold as cattle feed, all thanks to the
honeybee (Agnew). An article from Annals of Botany states that “70
percent of crops that account for about 35 percent of all agricultural
production depend to varying extents on pollinators” (Aizen et al.,
“How” 1585).
Unfortunately, a disturbing phenomenon is cropping up over the

globe that is sending not only farmers but economists into a
frenzied panic as this money-making godsend drops dead. Recent
studies have shown a severe drop in honeybees around the world,
and in the United States alone, losses have increased from “30 to 60
percent on the West Coast” to “as much as 70 percent in parts of the
East Coast and Texas” (Sylvers). Scientists are not entirely sure as to
what the source of the problem is, but accusations have ranged from
“mobile telephones” to “nanotechnology” (Neumann and Carreck 3).
Most of these claims have been debunked, and much of the drivel
has been weeded out as scientists have narrowed the biggest causes
down to three: stress, mites (Bjerga), and disease (Neumann and
Carreck).
The scientific community has coined a term for this phenomenon,

calling it “colony collapse.” The article “Does Infection by Nosema
ceranae Cause ‘Colony Collapse Disorder’ in Honey Bees (Apis
mellifera)?” presents at least one of the possible scenarios that could
cause this problem, and Robert J. Paxton has analyzed and theorized
that the pathogen Nosema ceranae is “potentially serious on the
individual [honeybee] and the colony.” He admits that his hypothesis
is unlikely to be the main cause of CCD (colony collapse disorder) in
North America, but possibly is in Spain. N. ceranae are a
microsporidia (impossible to detect without a microscope) that
infect hives within about eighteen months, in turn leading to colony
collapse (Paxton). Climate change is moving this once temperately
isolated pathogen to farther regions of the globe. So the problem
may not seem as widespread as the next suspect for CCD, but it is
worth further observation (Paxton).
Mites pose what could be a more serious cause of CCD. Varroa

destructor, a mite capable of rendering honeybees flightless, is the
second biggest factor of colony collapse. Though not globally
ferocious enough to be the leading cause of CCD, they could prove to
be the longest-lasting progenitor of this catastrophe. As mentioned
in the article “The Almond and the Bee,” “Mite treatments only work
for a while before the mites reproduce resistant strains, and render
the chemicals useless” (Agnew). While pathogens like N. ceranae can
be eliminated through pesticides, mites are far more adaptive, and
need to be handled more locally, as each case of mite-caused CCD
could be different.
Unfortunately, Nosema ceranae and Varroa destructor are just two of

many speculated contributors factoring into the cause of CCD. The
biggest suspect, by far, is the Israeli acute paralysis virus. The
United States Department of Agriculture (citing several studies done
on the virus) found that 96.1 percent of hives that suffered from CCD
also were found to have been infected with the Israeli virus. They
also discovered that the Israeli virus can also be carried by the
Varroa mite. Despite the compelling evidence, in a quote from the
USDA’s cited article “Genetic Survey Finds Association Between CCD
and Virus,” Jeffery S. Pettis admits that “what we have found is
strictly a strong correlation of the appearance of IAPV and CCD
together. We have not proven a cause-and-effect connection”
(Kaplan).
Let us pretend for a moment that all the honeybees have

disappeared from the face of the earth. Disease, a declination of
local habitat (Winfree et al.), and millions of years of nonstop work
have finally caught up to the honeybees. Without them, the world as
mankind knows it teeters on the brink of collapse as orchards can
no longer be pollinated, thus leaving no fruits, vegetables, or nuts
for people to eat, no husks or shells to supply to farms for food,
potentially eliminating both the meat and the dairy departments.
Fortunately, that is not something we have to endure (as far as
honeybees are concerned), for we have alternatives.
If we wanted to go down the route of flat-out replacing the

honeybee, then its relatives are the first place to look. Hymenoptera,
the order name for bees and wasps, along with ants and termites, is
the largest order of anything to ever crawl, walk, scuttle, swim, or fly
on Earth since day naught. The blue orchard bee, the wild squash
bee, and a wild berry pollinator called the osmia agalia are seen as
the next in line for desperate beekeepers (Bjerga). They are just as
reliable, and the diversity would be vital. However, as the exchange
rate goes, blue orchard bees, along with most of the other wild bees,
are a more expensive property than the honeybee, even with their
own rising price, but that is a short-term wall that could be
overcome through proper management.
Bees alone are not the only viable successors that scientists are
looking at. Oddly enough, crickets, from a different order entirely,
are being examined for their pollination abilities. The discovery is
recent, but as Annals of Botany shows, a nocturnal and undescribed
species of raspy cricket is capable of pollinating orchids (Micheneau
et al.). This may seem a little too niche for anyone to care, but there
is potential for domestication, expanding its pallet for what it can
pollinate. This could take years, and since there is no natural colony
mind-set in crickets, there will need to be managerial techniques for
managing the crickets as well.
The United States Department of Agriculture started its action plan

to combat CCD back in 2007. Enclosed in the document is a
scientifically driven, $7.7 million investigation (CCD Steering Comm.
2). The USDA is attacking the heavyweight causes head-on, despite
the proposed causes being simply correlative at the moment. Under
“Topic 4: Mitigative and Preventative Measures,” several
immediately accessible and financially reasonable solutions are
presented to fight these known causes, such as high concentrations
of ozone sprayed into hibernating beehives during winter to kill
pathogens and pesticides, localizing honeybees to reduce stress, and
studying local bumblebees, due to their similar ancestry, to
determine local causes for CCD (CCD Steering Comm. 22).
These are well-reasoned and intelligent solutions to the

disappearance of the honeybees, but it is hiding the real problem at
hand, and that is the homogeny of the pollinator industry.
Honeybees are not going to be around forever, yet the agricultural
industry is becoming more dependent on pollinators every year.
Since 1961, the American honeybee hive has been in decline by
about 1.79 percent per year even before the outbreak of CCD (Aizen
et al., “Long-Term” 1573). The only viable solution for beekeepers
and other farmers dependent on the honeybee is to expand
resources to cover multiple species of bees, as well as other
pollinators. If the true cause of CCD does lie somewhere with the
Varroa mite, the Israeli virus, or stress, the honeybee’s salvation will
not come overnight, if it even comes at all, and while the USDA’s
proposal can help preserve currently living honeybees, diversity is
the key to the survival of the industry.
Works Cited
Agnew, Singeli. “The Almond and the Bee.” The San Francisco Chronicle,
14 Oct. 2007. United States Department of Agriculture National
Agricultural Library, www.nal.usda.gov.
Aizen, Marcelo A., et al. “How Much Does Agriculture Depend on
Pollinators? Lessons from Long-Term Trends in Crop Production.”
Annals of Botany, vol. 103, no. 9, 2009, pp. 1579–88,
doi:10.1093/aob/mcp076.
. “Long-Term Global Trends in Crop Yield and Production
Reveal No Current Pollination Shortage but Increasing Pollinator
Dependency.” Current Biology, vol. 18, no. 20, 2008, pp. 1572–75,
doi:10.1016/j.cub.2008.08.066.
Bjerga, Alan. “Blue Orchard Bees Find Favor in Colony Collapse Disorder
Peril.” Bloomburg.com, 19 Oct. 2007. United States Department of
Agriculture National Agricultural Library, www.nal.usda.gov.
CCD Steering Committee. Colony Collapse Disorder Action Plan. United
States Department of Agriculture, 20 June 2007,
www.ars.usda.gov/is/br/ccd/ccd_actionplan.pdf.
Kaplan, Kim. “Genetic Survey Finds Association Between CCD and Virus.”
United States Department of Agriculture National Agricultural Library,
6 Sept. 2007, www.nal.usda.gov.
Micheneau, Claire, et al. “Orthoptera, a New Order of Pollinator.” Annals
of Botany, vol. 105, no. 3, 2010, pp. 335-64, doi:10.1093/aob/mcp299.
Neumann, Peter, and Norman L. Carreck. “Honey Bee Colony Losses.”
Journal of Apicultural Research, vol. 49, no. 1, 2010, pp. 1-6,
doi:10.3896/IBRA.1.49.1.01.
Paxton, Robert J. “Does Infection by Nosema ceranae Cause ‘Colony
Collapse Disorder’ in Honey Bees (Apis mellifera)?” Journal of
Apicultural Research, vol. 49, no. 1, 2010, pp. 80-84,
doi:10.3896/IBRA.1.49.1.11.
Sylvers, Eric. “Case of the Disappearing Bees Creates a Buzz.” The New
York Times, 22 Apr. 2007. United States Department of Agriculture
National Agricultural Library, www.nal.usda.gov.
Winfree, Rachel, et al. “A Meta-Analysis of Bees’ Responses to
Anthropogenic Disturbance.” Ecology, vol. 90, no. 8, 2009, pp. 2068-76,
doi:10.1890/08-1245.1.
READING FOR MEANING

Benge’s proposed solution and why he believes it is a better
solution than the alternatives he describes.
surprises you, such as Benge’s argument that “honeybees are
probably the single most important component in all of
agriculture” (par. 1) or that “crickets are being examined for
their pollination abilities” (par. 9).
analyzing an assumption you find intriguing in Benge’s essay.
For example:
Assumptions about laypeople’s interest in science. About the

potential uses of crickets, Benge writes, “This may seem a little
too niche for anyone to care but there is potential for
domestication, expanding its pallet for what it can pollinate”
(par. 9).
Do you agree that considering crickets as a successor to
honeybees is likely not of interest to laypeople? Does this
assumption accurately represent your level of interest in this
subject?
Where does Benge make other assumptions about the degree
of interest that laypeople may have in the disappearance of
honeybees? Are these assumptions revealed through the
content of his essay, his tone, or other elements of the essay?
Explain your answer.
Assumptions about the right way to solve the honeybee problem.

Benge claims in his conclusion: “These are well-reasoned and
intelligent solutions to the disappearance of the honeybees, but
they are hiding the real problem, and that is the homogeny of
the pollinator industry” (par. 10).
Benge concedes that the solutions he has reviewed in his
essay are viable, but argues that his solution actually
addresses the underlying problem and is, therefore, the best
solution. Does he provide enough detail about his solution
and why it is better to convince you of this?
Do you think there is a single “right way” — or at least, a best
way — to address any problem? What kind of problems lend
themselves to a single, best way? What kinds of problems
may have multiple, equally valid solutions?

It is important for proposal writers to anticipate readers’ objections
to their argument, as well as to alternative solutions. If writers
ignore possible objections or alternative solutions they run the risk
of seeming close-minded. Refusing to address these may also give
the impression that the writer doesn’t fully understand the issue or
that the argument cannot withstand criticism.
These are well-reasoned and intelligent solutions to the disappearance of the

honeybees , but they are hiding the real problem, and that is the homogeny of the
pollinator industry (par. 10).
ANALYZE & WRITE

Write a paragraph analyzing and evaluating Benge’s use of concession and refutation
in his final paragraph.
1. First, reread paragraph 10 and highlight Benge’s description of the other

solutions. What words does he use to describe these solutions?
2. Then identify Benge’s refutation and explain why he says these solutions are not
good enough.
3. Finally, evaluate how well Benge describes his own solution in relation to the
other solutions. Why and how is it different? Is there any additional information
you need about his solution to believe that it is superior to the others?
Writing to Learn Proposals

perhaps one by a classmate). Explain how (and, perhaps, how well) the selection works as a
proposal to solve a problem. Consider, for example, how it
identifies an existing problem and demonstrates its seriousness;

proposes a solution and shows that it would help solve the problem and is feasible —
not too costly or time-consuming;
anticipates and responds to likely objections to the proposed solution as well as any
alternative solutions readers might prefer;
is organized clearly and logically, making it easy for readers to follow the argument.
why?
A GUIDE TO WRITING PROPOSALS
a brief proposal of your own. This Guide to Writing offers detailed

Develop a project proposing a solution to a problem.
Choose a problem affecting a community or group to which you belong.

Research the problem and possible solutions.
Decide how to present the problem so that readers see it exists and is serious.
Find a solution that would help solve the problem and could be implemented without
being too costly or time consuming.
Address likely objections to your proposed solution as well as any alternative
solutions readers might prefer.
Organize the proposal in a way that is clear, logical, and convincing.
WRITING YOUR DRAFT
Choosing a Problem
problems as you can. When choosing a subject, keep in mind that
the problem must be
important to you and of concern to others;

solvable, at least in part;
one that you know a good deal about or can research in the time
you have.
Choosing a problem affecting a group to which you belong (for

example, as a classmate, teammate, participant in an online game
site, or garage band member) or a place you have worked (a coffee
shop, community pool, or radio station) gives you an advantage: You
can write as an expert. You know the history of the problem, you
know who to interview, and perhaps you have already thought about
possible solutions. Moreover, you know who to address and how to
persuade that audience to take action on your proposed solution.
If you already have a problem and possible solution(s) in mind, skip

this activity. If you need to find a problem, making a chart like the
one below can help you get started exploring creative solutions to
real-life problems related to your school, community, or workplace.
Problems Possible Solutions
School Can’t get Make them large

into lecture courses.
required Make them online or
courses hybrid courses.
Give priority to majors.
Community No safe Use school yards for

place for a er-school sports.
children to Get high-school
play students or senior
citizens to tutor kids.
Make pocket parks for
neighborhood play.
Offer programs for
kids at branch
libraries.
Work Inadequate Make a training video

training for or website.
new staff Assign experienced
workers to mentor
trainees (for bonus
pay).
Developing Your Proposal
The writing and research activities that follow will enable you to test
your problem and develop an argument supporting your proposed
solution.
Analyzing the Problem
Spend a few minutes thinking about what you and your readers
know about the problem and how you can convince your readers
that the problem you have identified is real and needs to be solved.
Brainstorm a List
Spend ten minutes listing everything you know about the problem.
Write quickly, leaving judgment aside for the moment. A er the ten
minutes are up, you can review your list and highlight or star the
most promising information.
Use Cubing
Probe the problem from a variety of perspectives:
Describe the problem.

Compare the problem to other, similar problems, or contrast it
with other, related problems.
Identify causes of the problem. (Consider immediate and
deeper causes.)
Consider the consequences of the problem. (Think about both
short-term and long-term consequences.)
Connect the problem to other problems in your experience.
Analyze the problem to identify those most affected by it or any
who benefit from it.
Apply the problem to a real-life situation.
Prove the Problem’s Existence and Seriousness
Use the sentence strategies below as a jumping-off point for

demonstrating the existence and seriousness of the problem.
Give an example to make the problem specific
► Recently, has been [in the news / in movies / a

political issue] because of [name event].
► Example: The neuronal circuit that underlies the brain’s
ability to read is subtly, rapidly changing — a change with
implications for everyone from the pre-reading toddler to the
expert adult (Wolf, par. 1).
Use a scenario or anecdote to dramatize the problem
► Many decades ago, in [name of place], a small rural

community not unlike many others across the country,
farmers started to see [their wages grow, their
crops disappear, their land lose value].
► Example: Once upon a time in a faraway land — the United
States following World War II — workers reaped what they
sowed. From 1947 through 1973, their income rose in lockstep
with increases in productivity (Meyerson, par. 1).
Cite statistics to show the severity of the problem

► It has recently been reported that percent of
[name group] are [specify
problem].
► Example: As economists Robert Gordon and Ian Dew-Becker
have established, the gains in workers’ productivity for the
past three decades have gone entirely to the wealthiest 10
percent (Meyerson, par. 1).
Describe the problem’s consequences
► According to [name expert / study],

[state problem] is affecting [name
affected group]: [insert quote from expert].
► Example: As Piper notes, human beings need a knowledge of
where they are in time and space that allows them to return
to things and learn from re-examination — what he calls the
“technology of recurrence” (Wolf, para. 8).
Show why readers should care about solving the problem
► We’re all in this together. is not a win-lose

proposition. If [name group] loses, we all lose.
► If we don’t try to solve , no one else will.
► Doing nothing will only make worse.
► We have a moral responsibility to do something about
Considering Your Readers

With your understanding of the problem in mind, write for a few
minutes to bring your intended readers into focus. Will you be
writing to all members of your group or to only some of them (a
committee that might supervise or evaluate the group, an individual
in a position of authority)? Briefly justify your choice of readers.
Now gauge the impact of the problem on your readers and the
attitudes they hold. How might these attitudes inform the solutions
they are likely to prefer?
Freewriting
Write without stopping for five or ten minutes about the problem’s
direct or indirect impact on your readers. Don’t stop to reflect or
consider; if you hit a roadblock, just keep coming back to the topic
or raise questions you could research later. At the end of the
specified time, review your writing and highlight or underline
promising ideas.
Considering Values
Comment on the values and attitudes of your readers and how they
have responded to similar problems in the past. Use these sentence
strategies as a jumping-off point:
► Some of my readers think is

[someone else’s responsibility / not that big a problem].
► Others see as a matter of
[fairness / human decency].
► Many complain about but do nothing because
solving it seems [too hard / too costly].
Finding a Tentative Solution
List at least three possible solutions to the problem. You may want to
consider using the following approaches to start:
Adapt a solution that has been tried or proposed for a similar

problem
► Example: Wolf notes that “there’s an old rule in neuroscience

that does not alter with age: use it or lose it . … We possess
both the science and the technology to identify and redress
the changes in how we read before they become entrenched”
(par. 11).
Focus on eliminating a cause or minimizing an effect of the problem
► Example: Benge’s solution to minimize the negative effects of

disappearing honeybees involves expanding and diversifying
the pollinator industry.
See the problem as part of a larger system, and explore solutions to

the system
► Example: Meyerson argues that because the problem stems
from “the redistribution of income from labor to capital,” any
solution must help redress the imbalance (par. 3).
Focus on solving a small part of the problem
► Example: Brownell and Frieden’s solution to obesity is to

reduce the consumption of sugared beverages through
taxation.
Look at the problem from different points of view
► Example: Consider what students, teachers, parents, or

administrators might think could be done to help solve the
problem.
Think of a specific example of the problem, and consider how you

could solve it
► Example: Benge could have focused on solving the problem of

disappearing honeybees in one particular region of the
United States.
Researching Your Proposal
In exploring the problem and considering possible solutions, you

may have identified questions you need to research. Doing research
with your questions and notes in mind will help you work efficiently.
But recognize that you might also find contradictory evidence that
leads you to rethink your ideas.
If you are proposing a solution to a problem about which others

have written, use the research strategies below to help you find out
what solutions others have proposed or tried. You may also use
these strategies to find out how others have defined the problem and
demonstrated its seriousness.
Enter keywords or phrases related to your solution (or problem)

into the search box of an all-purpose database such as Academic
One File (Gale) or Academic Search Complete (EBSCOHost) to find
relevant articles in magazines and journals; a database like
LexisNexis to find articles in newspapers; or library catalogs to
find books and other resources. (Database names may change,
and what is available will differ from school to school. Some
libraries may even combine all three into one search link on the
library’s home page. Ask a librarian if you need help.) James
Benge could have tried a combination of keywords, such as
colony collapse and pollinators, or a variation on his terms
(honeybee crisis) to find relevant articles.
Bookmark or keep a record of the URLs of promising sites, and
download or copy information you could use in your essay.
When available, download PDF files rather than HTML files
because PDFs are likely to include visuals such as graphs and
charts. If you copy and paste relevant information from sources
into your notes, be careful to distinguish carefully between all
material from sources and your own ideas. Remember to record
source information with care and to cite and document any
sources you use, including visuals and interviews.
To learn more about finding information, avoiding plagiarism, or documenting sources, see
Chapter 12.
Supporting Your Solution
Write down plausible reasons why your solution should be heard or

tried. Then review your list and highlight the strongest reasons, the
ones most likely to persuade your readers. Write for a few minutes
about the single most convincing reason. The sentence strategies
below can help you explain how your solution could help solve the
problem:
It would eliminate a cause of the problem
► Research by shows it would reduce

.
It has worked elsewhere
► It works in , , and , as
studies evaluating it by and show.
It would change people’s behavior

► would [discourage / encourage] people to
.
Anticipating Readers’ Objections
Write a few sentences defending your solution against each of the

following predictable objections:
It won’t really solve the problem.

I’m comfortable with things as they are.
We can’t afford it.
It will take too long.
People won’t do it.
Too few people will benefit.
It’s already been tried, with unsatisfactory results.
You’re making this proposal because it will benefit you
personally.
For your proposal to succeed, readers must be convinced to take the

solution seriously. Try to imagine how your prospective readers will
respond.
Responding to Alternative Solutions
Identify two or three other solutions that your readers may prefer.
Choose the one that poses the most serious challenge to your
proposed solution. Then write a few sentences comparing your
solution with the alternative one, weighing the strengths and
weaknesses of each. Explain how you might demonstrate to readers
that your solution has more advantages and fewer disadvantages
than the alternative. (You may need to conduct additional research
to respond to alternative solutions.)
Formulating a Working Thesis
A working thesis will keep you focused as you dra and revise your
essay. The thesis statement in a proposal should offer the solution
and may also identify the problem. Particularly complex problems
may require complex solutions. Notice in the examples below that
both writers offer multi-pronged proposals that act as their thesis
statements.
1. Create four-year degree programs in football and basketball.

2. Extend the time limit on athletic scholarships by two years.
3. Allow a competitive marketplace to determine the
compensation of college athletes (Shughart II, pars. 4–15).
1. Legislate wage hikes in states and cities.

2. Link corporate tax rates to worker productivity increases and
CEO-employee pay ratios.
3. Make corporations responsible for all their workers.
4. Raise taxes on capital income and redistribute it to labor
(Meyerson, pars. 7–17).
As you dra your own thesis statement, consider whether breaking

it out into parts as in the examples above will help you convey to
your reader the complexities of both the problem you have detailed
and the solution(s) you propose. Although you will probably refine
your thesis statement as you dra and revise your essay, trying now
to articulate it will help give your planning and dra ing direction
and impetus.
Citing Statistics to Establish the Problem’s Existence and Seriousness
Statistics can be helpful in establishing that a problem exists and is

serious. Kelly Brownell and Thomas Frieden use statistics for this
purpose. Note that Brownell and Frieden present some of their
statistics in the form of graphs. To define the problem, writers o en
use statistics in the form of percentages (underlined in the first
example) or numbers (boldface in the second example).
… beverages now account for 10 to 15 percent of the calories consumed by children

and adolescents (Brownell and Frieden, par. 2).
Percentages can seem quite impressive, but sometimes, without the

raw numbers, readers may not appreciate just how remarkable the
percentages really are. In the following example, Wong uses raw
numbers towards the end of her argument to make a rhetorical
point and show how little effort accommodation would be for
restaurants:
If cafes can offer four types of milk for espresso drinks and restaurants 50 types of
wine and beer, small businesses and large corporations can manage offering two
types of straws (Wong, par 14).
For statistics to be persuasive, they must be from sources that

readers consider reliable. Researchers’ trustworthiness, in turn,
depends on their credentials as experts in the field they are
investigating and also on the degree to which they are disinterested,
or free from bias. Brownell and Frieden rely on their own expertise
in the fields of psychology and public health, respectively, and also
cite statistics from authoritative studies and sources.
For more on finding relevant sources of information, see “Evaluating Sources” in Chapter 12.
To find statistics relating to the problem (or possible solution) you

are writing about, explore the state, local, or tribal sections of
www.usa.gov, the U.S. government’s official Web portal, or visit the
Library of Congress page State Government Information and follow
the links. In particular, visit the U.S. Census Bureau’s website, which
offers reliable statistics on a wide variety of issues.
Including Visuals and Other Media
Think about whether visuals — drawings, photographs, tables, or

graphs — would strengthen your proposal. Notice the graphs
Brownell and Frieden include in their proposal “Ounces of
Beverages”. Each graph has a heading and a caption that indicates
where the data comes from. Brownell and Frieden apparently
created the graphs themselves.
For help with proper citation for visuals, see “Citing and Documenting Sources in MLA Style”
in Chapter 12.
Consider constructing your own visuals, scanning materials from

books and magazines, or downloading them from the Internet. If
you submit your essay electronically to other students and your
instructor or if you post it on a website, you might consider
including video and audio clips as well as still images. Be sure to
obtain permission, as we did, if your proposal will be read outside
your classroom.
Organizing Your Proposal Effectively for Your Readers
The basic parts of a proposal argument are quite simple:
1. the problem
2. the solution
3. the reasons in support of the solution
4. a response to objections or alternative solutions readers might
propose
This simple plan is nearly always complicated by other factors,

however. In outlining your material, you must take into
consideration many other details, such as whether readers already
recognize the problem, how much agreement exists on the need to
solve the problem, how much attention should be given to
alternative solutions, and how many objections and questions by
readers should be expected. If you are writing primarily for readers
who acknowledge that the problem exists and are open to your
solution, you might begin with a brief introduction that ends with
your thesis statement and conclude by urging your readers to action.
If you are writing primarily for readers who do not recognize the
problem or are likely to prefer alternative solutions, however, you
may need to begin by establishing common ground and
acknowledging alternative ways readers may see the problem, and
then concede the strengths of alternative solutions before launching
fully into your own proposal; you may want to conclude by
reiterating the values you share with your readers.
Dra ing Your Proposal
to focus and define a problem, and develop a solution to it;

to support your solution with reasons and evidence your
readers will find persuasive;
to refute or concede objections and alternative solutions;
to organize your ideas to make them clear, logical, and effective
for readers.

regarding the basic features and strategies typical of proposal
writing. (If you want to make specific suggestions for improving the
dra , see “Troubleshooting Your Dra ” later in this chapter.) Also,
be sure to respond to any specific concerns the writer has raised
about the dra . The Troubleshooting Your Dra guide that follows
will help you reread your own dra with a critical eye, sort through
any feedback you’ve received, and consider a variety of ways to
improve your dra .
A PEER REVIEW GUIDE
How effective is the presentation of the problem?
What’s Working Well: Let the writer know where the problem is
especially well presented — for example, where statistics,
examples, or other details help readers grasp the seriousness of
the problem, or where visuals such as graphs or photographs
impress upon readers the need to solve the problem.

presentation of the problem could be improved — for example,
where the effects of the problem could be made vivid, where the
problem’s urgency could be better emphasized, or where the
problem’s future impact could be shown.
How convincing is the argument supporting the proposed

solution?
What’s Working Well: Indicate a passage where the argument is

well done — for example, where a similar solution has been
shown to work effectively, where steps for implementing the
solution are set out clearly, or where the costs are shown to be
reasonable.

argument could be improved — for example, where additional
examples, facts, statistics, or research studies could be used to
demonstrate that the solution is feasible, cost-effective, and
would indeed help to solve the problem.
How effective is the writer’s response to objections and

alternative solutions?

responds effectively — for example, refuting an objection to the
proposed solution with concrete evidence or recognized
authorities, showing that an alternative solution would have
negative side effects, or comparing the feasibility of the
proposed solution to an alternative that readers may favor.
What Needs Improvement: Tell the writer where a response is

needed or could be more effective — for example, where a valid
objection to the proposed solution could be conceded or an
invalid objection refuted, or where an alternative solution could
be shown to take more time and be more costly than the
proposed solution.
How clear and logical is the organization?
What’s Working Well: Mark any parts of the essay that seem
notably well organized — for example, where the thesis
statement clearly identifies the proposed solution, where topic
sentences identify the main points, or where logical transitions
make the argument easy to follow.
What Needs Improvement: Identify any aspect of the

organization that needs improvement — for example, where the
thesis could be introduced earlier, where topic sentences could
be clearer, or where logical transitions could be added.
Revising Your Dra
Revising means reenvisioning your dra — seeing it in a new way,

given your purpose audience, as well as the feedback from the peer
review. Don’t hesitate to cut unconvincing material, add new
material, and move passages around. The following chart may help
you strengthen your proposal.

To Introduce the Problem More Effectively
If readers Discuss the problem’s history or

doubt that the describe its effects on real people.
problem exists Add information — statistics,
or that it is very examples, studies, and so on — that
serious, your audience is likely to find
persuasive or that they can relate to.
Consider adding visuals, such as
graphs, tables, or charts, if these
would help clarify the problem for
your audience.
To Strengthen the Support for the Proposed Solution
If the solution Describe the solution in more detail.

being proposed Outline the steps of its
is not clear, implementation.
Add a visual illustrating the solution.
If readers are Explain how the solution addresses

not convinced specific aspects of the problem.
that the Point out where else a similar solution
proposed has worked.
solution would Cite experts or research studies.
solve the
problem,
To Improve the Response to Objections and Alternative
Solutions
If objections to Acknowledge valid objections and

the solution modify your solution to concede them.
have not been Refute invalid objections by presenting
adequately reasons and supporting evidence.
addressed,
If alternative Address alternative solutions directly,

solutions acknowledging their strengths as well
preferred by as their weaknesses.
readers have Try to show why your solution is
not been preferable — for example, it is easier to
adequately implement, costs less, takes less time,
addressed, has fewer negative side effects, and
would garner more support.
To Make the Organizational Plan More Effective
If the essay is Mark each part of the proposal more

hard to follow, clearly with explicit topic sentences
and transitions or headings.
Add a forecasting statement.

From our research on student writing, we know that proposal

writers tend to refer to the problem or solution by using the
pronoun this or that ambiguously. Edit carefully any sentences with
this or that to ensure that a noun immediately follows the pronoun
to make the reference clear. Check a writer’s handbook for help with
this potential problem.
Reflecting on Proposals to Solve a

Problem
In this chapter, you have critically read several proposals and have written one of your own.
To better remember what you have learned, pause now to reflect on the reading and writing
activities you completed in this chapter.
achievement.
you — perhaps by helping you understand a problem in your dra or by helping you
2. Reflect more generally on proposals, a genre of writing that plays an important role in
our society. Consider some of the following questions:
How confident do you feel about making a proposal that might lead to
improvements in the functioning of a group or community? Does your proposal
attempt to bring about fundamental or minor change in the group?
Whose interest would be served by the solution you propose? Who else might be
affected? In what ways does your proposal challenge the status quo in the group?
What contribution might essays proposing solutions to problems make to our
society that other genres of writing cannot make?
3. By reflecting on what you have learned about writing proposals to solve problems,
CHAPTER 11
Multi-Genre Writing: Pulling
It All Together
So far, each chapter in this textbook has focused on a specific genre,

or type, of writing, from autobiography and evaluation to arguing
for a position and speculating about causes or effects. Unlike the
others, though, this chapter demonstrates how writing o en fits into
multiple genres simultaneously. For example, a proposal to solve a
problem might include an evaluation of possible solutions as well as
a story from the writer’s life (autobiography) that shows why finding
a solution is crucial. In fact, Chapter 5 on reflective writing
describes the genre of reflection as incorporating elements of
autobiographical and observational writing. If you have read the
selections in that chapter, you are already familiar with multi-genre
writing. As you read this chapter’s selections, notice how the writers
draw on features from across genres to persuade, inspire, or
entertain readers. Then use what you’ve learned from the genre-
specific writing you’ve already done to create a compelling multi-
genre composition of your own.
MULTI-GENRE WRITING
You may think that multi-genre writing is rare, but all kinds of
writers from bloggers to journalists to scholars draw on multiple
genres to strengthen their writing and meet their goals, as the
following examples suggest:
A blogger writes a reflective blog post on the relationship her

spouse developed with her dysfunctional family. She presents
several occasions that describe his encounters with various
members of her family and uses features from the
autobiographical genre to narrate these encounters and vividly
present the people in them. Drawing on the features of
observational writing, the blogger moves between the roles of
spectator and participant as she conveys her perspective on the
subject.
A community activist fights to preserve a neighborhood park
from development by writing a proposal for the town council
that begins by demonstrating that the problem exists and is
serious, goes on to narrate the importance of the park to his
own life, speculates about problems that eliminating the park
may cause, evaluates other locations in the neighborhood for
the proposed development, and concludes with an analysis of
the feasibility of an alternative location.
For a geology class, a student writes a research paper on the
scientific concept of deep time. She uses features of the concept
explanation genre to define and illustrate the concept and to
integrate sources smoothly. She also draws on the genre of
position arguments to assert her thesis that understanding deep
time is especially important to understanding climate change,
as well as to respond to objections and alternative positions
fairly and credibly.
Thinking about Multi-Genre Writing

Write a paragraph or two about an occasion when you encountered multi-genre writing.
(such as a friend rather than a teacher, or a group of your peers rather than a
gathering of their parents) shaped the piece of writing. How was the tone tailored to
appeal to them — informal, perhaps, for friends, more formal for parents or teachers?
What was the main purpose? Did one of the genres seem more prevalent than others
and, perhaps, dictate the piece’s main purpose?
How would you rate the rhetorical sensitivity with which the argument was presented?
A GUIDE TO READING MULTI-
GENRE ESSAYS
This guide introduces you to multi-genre writing by inviting you to
analyze an essay on health care by Atul Gawande that uses the
primary genre of explaining concepts while also drawing on
features from observational writing and position arguments. You
may notice features from other genres in Gawande’s essay, too. This
is because genres are essentially a way of categorizing texts in order
to understand their composition and purpose. The three genres
used to discuss Gawande’s essay are simply those we want to
highlight in the activities and prompts for this reading.
Unlike previous Guides to Reading, Gawande’s essay is not

annotated. We encourage you to annotate it yourself, practicing
academic habits of mind such as curiosity, openness, and
persistence in order to engage with and understand this
complex multi-genre reading.
Reading for meaning will help you understand how Gawande
uses features from these three genres to define the concept of
incremental care, convey his perspective on the subject, and to
argue his position about the importance of incremental care.
Reading like a writer will help you recognize which features of
each genre are represented and consider how the writer
combines these features to create a complex, compelling piece
of writing.
For more on concept explanations, see Chapter 6.
The following strategies are typical of concept explanations:
1. Using appropriate writing strategies: defining, illustrating,

comparing and contrasting, and showing causes and effects
2. Organizing the information clearly and logically
3. Integrating sources smoothly
For more on observational writing, see Chapter 4.
The following strategies are typical of observational writing:
1. Deciding whether to take the role of a spectator or a participant

2. Determining what information to include and how to present it
3. Organizing the information in a way that will be entertaining to
readers
For more on position arguments, see Chapter 8.
The following strategies are typical of position arguments:
1. Presenting the controversial issue fairly and credibly

2. Asserting a clear position
3. Arguing directly for it with reasonable evidence
4. Responding to objections and alternative positions fairly
Atul Gawande
The Heroism of Incremental Care
Atul Gawande (b. 1965) is a surgeon at Brigham and Women’s Hospital in Boston, MA,
and a professor in the Department of Health Policy and Management at the Harvard
T. H. Chan School of Public Health and Harvard Medical School. He is also CEO of a
nonprofit company, a joint venture among J. P. Morgan, Amazon, and Berkshire
Hathaway, that seeks to lower health care costs for their employees. Gawande has
written for The New Yorker, published four New York Times bestselling books, and has
won several awards for his writing and research, including a MacArthur Fellowship.
The essay below was published in The New Yorker in 2017.
► Genres: Explaining Concepts, Observation, Arguing for a Position

Before you read, think about how you view doctors. Do you see them as
heroes, everyday people, or have you not thought much about their status?
Has a doctor ever changed your life or the life of a friend or family member?
As you read, consider why Gawande sets the scene of his visit with Haynes
with such specificity in paragraphs 21–24.
By 2010, Bill Haynes had spent almost four decades under attack
from the inside of his skull. He was fi y-seven years old, and he
suffered from severe migraines that felt as if a drill were working
behind his eyes, across his forehead, and down the back of his head
and neck. They le him nauseated, causing him to vomit every half
hour for up to eighteen hours. He’d spend a day and a half in bed,
and then another day stumbling through sentences. The pain would
gradually subside, but o en not entirely. And a er a few days a new
attack would begin.
Haynes (I’ve changed his name, at his request) had his first migraine
at the age of nineteen. It came on suddenly, while he was driving.
He pulled over, opened the door, and threw up in someone’s yard. At
first, the attacks were infrequent and lasted only a few hours. But by
the time he was thirty, married, and working in construction
management in London, where his family was from, they were
coming weekly, usually on the weekends. A few years later, he began
to get the attacks at work as well.
He saw all kinds of doctors — primary-care physicians, neurologists,

psychiatrists — who told him what he already knew: he had chronic
migraine headaches. And what little the doctors had to offer didn’t
do him much good. Headaches rank among the most common
reasons for doctor visits worldwide. A small number are due to
secondary causes, such as a brain tumor, cerebral aneurysm, head
injury, or infection. Most are tension headaches — diffuse, muscle-
related head pain with a tightening, non-pulsating quality — that
generally respond to analgesics, sleep, neck exercises, and time.
Migraines afflict about ten per cent of people with headaches, but a
much larger percentage of those who see doctors, because
migraines are difficult to control.
Migraines are typically characterized by severe, disabling, recurrent

attacks of pain confined to one side of the head, pulsating in quality
and aggravated by routine physical activities. They can last for hours
or days. Nausea and sensitivity to light or sound are common. They
can be associated with an aura — visual distortions, sensory
changes, or even speech and language disturbances that herald the
onset of head pain.
Although the cause of migraines remains unknown, a number of

treatments have been discovered that can either reduce their
occurrence or alleviate them once they occur. Haynes tried them all.
His wife also took him to a dentist who fitted him with a mouth
guard. A er seeing an advertisement, she got him an electrical
device that he applied to his face for half an hour every day. She
bought him hypnotism tapes, high-dosage vitamins, magnesium
tablets, and herbal treatments. He tried everything enthusiastically,
and occasionally a remedy would help for a brief period, but
nothing made a lasting difference.
Finally, desperate for a change, he and his wife quit their jobs,
rented out their house in London, and moved to a cottage in a rural
village. The attacks eased for a few months. A local doctor who had
migraines himself suggested that Haynes try the cocktail of
medicines he used. That helped some, but the attacks continued.
Haynes seesawed between good periods and bad. And without work
he and his wife began to feel that they were vegetating.
On a trip to New York City, when he turned fi y, they decided they

needed to make another big change. They sold everything and
bought a bed-and-breakfast on Cape Cod. Their business thrived,
but by the summer of 2010, when Haynes was in his late fi ies, the
headaches were, he said, “knocking me down like they never had
before.” Doctors had told him that migraines diminish with age, but
his stubbornly refused to do so. “During one of these attacks, I
worked out that I’d spent two years in bed with a hot-water bottle
around my head, and I began thinking about how to take my life,” he
said. He had a new internist, though, and she recommended that he
go to a Boston clinic that was dedicated to the treatment of
headaches. He was willing to give it a try. But he wasn’t hopeful.
How would a doctor there do anything different from all the others
he’d seen?
That question interested me, too. I work at the hospital where the
clinic is based. The John Graham Headache Center, as it’s called, has
long had a reputation for helping people with especially difficult
cases. Founded in the nineteen-fi ies, it now delivers more than
eight thousand consultations a year at several locations across
eastern Massachusetts. Two years ago, I asked Elizabeth Loder,
who’s in charge of the program, if I could join her at the clinic to see
how she and her colleagues helped people whose problems had
stumped so many others. I accompanied her for a day of patient
visits, and that was when I met Haynes, who had been her patient
for five years. I asked her whether he was the worst case she’d seen.
He wasn’t even the worst case she’d seen that week, she said. She
estimated that sixty per cent of the clinic’s patients suffer from daily,
persistent headaches, and usually have for years.
In her examination room, with its white vinyl floor and sanitary-
paper-covered examination table against the wall, the fluorescent
overhead lights were turned off to avoid triggering migraines. The
sole illumination came from a low-wattage table lamp and a
desktop-computer screen. Sitting across from her first patient of the
day, Loder, who is fi y-eight, was attentive and unhurried, dressed
in plain black slacks and a freshly pressed white doctor’s coat, her
auburn hair tucked into a bun. She projected both professional
confidence and maternal concern. She had told me how she begins
with new patients: “You ask them to tell the story of their headache
and then you stay very quiet for a long time.”
The patient was a reticent twenty-nine-year-old nurse who had come

to see Loder about the chronic daily headaches she’d been having
since she was twelve. Loder typed as the woman spoke, like a
journalist taking notes. She did not interrupt or comment, except to
say, “Tell me more,” until the full story emerged. The nurse said that
she enjoyed only three or four days a month without a throbbing
headache. She’d tried a long list of medications, without success.
The headaches had interfered with college, relationships, her job.
She dreaded night shi s, since the headaches that came a erward
were particularly awful.
Loder gave a sympathetic shake of her head, and that was enough to
win the woman’s confidence. The patient knew that she’d been
heard by someone who understood the seriousness of her problem
— a problem invisible to the naked eye, to blood tests, to biopsies,
and to scans, and o en not even believed by co-workers, family
members, or, indeed, doctors.
She reviewed the woman’s records — all the medications she’d taken,
all the tests she’d undergone — and did a brief examination. Then we
came to the moment I’d been waiting for, the moment when I would
see what made the clinic so effective. Would Loder diagnose a
condition that had never been suspected? Would she suggest a
treatment I’d never heard of? Would she have some special
microvascular procedure she could perform that others couldn’t?
The answer was no. This was, I later came to realize, the key fact
about Loder’s capabilities. But I didn’t see it that day, and I was never
going to see it in any single visit.
She started, disappointingly, by lowering expectations. For some

ninety-five per cent of patients who see her, including this woman,
the diagnosis is chronic migraines. And for chronic migraines, she
explained, a complete cure was unlikely. Success meant that the
headaches became less frequent and less intense, and that the
patients grew more confident in handling them. Even that progress
would take time. There is rarely a single, immediate remedy, she
said, whether it was a drug or a change in diet or an exercise
regimen. Nonetheless, she wanted her patients to trust her. Things
would take a while — months, sometimes longer. Success would be
incremental.
She asked the woman to keep a headache diary using a form she
gave her to rate the peak level and hours of headache each day. She
explained that together they would make small changes in
treatments and review the diary every few months. If a regimen
produced a greater than fi y-per-cent reduction in the number and
severity of the headaches, they’d call that a victory.
Haynes told me that Loder gave him the same speech when he first
saw her, in 2010, and he decided to stick with her. He liked how
methodical she was. He kept his headache diary faithfully. They
began by formulating a “rescue plan” for managing his attacks.
During an attack, he o en vomited pills, so she gave him a supply of
non-narcotic rectal suppositories for fast-acting pain relief and an
injectable medicine if they didn’t work. Neither was pleasant to take,
but they helped. The peak level and duration of his attacks
diminished slightly. She then tried changing the medications he
used for prevention. When one medicine caused side effects he
couldn’t tolerate, she switched to another, but that one didn’t
produce any reduction in headaches. He saw her every three
months, and they kept on measuring and adjusting.
The most exotic thing they tried was Botox — botulinum-toxin

injections — which the F.D.A. had approved for chronic migraines in
2010. She thought he might benefit from injections along the
muscles of his forehead. Haynes’s insurer refused to cover the cost,
however, and, at upwards of twelve hundred dollars a vial, the
treatment was beyond what he could afford. So Loder took on the
insurer, and a er numerous calls and almost a year of delays
Haynes won coverage.
A er the first few rounds of injections — each treatment lasts three
months and is intended to relax but not paralyze the muscles —
Haynes noticed no dramatic change. He was on four medications for
prevention, including the Botox, and had four escalating rescue
treatments that he could resort to whenever a bad headache began
to mount. Three years had passed, and progress had been minimal,
but Loder was hopeful.
“I am actually quite optimistic about his long-term outlook for

improvement,” she wrote in her notes that spring. “I detect slow but
steady progress. In particular, the extremes of headache at the
upper end have come down nicely and vomiting is much less of a
problem. That, in my experience, is a clear sign of regression.”
Haynes wasn’t so sure. But a er another year or so of adjustments
he, too, began to notice a difference. The interval between bad
attacks had lengthened to a week. Later, it stretched to a month.
Then even longer.
When I met Haynes, in 2015, he’d gone more than a year without a
severe migraine. “I haven’t had a dreadful attack since March 13,
2014,” he said, triumphantly. It had taken four years of effort. But
Loder’s systematic incrementalism had done what nothing else had.
I later went to visit Haynes and his wife at their lovely nine-room inn
on the Cape. He was tall and lanky, with a John Cleese mustache and
the kind of wary astonishment I imagine that men released a er
years in prison have. At sixty-two, he was savoring experiences he
feared he’d never get to have in his life.
“I’m a changed person,” he said. “I’ve a bubbliness in my life now. I

don’t feel at threat. We can arrange dinner parties. I’m not the social
cripple that I was. I’m not going to let anyone down anymore. I’m
not going to let my wife down anymore. I was a terrible person to
live with. That’s gone from my life.”
Migraines had ruled his life for more than four decades. For the first
time, he could read a book all the way through. He could take jet
flights without fear of what the air pressure might do to his head.
His wife couldn’t say enough about the difference.
“It’s almost a miracle,” she said. “It has been life-changing for me. It
makes me so happy that he’s not ill. I feel good about my future. We
can look forward together.”
Recently, I checked in again, and he hadn’t had another headache.

Haynes doesn’t like to think about what would have happened if he
hadn’t found the headache clinic. He wished he’d found it decades
earlier. “Dr. Loder saved my life,” he said.
We have a certain heroic expectation of how medicine works.

Following the Second World War, penicillin and then a ra of other
antibiotics cured the scourge of bacterial diseases that it had been
thought only God could touch. New vaccines routed polio,
diphtheria, rubella, and measles. Surgeons opened the heart,
transplanted organs, and removed once inoperable tumors. Heart
attacks could be stopped; cancers could be cured. A single
generation experienced a transformation in the treatment of human
illness as no generation had before. It was like discovering that
water could put out fire. We built our health-care system,
accordingly, to deploy firefighters. Doctors became saviors.
But the model wasn’t quite right. If an illness is a fire, many of them
require months or years to extinguish, or can be reduced only to a
low-level smolder. The treatments may have side effects and
complications that require yet more attention. Chronic illness has
become commonplace, and we have been poorly prepared to deal
with it. Much of what ails us requires a more patient kind of skill.
I was drawn to medicine by the aura of heroism — by the chance to

charge in and solve a dangerous problem. I loved learning how to
unravel diagnostic mysteries on the general-medicine ward, and
how to deliver babies in the obstetrics unit, and how to stop heart
attacks in the cardiology unit. I worked in a DNA virus lab for a time
and considered going into infectious diseases. But it was the
operating room that really drew me in.
I remember seeing a college student with infectious mononucleosis,

caused by the very virus I was studying in the lab — the Epstein-Barr
virus. The infection causes the spleen to enlarge, and in rare cases it
grows so big that it spontaneously ruptures, producing major
internal bleeding. This is what happened to the student. He arrived
in our emergency department in hemorrhagic shock. His pulse was
rapid and thready. The team could barely detect a blood pressure.
We rushed him to the operating room. By the time we got him on the
table and under anesthesia, he was on the verge of cardiac arrest.
The resident opened the young man’s belly in two moves: with a
knife he made a swi , decisive slash down the middle, through the
skin, from the rib cage to below his umbilicus, then with open-jawed
scissors pushed upward through the linea alba — the tough fibrous
tendon that runs between the abdominal muscles — as if it were
wrapping paper. A pool of blood burst out of him. The resident
thrust a gloved hand into the opening. The attending surgeon stood
across from him, asking, in a weirdly calm, quiet voice, almost
under his breath, “Have you got it?”
Pause.
“Now?”
Pause.
“You have thirty more seconds.”
Suddenly, the resident had freed the spleen and li ed it to the

surface. The organ was fleshy and heavy, like a sodden loaf of bread.
A torrent of blood poured out of a fissure on its surface. The
attending surgeon put a clamp across its tether of blood vessels. The
bleeding stopped instantly. The patient was saved.
How can anyone not love that? I knew there was a place for
prevention and maintenance and incremental progress against
difficult problems. But this seemed like the real work of saving lives.
Surgery was a definitive intervention at a critical moment in a
person’s life, with a clear, calculable, frequently transformative
outcome.
Fields like primary-care medicine seemed, by comparison, squishy

and uncertain. How o en could you really achieve victories by
inveigling patients to take their medicines when less than half really
do; to lose weight when only a small fraction can keep it off; to quit
smoking; to deal with their alcohol problem; to show up for their
annual physical, which doesn’t seem to make that much difference
anyway? I wanted to know I was doing work that would matter. I
decided to go into surgery.
Not long ago, I was talking to Asaf Bitton, a thirty-nine-year-old

internist I work with, about the contrast between his work and
mine, and I made the mistake of saying that I had more
opportunities to make a clear difference in people’s lives. He was
having none of it. Primary care, he countered, is the medical
profession that has the greatest over-all impact, including lower
mortality and better health, not to mention lower medical costs.
Asaf is a recognized expert on the delivery of primary health care
around the world, and, over the next few days, he sent me evidence
for his claims.
He showed me studies demonstrating that states with higher ratios

of primary-care physicians have lower rates of general mortality,
infant mortality, and mortality from specific conditions such as
heart disease and stroke. Other studies found that people with a
primary-care physician as their usual source of care had lower
subsequent five-year mortality rates than others, regardless of their
initial health. In the United Kingdom, where family physicians are
paid to practice in deprived areas, a ten-per-cent increase in the
primary-care supply was shown to improve people’s health so much
that you could add ten years to everyone’s life and still not match the
benefit. Another study examined health-care reforms in Spain that
focussed on strengthening primary care in various regions — by, for
instance, building more clinics, extending their hours, and paying
for home visits. A er ten years, mortality fell in the areas where the
reforms were made, and it fell more in those areas which received
the reforms earlier. Likewise, reforms in California that provided all
Medicaid recipients with primary-care physicians resulted in lower
hospitalization rates. By contrast, private Medicare plans that
increased co-payments for primary-care visits — and thereby
reduced such visits — saw increased hospitalization rates. Further,
the more complex a person’s medical needs are the greater the
benefit of primary care.
I finally had to submit. Primary care, it seemed, does a lot of good
for people — maybe even more good, in the long run, than I will as a
surgeon. But I still wondered how. What, exactly, is the primary-care
physician’s skill? I visited Asaf’s clinic to see.
The clinic is in the Boston neighborhood of Jamaica Plain, and it has

three full-time physicians, several part-timers, three physician
assistants, three social workers, a nurse, a pharmacist, and a
nutritionist. Together, they get some fourteen thousand patient
visits a year in fi een clinic rooms, which were going pretty much
non-stop on the day I dropped by.
People came in with leg pains, arm pains, belly pains, joint pains,
head pains, or just for a checkup. I met an eighty-eight-year-old man
who had survived a cardiac arrest in a parking lot. I talked to a
physician assistant who, in the previous few hours, had
administered vaccinations, cleaned wax out of the ears of an elderly
woman with hearing trouble, adjusted the medications of a man
whose home blood-pressure readings were far too high, and
followed up on a patient with diabetes.
The clinic had a teeming variousness. It didn’t matter if patients had

psoriasis or psychosis, the clinic had to have something useful to
offer them. At any given moment, someone there might be suturing
a laceration, lancing an abscess, aspirating a gouty joint, biopsying a
suspicious skin lesion, managing a bipolar-disorder crisis, assessing
a geriatric patient who had taken a fall, placing an intrauterine
contraceptive device, or stabilizing a patient who’d had an asthma
attack. The clinic was licensed to dispense thirty-five medicines on
the premises, including steroids and epinephrine, for an
anaphylactic allergic reaction; a shot of ce riaxone, for newly
diagnosed gonorrhea; a dose of doxycycline, for acute Lyme disease;
or a one-gram dose of azithromycin for chlamydia, so that someone
can directly observe that the patient swallows it, reducing the
danger that he or she will infect someone else.
“We do the things you really don’t need specialists for,” a physician
assistant said. And I saw what a formidably comprehensive range
that could be. Asaf — Israeli-born and Minnesota-raised, which
means that he’s both more talkative and happier than the average
Bostonian — told me about one of his favorite maneuvers. Three or
four times a year, a patient comes in with disabling episodes of
dizziness because of a condition called benign positional vertigo. It’s
caused by loose particles of calcified debris rattling around in the
semicircular canal of the inner ear. Sometimes patients are barely
able to stand. They are nauseated. They vomit. Just turning their
head the wrong way, or rolling over in bed, can bring on a bout of
dizziness. It’s like the worst seasickness you can imagine.
“I have just the trick,” he tells them.
First, to be sure he has the correct diagnosis, he does the Dix-

Hallpike test. He has the patient sit on the examination table, turns
his head forty-five degrees to one side with both hands, and then
quickly lays him down flat with his head hanging off the end of the
table. If Asaf’s diagnosis is right, the patient’s eyes will shake for ten
seconds or so, like dice in a cup.
To fix the problem, he performs what’s known as the Epley

maneuver. With the patient still lying with his head turned to one
side and hanging off the table, Asaf rotates his head rapidly the
other way until his ear is pointed toward the ceiling. He holds the
patient’s head still for thirty seconds. He then has him roll onto his
side while turning his head downward. Thirty seconds later, he li s
the patient rapidly to a sitting position. If he’s done everything right,
the calcified particles are flung through the semicircular canal like
marbles out a chute. In most cases, the patient feels better instantly.
“They walk out the door thinking you’re a shaman,” Asaf said,
grinning. Everyone loves to be the hero. Asaf and his colleagues can
deliver on-the-spot care for hundreds of conditions and guidance for
thousands more. They run a medical general store. But, Asaf
insisted, that’s not really how primary-care clinicians save lives.
A er all, for any given situation specialists are likely to have more
skill and experience, and more apt to follow the evidence of what
works. Generalists have no advantage over specialists in any
particular case. Yet, somehow, having a primary-care clinician as
your main source of care is better for you.
Asaf tried to explain. “It’s no one thing we do. It’s all of it,” he said. I
found this unsatisfying. I pushed everyone I met at the clinic. How
could seeing one of them for my — insert problem here — be better
than going straight to a specialist? Invariably, the clinicians would
circle around to the same conclusion.
“It’s the relationship,” they’d say. I began to understand only a er I

noticed that the doctors, the nurses, and the front-desk staff knew
by name almost every patient who came through the door. O en,
they had known the patient for years and would know him for years
to come. In a single, isolated moment of care for, say, a man who
came in with abdominal pain, Asaf looked like nothing special. But
once I took in the fact that patient and doctor really knew each other
— that the man had visited three months earlier, for back pain, and
six months before that, for a flu — I started to realize the
significance of their familiarity.
For one thing, it made the man willing to seek medical attention for
potentially serious symptoms far sooner, instead of putting it off
until it was too late. There is solid evidence behind this. Studies have
established that having a regular source of medical care, from a
doctor who knows you, has a powerful effect on your willingness to
seek care for severe symptoms. This alone appears to be a
significant contributor to lower death rates.
Observing the care, I began to grasp how the commitment to seeing

people over time leads primary-care clinicians to take an approach
to problem-solving that is very different from that of doctors, like
me, who provide mainly episodic care. One patient was a Spanish-
speaking woman, younger-looking than her fi y-nine years, with a
history of depression and migraines. She had developed an odd set
of symptoms. For more than a month, she’d had facial swelling. Her
face would puff up for a day, then go back to normal. Several days
later, it would happen again. She pulled up pictures on her phone to
show us: her face was swollen almost beyond recognition. There
had been no pain, no itching, no rash. More recently, however, her
hands and feet had started swelling as well, sometimes painfully.
She had to stop wearing rings. Then the pain and numbness
extended up her arms and into her chest, and that was what had
prompted her to come in. She was having chest pain as she sat
before us. “It feels like a cramp,” she said. “My heart feels like it is
coming out of my mouth. … The whole body feels like it’s vibrating.”
Doctors in other settings — say, an emergency room or an urgent-

care clinic — would use a “rule out” strategy, running tests to rule
out possible conditions, especially dangerous ones, as rapidly as
possible. We would focus first on the chest pain — women o en have
less classic symptoms of a heart attack than men do — and order an
EKG, a cardiac stress test, and the like to detect coronary-artery
disease. Once that was ruled out, we might give her an
antihistamine and watch her for a couple of hours to see if the
symptoms went away. And, when that didn’t work, we would send
her home and figure, Oh, well, it’s probably nothing.
This was not, however, the way the woman’s primary-care physician
approached her condition. Dr. Katherine Rose was a young, freckle-
faced physician two years out of training, with a precise and
methodical air. “I’m not sure I know what’s going on,” she admitted
to the woman.
The symptoms did not fit together in an obvious way. But, rather

than proceed directly to an arsenal of tests, Rose took a different,
more cautious, more empirical approach, letting the answer emerge
over time. It wasn’t that she did no tests — she did an
electrocardiogram, to make sure the woman really wasn’t in the
midst of a heart attack, and ordered a couple of basic blood tests.
But she didn’t expect that they’d show anything meaningful. (They
didn’t.) Instead, she asked the patient to take allergy medicine and to
return to see her in two weeks. She’d monitor her over time to see
how the symptoms evolved.
Rose told me, “I think the hardest transition from residency, where
we are essentially trained in inpatient medicine, to my practice as a
primary-care physician was feeling comfortable with waiting. As an
outpatient doctor, you don’t have constant data or the security of in-
house surveillance. But most of the time people will get better on
their own, without intervention or extensive workup. And, if they
don’t get better, then usually more clues to the diagnosis will
emerge, and the steps will be clearer. For me, as a relatively new
primary-care physician, the biggest struggle is trusting that patients
will call if they are getting worse.” And they do, she said, because
they know her and they know the clinic. “Being able to tolerate the
anxiety that accompanies taking care of people who are sick but not
dangerously ill is not a skill I was expecting to need when I decided
to become a doctor, but it is one of the ones I have worked hardest to
develop.”
The woman’s symptoms disappeared a er two weeks. A physician

assistant figured out why: the patient had run out of naproxen, an
analgesic medication she took for her migraine attacks, which in
rare instances can produce so -tissue swelling, through both
allergic and nonallergic mechanisms. She would have to stay off all
medications in that class. An urgent-care team wouldn’t have figured
this out. Now Rose contacted the Graham Headache Center to help
identify an alternative medication for the woman’s migraines.
Like the specialists at the Graham Center, the generalists at Jamaica

Plain are incrementalists. They focus on the course of a person’s
health over time — even through a life. All understanding is
provisional and subject to continual adjustment. For Rose, taking
the long view meant thinking not just about her patient’s bouts of
facial swelling, or her headaches, or her depression, but about all of
it — along with her living situation, her family history, her nutrition,
her stress levels, and how they interrelated — and what that picture
meant a doctor could do to improve her patient’s long-term health
and well-being throughout her life.
Success, therefore, is not about the episodic, momentary victories,

though they do play a role. It is about the longer view of incremental
steps that produce sustained progress. That, such clinicians argue, is
what making a difference really looks like. In fact, it is what making
a difference looks like in a range of endeavors.
On Friday, December 15, 1967, at 4:55 P.M., the Silver Bridge, which
spanned the Ohio River, was funnelling the usual crawl of rush-hour
traffic between Gallipolis, Ohio, and Point Pleasant, West Virginia,
when a shotgun-like blast rang out. It was the sound of a critical link
in the bridge’s chain-suspension system giving way. In less than a
minute, 1,750 feet of the 2,235-foot span collapsed, and seventy-five
vehicles dropped into the river, eighty feet below. “The bridge just
keeled over, starting slowly on the Ohio side then following like a
deck of cards to the West Virginia side,” a witness said. Forty-six
people died; dozens more were injured.
The newly established National Transportation Safety Board

conducted its first major disaster investigation and reconstructed
what had happened. Until then, state and federal government
officials regarded such catastrophes as largely random and
unavoidable. They focused on building new bridges and highways,
and employed mainly reactive strategies for problems with older
ones. The investigation determined that corrosion of the four-
decade-old bridge, combined with an obsolete design (it was built to
handle Model T traffic, not cars and trucks several times heavier),
had caused the critical fracture. Inspection could have caught the
issue. But the Silver Bridge had had just one complete inspection
since its opening, in 1928, and never with such concerns in mind.
The collapse signalled the need for a new strategy. Although much
of the United States’ highway system was still relatively new,
hundreds of bridges were more than forty years old and had been
designed, like the Silver Bridge, for Model T traffic. Our system was
entering middle age, and we didn’t have a plan for it.
The federal government launched a standard inspection system and

an inventory of public bridges — six hundred thousand in all. Almost
half were found to be either structurally deficient or functionally
obsolete, meaning that critical structural elements were either in
“poor condition” or inadequate for current traffic loads. They were
at a heightened risk of collapse. The good news was that investments
in maintenance and improvement could extend the life of aging
bridges by decades, and for a fraction of the cost of reconstruction.
Today, however, we still have almost a hundred and fi y thousand

problem bridges. Sixty thousand have traffic restrictions because
they aren’t safe for carrying full loads. Where have we gone wrong?
The pattern is the same everywhere: despite knowing how much
cheaper preservation is, we chronically raid funds intended for
incremental maintenance and care, and use them to pay for new
construction. It’s obvious why. Construction produces immediate
and visible success; maintenance doesn’t. Does anyone reward
politicians for a bridge that doesn’t crumble?
Even with serious traffic restrictions, one in a thousand structurally

deficient bridges collapses each year. Four per cent of such collapses
cause loss of life. Based on the lack of public response, structural
engineers have judged this to be “in a tolerable range.”
They also report that bridges are in better condition than many
other parts of our aging infrastructure. The tendency to avoid
spending on incremental maintenance and improvements has
shortened the life span of our dams, levees, roads, sewers, and water
systems. This situation isn’t peculiar to the United States.
Governments everywhere tend to drastically undervalue
incrementalism and overvalue heroism. “Typically, breakdowns —
bridge washouts, overpass collapses, dam breaches — must occur
before politicians and voters react to need,” one global
infrastructure report observes. “Dislocation leads to rushed funding
on an emergency basis with dramatically heightened costs.”
None of this is entirely irrational. The only visible part of investment

in incremental care is the perennial costs. There is generally little
certainty about how much spending will really be needed or how
effective it will be. Rescue work delivers much more certainty. There
is a beginning and an end to the effort. And you know what all the
money and effort is (and is not) accomplishing. We don’t like to
address problems until they are well upon us and unavoidable, and
we don’t trust solutions that promise benefits only down the road.
Incrementalists nonetheless want us to take a longer view. They

want us to believe that they can recognize problems before they
happen, and that, with steady, iterative effort over years, they can
reduce, delay, or eliminate them. Yet incrementalists also want us to
accept that they will never be able to fully anticipate or prevent all
problems. This makes for a hard sell. The incrementalists’
contribution is more cryptic than the rescuers’, and yet also more
ambitious. They are claiming, in essence, to be able to predict and
shape the future. They want us to put our money on it.
For a long time, this would have seemed as foolish as giving your
money to a palmist. What will happen to a bridge — or to your body
— fi y years from now? We had no more than a vague idea. But the
investigation of the 1967 Silver Bridge collapse marked an advance
in our ability to shi from reacting to bridge catastrophes to
anticipating and averting them.
Around the same time, something similar was happening in

medicine. Scientists were discovering the long-term health
significance of high blood pressure, diabetes, and other conditions.
We’d begun collecting the data, developing the computational
capacity to decode the patterns, and discovering the treatments that
could change them. Seemingly random events were becoming open
to prediction and alteration. Our frame of medical consideration
could widen to encompass our entire life spans.
There is a lot about the future that remains unpredictable.

Nonetheless, the patterns are becoming more susceptible to
empiricism — to a science of surveillance, analysis, and iterative
correction. The incrementalists are overtaking the rescuers. But the
transformation has itself been incremental. So we’re only just
starting to notice.
Our ability to use information to understand and reshape the future

is accelerating in multiple ways. We have at least four kinds of
information that matter to your health and well-being over time:
information about the state of your internal systems (from your
imaging and lab-test results, your genome sequencing); the state of
your living conditions (your housing, community, economic, and
environmental circumstances); the state of the care you receive
(what your practitioners have done and how well they did it, what
medications and other treatments they have provided); and the state
of your behaviors (your patterns of sleep, exercise, stress, eating,
sexual activity, adherence to treatments). The potential of this
information is so enormous it is almost scary.
Instead of once-a-year checkups, in which people are like bridges

undergoing annual inspection, we will increasingly be able to use
smartphones and wearables to continuously monitor our heart
rhythm, breathing, sleep, and activity, registering signs of illness as
well as the effectiveness and the side effects of treatments.
Engineers have proposed bathtub scanners that could track your
internal organs for minute changes over time. We can decode our
entire genome for less than the cost of an iPad and, increasingly,
tune our care to the exact makeup we were born with.
Our health-care system is not designed for this future — or, indeed,
for this present. We built it at a time when such capabilities were
virtually nonexistent. When illness was experienced as a random
catastrophe, and medical discoveries focused on rescue, insurance
for unanticipated, episodic needs was what we needed. Hospitals
and heroic interventions got the large investments; incrementalists
were scanted. A er all, in the nineteen-fi ies and sixties, they had
little to offer that made a major difference in people’s lives. But the
more capacity we develop to monitor the body and the brain for
signs of future breakdown and to correct course along the way — to
deliver “precision medicine,” as the lingo goes — the greater the
difference health care can make in people’s lives, as well as in
reducing future costs.
This potential for incremental medicine to improve and save lives,

however, is dramatically at odds with our system’s allocation of
rewards. According to a 2016 compensation survey, the five highest-
paid specialties in American medicine are orthopedics, cardiology,
dermatology, gastroenterology, and radiology. Practitioners in these
fields have an average income of four hundred thousand dollars a
year. All are interventionists: they make most of their income on
defined, minutes- to hours-long procedures — replacing hips,
excising basal-cell carcinomas, doing endoscopies, conducting and
reading MRIs — and then move on. (One clear indicator: the starting
income for cardiologists who perform invasive procedures is twice
that of cardiologists who mainly provide preventive, longitudinal
care.)
Here are the lowest-paid specialties: pediatrics, endocrinology,
family medicine, H.I.V./infectious disease, allergy/immunology,
internal medicine, psychiatry, and rheumatology. The average
income for these practitioners is about two hundred thousand
dollars a year. Almost certainly at the bottom, too, but not evaluated
in the compensation survey: geriatricians, palliative-care
physicians, and headache specialists. All are incrementalists — they
produce value by improving people’s lives over extended periods of
time, typically months to years.
This hundred-per-cent difference in incomes actually understates

the degree to which our policies and payment systems have given
short shri to incremental care. As an American surgeon, I have a
battalion of people and millions of dollars of equipment on hand
when I arrive in my operating room. Incrementalists are lucky if
they can hire a nurse.
Already, we can see the cost of this misalignment. As rates of

smoking fall, for instance, the biggest emerging killer is
uncontrolled hypertension, which can result in stroke, heart attack,
and dementia, among other conditions. Thirty per cent of
Americans have high blood pressure. Although most get medical
attention, only half are adequately treated. Globally, it’s even worse
— a billion people have hypertension, and only fourteen per cent
receive adequate treatment. Good treatment for hypertension is like
bridge maintenance: it requires active monitoring and incremental
fixes and adjustments over time but averts costly disasters. All the
same, we routinely skimp on the follow-through. We’ll deploy an
army of experts and a mountain of resources to separate conjoined
twins — but give Asaf Bitton enough to hire a medical aide or a
computerized system to connect electronically with high-blood-
pressure patients and help them live longer? Forget about it.
Recently, I called Bill Haynes’s internist, Dr. Mita Gupta, the one
who recognized that the John Graham Headache Center might be
able help him. She had never intended to pursue a career in primary
care, she said. She’d planned to go into gastroenterology — one of
the highly paid specialties. But, before embarking on specialty
training, she took a temporary position at a general medical clinic in
order to start a family. “What it turned into really surprised me,” she
said. As she got to know and work with people over time, she saw
the depth of the impact she could have on their lives. “Now it’s been
ten years, and I see the kids of patients of mine, I see people through
crises, and I see some of them through to the end of their lives.” Her
main frustration: how little recognized her abilities are, whether by
the insurers, who expect her to manage a patient with ten different
health problems in a fi een-minute visit, or by hospitals, which
rarely call to notify her, let alone consult her, when a patient of hers
is admitted. She could do so much more for her patients with a bit
more time and better resources for tracking, planning, and
communicating. Instead, she is constantly playing catch-up. “I don’t
know a primary-care physician who eats lunch,” she said.
The difference between what’s made available to me as a surgeon
and what’s made available to our internists or pediatricians or H.I.V.
specialists is not just shortsighted — it’s immoral. More than a
quarter of Americans and Europeans who die before the age of
seventy-five would not have died so soon if they’d received
appropriate medical care for their conditions, most of which were
chronic. We routinely countenance inadequate care among the most
vulnerable people in our communities — including children, the
elderly, and the chronically ill.
I see the stakes in my own family. My son, Walker, was born with a
heart condition, and in his first days rescue medicine was what he
needed. A cardiology team deployed the arsenal that saved him: the
drips that kept his circulation going, the surgery that closed the
holes in his heart and gave him a new aortic arch. But incremental
medicine is what he has needed ever since.
For twenty-one years, he has had the same cardiologist and nurse
practitioner. They saw him through his first months, when weight
gain, stimulation, and control of his blood pressure were essential.
They saw him through his first decade, when all he turned out to
need was someone to keep a cautious eye on how his heart did as he
developed and took on sports. They saw him through his growth
spurt, when the size of his aorta failed to keep up with his height,
and guided us through the difficult choices about what operation he
needed, when, and who should do it. Then they saw him through his
thankfully smooth recovery.
When he began to struggle in middle school, a psychologist’s
evaluation identified deficits that, he warned us, meant that Walker
would probably not have the cognitive capacity for college. But the
cardiologist recognized that Walker’s difficulties fit with new data
showing that kids with his heart condition tend to have a particular
pattern of neurological deficits in processing speed and other
functions which could potentially be managed. In the ensuing years,
she and his pediatrician helped bring in experts to work with him on
his learning and coping skills, and school planning. He’s now a
junior in college, majoring in philosophy, and emerging as a writer
and an artist. Rescue saved my son’s life. But without incremental
medicine he would never have the long and full life that he could.
In the next few months, the worry is whether Walker and others like
him will be able to have health-care coverage of any kind. His heart
condition makes him, essentially, uninsurable. Until he’s twenty-six,
he can stay on our family policy. But a er that? In the work he’s
done in his field, he’s had the status of a freelancer. Without the
Affordable Care Act’s protections requiring all insurers to provide
coverage to people regardless of their health history and at the same
price as others their age, he’d be unable to find health insurance.
Republican replacement plans threaten to weaken or drop these
requirements, and leave no meaningful solution for people like him.
And data indicate that twenty-seven per cent of adults under sixty-
five are like him, with past health conditions that make them
uninsurable without the protections.
The coming years will present us with a far larger concern, however.
In this era of advancing information, it will become evident that, for
everyone, life is a preexisting condition waiting to happen. We will
all turn out to have — like the Silver Bridge and the growing crack in
its critical steel link — a lurking heart condition or a tumor or a
depression or some rare disease that needs to be managed. This is a
problem for our health-care system. It doesn’t put great value on
care that takes time to pay off. But this is also an opportunity. We
have the chance to transform the course of our lives.
Doing so will mean discovering the heroism of the incremental.

That means not only continuing our work to make sure everyone
has health insurance but also accelerating efforts begun under
health reform to restructure the way we deliver and pay for health
care. Much can be debated about how: there are, for example, many
ways to reward clinicians when they work together and devise new
methods for improving lives and averting costs. But the basic
decision has the stark urgency of right and wrong. We can give up
an antiquated set of priorities and shi our focus from rescue
medicine to lifelong incremental care. Or we can leave millions of
people to suffer and die from conditions that, increasingly, can be
predicted and managed. This isn’t a bloodless policy choice; it’s a
medical emergency.
READING FOR MEANING
For help with summarizing and other reading strategies, see Chapter 2.
1. Read to Summarize. Write a few sentences explaining why
Gawande believes incremental (as opposed to rescue) care is so
important.
2. Read to Respond. Write a paragraph responding to Gawande’s
observation that “Our ability to use information to understand
and reshape the future is accelerating in multiple ways” (par.
71) or his position that “In this era of advancing information, it
will become evident that, for everyone, life is a preexisting
condition waiting to happen” (par. 84).
analyzing an assumption you find intriguing in Gawande’s essay.
For example:
Assumptions about access to health care. Gawande assumes that

health care is available to all people. His essay describes two
kinds of health care — incremental care and rescue medicine —
available to patients, but he does not mention that there are
many people who have no access to any kind of health care.
Gawande writes, “Rescue [medicine] saved my son’s life. But
without incremental medicine he would never have the long
and full life that he could” (par. 82). How does the inclusion of
the anecdote about Gawande’s son and the other examples of
patients who were helped by either incremental or rescue
medicine obscure the issue of access to health care?
What assumptions do you have about access and the health
care system? Do your assumptions come from your
experiences, what you learned in school, or from your
parents or friends? What do your assumptions reveal to you
about what you value? How much do you value access to
health care? How important is it to you that everyone has the
same access?
Assumptions about who is responsible for America’s health care

system. Gawande describes the importance of “continuing our
work to make sure everyone has health insurance” and
“accelerating efforts begun under health reform to restructure
the way we deliver and pay for health care” (par. 85).
What assumptions does Gawande make about who is
responsible for the health care system? Who is the “our” in
the above statement and who is responsible for the health
care reforms already underway?
Are there other organizations, groups, or people that
Gawande does not hold responsible for restructuring the
health care system that you believe should be held
responsible?
Explaining Concepts
Writers who explain a concept use appropriate writing strategies

such as defining, illustrating, comparing and contrasting, and
showing causes and effects in order to help their readers understand
the concept. These writing strategies, typical of concept
explanations, help readers to understand the concept of incremental
care in Gawande’s essay.
For more on explaining concepts, see Chapter 6.
ANALYZE & WRITE

Write a paragraph or two analyzing the writing strategies Gawande uses to explain the
concept of incremental care.
1. Gawande does not directly define incremental care, but he offers illustrations
and examples of it throughout his essay. Keep a list of these illustrations. First,
consider them individually. How does each illustration help you understand
something about incremental care? Then consider these examples as a whole.
How do they work together to explain the concept of incremental care?
2. Gawande compares incremental care to rescue medicine throughout the essay,
but he makes other comparisons, too. Reread paragraphs 60–65 to analyze how
Gawande uses the strategy of comparison to explain the concept. What does he
compare incremental care to in this section? What does this comparison help
you understand about incremental care?
3. To help readers understand why incremental care is o en less valued than
rescue medicine, Gawande uses the cause-and-effect writing strategy. He traces
the cause of the prioritization of rescue medicine over incremental medicine to
the kind of rescue medicine practiced following the Second World War (par. 26),
before showing readers the effects of this privileging of rescue medicine. Locate
moments in the essay where Gawande describes the effects or consequences of
valuing rescue medicine over incremental care. What does Gawande’s use of the
cause-and-effect writing strategy help you understand about incremental care?
Observation
In writing up their observations, writers make choices about the
role they will perform. They can act as a detached spectator who
watches and listens but remains outside of the activity of the essay,
or they can act as a participant observer, an insider, who joins in the
activity. We can see examples of both roles in this excerpt from
Gawande’s essay.
The woman’s symptoms disappeared a er two weeks. … An urgent-care team

wouldn’t have figured this out. Now Rose contacted the Graham Headache Center to
help identify an alternative medication for the woman’s migraines.
Like the specialists at the Graham Center, the generalists at Jamaica Plain are
incrementalists. They focus on the course of a person’s health over time — even
through a life.
I was drawn to medicine by the aura of heroism — by the chance to charge in and
solve a dangerous problem. … I worked in a DNA virus lab for a time and considered
going into infectious diseases. But it was the operating room that really drew me in.
I remember seeing a college student with infectious mononucleosis, caused by the

very virus I was studying in the lab — the Epstein-Barr virus.
ANALYZE & WRITE

Write a paragraph discussing the shi s in Gawande’s essay between the spectator and
participant roles.
1. Find signs throughout the essay, such as Gawande’s use of the first- or third-
person perspective, that help you recognize where the author has taken on these
two roles. Keep track of these moments.
2. What do you notice about when Gawande shi s from one perspective to the
other? How do these different kinds of observations contribute to his
explanation of incremental care?
3. What advantages or disadvantages do you see in Gawande taking on the roles of
both spectator and participant? What would have been gained or lost had
Gawande chosen to maintain one role throughout?
For sentence strategies to use when responding to objections fairly, see “A Guide to Writing
Position Arguments” in Chapter 8.
In arguing for a position, writers must respond to objections and

alternative positions fairly. Writers o en try to anticipate objections
readers might raise or alternative positions they may hold. Writers
may concede some points but when they think the objection isn’t
valid they may refute it. Writers may also do both by conceding
some points and refuting others. By engaging with these objections
and alternative positions, writers not only show that their position
can stand up to criticism, but they enhance their credibility by
treating those who disagree with respect.
Notice how Gawande concedes that the government’s refusal to

invest in incremental care is understandable:
Governments everywhere tend to drastically undervalue incrementalism and

overvalue heroism. … None of this is entirely irrational. The only visible part of
investment in incremental care is the perennial costs. There is generally little
certainty about how much spending will really be needed or how effective it will be.
Rescue work delivers much more certainty. There is a beginning and an end to the
effort (pars. 65–66).
Gawande goes on to refute this point with the following:
There is a lot about the future that remains unpredictable. Nonetheless, the patterns
are becoming more susceptible to empiricism — to a science of surveillance, analysis,
and iterative correction. The incrementalists are overtaking the rescuers. But the
transformation has itself been incremental. So we’re only just starting to notice.
Our ability to use information to understand and reshape the future

is accelerating in multiple ways … .The potential of this information
is so enormous it is almost scary (pars. 70–71).
ANALYZE & WRITE

Write a paragraph or two analyzing how Gawande responds to objections and
alternative viewpoints.
1. In the example above, which words or phrases indicate that Gawande is

conceding a point? Which indicate that Gawande is refuting a point?
2. Locate another example from the essay in which Gawande either concedes or
refutes a point. What seems to be his attitude toward those who might disagree
with him? Does he treat them respectfully? Which words and phrases provide
insight into his attitude?
3. Do Gawande’s responses to objections and alternative viewpoints help persuade
you of his position? How effective is this writing strategy?

The Rhetorical Situation in Multi-Genre Writing
All writers must consider their rhetorical situation, which involves

asking questions about their purpose, audience, stance, genre, and
medium/design.
For more on the rhetorical situation see “Developing Rhetorical Sensitivity” in Chapter 1.
While texts within the same genre can look very different, genres do
have some typical features that make them recognizable. For
example, a proposal to solve a problem would lay out a problem and
offer a way to solve it just as autobiographical writing narrates a
story dramatically. If an author’s rhetorical situation lends itself to
drawing on multiple genres, as do the essays in this chapter, then
authors have more choices in terms of the features they use from
each genre. For example, a writer may be explaining a concept to an
audience unfamiliar with it. The writer will need to define and
illustrate the concept, two features of concept explanations. But, to
further help her audience understand the concept, the writer may
also draw on the autobiographical genre feature of conveying
significance powerfully in order to narrate her personal experience
with the concept. In this case, the features of concept explanations
and autobiographies work together to achieve the writer’s purpose,
namely to help her audience understand the concept.
You have already considered some of the most prominent features
of each genre that appears in Gawande’s essay. The prompts below
ask you to address how the features of those genres work alongside
and in conjunction with each other to meet the needs of Gawande’s
rhetorical situation.
ANALYZE & WRITE: PURPOSE

Write three or four paragraphs analyzing how combining the features of concept
explanation, observation, and position arguments work together to support Gawande’s
purpose.
1. What do you think Gawande’s purpose is for writing “The Heroism of

Incremental Care”? Explain your answer by quoting passages from the essay.
2. How do the features you have focused on in the Analyze & Write prompts for
each genre above complement each other to further Gawande’s purpose? How
effective is Gawande’s chosen combination? What might be lost if Gawande
didn’t choose to draw on all of these?
3. What other features from the three genres Gawande draws on are present in his
essay? How do these features reflect Gawande’s understanding of his rhetorical
situation?
4. What other genres and specific features of each genre might Gawande have
chosen to draw on? How would these support his purpose while also meeting the
needs of the other aspects of the rhetorical situation?
READINGS
Wesley Morris
Who Gets to Decide What Belongs in the “Canon”?
Wesley Morris (b. 1975) is a critic-at-large for the New York Times and previously
worked at Grantland as the Sportstorialist columnist and cohost of Do You Like Prince
Movies? He has been a film critic at the Boston Globe, the San Francisco Chronicle, and
the San Francisco Examiner. In 2012, Morris was awarded the Pulitzer Prize for his
criticism at the Boston Globe and, while at Grantland, he was a 2015 National Magazine
Award finalist for Columns and Commentary. In 2016 he began co-hosting the podcast
Still Processing, which was named one of the fi y best podcasts of 2016 by The Atlantic.
He received a bachelor’s degree from Yale University for film studies. The essay below
was published in the New York Times.
► Genres: Speculating about Causes and Effects, Arguing a Position, Explaining

Concepts
Before you read, consider a song, movie, television show, podcast, or work of
art that you think should be widely admired.
As you read, note how Morris uses the example of literary critic Harold
Bloom (pars. 6–7) as an example of a canon-maker, mentioning him again in
the final paragraph. How effective is this strategy in helping you understand
the concept of canon-making and Morris’s perspective on it?
Sometimes, it’s not enough to love something. You have to take that
thing — album, author, song, movie, show — and do more than love
it. It needs to be placed beyond mere love. You need to take that
thing, wrap it in plastic or put it on a pedestal. You need to dome it
under a force field so that other people’s grubby hands, opinions and
inferior fandoms can’t stain or disrespect it. You need not only to
certify it but also to forestall decertification. Basically, you need to
make it “canon.”
The phrase didn’t originate on the internet but is of the internet and
its wing of antidiscursive discourse. It places a work, a person or an
idea beyond reproach. It pre-resolves debate. That is, of course,
what a canon is — a settled matter. It’s established rules and norms.
It’s the books of the Bible. It’s the approved Catholic saints. It’s Jane
Austen, the Beatles, Miles Davis, Andy Warhol and Beyoncé.
Traditionally, the people drawing up our cultural canons have been

an elite group of scholars and critics who embraced a work of art
and sent it alo to some deifying realm. That consecration has
spread from academia to, say, Reddit, where fans gather around
movies, TV dramas, video games and comic books the way the
academy threw its weight behind Dostoyevsky, Joyce, Faulkner and
Updike. Battlestar Galactica and The Simpsons, Buffy the Vampire Slayer
and the DC and Marvel universes — they’re canonical, too. And now
“canon” has migrated from noun to adjective, giving the word
thunder and muscle and curatorial certitude.
In this sense, “canon” wants to keep something like “Star Wars”

heresy-free and internally consistent (so yes, there are canons
within canons). The series sprang more than 40 years ago from one
man’s mind and a single movie. Now it’s an industrial complex
whose thematic integrity desperately matters to its constituents. So
when an installment infuriates fans — the way, in December, The
Last Jedi did, with its apparent warping of the bylaws and powers of
the “Star Wars” galaxy (this ISN’T how the Force WORKS!!) — they
don’t simply complain. They say, “That’s not canon.” Last winter, a
Change.org petition circulated, calling for Disney to “Strike Star
Wars Episode VIII from the Official Canon” — as though it were
some kind of Taco Bell tie-in, and not, as the title clearly states, the
eighth part of a never-ending story — and more than 104,000 people
signed on. The receptive response to that not-entirely-serious
campaign underscores where we’ve been for some time with
“canon”: nervous about the unfixed quality of all kinds of art and
unyielding in policing both its meaning and possibilities.
On its face, canon-making is a fairly human impulse: I love this.

Everyone else should, too! Over time a single book becomes a
library; the library becomes a school of thought; the school of
thought becomes a prism through which the world is supposed to
see itself. That enthusiasm hardened, through curriculums, book
clubs and great-works lists, into something more authoritarian, so
that canon became taste hammered into stone tablets.
For many years its Moses has been Harold Bloom, whose The Western
Canon: The Books and School of the Ages was a best-selling sensation in
1994, for what it argued was — and by way of omission wasn’t —
canon. In his introduction, Bloom went so far as to pre-emptively
dismiss complaints about his biases as coming from the “school of
resentment.” Asked in a 1991 Paris Review interview whom this
school comprised, Bloom explained that it’s “an extraordinary sort
of mélange of latest-model feminists, Lacanians, that whole semiotic
cackle.” These people, he went on to say, “have no relationship
whatever to literary values.”
But these people — women, along with nonwhite, nonstraight folks

— certainly could have shared Bloom’s literary values while also
applying prerogatives of their own. Interrogators of both the canon
and the canonizers have been dismissed as identity politicians
rather than critics or scholars. The old guard claims that they’re
missing the point of literature, thrusting morality upon an amoral
pursuit, sullying the experience. O en however, they’re arguing not
for literature’s restriction but for its expansion — let’s include Kafka,
obviously, but also Toni Morrison, Marilynne Robinson and Jhumpa
Lahiri no less obviously.
This questioning of the canon comes from places of lived

experience. It’s attuned to how great cultural work can leave you
feeling irked and demeaned. For some readers, loving Herman
Melville or Joseph Conrad requires some peacemaking with the not-
quite-human representations of black people in those texts. Loving
Edith Wharton requires the same reckoning with the insulting way
she could describe Jews. Bigotry recurs in canonical art. And
committed engagement leaves us dutybound to identify it.
Shakespeare endures alongside analyses of his flawed
characterizations of all kinds of races, nationalities, religions and
women. Your great works should be strong enough to withstand
some feminist forensics.
But resisting these critiques — whether it’s of The House of Mirth or
the House of Marvel — with an automatic claim of canon feels like
an act of dominion, the establishment of an exclusive kingdom
complete with moat and drawbridge, which, of course, would make
the so-called resenters a mob of torch-wielding marauders and any
challenge to established “literary values” an act of savagery.
Insisting that a canon is settled gives those concerns the “fake news”
treatment, denying a legitimate grievance by saying there’s no
grounds for one. It’s shutting down a conversation, when the longer
we go without one, the harder it becomes to speak.
Canon formation, at its heart, has to do with defending what you

love against obsolescence, but love can tip into zealotry, which can
lead us away from actual criticism into some pretty ugly zones. Our
mutual hypersensitivities might have yanked us away from
enlightening, crucial — and fun — cultural detective work (close
reading, unpacking, interpreting) and turned us into beat cops
always on patrol, arresting anything that rankles. That results in a
skirmish like the one during last summer’s Whitney Biennial, which
culminated in the insistence that Dana Schutz lose her career for an
underwhelming painting of Emmett Till because, as a white woman,
she couldn’t possibly understand this black boy’s death. The protests
didn’t feel like an aesthetic demand but a post-traumatic lashing out.
Canceling her might be harsh historical justice, but it denies me an
understanding of why the painting fails.
This is to say that fandom and spectatorship, of late, have grown
darkly possessive as the country has become violently divided.
Especially in this moment when certain works of canonical art are
in fact at risk of becoming morally obsolete — both art that degrades
and insults and the work of men accused of having done the same.
There’s a camp of fans — who tend to be as white and male as the
traditional canon makers — who don’t want that work opened up or
repossessed. They don’t want a challenge to tradition — so please, no
women in the writers’ room, say superfans of the animated comedy
Rick and Morty, and no earnest acknowledgment that Apu is a
bothersome South Asian stereotype, say the makers of The Simpsons.
It’s all too canonical to change.
You can see the reactionary urge on every side. We’ve reached this
comical — but politically necessary — place in which nonstraight,
nonwhite, nonmale culture of all kinds has also been placed beyond
reproach. Because it’s precious or rare or not meant for the people
who tend to do the canonizing. If Korama Danquah, writing for a
site called Geek Girl Authority, asserts that the sister of Black
Panther is more brilliant than the white billionaire also known as
Iron Man, she doesn’t want to hear otherwise. “Shuri is the smartest
person in the Marvel universe,” goes the post. “That’s not an
opinion, that’s canon. She is smarter than Tony Stark.” “Black
Panther,” according to this argument, is canon not only because it’s a
Marvel movie but because it matters too much to too many black
people to be anything else.
But that’s also made having conversations about the movie in which
somebody leads with, “I really liked it, but …” nearly impossible.
This protectionism makes all the sense in the world for a country
that’s failed to acknowledge a black audience’s hunger for, say, a
black comic-book blockbuster. But critic-proofing this movie —
making it too black to dislike — risks making it less equal to and
more fragile than its white peers.
The intolerance of the traditional gatekeepers might have spurred a

kind of militancy from thinkers (and fans) who’ve rarely been
allowed in. Bloom’s literary paradise is long lost, and now history
compels us to defend Wakanda’s. But that leaves the contested art in
an equally perilous spot: not art at all, really, but territory.
READING FOR MEANING
For help with summarizing and other sentence strategies, see Chapter 2.

Morris’s position on how canons get formed and what purposes
they serve.
2. Read to Respond. Write a paragraph analyzing Morris’s claim
that “great cultural work can leave you feeling irked and
demeaned” (par. 10). Have you ever criticized a canonized book,
film, or other kind of art because of some aspect of it or of its
author’s life that made you uncomfortable? Have you ever
defended something that had been canonized against these
kinds of criticisms?
analyzing an assumption you find intriguing in Morris’ essay.
For example:
Assumptions about human impulses. Morris writes, “On its face,

canon-making is a fairly human impulse: I love this. Everyone
else should, too! … .That enthusiasm hardened, through
curriculums, book clubs and great-works lists, into something
more authoritarian, so that canon became taste hammered into
stone tablets” (par. 5).
Why does Morris assume that canon-making or canon
formation is the result of specifically human impulses? Can
you find moments in the text that help you understand which
impulses he is referring to? Explain your answer.
Do your own experiences or friends’ experiences with canon-
making align with what Morris describes? Do the impulses he
says drive this activity align with these experiences? Why or
why not?
Assumptions about cultural appropriation. Cultural

appropriation occurs when someone adopts elements of a
culture (e.g., a hairstyle, a way of dressing, a way of speaking)
that is not their own. The concept of cultural appropriation is
one way to think about the protests against artist Dana Schutz.
Morris describes the uprising that resulted in response to this
white artist’s painting of Emmett Till, a fourteen-year-old
African American boy who was lynched in Mississippi in 1955:
“Our mutual hypersensitivities might have yanked us away from
enlightening, crucial — and fun — cultural detective work (close
reading, unpacking, interpreting) and turned us into beat cops
always on patrol, arresting anything that rankles. That results in
a skirmish like the one during last summer’s Whitney Biennial,
which culminated in the insistence that Dana Schutz lose her
career for an underwhelming painting of Emmett Till because,
as a white woman, she couldn’t possibly understand this black
boy’s death. The protests didn’t feel like an aesthetic demand
but a post-traumatic lashing out. Canceling her might be harsh
historical justice, but it denies me an understanding of why the
painting fails” (par. 10).
What assumptions does Morris make about the causes of the
uprising against Schutz? How are these assumptions related
to the concept of cultural appropriation? Are there other
possible explanations for this response to the painting?
What does the concept of cultural appropriation allow you to
understand about the causes and effects of the kind of
fandom and spectatorship Morris describes? What do you
think about cultural appropriation? Have you ever
encountered assumptions about cultural appropriation in
your own life?
Speculating about Causes and Effects

A piece of writing that speculates about causes and effects may
borrow features from other genres in order to provide background
necessary to understand the writer’s position. If the piece of writing
addresses a concept with which readers are likely to be unfamiliar,
for example, the writer will need to explain that concept fully,
perhaps by providing a brief definition of the concept, comparing
the concept to something readers are familiar with, and offering
readers examples they can relate to. As they speculate about causes
and effects, writers must present their subject fairly, make a logical,
well-supported cause or effect argument, respond to objections or
alternative speculations, and establish their credibility.
Essays that speculate about causes or effects contain two essential

elements: the logical analysis of the proposed cause or effects and
the reasoning and support offered for each cause or effect.
In the following excerpt, Morris describes the effects of claiming

that something is canonical:
But resisting these critiques … with an automatic claim of canon feels like an act of
dominion. … Insisting that a canon is settled gives those concerns the –fake news—
treatment, denying a legitimate grievance by saying there’s no grounds for one. It’s
shutting down a conversation, when the longer we go without one, the harder it
becomes to speak (par. 9).
Here, although Morris does not use the typical if/then sentence
structure to speculate about the effect he describes, he makes a well-
supported cause-and-effect argument because he establishes a
chronological relationship — one thing happens a er another in
time — as well as a causal relationship — one thing makes another
thing happen.
ANALYZE & WRITE

Write three or four paragraphs analyzing how Morris draws on the features of cause-
and-effect writing while also using features from position writing and concept
explanations to explore the effects of canon-making:
See for a checklist of genre features. “Checklist: Multi-Genre Writing” later in this
chapter
1. Reread paragraphs 12–13, highlighting where Morris explores additional effects

of declaring something canonical. What reasoning and support does he offer for
these effects? How effective is this writing strategy?
2. Asserting his position, Morris writes, “Canon formation, at its heart, has to do
with defending what you love against obsolescence, but love can tip into zealotry,
which can lead us away from actual criticism into some pretty ugly zones” (par.
10). Reread paragraphs 10–12 and mark words and phrases that demonstrate
how Morris’s speculations about causes and effects help him develop his
position. Which features of position arguments does Morris draw on in this
section and elsewhere?
3. Morris tries to engage readers’ interest (a feature of concept explanation) by
making many pop culture and literary references to remind readers that they
already know something about canon formation. Choose the reference that most
resonates with you and describe how effective that writing strategy is in
persuading you of the effects of canon-making.


medium/design.
For more on audience as an element of the rhetorical situation, see “Developing Rhetorical
Sensitivity” in Chapter 1.

of each genre that appears in Morris’s essay. The prompts below ask
you to address how the features of those genres work alongside and
in conjunction with each other to meet the needs of Morris’s
ANALYZE & WRITE: AUDIENCE

Write three or four paragraphs analyzing how combining the features of cause-and-
effect writing, position arguments, and concept explanation work together to support
Morris’s sense of his audience.
1. Morris explains that when you make something canon it “places a work, a person
or an idea beyond reproach. It pre-resolves debate. That is, of course, what a
canon is — a settled matter. It’s established rules and norms. It’s the books of the
Bible. It’s the approved Catholic saints. It’s Jane Austen, the Beatles, Miles Davis,
Andy Warhol and Beyoncé” (par. 2). What does this list and other references
throughout Morris’s essay suggest about the audience he imagines for his piece?
Is it an eclectic audience comprised of people of different ages, cultures, races,
and interests, or is it a more uniform audience? Explain your answer and support
it with passages from the essay.
2. How do the features you have focused on in the Analyze & Write prompts above
complement each other to engage Morris’s imagined audience? How effective is
Morris’s chosen combination? What might be lost if Morris didn’t choose to draw
on all of these genre features?
3. What other features from the three genres Morris draws on are present in his
essay? How do these features reflect Morris’s understanding of his rhetorical
situation?
4. What other genres and specific features of each genre might Morris have chosen
to draw on to engage readers? How would these have revealed his understanding
of his audience while also meeting the needs of other aspects of the rhetorical
situation?
See “Checklist: Multi-Genre Writing” later in this chapter for a checklist of genre
features.
Phil Christman
On Being Midwestern: The Burden of Normality
Phil Christman is a writer and instructor of writing at the University of Michigan. He
is also the editor of the Michigan Review of Prisoner Creative Writing. Prior to teaching
at the University of Michigan, Christman taught English composition at North
Carolina Central University and served as Writing Coordinator at the Moore
Undergraduate Research Apprenticeship Program, a program dedicated to helping
minority students and other underrepresented populations prepare for graduate
school. He earned a Masters in English Literature from Marquette University and an
MFA in fiction from the University of South Carolina. Christman’s writing has
appeared in The Christian Century, Paste, Books & Culture, and other publications.
► Genres: Reflection, Observation, Explaining Concepts

Before you read, think about the title of the essay. What do you think it will
be about? What do you think the phrase “the burden of normality” might
mean?
As you read, pay attention to how Christman’s essay opens and what your
expectations as a reader are based on that opening. Then, consider where
Christman takes you during the course of the essay, and finally where you
end up. Are you surprised?
A er my Texas-born wife and I moved to Michigan — an eleven-hour

drive in the snow, during which time itself seemed to widen and
flatten with the terrain — I found myself pressed into service as an
expert on the region where I was born and where I have spent most
of my life. “What is the Midwest like?” she asked. “Midwestern
history, Midwestern customs, Midwestern cuisine?” I struggled to
answer with anything more than clichés: bad weather, hard work,
humble people. I knew these were inadequate. Connecticut winters
and Arizona summers are also “bad”; the vast majority of humans
have worked hard, or been worked hard, for all of recorded history;
and humility is one of those words, like authenticity or (lately)
resistance, that serves mainly to advertise the absence of the thing
named. … When, looking in your own mind for a sense of your own
experiences in a region, you find only clichés and evasions — well,
that is a clue worth following … .
… Actually, there is no dearth of commentary upon the Midwest,

once you begin to look for it. Historian and politico Jon Lauck points
to the region’s rich historiographic tradition in The Lost Region;
journals devoted to the region’s history and literature come and go
(MidAmerica; Midwestern Gothic); … writers as major as Toni
Morrison, Louise Erdrich, Marilynne Robinson, David Foster
Wallace, and Richard Powers set book a er book in the region.
(Morrison in particular is so identified with the South — because, to
be blunt, she’s black — that people forget she’s from Ohio. The Bluest
Eye, Sula, and Beloved are set there, Song of Solomon in Michigan.) If
you took English in high school, you read — or pretended you read —
Cather, Scott Fitzgerald, Ernest Hemingway, Sherwood Anderson,
Sandra Cisneros, and Theodore Dreiser, all of whom wrote of the
region lovingly or ambivalently. … The situation resembles nothing
so much as the episode of the television show Louie in which the
main character, stricken with guilt over his lapsed friendship with a
less successful comedian, appears at the man’s house and demands
a reunion, a reckoning; whereupon the old friend, a er a
meaningful silence, remarks that Louie has delivered the same
speech twice before: He’d forgotten each time. Our reckoning with
the Midwest is perpetually arriving, perpetually deferred … .
…As the geographer James Shortridge puts it, “The Middle West
came to symbolize the nation … to be seen as the most American
part of America” (33). Nor is average Americanness quite the same
as average Russianness or average Scandinavianness, for the United
States has always understood itself, however self-flatteringly, as an
experiment on behalf of humanity. Thus, Midwestern averageness,
whatever form it may take, has consequences for the entire world;
what we make here sets the world’s template. The historian Susan
Gray has even detected echoes in Turner’s language of Lamarckian
evolution, a theory dominant among biologists a century ago, when
Turner was writing. The new characteristics that the “old” races of
the world acquired in their struggle to build a world among the
prairies and forests would create an actual new, American race
(127).
Small wonder, then, that Midwestern cities, institutions, and people

show up again and again in the twentieth-century effort to
determine what, in America, is normal. George Gallup was born in
Iowa, began his career in Des Moines at Drake University, and
worked for a time at Northwestern; Alfred Kinsey scandalized the
country from — of all places — Bloomington, Indiana. Robert and
Helen Lynd, setting out in the 1920s to study the “interwoven trends
that are the life of a small American city,” did not even feel the need
to defend the assumption that the chosen city “should, if possible,
be in that common-denominator of America, the Middle West.”
They chose Muncie, Indiana, and called it Middletown (7–8).1 We
cannot be surprised that the filmgoers of Peoria became proverbial,
or that newscasters are still coached to sound like they’re from
Kansas.2 Nor that a recent defender of the region’s distinctiveness
feels he must concede, in the same breath, that it “was always less
distinctive than other regions” (Wolfson), or that a historian can call
“ordinariness” the Midwest’s “historic burden” (Etcheson 78). If it is
to serve as the epitome of America for Americans, and of humanity
for the world, the place had better not be too distinctly anything. It
has no features worth naming. It’s anywhere, and also nowhere.
What does it do to people to see themselves as normal? On the one

hand, one might adopt a posture of vigilant defense, both internal
and external, against anything that might detract from such a fully,
finally achieved humanness. On the other hand, a person might feel
intense alienation and disgust, which one might project inward —
What is wrong with me? — or outward, in a kind of bomb-the-suburbs
reflex. A third possibility — a simple, contented being normal —
arises o en in our culture’s fictions about the Midwest, both the
stupid versions (the contented families of old sitcoms) and the more
sophisticated ones (Fargo’s Marge Gunderson, that living argument
for the value of banal goodness). I have yet to meet any real people
who manage it. A species is a bounded set of variations on a
template, not an achieved state of being.
I took the first option. As a child, I accepted without thinking that
my small town, a city of 9,383 people, contained within it every
possible human type; if I could not fit in here, I would not fit in
anywhere. (“Fitting in” I defined as being occupied on Friday nights
and, sooner or later, kissing a girl.) Every week that passed in which
I did not meet these criteria — which was most of them — became a
prophecy. Every perception, every idea, every opinion that I could
not make immediately legible to my peers became proof of an
almost metaphysical estrangement, an oceanic differentness that
could not be changed and could not be borne. I would obsessively
examine tiny failures of communication for days, always blaming
myself. It never occurred to me that this problem might be
accidental or temporary. I knew that cities existed, but they were all
surely just Michigan farm towns joined together n number of times,
depending on population. Owing to a basically phlegmatic
temperament, and the fear of hurting my parents, I made it to
college without committing suicide; there, the thing solved itself.
But I worry what would have happened — what does o en happen —
to the kid like me, but with worse test scores, bad parents, an
unlocked gun cabinet.
But I also worry about the people who can pass as Midwestern-
normal. At its least toxic, this can lead to a kind of self-contempt: the
nice, intelligent young women in my classes at the University of
Michigan who describe themselves and their friends, with flat
malice, as “basic bitches.” In artists, it can lead to self-destructive
behavior, to the pursuit of danger in the belief that one’s actual
experiences have furnished nothing in the way of material. It also
leads us to one of the other great stereotypes of Midwesterners, one
that I think has a little more truth to it than the nonsense about hard
work and humility: We are repressed. Any emotion spiky or
passionate enough to disrupt the smooth surface of normality must
be shunted away. Garrison Keillor, and in some ways David
Letterman, made careers from talking about this repression in a
comic mode that both embodies it and transmutes it into art. The
Minnesota writer Carol Bly finds it less amusing:
[In the Midwest] there is a restraint against feeling in general. There is a restraint
against enthusiasm (“real nice” is the adjective — not “marvelous”); there is restraint
in grief (“real sober” instead of “heartbroken”); and always, always, restraint in
showing your feelings, lest someone be drawn closer to you. … When someone has
stolen all four wheels off your car you say, “Oh, when I saw that car, with the wheels
stripped off like that, I just thought ohhhhhhhh.”(4)
Critiques of emotional repression always risk imposing a single

model for the Healthy Expression of the Emotions on a healthy
range of variations. But anyone who has lived in the Midwest will
recognize the mode Bly describes, and if you’ve lived there long
enough, you’ll have seen some of the consequences she describes:
You repress your innate right to evaluate events and people, but … energy comes
from making your own evaluations and then acting on them, so … therefore your
natural energy must be replaced by indifferent violence. (5–6)
Donald Trump won the Midwestern states in part because he

bothered to contest them at all, while his opponent did not. But we
cannot forget the way he contested them: raucous rallies that
promised, and in some views incited, random violence against a
laundry list of enemies. Since his victory, the Three Percent Militia
has become a recurring, and unwelcome, character in Michigan
politics.
A regional identity built on its own denial, on the idea of an

unqualified normality: This sounds, of course, like whiteness — a
racial identity that consists only of the absence of certain kinds of
oppression. (White people can, of course, be economically
oppressed, though if the oppression goes on in one place long
enough they tend to lose some of their whiteness, to be racialized as
that Snopes branch of the human family, the white trash.) And here
we hit upon the last major stereotype of the Midwest, its snowy-
whiteness.
If the South depends on having black people to kick around,

Midwestern whites o en see people of color as ever new and out of
place, decades a er the Great Migration. The thinking goes like this:
America is an experiment, carried out in its purest form here in the
Midwest; people of color threaten the cohesion on which the whole
experiment may depend. Thus, while Southern history yields story
a er story of the most savage, intimate racist violence — of men
castrated and barbecued before smiling crowds, dressed as for a
picnic — Midwestern history is a study in racial quarantine.3
Midwestern cities o en dominate in rankings of the country’s most
segregated. And though the region has seen its share of Klan activity
and outright lynchings — I write this days a er the acquittal of the
St. Anthony, Minnesota, police officer who killed Philando Castile —
the Midwest’s racism most frequently appears in the history books
in the form of riots: Detroit, 1943; Cleveland, 1966; Milwaukee,
Cincinnati, and Detroit again, 1967; Chicago, Cincinnati again, and
Kansas City, 1968; Detroit again, 1975; Cincinnati again, 2001;
Ferguson, 2014; Milwaukee again, 2016. A riot is, among other
things, a refusal to be quarantined. And the Midwest quarantines its
nonwhite immigrants, too — the people from Mexico and further
south, from the hills of Laos or the highlands of Somalia, and from
the Middle East, who commute from their heavily segregated
neighborhoods to harvest the grain, empty the bedpans, and drive
the snowplows. This is not to mention the people whose forced
removal or confinement gave rise to the notion of the Midwest as an
empty canvas in the first place. The twentieth-century history of
racism in the Midwest is, on the whole, both a terrible betrayal of
the abolitionist impulse that led to the settlement of so much of the
region and a fulfillment of the violence inherent in the idea of
“settling” what was already occupied.
Our bland, featureless Midwest — on some level, it is a fantasy. The

easiest, most tempting tack for a cultural critic to take with fantasies
is to condemn them. Given what ideas of normalness, in particular,
have done to this country, to its nonwhite, nonstraight, non–middle-
class, nonmale — and also to those who are all of those things, and
are driven slightly or fully crazy by the effort to live up to the norm
that is their birthright — it is tempting simply to try to fumigate the
myth away.
Tempting, but probably not possible. As the English moral

philosopher Mary Midgley argues, myths are “organic parts of our
lives, cognitive and emotional habits, structures that shape our
thinking” (7). Since thinking cannot be structureless, a frontal attack
on one myth usually leaves us in a state of uncritical, unnamed
acceptance of a new one. Self-conscious attempts to create new
myths, meanwhile, are like constructed languages; they never quite
lose their plastic smell. We should ask instead whether our story of
the Midwest — this undifferentiated human place — contains any
lovelier, more useful, or more radical possibilities. At the very least,
we should try to name what there is in us for it to appeal to.
Marilynne Robinson’s Gilead trilogy has been read so o en as to be

reduced to a gingham study in Americana, and Robinson, a complex
and in some ways cranky thinker, to “an Iowa abbess delivering
profundities in humble dress” (Athitakis 9). This is a strange way to
think about the story of a man dying before his son’s tenth birthday;
of an emotionally distant dri er who fails at prostitution and
eventually marries a pastor; of an Eisenhower Republican family
that loses its chance at partial redemption because the kindly dad is
a racist. If conflating Marilynne Robinson with cozy regionalists like
Jan Karon gets more people to buy Robinson’s books, I suppose I
can’t object too strenuously, but it may lead some readers to miss the
strangeness of passages such as this one in Home (2008):
In college all of them had studied the putative effects of deracination, which were
angst and anomie, those dull horrors of the modern world. They had been examined
on the subject, had rehearsed bleak and portentous philosophies in term papers, and
they had done it with the earnest suspension of doubt that afflicts the highly
educable. And then their return to the pays natal, where the same old willows swept
the same ragged lawns, where the same old prairie arose and bloomed as negligence
permitted. Home. What kinder place could there be on earth, and why did it seem to
them all like exile? Oh, to be passing anonymously through an impersonal landscape!
Oh, not to know every stump and stone, not to remember how the fields of Queen
Anne’s lace figured in the childish happiness they had offered to their father’s hopes,
God bless him. … Strangers in some vast, cold city might notice the grief in her eyes,
even remember it for an hour or two as they would a painting or a photograph, but
they would not violate her anonymity. (282)
This passage offers a stunning inversion of the trope of

featurelessness. While acknowledging that the place (in this case
Gilead, Iowa) has a history (“the childish happiness they had offered
to their father’s hopes”), Glory Boughton, the narrator, longs for the
“anonymity” and “impersonal landscape” of a “vast, cold city”
(Chicago, Minneapolis, Milwaukee). She longs for “deracination,” for
the sense of being an anyone moving through an anyplace. Why
should a person long for this? Anonymity is usually felt as a burden,
and the sense that one is a mere “basic person” can imprison as
much as it liberates.
Yet the passage resonates, because we humans need to feel that we

are more than our communities, more than our histories, more even
than ourselves. We need to feel this because it is true. The cultural
conservative ideal, with its deeply rooted communities — an idea
that finds a strange echo in the less nuanced kinds of identity
politics — is a reduction as dangerous to human flourishing and self-
understanding as is the reduction of the mind to the brain or the
soul to the body. The “deeply rooted community” is, in reality, at
least as o en as not, a cesspit of nasty gossips, an echo chamber in
which minor misunderstandings amplify until they prevent people
from seeing each other accurately, or at all. As for the identities that
drive so much of our politics, they are a necessary part of the
naming and dismantling of specific kinds of oppression — but we’ve
all met people for whom they become a cul-de-sac, people who
ration their sympathy into smaller and smaller tranches of shared
similarity until they begin to resemble crabbed white men. Moral
imaginations, like economies, tend to shrink under an austerity
regime.
Every human is a vast set of unexpressed possibilities. And I never

feel this to be truer than when I drive through the Midwest, looking
at all the towns that could, on paper, have been my town, all the
lives that, on paper, could have been my life. The factories are
shuttered, the climate is changing, the towns are dying. My freedom
so to drive is afforded, in part, by my whiteness. I know all this, and
when I drive, now, and look at those towns, those lives, I try to
maintain a kind of double consciousness, or double vision — the
Midwest as an America not yet achieved; the Midwest as an America
soaked in the same old American sins. But I cannot convince myself
that the promise the place still seems to hold, the promise of
flatness, of the freedom of anonymity, of being anywhere and
nowhere at once, is a lie all the way through. Instead, I find myself
daydreaming — there is no sky so conducive to daydreaming — of a
Midwest that makes, and keeps, these promises to everybody.
And then I arrive at the house that, out of all these little houses, by
some inconceivable coincidence, happens to be mine. I park the car.
I check the mail. I pet the cat. I ready myself for bed. I can’t stay up
too late. Between the Midwest that exists and the other Midwest, the
utopic no-place that I dream of, is hard work enough for a life.
Works Cited
Athitakis, Mark. The (New) Midwest. Belt Publishing, 2017.
Bly, Carol. “From the Lost Swede Towns.” Letters from the Country, Harper
& Row, 1981.
Etcheson, Nicole. “Barbecued Kentuckians and Six-Foot Texas Rangers:
The Construction of Midwestern Identity.” In Andrew Cayton and
Susan E. Gray, editors. The American Midwest, Indiana UP, 2001.
Gray, Susan E. “Stories Written in the Blood: Race and Midwestern
History.” In Andrew Cayton and Susan E. Gray, editors. The American
Midwest, Indiana UP, 2001, p. 127.
Lauck, Jon K. Toward a Revival of Midwestern History. U of Iowa P, 2014.
Lynd, Robert S., and Helen Merrell Lynd. Middletown: A Study in American
Culture. 1929. Harcourt, Brace, 1959, pp. 7–8.
Midgley, Mary. Myths We Live By. Routledge Classics, 2014.
Robinson, Marilynne. Home. Farrar, Straus and Giroux, 2008.
Shortridge, James. The Middle West. U of Kansas P, 1989, p. 33.
Wolfson, Matthew. “The Midwest Is Not Flyover Country.” The New
Republic, 22 Mar. 2014, newrepublic.com/article/117113/midwest-
not-flyover-country-its-not-heartland-either.
READING FOR MEANING

Christman means when he says that the idea of the Midwest as
bland and featureless “is a fantasy” (par. 12).
2. Read to Respond. Christman writes, “What does it do to people
to see themselves as normal? On the one hand, one might adopt
a posture of vigilant defense, both internal and external, against
anything that might detract from such a fully, finally achieved
humanness. On the other hand, a person might feel intense
alienation and disgust, which one might project inward — What
is wrong with me? — or outward, in a kind of bomb-the-suburbs
reflex” (par. 5). Thinking about a previous life experience or
your current college experience, which social groups seem to be
thought of as most “normal” and most “abnormal?” Who
determines these classifications and who gets to belong to each
group?
analyzing an assumption you find intriguing in Christman’s
essay. For example:
Assumptions about the usefulness of the category of normality.
Christman assumes that there is value in classifying something
or someone as normal. He writes, “Small wonder, then, that
Midwestern cities, institutions, and people show up again and
again in the twentieth-century effort to determine what, in
America, is normal” (par. 4).
What characteristics or features of the Midwest does
Christman point to as setting the bar for normality? What
value does Christman assign to calling something normal?
How and why is this useful or important?
Are there other terms or categories that you think might be
equally or more productive to describe what Christman calls
normality?
Assumptions about human complexity. Christman writes that

“every human is a vast set of unexpressed possibilities” (par.
16), thereby connecting this assumption to his inquiry into
normality.
How do Christman’s assumptions about how complex and
deep people are, including those you find elsewhere in the
essay, inform his essay? How does this assumption intersect
with the argument he makes about normality?
Do you share Christman’s assumptions about this complexity?
Where do your assumptions come from?
Reflection
Reflective writing is based on the writer’s personal experience and
explores something the writer did, saw, heard, or read. Unlike
strictly autobiographical or observational writing, reflective writing
uses these personal experiences to think about society, including
how people live and what people believe. In his reflective essay,
Christman also uses features from observational writing, which
offers thought-provoking portraits or profiles of a person or place,
in order to draw a portrait of the Midwest while also reflecting on
his own relationship to this region. Because his readers may not
understand the complexity that he attaches to the Midwest,
Christman takes time in his essay to explain the Midwest not just as
a geographical location, but as a concept, drawing also on features
of concept explanation. Reflective essays present an occasion —
something the writer experienced or observed — that led them to
think about their subject in depth. Christman begins with the
occasion of moving with his wife to Michigan. He uses this event to
introduce the subject of his essay; then, throughout the rest of the
essay, Christman reflects on the Midwest and the related issues it
raises for him:
He expresses his dismay at not being able to adequately

describe the Midwest without using clichés.
He gives examples of how he has noticed the various
representations of the Midwest in contexts such as regional and
national histories, literature, and art.
He considers what it means to identify oneself as from a
specific region of the country.
ANALYZE & WRITE
Write three or four paragraphs analyzing how Christman draws on the features of
reflective writing while also using aspects of concept explanation and observational
writing to explain his reflections:
1. Skim the essay, noticing how Christman uses examples — including from outside
sources — to help readers understand and accept his reflections. Choose one or
two examples and explain why you think they work especially well to help
readers understand what Christman means.
2. How does Christman convey his perspective (a feature of observational writing)
through his reflections? Which words and phrases in the essay show his
perspective? Does he ever explicitly tell readers what he thinks?
3. Reread paragraphs 2 and 14, noticing how Christman integrates sources
smoothly (a feature of concept evaluations) to support his reflections. How
effective are these sources at helping you understand the concept of the Midwest
and the relevance of Christman’s exploration?

medium/design.
For more on stance as an element of the rhetorical situation, see Chapter 1, p. 13.

of each genre that appears in Christman’s essay. The prompts below
ask you to address how the features of those genres work alongside
and in conjunction with each other to meet the needs of Christman’s
ANALYZE & WRITE: STANCE

Write three or four paragraphs analyzing how combining the features of reflective
writing, observational writing, and concept explanation work together to support
Christman’s stance:
1. First, reread paragraphs 1–4 in order to determine Christman’s stance toward his
subject. Which information, reflections, and illustrations does he use to convey
this overall attitude? Then, skim the rest of the essay. Is Christman’s stance
consistent? Explain your answer.
complement each other to indicate Christman’s stance or attitude toward his
subject? How effective is Christman’s chosen combination? What might be lost if
Christman didn’t choose to draw on all of these features?
3. What other features from the three genres Christman draws on are present in his
essay? How do these features reflect Christman’s understanding of his rhetorical
situation?
4. What other genres and specific features of each genre might Christman have
drawn on to develop his stance? How would these support his chosen genre
while also meeting the needs of other aspects of his rhetorical situation?
Tajja Isen
How Can We Expand the Way We Write about Our
Identities?
Tajja Isen is a writer and a contributing editor to Catapult. Her work has appeared in
many publications including Electric Literature, The Globe and Mail, The Rumpus,
Catapult, and Buzzfeed. She is also a voice actress and has worked on shows such as
Atomic Betty, The Berenstain Bears, and The ZhuZhus. Isen holds a combined Juris
Doctorate/Masters in English and Law degree from the University of Toronto. The
essay below appeared in BuzzfeedNews in 2018.
► Genres: Proposal to Solve a Problem, Observation, Autobiography

Before you read, consider your own identity. Do you identify as part of a
specific ethnic group, culture, religion, or other community?
As you read, consider how Isen pushes back against the identity that editors
and others have expected her to adopt in her personal essays. Have you ever
challenged an identity that you feel others have pushed onto you?
I’ve started a ritual to dispose of personal essay ideas I know I won’t

write. It involves saying the phrase aloud — “personal essays I won’t
write” — like it’s a punchline, or a prayer. I say it when I’m tempted
by bits of the quotidian that have that special glimmer: reading
Malcolm X on public transit. Blasting 50 Cent while driving through
a white suburb with my mother. Letting people touch my hair for
money. Personal essays I won’t write.
The refrain is a joke, mostly, a loving dig at how easy it is to make

googly eyes at your navel. But it’s also a minor exorcism: By
articulating the urge, however fleeting, to seize an idea, pin it down,
and parse its innards, I make myself evaluate the kernel at its heart.
Say I started dra ing one of those essays-that-weren’t, the one about
blasting The Massacre with the windows down. Once the scene was
set and it was time to lay down something like a thesis, I’d have
cornered myself into uttering the same phrase, one I hadn’t planned
to spill ink over, but without which the essay might lack some logical
or emotional core: “As a woman of color … .”
What might we gain from thinking of our writing as an ongoing

project to worry at the same wound? Self-awareness, for one thing.
Jess Zimmerman, writer and editor-in-chief of Electric Literature,
posed this question on Twitter: If you had to boil down your
personal essays into a single refrain, what would it be? Zimmerman
noted a trend in the responses: Many people use their writing “to
send constant, repetitive signals of personal distress.” Across
multiple essays, writers transmit versions of the same call — “I’m
scared,” “I’m hurt,” “I’m grieving” — in an effort to be heard and
understood. But the best refrains did something else as well. More
than just trying to translate the writer’s struggles, they looked
outward to consider what value it might offer to a reader. In
Zimmerman’s figuration, it’s the difference between an SOS signal
and a lighthouse — not just a signpost of your pain, but a warning to
prevent another’s suffering.
My own refrain — “as a biracial woman, my experience of x can

leave me feeling hopelessly in between” — was textbook SOS. Gazing
through that lens, I told the story of myself, and certain scenes
snapped into focus: That was violence. That was not benign. That one
shapes me even now. For a while, the relief and the fury of this
naming were enough.
But soon, I began to feel that the pressure to make my mixed-race

identity my rhetorical crux was as much externally imposed as it
was self-inflicted. In my work, I posed a range of questions to which
my body’s unreadability kept resurfacing as the o en unintended
answer: Why did I leave the music industry? What does it mean to
see yourself represented in a text? Why is my juvenilia so white?
These pieces — all ones that I stand behind and worked on with
smart, sensitive editors — gave way to others, where the choice to
serve up suffering wasn’t always mine.
Things get tricky when your refrain is tied up in an identity claim,

and trickier still when that identity is an axis, or several axes, of
marginality. You offer your pain up once, and if an editor asks you to
do it again, to work that angle a bit harder, it seems disingenuous to
deny them. It’s still true, isn’t it? What if that’s the thing they love
most about the piece? What’s more, not every editor even asks
permission to press on the bruise — I’ve made brief nods to my
blackness for context, and they’ve spotlit the mention and pushed
on it hard, to the point that it drowned out my argument.
In her new book, Penis Envy and Other Bad Feelings, writer and
theorist Mari Ruti discusses the role of our traumas in our stories of
self-making. There’s no doubt, to quote Ruti, that “who we are has a
great deal to do with how we have been wounded.” But that’s
qualitatively different from building our bodies of work around this
original wound. As I placed more work online, I came to understand
something that continues to shape my thinking: Despite the position
from which I write, and the need for it to inform my work, I also
want that work to bloom around a richer core than the supposed
pain of racial difference. If each writer chases a singular question,
then I need a refrain that does more open-ended, unexpected work
than just announcing the color of my skin as the intellectual bottom
line — even if, or especially if, that tortured pose is the kind of work
that editors expect.
As writers of color slowly gain greater visibility, it’s important to

consider what kinds of narratives we keep asking these artists to tell.
Today’s media market has a tendency to demand versions of the
same story from all marginalized writers, and that’s especially true
in the personal essay economy, a certain sector of which is defined
by its hunger for suffering. As Sarah Menkedick reminds us, the
continual potshots taken at the personal essay form — as the lazy,
nonliterary exposure of trauma and identity — are reductive, and
arguably just symptoms of condescending reading. But the pressure
to perform minority trauma does put writers of color at an
especially high risk of being pigeonholed. If, as Soraya Roberts
argues, the personal essay isn’t dead, it’s just no longer white, then
it’s incumbent on both writers and editors to ensure that this
increased visibility doesn’t occur at the expense of depth, or lead to
tokenization.
I want to emphasize that these questions on how to write identity

are very much a two-way street, that it’s not all a conspiracy of
cookie-cutter editorial practices under the guise of diversifying
content. More importantly, I want these writers to get their work out
and get their money, to feel the peerless satisfaction of clarifying a
sensation or experience that was once kept opaque to them. For a lot
of people, that’s going to hinge on an identity claim, and it’s a crucial
time to be doing that kind of political work. But it’s also worth
considering the refrain that writer and editor collaboratively
produce: What lives at the core of the stories you tell about yourself?
What narratives of trauma are you coaxing out of people who might
be trying to express something else?
Of course, there will always be writers content to make trauma their

calling card. The essayist Morgan Jerkins has been explicit about
how writing on black suffering jump-started, and still structures,
her career. With remarkable efficiency, she built a reputation for
turning around rapid responses to acts of police brutality and anti-
black violence. Again: Get your money. This is America. But where
this approach becomes murky is when such a writer gets anointed
by white media as the voice of a generation, thereby cementing one
person’s views — in this case, an emphasis on racial trauma as
central to living — as the definitive version of black womanhood. It
reifies what writing about identity “ought” to look like, making it
harder for writers in her wake to step from this path. Black women
might read it and think, “But that’s not my story.” White women
might read it and think, “I knew it.”
How might we help usher in more nuanced ways of writing identity,

ones that don’t always demand that writers of color perform their
suffering on the page? Last month, Porochista Khakpour offered us
one possibility with the launch of her new Medium series, Off Beat.
Khakpour aims to give writers the chance — or the challenge — to
write about a topic that is, quite literally, “off the beat” that they’re
usually tapped to discuss. Khakpour knows from experience that
writers can easily get shoehorned by editors, magazines, and by
their own pitches into covering particular subjects, a move that
becomes especially pernicious for marginal writers. And being
endlessly called upon only to recite the woes of a minority group is,
as Cord Jefferson writes in “The Racism Beat,” exhausting to the
point of being unsustainable. Khakpour notes that the stakes of such
a narrow beat are also existential, provoking in its writers the urgent
question: “Who am I outside of what they see me as?”
In addition to editorial strategies like Khakpour’s, there are ways to

tackle the question as writers. Zadie Smith’s most recent essay
collection, Feel Free, which came out in February, takes a different
approach to broadening the ways we think about identity writing. In
the book’s foreword, Smith plants herself firmly on the lighthouse
side of Zimmerman’s dichotomy: “I feel this — do you? I’m struck by
this thought — are you?” Her manner of reaching out to the reader is
informed by her view of the self as unbounded and fluid: a
“malleable and improvised response” to the world and language, as
opposed to one fixed by physicality, ethnicity, or history. It’s a far cry
from the call to carve up our bodies into their constituent
oppressions, the all-too-common misuse of “intersectionality.” But
Smith is also aware that her view of selfhood is somewhat dated,
especially in the face of a political reality explicit about its assault on
various identity categories, one that brings with it the pressure —
even the need — for those identities to be boldly asserted.
The most sensitive, compelling approach to exploring the self I’ve

encountered in recent writing is Alexander Chee’s How to Write an
Autobiographical Novel, which came out in April. (You don’t even get
past the title without the sense that you’re being directly addressed;
it’s hard to get more lighthouse than “how-to” — though the book is
less guide than dialogue.) Like sex shops or the dentist, books are
not o en places I walk into hoping to be called out and shown a
mirror. But there’s a detail that seized me within the first few pages
of Chee’s book, in the essay “The Curse”: While on a summer
exchange program in Tuxtla Gutiérrez, Mexico, 15-year-old Chee is
reading Frank Herbert’s classic science fiction novel Dune. He is
moved by the boy at the heart of the novel, the latest in a series of
characters like Batman and Sherlock Holmes, “who went from being
ordinary people to heroes through their ability to perceive the
things others missed. I wanted to see if I too could obtain these
powers through observation.”
I glimpsed a version of myself within this perfect moment, in the

desire to make sense of your world while swimming in the soup of a
still-forming identity; the proto-hope, not yet quite articulable, that
writing will bring this sense of clarity; the knowledge of the reader
and the narrator — but not yet the boy — that, yes, it will. There are
more ways to reach from the page than the mere fact of seeing your
identity represented. I was thrilled to have my cover blown.
The motif of the observant outsider continues to resurface

throughout that essay — Chee, half white and half Korean, is one of
the only nonwhite students on exchange — but he resists the
narrative of pained in-betweenness. Chee admits to being less
exoticized in Mexico than when he’s at home in Maine, but he
presents the predictable mixed-race story as an option rather than a
given, one that he rejects rather than embraces. Here’s Chee,
avoiding the easy answer: “In the United States, if I said I was mixed,
it meant too many things I didn’t feel. Mixed feelings were confusing
feelings, and I didn’t feel confused except as to why it was so hard
for everyone to understand that I existed.” He’s not hopelessly lost as
a result of his identity; rather, it lends him a chance for exploration.
In a memorable scene toward the essay’s end — and it seems crucial
that Chee’s work moves in scenes, driven as much by novelistic
description as by a rhetorical bottom line — he uses his newfound
fluency in Spanish to convince a couple of party guests that he is a
boy called Alejandro from Tijuana. This act of theatrics sets the tone
for many of the pieces that follow, foregrounding the pleasure and
power of the masks that we don to perform versions of ourselves,
both on the page and off.
In an essay called “The Writing Life,” Chee describes the semester

he spent taking Annie Dillard’s literary nonfiction class at Wesleyan
University. In Dillard’s teaching philosophy, the literary essay was “a
moral exercise that involved direct engagement with the unknown,
whether it was a foreign civilization or your mind.” Rather than
closing on the expected story, writers are bound to face the
unfamiliar. When Chee arrives at the Iowa Writers’ Workshop, he
announces that he’s “taking this parade down the middle of the
road,” carving out space for himself as a gay Korean American
writer amid the program’s stifling whiteness. Throughout the
collection, he continues to center his body and politics in what he
brings to the page. But such detailed, specific self-exploration can
still look outward, welcoming another into the unknown of writing
yourself, rather than foisting a map on them right off the bat and
marking all of the intersections that meet at the point where you
live. I want to quote Chee once more, on confronting the story the
world foists onto mixed-race people: “[It] felt like discovering your
shoe was nailed to the floor, but only one of them, so that you paced,
always, a circle of possibility, defined by the limited imaginations of
others.” Let’s stop nailing writers’ shoes to the floor.
Not long a er I noticed the pattern of my personal writing — that all
my inquiries were reducible to the same bottom line — I decided
that I was going to withdraw myself from my work entirely. I
scrubbed my prose of anecdotes or personal pronouns; I wrote
careful reviews that hid those bits of opinion at risk of being traced
back to a body. You’ve grown, I told myself. You’re a real critic now.
But this stance, too, turned out to be untenable. Even if I’m not
writing a piece that explicitly lassoes in the personal, I can’t stand to
cut that channel off entirely; it’s not much better than having my
work rewritten to convey a sense of pain that I don’t feel. I come to
the page to attend to the specificity of my experience — to achieve
clarity by explaining myself to myself, whether I’m staging my
encounter with a text, a fictional scene, or a woman in line at the
grocery who wants to touch my hair.
I want to let myself into my work not in droplets or fragments or

anything so jealously guarded, nor in the unfiltered gush that shapes
the clichéd idea of the personal essay. And here, Chee’s use of
scenes offers a guide for the kind of writer that I’m working to
become. If I told the story of my Kafkaesque law school years, I
would want to dwell on their curious characters and emotional
textures, alert to how such things were shaped by the institution’s
whiteness, but not feeling pressed to shuffle every detail into line
behind a clickbait claim of violence. I’m trying to keep an eye on
both halves of the equation: not just the intimacy of exposure, but
the act of the telling — the idea that, if we follow the scenes of our
story closely enough, we might find twists that generate conclusions
different from the ones our bodies suggest. We might reach no
conclusion at all.
READING FOR MEANING

problem that Isen is describing, as well as her solution to it.
2. Read to Respond. Write a paragraph analyzing Isen’s claim that
“the pressure to perform minority trauma does put writers of
color at an especially high risk of being pigeonholed” (par. 8).
What does she mean by “minority trauma” and how does this
lead to pigeonholing? Are you aware of any other examples of
this phenomenon?
analyzing an assumption you find intriguing in Isen’s essay. For
example:
Assumptions about how writers reach readers. Isen writes, “But

the best refrains did something else as well. More than just
trying to translate the writer’s struggles, they looked outward to
consider what value it might offer to a reader” (par. 3) and
“There are more ways to reach from the page than the mere fact
of seeing your identity represented” (par. 14).
Do your own experiences as a reader lead you to agree with
Isen that the best personal writing looks outward toward the
reader? Why or why not?
As a reader, how do you expect a writer to connect with you?
As a writer, how do you strive to connect with readers?
Assumptions about writers of color. Isen writes, “I need a

refrain that does more open-ended, unexpected work than just
announcing the color of my skin as the intellectual bottom line”
(par. 7) and asks, “How might we help usher in more nuanced
ways of writing identity, ones that don’t always demand that
writers of color perform their suffering on the page?” (par. 11).
Why do you think Isen values open-ended and more nuanced
ways of treating identity, particularly for writers of color and
those from marginalized groups?
As a reader, what assumptions do you make about writers of
color and writers from marginalized groups? Do you expect
them to address their own identities or the concept of identity
in their writing? Explain your answer.
Proposals to solve problems must first identify the problem and help
readers understand why the problem is worth addressing and
ultimately solving. Depending on how familiar readers are with the
problem, a writer may dedicate more space to analyzing the
problem and establishing its seriousness before moving on to
solutions.
ANALYZE & WRITE

Write three or four paragraphs analyzing and evaluating how Isen combines features
from the genres of autobiography and observation to help her present the problem and
establish its seriousness.
1. Reread paragraphs 3–16. How does Isen use outside sources to help readers
understand that the problem exists and is serious?
2. In paragraphs 3–16, how does Isen also convey the autobiographical significance
(a feature of autobiographical writing) of the problem she outlines?
3. Reread paragraph 11 through the end of the essay in order to determine how
Isen conveys her perspective on the subject (a feature of observational writing)
as she demonstrates how the proposed solution would help solve the problem
she outlines. How feasible is her proposed solution? Are you convinced that it
would be effective?

medium/design.
For more on purpose as a feature of the rhetorical situation, see “Developing Rhetorical
Sensitivity” in Chapter 1.
of each genre that appears in Isen’s essay. The prompts below ask
in conjunction with each other to meet the needs of Isen’s rhetorical
situation.
ANALYZE & WRITE: PURPOSE

Write three or four paragraphs analyzing how combining the features of proposals to
solve a problem, autobiography, and observation work together to support Isen’s
purpose.
1. How does Isen use rhetorical questions throughout her essay to help organize it
in a way that is clear, logical, and convincing (a feature of proposals to solve a
problem) to help achieve her purpose?
2. How do the features you have focused on in the Analyze and Write prompts
above complement each other to further Gawande’s purpose? How effective is
Gawande’s chosen combination? What might be lost if Gawande didn’t choose to
draw on all of these?
3. What other features from the three genres Isen draws on are present in her
essay? How do these features reflect Isen’s understanding of her rhetorical
situation?
4. What other genres and specific features of each genre might Isen have drawn on
and how would these support her purpose while also meeting the needs of other
aspects of the rhetorical situation?
Jonathan Jones
Leonardo v Rembrandt: Who’s the Greatest?
Jonathan Jones is a British art critic and journalist. He has written three books: The
Lost Battles: Leonardo, Michelangelo and the Artistic Duel That Defined the Renaissance;
The Loves of the Artists; and Tracey Emin: 2007–2017. He served as a judge for both the
2009 Turner Prize, a highly competitive annual prize that is awarded to a British
visual artist, and the 2011 BP Portrait Award, a prestigious worldwide portrait
competition. Since 1999 he has written for the Guardian, which is where this essay
was published in 2018.
► Genres: Evaluation, Observation, Arguing for a Position

Before you read, consider what you already know about Leonardo daVinci
and Rembrandt. Where does your knowledge come from?
As you read, notice how Jones presents the comparison between the two
artists. How do his rhetorical choices affect your response to his piece?
It’s the art fight of the year, the rumble in the museum. Who is the
greatest — Rembrandt van Rijn or Leonardo da Vinci? The two
geniuses both have big anniversaries this year. According to the
Netherlands, 2019 is officially the Year of Rembrandt. Amsterdam’s
Rijksmuseum, the Mauritshuis in The Hague and the Museum De
Lakenhall in Leiden are all putting on shows for the 350th
anniversary of his death in 1669. Yet Rembrandt isn’t getting his year
to himself. This also happens to be the 500th anniversary of the
death of Leonardo in 1519. It’s a great excuse for exhibitions by
Britain’s Royal Collection and British Library as well as a grand
retrospective at the Louvre.
So which is the bigger anniversary? The smart bet might seem to be
Rembrandt. His art is so absorbing, tragic and inward. His portraits
are the painterly equivalents of King Lear. He is a painter in whose
shadows the soul can linger. By contrast, Leonardo is a pop star
who’s still busting the market 500 years a er his death — and isn’t
that a bit oppressive? It’s hard not to feel alienated among all the
smartphone-touting tourists in front of the Mona Lisa. Not much
room there for the meditative silent communion you can have with
a Rembrandt.
Rembrandt’s Self-Portrait with Two Circles is unlikely to be

surrounded by cameras if you seek it out at Kenwood House in
London. You can gaze into the old artist’s dark eyes as they
contemplate you in return. His conscious presence lurks in so
mossy gatherings of muted colour. He uses his brush to create both
himself and what looks like an unfinished map of the world.
Rembrandt looks noble and flawed, gazing at you as one troubled
person at another.
Did Leonardo ever create anything so disarmingly and rawly

human? I’d reply with another question: has anyone under the age of
30 ever given a hoot about Rembrandt? Self-portraits that probe the
inner self are all very well, but there’s a universality to Leonardo
that puts him in a different league. I became a fan of his genius
when I was about eight. I had a Ladybird book about great artists.
The story of Leonardo da Vinci was like a fairytale — there was a
picture of him buying birds at market just so he could release them.
What’s Rembrandt got for an eight-year-old? And how many copies
would The Rembrandt Code sell?
As for depth, it’s a false test to compare a Rembrandt self-portrait

with the Mona Lisa. To grasp the real wonder of Leonardo you need
to look at his drawings. He finished very few paintings and all are
commissions in which self-expression struggles with patrons’
demands. It’s in his notebooks that Leonardo truly soars. In page
a er page he studies nature, designs machinery, invents weapons,
plans fortifications and seeks the secret of flight.
The greatest of all these visual investigations are his anatomical

drawings. These are his artistic answers to Rembrandt’s portraits —
and they are also miracles of science. He wrote of the dread he felt
when he stayed up all night in a dissection room full of cadavers,
alone with the dead. Out of these experiments he produced
drawings that go — literally — deeper than Rembrandt. Instead of
being moved by a face, Leonardo digs and cuts in search of life’s
hidden structure. The drawings that record his fleshy discoveries
outdo Rembrandt’s greatest portraits as images of what it is to be
human. There’s no more moving work of art on earth than his
depiction of a foetus in the womb, esconced as if in a capsule bound
for the stars.
The quivering mystery of Leonardo’s drawings of the lungs and
heart, the precision of his studies of the eye and brain — these are
his most sensitive as well as mind-boggling works. His anatomical
drawings belong to the Queen and many will be touring the country
this year.
Sure, Rembrandt is the Shakespeare of painting. But Leonardo is

Shakespeare, Einstein and the Wright brothers rolled into one.
Come off it, Rijksmuseum. This just isn’t Rembrandt’s year.
READING FOR MEANING
1. Read to Summarize. Write a sentence or two explaining why

and based on what criteria Jones compares Rembrandt and
daVinci.
2. Read to Respond. Write a paragraph analyzing Jones’s claim
that “Leonardo is a pop star who’s still busting the market 500
years a er his death — and isn’t that a bit oppressive?” (par. 2).
Can you offer examples of how Leonardo is “still busting the
market?” How would this be oppressive?
analyzing an assumption you find intriguing in Jones’s essay.
For example:
Assumptions about how to judge art. Jones writes, “So which is
the bigger anniversary? The smart bet might seem to be
Rembrandt. His art is so absorbing, tragic and inward” (par. 4).
By the end of the essay, Jones declares daVinci’s anniversary
the bigger one despite his point that Rembrandt’s art is “so
absorbing, tragic, and inward.” What criteria does he use to
compare the two artists’ works that leads him to this
conclusion?
What assumptions do you have about what constitutes good
art, and where do those assumptions come from? Based on
your own assumptions, do you find yourself agreeing or
disagreeing with Jones’s conclusion?
Assumptions about how to discuss art. Although Jones is a

serious art critic, in this piece his tone is not consistently
serious. For example, throughout the piece he refers to da Vinci
by his first name, calls him a pop star (par. 2), and describes his
subject as “the art fight of the year … a rumble in the museum”
(par. 1).
Why do you think Jones discusses art in this way? What does
it suggest about how he understands art and artists, as well as
what he anticipates about readers who might pick up the
piece?
Reread the essay, keeping track of moments that you would
describe as more serious than those quoted above. Where
does Jones’s discussion become more serious and more along
the lines of what you might expect from a serious art critic?
Why do you think he becomes serious in these particular
moments? As a writing strategy, how effective is his shi ing
tone?
Evaluation
Writers of evaluations strive to convince readers that their judgment

is trustworthy because the reasons are based on criteria, such as
shared values, that are appropriate to the subject and backed by
reliable evidence. Although readers may expect a definitive
judgment, they o en also appreciate a balanced one that
acknowledges other possible opinions and judgments. For example,
Jones recognizes that Rembrandt is talented, but makes his
judgment clear in the conclusion to his piece:
Sure, Rembrandt is the Shakespeare of painting. But Leonardo is Shakespeare,

Einstein and the Wright brothers rolled into one (par. 8).
ANALYZE & WRITE

Write three or four paragraphs analyzing and evaluating how Jones supports his
judgment while balancing it by acknowledging other positions:
1. Reread the title and the first two paragraphs of the essay. How do the title and
the opening two paragraphs set up the two items to be evaluated and begin to
anticipate the author’s judgment, as well as alternative judgments?
2. Jones chooses to adopt the role of detached spectator (one of the possible
authorial roles in observational writing) as he compares DaVinci and
Rembrandt. What advantages and disadvantages do you see in this role as he
evaluates the artists and their works? Can you imagine a way he may have taken
on the role of participant observer given the subject of his piece?
3. What reasonable evidence (a feature of position arguments) does Jones use to
support his evaluative argument? How effective do you think his evidence is?

medium/design.
For more on the rhetorical situation, see “Developing Rhetorical Sensitivity” in Chapter 1.

of each genre that appears in Jones’s essay. The prompts below ask
in conjunction with each other to meet the needs of Jones’s
ANALYZE & WRITE: STANCE

Write three or four paragraphs analyzing how combining the features of evaluation,
observation, and position arguments work together to support Jones’s stance:
1. First, reread paragraphs 1–3, paying particular attention to the first sentence of
the essay. How and where does Jones’s stance toward his subject emerge? How
does his stance help set the tone for the rest of the essay? Were you expecting
this kind of stance in a piece about legendary artists? Why or why not?
complement each other to indicate Jones’s stance toward his subject? How
effective is Jones’s chosen combination? What might be lost if Jones didn’t
choose to draw on each of these features?
3. What other features from the three genres Jones draws on are present in his
essay? How do these features reflect Jones’s understanding of his rhetorical
situation?
4. What other genres and specific features of each genre might Jones have drawn
on to develop his stance? How would these support his chosen genre while also
meeting the needs of other aspects of the rhetorical situation?
Aru Terbor
A Deeper Look at Empathetic and Altruistic
Behavior
Aru Terbor was a senior psychology major focusing on behavioral psychology when he
wrote this paper for an upper-level psychology-themed writing course. The assignment
asked students to argue a position by exploring a concept or set of related concepts in
the field of behavioral psychology.
► Genres: Arguing a Position, Explaining Concepts, Cause and Effect

Before you read, consider what you know about the concepts of empathetic
and altruistic behavior. In what contexts have you heard these terms? What do
you think they mean?
As you read, think about altruistic behaviors you have engaged in. How would
you describe your motivations for these behaviors?
As America becomes increasingly divided politically, culturally, and

religiously, there have been many calls for empathy. Empathy, from
the German word “einfühlung,” which translates as “in feeling,” is a
kind of emotion of identification that is experienced in relation to
something or someone else. Empathy is “having an emotion that is
somewhat like the emotion experienced by the target person” (Mar,
Oatley, Ditjick, and Mullin 2011, 824). Because empathy asks us to
look beyond ourselves and reach toward others by trying to
understand their ideas, beliefs, positions, and points of view,
empathy has been described as a possible remedy for our
increasingly fractured culture by many people including educators
such as Carolyn Calloway-Thomas, former President Obama, and
social psychologist Jamil Zaki.
Being empathetic can also be classified as an altruistic act, that is, a
behavior “designed to increase another person’s welfare, and
particularly those actions that do not seem to provide a direct reward
to the person who performs them” (Jhangiani and Tarry). In fact,
there is a specific kind of altruism defined by its relationship to
empathy: empathy-altruism. This kind of altruism is based
specifically on feelings for others — the giver behaves altruistically
because of empathetic feelings toward another person. Altruistic
behaviors that might be inspired by empathy include charitable
donations, letting a stranger go before you in line, giving blood,
visiting the elderly in nursing homes, helping a neighbor in need, or
sacrificing your own life to save the lives of others.
However, looking more closely at the concept of empathy-altruism

reveals that pure altruism may not be as common as we think, and
egoism may be the motivating factor for these seemingly altruistic
behaviors. Understanding what might be motivating empathy-
altruism, as well as understanding the potential implications of
empathetic behavior, can provide a more comprehensive and
nuanced understanding of both empathy and altruism, and by
extension this concept of empathy-altruism. If we don’t take the time
to understand these concepts, then calls for empathy are not as
informed as they might be. We then run the risk of misusing the
concept, misunderstanding its implications, and not being able to
inspire the kind of empathy that may help unify America.
Many would argue that examples of altruism are all around us, and
that these examples are motivated by our empathetic feelings toward
others. In fact, Daniel Baston, an American psychologist, has
consistently argued that there are such things as truly altruistic acts.
More specifically, he developed the empathy-altruism hypothesis that
maintains that if we feel empathy toward a person we are motivated
to help them for reasons that do not benefit us at all. Baston explains:
The empathy-altruism hypothesis states that empathetic concern produces altruistic

motivation. To unpack this deceptively simply hypothesis, it is necessary to know what
is meant by “empathetic concern,” by “altruistic motivation,” and even by “produces.”
Empathetic concern — other-oriented emotion elicited by and congruent with the
perceived welfare of someone in need — is distinguished from seven other uses of the
term empathy. Altruistic motivation — a motivational state with the ultimate goal of
increasing another’s welfare — is distinguished from four other uses of the term
altruism. Altruism is contrasted with egoism — a motivational state with the ultimate
goal of increasing one’s own welfare. The question of why empathetic concern might
produce altruistic motivation is addressed by considering the information and
amplification functions of emotions in general, as well as the relationship of emotion
to motivation.
In other words, Baston believes that when one feels empathy toward
another, it produces altruistic motivation, which is motivation
characterized solely by increasing another’s welfare.
Although Baston’s empathy-altruism hypothesis is heartening, the

prevailing hypothesis in Western psychology is that people are not
motivated by altruism, but by egoism. Egoism is the theory that
people are motivated by self-interest. Egoism is in some ways the
opposite of altruism because the motivating factor for a behavior is
self-interest rather than to “increase another person’s welfare.” So
how could good deeds be driven by self-interest? What could you
possibly gain from letting a stranger go before you line or giving
blood? Social psychologists have found that benefits include material
gain, social approval, enhancement of their self-image, avoidance of
self-censure, and alleviation of distress (Hoffman).
Both empathy and altruism involve moving beyond oneself and

thinking about others, but as positive as these behaviors sound,
everyone from philosophers to neurobiologists have wondered
whether there are such things as truly selfless acts. For example,
philosophers as far back as Aristotle have considered what motivates
humans to behave as they do and contemporary neurobiologists
study chimpanzees, squirrels, vampire bats and other animals to
understand the mechanisms in the brain that lead to acts of
generosity because they believe this can help us understand human
behavior (Gabbatiss).
Earlier this semester, I developed a research project for my

psychology class that explores the question of what drives human
behavior, including behavior that at first glance seems driven by
altruistic motivations. I developed a two-question survey using the
SurveyMonkey platform. The registrar generated a random sample of
150 students at my university. These students were sent a link to the
survey and their responses to these open-ended questions were
completely anonymous. I used the data from the first 100 students
who responded. In the first question, students were given the
definition of an altruistic act — an act “that is designed to increase
another person’s welfare, and particularly those actions that do not
seem to provide a direct reward to the person who performs them”
(Jhangiani and Tarry) and asked to list any acts they performed in the
last year that they thought could be characterized as altruistic. The
first chart lists the different acts students reported. The second
question asked what motivated students to perform those acts. Those
answers were coded as altruistic, meaning that the act was
performed just to benefit the other person, or ego-driven, meaning
that the answer indicated at least some benefit to the student even if
there was also a benefit to the receiver. These answers are
represented in the second chart.
ACTS OF ALTRUISM REPORTED BY STUDENTS
Description
The five major acts reported by the students are Helped Friend, Made Donation, Sent
Greeting card, Helped Stranger, and Tutored or mentored. The readings are as follows:
Helped friend, 70; Made Donation, 10; Sent Greeting card, 8; Helped Stranger, 5; and
Tutored or mentored, 7.
PERCENTAGE OF REPORTED ALTRUISTIC ACTS MOTIVATED BY ALTRUISM AND

EGOISM
Description
The readings are as follows: Altruism, 93; and Egotism, 7.
As the second chart shows, the vast majority of students said that
they were motivated by wanting to help others, but seven percent of
students said they were motivated because the act benefitted
themselves in some way. By their own admission, this small
percentage was motivated by egoism rather than altruism.
So what does this data mean? First, it is important to note that there
are limitations to this study. The sample is small and limited to
university students. The data I collected may also be affected by what
is called response bias. As Rosenman, Tennekoon, and Hill, faculty
members at University of Washington’s School of Economic Sciences
explain:
“Response bias is a widely discussed phenomenon in behavioural

and health care research where self-reported data are used; it occurs
when individuals offer self-assessed measures of some phenomenon.
There are many reasons individuals might offer biased estimates of
self-assessed behaviour, ranging from a misunderstanding of what a
proper measurement is to social-desirability bias, where the
respondent wants to ‘look good’ in the survey, even if the survey is
anonymous.”
Because the students taking the survey are reporting their own
motivations, response bias suggests the data might not fully and
accurately reflect the true motivations behind these altruistic acts.
Despite the limitations of this study, response bias and a participant’s

potential desire “to ‘look good’ in the survey” (Rosenman,
Tennekoon, and Hill) suggests another way of interpreting the data,
however. This could potentially mean that the number of students
who determined their motivations were ego-driven is actually higher
than seven percent, and the students who determined their
motivations were altruistic may have been ashamed to admit that
their seemingly altruistic acts were actually self-serving. This kind of
response is understandable due to negative contemporary
associations with selfishness and egoism. Although this study doesn’t
prove anything and these limitations prohibit us from drawing
conclusions about altruism and egoism, the study does suggest that
even acts that seem altruistic may be motivated by egoism. This leads
us to consider egoism as a concept.
Despite negative contemporary associations with the concept of

egoism — no one wants to be told they have a big ego — egoism is not
inherently negative. For an illustration of this we can look at
Aristotle’s definition of what he called “self-love,” a term that predates
egoism, but largely captures the same idea. Even in Aristotle’s time
he was aware of the negative connotation that accompanied the
concept of self-love, noting that “people criticize those who love
themselves” (155). He continues, “The bad man seems to do
everything for his own sake” whereas “the good man acts for
honour’s sake” as well as “his friend’s sake, and sacrifices his own
interest. But the facts clash with these arguments, and this is not
surprising” (155). Explaining why these arguments don’t hold up, he
writes that “those who use the term as one of reproach ascribe self-
love to people who assign to themselves the greater share of wealth,
honours, and bodily pleasures” (156). Aristotle means that self-love
gained its negative connotation because of its association with those
whose self-interest leads them toward greed. This is not always the
case, though, and there are o en more noble or acceptable
consequences of self-love. As he suggests, acting with self-love or for
the self does not necessarily equate to acting morally wrong (156).
Aristotle explains further: “If a man were always anxious that he
himself, above all things, should act justly, temperately, or in
accordance with any other of the virtues … no one would call such a
man a lover of self” (156). This is an example of how a man’s self-love
can lead to good. Aristotle takes his point even further by arguing
that “the good man should be a lover of self (for he will both himself
profit by doing noble acts, and will benefit his fellows)” (emphasis
added 156). Much more recently, Psychologist Jamil Zaki has argued
that self-love is crucial for “sustainable and deep empathetic
concern,” particularly for those whose jobs demand empathy, such as
in the field of nursing (“How to Avoid”).
So what does this mean for altruism and understanding the kind of
altruism that is motivated by empathy? If we understand why people
are motivated to behave altruistically — and we aren’t afraid to
consider egoism as a motivating factor — then we can have a better
idea of how to motivate people to be more empathetic.
Motivating people to be more empathetic to others, especially those

not like them or those who don’t think like them is a challenge,
particularly in this digital age. Despite all of the different
perspectives available on the Web, including opinions on everything
from immigration to what to feed your dog, to whether eating
organic food is beneficial, studies show that people tend to reside in
what are called echo chambers or filter bubbles where their own
ideas are simply echoed back at them and those they don’t agree with
are filtered out. In 2016, writer, lecturer, and broadcaster Kenan
Malik (2016) described the divide among the American people as
“shaped more by identity than by ideology”:
The key fault line today is not between le and right but between those who welcome a
more globalized, technocratic world, and those who feel le out, dispossessed and
voiceless. … Both sides interpret facts and news through their own particular political
and cultural frames. All this has led to anguished discussions about people living in
“echo chambers” — sealed-off social worlds in which the only views they hear are ones
echoing their own.
Social media platforms, with their algorithms and filters, only

perpetuate the growth of these “sealed-off social worlds” and
exacerbate their consequences, making empathy that much more
difficult to achieve.
Not only is empathy difficult to achieve, but its implications are not
always positive. Up until this point, this essay has assumed that
empathy is inherently a positive behavior with only positive
consequences. However, in empathizing with someone else there are
risks, including making less of the other person as you empathize
with them. Jonathan Alexander and Jacqueline Rhodes, experts in
composition and rhetoric who consider how identity plays out in
writing, call this a “flattening effect” as “the ‘other’ is tamed as a
knowable entity” (431). Amy Shuman describes further the potential
negative implications of empathy: “Empathy offers the possibility of
understanding across space and time, but it rarely changes the
circumstances of those who suffer (5). Additionally, in Scenes of
Subjection: Terror, Slavery, and Self-Making in Nineteenth-Century
America, dedicated to exploring how black identities were shaped
during and in the a ermath of slavery, Saidiya Hartman writes,
“Empathy is double-edged, for in making the other’s suffering one’s
own, this suffering is occluded by the other’s obliteration” (19). In
other words, although empathy is conceived of as a way to reach
beyond oneself and establish connections with others by identifying
with them, that identification may obscure that person and their
situation.
Yale psychologist and author of the book Against Empathy, Paul

Bloom has been very outspoken about the potentially negative
consequences of empathy. He has argued that:
On many issues, empathy can pull us in the wrong direction. … Moral judgment
entails more than putting oneself in another’s shoes … plenty of good deeds —
disciplining a child for dangerous behavior, enforcing a fair and impartial procedure
for determining who should get an organ transplant, despite the suffering of those low
on the list — require us to put our empathy to one side. … Our best hope for the future
is not to get people to think of all humanity as family — that’s impossible. It lies,
instead, in an appreciation of the fact that, even if we don’t empathize with distant
strangers, their lives have the same value as the lives of those we love. … Our hearts
will always go out to the baby in the well; it’s a measure of our humanity. But empathy
will have to yield to reason if humanity is to have a future. (“The Baby”)
Bloom’s point is that empathy does not necessarily lead to good moral
judgment and that imagining that people can be inspired to
empathize with strangers is unrealistic. Instead, he suggests that we
need to use reason and more intellectual faculties in order to
appreciate the value of others, their lives, and their perspectives.
This exploration of empathy, altruism, and the empathy-altruism

hypothesis has revealed that these concepts are more complicated
than is usually understood. Seemingly altruistic acts are not always
motivated by altruism and may be motivated by egoism. Still, egoism
or self-love should not be understood as inherently negative and may
actually be integral to sustaining feelings of empathy toward others.
Most compelling, though, as we look forward to our country’s future
are some of the potentially negative consequences empathy. It is hard
to believe that anyone who is trying to act empathetically toward
others wants to do these people harr either by obliterating their
identities or by neglecting to act on their behalf (rather than just
identifying with them). Todd DeStigter, who draws on Jay Robinson’s
concept of “critical empathy,” offers what seems to be both a
heartening and realistic way of conceiving of empathy. DeStigter
explains critical empathy as “the process of establishing informed
and affective connections with other human beings, of thinking and
feeling with them at some emotionally, intellectually, and socially
significant level, while always remembering that such connections
are complicated by sociohistorical forces that hinder the equitable,
just relationships that we presumably seek” (240). Critical empathy,
then, brings together rational and emotional aspects of empathy by
highlighting that connections with other human beings should be
both informed and affective and that these relationships are complex
and o en inequitable. Ultimately, instead of calling for empathy, we
should be calling for critical empathy in order to better capture and
address the very complexities of this seemingly simple concept.
Works Cited
Alexander, Jonathan, and Jacqueline Rhodes. “Flattening Effects:
Composition’s Multicultural Imperative and the Problem of
Narrative Coherence” College Composition and Communication, vol.
65, no. 3, 2014, pp. 430–454.
Aristotle. Nicomachean Ethics. Trans. W. D. Ross,
https://socialsciences.mcmaster.ca/econ/ugcm/3ll3/aristotle/Ethic
s.pdf.
Bloom, Paul. Against Empathy: The Case for Rational Compassion. Ecco,
2016.
—. “The Baby in the Well: The Case Against Empathy.” The New Yorker,
20 May 2013,
http://faculty.missouri.edu/segerti/capstone/BloomAgainstEmpat
hy.pdf.
Calloway-Thomas, Carolyn. A Call for a Pedagogy of Empathy,
Communication Education, vol. 67, no. 4, 2018, pp. 495–499. DOI:
10.1080/03634523.2018.1504977
DeStigter, Todd. 1999. “Public Displays of Affection: Political
Community through Critical Empathy.” Research in the Teaching of
English 33 (3): 235–244.
Gabbatiss, Josh. “There Is No Such Thing as a Truly Selfless Act,”
BBC.com, 19 July 2016, http://www.bbc.com/earth/story/20160718-
there-is-no-such-thing-as-a-truly-selfless-act.
Hartman, Saidiya V. Scenes of Subjection: Terror, Slavery, and Self-
Making in Nineteenth-Century America. Oxford UP, 1997.
Hoffman, Martin L. “Is Empathy Altruistic?” Psychological Inquiry,
vol. 2, no. 2, 1991, pp. 131–133.
Jhangiani, Rajiv and Hammond Tarry. “Chapter 8: Helping and
Altruism,” Principles of Social Psychology, edited by Charles
Stangor, https://opentextbc.ca/socialpsychology/chapter/chapter-
summary-9/.
Malik, Kenan. “All the Fake News That Was Fit to Print.” The New York
Times, 4 Dec. 2016, www.nytimes.com/2016/12/04/opinion/all-the-
fake-news-that-was-fit-to-print.html.
Mar, Raymond A., Keith Oatley, Maja Djikic, and Justin Mullin.
“Emotion and Narrative Fiction: Interactive Influences Before,
During, and A er Reading.” Cognition and Emotion vol. 25, no 5,
2011, pp. 818–833.
Obama, Barack. “Obama to Graduates: Cultivate Empathy.”
Northwestern University News, 2006,
www.northwestern.edu/newscenter/stories/2006/06/barack.html.
Rosenman Robert, Vidhura Tennekoon, and Laura G. Hill
“Measuring Bias in Self-Reported Data,” International Journal of
Behavioral and Healthcare Research, vol. 2, no. 4, 2011, pp. 320–32.
Shuman, Amy. Other People’s Stories: Entitlement Claims and the
Critique of Empathy. University of Illinois Press, 2005.
Zaki, Jamil. “How to Avoid Empathy Burnout,” Nautilus, 7 April 2016,
http://nautil.us/issue/35/boundaries/how-to-avoid-empathy-
burnout.
READING FOR MEANING

Terbor reveals about the potential motivations behind
empathetic and altruistic acts.
2. Read to Respond. Terbor concludes his piece by calling for
critical empathy. Do you think he does enough to show how this
is different from noncritical empathy? Do you find his call
compelling? Why or why not?
analyzing an assumption you find intriguing in Terbor’s essay.
For example:
Assumptions about ego. Terbor assumes that people think of

egoism as something that is bad or wrong, and he challenges
these assumptions: “This kind of response is understandable due
to negative contemporary associations with selfishness and
egoism” (par. 12).
Do your views about having a big ego align with Terbor’s
characterization of “negative contemporary associations with
the concept of egoism?” Explain your answer.
Terbor looks back to Aristotle to support his point that being
motivated by ego is not necessarily negative. Are there current
examples you can think of to support this idea?
Assumptions about the effects of online echo chambers and filter

bubbles. Terbor assumes that online echo chambers and filter
bubbles make it more difficult for empathy to thrive: “Motivating
people to be more empathetic to others, especially those not like
them or those who don’t think like them is a challenge,
particularly in this digital age … people tend to reside in what
are called echo chambers or filter bubbles where their own ideas
are simply being echoed back at them” (par. 15).
Do you share Terbor’s assumptions about the effects of online
echo chambers and filter bubbles? Where do your
assumptions come from?
What other reasons may deter people from acting
empathetically? Explain your answer.
In addition to explicitly stating their positions, writers of position

papers also have to give reasons for their positions by drawing on
facts, statistics, examples, anecdotes, expert opinions, and analogies.
For example, Terbor draws on experts to consider the potential
negative effects of empathy:
“However, in empathizing with someone else there are risks, including making less of
the other person as you empathize with them. Jonathan Alexander and Jacqueline
Rhodes, experts in composition and rhetoric who consider how identity plays out in
writing, call this a “flattening effect” as “the ‘other’ is tamed as a knowable entity”
(431). (par. 16)
ANALYZE & WRITE

Write three or four paragraphs analyzing how Terbor draws on the features of
argumentative writing while also using aspects of concept explanation and cause and
effect writing to develop his argument.
1. Make a list of the ways Terbor supports and explores his position. For help doing
so, see “Arguing Directly for the Position, and Supporting with Reasonable
Evidence” in Chapter 8 for additional information about facts, statistics,
examples, anecdotes, expert opinions, and analogies. Which of these do you think
best support his position? Why?
2. How does Terbor integrate sources smoothly (a feature of concept explanations)
in order to define and work with the concepts of empathy, altruism, empathy-
altruism, and critical empathy? How does Terbor identify those sources and what
information does he provide about them to help readers know the sources are
relevant and reliable?
3. Responding to objections and alternative speculations (a feature of cause and
effect writing), Terbor writes, “Many would argue that examples of altruism are all
around us, and that these examples are motivated by our empathetic feelings
toward others” (par. 4) but then he goes on to point out that the study he
conducted “does suggest that even acts that seem altruistic may be motivated by
egoism” (par. 12). List other moments in the essay where Terbor handles
objections and alternative speculations in a fair and balanced way. How does
Terbor concede and refute these other possibilities?
For more on design as part of the rhetorical situation, see “Developing Rhetorical Sensitivity”
in Chapter 1.

medium/design.
You have already considered some of the most prominent features of

each genre that appears in Terbor’s essay. The prompts below ask you
to address how the features of those genres work alongside and in
conjunction with each other to meet the needs of Terbor’s rhetorical
situation.
ANALYZE & WRITE: DESIGN

Write three or four paragraphs analyzing how combining the features of argumentative
writing, concept explanation, and cause and effect writing work together to support the
design of Terbor’s text:
1. How do the graphs Terbor includes interact with his text in order to deliver
information vividly and persuasively?
2. Do you think the combination of text and visuals in this essay helps emphasize
Terbor’s argument? Can you imagine an alternative design — one that might
include more or different visuals, hyperlinks, animation, audio, video, or other
forms of interactivity — that would be equally or more compelling than the
current design?
3. What features from the three genres Terbor draws on are present in his essay?
How do these features reflect Terbor’s understanding of his rhetorical situation?
4. What other genres and specific features of each genre might Terbor have drawn
on to enhance the design of his text? How would these support his chosen genre
while also meeting the needs of other aspects of the rhetorical situation?
Writing to Learn Multi-Genre Essays

one by a classmate). Explain how (and perhaps, how well) the selection works as a multi-
genre essay. Consider, for example, how it
represents a combination of genres that work well together to achieve its purpose;
draws on specific features of the different genres in order to adequately explore its
subject;
engages readers by incorporating the most relevant features from each genre.
why?
A GUIDE TO WRITING MULTI-
GENRE ESSAYS
a multi-genre essay of your own. This Guide to Writing offers
challenges this kind of writing presents.

Write a multi-genre essay that incorporates at least three of the genres covered in Reading
Critically, Writing Well.
Choose a subject that interests you and consider the rhetorical situation.
Choose a primary genre, the one that most interests you or that will best help you
achieve your purpose, given your audience.
Review the chapter in this textbook where your primary genre is covered, paying close
attention to both the Guide to Reading and Guide to Writing sections. You need not
reread the reading selections, but do look closely at the strategies this genre typically
uses (listed at the beginning of the Guide to Reading section, following the bullet on
“Reading Like a Writer”) and the activities following the selections in the Guide to
Reading, especially the “Reading Like a Writer” prompts and activities.
Consider features of other genres that will complement your primary genre or help
you best achieve your purpose or engage your audience, and then review the
chapters on those genre features.
WRITING YOUR DRAFT

Because by definition multi-genre essays draw on several genres
simultaneously, and it is up to you or your instructor to determine
which genres to combine, this Guide to Writing cannot anticipate
the range of combinations that will emerge. For writing strategies
specific to support your genres, see the genre feature “Checklist:
Multi-Genre Writing” later in this chapter, as needed. This Guide to
Writing will focus on issues to consider while dra ing a multi-genre
essay.
See, “The Writing Process” in Chapter 1, for coverage of the writing process.
Choosing a Subject
subjects as you can. Because your subject is not bound by a specific
genre, you have a lot of freedom to first choose a subject that
interests you and then decide on the primary and other genres that
will work best to explore that subject. Below are some examples of
subjects and genres that could work well together.
Subject Primary Other Genres

Genre
Performance Explaining Observation,

Art Concepts Evaluation
Discrimination Speculating Proposal to Solve a
about Causes Problem, Arguing
or Effects for a Position,
Reflection
Bullying Proposal to Explaining a

Solve a Concept, Arguing
Problem for a Position,
Reflection
Required Arguing for a Evaluation,

Internships for Position Reflection
Students
Relationship Autobiography Reflection,

with a Observation
Troubled
Sibling
The chart above offers some potential combinations of genres to

consider in light of the subjects listed. Keep in mind, though, that
there are many combinations of genres that would suit not just these
subjects but other subjects, as the readings in this chapter suggest.
As you list possible subjects and consider your rhetorical situation,
remain open to many different combinations, including those that
might seem less obvious.
Considering Your Rhetorical Situation
Once you have chosen a subject it is time to think about your

rhetorical situation, which involves asking questions about purpose,
audience, stance, genre, and medium/design.
For more on the rhetorical situation, see “Developing Rhetorical Sensitivity” in Chapter 1.
Composing with an awareness of the rhetorical situation means

writing not only to express yourself but also to engage your readers
and respond to their concerns. You write to influence how your
readers think and feel about a subject, and, depending on the genre,
perhaps also to inspire them to act. Write for several minutes about
your rhetorical situation, using the questions below as a jumping-off
point for exploration:
What is my purpose for writing this essay? What is my main

goal?
Who is my audience? How must my audience’s prior
knowledge, values, and beliefs influence my writing?
What is my stance? What is my perspective or attitude toward
the subject?
Which primary genre would work best to achieve my purpose?
What secondary genres would meet my audience’s needs,
support my perspective, and align with the medium I have
chosen?
In which medium should I compose and how should I design
my project? How would I like my audience to experience the
project?
A working thesis will help you begin dra ing your multi-genre essay
purposefully. Your thesis should announce your subject and reflect
your primary genre. For example, if evaluation is your primary
genre, then you should make your overall judgment of the subject
clear. If you are explaining a concept, your thesis should announce
the concept and may also forecast any associated topics. If you are
writing a proposal to solve a problem, then the thesis should offer
the solution and may also identify the problem. While
autobiographies, literacy narratives, and reflective essays do not
necessarily require thesis statements, a working thesis will keep you
focused as you dra and revise your essay, and may also lead you to
new ideas. Here are two example thesis statements from the
readings in this chapter:
Canon formation, at its heart, has to do with defending what you love against
obsolescence, but love can tip into zealotry, which can lead us away from actual
criticism into some pretty ugly zones. (Morris, par. 10)
If we don’t take the time to understand these concepts, then calls for empathy are not
as informed as they might be. We then run the risk of misusing the concept,
misunderstanding its implications, and not being able to inspire the kind of empathy
that may help unify America. (Terbor, par. 3)
Organizing Your Multi-Genre Essay
For more on outlining, see “Planning a Dra ” in Chapter 1 and heading “Outlining” in
Chapter 2, respectively.
Writers in all genres consider how to organize their essays. Whether

you have rough notes or a complete dra , making an outline of what
you have written can help you organize your essay effectively for
your audience. You may want to dra a sentence that forecasts what
your multi-genre essay will be about. From there you may want to
create a dra outline or a concept map (see Idea Mapping Chart in
Chapter 1). Arranging your points either in an outline or a map will
make it easier for you to guide your readers from point to point. As
you dra , you may see ways to improve your original plan, and you
should be ready to revise your outline or map, shi parts around, or
Multi-genre essays pose some additional challenges when it comes

to organization because they are drawing on different features from
multiple genres. How you organize your essay will depend in large
part on your rhetorical situation and the genre you have chosen. For
example, observational essays typically rely on topical, narrative,
and spatial organizational plans while cause and effect essays o en
depend on presenting your points in logical order (from least to
most effective, for example). Despite these differences, there are a
few organizational elements that are consistently useful across all
genres:
Forecasting lets your audience know what to expect.

Topic sentences announce the subject of each paragraph to help
orient readers.
Transitions (such as, but, however, on the other hand, thus, for
example) guide readers from one point to another.
Focusing on these cues in addition to organizational elements

specific to your chosen genres will help you effectively organize your
multi-genre essay for your readers. Below are examples of
forecasting, topic sentences, and transitions from the readings.
Notice how Gawande uses forecasting statements, topic sentences

and transitions in The Heroism of Incremental Care:
I finally had to submit. Primary care, it seemed, does a lot of good for people —
maybe even more good, in the long run, than I will as a surgeon. But I still wondered
how. (Gawande, par. 40)
Doctors in other settings — say, an emergency room or an urgent-care clinic — would

use a “rule out” strategy, running tests to rule out possible conditions, especially
dangerous ones, as rapidly as possible. We would focus first on the chest pain … and
order an EKG, a cardiac stress test, and the like to detect coronary-artery disease.
Once that was ruled out, we might give her an antihistamine and watch her for a
couple of hours to see if the symptoms went away. And, when that didn’t work, we
would send her home and figure, Oh, well, it’s probably nothing. This was not,
however, the way the woman’s primary-care physician approached her condition.
(Gawande, pars. 53–54)
Notice how Terbor uses forecasting statements, topic sentences and

transitions in A Deeper Look at Empathetic and Altruistic Behavior:
Both empathy and altruism involve moving beyond oneself and thinking about
others, but as positive as these behaviors sound, everyone from philosophers to
neurobiologists have wondered whether there are such things as truly selfless acts.
(Terbor, par. 6)
For example , philosophers as far back as Aristotle have considered what motivates
humans to behave as they do and contemporary neurobiologists study chimpanzees,
squirrels, vampire bats and other animals to understand the mechanisms in the brain
that lead to acts of generosity because they believe this can help us understand
human behavior. (Terbor, par. 6)
Earlier this semester, I developed a research project for my psychology class that
explores the question of what drives human behavior, including behavior that at first
glance seems driven by altruistic motivations. (Terbor, par. 7)
Dra ing Your Multi-Genre Essay
to consider your rhetorical situation;

to choose a subject and dra a working thesis statement that
reflects the essay’s primary genre;
to remind yourself of the features of the genres you have
chosen;
to create a tentative outline or concept map to support the
essay’s organization.
Now stitch that material together to create a dra . As you write,

refer to the multi-genre writing checklist above. Then, the final
sections of this Guide to Writing will help you evaluate and improve
your dra .
Checklist: Multi-Genre Writing

1. As you write, review your rhetorical situation in light of your subject. Does your
chosen primary genre help you achieve your purpose and meet your audience’s
needs? Does your stance toward the material, as well as your chosen medium and
design, help you communicate your ideas?
2. Consider your primary genre by reviewing its features on the chart below. Are some of
the typical features of the primary genre visible in your writing? Are there additional
features from that genre that might be productively incorporated into your essay? Are
there elements of your rhetorical situation that the typical elements of this genre do
not adequately cover? Keep these features in mind as a guide for what you will want
to try to include as you develop your essay.
3. Consider what elements of your rhetorical situation fall outside of the typical
elements of the genre you selected. Look through the primary features of other genres
by referring to the chart below. Do any of these features fit what you are trying to do?
If so, you should consider incorporating features of this genre into your writing (these
will become secondary genres).
4. As you write, consider your secondary genre(s). Do these genres complement your
primary genre and help you achieve your purpose and engage your audience? Refer to
the chart below. Are any of the typical features of the secondary genres visible in your
writing? Are there additional features from those genres that might be productively
incorporated into your essay? Remember that these are typical features only — you
don’t have to (and likely shouldn’t) try to incorporate every feature of each genre you
use. Multi-genre writing is about becoming aware of how you pick features typical of
certain genres in response to the rhetorical situation of your writing assignment. The
combination of features you pick determines which genres your writing will tend to
fall in, and will help you determine if you are meeting the goals of your assignment.
FEATURES OF RHETORICAL GENRES
Autobiography
1. Narrating a story dramatically

2. Presenting people and places vividly
3. Conveying the significance powerfully
Observation
1. Deciding whether to take the role of a spectator or a

participant
2. Determining what information to include and how to present
it
3. Organizing the information in a way that will be entertaining
to readers
Reflection
1. Presenting the occasion vividly and in a way that prepares

readers for the reflections
2. Developing the reflections fully, using appropriate writing
strategies
Explaining Concepts
1. Using appropriate writing strategies: defining, illustrating,

comparing and contrasting, and showing causes and effects
2. Organizing the information clearly and logically
3. Integrating sources smoothly
Evaluation
1. Presenting the subject in enough detail so that readers know

what is being judged
2. Supporting an overall judgment based on appropriate criteria
with credible evidence
3. Responding to objections and alternative judgments readers
might prefer
4. Organizing the evaluation in a way that will be clear and
logical to readers
1. Presenting the controversial issue fairly and credibly

2. Asserting a clear position
3. Arguing directly for it with reasonable evidence
4. Responding to objections and alternative positions fairly
Speculating about Causes or Effects
1. Presenting the subject fairly

2. Making a logical, well-supported cause or effect argument
3. Responding to objections or alternative speculations
4. Establishing credibility to present the writer as thoughtful and
fair
1. Demonstrating that the problem exists and is serious

2. Showing how the proposal would help solve the problem and
is feasible
3. Responding to objections and alternative solutions
4. Organizing the proposal in a way that is clear, logical, and
convincing

regarding the basic features and strategies typical of writing a multi-
genre essay. (If you want to make specific suggestions for improving
the dra , see “Troubleshooting Your Dra ” in this chapter. Also, be
sure to respond to any specific concerns the writer has raised about
the dra . The Troubleshooting Your Dra guide that follows will
help you reread your own dra with a critical eye, sort through any
your dra .
A PEER REVIEW GUIDE
How effective is the combination of genres?
What’s Working Well: Let the writer know where the genres, and
specific features of each, complement each other.
What Needs Improvement: Indicate sections of the essay that

could benefit from the writer’s use of additional features from
one or more of the genres the writer has chosen.
How clear is the focus of this multi-genre essay?

What’s Working Well: Identify where the writer indicates the
thesis or focus and how the primary genre is reflected in that
focus.
What Needs Improvement: Tell the writer if the thesis or focus

seems unclear — too general or too narrow, for example,
depending on the genres the writer is combining.
How clear and easy to follow is the organization of this multi-

genre essay?
What’s Working Well: Indicate passages that seem to flow

logically from one to another. Highlight a passage in which
transitions work especially well to guide the reader from point to
point.
What Needs Improvement: Tell the writer where you have

trouble following the logic of the organization, including how
rearranging or strengthening connections among paragraphs
might be productive. Point out where forecasting, topic
sentences, and transitions within and between paragraphs
would be useful.
How engaging is this multi-genre essay?
What’s Working Well: Point to passages that are especially

engaging and explain why.
What Needs Improvement: Tell the writer where you found the
essay dull, including why you think you became disengaged from
the essay. For example, was there too much detail or not enough,
or did you find yourself being distracted by other aspects of the
essay?
Revising and Improving the Dra

way, given your purpose and audience, to develop a compelling
multi-genre essay. Think imaginatively and boldly about cutting
unconvincing or tangential material, adding new material, and
moving material around. Referring back to the chart on “A Peer
Review Guide”, consider even switching out the features of one
genre for another genre to better meet the needs of your rhetorical
situation.
To More Effectively Combine the Genres
If the Consider other genres that would

combination of work better and incorporate features
genres is not from those.
effective, Revise paragraphs where the genres
seem to clash.
To Clarify the Focus

If your thesis is Rephrase it or spell it out in more
unclear, detail.
State it more directly or position it
more boldly.
Repeat it in different words
throughout your essay.
To Improve the Organization
If the essay is Add a brief forecast of your main

hard to follow, points at the beginning of the essay.
Reorder your points in a logical
arrangement, such as least to most
important.
Announce each reason explicitly in a
topic sentence.
Add logical sentence and paragraph
transitions to make the connections
between points clearer.
If readers Establish the credibility of your

consider some sources by providing a bit of relevant
of your sources background to demonstrate their
questionable, expertise.
Replace questionable sources with
information from scholarly articles
and well-regarded general interest
publications.
If your tone is Find ways to establish common

harsh or ground with readers, for example, by
offensive, acknowledging other points of view.
Choose words with more positive
connotations to create a more civil
tone.
Concede points your readers might
raise or use the concession-refutation
strategy.
To Improve Readability and Engagement
If parts of the Rewrite them, perhaps by adding a

essay are dull surprising or vivid anecdote or visual.
or unfocused, Search your sources for a memorable
quotation or a vivid example to
include.

make, begin by checking your dra against this list. Use a writer’s
handbook to look up the errors you have made and for information
on how to correct them.
Reflecting on Writing Multi-Genre

Essays
In this chapter, you have critically read several multi-genre essays. To better remember what
you have learned, pause now to reflect on the reading and writing activities you completed
in this chapter.
achievement.
2. Reflect more generally on multi-genre writing.
Why might a writer use the features of multiple genres simultaneously?
How comfortable were you incorporating features from multiple genres into a
single essay?
How do you think your integration of features from multiple genres helped you
understand each genre better?
3. By reflecting on what you have learned about multi-genre writing, you have been
practicing metacognition, one of the academic habits of mind.
habits you used?
CHAPTER 12
Strategies for Research and
Documentation
As many of the essays in Reading Critically, Writing Well show,

writers o en rely on research to expand and test their own ideas
about a topic. This chapter offers advice on conducting research,
evaluating potential sources, integrating source material you decide
to use with your own writing, and documenting this material in an
acceptable way.
PLANNING A RESEARCH PROJECT
To research and write about a topic effectively at the college level
requires a plan. A clear sense of your rhetorical situation, as well as
the practical needs of your research task (such as the due date and
the level of detail required), will help you create one. The table
below lists common elements that you will need to consider not only
as you plan your research project, but also as you continue to find
and evaluate sources and dra your project.
OVERVIEW OF A RESEARCH PROJECT
Define your research task and set a schedule.
Analyze your rhetorical situation.
Determine your purpose.

Analyze your audience to understand the interest and
background your readers bring to the project, and analyze
your attitude to determine how you want your readers to think
of you.
Determine the genre, or type, of research project you are
creating, such as a proposal or laboratory report, and the
expectations for research, writing, and design associated with
this genre.
Understand the assignment.

Check your syllabus or consult your instructor about the
requirements of the project (such as the number and types of
resources required, the length of the project, and so forth).
Determine the final due date, and assign yourself interim due
dates to keep your project on track.
Establish a research log.
Create a list of keywords.

Create a working bibliography (list of sources), and annotate
entries.
Take notes on your sources.
Choose a topic, get an overview, and narrow your topic.
Choose a topic that answers an interesting question relevant

to the assignment and of interest to you and your readers.
Consult with your instructor.

Review textbooks and other course materials.
Explore newspapers, magazines, and Internet sites.
Get an overview, and narrow your topic (if necessary).
Consult subject guides or a librarian to determine the

availability of sources on your topic.
Get necessary background by consulting encyclopedias and
other general reference sources.
Start a working bibliography to keep track of the bibliographic
information of potential sources. (See Creating a Working
Bibliography.)
Dra questions to guide your research.
Search for in-depth information on your topic.
Conduct a search for sources, using carefully selected search

terms.
Check the library’s resources (such as the catalog, databases,

or home page) for books, articles, and multimedia.
If acceptable to your instructor, search the Internet for
relevant websites, blogs, and groups.
Keep a list of search terms in a research log, and annotate your
working bibliography to keep track of sources.
Add relevant sources to your working bibliography, and
annotate each entry to record the genre (or type) of source,
the source’s main points, and how you would use the source.
Refine your research questions, and dra a working thesis.
Refine your search.
Ask yourself questions like these about the sources you have
found:
Is this what I expected to find?

Am I finding enough information?
Am I finding too much?
Do I need to modify my keywords?
Do I need to recheck background sources?
Do I need to revise my research questions?
Do I need to modify my thesis statement?
Continue searching for relevant and credible sources in

response to your answers.
Evaluate your sources.
Determine the relevance of potential sources.
Does the source explain terms or concepts or provide

background?
Does the source provide evidence to support your claims?
Does the source offer alternative viewpoints or lend authority?
Determine the credibility of potential sources.
Who wrote it?

When was it published?
Who published it and what is the reputation of the publisher?
Is the source scholarly or popular (or something else)?
Is the source printed or online?
What does the source say?
Continue to evaluate and refine your search strategy based

on your research results.
Use your research to enrich your project.
Use evidence from sources in a range of ways.
Synthesize ideas from multiple sources to support your ideas

with summaries, paraphrases, and quotations as appropriate.
Include your own analysis to demonstrate how source
information supports your ideas.
Use sources to explain terms or concepts or provide
background information.
Incorporate alternative viewpoints or interpretations from
sources.
Avoid plagiarism.
Paraphrase carefully and quote accurately to avoid plagiarism.

Carefully integrate source material into your text.
Cite sources using an appropriate citation style.
ANALYZING YOUR RHETORICAL SITUATION AND

SETTING A SCHEDULE
Making your research manageable begins with defining the scope

and goals of your research project. Begin by analyzing your
rhetorical situation:
What is your purpose? Is it to explain a concept, argue for a

position, or analyze the causes of an event or a behavior?
Who is your audience and what will their interests, attitudes,
and expectations for the project be? How many and what kinds
of resources does your audience expect you to consult? (For
college research projects, your audience will likely be your
instructor.)
What genre (or type) is the research project, and how will that
affect the kinds of sources you use? An observational report in
the social sciences may demand mainly primary sources, such as
observations, interviews, and surveys, whereas an argument
essay for a history course may require a variety of primary and
secondary sources (from published historians).
Also be sure you consider the following practical issues before you
begin your research project:
How long should the research project be?

When is it due?
Are any interim assignments required (such as an outline or an
annotated bibliography)?
Finally, set a schedule. Be sure to take into consideration the

projects you have due for other classes as well as other
responsibilities (to work or family, for example) or activities.
Some library websites may offer an online scheduler to help you

with this process. Look for a link on your library’s website, or try out
an assignment calculator.
CHOOSING A TOPIC AND GETTING AN
OVERVIEW
O en students will be assigned a topic for a research project. If you

are free to choose your own topic, consult course materials such as
textbooks and handouts to get ideas, and consult your instructor to
make sure your topic is appropriate. Once you’ve chosen an
appropriate topic, an overview can help you determine the kind of
issues you should consider.
Sometimes conducting an Internet search may give you an idea for a

topic. Wikipedia offers a wealth of information, and it is o en the
first stop for students who are accustomed to consulting the Internet
first for information. Be aware, though, that Wikipedia is user-
generated rather than traditionally published, and for this reason,
the quality of information found there can be inconsistent. Many
instructors do not consider Wikipedia a credible source, so you
should ask your teacher for advice on consulting it at this stage.
Your library will likely subscribe to databases, such as Gale Virtual

Reference Library or Oxford Reference Online, that you can search to
find information from general encyclopedias and dictionaries as
well as specialized, or subject-specific encyclopedias and
dictionaries.
General dictionaries, like Britannica Online, provide basic
information about many topics. Specialized encyclopedias provide
a comprehensive introduction to your topic, including the key terms
you will need to find relevant material in catalogs and databases,
and they present subtopics, enabling you to see many possibilities
for focusing your research.
Frequently, libraries prepare research guides — lists of credible

sources on popular topics. A guide can offer very useful suggested
resources for research, so check your library to find out if such a
guide is available. You may also find resources that provide good
overviews of topics, such as CQ Researcher. A reference librarian can
help point you in the right direction.
FOCUSING YOUR TOPIC AND DRAFTING

RESEARCH QUESTIONS
A er you have a sense of the kinds of sources available on your

topic, you may be ready to narrow it. Focus on a topic that you can
explore thoroughly in the number of pages assigned and the length
of time available. Finding your own take on a subject can help you
narrow it as well.
You may also want to write questions about your topic and then
focus on one or two that can be answered through research. These
will become the research questions that will guide your search for
information. You may need to add or revise these questions as you
conduct your search. The answers you devise over the course of your
research can form the basis for your thesis statement, however, for
the research process your instructor may have you focus on one or
two research questions before developing a thesis statement.
ESTABLISHING A RESEARCH LOG
One of the best ways to keep track of your research is to keep all
your notes in one place, in a research log. Your log may be digital —
a folder on your computer with files for notes, lists of keywords, and
your working bibliography — or analog — a notebook with pockets
for copies of sources.
Finding useful sources depends on determining the right keywords

— words or phrases that describe your topic — to use while
searching catalogs, databases, and the Internet. Start your list of
keywords by noting the main words from your research question or
thesis statement. Look for useful terms in your search results, and
use these to expand your list. Then add synonyms (or words with a
similar meaning) to expand your list.
For example, a student might start with a term like home schooling
and then add home education or home study. A er reading an article
about her subject, she might also add student-paced education or
autonomous learning to expand her scope.
Keep in mind that different databases use different terms, and terms
that work well for one subject might not be successful in another.
For example, databases covering education and psychology might
index sources on some of the same subjects, but they might not use
the same keywords. A er consulting the thesaurus in ERIC, a
database focusing on education, the student might add parents as
teachers; a er consulting the thesaurus in the database PSYCArticles,
she might add nontraditional education.
CREATING A WORKING BIBLIOGRAPHY
A working bibliography is an ongoing record of the sources you

discover as you research your subject. In your final project, you will
probably not end up citing all the sources you list in your working
bibliography, but accurately recording the information you will need
to cite a source as you identify it will save you time later.
Your working bibliography should include the following for each

source:
Author(s) name(s)
Title and subtitle
Publication information: A book’s version or edition number
(for example, revised edition, 3rd ed.), the name of the source’s
publisher (except for sources whose authors are their
publishers and online sources whose titles are similar to their
publishers’ names), the date of publication (or copyright year),
and the page numbers of the section you consulted; a
periodical’s name, volume and issue number, date, and the
article’s page numbers.
Location information: The call number of a book; the name of
the database through which you accessed the source; the DOI
(digital object identifier — a permanent identifying code that
won’t change over time or from database to database) for an
article, or if one is unavailable, the full URL (ideally a
permalink, if the site provides one); the date you last accessed
the source (for a Web page or website), though you will not
always need to include an access date in your paper’s works-
cited entry; see pp. 640–644 for more information.
You can store your working bibliography in a computer file, in

specialized bibliography so ware, or even on note cards. Each
method has its advantages:
A computer file allows you to move citations into order and

incorporate the bibliography into your research project easily
using standard so ware (such as Word or Excel).
A citation manager (such as RefWorks, Zotero, EndNote, or the
Bedford Bibliographer) designed for creating bibliographies
helps you create the citation in the specific citation style (such
as MLA or APA) required by your discipline. These so ware
programs are not perfect, however; you still need to double-
check your citations against the models in the style manual you
are using or in the MLA and APA citation sections of this
chapter (pp. 627–632 and 645–647).
A notebook allows you to keep everything — working
bibliography, annotations, notes, copies of chapters or articles
— all in one place.
This chapter presents two common documentation styles — one

created by the Modern Language Association (MLA) and widely used
in the humanities, and the other advocated by the American
Psychological Association (APA) and used in the social sciences.
Other disciplines have their own preferred styles of documentation.
Confirm with your instructor which documentation style is required
for your assignment so that you can follow that style for all the
sources you put in your working bibliography.
ANNOTATING YOUR WORKING BIBLIOGRAPHY
An annotated bibliography provides an overview of sources that

you have considered for your research project. Researchers
frequently create annotated bibliographies to keep a record of
sources and their thoughts about them. Researchers sometimes also
publish annotated bibliographies to provide others with a useful tool
for beginning research projects of their own.
What an annotated bibliography includes depends on the

researcher’s writing situation. But most answer these questions
about each source:
What kind of source is this?

What is the main point of the source?
How might I use the source?
How might my sources be related?
What information will I need to cite the source?
Some annotated bibliographies also include an introduction that

explains the subject, purpose, and scope of the annotated
bibliography and may describe how and why the researcher selected
those sources. For instance, an annotated bibliography featuring
works about computer animation might have the following
introduction:
Early animations of virtual people in computer games tended to be oblivious to their

surroundings, reacting only when hit by moving objects, and then in ways that were
not always appropriate — that is, a small object might generate a large effect. In the
past few years, however, computer animators have turned their attention to designing
virtual people who react appropriately to events around them. The sources below
represent the last two years’ worth of publications on the subject from the IEEE Xplore
database.
TAKING NOTES ON YOUR SOURCES
For more on annotating sources or synthesizing, see Chapter 2, pp. 35–40 or 47–48.
The summaries that you include in a working bibliography or the

annotations that you make on a printed or digital copy of a source
are useful reminders, but you should also make notes that analyze
the text, that synthesize what you are learning with ideas you have
gleaned elsewhere or with your own ideas, and that evaluate the
quality of the source.
You will mine your notes for language to use in your dra , so be
careful to
summarize accurately, using your own words and sentence

structures
paraphrase without borrowing the language or sentence
structure of the source
quote exactly and place all language from the source in
quotation marks.
You can take notes on a photocopy of a printed text or use

comments or highlighting to annotate a digital text. Whenever
possible, download, print, photocopy, or scan useful sources, so that
you can read and make notes at your leisure and so that you can
double-check your summaries, paraphrases, and quotations of
sources against the original. These strategies, along with those
discussed later in this chapter in the section “Using Information
from Sources to Support Your Claims,” will keep you from
plagiarizing inadvertently.
FINDING SOURCES
Students today are surrounded by a wealth of information — in print,
online, in videos and podcasts, even face-to-face. This wealth can
make finding the information you need to support your ideas
exciting, but it also means you will have to develop a research
strategy and si through possible sources carefully. What you are
writing about, who will read your writing project, and the type of
writing you are doing will help you decide what types of sources will
be most appropriate.
Does your writing project require you to depend mainly on

secondary sources, such as books and articles that analyze and
summarize a subject, or develop primary sources, such as interviews
with experts, surveys, or observational studies you conduct yourself
and laboratory reports, historical documents, diaries, letters, or
works of literature written by others? Whatever sources you decide
will be most useful, this chapter will help you find or develop these
resources.
SEARCHING LIBRARY CATALOGS AND

DATABASES
For most college research projects, finding appropriate sources starts

with your library’s home page, where you can
find (and sometimes access) books, reference sources (such as
encyclopedias and dictionaries), reports, documents,
multimedia resources (such as films and audio recordings), and
much more;
use your library’s databases to find (and sometimes access)
articles in newspapers, magazines, and scholarly journals, as
well as in reference sources;
find research guides, lists of credible sources on topics
frequently studied by students.
Many libraries now offer unified search, which allows patrons to

search for books and articles in magazines, newspapers, and
scholarly journals simultaneously, from the home page. If you aren’t
sure whether you will need to search for books and articles using
separate catalogs and databases, consult a librarian. Your library’s
home page is also the place to find information about the brick-and-
mortar library — its floor plan, its hours of operation, and the
journals it has available in print. You might even be able to find links
to what you need in other libraries or get online help from a
librarian.
Using Appropriate Search Terms
Just as with a search engine like Google, you can search a library
catalog or database by typing your search terms — an author’s name,
the title of a work, a subject term or keyword, even a call number —
into the search box. To search successfully, put yourself in the
position of the people writing about your topic to figure out what
words they might have used. If your topic is “ecology,” for example,
you may find information under the keywords ecosystem, environment,
pollution, and endangered species, as well as a number of other related
keywords, depending on the focus of the research and your area of
study.
Broaden or Narrow Your Results
When conducting a search, you may get too few hits and have to
broaden your topic. To broaden your search, try the following:
Replace a specific term with a Replace sister or brother

more general term with sibling
Substitute a synonym for one Replace home study

of your keywords with home schooling or
student-paced
education
Combine terms with or to get Search home study or

results with either or both home schooling to get
terms results that include
both home study and
home schooling
Add a wildcard character, Search home school* or

usually an asterisk (*) or home school? to retrieve
question mark (?) (Check the results for home school,
search tips to find out which home schooling, and
wildcard character is in use.) home-schooler
Most o en, you’ll get too many hits. To narrow a search, try the
following:
Add a specific term Search not just home

schooling but home schooling
statistics
Combine search terms Search home schooling in

into phrases or word California
strings
In many cases, using phrases or word strings will limit your results to
items that include all the words you have specified. You may need to
insert quotation marks around the terms or insert the word and
between them to create a search phrase or word string. Check the
search tips for the database, catalog, or search engine you are using.
Finding Books (and Other Sources)
Books housed in academic library collections offer two distinct

advantages to the student researcher:
1. They provide in-depth coverage of topics.

2. They are more likely to be published by reputable presses that
strive for accuracy and credibility.
You can generally search for books (as well as reference works and
multimedia resources) by author’s name, title, keyword, or subject
heading, and narrow your search by using advanced search options.
Though you can search by keywords, most college libraries use

special subject headings devised by the Library of Congress (the
national library of the United States). Finding and using the subject
headings most relevant to your search will make your research more
productive. You can locate the subject headings your library uses by
pulling up the record of a relevant book you have already found and
looking for the list of words under the heading “Subject” or “Subject
headings.” Including these terms in your search may help you find
additional relevant resources. Ask a librarian for help if you cannot
identify the headings.
FIGURE 12.1 A BOOK’S CATALOG RECORD An item’s record provides a lot more
information than just the author, title, and call number. You can also find the
subject headings by which it was cataloged, the item’s status (whether it has
been checked out), and its location. Some libraries may allow you to place a hold
on a book or find similar items. Some libraries, such as the one whose catalog is
depicted here, even allow you to capture the book’s record with your
smartphone or have the information texted or e-mailed to you.
Description
The webpage is divided into three sections top, middle, and bottom. The screen-grab
shows the title bar at the top which has the U C Riverside logo on the top left corner, the
title ‘Library Scotty Catalog,’ and a search box on the right. The following option buttons
are below the title bar: Library Website; New Books and Media; Help; Connect from
Home; New Search; and My Account. There is a search option below the buttons and to
the right and the corresponding margin note reads, Search box. Below this Search box,
there is a menu bar with the following options: New Search; Place a Hold (Margin note
reads, Hold book for patron); Add to Bag; M A R C Display; Modify Search; More Like
this (Margin note reads, Find similar items); and Another Search. There are three search
boxes below the menu bar as follows: Keyword; Virtual Charter Schools and Home; and
All U C R Libraries. There is a checkbox below the search boxes named ‘Limit search to
available items’. A result below that reads, ‘1 result found. Sorted by relevance (bar)
date (bar) title’. Relevance is highlighted.
Below this, there are three rows of text as follows: Row 1: Author, Klein, Carol (Carol L.)
(The name ‘Klein, Carol (Carol L.) is in bold); Row 2: Title, Virtual charter schools and
home schooling / Carol Klein. (The words ‘and’ and ‘Carol Klein’ are in bold); Row 3:
Publisher, Youngstown, N Y : Cambria Press, c2006. (A margin note pointing to the
words ‘Author,’ ‘Title,’ and ‘Publisher’ reads, ‘Author, title, and publication info’). Below
this, there is a bar mentioning L O C, CALL #, and STATUS. (Margin note reads,
‘Location, Call number, and Status’). The data under the L O C , CALL #, and STATUS
are Rivera, L C40.5. K54 2006, and NOT CHCKD OUT respectively. Below this, there
are two buttons named ‘Send via S M S/Email’ and ‘Help’. (A margin note points to the
‘Send via S M S/Email’ button and reads, ‘Send catalog info as a text message or an e-
mail’). Below the buttons, there is a symbol with text that reads, Permanent Link:
http://scotty.ucr.edu/record=b3284009~$5. On the right, under the heading More
Resources the text reads, ‘Ask a Librarian’ (Margin note reads, ‘Chat with a reference
librarian’); and a chat sign along with ‘Suggest a purchase’. Below it text reads, Note:
Textbooks may not be requested via Interlibrary Loan.
In the bottom section, there are seven rows of text as follows: Row 1: Call #, L C
40.5.K54 2006; Row 2: Description, xxlv, 175 p : ill; 24 c m; Row 3: Notes Includes
bibliographical references (p. [165] to 170) and index; Row 4: Subject California Virtual
Academies (Margin note reads, ‘Subject headings’); Home schooling – Web-based
instruction – California. Charter schools – California; Row 6: I S B N, 9781934043219
(alk. Paper); Row 7: Other #, 1934043214 (alk. Paper); 2006035398; Row 8: O C L C /
B I B, (O C o L C)76261606; 76261606. On the right, there is a scannable bar code
labeled Resource’s info via Q R code. (Margin note reads, ‘Capture catalog info with
smart phone.’)
Finding Articles in Periodicals
Much of the information you will use to write your research project
will come from articles in periodicals, publications such as
newspapers, magazines, or scholarly journals that are published at
regular intervals. To locate relevant articles on your topic, start your
search with one of your library’s databases. Why not just start with a
Google search? There are two very good reasons:
1. Google will pull up articles from any publication it indexes, from

freely available personal websites to scholarly journals. Results
rise to the top of the list based on a number of factors but not
necessarily the credibility of the source. A Google search will
turn up helpful sources, but you will need to spend a good deal
of time si ing through the numerous hits you get to find sources
that are both relevant and credible. (Google Scholar may help
you locate more credible sources than those you might find
through a typical Google search.)
2. Sources you find through Google may ask you to pay for access to
articles, or they may require a subscription. Your library
probably already subscribes to these sources on your behalf.
Also adding databases to your search strategy will diversify your
search and provide you with access to resources not available
through a search engine such as Google.
Most college libraries subscribe at least to general databases and

subject-specific databases as well as databases that index
newspapers. General databases (such as Academic OneFile, Academic
Search Premier or Elite or Complete, and ProQuest Central) index articles
from both scholarly journals and popular magazines.1 Subject-
specific databases (such as ERIC — Education Resources Information
Center, MLA International Bibliography, PsycINFO, and General Science
Full Text) index articles only in their discipline. Newspaper databases
(such as Alt-Press Watch, LexisNexis Academic, National Newspaper
Index, and ProQuest Newspapers) index newspaper articles. For
college-level research projects, you may use all three types of
databases to find appropriate articles. (Note that many libraries also
offer ways to search multiple databases at once.)
If your database search returns too many unhelpful results, use the
search strategies discussed on p. 592 or use the database’s advanced
search options to refine your search. Many databases allow users to
restrict results to articles published in academic journals, for
example, or to articles that were published a er a certain date (see
fig. 12.2 on p. 595). Use the Help option or ask a librarian for
assistance.
Increasingly, databases provide access to full-text articles, either in

HTML or PDF format. When you have the option, choose the PDF
format, as this will provide you with photographs, graphs, and charts
in context, and you will be able to include the page numbers in your
citation. If you find a citation to an article that is not accessible
through a database, however, do not ignore it. Check with a librarian
to find out how you can get a copy of the article.
FIGURE 12.2 DATABASE SEARCH RESULTS Database search results may allow
you to access an article directly or provide the information you need to locate
(and cite) it, including the title, the author(s), and the article’s publication
information. The database may also provide options for narrowing a search by
publication date, source type (academic journal versus newspaper, for example),
and so on.
Description
A menu bar at the top shows the following option buttons: New Search; Publications;
Subject Terms; Cited References;, More (with a drop-down menu); Sign In; Folder;
Preferences; Languages (with a drop-down menu); Ask-a-Librarian; and Help. The page
below this may be divided into three sections: top, bottom left, and bottom right.
In the top section, the EBSCO Host logo is on the left. Beside it are three Search
options under the heading ‘Searching: Academic search completed (bar) Choose
databases’ as follows: Search box with text ‘home schooling’ and option ‘S U Subject
Terms’ from a drop-down menu; AND with a drop-down menu, an empty search box and
‘Select a Field (opti…’ with a drop-down menu; AND with a drop-down menu, an empty
search box and ‘Select a Field (opti…’ with a drop-down menu. A plus sign and a minus
sign are next to the third Search Option. Beside the first Search option is a Search
button, Clear button, and a Help icon. (Margin note pointing to Academic Search
Complete reads, ‘Database’).
The text below this reads, Basic Search; Advanced Search; Search history and a drop-
down menu symbol next to it’.
In the bottom left section, there are three sub-sections labeled Refine Results with the
following text: Sub-section 1: Current search, Boolean/Phrase: S U home schooling;
Source Types, Academic Journals. Sub-section 2: Limit To: (Checkbox) Full Text;
(Checkbox) References Available; and (Checkbox) Scholarly (Peer Reviewed) Journals.
(Slide-bar) 1941 to 2015 Publication Date; Show more; Sub-section 3: Source Types,
(Checkbox) All results; (Ticked Checkbox) Academic Journals (326); (Checkbox)
Magazines (632); (Checkbox) Newspapers (84); (Checkbox) Book Reviews (55); and
(Checkbox) Trade Publications (30). Show more. (A margin note bracketing this section
reads, Options for narrowing search results.)
The bottom right section shows 1 to 10 of 326 search results. The headings of the same
are as follows: 1) African American Homeschooling and the Quest for a Quality
Education followed by a description. (Margin note pointing to the heading reads, Click
on title to retrieve article’s full record.) 2) Reconciling policy dissonance: patterns of
governmental response to policy noncompliance followed by a description. (Margin note
points to the ‘zoom’ button next to the heading and reads, Click a magnifying glass to
view abstract (summary) of article.) 3) Examining Claims of Family Process Difference
Ensuing From the Choice to Home-School followed by a description. (The word ‘Home’
is in bold.) 4) Are Homeschoolers Prepared for College Calculus? followed by a
description. (Margin note pointing to Linked Full Text option below the description reads,
Full text of article available.)
SEARCHING FOR GOVERNMENT DOCUMENTS

AND STATISTICAL INFORMATION
Federal, state, and local governments make many of their documents

available directly through the Web. For example, you can access
statistical data about the United States through the U.S. Census
Bureau’s website, and you can learn a great deal about other
countries through the websites of the U.S. State Department and the
CIA.
The Library of Congress provides a useful portal for finding

government documents (federal, state, local, and international)
through its website, and the U.S. Government Printing Office
provides free electronic access to documents produced by the federal
government through its govinfo Web page.
Some libraries have collections of government publications and

provide access to government documents through databases or
catalogs. Your library may also offer statistical resources and data
sets. You can also find government documents online using an
advanced Google search and specifying .gov as the type of site or
domain you want to search (see fig 12.3).
FIGURE 12.3 AN ADVANCED GOOGLE SEARCH Use Google’s advanced search to
narrow results.
Description
The Google logo is at the top left corner of the webpage. The contents of the page are
as follows:
Advanced Search
Find pages with…
All these words (Blank textbox)
This exact word or phrase: (Blank textbox)
Any of these words: (Blank textbox)
None of these words: (Blank textbox)
Numbers ranging from (Blank textbox) to (Blank textbox)
Then narrow your results by…
Language: (Textbox with the text ‘any language’ and a drop-down menu)
Region: (Textbox with the text ‘any region’ and a drop-down menu)
Last update: (Textbox with the text ‘anytime’ and a drop-down menu)
Site or domain: (Blank text box)
Terms appearing: (Textbox with the text ‘anywhere in the page’ and a drop-down menu)
SafeSearch: (Textbox with the text ‘Show most relevant results’ and a drop-down menu)
Reading level: (Textbox with the text ‘no reading level displayed’ and a drop-down
menu)
File type: (Textbox with the text ‘any format’ and a drop-down menu)
Usage rights: (Textbox with the text ‘not filtered by license’ and a drop-down menu)
An ‘Advanced Search’ button is in the bottom right corner.

SEARCHING FOR WEBSITES AND INTERACTIVE
SOURCES
This section introduces you to some tools and strategies to use the
Web more efficiently. But first, a few cautions:
Your research project will be only as credible as the sources you use.
Because search engines index Web sources without evaluating
them, not all the results a search engine generates will be
credible and relevant to your purposes.
Web sources may not be stable. A website that existed last week
may no longer be available today, or its content may have
changed. Be sure to record the information you need to cite a
source when you first find it, as well as the date you find it.
Web sources must be documented. No matter what your source — a
library book, a scholarly article, or a website or Web page — you
will need to cite and document your source in your list of works
cited or references. If you are publishing your report online,
check also to determine whether you will need permission to
reproduce an image or any other elements.
Using Google Scholar and Google Book Search
Although you may use search engines like Google with great rapidity
and out of habit, as a college researcher you are likely to find it
worthwhile to familiarize yourself with other parts of the Google
search site. Of particular interest to the academic writer are Google
Scholar and Google Book Search. Google Scholar retrieves articles
from a number of scholarly databases and a wide range of general-
interest and scholarly books. Google Book Search searches both
popular and scholarly books. Both Google Scholar and Google Book
Search offer overviews and, in some cases, the full text of a source.
Other Useful Search Options
No matter how precisely you search the Web with a standard search
engine, you may not hit on the best available resources. Starting your
search from a subject guide, such as those provided by the Internet
Public Library or the librarians at your school, can direct you to
relevant and credible sources of online information.
Whatever search engine you use, always click on the link called Help,
Hints, or Tips on the search tool’s home page to find out more about
the commands and advanced-search techniques it offers to narrow
(or expand) your search.
Interactive Sources
Interactive sources, including blogs, wikis, RSS feeds, social

networking sites and discussion lists, can also be useful sources of
information, especially if your research project focuses on a current
event or late-breaking news.
Blogs are websites that are updated regularly, o en many times a

day. They are usually organized chronologically, with the newest
posts at the top, and may contain links or news stories but
generally focus on the opinions of the blog host and visitors.
Blogs by experts in the field are likely to be more informative
than blogs by amateurs or fans.
Wikis — of which Wikipedia is the best-known example — offer
content contributed and modified collaboratively by a
community of users. Wikis can be very useful for gleaning
background information, but because (in most cases) anyone
can write or revise wiki entries, many instructors will not accept
them as credible sources for college-level research projects. Use
wikis cautiously.
RSS (Really Simple Syndication) feeds aggregate frequently
updated sites, such as news sites and blogs, into links in a single
Web page or e-mail. Most search engines provide this service.
RSS feeds can be useful if you are researching news stories or
political campaigns.
Social networking sites, like Facebook and Twitter, allow users
to create groups or pages on topics of interest or to follow the
thoughts and activities of newsmakers.
Discussion lists are electronic mailing lists that allow members
to post comments and get feedback from others interested in the
same topic. The most credible discussion lists are moderated
and attract experts on the topic. Many online communities
provide some kind of indexing or search mechanism so that you
can look for “threads” (conversations) related to your topic.
Although you need to evaluate carefully the information you find in

all sources, you must be especially careful with information from
social networking sites and discussion lists. However, such sources
can provide up-to-the-minute information. Also be aware that
whereas most online communities welcome guests and newcomers,
others may perceive your questions as intrusive or naive. It may be
useful to “lurk” (that is, just to read posts) before making a
contribution.
CONDUCTING FIELD RESEARCH
In universities, government agencies, and the business world, field
research can be as important as library research. In some majors,
like education or sociology, as well as in service-learning courses,
primary research projects are common. Even in the writing projects
covered in Chapters 3–10, observations, interviews, and surveys may
be useful or even necessary. As you consider how you might use field
research in your writing projects, ask your instructor whether your
institution requires you to obtain approval, and check the
documentation sections that appear later in this chapter to learn
about citing interviews you conduct yourself.
CONDUCTING OBSERVATIONAL STUDIES
Observational studies are commonly assigned in college writing,

psychology, and sociology courses. To conduct an observational study
effectively, follow these guidelines:
Planning an Observational Study
To ensure that your observational visits are productive, plan them

carefully:
Arrange access if necessary. Visits to a private location (such as

a day-care center or school) require special permission, so be
sure to arrange your visit in advance. When making your
request, state your intentions and goals for your study directly
and fully. You may be surprised at how receptive people can be
to a college student on assignment. But have a fallback plan in
case your request is refused or the business or institution places
constraints on you that hamper your research.
Develop a hypothesis. In advance, write down a tentative
assumption about what you expect to learn from your study —
your hypothesis. This will guide your observations and notes,
and you can adjust your expectations in response to what you
observe if necessary. Consider, too, how your presence will
affect those whom you are observing, so you can minimize your
impact or take the effect of your presence into consideration.
Consider how best to conduct the observation. Decide where to
place yourself to make your observations most effectively.
Should you move around to observe from multiple vantage
points, or will a single perspective be more productive?
Making Observations
Strategies for conducting your observation include the following:
Description: Describe in detail the setting and the people you

are observing. Note the physical arrangement and functions of
the space, and the number, activities, and appearance of the
people. Record as many details as possible, draw diagrams or
sketches if helpful, and take photographs or videos if allowed
(and if those you are observing do not object).
Narration: Narrate the activities going on around you. Try
initially to be an innocent observer: Pretend that you have never
seen anything like this activity or place before, and explain what
you are seeing step by step, even if what you are writing seems
obvious. Include interactions among people, and capture
snippets of conversations (in quotation marks) if possible.
Analysis and classification: Break the scene down into its
component parts, identify common threads, and organize the
details into categories.
Take careful notes during your visit if you can do so unobtrusively, or

immediately a erward if you can’t. You can use a notebook and
pencil, a laptop or tablet, or a smartphone to record your notes.
Choose whatever is least disruptive to those around you. You may
need to use abbreviations and symbols to capture your observations
on-site, but be sure to convert such shorthand into words and
phrases as soon as possible a er the visit so that you don’t forget its
significance.
Writing Your Observational Study
For more on outlining, see “Outlining” in Chapter 2.
Immediately a er your visit, fill in any gaps in your notes, and review
your notes to look for meaningful patterns. You might find mapping
strategies, such as clustering or outlining, useful for discovering
patterns in your notes. Take some time to reflect on what you saw.
Asking yourself questions like these might help:
How did what I observed fit my own or my readers’ likely
preconceptions of the place or activity? Did my observations
upset any of my preconceptions? What, if anything, seemed
contradictory or out of place?
What interested me most about the activity or place? What are
my readers likely to find interesting about it?
What did I learn?
Your purpose in writing about your visit is to share your insights into
the meaning and significance of your observations. Assume that your
readers have never been to the place, and provide enough detail for it
to come alive for them. Decide on the perspective you want to
convey, and choose the details necessary to convey your insights.
CONDUCTING INTERVIEWS
A successful interview involves careful planning before the interview,

but it also requires keen listening skills and the ability to ask
appropriate follow-up questions while conducting the interview.
Courtesy and consideration for your subject are crucial at all stages
of the process.
Planning the Interview
Planning an interview involves the following:
Choosing an interview subject. For a profile of an individual,

your interview will primarily be with one person; for a profile of
an organization, you might interview several people, all with
different roles or points of view. Prepare a list of interview
candidates, as busy people might turn you down.
Arranging the interview. Give your prospective subject a brief
description of your project, and show some sincere enthusiasm
for your project. Keep in mind that the person you want to
interview will be donating valuable time to you, so call ahead to
arrange the interview, allow your subject to specify the amount
of time she or he can spare, and come prepared.
Preparing for the Interview
In preparation for the interview, consider your objectives:
Do you want details or a general orientation (the “big picture”)

from this interview?
Do you want this interview to lead you to interviews with other
key people?
Do you want mainly facts or opinions?
Do you need to clarify something you have observed or read? If
so, what?
Making an observational visit and doing some background reading

beforehand can be helpful. Find out as much as you can about the
organization or company (size, location, purpose, etc.), as well as the
key people.
Good questions are essential to a successful interview. You will likely
want to ask a few closed questions (questions that request specific
information) and a number of open questions (questions that give
the respondent range and flexibility and encourage him or her to
share anecdotes, personal revelations, and expressions of attitudes):
Open Questions Closed Questions
What do you think about How do you do

…………? …………?
Describe your reaction when What does …………
………… happened. mean?
Tell me about a time you were How was …………
………… developed?
The best questions encourage the subject to talk freely but stick to
the point. You may need to ask a follow-up question to refocus the
discussion or to clarify a point, so be prepared. If you are unsure
about a subject’s answer, follow up by rephrasing that answer,
prefacing it by saying something like “Let me see if I have this right”
or “Am I correct in saying that you feel …………?” Avoid forced-choice
questions (“Which do you think is the better approach: ………… or
…………?”) and leading questions (“How well do you think ………… is
doing?”).
During the Interview

Another key to good interviewing is flexibility. Ask the questions you
have prepared, but also be ready to shi gears to take full advantage
of what your subject can offer.
Take notes. Take notes during the interview, even if you are
recording your discussion. You might find it useful to divide
several pages of a notebook into two columns or to set up a word
processing file in two columns. Use the le -hand column to note
details about the scene and your subject or about your
impressions overall; in the right-hand column, write several
questions and record the answers. Remember that how
something is said is as important as what is said. Look for
material that will give texture to your writing — gesture, verbal
inflection, facial expression, body language, physical appearance
(dress, hair), or anything else that makes the person an
individual.
Listen carefully. Avoid interrupting your subject or talking about
yourself; rather, listen carefully and guide the discussion by
asking follow-up questions and probing politely for more
information.
Be considerate. Do not stay longer than the time you were
allotted unless your subject agrees to continue the discussion,
and show your appreciation for the time you have been given by
thanking your subject and offering her or him a copy of your
finished project.
Following the Interview
A er the interview, do the following:

Reflect on the interview. As soon as you finish the interview,
find a quiet place to reflect on it and to review and amplify your
notes. Asking yourself questions like these might help: What did
I learn? What seemed contradictory or surprising about the
interview? How did what was said fit my own or my readers’
likely expectations about the person, activity, or place? How can
I summarize my impressions?
Also make a list of any questions that arise. You may want to
follow up with your subject for more information, but limit
yourself to one e-mail or phone call to avoid becoming a bother.
Thank your subject. Send your interview subject a thank-you
note or e-mail within twenty-four hours of the interview. Try to
reference something specific from the interview, something you
thought was surprising or thought-provoking. Send your subject
a copy of your finished project with a note of appreciation.
CONDUCTING SURVEYS
Surveys let you gauge the opinions and knowledge of large numbers
of people. You might conduct a survey to gauge opinion in a political
science course or to assess familiarity with a television show for a
media studies course. You might also conduct a survey to assess the
seriousness of a problem for a service-learning class or in response
to an assignment to propose a solution to a problem (Chapter 10). You
can choose to administer the survey either in person or on a survey
creation and distribution site such as SurveyMonkey, SurveyGizmo,
or even Facebook. This section briefly outlines procedures you can
follow to carry out an informal survey, and it highlights areas where
caution is needed. Colleges and universities have restrictions about
the use and distribution of questionnaires, so check your institution’s
policy or obtain permission before beginning the survey.
Designing Your Survey
Use the following tips to design an effective survey:
Conduct background research. You may need to conduct

background research on your topic. For example, to create a
survey on scheduling appointments at the student health center,
you may first need to contact the health center to determine its
scheduling practices, and you may want to interview health
center personnel.
Focus your study. Before starting out, decide what you expect to
learn (your hypothesis). Make sure your focus is limited — focus
on one or two important issues — so you can cra a brief
questionnaire that respondents can complete quickly and easily
and so that you can organize and report on your results more
easily.
Write questions. Plan to use a number of closed questions
(questions that request specific information), such as two-way
questions, multiple-choice questions, ranking scale questions, and
checklist questions (see fig. 12.4 on the following page). You will
also likely want to include a few open questions (questions that
give respondents the opportunity to write their answers in their
own words). Closed questions are easier to tally, but open
questions are likely to provide you with deeper insight and a
fuller sense of respondents’ opinions. Whatever questions you
develop, be sure that you provide all the answer options your
respondents are likely to want, and make sure your questions are
clear and unambiguous.
Identify the population you are trying to reach. Even for an
informal study, you should try to get a reasonably representative
group. For example, to study satisfaction with appointment
scheduling at the student health center, you would need to
include a representative sample of all the students at the school
— not only those who have visited the health center. Determine
the demographic makeup of your school, and arrange to reach
out to a representative sample.
FIGURE 12.4 SAMPLE QUESTIONNAIRE: Scheduling at the Student Health Center
Description
Design the questionnaire. Begin your questionnaire with a

brief, clear introduction stating the purpose of your survey and
explaining how you intend to use the results. Give advice on
answering the questions, estimate the amount of time needed to
complete the questionnaire, and — unless you are administering
the survey in person — indicate the date by which completed
surveys must be returned. Organize your questions from least to
most complicated or in any order that seems logical, and format
your questionnaire so that it is easy to read and complete.
Test the questionnaire. Ask at least three readers to complete
your questionnaire before you distribute it. Time them as they
respond, or ask them to keep track of how long they take to
complete it (some of the online services will do this for you
automatically). Discuss with them any confusion or problems
they experience. Review their responses with them to be certain
that each question is eliciting the information you want it to
elicit. From what you learn, revise your questions and adjust the
format of the questionnaire.
Administering the Survey
The more respondents you have, the better, but constraints of time
and expense will almost certainly limit the number. As few as twenty-
five could be adequate for an informal study, but to get twenty-five
responses, you may need to solicit fi y or more participants.
You can conduct the survey in person or over the telephone; use an
online service such as SurveyMonkey or Zoomerang; e-mail the
questionnaires; or conduct the survey using a social media site such
as Facebook. You may also distribute surveys to groups of people in
class or around campus and wait to collect their responses.
Each method has its advantages and disadvantages. For example,
face-to-face surveys allow you to get more in-depth responses, but
participants may be unwilling to answer personal questions face-to-
face. Though fewer than half the surveys you solicit using survey
so ware are likely to be completed (your invitations may wind up in
a spam folder), online so ware will tabulate responses automatically.
Writing the Report
When writing your report, include a summary of the results, as well

as an interpretation of what the results mean.
Summarize the results. Once you have the completed

questionnaires, tally the results from the closed questions. (If
you conducted the survey online, this will have already been
done for you.) You can give the results from the closed questions
as percentages, either within the text of your report or in one or
more tables or graphs. Next, read all respondents’ answers to
each open question and summarize the responses by classifying
the answers. You might classify them as positive, negative, or
neutral or by grouping them into more specific categories.
Finally, identify quotations that express a range of responses
succinctly and engagingly to use in your report.
Interpret the results. Once you have tallied the responses and
read answers to open questions, think about what the results
mean. Does the information you gathered support your
hypothesis? If so, how? If the results do not support your
hypothesis, where did you go wrong? Was there a problem with
the way you worded your questions or with the sample of the
population you contacted? Or was your hypothesis in need of
adjustment?
Write the report. Research reports in the social sciences use a
standard format, with headings introducing the following
categories of information:
Abstract: A brief summary of the report, usually including
one sentence summarizing each section
Introduction: Includes context for the study (other similar
studies, if any, and their results), the question or questions the
researcher wanted to answer and why this question (or these
questions) is important, and the limits of what the researcher
expected the survey to reveal
Methods: Includes the questionnaire, identifies the number
and type of participants, and describes the methods used for
administering the questionnaire and recording data
Results: Includes the data from the survey, with limited
commentary or interpretation
Discussion: Includes the researcher’s interpretation of results,
an explanation of how the data support the hypothesis (or
not), and the conclusions the researcher has drawn from the
research
EVALUATING SOURCES
As soon as you start your search for sources, you should begin
evaluating what you find not only to decide whether they are relevant
to your research project but also to determine how credible they are.
CHOOSING RELEVANT SOURCES
Sources are relevant when they help you achieve your aims with your
readers. Relevant sources may
explain terms or concepts;

provide background information;
provide evidence in support of your claims;
provide alternative viewpoints or interpretations;
lend authority to your point of view.
For more on focusing search results and selecting search terms, see pp. 591–592 earlier in this
chapter.
A search for sources may reveal more books and articles than any
researcher could ever actually consult. A search on the term home
schooling in one database, for example, got 1,172 hits. Obviously, a
glance at all the hits to determine which are most relevant would take
far too much time. To speed up the process, resources, such as
library catalogs, databases, and search engines, provide tools to
narrow the results. For example, in one popular all-purpose
database, you can limit results by publication date, language, and
publication or source type, among other options. (Check the Help
screen to learn how to use these tools.)
In the database used in Figure 12.5 (p. 608), limiting the home
schooling results to articles published in scholarly journals in English
over the last ten years reduced the number of hits to 56, a far more
reasonable number to review. Remember that if you have too few
results or your results are not targeted correctly, you can expand your
search by changing your search terms or removing limits selectively.
FIGURE 12.5 ANALYZING THE DETAILED RECORD OF AN ARTICLE FROM A
PERIODICALS DATABASE Analyze the detailed record of an article to determine
whether the article itself is worth reading by asking yourself the following
questions: Does the title suggest that the article addresses your topic? Are the
authors experts in the field? Was the article published in a periodical that is likely
to be credible, was it published recently, and is it lengthy enough to indicate that
the topic is treated in depth? Does the abstract (or summary) suggest that the
article addresses your topic? If so, what angle does it take?
Description
A menu bar at the top shows the following option buttons: New Search; Publications;
Subject Terms; Cited References;, More (with a drop-down menu); The page below this
can be divided into three sections: top, bottom left, and bottom right.
In the top section, a circular EBSCO Host logo is on the left. Beside it are three Search
options under the heading ‘Searching: Academic search completed (bar) Choose
database’ as follows: Search box with text ‘home schooling’ and option ‘S U Subject
Terms’ from a drop-down menu; AND with a drop-down menu, an empty search box and
‘Select a Field (opti…’ with a drop-down menu; AND with a drop-down menu, an empty
search box and ‘Select a Field (opti…’ with a drop-down menu. A plus sign and a minus
sign are next to the third Search Option. Beside the first Search option is a Search
button, Clear button, and a Help sign. (Margin note pointing to Academic Search
Complete reads, ‘Database’).
The text below this reads, Basic Search; Advanced Search; Search history and a drop-
down menu symbol next to it’.
The bottom left section shows two options, Detailed Record and Linked Full Text. Below
it a box reads, Find Similar Results using SmartText Searching.
The bottom right section shows 11 of 1,326 search results. The heading reads, African
American Homeschool Parents’ Motivations for Homeschooling and Their Black
Children’s Academic Achievement. (Margin note reads, Title: Does the article address
your topic?) Below it, the text reads as follows:
Authors: Ray, Brian superscript 1

Source: Journal of School Choice. January to March 2015, Volume 9 Issue 1, p 71 to
96. 26 p. (Margin note pointing to Source reads, Publication: What do you know about
the periodical? Is it well respected? Margin note pointing to January to March 2015
reads, Date: Is the article recent enough for your area of study, or is it a classic? (Some
older, ‘classic’ sources may offer authoritative perspectives, but for current controversies
or recent developments, use recent sources.) Margin note pointing to Issue reads,
Length: Does the length suggest the topic is treated in depth?)
Document Type: Article
Subject Terms: asterisk Home schooling; asterisk Academic achievement; asterisk

Black children; asterisk Education; asterisk African American schools; asterisk
Motivation (Psychology); asterisk Parents as teachers; asterisk Education and state.
(Margin note reads, Subject terms: Are any of your keywords listed? Should any of
these terms be added to your keywords list?)
Author Supplied Keywords: academic achievement; African American; Black students;

educational policy; homeschooling; motivation; parent involvement; parents as teachers;
school choice.
N A I C S/ Industry Codes: 913910 Other local, municipal and regional public

administration; 912910 Other provincial and territorial public administration.
Abstract: This study explores the motivations of African American parents for choosing
homeschooling for their children and the academic achievement of their Black
homeschool students. Their reasons for homeschooling are similar to those of
homeschool parents in general, although some use homeschooling to help their children
understand Black culture and history. The average reading, language, and math test
scores of these Black homeschool students are significantly higher than those of Black
public school students (with effect sizes of 0.60 to 1.13) and equal to or higher than all
public school students as a group in this exploratory, cross-sectional, and explanatory
nonexperimental study. [Abstract from Publisher] (Margin note reads, Abstract: Does the
article address your topic? What angle does it take?)
Author Affiliations: 1 National Home Education Research Institute, Salem, Oregon, U S

A (Margin note reads, Authors: Are they experts in the field? Do they have relevant
background?)
ISSN: 1558-2159
DOI: 10.1080/15582159.2015.998966
Accession Number: 101514730
A er you have identified a reasonable number of relevant sources,

examine the sources themselves:
Read the preface, introduction, or conclusion of books, or the

first or last few paragraphs of articles, to determine which aspect
of the topic is addressed or which approach to the topic is taken.
To obtain a clear picture of a topic, researchers need to consider
sources that address different aspects of the topic or take
different approaches.
Look at the headings or references in articles, or the table of
contents and index in books, to see how much of the content
relates specifically to your topic.
Consider the way the source is written: Sources written for
general readers may be accessible but may not analyze the
subject in depth. Extremely specialized works may be too
technical. Poorly written sources may not be credible. (See
Choosing Credible Sources, on the following page, for more on
scholarly versus popular sources and for a discussion of why
researchers should avoid sources that are poorly written or
disjointed.)
If close scrutiny leaves you with too few sources — or too many
sources from too few perspectives — conduct a search using
additional or alternative keywords, or explore links to related
articles, look at the references in a particularly useful article, or look
for other sources by an author whose work you find useful.
CHOOSING CREDIBLE SOURCES
Choosing relevant sources is crucial to assembling a useful working

bibliography. Determining which of those relevant sources is also
likely to be credible is even more important. To determine credibility,
ask yourself the questions below.
Who Wrote It?
Consider, first, whether the author is an expert in the field. The fact
that someone has a Ph.D. in astrophysics is no indication that he or
she will be an expert in military history, for example, so be careful
that the area of expertise is directly relevant to the topic.
To determine the author’s area of expertise, look for the author’s

professional affiliation (where he or she works or teaches). This may
be indicated at the bottom of the first page of an article or in an
“About the Author” section in a book or on a website. Frequently,
Googling the author will also reveal the author’s affiliation, but
double-check to make sure the affiliation is current and that you have
located the right person. You may also consult a biographical
reference source available through your library. Looking to see what
other works the author has published, and with whom, can also help
you ascertain his or her areas of expertise.
Contributors to blogs, wikis, and online discussion forums may or
may not be experts in the field. Determine whether the site screens
contributors, and double-check any information taken from sites for
which you cannot determine the credentials of contributors.
Also consider the author’s perspective. Most writing is not neutral or

objective and does not claim to be. Knowledge of the author’s
perspective enables you to assess bias and determine how the
author’s perspective affects the presentation of his or her argument.
To determine the author’s perspective, look for the main point and
ask yourself questions like these:
For more details on strategies for evaluating the logic of an argument, see “Evaluating the
Logic of an Argument” in Chapter 2.
What evidence does the author provide to support this point? Is

it from authoritative sources? Is it persuasive?
Does the author make concessions to or refute opposing
arguments?
Does the author avoid fallacies, confrontational phrasing, and
loaded words?
How Recently Was It Published?
In general, especially when you are writing about science or

technology, current events, or emerging trends, you should consult
the most up-to-date sources available on your subject. The date of
publication for articles you locate should be indicated in your search
results. For a print book, look for the copyright date on the copyright
page (usually on the back of the title page); for an e-book, look for the
copyright date at the beginning or end of the electronic file. If your
source is a website, consider when it, and the content within it, was
last updated (o en indicated at the bottom of the Web page or home
page).
You may also need older, foundational sources that establish the
principles, theories, and data on which later work is based and may
provide a useful perspective for evaluating other works. To determine
which sources are foundational, note the ones that are cited most
o en in encyclopedia articles, lists of works cited or references, and
recent works on the subject. You may also want to consult your
instructor or a librarian to help you determine which works are
foundational in your field.
Is the Source Scholarly, Popular, or for a Trade Group?
Scholarly sources (whether books or articles) are written by and for

experts in a field of study, frequently professors or academic
researchers. They can be challenging to read and understand
because they use the language of the field and terminology that may
be unfamiliar to those outside the discipline, but they are considered
credible because the contents are written by specialists and peer-
reviewed (reviewed by specialists) before publication. Scholarly
sources also tend to delve deeply into a subject, o en a narrowly
defined subject. Scholarly sources may be published by a university
press, a scholarly organization, or a commercial publisher (such as
Kluwer Academic or Blackwell). Though scholarly sources may
provide an overview of the subject, they generally focus on a specific
issue or argument and generally contain a great deal of original
research.
In contrast, popular sources are written to entertain and educate the

general public. For the most part, they are written by journalists who
have conducted research and interviewed experts. They may include
original research, especially on current events or emerging trends.
Mainly, though, they report on and summarize original research and
are written for interested, nonspecialist readers.
Of course, popular sources range widely along the credibility

spectrum. Highly respected newspapers and magazines, such as the
New York Times, the Guardian, the Economist, and Harper’s Magazine,
publish original research on news and culture. These newspapers
and magazines check facts carefully and are o en considered
appropriate sources for research projects in entry-level courses
(although you should check with your instructor to find out her or his
expectations). Magazines that focus on celebrity gossip, such as
People and Us Weekly, are unlikely to be considered appropriate
sources for a college-level research project. Table 12.1 summarizes
some of the important differences between scholarly journals and
popular magazines.
TABLE 12.1 Scholarly Journals versus Popular Magazines and Trade Publications
Scholarly Popular Trade

Journals Magazines Publications
Journals are Magazines are Trade publications

usually usually may be published
published four published daily, weekly,
to six times per weekly or monthly, or
year. monthly. quarterly,
depending on the
industry covered.
Articles are Authors of Articles may be

usually written articles are written by
by scholars journalists but professionals or by
(with Ph.D. or may quote journalists with
other academic experts. quotes from
affiliations a er experts.
their names).
Many articles Most articles Authors of articles

have more than have a single may or may not be
one author. author. named.
In print Photographs, Photographs,

journals, the usually in usually in color,
title page o en color, appear appear on the
appears on the on the covers covers of most
cover, and the print trade
covers of most print publications and
frequently lack magazines. on their websites.
artwork.
Articles may Articles Articles frequently

include charts, frequently include color
tables, figures, include color pictures and
and quotations pictures and sidebars.
from other sidebars.
scholarly
sources.
An abstract A headline or Headlines o en

(summary) of engaging include names or
the article may description terms familiar only
appear on the may precede to industry
first page. the article. insiders.
Most articles are Most articles Most articles are

fairly long — five are fairly short fairly short — one
to twenty — one to five to five pages.
pages. pages.
Articles cite Articles rarely Articles rarely

sources and include a list include a list of
provide a of works cited works cited or
bibliography (a or references references but
list of works but may may mention or
quote experts.
cited or mention or
references). quote experts.
Trade publications — periodicals that report on news and technical

advances in a specific industry — are written for those employed in
the industry and include such titles as Advertising Age, World Cement,
and American Machinist. Some trade publications may be appropriate
for college research projects, especially in the sciences, but keep in
mind that these publications are intended for a specialist audience
and may focus on marketing products to professionals in the field.
Who Published It?
Determining who published or sponsored a source you are

considering can help you gauge its credibility and ascertain the
publication’s slant (or point of view). Look to see whether the source
was published by a commercial publisher (such as St. Martin’s or
Random House); a university press (such as the University of
Nebraska Press); a corporation, an organization, or an interest group
(such as the RAND Corporation, the World Wildlife Fund, or the
National Restaurant Association); a government agency (such as the
Internal Revenue Service or the U.S. Census Bureau); or the author
on his or her own. Determining the publisher or sponsor is
particularly important for material published on the Web.
If your source is a Web page, look at the URL (uniform resource
locator) to find its top-level domain, which is indicated by a suffix.
Some of the most useful ones are listed here:
.gov U.S. federal government and some state or local

government institutions
.org nonprofit organizations
.edu educational institutions
.com businesses and commercial enterprises
.net usually businesses or organizations associated with

networks
.mil the U.S. military
For the most part, .gov and .edu are the most likely to offer credible
sources of information for a college research project. However,
sources with any of these domains may vary in credibility. For
example, a file with a .com suffix may offer a highly credible history
of a corporation and be an appropriate source for someone writing a
history of corporate America, whereas a file with an .edu suffix may
have been posted by a student or by a faculty member outside his or
her area of expertise.
It is essential to look at websites carefully. Determine who sponsors
the site: Is it a business, a professional group, a private organization,
an educational institution, a government agency, or an individual?
Look for a link, usually at the top or the bottom of the home page,
called something like “Who We Are” or “About Us.” If you cannot
determine who sponsors a site, carefully double-check any
information you find there.
Consider, too, checking how o en the website has been linked to and
the types of links provided by the website. That a site has been linked
to repeatedly does not guarantee credibility, but the information may
be helpful in conjunction with other recommendations in this
chapter. To determine the number of times a Web page has been
linked to, type link: plus the URL into a Google search box. To check
the links provided, click on them and apply the criteria in this
chapter.
If the source was published by a commercial publisher, check out the

publisher’s website, and ask yourself questions like these:
Does the publisher offer works from a single perspective or from

multiple perspectives?
Do the works it publishes cover a wide variety of topics or focus
on a particular topic?
Does the publisher’s website host links to a particular type of
site?
The websites of book publishers may offer a link to a catalog. If so,
look at the works it lists. Does the publisher seem to publish works
on a particular topic or from a particular point of view? Does the
publisher generally offer popular, academic, or professional works?
If your source is a periodical, consider whether it focuses on a

particular topic or offers a single point of view. In addition to looking
at the article you are considering, visit the publisher’s website, which
may help you determine this.
How Well Is the Source Written?
Most works that are published professionally (including popular

newspapers and magazines, as well as scholarly journals and trade
magazines) will have been edited carefully. These sources will
generally avoid errors of grammar, punctuation, and spelling.
Websites sponsored by professional organizations, too, will generally
avoid these kinds of errors. Personal websites, however, are unlikely
to have been professionally edited and fact checked. If a website is
riddled with errors, be very careful to double-check any information
you take from that site.
Do Other Sources Corroborate What the Source Says?
Professional fact-checkers at organizations across the country use the

process of cross-referencing to determine the credibility of sources.
When you cross-reference a source, you move away from the source
itself and read other sources about the same subject to determine
whether what your source says is accurate. This practice is made
especially easy thanks to the Web. When you focus on a single source
to determine if it is trustworthy, you are ignoring that the Web is a
collection of sources that can be used to verify information. You need
not read every related website for its content, but moving
purposefully from one site to the next, in combination with the other
strategies listed in this section, can help you determine whether
other sources corroborate or verify the information in your source.
Do be careful, though, as you move from one site to the next. Just
because a website contains the exact same information as another
does not mean that it is credible. In fact, if the information is
verbatim (word for word) from the original site, you need to be
especially careful. Some sites simply copy and paste information
from other sites and post it without verifying. Continue on to
multiples sites in order to help you determine the credibility of the
information. You can also use fact-checking websites such as
ProPublica, Snopes, and Politifact, although you should also
corroborate the information you find there as you would anything
else.
What Does the Source Say?
Finally, consider the source itself. Answering the following questions

can help you determine whether the source is worth consideration:
For more details on strategies for evaluating the logic of an argument, see Chapter 2, pp. 60–
62.
What is the intended audience of the source? Does the source

address an audience of experts, or is it intended for a general
audience?
What is the purpose of the source? Does it review a number of
different positions, or does it argue for a position of its own? If it
makes its own argument, analyze the argument closely.
What is the tone of the source? Is the tone reasonable? Does the
source respond to alternative viewpoints, and are those
responses logical and reasonable?
What evidence is offered to support the argument? Is the
evidence relevant and credible? What kinds of citations or links
does the source supply?
USING SOURCES
Writing a college research project requires you to
analyze sources to understand the arguments those sources are

making, the information they are using to support their claims,
and the ways those arguments and the supporting evidence
they use relate to your topic;
synthesize information from sources to support, extend, and
challenge your own ideas;
integrate information from sources with your own ideas to
contribute something new to the “conversation” on your topic;
document your sources using an appropriate documentation
style.
SYNTHESIZING SOURCES
Synthesizing means making connections among ideas from texts

and from your own experience. Once you have analyzed a number
of sources on your topic, consider questions like the following to
help you synthesize ideas and information:
Do any of the sources you read use similar approaches or come

to similar conclusions? What common themes do they explore?
Do any of them use the same evidence (facts, statistics, research
studies, examples) to support their claims?
What differentiates the sources’ various positions? Where do
the writers disagree, and why? Does one writer seem to be
responding to or challenging one or more of the others?
Do you agree with some sources and disagree with others? What
makes one source more convincing than the others? Do any of
the sources you have read offer support for your claims? Do any
of them challenge your conclusions? If so, can you refute the
challenge or do you need to concede a point?
Sentence strategies like the following can help you clarify where you
differ from or agree with the sources you have read:
► A study by X supports my position by demonstrating that

.
► X and Y think this issue is about . But what is
really at stake here is .
► On this issue, X and Y say . Although I
understand and to some degree sympathize with their point
of view, I agree with Z that this is ultimately a question of
.
ACKNOWLEDGING SOURCES AND AVOIDING

PLAGIARISM
In your college writing, you will be expected to use and acknowledge

secondary sources — books, articles, published or recorded
interviews, websites, computer bulletin boards, lectures, and other
print and nonprint materials — in addition to your own ideas,
insights, and field research. The following information will help you
decide what does and does not need to be acknowledged and will
enable you to avoid plagiarizing inadvertently.
Determining What Does (and Does Not) Need to

Be Acknowledged
For more on citing sources in MLA style, see pp. 627–632; for APA style, see pp. 645–647.
For the most part, any ideas, information, or language you borrow
from a source — whether the source is in print or online — must be
acknowledged by including an in-text citation and an entry in your
list of works cited (MLA style) or references (APA style). The only
types of information that do not require acknowledgment are
common knowledge (for example, John F. Kennedy was assassinated
in Dallas), facts widely available in many sources (U.S. presidents
used to be inaugurated on March 4 rather than January 20), well-
known quotations (“To be or not to be / That is the question”), and
material you created or gathered yourself, such as photographs that
you took or data from surveys that you conducted.
Remember that you need to acknowledge the source of any visual

(photograph, table, chart, graph, diagram, drawing, map, screen
shot) that you did not create yourself as well as the source of any
information that you used to create your own visual. (You should
also request permission from the source of a visual if your essay is
going to be posted online without password protection.) When in
doubt about whether you need to acknowledge a source, do so.
The documentation guidelines later in this chapter present two

styles for citing sources: MLA and APA. Whichever style you use, the
most important thing is that your readers be able to tell where words
or ideas that are not your own begin and end. You can accomplish
this most readily by taking and transcribing notes carefully, by
placing parenthetical source citations correctly, and by separating
your words from those of the source with signal phrases such as
“According to Smith,” “Peters claims,” and “As Olmos asserts.” (When
you cite a source for the first time in a signal phrase, use the author’s
full name; a er that, use just the last name.)
Avoiding Plagiarism
When you use material from another source, you need to

acknowledge the source, usually by citing the author and page or
publication date in your text and including a list of works cited or
references at the end of your essay. Failure to acknowledge sources
— even by accident — constitutes plagiarism, a serious
transgression. By citing sources correctly, you give appropriate
credit to the originator of the words and ideas you are using, offer
your readers the information they need to consult those sources
directly, and build your own credibility.
Writers — students and professionals alike — occasionally fail to
acknowledge sources properly. Students sometimes mistakenly
assume that plagiarizing occurs only when another writer’s exact
words are used without acknowledgment. In fact, plagiarism can
also apply to paraphrases as well as to such diverse forms of
expression as musical compositions, visual images, ideas, and
statistics. Therefore, keep in mind that you must indicate the source
of any borrowed information, idea, language, or visual or audio
material you use in your essay, whether you have paraphrased,
summarized, or quoted directly from the source or have reproduced it
or referred to it in some other way.
Remember especially the need to document electronic sources fully

and accurately. Perhaps because it is so easy to access and distribute
text and visuals online and to copy material from one electronic
document and paste it into another, some students do not realize, or
may forget, that information, ideas, and images from electronic
sources require acknowledgment in even more detail than those
from print sources. At the same time, the improper
(unacknowledged) use of online sources is o en very easy for
readers to detect.
Some people plagiarize simply because they do not know the

conventions for using and acknowledging sources. Others plagiarize
because they keep sloppy notes and thus fail to distinguish between
their own and their sources’ ideas. If you keep a working
bibliography and careful notes, you will not make this serious
mistake. Another reason some people plagiarize is that they feel
intimidated by the writing task or the deadline. If you experience
this anxiety about your work, speak to your instructor. Do not run
the risk of failing a course or being expelled from your college
because of plagiarism.
If you are confused about what is and what is not plagiarism, be sure
to ask your instructor.
USING INFORMATION FROM SOURCES TO
SUPPORT YOUR CLAIMS
When writing a research project, one of the ways you will use sources
is to support your own ideas. Make sure that each of your supporting
paragraphs does three things:
1. States a claim that supports your thesis;

2. Provides evidence that supports your claim;
3. Explains to readers how the evidence supports your claim.
Consider this paragraph from a student essay on the frequency of

exams in college:
The main reason professors should give frequent exams is that when they do and
when they provide feedback to students on how well they are doing, students learn
more in the course and perform better on major exams, projects, and papers. It
makes sense that in a challenging course containing a great deal of material, students
will learn more of it and put it to better use if they have to apply or “practice” it
frequently on exams, which also helps them find out how much they are learning and
what they need to go over again.
A 2006 study reported in Psychological Science journal concluded that “taking

repeated tests on material leads to better long-term retention than repeated
studying,” according to the study’s coauthors, Henry L. Roediger and Jeffrey
Karpicke (ScienceWatch.com, 2008). When asked what the impact of this
breakthrough research would be, they responded: “We hope that this research may be
picked up in educational circles as a way to improve educational practices, both for
students in the classroom and as a study strategy outside of class.” The new field of
mind, brain, and education research advocates the use of “retrieval testing.” For
example, research by Karpicke and Blunt (2011) published in Science found that
testing was more effective than other, more traditional methods of studying both
for comprehension and for analysis. Why retrieval testing works is not known. A
UCLA psychologist, Robert Bjork, speculates that it may be effective because “when
we use our memories by retrieving things, we change our access” to that
information. “What we recall,” therefore, “becomes more recallable in the future”
(qtd. in Belluck, 2011).
The student connects this body paragraph to his thesis by beginning

with the transition The main reason and by repeating the phrase
perform better from his forecasting statement. He synthesizes
information from a variety of sources. For example, he uses
quotations from some sources and a summary of another to provide
evidence. And he doesn’t merely stitch quotations and summary
together; rather, he explains how the evidence supports his claim by
stating that it “makes sense” that students “apply or ‘practice’ ” what
they learn on frequent exams.
Deciding Whether to Quote, Paraphrase, or

Summarize
As illustrated in the model paragraph above, writers integrate

supporting evidence by quoting, paraphrasing, or summarizing
information or ideas from sources. This section provides guidelines
for deciding when to use each of these three methods and how to
quote, paraphrase, and summarize effectively. Note that all examples
in this section (with the exception of the model student paragraph)
follow MLA style for in-text citations, which is explained in detail
later in this chapter.
As a rule, quote only in these situations:
When the wording of the source is particularly memorable or

vivid or expresses a point so well that you cannot improve it;
When the words of credible and respected authorities would
lend support to your position;
When you wish to cite an author whose opinions challenge or
vary greatly from those of other experts;
When you are going to discuss the source’s choice of words.
Paraphrase passages whose details you wish to use but whose

language is not particularly striking. Summarize any long passages
whose main points you wish to record as support for a point you are
making.
Altering Quotations Using Italics, Ellipses, and

Brackets
Quotations should duplicate the source exactly, even if they contain

spelling errors. Add the notation sic (Latin for “thus”) in brackets
immediately a er any such error to indicate that it is not your error
but your source’s. As long as you signal them appropriately, you may
make changes to
emphasize particular words;

omit irrelevant information;
insert information necessary for clarity;
make the quotation conform grammatically to your sentence.
Using Italics for Emphasis.
You may italicize any words in the quotation that you want to
emphasize; add a semicolon and the words emphasis added (in regular
type, not italicized or underlined) to the parenthetical citation:
In her 2001 exposé of the struggles of the working class, Ehrenreich writes, “The wages
Winn-Dixie is offering — $6 and a couple of dimes to start with — are not enough, I
decide, to compensate for this indignity” (14; emphasis added).
Using Ellipsis Marks for Omissions.
You may decide to omit words from a quotation because they are not
relevant to the point you are making. When you omit words from
within a quotation, use ellipses — three spaced periods (…) — in
place of the missing words. When the omission occurs within a
sentence, include a space before the first ellipsis mark and a er the
last mark:
Hermione Roddice is described in Lawrence’s Women in Love as a “woman of the new

school, full of intellectuality and … nerve-worn with consciousness” (17).
When the omission falls at the end of a sentence, place a period

directly a er the final word of the sentence, followed by a space and
three spaced ellipsis marks:
But Grimaldi’s commentary contends that for Aristotle rhetoric, like dialectic, had “no
limited and unique subject matter upon which it must be exercised. … Instead,
rhetoric as an art transcends all specific disciplines and may be brought into play in
them” (6).
A period plus ellipses can indicate the omission not just of the rest of
a sentence but also of whole sentences, paragraphs, or even pages.
When a parenthetical reference follows the ellipses at the end of a

sentence, place the three spaced periods a er the quotation, and
place the sentence period a er the final parenthesis:
But Grimaldi’s commentary contends that for Aristotle rhetoric, like dialectic, had “no
limited and unique subject matter upon which it must be exercised. … Instead,
rhetoric as an art transcends all specific disciplines …” (6).
When you quote only single words or phrases, you do not need to use
ellipses because it will be obvious that you have le out some of the
original:
More specifically, Wharton’s imagery of suffusing brightness transforms Undine

before her glass into “some fabled creature whose home was in a beam of light” (21).
For the same reason, you need not use ellipses if you omit the
beginning of a quoted sentence unless the rest of the sentence begins
with a capitalized word and still appears to be a complete sentence.
Using Brackets for Insertions or Changes.

Use brackets around an insertion or a change needed to make a
quotation conform grammatically to your sentence, such as a change
in the form of a verb or pronoun or in the capitalization of the first
word of the quotation. In this example from an essay on James Joyce’s
short story “Araby,” the writer adapts Joyce’s phrases “we played till
our bodies glowed” and “shook music from the buckled harness” to
fit the grammar of her sentences:
In the dark, cold streets during the “short days of winter,” the boys must generate their
own heat by “play[ing] till [their] bodies glowed.” Music is “[shaken] from the buckled
harness” as if it were unnatural, and the singers in the market chant nasally of “the
troubles in our native land” (30).
You may also use brackets to add or substitute explanatory material

in a quotation:
Guterson notes that among Native Americans in Florida, “education was in the home;
learning by doing was reinforced by the myths and legends which repeated the basic
value system of their [the Seminoles’] way of life” (159).
Some changes that make a quotation conform grammatically to

another sentence may be made without any signal to readers:
A period at the end of a quotation may be changed to a comma if

you are using the quotation within your own sentence.
Double quotation marks enclosing a quotation may be changed
to single quotation marks when the quotation is enclosed within
a longer quotation.
Adjusting the Punctuation within Quotations.

Although punctuation within a quotation should reproduce the
original, some adaptations may be necessary. Use single quotation
marks for quotations within the quotation:
Original from David Guterson’s Quoted version

Family Matters (pp. 16–17)
E. D. Hirsch also recognizes the Guterson claims that E. D.

connection between family and Hirsch “also recognizes the
learning, suggesting in his connection between family

and learning, suggesting in
discussion of family background his discussion of family
and academic achievement background and academic
“that the significant part of our achievement ‘that the

significant part of our
children’s education has been children’s education has
going on outside rather than been going on outside rather
inside the schools.” than inside the schools’” (16–

17).
If the quotation ends with a question mark or an exclamation point,

retain the original punctuation:
“Did you think I loved you?” Edith later asks Dombey (566).
If a quotation ending with a question mark or an exclamation point

concludes your sentence, retain the question mark or exclamation
point, and put the parenthetical reference and sentence period
outside the quotation marks:
Edith later asks Dombey, “Did you think I loved you?” (566).
Avoiding Grammatical Tangles.
When you incorporate quotations into your writing, and especially

when you omit words from quotations, you run the risk of creating
ungrammatical sentences. Avoid these three common errors:
verb incompatibility
ungrammatical omissions
sentence fragments
Verb incompatibility occurs when the verb form in the introductory

statement is grammatically incompatible with the verb form in the
quotation. When your quotation has a verb form that does not fit in
with your text, it is usually possible to use just part of the quotation,
thus avoiding verb incompatibility:
Description
The narrator suggests his bitter disappointment when ‘I saw myself as a creature driven
and derided by vanity’ (35). (The part ‘I saw myself’ is crossed out and replaced with ‘he
describes seeing himself’)
As this sentence illustrates, use the present tense when you refer to
events in a literary work.
Ungrammatical omissions may occur when you delete text from a

quotation. To avoid this problem, try adapting the quotation (with
brackets) so that its parts fit together grammatically, or use only one
part of the quotation:
Description
The text is divided into two columns named ‘Option 1’ and ‘Option 2’. The text in the
Option 1 column reads as follows: From the moment of the boy’s arrival in Araby, the
bazaar is presented as a commercial enterprise: ‘I could not find any sixpenny entrance
and… handing a shilling to a weary-looking man’ (34). (The word ‘handing’ is crossed
out and replaced with the word ‘hand[ed]’)
The text in the Option 2 column reads as follows: From the moment of the boy’s arrival
in Araby, the bazaar is presented as a commercial enterprise: ‘I could not find any
sixpenny entrance and… handing a shilling to a weary-looking man’ (34). (The word ‘I’ is
scored out and replaced with ‘He’. The phrase ‘and ellipsis handing a shilling to a weary
looking man’ is scored out and replaced with the phrase ‘so had to pay a shilling to get
in.’)
Sentence fragments sometimes result when writers forget to include
a verb in the sentence introducing a quotation, especially when the
quotation itself is a complete sentence. Make sure you introduce a
quotation with a complete sentence:
Description
The girl’s interest in the bazaar leading the narrator to make what amounts to a sacred
oath: ‘If I go… I will bring you something’ (32). (The word ‘leading’ is scored out and
replaced with ‘leads.’)
Using In-Text or Block Quotations
Depending on its length, you may incorporate a quotation into your

text by enclosing it in quotation marks or by setting it off from your
text in a block without quotation marks. In either case, be sure to
integrate the quotation into your essay using the strategies described
here:
In-Text Quotations.
Incorporate brief quotations (no more than four typed lines of prose
or three lines of poetry) into your text. You may place a quotation
virtually anywhere in your sentence:
At the Beginning
“To live a life is not to cross a field,” Sutherland, quoting Pasternak, writes at the
beginning of her narrative (11).
In the Middle
Woolf begins and ends by speaking of the need of the woman writer to have “money
and a room of her own” (4) — an idea that certainly spoke to Plath’s condition.
At the End
In The Second Sex, Simone de Beauvoir describes such an experience as one in which
the girl “becomes an object, and she sees herself as object” (378).
Divided by Your Own Words

“Science usually prefers the literal to the nonliteral term,” Kinneavy writes, “that is,
figures of speech are o en out of place in science” (177).
Poetry
When you quote poetry within your text, use a slash (/) with spaces
before and a er to signal the end of each line of verse:
Alluding to St. Augustine’s distinction between the City of God and the Earthly City,
Lowell writes that “much against my will / I le the City of God where [faith] belongs”
(4–5).
Block Quotations.
In MLA style, use the block form for prose quotations of five or more
typed lines and for poetry quotations of four or more lines. Indent
the quotation half an inch from the le margin, as shown in the
following example:
In “A Literary Legacy from Dunbar to Baraka,” Margaret Walker says of Paul Lawrence
Dunbar’s dialect poems:
He realized that the white world in the United States tolerated his literary genius
only because of his “jingles in a broken tongue,” and they found the old “darky”
tales and speech amusing and within the vein of folklore into which they wished
to classify all Negro life. This troubled Dunbar because he realized that white
America was denigrating him as a writer and as a man. (70)
In APA style, use block form for quotations of forty words or more.
Indent the block quotation half an inch.
In a block quotation, double-space between lines just as you do in

your text. Do not enclose the passage within quotation marks. Use a
colon to introduce a block quotation unless the context calls for
another punctuation mark or none at all. When quoting a single
paragraph or part of one in MLA style, do not indent the first line of
the quotation more than the rest. In quoting two or more paragraphs,
indent the first line of each paragraph an extra quarter inch. Note
that in MLA style the parenthetical page reference follows the period
in block quotations. If you are using APA style, indent the first line of
subsequent paragraphs in the block quotation an additional half inch
from the indentation of the block quotation.
Using Punctuation to Integrate Quotations

Statements that introduce in-text quotations take a range of
punctuation marks and lead-in words. Here are some examples of
ways writers typically introduce quotations:
Introducing a Quotation Using a Colon.
A colon usually follows an independent clause placed before the

quotation:
As George Williams notes, protection of white privilege is critical to patterns of

discrimination: “Whenever a number of persons within a society have enjoyed for a
considerable period of time certain opportunities for getting wealth, for exercising
power and authority, and for successfully claiming prestige and social deference, there
is a strong tendency for these people to feel that these benefits are theirs ‘by right’”
(727).
Introducing a Quotation Using a Comma.
A comma usually follows an introduction that incorporates the

quotation in its sentence structure:
Similarly, Duncan Turner asserts, “As matters now stand, it is unwise to talk about
communication without some understanding of Burke” (259).
Introducing a Quotation Using That.
No punctuation is generally needed with that, and no capital letter is

used to begin the quotation:
Noting this failure, Alice Miller asserts that “the reason for her despair was not her
suffering but the impossibility of communicating her suffering to another person”
(255).
Paraphrasing Sources Carefully
In a paraphrase, the writer restates in his or her own words the

relevant information from a passage, without any additional
comments or any suggestion of agreement or disagreement with the
source’s ideas. A paraphrase is useful for recording details of the
passage when the source’s exact wording is not important. Because
all the details of the passage are included, a paraphrase is o en about
the same length as the original passage. It is better to paraphrase
than to quote ordinary material in which the author’s way of
expressing things is not worth special attention.
Here is a passage from a book on home schooling and an example of

an acceptable paraphrase of it:
Original source Acceptable paraphrase
Bruner and the discovery According to Guterson, the

theorists have also “discovery theorists,”
illuminated conditions that particularly Bruner , have
apparently pave the way for found that there seem to be
learning . It is significant that certain conditions that
these conditions are unique help learning to take
to each learner, so unique, in place. Because individuals
fact, that in many cases require different
classrooms can’t provide conditions , many children
them. Bruner also contends are not able to learn in the
that the more one discovers classroom . According to
information in a great Bruner , when people can
variety of circumstances, the explore information in
more likely one is to develop many different situations,
the inner categories required they learn to classify and
to organize that information. order what they discover.
Yet life at school , which is The general routine of the
for the most part generic and school day, however, does
predictable, daily keeps many not provide children with
children from the great the diverse activities and
variety of circumstances they situations that would allow
need to learn well. them to learn these skills
(172).
— DAVID GUTERSON, Family Matters: Why Homeschooling Makes Sense, p.

172
The highlighting shows that some words in the paraphrase were

taken from the source. Indeed, it would be nearly impossible for
paraphrasers to avoid using any key terms from the source, and it
would be counterproductive to try to do so because the original and
the paraphrase necessarily share the same information and concepts.
Notice, though, that of the total of eighty-five words in the
paraphrase, the paraphraser uses only a name (Bruner) and a few
other key nouns and verbs for which it would be awkward to
substitute other words or phrases. If the paraphraser had wanted to
use other, more distinctive language from the source — for example,
the description of life at school as “generic and predictable” — these
adjectives would need to be enclosed in quotation marks. In fact, the
paraphraser puts quotation marks around only one of the terms from
the source: “discovery theorists” — a technical term likely to be
unfamiliar to readers.
Paraphrasers must, however, avoid borrowing too many words and

repeating the sentence structures from a source. Here is an
unacceptable paraphrase of the first sentence in the Guterson
passage:
Unacceptable Paraphrase: Too Many Borrowed Words and Phrases
Apparently, some conditions , which have been illuminated by Bruner and other
discovery theorists , pave the way for people to learn .
Here, the paraphrase borrows almost all of its key language from the
source sentence, including the entire phrase pave the way for. Even if
you cite the source, this heavy borrowing would be considered
plagiarism.
Here is another unacceptable paraphrase of the same sentence:

Unacceptable Paraphrase: Sentence Structure Repeated Too Closely
SYNONYMS
Bruner and other researchers have also identified circumstances that seem to ease the
path to learning.
If you compare the source’s first sentence and this paraphrase of it,
you will see that the paraphraser has borrowed the phrases and
clauses of the source and arranged them in an almost identical
sequence, simply substituting synonyms for most of the key terms.
This paraphrase would also be considered plagiarism.
Summarizing to Present the Source’s Main Ideas in

a Balanced and Readable Way
Unlike a paraphrase, a summary presents only the main ideas of a

source, leaving out examples and details.
For more on summarizing as a reading and writing strategy, see “Summarizing” in Chapter 2.
Here is one student’s summary of five pages from David Guterson’s

book Family Matters. You can see at a glance how drastically
summaries can condense information, in this case from five pages to
five sentences. Depending on the summarizer’s purpose, the five
pages could be summarized in one sentence, the five sentences here,
or three dozen sentences.
In looking at different theories of learning that discuss individual-based programs

(such as home schooling) versus the public school system, Guterson describes the
disagreements among “cognitivist” theorists. One group, the “discovery theorists,”
believes that individual children learn by creating their own ways of sorting the
information they take in from their experiences. Schools should help students develop
better ways of organizing new material, not just present them with material that is
already categorized, as traditional schools do. “Assimilationist theorists,” by contrast,
believe that children learn by linking what they don’t know to information they already
know. These theorists claim that traditional schools help students learn when they
present information in ways that allow children to fit the new material into categories
they have already developed (171–75).
Summaries like this one are more than a dry list of main ideas from a
source. They are instead a coherent, readable new text composed of
the source’s main ideas. Summaries provide balanced coverage of a
source, following the same sequence of ideas and avoiding any hint
of agreement or disagreement with them.
CITING AND DOCUMENTING
SOURCES IN MLA STYLE
The following guidelines are sufficient for most college research
assignments in English and other humanities courses that call for
MLA-style documentation. For additional information, see the MLA
Handbook for Writers of Research Papers, Eighth Edition (2016), the
MLA website, or a handbook with MLA citation information.
USING IN-TEXT CITATIONS
The MLA system requires parenthetical in-text citations that are

keyed to a list of works cited in the paper. In-text citations tell your
readers where the ideas or words you have borrowed come from, and
the entries in the Works Cited list allow readers to locate your
sources so that they can read more about your topic.
In most cases, include the author’s last name and the page number
on which the borrowed material appears in the text of your research
project. You can incorporate this information in two ways:
By naming the author in the text of your research project with a

signal phrase (Simon described) and including the page reference
(in parentheses) at the end of the borrowed passage:
Description
Signal Phrase: Simon, a well-known figure in New York literary society, described the
impression Dr. James made on her as a child in the Bronx: He was a ‘not-too-skeletal
Ichabod Crane’ (68) (Note pointing to Simon reads, Author’s last name. Margin note
pointing to the word ‘described’ reads, appropriate verb. Note pointing to ‘68’ reads,
page number.)
By including the author’s name and the page number together in

parentheses at the end of the borrowed passage:
Description
Parenthetical Citation: Doctor James is described as a ‘not-too-skeletal Ichabod Crane’

(Simon 68). (Note pointing to ‘Simon 68’ reads, author’s last name plus page number.)
Works-Cited Entry: Simon, Kate. ‘Birthing.’ Bronx Primitive: Portraits in a Childhood,

Viking Books, 1982, pp. 68-77.
In most cases, you will want to use a signal phrase because doing so
lets you put your source in context. The signal-phrase-plus-page-
reference combination also allows you to make crystal clear where
the source information begins and ends. Use a parenthetical citation
alone when you have already identified the author or when citing the
source of an uncontroversial fact.
The in-text citation should include as much information as is needed

to lead readers to the source in your list of works cited and allow
them to find the passage you are citing in that source. In most cases,
that means the author’s last name and the page number on which the
borrowed material appears. In some cases, you may need to include
other information in your in-text citation (such as a brief version of
the title if the author is unnamed or if you cite more than one work
by this author). In a few cases, you may not be able to include a page
reference, as, for example, when you cite a website. In such cases,
you may include other identifying information if the source uses
explicit numbering or naming techniques, such as a paragraph
number or section heading.
Directory to In-Text Citation Models

One author
More than one author
Unknown author
Two or more works by the same author
Two or more authors with the same last name
Corporation, organization, or government agency as author
Literary work (novel, play, poem)
Work in an anthology
Religious work
Multivolume work (one volume, more than one volume)
Indirect citation (quotation from a secondary source)
Entire work
Work without page numbers or a one-page work (with / without other section numbers)
Work in a time-based medium
Two or more works cited in the same parentheses
One author
When citing most works with a single author, include the author’s
name (usually the last name is enough)* and the page number on
which the cited material appears.
Description
Signal Phrase: Simon describes Doctor James as a ‘not-too-skeletal Ichabod Crane’

(68) (Note pointing to the words ‘Simon describes’ reads, author’s last name plus
appropriate verb. Note pointing to ‘68’ reads, page number.)
Parenthetical Citation: Doctor James is described as a ‘not-too-skeletal Ichabod Crane’

(Simon 68) (Note pointing to ‘Simon 68’ reads, author’s last name plus page number.)
Description
Block Quotation: In Kate Simon’s story ‘Birthing,’ the description of Doctor James
captures both his physical appearance and his role in the community: He looked so
much like a story character — the gentled Scrooge of a St. Nicholas Magazine
Christmas issue, a not-too-skeletal Ichabod Crane. ellipsis Doctor James was, even
when I knew him as a child, quite an old man, retired from a prestigious and lucrative
practice in Boston. ellipsis His was a prosperous intellectual family, the famous New
England Jameses that produced William and Henry, but to the older Bronx doctors, the
James was the magnificent old driven scarecrow. (68) (A note pointing to ‘Kate Simon’
reads ‘author’s name’. A note pointing to number ‘68’ reads ‘page number’.)
(A works-cited entry for “Birthing” appears on p. 627.)
To cite a source by two authors, include both of the authors’ last

names. To cite a source with three or more authors, provide just the
first author’s name followed by et al. (“and others” in Latin, not
italicized).
Bernays and Painter maintain that a writer can begin a story without knowing how it
will end (7).
A writer should “resist the temptation to give the reader too lengthy an explanation”
(Bernays and Painter 7).
The Authority Rebel “tends to see himself as superior to other students in the class”
(Dyal et al. 4).
Unknown author
If the author’s name is unknown, use a shortened version of the title,

beginning with the word by which the title is alphabetized in the
works-cited list. Use the first noun and any modifiers. (In this
example, the full title is “Plastic Is Found in the Sargasso Sea; Pieces
of Apparent Refuse Cover Wide Atlantic Region.”)
An international pollution treaty still to be ratified would prohibit ships from dumping
plastic at sea (“Plastic” 68).
If you cite more than one work by the same author, include a
shortened version of the title.
When old paint becomes transparent, it sometimes shows the artist’s original plans: “a
tree will show through a woman’s dress” (Hellman, Pentimento 1).
When citing works by authors with the same last name, include each
author’s first initial in the citation. If the first initials are also the
same, spell out the authors’ first names.
Chaplin’s Modern Times provides a good example of montage used to make an editorial
statement (E. Roberts 246).
In a signal phrase, use the full name of the corporation, organization,

or government agency. In a parenthetical citation, use the full name
if it is brief or a shortened version if it is long.
The Washington State Board for Community and Technical Colleges will raise tuition
to offset budget deficits from Initiative 601 (4).
A tuition increase has been proposed for community and technical colleges to offset
budget deficits from Initiative 601 (Washington State Board 4).
Literary work (novel, play, poem)
Provide information that will help readers find the passage you are
citing no matter what edition of the novel, play, or poem they are
using. For a novel or other prose work, provide the part or chapter
number as well as the page numbers from the edition you used.
In Hard Times, Tom reveals his utter narcissism by blaming Louisa for his own failure:
“‘You have regularly given me up. You never cared for me’” (Dickens 262; bk. 3, ch. 9).
For a play in verse, use act, scene, and line numbers instead of page
numbers.
( )
At the beginning, Regan’s fawning rhetoric hides her true attitude toward Lear: “I
profess / myself an enemy to all other joys … / And find that I am alone felicitate / In
your dear highness’ love” (King Lear 1.1.74-75, 77-78).
For a poem, indicate the line numbers and stanzas or sections (if
they are numbered) instead of page numbers.
In “Song of Myself,” Whitman finds poetic details in busy urban settings, as when he
describes “the blab of the pave, tires of carts … the driver with his interrogating
thumb” (8.153-54).
If the source gives only line numbers, use the term lines in your first
citation and use only the numbers in subsequent citations.
In “Before you thought of spring,” Dickinson at first identifies the spirit of spring with a
bird, possibly a robin — “A fellow in the skies / Inspiriting habiliments / Of indigo and
brown” (lines 4, 7-8) — but by the end of the poem, she has linked it with poetry and
perhaps even the poet herself, as the bird, like Dickinson “shouts for joy to nobody /
But his seraphic self!” (15-16).
Work in an anthology
Use the name of the author of the work, not the editor of the
anthology, in your in-text citation.
In “Six Days: Some Rememberings,” Grace Paley recalls that when she was in jail for
protesting the Vietnam War, her pen and paper were taken away and she felt “a terrible
pain in the area of my heart — a nausea” (191).
Writers may have a visceral reaction — “a nausea” (Paley 191) — to being deprived of
access to writing implements.
Religious work
In your first citation, include the element that begins your entry in
the works-cited list, such as the edition name of the religious work
you are citing, and include the book or section name (using standard
abbreviations in parenthetical citations) and any chapter or verse
numbers.
She ignored the admonition “Pride goes before destruction, and a haughty spirit before
a fall” (New Oxford Annotated Bible, Prov. 16.18).
Multivolume work (one volume, more than one volume)
If you cite only one volume of a multivolume work, treat the in-text
citation as you would any other work, but include the volume
number in the works-cited entry (see p. 636).
Forster argued that modernist writers valued experimentation and gradually sought to
blur the line between poetry and prose (150).
When you use two or more volumes of a multivolume work, include

the volume number and the page number(s) in your in-text citation.
Modernist writers valued experimentation and gradually sought to blur the line
between poetry and prose (Forster 3: 150).
If possible, locate the original source and cite that. If not possible,
name the original source but also include the secondary source in
which you found the material you are citing, plus the abbreviation
qtd. in. Include the secondary source in your list of works cited.
E. M. Forster says that “the collapse of all civilization, so realistic for us, sounded in
Matthew Arnold’s ears like a distant and harmonious cataract” (qtd. in Trilling 11).
Entire work
Include the reference in the text without any page numbers or

parentheses.
In The Structure of Scientific Revolutions, Thomas Kuhn discusses how scientists change
their thinking.
Work without page numbers or a one-page work (with / without
other section numbers)
If a work (such as a Web page) has no page numbers or is only one

page long, omit the page number. If it uses screen numbers or
paragraph numbers, insert a comma a er the author’s name, an
identifying term (such as screen) or abbreviation (par. or pars.), and
the number.
The average speed on Montana’s interstate highways, for example, has risen by only 2
miles per hour since the repeal of the federal speed limit, with most drivers topping
out at 75 (Schmid).
Whitman considered African American speech “a source of a native grand opera”

(Ellison, par. 13).
Work in a time-based medium
To cite a specific portion of a video or audio recording, include a time

or range of times, as provided by your media player. Cite hours,
minutes, and seconds, placing colons between them.
Barack Obama joked that he and Dick Cheney agreed on one thing — Hamilton is
phenomenal (“Hamilton Cast” 00:02:34-36).

If you cite two or more sources for a piece of information, include
them in the same parentheses, separated by semicolons.
A few studies have considered differences between oral and written discourse
production (Gould; Scardamali et al.).
CREATING A LIST OF WORKS CITED
In your MLA-style research paper, every source you cite must have a
corresponding entry in the list of works cited, and every entry in your
list of works cited must correspond to at least one citation in your
research project.
Follow these rules when formatting your list of works cited in MLA
style:
On a new page, type “Works Cited” (centered), and double-space

the whole works-cited list.
Alphabetize entries by the first word in the citation (usually the
first author’s last name, or the title if the author is unknown,
ignoring A, An, or The).
Use a “hanging indent” for all entries: Do not indent the first
line, but indent second and subsequent lines of the entry by half
an inch (or five spaces).
Abbreviate the names of university presses, shortening the
words University and Press to U and P. For all other types of
publishers, spell out words like Publishers.
Nowadays, many print sources are also available in an electronic
format, either online or through a database your school’s library
subscribes to. For most online versions of a source, follow the form
of the corresponding print version. For example, if you are citing an
article from an online periodical, put the article title in quotation
marks and italicize the name of the periodical.
For sources accessed through a database, include the following:
Title of the database (in italics)

Location where you accessed the source. Ideally this is a DOI,
but when one is not available, provide a URL (if provided, use a
permalink).
For other online sources, include the following:
Title of the website (in italics)

Version or edition used (if any)
Publisher of the site, but only if distinct from its title
Date of publication or last update; if not available, provide the
date you last accessed the source at the end of the entry
Some content on the Web frequently changes or disappears, and

because the same information that traditionally published books and
periodicals provide is not always included for Web sources, giving
your reader a complete citation is not always possible. Always keep
your goal in mind: to provide enough information so that your reader
can track down the source. If you cannot find all of the information
listed here, include what you can.
Directory to Works-Cited-List Models
Author Listings
One author
Two authors
Three or more authors
Unknown author
Books (Print, Electronic, Database)

Basic format
Anthology or edited collection
Work in an anthology or edited collection
Introduction, preface, foreword, or a erword
Translation
Graphic narrative
Religious work
Multivolume work
Later edition of a book
Republished book
Title within a title
Book in a series
Dictionary entry or article in another reference book
Government document
Published proceedings of a conference
Pamphlet or brochure
Doctoral dissertation
Articles (Print, Online, Database)
From a scholarly journal
From a newspaper
From a magazine
Editorial or letter to the editor
Review
Multimedia Sources (Live, Print, Electronic,

Database)
Lecture or public address
Letter
Map or chart
Cartoon or comic strip
Advertisement
Work of art
Musical composition
Performance
Television or radio program, or podcast
Film
Online video
Music recording
Interview
Other Electronic Sources

Web page or other document on a website
Entire website, or online scholarly project
Book or a short work in an online scholarly project
Blog
Wiki article
Discussion group or newsgroup posting
E-mail message
AUTHOR LISTINGS
One author
List the author’s last name first (followed by a comma), and insert a
period at the end of the name.
Isaacson, Walter.
Two authors
List the first author’s last name first (followed by a comma). List the
second author in the usual first-name / last-name order. Insert the
word and before the second author’s name, and follow the name with
a period.
Bernays, Anne, and Pamela Painter.
Three or more authors
List the first author’s last name first (followed by a comma). Then
insert et al. (which means and others in Latin) in regular type (not
italics).
Hunt, Lynn, et al.
Unknown author
Primary Colors: A Novel of Politics.
“Out of Sight.”
Use the name of the corporation, organization, or government

agency as the author.
RAND Corporation.
United States, National Commission on Terrorist Attacks.
Replace the author’s name in subsequent entries with three hyphens,

and alphabetize the works by the first important word in the title:
Eugenides, Jeffrey. The Marriage Plot.

---. Middlesex.
---. “Walkabout.”
BOOKS (PRINT, ELECTRONIC, DATABASE)
Basic format
Description
Basic Format
Print: Eugenides, Jeffrey. The Marriage Plot. Farrar, Straus and Giroux, 2011. (A note
pointing to ‘Eugenides, Jeffrey’ reads ‘Author, last name first’. ‘The Marriage Plot’ is
labeled ‘Title (and subtitle, if any), italicized’. ‘Farrar, Straus and Giroux, 2011’ is labeled
‘Publication info’. ‘Farrar, Straus and Giroux’ is labeled ‘Publisher’ and the year 2011 is
labeled ‘Publication date’.)
E-Book: Eugenides, Jeffrey. The Marriage Plot. Kindle ed., Farrar, Straus and Giroux,
2011. (‘Farrar, Straus, and Giroux’ is labeled ‘Publisher’. The year 2011 is labeled
‘Publication date’.)
Database: Whitman, Walt. Leaves of Grass. 1900. Bartleby.com, 1999,

www.bartleby.com/142/. (The year 1900 is labeled ‘Original publication date’. The year
1999 is labeled ‘Online publication date’. The U R L is labeled ‘Location (U R L).)
Anthology or edited collection

If you are referring to the anthology as a whole, put the editor’s name
first.
Masri, Heather, editor. Science Fiction: Stories and Contexts. Bedford / St. Martin’s, 2009.
If you’re referring to a selection in an anthology, begin the entry with

the name of the selection’s author. Include specific page references,
and preface them with p. or pp.
Hopkinson, Nalo. “Something to Hitch Meat To.” Science Fiction: Stories and Contexts,
Bedford / St. Martin’s, 2009, pp. 838-50.
If you cite more than one selection from an anthology or collection,

you may create an entry for the collection as a whole (see the model
above) and then cross-reference individual selections to that entry.
Description
Hopkinson, Nalo. ‘Something to Hitch Meat To.’ Masri 838 hyphen 50. (A note pointing
to ‘Hopkinson, Nalo’ reads, Selection author. A note pointing to ‘Something to Hitch
Meat To’ reads, Selection title. A note pointing to ‘Masri’ reads, Anthology author. A note
pointing to ‘838 hyphen 50’ reads, Selection pages in anthology.)
Murfin, Ross C. Introduction. Heart of Darkness, by Joseph Conrad, 3rd ed., Bedford /
St. Martin’s, 2011, pp. 3-16.
Translation
Tolstoy, Leo. War and Peace. Translated by Richard Pevear and Larissa Volokhonsky,
Vintage Books, 2009.
Graphic narrative
If the graphic narrative was a collaboration between a writer and an

illustrator, begin your entry with the name of the person on whose
work your research project focuses. If the author also created the
illustrations, then follow the basic model for a book with one author
(p. 634).
Pekar, Harvey, and Joyce Brabner. Our Cancer Year. Illustrations by Frank Stack, Four
Walls Eight Windows, 1994.
Religious work
Give the title of the edition, the editor’s and translator’s names as
available, publisher, and date.
The Qu’ran: English Translation and Parallel Arabic Text. Translated by M. A. S. Abdel
Haleem, Oxford UP, 2010.
Multivolume work
If you use only one volume from a multivolume work, indicate the
volume number a er the title, using the abbreviation vol. If you use
more than one volume, indicate the total number of volumes at the
end of the entry.
Description
Sandburg, Carl. Abraham Lincoln. Vol. 2, Charles Scribner’s Sons, 1926. (A note
pointing to ‘Vol. 2’ reads, One volume cited.)
Sandburg, Carl. Abraham Lincoln. Charles Scribner’s Sons, 1926 hyphen 39. 6 vols. (A
note pointing to ‘6 vols.’ reads, More than one volume cited.)

Rottenberg, Annette T., and Donna Haisty Winchell. The Structure of Argument. 6th ed.,
Bedford / St. Martin’s, 2009.
Republished book
Provide the original year of publication a er the title of the book,

followed by publication information for the edition you are using.
Description
Alcott, Louisa May. An Old-Fashioned Girl. 1870. Puffin Books, 1995. (A note pointing to
‘1870’ reads, Original publication date. A note pointing to ‘Puffin Books, 1995’ reads,
Republication information.)
Title within a title
When a title that is normally italicized appears within a book title, do

not italicize it. If the title within the title would normally be enclosed
in quotation marks, include the quotation marks and also set the title
in italics.
Hertenstein, Mike. The Double Vision of Star Trek: Half-Humans, Evil Twins, and Science
Fiction. Cornerstone Books, 1998.
Miller, Edwin Haviland. Walt Whitman’s “Song of Myself”: A Mosaic of Interpretation. U of
Iowa P, 1989.
Book in a series
Include the series title (without italics) and number (if any) at the end
of the entry, a er a period (never a comma). (Series information will
appear on the title page or on the page facing the title page.)
Zigova, Tanya, et al. Neural Stem Cells: Methods and Protocols. Humana Press, 2002.
Methods in Molecular Biology 198.
Description
Government document
Description
Published proceedings of a conference
Description
Pamphlet or brochure
American Canoe Association. Cold Water Survival, Sport Fish Restoration and Boating
Trust Fund, U.S. Coast Guard, 2001.
Doctoral dissertation
Description
Published: Abbas, Megan Brankley. Knowing Islam: The Entangled History of Western
Academia and Modern Islamic Thought. 2015. Princeton U, PhD dissertation. (‘Knowing
Islam: The Entangled History of Western Academia and Modern Islamic Thought’ is
italicized and labeled ‘Title in Italics’. ’2015. Princeton U, PhD dissertation’ is labeled
‘Dissertation information’.)
Unpublished: Bullock, Barbara. ‘Basic Needs Fulfillment among Less Developed

Countries: Social Progress over Two Decades of Growth.’ Dissertation, Vanderbilt U,
1986. (‘Basic Needs Fulfillment among Less Developed Countries: Social Progress over
Two Decades of Growth’ is labeled ‘Title in quotation marks’. ‘Dissertation, Vanderbilt U,
1996’ is labeled ‘Dissertation information’.)
ARTICLES (PRINT, ONLINE, DATABASE)
Description
Garas-York, Keli. ‘Overlapping Student Environments: An Examination of the

Homeschool Connection and Its Impact on Achievement.’ Journal of College Admission,
vol. 42, no. 4, May 2010, pp. 430 hyphen 49. (‘Garas-York, Keli’ is labeled ‘Author, last
name first’. The title is labeled ‘Title of article (in quotation marks)’. ‘Journal of College
Admission’ is labeled ‘Title of journal in italics’. ‘vol. 42’ is labeled ‘Volume’. ‘no. 4’ is
quoted as ‘Issue’. ‘May 2010’ is labeled ‘Publication date’. ‘p p. 430 hyphen 49’ is
labeled ‘pages’.)
Online: Saho, Bala S. K. ‘The Appropriation of Islam in a Gambian Village: Life and
Times of Shaykh Mass Kay, 1827 hyphen 1936.’ African Studies Quarterly, vol. 12, no.
4, Fall 2011, asq.africa.ufl.edu/files/Saho-Vol12Is4.pdf. (This U R L is labeled ‘Location
(U R L)’).
Database: Haas, Heather A. ‘The Wisdom of Wizards — and Muggles and Squibs:
Proverb Use in the World of Harry Potter.’ Journal of American Folklore, vol. 124, no.
492, April 2011, p p. 29 hyphen 54. Academic Search Complete, go.galegroup.com/.
(‘Academic Search Complete’ is labeled ‘Database (italics)’. The U R L is labeled
‘Database location (U R L)’.)
If a journal does not use volume numbers, provide the issue number
only.
Description
Markel, J. D. ‘Religious Allegory and Cultural Discomfort in Mike Leigh’s Happy-Go-

Lucky: And Why Larry Crowne Is One of the Best Films of 2011.’ Bright Lights Film
Journal, no. 74, Oct. 2011, brightlightsfilm.com/religious-allegory-and-cultural -
discomfort-in-mike-leighs-happy-go-luckyand-why-larry-crowne -is-one-of-the-best-films-
of-2011/. (A note pointing to ‘no. 74’ reads, Issue number only. A note pointing from
‘brightlights’ to ‘2011’ reads, U R L.)
Online journals may not include page numbers; if paragraph or other

section numbers are provided, use them instead. If the article is not
on a continuous sequence of pages, give the first page number
followed by a plus sign. (See entry below for a print version of a
newspaper for an example.)
From a newspaper
Description
The text is as follows:
Print: Weisman, Jonathan, and Jennifer Steinhauer. ‘Patriot Act Faces Revisions
Backed by Both Parties.’ The New York Times, 1 May 2015, p p. A1 plus. (‘A1 plus’ is
labeled ‘Non-continuous pages’.)
Online: Humphrey, Tom. ‘Politics Outweigh Arguments about School Vouchers.’
Knoxville News Sentinel, 24 Jan. 2016. www.knoxnews.com/opinion/columnists/tom-
humphrey/tomhumphrey-politics-outweigh-arguments-about-schoolvouchers-29c77b33-
9963-0ef8-e053-0100007fcba4-366 300461.html. (‘Knoxville News Sentinel’ is labeled
‘Website (italics)’. ’24 Jan. 2016’ is labeled ‘Publication date’.)
Database: Pelley, Lauren. ‘Toronto Public Library Opens its 100th Branch.’ Toronto Star,
21 May 2015. Newspaper Source, search.ebscohost.com.i.ezproxy.nypl.org/login.aspx?
direct=true&AuthType=cookie,ip,url,cpid&custid=nypl&db=nfh&AN=6FPTS20150521334
36501&site=ehost-live. (‘Newspaper Source’ is labeled ‘Database (italics)’.)
From a magazine
Description
Print: Stillman, Sarah. ‘Where Are the Children?’ The New Yorker, 27 Apr. 2015, p p. 40
hyphen 41. (’27 Apr. 2015’ is labeled ‘Publication date (weekly).)
Bennet, James. ‘To Stay or to Go.’ The Atlantic, Apr. 2015, p. 8. (‘Apr. 2015’ is labeled
‘Publication date (monthly)’.)
Online: Bennet, James. ‘Editor’s Note: To Stay or to Go.’ The Atlantic, Apr. 2015,
www.theatlantic.com/magazine/archive/2015/04 / editors-note/386285/. (‘The Atlantic’ is
labeled ‘Website (italics)’.)
Database: Sharp, Kathleen. ‘The Rescue Mission.’ Smithsonian, Nov. 2015, p p. 40

hyphen 49. OmniFile Full Text Select, web.b.ebscohost.com. ezproxy.bpl.org/.
(‘OmniFile Full Text Select’ is labeled ‘Database (italics)’.)

“City’s Blight Fight Making Difference.” The Columbus Dispatch, 17 Nov. 2015,
www.dispatch.com/content/stories/editorials/2015/11/17/1-citys-blight-fight-
making-difference.html. Editorial.
Fahey, John A. “Recalling the Cuban Missile Crisis.” The Washington Post, 28 Oct. 2012,
p. A16. LexisNexis Library Express, www.lexisnexis.com
/hottopics/Inpubliclibraryexpress/. Letter.
Review
If the review does not include an author’s name, start the entry with
the title of the review; then add Review of and the title of the work
being reviewed. If the review is untitled, include the Review of
description immediately a er the author’s name. For a review in an
online newspaper or magazine, add the URL, ideally a permalink. For
a review accessed through a database, add the database title (in
italics) and the DOI or URL.
Deparle, Jason. “Immigration Nation.” Review of Exodus: How Migration Is Changing

Our World, by Paul Collier. The Atlantic, Nov. 2013, pp. 44-46.
MULTIMEDIA SOURCES (LIVE, PRINT, ELECTRONIC,
DATABASE)
Lecture or public address
Description
Smith, Anna Deavere. ‘On the Road: A Search for American Character.’ National
Endowment for the Humanities, John F. Kennedy Center for the Performing Arts,
Washington, 6 Apr. 2015. Address. (‘On the Road: A Search for American Character’ is
labeled ‘Title of lecture’. ‘National Endowment for the Humanities’ is labeled ‘Sponsoring
Organization’. ‘John F. Kennedy Center for the Performing Arts, Washington’ is labeled
‘Location of conference’. ‘6 Apr. 2015’ is labeled ‘Date of lecture’.)
Letter
If the letter has been published, treat it like a work in an anthology

(p. 635), but add the recipient, the date, and any identifying number
a er the author’s name. If the letter is unpublished, note the
recipient.
Description
DuHamel, Grace. Letter to the author. 22 Mar. 2008. (‘DuHamel, Grace’ is labeled
‘Sender’. ‘Letter to the author’ is labeled ‘Recipient’. ‘22 Mar. 2008’ is labeled ‘Date’.)
Map or chart
Map of Afghanistan and Surrounding Territory, 2001.
“Vote on Secession, 1861.” Perry-Castañeda Library Map Collection, U of Texas at Austin,

1976, www.lib.utexas.edu/maps/atlas_texas/texas_vote_secession_1861.jpg.
Cartoon or comic strip

Wheeler, Shannon. Cartoon. The New Yorker, 11 May 2015, p. 50.
Advertisement
Description
Print: A T and T advertisement. National Geographic, Dec. 2015, p. 14.
Broadcast: Norwegian Cruise Line advertisement. W N E T, P B S, 29 Apr. 2012.

Online: Toyota advertisement. The Root. Slate Group, www.theroot.com. Accessed 28
Nov. 2015. (‘Accessed 28 Nov. 2015’ is labeled Access date (no pub date available).)
Work of art
Description
Museum: Palmer Payne, Elsie. Sheep Dipping Time. c. 1930s. Nevada Museum of Art,
Reno. (’Nevada Museum of Art, Reno’ is labeled ‘Location’.)
Print: Chihuly, Dale. Carmine and White Flower Set. 1987. Tacoma Art Museum.
Abrams Press, 2011, p. 109 (’Abrams Press, 2011, p. 109’ is labeled ‘Print publication
information’.)
Online: Sekaer, Peter. A Sign Business Shop, New York. 1935. International Center of
Photography, www.icp.org/exhibitions/signs-of-life-photographs-by-peter-sekaer.
(‘International Center of Photography’ is labeled ‘Website’. A margin note referring to the
U R L reads, ‘Location (U R L)’.)
Musical composition
Beethoven, Ludwig van. Violin Concerto in D Major, Op. 61. 1809. IMSLP Music Library,
imslp.org/wiki/Violin_Concerto_in_D_major,_Op.61_(Beethoven,_Ludwig_van).
Gershwin, George. Porgy and Bess. 1935. Alfred A. Knopf, 1999.
Performance
The Dra . Directed by Diego Arciniegas, 10 Sept. 2015, Hibernian Hall, Boston.
Piano Concerto no. 3. By Ludwig van Beethoven, conducted by Andris Nelsons,
performance by Paul Lewis and Boston Symphony Orchestra, Symphony Hall,
Boston, 9 Oct. 2015.
Television or radio program, or podcast
Include the network and broadcast date. If you streamed the

program, treat it like an article you accessed through a database: at
the end of your entry, include information about the streaming
service (its name and a URL). Separate program information from
database information with a period. If you streamed or downloaded
the program through an app like an iPhone’s Podcasts, list the app as
you would a streaming service or database (see Downloaded entry
below). Treat a podcast that you listened to or watched online as you
would an online television or radio program (see Streamed entry
below).
Description
Broadcast: ‘Being Mortal.’ Frontline. Written by Atul Gawande and Tom Jennings,
directed by Tom Jennings and Nisha Pahuja, P B S, 22 Nov. 2011. (‘Being Mortal’ is
labeled ‘Episode’, ‘Frontline’ is labeled ‘Program’, ‘Written by Atul Gawande and Tom
Jennings, directed by Tom Jennings and Nisha Pahuja’ is labeled ‘Key contributors’, ‘P
B S’ refers ‘Network’, and ’22 Nov. 2011’ is labeled ‘Broadcast date’.)
“The Choice.” The Borgias, directed by Kari Skogland, season 2, episode 5, Showtime, 6
May 2012. Netflix, www.netflix.com /watch/70261634.
( )
“Patient Zero.” Radio Lab, hosted by Jad Abumrad and Robert Krulwich, season 10,
episode 4, National Public Radio, 14 Nov. 2011. Podcasts, iTunes.
Film
Space Station. Produced and directed by Toni Myers, narrated by Tom Cruise, IMAX,
2002.
Casablanca. Directed by Michael Curtiz, performances by Humphrey Bogart, Ingrid

Bergman, and Paul Henreid, 1942. Warner Home Video, 2003.
Online video
Nayar, Vineet. “Employees First, Customers Second.” YouTube, 9 June 2015,
www.youtube.com/watch?v=cCdu67s_C5E.
Music recording
Beethoven, Ludwig van. Violin Concerto in D Major, Op. 61. Performed by David
Oistrakh and the U.S.S.R. State Orchestra, conducted by Alexander Gauk. Allegro
Music, 1980.
Adele. “Hello.” 25, XL Recordings/Columbia, 2015.
Interview
If a personal interview takes place through e-mail, change “Personal

interview” to “E-mail interview.”
Ashrawi, Hanan. “Tanks vs. Olive Branches.” Interview by Rose Marie Berger,
Sojourners, Feb. 2005, pp. 22-26.
Baldwin, Alec. “Two Angry Men.” Interview by Bob Garfield, On the Media, National
Public Radio, 4 Nov. 2015. www.wnyc.org/story/two-angry-men/.
Ellis, Trey. Personal interview. 3 Sept. 2015.
OTHER ELECTRONIC SOURCES
Web page or other document on a website

Description
McGann, Jerome J., editor. ‘Introduction to the Final Installment of the Rossetti Archive.’
The Complete Writings and Pictures of Dante Gabriel Rossetti: A Hypermedia Archive,
Institute for Advanced Technology in the Humanities, U of Virginia, 2008,
www.rossettiarchive.org/about/index.html.
( ‘McGann, Jerome J., editor’ is labeled ‘Editor (no author), last name first’. ‘Introduction
to the Final Installment of the Rossetti Archive’ is labeled ‘Document title (in quotation
marks)’.)
( ‘The Complete Writings and Pictures of Dante Gabriel Rossetti: A Hypermedia Archive’
is labeled ‘Title of site (italicized)’.)
(‘U of Virginia’ is labeled ‘Publisher,’ and 2008 is labeled ‘Publication date / last update)
Entire website or online scholarly project
For an untitled personal site, put a description such as Home page or a

more specific description where possible (as in the examples below)
where the website’s title would normally appear (but with no
quotation marks or italics).
Gardner, James Alan. A Seminar on Writing Prose. 2001,

www.thinkage.ca/~jim/prose/prose.htm.
The Complete Writings and Pictures of Dante Gabriel Rossetti: A Hypermedia Archive. Edited
by Jerome J. McGann, Institute for Advanced Technology in the Humanities, U of
Virginia, 2008, www.rossettiarchive.org/index.html.
Book or a short work in an online scholarly project
Set the title in italics if the work is a book and in quotation marks if it
is an article, essay, poem, or other short work, and include the print
publication information relevant to your particular use following the
title.
Heims, Marjorie. “The Strange Case of Sarah Jones.” The Free Expression Policy Project,
FEPP, www.fepproject.org/commentaries/sarahjones.html.
Description
Corelli, Marie. The Treasure of Heaven. 1906. Victorian Women Writer’s Project, edited
by Percy Willett, Indiana U, 10 July 1999, webapp1.dlib.indiana.edu / vwwp/view?
docId=VAB7176. (‘1906’ is labeled ‘Original publication date’.)
Blog
Cite an entire blog as you would an entire website (see above). If the
author of the blog post uses a pseudonym, use this, followed by the
author’s real name if you know it.
Description
Talking Points Memo. Edited by Josh Marshall, 1 Dec. 2011, talkingpointsmemo.com/.

(‘Talking Points Memo’ is labeled ‘Blog title’.)
Description
Negative Camber. Formula1Blog, 2014, www.formula1blog.com/. (‘Negative Camber’ is

labeled ‘Pseudonym’.)
Marshall, Josh. ‘Coke and Grass at Amish Raid.’ Talking Points Memo, 1 Dec. 2011,
talkingpointsmemo.com/edblog/coke-grass-at-amish-raid. (‘Marshall, Josh’ is labeled
‘Post author’. ‘Coke and Grass at Amish Raid’ is labeled ‘Post title’.)
Wiki article
Since wikis are written and edited collectively, start your entry with
the title of the article you are citing.
“John Lydon.” Wikipedia, 14 Nov. 2011, en.wikipedia.org/wiki/John_Lydon.
Discussion group or newsgroup posting
Description
Yen, Jessica. ‘Quotations within Parentheses (Study Measures).’ Copyediting-L, 18 Mar.

2016, list.indiana.edu/sympa/arc/copyediting-l/2016-03/msg00492.html. (A note referring
to ‘Yen, Jessica’ reads, ‘Post author.’ A note referring to ‘Quotations within Parentheses
(Study Measures)’ reads, ‘Subject line.’ A note referring to ‘Copyediting-L’ reads, ‘Group
name.’ A note referring to ’18 Mar. 2016’ reads, ‘Post date.’)
E-mail message
Description
Olson, Kate. ‘Update on State Legislative Grants.’ Received by Alissa Brown, 5 Nov.
2015. (‘Olson, Kate’ is labeled ‘Sender.’ ‘Update on State Legislative Grants’ is labeled
‘Subject line.’ The name ‘Alissa Brown’ is labeled ‘Recipient.’ ‘5 Nov. 2015’ is labeled
‘Date sent.’)
CITING AND DOCUMENTING
SOURCES IN APA STYLE
When using the APA system of documentation, include both an in-
text citation and a list of references at the end of the research project.
In-text citations tell your readers where the ideas or words you have
borrowed come from, and the entries in the list of references allow
readers to locate your sources so that they can read more about your
topic.
The most common types of in-text citations follow. For other, less
common citation types, consult the Publication Manual of the
American Psychological Association, Sixth Edition (2010) or the
American Psychological Association’s website. Most libraries will also
own a copy or provide digital access.
USING IN-TEXT CITATIONS
When citing ideas, information, or words borrowed from a source,

include the author’s last name and the date of publication in the text
of your research project. In most cases, you will want to use a signal
phrase to introduce the works you are citing, since doing so gives you
the opportunity to put the work and its author in context. A signal
phrase includes the author’s last name, the date of publication, and a
verb that describes the author’s attitude or stance:
Smith (2011) complains that …
Jones (2012) defends her position by …
Use a parenthetical citation — (Jones, 2015) — when you have already

introduced the author or the work or when citing the source of an
uncontroversial fact. When quoting from a source, also include the
page number: Smith (2015) complains that he “never gets a break” (p.
123). When you are paraphrasing or summarizing, you may omit the
page reference, although including it is not wrong.
Directory to In-Text Citation Models

One author
Unknown author
Two or more works by the same author in the same year
One author
Upton Sinclair (2005), a crusading journalist, wrote that workers sometimes “fell into
the vats; and when they were fished out, there was never enough of them le to be
worth exhibiting” (p. 134).
Description
Parenthetical Citation: The Jungle (in italics), a naturalistic novel inspired by the French
writer Zola, described in lurid detail the working conditions of the time, including what
became of unlucky workers who fell into the vats while making sausage (Sinclair, 2005,
p. 134). (A note referring to ‘Sinclair, 2005, p. 134’ reads, ‘author’s last name plus date
plus page.’)
Sinclair, U. (2005). The Jungle. New York, NY: Oxford University Press. (Original work
published 1906)
In a signal phrase, use the word and between the authors’ names; in a
parenthetical citation, use an ampersand (&). When citing a work by
three to seven authors, list all the authors in your first reference; in
subsequent references, just list the first and use et al. (Latin for and
others).
As Jamison and Tyree (2001) have found, racial bias does not diminish merely through
exposure to individuals of other races.
Racial bias does not diminish through exposure (Jamison & Tyree, 2001).
Rosenzweig, Breedlove, and Watson (2005) wrote that biological psychology is an

interdisciplinary field that includes scientists from “quite different backgrounds” (p.
3).
Biological psychology is “the field that relates behavior to bodily processes, especially
the workings of the brain” (Rosenzweig et al., 2005, p. 3).
For a first reference to a work with more than seven authors, list the
first six, an ellipsis (…), and the last author.
Unknown author
An international pollution treaty still to be ratified would prohibit all plastic garbage
from being dumped at sea (“Plastic Is Found,” 1972).
The full title of the article is “Plastic Is Found in the Sargasso Sea;
Pieces of Apparent Refuse Cover Wide Atlantic Region.”
Two or more works by the same author in the same year
Alphabetize the works by title in your list of references, and add a

lowercase letter a er the date (2005a, 2005b).
Middle-class unemployed workers are better off than their lower-class counterparts
because “the white collar unemployed are likely to have some assets to invest in their
job search” (Ehrenreich, 2005b, p. 16).

F. Johnson (2010) conducted an intriguing study on teen smoking.

Spell out the name of the organization the first time you use it, but
abbreviate it in subsequent citations.
(National Institutes of Health, 2015)
(NIH, 2015)
Cite the secondary source in the reference list, and in your essay
acknowledge the original source.
E. M. Forster said that “the collapse of all civilization, so realistic for us, sounded in
Matthew Arnold’s ears like a distant and harmonious cataract” (as cited in Trilling,
1955, p. 11).
List sources in alphabetical order separated by semicolons.
(Johnson, 2010; NIH, 2012)
CREATING A LIST OF REFERENCES
The APA documentation system requires a list of references

providing bibliographic information for every in-text citation in the
text (except personal communications and entire websites). Double-
space the reference list, and use a hanging indent (with the first line
flush le and subsequent lines indented half an inch). Alphabetize
entries by the first main word in the citation.
Directory to Reference List Models
Author Listings
One author
Unknown author
Books (Print, Electronic)

Basic format for a book
Author and editor
Edited collection
Translation
Government document
Unpublished doctoral dissertation
Articles (Print, Electronic)

From a newspaper
From a magazine
Review
Multimedia Sources (Print, Electronic)
Television program
Film, video, or DVD
Sound recording
Interview
Other Electronic Sources

Website
Web page or document on a website
Discussion list and newsgroup postings
Blog post
Wiki entry
E-mail message
Computer so ware
One author
Schneier, B. (2015). Data and Goliath: The hidden battles to collect your data and control
your world. New York, NY: Norton.

Hunt, L., Po-Chia Hsia, R., Martin, T. R., Rosenwein, B. H., Rosenwein, H., & Smith, B.
G. (2001). The making of the West: Peoples and cultures. Boston, MA: Bedford.
If there are more than seven authors, list only the first six, insert an
ellipsis (…), and add the last author’s name.
Unknown author
If an author is designated as “Anonymous,” include the word
Anonymous in place of the author, and alphabetize it as “Anonymous”
in the reference list.
Anonymous. (2006). Primary colors. New York, NY: Random House.

Communities blowing whistle on street basketball. (2003). USA Today, p. 20A.

American Medical Association. (2004). Family medical guide. Hoboken, NJ: Wiley.
When you cite two or more works by the same author, arrange them
in chronological (time) order.
Pinker, S. (2005). So how does the mind work? Mind and Language, 20(1): 1-24.
doi:10.1111/j.0268-1064.2005.00274.x
Pinker, S. (2011). The better angels of our nature: Why violence has declined. New York, NY:
Viking.
When you cite two works by the same author in the same year,
alphabetize entries by title and then add a lowercase letter following
each year.
Pinker, S. (2005a). Hotheads. New York, NY: Pocket Penguins.

Pinker, S. (2005b). So how does the mind work? Mind and Language, 20(1), 1-24.
doi:10.1111/j.0268-1064.2005.00274.x
BOOKS (PRINT, ELECTRONIC)

When citing a book, capitalize only the first word of the title and
subtitle and any proper nouns (Dallas, Darwin). Book titles are
italicized.
Basic format for a book
Description
Print: Pinker, S. (2011). The better angels of our nature: Why violence has declined.
New York, N Y: Viking. (‘Pinker, S’ is labeled ‘Author’. ‘2011’ is labeled ‘Year’. ‘The better
angels of our nature: Why violence has declined’ is labeled ‘Title’. ‘New York, N Y’ is
labeled ‘City, State (abbr)’. ‘Viking’ is labeled ‘Publisher’.)
E-Book: Pinker, S. (2011). The better angels of our nature: Why violence has declined.
New York, NY: Viking. [Nook Version]. (’Noble Version’ is labeled ‘E-publication
information’.)
Database: Darwin, C. (2001). The origin of species. Retrieved from http://bartleby.com.

(Original work published 1909-14) (‘http://bartleby.com’ is labeled ‘Database
information’.)
If an e-book has been assigned a digital object identifier (or doi) — a
combination of numbers and letters assigned by the publisher to
identify the work — add that information at the end of the citation.
Author and editor

Vonnegut, K., & Offit, S. (Ed.). (2015). Kurt Vonnegut: Novels 1987-1997. New York, NY:
Library of America. (Original works published 1987, 1990, and 1997)
Edited collection
Waldman, D., & Walker, J. (Eds.). (1999). Feminism and documentary. Minneapolis, MN:
University of Minnesota Press.

Fairbairn-Dunlop, P. (1993). Women and agriculture in western Samoa. In J. H.
Momsen & V. Kinnaird (Eds.), Different places, different voices (pp. 211-226). London,
England: Routledge.
Translation
Tolstoy, L. (2002). War and peace (C. Garnett, Trans.). New York, NY: Modern Library.
(Original work published 1869)

Rowland, R. P. (2001). Myasthenia gravis. In Encyclopedia Americana (Vol. 19, p. 683).
Danbury, CT: Grolier.

Graff, G., & Phelan, J. (2004). Preface. In M. Twain, Adventures of Huckleberry Finn (pp.
iii- vii). Boston, MA: Bedford.

Axelrod, R., & Cooper, C. (2016). The St. Martin’s guide to writing (11th ed.). Boston, MA:
Bedford.
Government document
U.S. Department of Health and Human Services. (2009). Trends in underage drinking in
the United States, 1991-2007. Washington, DC: Government Printing Office.
Note: When the author and publisher are the same, use the word
Author (not italicized) as the name of the publisher.
Unpublished doctoral dissertation

Bullock, B. (1986). Basic needs fulfillment among less developed countries: Social progress
over two decades of growth (Unpublished doctoral dissertation). Vanderbilt
University, Nashville, TN.
ARTICLES (PRINT, ELECTRONIC)
For articles, capitalize only the first word of the title, proper nouns
(Barclay, Berlin), and the first word following a colon (if any). Omit
quotation marks around the titles of articles, but capitalize all the
important words of journal, newspaper, and magazine titles, and set
them in italics. If you are accessing an article through a database,
follow the model for a comparable source.
Description
Print: Kardefelt-Winther, D. (2015). A critical account of DSM-5 criteria for Internet

gaming disorder. Addiction Research and Theory, 23(2), 93 hyphen 98. (‘Kardefelt-
Winther, D’ is labeled ‘Author’. ‘2015’ is labeled ‘Year’. ‘A critical account of DSM-5
criteria for Internet gaming disorder’ is labeled ‘Article title’. ‘Addiction Research and
Theory’ is labeled ‘Journal title’. 23(2) is labeled ‘Volume (Issue)’. ’93 hyphen 98’ is
labeled ‘Pages’.)
Goodboy, A. K., and Martin, M. M. (2015). The personality profile of a cyberbully:

Examining the dark triad. Computers in Human Behavior, 49, 1 hyphen 4. (‘49’ is labeled
‘Volume only,’ and ‘1 hyphen 4’ is labeled ‘Pages’)
Include the digital object identifier (or doi) when available. When a
doi has not been assigned, include the journal’s URL.
Description
Electronic: Goodboy, A. K., & Martin, M. M. (2015). The personality profile of a

cyberbully: Examining the dark triad. Computers in Human Behavior, 49, 1-4.
doi:10.1016/j.chb.2015.02.052 (A note referring to ‘doi:10.1016/j.chb.2015.02.052’
reads, ‘D O I.’)
Houston, R. G., and Toma, F. (2003). Home schooling: An alternative school choice.
Southern Economic Journal, 69(4), 920-936. Retrieved from
http://www.southerneconomic.org (A note referring to ‘Retrieved from
http://www.southerneconomic.org’ reads, ‘U R L.’)
From a newspaper
Description
Print: Peterson, A. (2003, May 20). Finding a cure for old age. The Wall Street Journal
(The phrase ‘The Wall Street Journal’ is italicized), pp. D1, D5. (‘2003’ is labeled ‘Year,’
‘May’ is labeled ‘Month,’ and ‘20’ is labeled ‘Date’.)
Electronic: Zimmer, C. (2015, May 6). Under the sea, a missing link in the evolution of
complex cells. The New York Times. Retrieved from http://www.nytimes.com/
From a magazine
If a magazine is published weekly or biweekly (every other week),

include the full date following the author’s name. If it is published
monthly or bimonthly, include just the year and month (or months).
Description
Print: Gladwell, M. (9 September 2013). Man and superman. The New Yorker, 89(27),
76-80. (‘9 September 2013’ is labeled ‘Weekly or biweekly’.)
Description
Freeland, C. (2015, May). Globalization bites back. Atlantic, 315(4), 82–86. (A note
referring to ‘2015, May’ reads, ‘Monthly or bimonthly.’)
Freeland, C. (2015, May). Globalization bites back. Atlantic. Retrieved from

http://theatlantic.com/
Kosinski, T. (2012, May 15). Who cares what she thinks? [Letter to the editor]. The
Chicago Sun-Times. Retrieved from http:// www.suntimes.com/opinions
/letters/12522890-474/who-cares-what-she-thinks.html
Review
Description
Nussbaum, E. (2015, January 26). House of chords [Review of the television series
Empire and Mozart in the Jungle.] The New Yorker, 90(45), 70-72. (A note referring to
‘Review of the television series Empire and Mozart in the Jungle’ reads, ‘Review of’ plus
Item type plus title of Item reviewed.’)
If the review is untitled, use the bracketed information as the title,

retaining the brackets.
MULTIMEDIA SOURCES (PRINT, ELECTRONIC)
Television program
Description
Oliver, J. (Host), & Leddy, B. (Director). (2015, October 4). Mental health [Television
series episode]. In Last week tonight with John Oliver. New York, N Y: H B O.
(‘Television series episode’ is labeled ‘Label’.)
Film, video, or DVD
Description
Nolan, C. (Writer and director). (2010). Inception [Motion picture] Los Angeles, C A:
Warner Bros. (‘Motion picture’ is labeled ‘Label’.)
Sound recording
Description
Podcast: Dubner, S. (2012, May 17). Retirement kills [Audio podcast]. Freakonomics
Radio. Retrieved from http://www.freakonomics.com
Recording: Ibeyi. River. (2015). On Ibeyi [C D]. London, England: XL Recordings. (‘C D’
is labeled ‘Label’.)
Interview
Do not list personal interviews in your reference list. Instead, cite the
interviewee in your text (last name and initials), and in parentheses
give the notation personal communication (in regular type, not
italicized) followed by a comma and the date of the interview. For
published interviews, use the appropriate format for an article.
OTHER ELECTRONIC SOURCES
A rule of thumb for citing electronic sources not covered in one of

the preceding sections is to include enough information to allow
readers to access and retrieve the source. For most online sources,
provide as much of the following as you can:
name of author
date of publication or most recent update (in parentheses; if
unavailable, use the abbreviation n.d.)
title of document (such as a Web page)
title of website
any special retrieval information, such as a URL; include the
date you last accessed the source only when the content is likely
to change or be updated (as on a wiki, for example)
Website
The APA does not require an entry in the list of references for entire
websites. Instead, give the name of the site in your text with its Web
address in parentheses.
Web page or document on a website
Generally, if you are citing a specific webpage or document on a

website you would cite that rather than the website as a whole.
American Cancer Society. (2011, Oct. 10). Child and teen tobacco use. Retrieved from
http://www.cancer.org/Cancer/CancerCauses/TobaccoCancer
/ChildandTeenTobaccoUse/child-and-teen-tobacco-use-what-to-do
Heins, M. (2014, September 4). Untangling the Steven Salaita Case. In The Free
Expression Policy Project. Retrieved from http://www.fepproject.org
/commentaries/Salaita.html
Discussion list and newsgroup postings
Include online postings in your list of references only if you can

provide data that would allow others to retrieve the source.
Description
Paikeday, T. (2005, October 10). ‘Esquivalience’ is out [Electronic mailing list message].
Retrieved from http://listserv.linguistlist.org/cgi-bin / wa?A15ind0510b&L5ads- 1#1
(‘Electronic mailing list message’ is labeled ‘Label’.)
Ditmire, S. (2005, February 10). NJ tea party [Newsgroup message]. Retrieved from
http://groups.google.com/group/TeaParty (‘Newsgroup message’ is labeled ‘Label’.)
Blog post
Description
Mestel, R. (2012, May 17). Fructose makes rats dumber [Blog post]. Retrieved from
http://www.latimes.com/health/boostershots/la-fructose-makes-rats-stupid-brain-
20120517,0,2305241.story?track5rss (‘Blog post’ is labeled ‘Label’.)
Wiki entry
Start with the article title and include the post date, since wikis may
be updated frequently (use n.d. if there is no date), as well as the
retrieval date.
Sleep. (2011, November 26). Retrieved December 18, 2015, from Wiki of Science:
http://wikiofscience.wikidot.com/science:sleep
E-mail message
Personal correspondence, including e-mail, should not be included
in your reference list. Instead, cite the person’s name in your text,
and in parentheses give the notation personal communication (in
regular type, not italicized) and the date.
Computer so ware
If an individual has proprietary rights to the so ware, cite that

person’s name as you would for a print text. Otherwise, cite as you
would for an anonymous print text.
Description
Google Earth. (2017). Earth View (Version 2.18.5) [Mobile application software].
Retrieved from https://chrome.google.com/webstore/ (‘Earth View’ is labeled ‘Label’.)
Notes
Preface
* These Academic Habits of Mind are taken from “The Framework for Success in Postsecondary
Writing” (developed jointly by CWPA, NCTE, and the National Writing Project).
Chapter 1
1 These definitions of habits of mind have been adapted from the document “The Framework for
Success in Postsecondary Writing,” developed jointly by CWPA, NCTE, and the National Writing
Project.
2 A listing of the sources of texts cited can be found at the end of the chapter.
3 Hans-Georg Voss and Heidi Keller, Curiosity and Exploration: Theories and Results (New York:
Academic Press, 2013).

Chapter 4
1 A green card is an immigration document that allows noncitizens to work legally in the United
States, whether they live here or commute across the border. [Editor’s note]
Chapter 5
1 ¿Tú crees?: Can you believe it? [Ed.]
Chapter 7
1 See appendix for variation of NOTES evaluation system used in this study.
2 Throughout the paper, I may refer to lectures without any numbers or formulas as “word
intensive” lectures, and I may refer to lectures with numbers and formulas as “number intensive”
lectures.
3 Honors 394 is a class on the history of gender roles.
4 Honors 230 is a class on human trafficking.

Chapter 8
1 Relevant links have been converted to citations with a works cited list at the end of the reading
[Ed.]
2 Most notably psychology, biomedicine and cancer biology.
3 The tobacco industry’s agnogenesis methods were so effective that companies actually
measured their results. For instance, Proctor said, they’d ask people if they agreed with the
Surgeon General that cigarettes cause cancer, and then they’d show a propaganda film. “It might
be 65 percent who agreed with the Surgeon General before and 43 percent a er. They were able
to measure, down to the decimal point, the amount of ignorance they created.”
4 The bill has been passed by the House but still awaits a vote in the Senate.
5 The bill allows for certain information to be redacted, but that process is expensive, so it poses
practical challenges.
6 A Congressional Budget Office report concludes it “would significantly reduce the number of
studies that the agency relies on when issuing or proposing covered actions for the first few years
following enactment of the legislation.”
7 Relevant links have been converted to citations with a works cited list at the end of the reading
[Ed.]
8 “Internships.” Pro Publica: Journalism in the Public Interest,
www.propublica.org/series/internships. [Ed.]
9 Schwartz, Madeleine. “Opportunity Costs: The True Price of Internships.” Dissent Magazine,
www.dissentmagazine.org/article/opportunity-costs-the-true-price-of-internships. [Ed.]
Chapter 9
1 The map, which depicts census data, had political motivations, according to the National
Oceanic and Atmospheric Administration. It was drawn by pro-Union government officials who
wanted to create a visual link between secession and slavery.
2 Despite a scarcity of data, Native American health disparities are well documented, as are
rampant poverty, unemployment and low educational attainment. According to the Indian Health
Service, the life expectancies for Native Americans are 4.4 years shorter than those of the U.S.
population as a whole.
Chapter 10
* In a longitudinal study, researchers observe changes taking place over a long period of time; in
an interventional study, investigators give research subjects a measured amount of whatever is
being studied and note its effects; and in a correlational study, researchers examine statistics to
see if two or more variables have a mathematically significant similarity. [Editor’s note]
Chapter 11
1 The identification of Middletown and Muncie is attested in a number of places; see the chapter
on Middletown in Igo, Sarah E. The Averaged American: Surveys, Citizens, and the Making of a Mass
Public. Harvard UP, 2008.
2 See Edward McClelland’s delightful How to Speak Midwestern, Belt Publishing, 2016, pp. 9–10.
3 I mean this more or less literally. The book exists; see Sugrue, Thomas J. The Origins of the Urban
Crisis. Princeton UP, 1997.

Chapter 12
1 The names of databases change over time and vary from library to library, so ask your instructor
or a reference librarian if you need help.
*But see entries for “Two or More Works by the Same Author” and “Two or More Authors with the
Same Last Name” on p. 629 and for “Work without Page Numbers or a One-Page Work” on p. 631.
ACKNOWLEDGMENTS
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Manuel Muñoz. First published in The New York Times, August 1,
2007. By permission of Stuart Bernstein Representation for Artists,
New York, NY and protected by the Copyright Laws of the United
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retransmission of this Content without express permission is
prohibited.
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originally published in Aeon (aeon.co). Reprinted by permission.
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2015. © 2015 The New York Times. All rights reserved. Used by
permission and protected by the Copyright Laws of the United
States. The printing, copying, redistribution, or retransmission of
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1999, 2000 by David Sedaris. Used by permission of Little, Brown and
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published in Harper’s (1987). © 1987 by Brent Staples. Excerpt from
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reserved.
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Do, by Gabriel Thompson, copyright © 2010, 2011. Reprinted by
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inc.
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published as “To Choose Is To Lose,” The New York Times, August 21,
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New York Times, November 28, 2014. © 2014 The New York Times. All
rights reserved. Used by permission and protected by the Copyright
Laws of the United States. The printing, copying, redistribution, or
is prohibited.
Index to Methods of
Development
Argument
Alice Wong, “Last Straw, The,” 460–464
Amitai Etzioni, “Working at McDonald’s,” 277–280
Anna Maria Barry-Jester, “Patterns of Death in the South Still Show
the Outlines of Slavery,” 404–411
Arjun Shankar and Mariam Durrani, “Curiosity and Education: A
White Paper,” 7–8
Aru Terbor, “Deeper Look at Empathetic and Altruistic Behavior, A,”
562–568
Atul Gawande, “Heroism of Incremental Care, The,” 516–529
Christie Aschwanden, “There’s No Such Thing as ‘Sound Science,’”
339–345
Christine Romano, “Jessica Statsky’s ‘Children Need to Play, Not
Compete’: An Evaluation,” 317–320
Christine Rosen, “Myth of Multitasking, The,” 309–313
Clayton Pangelinan, “#socialnetworking: Why It’s Really So Popular,”
438–441
C Thi Nguyen, “Escape the Echo Chamber,” 413–421
Daniel J. Solove, “Why Privacy Matters Even If You Have ‘Nothing to
Hide,’ ” 360–364
Gabriel Thompson, “Gringo in the Lettuce Fields, A,” 139 (par. 5)
Harold Meyerson, “How to Raise Americans’ Wages,” 469–473
Ian Bogost, “Brands Are Not Our Friends,” 298–301
Isiah Holmes, “Heroin and Opioid Crisis Is Real, The,” 351–353
James Benge, “Adapting to the Disappearance of Honeybees,” 494–
496
Jessica Statsky, “Children Need to Play, Not Compete,” 374–378
Jonathan Jones, “Leonardo v Rembrandt: Who’s the Greatest?,” 558–
559
Kelly D. Brownell and Thomas R. Frieden, “Ounces of Prevention -
The Public Policy Case for Taxes on Sugared Beverages,” 487–491
Lewis H. Van Dusen, Jr., “Legitimate Pressures and Illegitimate
Results,” 58–59
Linda Fine, “Bringing Ingenuity Back,” 160 (par. 8)
Malcolm Gladwell, “What College Rankings Really Tell Us,” 303–307
Martin Luther King Jr., From “Letter from Birmingham Jail,” 37–40
Maryanne Wolf, “Skim Reading Is the New Normal,” 476–478
Matthew Hertogs, “Typing vs. Handwriting Notes: An Evaluation of
the Effects of Transcription Method on Student Learning,” 287–295
Melanie Tannenbaum, “Problem When Sexism Just Sounds So Darn
Friendly, The,” 246–251
Miya Tokumitsu, “In the Name of Love,” 367–372
Nicholas Carr, “Is Google Making Us Stupid?,” 424–430
Phil Christman, “On Being Midwestern: The Burden of Normality,”
542–547
Selena Jiménez, “Measuring the Value of College,” 29–33
Sendhil Mullainathan, “Mental Strain of Making Do with Less, The,”
433–435
Sherry Turkle, “Flight from Conversation, The,” 355–358
Stephen King, “Why We Crave Horror Movies,” 397–399
Susan Cain, “Shyness: Evolutionary Tactic?,” 221–225
Susan Engel, “Case for Curiosity, The,” 10–11
Wesley Morris, “Who Gets to Decide What Belongs in the ‘Canon’?,”
535–538
William F. Shughart II, “Why Not a Football Degree?,” 482–485
Cause or Effect
Amitai Etzioni, “Working at McDonald’s,” 278–280 (pars. 11–15, 19)
Annie Dillard, “American Childhood, An,” 74–75 (pars. 10–19)
562–568
Atul Gawande, “Heroism of Incremental Care, The,” 517, 519–521,
523–525, 528–529 (pars. 5, 21–24, 29–37, 50–51, 57, 60, 82)
Brent Staples, “Black Men and Public Space,” 179–181 (pars. 1–3, 6,
11–14)
Christine Rosen, “Myth of Multitasking, The,” 311–313 (pars. 7–17)
438–441
Hide,’ ” 364 (pars. 15–16)
David Sedaris, “Me Talk Pretty One Day,” 83 (par. 22)
Gabriel Thompson, “Gringo in the Lettuce Fields, A,” 139, 141–142
(pars. 5, 15–16, 18)
Harold Meyerson, “How to Raise Americans’ Wages,” 469–473
Ian Bogost, “Brands Are Not Our Friends,” 299–300 (pars. 5, 15)
Isiah Holmes, “Heroin and Opioid Crisis Is Real, The,” 351–352 (pars.
4–5)
496
Jeff Howe, “Rise of Crowdsourcing, The,” 238, 242 (pars. 10–11, 32)
Jenée Desmond-Harris, “Tupac and My Non-Thug Life,” 102–103
(pars. 9, 12)
Jessica Statsky, “Children Need to Play, Not Compete,” 374–377 (pars.
2–10)
John Tierney, “Do You Suffer from Decision Fatigue?,” 231, 233 (pars.
5, 12–13)
The Public Policy Case for Taxes on Sugared Beverages,” 487–491
Martin Luther King Jr., From “Letter from Birmingham Jail,” 39
(pars. 7–8)
Maryanne Wolf, “Skim Reading Is the New Normal,” 476–478
(pars. 23–28)
Maya Rupert, “I, Wonder: Imagining a Black Wonder Woman,” 201–
202 (pars. 12–15)
Friendly, The,” 248–250 (pars. 17, 19, 20–21, 24)
Miya Tokumitsu, “In the Name of Love,” 368–371 (pars. 6, 10, 13, 20,
26–29, 32)
Molly Montgomery, “In Search of Dumplings and Dead Poets,” 92–93
(pars. 34, 36–37, 42)
Nicholas Carr, “Is Google Making Us Stupid?,” 424–430
Rhea Jameson, “Mrs. Maxon,” 106, 108 (pars. 7, 12–13)
Robin Wall Kimmerer, “Asters and Goldenrods,” 151–155 (pars. 2–4,
10, 14–15, 19–22)
Samantha Wright, “Starving for Control,” 207 (pars. 18–19)
433–435
Sherry Turkle, “Flight from Conversation, The,” 355 (pars. 1, 4)
Stephen King, “Why We Crave Horror Movies,” 397–399
Tajja Isen, “How Can We Expand the Way We Write about Our
Identities?,” 551–552 (pars. 3, 7)
535–538
William F. Shughart II, “Why Not a Football Degree?,” 482–485 (pars.
2, 4–14)
Comparison and Contrast

Amanda Coyne, “Long Good-Bye: Mother’s Day in Federal Prison,
The,” 144–148 (pars. 2, 4, 10–14, 17, 20–26)
Amitai Etzioni, “Working at McDonald’s,” 277–280 (pars. 4–7, 10, 16,
18)
the Outlines of Slavery,” 406, 410 (pars. 4, 22)
Atul Gawande, “Heroism of Incremental Care, The,” 519–521, 526–
528 (pars. 21–24, 27, 37–39, 60–69, 72, 74–77)
Ben Greenman, “Online Curiosity Killer, The,” 6 (pars. 6–7)
Brent Staples, “From Parallel Time,” 180–181 (pars. 6–7, 10)
340–341, 344–345 (pars. 4–6, 23)
Compete’: An Evaluation,” 319–320 (pars. 9, 11)
C Thi Nguyen, “Escape the Echo Chamber,” 418, 420 (pars. 25, 34–35)
Dana Jennings, “Our Scars Tell the Stories of Our Lives,” 186–187
Hide,’ ” 361–362 (pars. 6–10)
David Sedaris, “Me Talk Pretty One Day,” 83–84 (pars. 22, 26)
Harold Meyerson, “How to Raise Americans’ Wages,” 469–473 (pars.
1–3, 7–8, 10, 12–13, 15)
Jacqueline Woodson, “Pain of the Watermelon Joke The”, 190–192
496 (pars. 7–8)
Jeff Howe, “Rise of Crowdsourcing, The,” 236–239, 241, 243 (pars. 4–
5, 10, 16, 27, 40)
Jenée Desmond-Harris, “Tupac and My Non-Thug Life,” 102 (par. 8)
Jessica Statsky, “Children Need to Play, Not Compete,” 374–378
John T. Edge, “I’m Not Leaving Until I Eat This Thing,” 132–133 (pars.
5, 9)
John Tierney, “Do You Suffer from Decision Fatigue?,” 230–231 (pars.
1–3)
Jonathan Jones, “Leonardo v Rembrandt: Who’s the Greatest?,” 558–
559
Linda Fine, “Bringing Ingenuity Back,” 160–161 (pars. 9, 15)
Manuel Muñoz, “Leave Your Name at the Border,” 194–197
Mario Livio, “Curious” From Why: What Makes Us Curious?, 10
(pars. 1–2, 5, 9)
Maryanne Wolf, “Skim Reading Is the New Normal,” 476–478 (pars.
2–3, 6–10)
202
Friendly, The,” 247–250 (pars. 5, 8–10, 20, 24)
Michael Pollan, “Altered State: Why ‘Natural’ Doesn’t Mean
Anything,” 254–257
Miya Tokumitsu, “In the Name of Love,” 369–370 (pars. 12–15, 19)
Molly Montgomery, “In Search of Dumplings and Dead Poets,” 88–
89, 90–91 (pars 16, 25, 27)
The New Yorker, “Soup,” 124–125 (par. 2)
Nicholas Carr, “Is Google Making Us Stupid?,” 426–430 (pars. 8–9, 11–
12, 20, 22)
542, 544–546 (pars. 1, 5, 11)
Rhea Jameson, “Mrs. Maxon,” 107 (pars. 10–11)
Robin Wall Kimmerer, “Asters and Goldenrods,” 151, 152–153, 156
(pars. 1, 9–10, 29)
Saira Shah, “Longing to Belong,” 96–97 (pars. 2, 5, 10)
Samantha Wright, “Starving for Control,” 205–208
434 (pars. 7–8, 10)
Sherry Turkle, “Flight from Conversation, The,” 356 (pars. 11–14)
Stephen King, “Why We Crave Horror Movies,” 398–399 (pars. 3–4, 6,
8, 12)
Susan Cain, “Shyness: Evolutionary Tactic?,” 221–225 (pars. 1–3, 6,
13–19, 24)
535–538
William F. Shughart II, “Why Not a Football Degree?,” 483 (pars. 4–5)
William Tucker, “Art and Creativity of Stop-Motion, The,” 261 (pars.
7–8)
Definition
the Outlines of Slavery,” 406 (par. 7)
Annie Dillard, “American Childhood, An,” 73 (par. 1)
562–567 (pars. 1–2, 4–6, 8, 14, 21)
341–342 (pars. 7, 12)
Compete’: An Evaluation,” 317 (par. 1)
Christine Rosen, “Myth of Multitasking, The,” 309–310 (pars. 2, 7, 8)
C Thi Nguyen, “Escape the Echo Chamber,” 413–414, 416 (pars. 2–5,
16)
Dana Jennings, “Our Scars Tell the Stories of Our Lives,” 187 (pars. 9–
11)
495 (par. 3)
Jeff Howe, “Rise of Crowdsourcing, The,” 236–243
John T. Edge, “I’m Not Leaving Until I Eat This Thing,” 132 (pars. 5, 7)
John Tierney, “Do You Suffer from Decision Fatigue?,” 230–233
(par. 2)
Martin Luther King Jr., From “Letter from Birmingham Jail,” 39 (par.
9)
Friendly, The,” 246–251
Miya Tokumitsu, “In the Name of Love,” 368–369 (pars. 7–9)
Molly Montgomery, “In Search of Dumplings and Dead Poets,” 88
(par. 12)
535–536 (pars. 2–3)
William Tucker, “Art and Creativity of Stop-Motion, The,” 259–261
Description
The,” 144–148
the Outlines of Slavery,” 406 (par. 5)
Annie Dillard, “American Childhood, An,” 73–74, 76 (pars. 3, 5, 7, 24)
Ben Greenman, “Online Curiosity Killer, The,” 5–7
Brent Staples, “Black Men and Public Space,” 179–181
David Sedaris, “Me Talk Pretty One Day,” 81–84
Gabriel Thompson, “Gringo in the Lettuce Fields, A,” 138–142
1–7)
Jacqueline Woodson, “Pain of the Watermelon Joke, The,” 190–191
(pars. 1–9)
John T. Edge, “I’m Not Leaving Until I Eat This Thing,” 131–134
Linda Fine, “Bringing Ingenuity Back,” 159–161
Manuel Muñoz, “Leave Your Name at the Border,” 194 (pars. 2–3)
Miya Tokumitsu, “In the Name of Love,” 368 (pars. 1–4)
The New Yorker, “Soup,” 124–126
Nicholas Carr, “Is Google Making Us Stupid?,” 424, 430 (pars. 1–2, 24)
Rhea Jameson, “Mrs. Maxon,” 106–108
Robin Wall Kimmerer, “Asters and Goldenrods,” 151–156
Saira Shah, “Longing to Belong,” 96–97
Samantha Wright, “Starving for Control,” 205, 207 (pars. 1, 3, 20)
Stephen King, “Why We Crave Horror Movies,” 397 (par. 1)
535 (par. 1)
Division and Classification

Alice Wong, “Last Straw, The,” 461–464 (pars. 7–14)
The,” 144–145, 147 (pars. 1–4, 17)
562, 566 (pars. 1–2, 16–17)
(pars. 1–2, 7–8)
(pars. 6, 10)
(par. 10)
(pars. 3–4, 8)
Manuel Muñoz, “Leave Your Name at the Border,” 194–195 (pars. 1,
5–6)
(par. 9)
Maya Rupert, “I, Wonder: Imagining a Black Wonder Woman,” 200
(par. 7)
Miya Tokumitsu, “In the Name of Love,” 369–370 (pars. 13–19)
Molly Montgomery, “In Search of Dumplings and Dead Poets,” 88, 90
(pars. 12, 24)
542–547
Robin Wall Kimmerer, “Asters and Goldenrods,” 153–154 (par. 14)
Identities?,” 551–555
535–538
Example
Alice Wong, “Last Straw, The,” 461–462 (pars. 6–8)
The,” 144, 146–148 (pars. 1, 9, 12–14, 19–26)
Amitai Etzioni, “Working at McDonald’s,” 278–279 (pars. 7, 11–12)
the Outlines of Slavery,” 406–410 (pars. 8–15, 20–21)
563–566 (pars. 4, 8–14)
Brent Staples, “Black Men and Public Space,” 179 (pars. 1, 3, 5, 8–10)
339–345
Compete’: An Evaluation,” 318–320 (pars. 4–10)
Christine Rosen, “Myth of Multitasking, The,” 309–310, 312–313
(pars. 3–6, 10, 12, 17)
438–441 (pars. 1, 4–8)
C Thi Nguyen, “Escape the Echo Chamber,” 414–421 (pars. 6–9, 11–
14, 17, 20, 27–29, 37, 39)
Hide,’ ” 360–364 (pars. 2, 5, 11–14)
Harold Meyerson, “How to Raise Americans’ Wages,” 470–471 (pars.
3, 5)
Ian Bogost, “Brands Are Not Our Friends,” 298–301
1–7)
James Benge, “Adapting to the Disappearance of Honeybees,” 495
(par. 6)
Jeff Howe, “Rise of Crowdsourcing, The,” 236–243
Jessica Statsky, “Children Need to Play, Not Compete,” 374–377 (pars.
3–4, 8)
John T. Edge, “I’m Not Leaving Until I Eat This Thing,” 133 (par. 12)
1–3, 6–9, 12)
The Public Policy Case for Taxes on Sugared Beverages,” 488, 490
(pars. 2, 7)
Linda Fine, “Bringing Ingenuity Back,” 160–161 (par. 11)
(pars. 1, 3–4, 8, 12)
Mario Livio, “Curious” From Why: What Makes Us Curious?, 10
Martin Luther King Jr., From “Letter from Birmingham Jail,” 38, 39–
40 (pars. 3–4, 9)
Maryanne Wolf, “Skim Reading Is the New Normal,” 476–477 (pars.
1, 5)
the Effects of Transcription Method on Student Learning,” 288, 290–
291 (pars. 4–5, 10–22)
202
Friendly, The,” 246–251 (pars. 3, 7–13, 17, 21, 26–30)
Anything,” 254–257 (pars. 1, 3, 5–11, 14–15)
The New Yorker, “Soup,” 125–126 (pars. 3, 6)
Nicholas Carr, “Is Google Making Us Stupid?,” 424–426 (pars. 3, 5–6,
13–14)
542–547
Robin Wall Kimmerer, “Asters and Goldenrods,” 152, 154, 156 (pars.
7, 18–19, 28)
433–435 (pars. 2–7, 9–10, 13, 15)
Sherry Turkle, “Flight from Conversation, The,” 355–358 (pars. 2, 5–
10, 16–19, 26)
Susan Cain, “Shyness: Evolutionary Tactic?,” 221–225 (pars. 1–3, 6,
10–14, 20–21, 23)
536–537 (pars. 4, 10–12)
William F. Shughart II, “Why Not a Football Degree?,” 482 (par. 1)
Narration
Alice Wong, “Last Straw, The,” 460–463 (pars. 1–4, 9–11)
The,” 144–148
Annie Dillard, “American Childhood, An,” 73–76
Ben Greenman, “Online Curiosity Killer, The,” 5–7
Brent Staples, “Black Men and Public Space,” 179–181
David Sedaris, “Me Talk Pretty One Day,” 81–84
Isiah Holmes, “Heroin and Opioid Crisis Is Real, The,” 351–353
(pars. 1–9)
John T. Edge, “I’m Not Leaving Until I Eat This Thing,” 131–134
Linda Fine, “Bringing Ingenuity Back,” 159–161
202
The New Yorker, “Soup,” 126 (pars. 7–12)
Nicholas Carr, “Is Google Making Us Stupid?,” 424–426, 430 (pars. 2–
5, 24)
542–547
Rhea Jameson, “Mrs. Maxon,” 106–108
Robin Wall Kimmerer, “Asters and Goldenrods,” 151–156
Saira Shah, “Longing to Belong,” 96–97
Process
Alice Wong, “Last Straw, The,” 464 (par. 13)
Atul Gawande, “Heroism of Incremental Care, The,” 518–519, 522,
524, 526–527 (pars. 14–18, 46–47, 58, 69–72)
341 (par. 8)
Gabriel Thompson, “Gringo in the Lettuce Fields, A,” 139–142 (pars.
6–16, 19)
John T. Edge, “I’m Not Leaving Until I Eat This Thing,” 132, 134 (pars.
4, 17)
10–11)
Linda Fine, “Bringing Ingenuity Back,” 159–160 (pars. 3–6)
(pars. 6–9)
Nicholas Carr, “Is Google Making Us Stupid?,” 428 (par. 16)
Rhea Jameson, “Mrs. Maxon,” 106–107 (pars. 1, 8)
Robin Wall Kimmerer, “Asters and Goldenrods,” 155–156 (pars. 23–
26)
(pars. 3–6)
Index of Authors, Titles, and
Terms
ABC test, 60–62

abstract, 606
academic conversation, 3–14
academic habits of mind, 1–33
annotating to practice, 72, 123, 178, 220, 276, 338, 396, 459, 515
creativity, 2, 9
critical analysis developing, 3, 9–12, 323, 381, 499, 571
curiosity, 1–2, 4–12, 15–16, 72, 123, 178, 220, 276, 338, 396, 459,
515
defined, 1
empathy developing, 3, 12, 323, 381, 499, 571
engagement, 2, 12
flexibility, 2, 33
to join academic conversation, 3–14
metacognition, 2, 12, 121, 176, 218, 274, 336, 394, 457, 582
openness, 2, 12, 72, 123, 178, 220, 276, 338, 396, 459, 515
persistence, 2, 7, 33, 72, 123, 178, 220, 276, 338, 396, 459, 515
responsibility, 2
rhetorical sensitivity developing, 3, 12–14, 323, 381, 499, 571
writing process using, 14–33
Academic OneFile, 328, 386, 448, 504, 594
Academic Search Complete, 328, 386, 448, 504, 594
Academic Search Elite, 594
Academic Search Premier, 594
action verbs, 77, 113, 212
“Adapting to the Disappearance of Honeybees” (Benge), 494–98, 504,
505
additional points, transitional words and phrases for, 321–22
ad hominem/ad personam attack, 63
adverbs, conjunctive, 393
adverbs/prepositions of time, 78
advertisements, MLA citation, 641
Advertising Age, 610
a erword
APA citation, 650
MLA citation, 635
“Altered State: Why ‘Natural’ Doesn’t Mean Anything” (Pollan), 254–
58
alternative views. See also opposition
assumptions challenged by, 9, 49
proposals presenting. See proposals
of reader, anticipating/responding to, 451–52, 467, 498, 505–6
revising to improve response to, 217
writers’ response to. See concession; refutation
Alt-Press Watch, 594
“American Childhood, An” (Dillard), 72–80, 113
American Machinist, 610
American Psychological Association (APA) style. See APA style
analogies
in concept explanation, 229
evaluating logic of, 60–61
to support evidence, 349
analysis
of assumptions, 3, 9, 35, 48–50. See also specific types of essays
of causes or effects, 449
critical, 3, 9–12, 110, 163, 210, 323, 381, 443, 499, 571
of observations, 600
of problem, in proposals, 501
of readers, 265, 446
of rhetorical situations, 13, 561, 586
of source record, 608
of topic, in cubing, 213
of visuals, 35, 52–55, 381, 432
Analyze and Write
autobiographies, 78, 79–80, 85, 95, 99, 104–5, 110
concept explanations, 227, 228, 229, 235, 245, 253, 258, 263
evaluations, 282, 283, 284, 286, 297, 302, 308, 315, 322
multi-genre writing, 531, 532, 533, 534, 540–41, 549–50, 556–57,
560–61, 570, 571
observations, 128–29, 130, 136, 143, 150, 158, 163
position arguments, 347, 348, 349, 350, 354, 359, 366, 373, 380
proposals, 466, 467, 468, 475, 480, 486, 493, 498
reflections, 183, 184–85, 189, 193, 198, 204, 209
rhetorical situation, 534, 540-41, 550, 557, 561, 571
speculative arguments, 401, 402, 403, 412, 423, 431, 437, 443
writing process, 33
anecdotes
believability of, 61
to present problem, 502
in reflection, 184, 193
to support evidence, 283, 348
annotated bibliography, 589–90
annotated essays
“American Childhood, An” (Dillard), 73–76
“Black Men and Public Space” (Staples), 179–81
“Last Straw, The” (Wong), 460–64
“Legitimate Pressures and Illegitimate Results” (Van Dusen Jr.),
58–59
“Letter from Birmingham Jail” (King), 36–40
“Shyness: Evolutionary Tactic?” (Cain), 221–25
“Soup” (New Yorker), 124–26
“There’s No Such Thing as ‘Sound Science’” (Aschwanden), 339–
45
“Why We Crave Horror Movies” (King), 397–99
“Working at McDonald’s” (Etzioni), 277–80
annotating
autobiographies, 72, 73–76, 105
concept explanations, 220, 221–25
evaluations, 276, 277–80
figurative language, 51
forms of, 36
and inventory taking, 40–41, 105, 189
multi-genre writing, 515
observations, 123, 124–26
position arguments, 338, 339–45
proposals, 459, 460–64
reading strategy, 4, 34, 35–40, 51, 58–59, 105
reflections, 178, 179–81, 189
speculative arguments, 396, 397–99
anthology
APA citation, 650
MLA citation, 630–31, 635
APA style, 589, 623–24, 645–54
block quotations, 623–24
directory, 645, 647–48
in-text citations, 645–47
references list, 645–46, 647–54
appeals, 65, 349, 380, 384, 388
appositives, 273
appropriateness, testing for, 60
“Araby” (Joyce), 620
arguments. See also evaluations; position arguments; speculative
arguments
clarifying and strengthening, in reflections, 217
logic of, 35, 60–62, 397, 401–2, 412, 454, 539–40
“Art and Creativity of Stop-Motion, The” (Tucker), 259–63
articles in periodicals
APA citation, 650–52
evaluating/analyzing record of, 608
finding, 594–95
MLA citation, 638–40
in scholarly vs. trade publications, 610–11
artworks, MLA citation, 641
Aschwanden, Christie, “There’s No Such Thing as ‘Sound Science,’”
338–50
assumptions
analyzing: in autobiographies, 76–77, 84–85, 94, 98, 103–4, 108–
9; in concept explanations, 226, 234–35, 244, 252–53, 257, 262;
critical, 3, 9, 163; in evaluations, 280–81, 296–97, 301–2, 307–8,
314, 321; in multi-genre writing, 530, 538–39, 548–49, 556, 559–
60, 569; in observations, 126–27, 135, 142–43, 148–49, 157, 161–
62; patterns of opposition for, 480–81; in position arguments,
346, 353–54, 358–59, 365, 372–73, 379–80; in proposals, 465, 474,
478–79, 480–81, 485–86, 492, 497–98; as reading strategy, 35, 48–
50; in reflections, 182, 188, 192, 198, 203, 208; in speculative
arguments, 400, 411–12, 422, 430–31, 436, 442
curiosity about, 4, 8–9, 11–12
writing dra to anticipate, 17
“Asters and Goldenrods” (Kimmerer), 151–58, 167
audience and purpose
analysis of readers, 265, 446
appeals to readers, 65, 349, 380, 384, 388
clarifying, for reflections, 214
considering: for multi-genre writing, 557; for position
arguments, 387; for proposals, 503; for speculative arguments,
446, 450, 453
defining, for observations, 170
engaging readers, 179, 185, 188–89, 193, 216, 220, 229, 258, 262–
63, 270, 271, 273
exploring, for evaluations, 326–27
identifying, in writing process, 17, 21
objections of, responding to. See concession; refutation
reflecting on, for autobiographies, 116–17
rhetorical sensitivity to. See rhetorical sensitivity
rhetorical situations for, 13. See also individual types of essays
of visuals, 52, 54–55
authoritarian writer, 402
authoritative writer, 402
authority. See also credibility of writer; expert testimony
invoking, evaluating logic of, 60–61
speculative arguments quoting, 431
authors. See also writers
APA citation, 646–47, 648–49
corporation, organization, or government agency, citing, 630,
634, 647, 648
credibility of source based on, 609
more than one, citing, 629, 634, 646, 648
one, citing, 628–29, 634, 646, 648
two or more with same last name, citing, 629, 647
two or more works by same, citing, 629, 634, 646–47, 649
unknown, citing, 629, 634, 646, 648
in working bibliography, 588
autobiographies and literacy narratives, 70–121
guide to reading, 72–110; annotating, 72, 73–76, 105;
assumptions analysis, 76–77, 84–85, 94, 98, 103–4, 108–9;
comparing and contrasting readings, 105; contextualizing, 99;
dominant impression, 78; dramatic arc, 77, 98–99; intensifying
strategies, 77; inventory taking, 105; narration of story, 77–78,
98–99, 118; people, presenting, 79–80, 109–10, 118; places,
describing, 78–79, 94–95, 118; reading for meaning, 72, 76–77,
93–94, 98, 103–4, 108–9; reading like a writer, 72, 77–80, 94–95,
98–99, 104–5, 109–10; read to respond, 76, 84, 94, 98, 103, 108;
reflecting on challenges to beliefs, 99; reviewing dra , 117–18;
significance, conveying, 72, 80, 85, 104–5, 118, 120;
summarizing, 76, 84, 93, 98, 103, 108, 109–10
guide to writing, 111–21, 578; dialogue, 113, 114–15; dominant
impression, 116–17, 120; dra , editing and proofreading, 120;
dra , reviewing and improving, 117–20; dra , revising and
troubleshooting, 119–20; dra , writing, 111–17; dramatic arc,
112–13, 119; peer review guide, 117–18; people and places,
presenting, 114–15, 119–20; sources, working with, 113–14;
story, dra ing, 117; story, shaping, 112–13; subject, choosing,
111–12; subject, reflecting on, 115–17; visuals, including, 115;
working thesis statement, formulating, 117; writing assignment,
111
in multi-genre writing, 551, 578
readings: “American Childhood, An” (Dillard), 72–80, 113; “In
Search of Dumplings and Dead Poets” (Montgomery), 86–95;
“Longing to Belong” (Shah), 96–99, 113; “Me Talk Pretty One
Day” (Sedaris), 81–85, 115; “Mrs. Maxon” (Jameson), 106–10, 114;
“Tupac and My Non-Thug Life” (Desmond-Harris), 100–105, 115
reflecting on, 121
relationship between, 71
rhetorical situations for, 70–72
thinking about, 72
writing to learn, 110
background research, 603
backstory, 112–13
backward planning, 166
Baidu, 329
Barry-Jester, Anna Maria, “Patterns of Death in the South Still Show
Bedford Bibliographer, 589
beliefs. See values and beliefs
believability, testing for, 61
Benge, James, “Adapting to the Disappearance of Honeybees,” 494–
98, 504, 505
bias, testing for, 67
bibliography. See also references list, APA style; Works-Cited list
annotated, 589–90
working, 584, 588–89
“Black Men and Public Space” (Staples), 178–85, 212
block quotations, 623–24, 629
blogs
APA citation, 654
as source, 597
Bogost, Ian, “Brands Are Not Our Friends,” 298–302
bookmarks, Internet sites, 386, 448, 505
books
library, finding, 592–93
brackets, in quotations, 389, 620–21, 622
brainstorming, 17, 19–20, 329, 385, 501
“Brands Are Not Our Friends” (Bogost), 298–302
“Bringing Ingenuity Back” (Fine), 159–63, 168
Britannica Online, 587
Brownell, Kelly D. “Ounces of Prevention-The Public Policy Case for
Taxes on Sugared Beverages,” 487–93, 504, 507, 508
Cain, Susan, “Shyness; Evolutionary Tactic?,” 220–29, 267

Carr, Nicholas, “Is Google Making Us Stupid?,” 424–32
cartoons, MLA citation, 640
“Case for Curiosity, The” (Engel), 10–12
cause and effect
causal relationships, 401, 540
causes, types of, 447
effect, consequences, 447
as explanatory strategy, 226, 268
proposals to address, 504
reporting, to support evidence, 8
speculating about. See speculative arguments
transitional words and phrases for, 322
Centers for Disease Control and Prevention, 448
charts, MLA citation, 640
checklist questions, 603
Checklists
annotating, 40
assumptions, analyzing, 50
comparing and contrasting readings, 60
contextualizing, 51
emotional manipulation, recognizing, 65
figurative language, exploring significance of, 52
inventory, taking, 41
logical fallacies, recognizing, 64
logic of argument, evaluating, 62
mapping, 43
outlining, 42
paraphrasing, 46
patterns of opposition, looking for, 56
reading like writer, 69
skimming, 47
summarizing, 45
synthesizing, 48
values and beliefs, reflecting on challenges to, 57
writers’ credibility, evaluating, 68
“Children Need to Play, Not Compete” (Statsky), 374–81, 385, 388–89
Christman, Phil, “On Being Midwestern: The Burden of Normality,”
542–50
chronological order
in observations, 131
sources in, 597, 649
in speculative arguments, 401, 540
CIA (Central Intelligence Agency), 595
circular reasoning fallacy, 64
citation managers, 589
civility, 3, 12, 380
classification, 8, 268, 600
clauses, essential and nonessential, 273
climax, in dramatic arc, 77, 113
closed questions, 601, 603, 604
clustering, 600
coherence, strategies for, 179, 184–85, 198, 216
colons, with quotations, 624
annotating and taking inventory to compare/contrast readings,
105
annotating and taking inventory to explore figurative language
significance, 189
compare/contrast readings to analyze visuals, 381
compare/contrast readings to judge writer’s credibility, 316
compare/contrast readings to recognize emotional
manipulation, 209–10
contextualizing to analyze visuals, 432
contextualizing to compare/contrast readings, 136–37
contextualizing to reflect on challenges to beliefs, 99
patterns of opposition to analyze assumptions, 480–81
skimming with other strategies, 47
synthesizing information to support claims and provide context,
245
synthesizing with quotation, paraphrase, and summary, 47
commas, with quotations/quotation marks, 168, 624
common ground
emphasizing, 388, 453, 508
testing for, 66
common knowledge, 616
comparing and contrasting
to analyze visuals, 381
in evaluations, 322, 330, 335
as explanatory strategy, 226–27, 235, 268
figurative language for, 51–52, 78–79, 94, 114, 127
to judge writer’s credibility, 316
juxtaposition for, 149–50
in observations, 149–50
in position argument, 346–47, 350
readings, 34, 35, 57–60, 105, 136–37, 209–10, 316, 381. See also
specific types of essays
to recognize emotional manipulation, 209–10
in speculative arguments, 431
subjects, in cubing, 213, 501–2
transitional words and phrases for, 149–50, 227, 322, 330, 350
completeness, testing for, 61
composition, analyzing visuals, 53
computer files, of working bibliography, 589
computer so ware, APA citation, 654
concept explanations, 219–74
concept defined, 219
guide to reading, 220–63; analogies or metaphors, 229;
annotating, 220, 221–25; assumptions analysis, 226, 234–35, 244,
252–53, 257, 262; contextualizing, 245; cueing devices, 253;
explanatory strategies, 226–27, 235; focus, narrowing, 226–27;
organization, 220, 227–28, 253; readers, engaging, 220, 229, 258,
262–63; reading for meaning, 220, 226, 234–35, 243–44, 252–53,
257, 262; reading like a writer, 220, 226–29, 235, 244–45, 253, 258,
262–63, 515, 530–31, 539–40; read to respond, 226, 234, 243–44,
252, 257, 262; reviewing dra , 271; sources, integrating, 220,
228–29, 244–45, 269; summarizing, 226, 234, 243, 252, 257, 262;
synthesizing source information, 245; tone, explanatory, 258;
writing strategies, using, 220, 226–27, 235
guide to writing, 264–74, 578; appositives, use of, 273; concept,
choosing, 264–65; concept, researching, 265–66, 267; dra ,
editing and proofreading, 273; dra , reviewing and improving,
270–73; dra , revising and troubleshooting, 272–73; dra ,
writing, 264–70; dra ing concept explanation, 270; explanatory
strategies, using, 268, 271, 272; focus, narrowing, 267;
organization, 269–70, 271, 272–73; outlining, 269–70; peer review
guide, 271; readers, analyzing, 265; readers, engaging, 270, 271,
273; source information, integrating, 266–67, 271, 273; visuals,
using, 268–69; working thesis statement, formulating, 267;
writing assignment, 264
in multi-genre writing, 515, 530–31, 535, 539–40, 542, 562, 578
readings: “Altered State: Why ‘Natural’ Doesn’t Mean Anything”
(Pollan), 254–58; “Art and Creativity of Stop-Motion, The”
(Tucker), 259–63; “Do You Suffer from Decision Fatigue?”
(Tierney), 230–35; “Problem When Sexism Just Sounds So Darn
Friendly, The” (Tannenbaum), 246–53, 267; “Rise of
Crowdsourcing, The” (Howe), 236–45; “Shyness: Evolutionary
Tactic?” (Cain), 220–29, 267
reflecting on, 274
thinking about, 220
concession
in evaluation, 283–84, 308, 329–30, 331, 333, 335
introduction of, 11–12
in multi-genre writing, 532–33
in position arguments, 349–50, 380, 387–88, 390, 391, 532–33
in proposals, 467, 492–93, 498, 510, 511
signal phrase for, 380
in speculative argument, 402, 431–32, 452, 453, 454, 455
conference proceedings, MLA citation, 637
conjunctions, subordinating, 393
conjunctive adverbs, and fragment errors, 393
connotation, 8, 183
consecutive order, transitional words and phrases for, 321
consequences, proposals describing, 502–3
consistency, testing for, 61
context, 13, 54–55, 167, 177–78, 245, 346, 432
contextualizing
to analyze visuals, 432
concept explanations, 245
reading strategy, 35, 50–51, 99, 136–37
contrast and compare. See comparing and contrasting
controversial issue, presenting. See position arguments
conventions, genre, 13
corporations
APA citation, 647, 648
MLA citation, 630, 634
Coyne, Amanda, “Long Good-Bye: Mother’s Day in Federal Prison,
The,” 144–50, 167, 169
CQ Researcher, 587
creativity, 2, 9
credentials
sources’, 228, 244–45, 269, 388, 451, 507
testing for, 66
credibility of sources, 507, 585, 587, 596, 597–98, 609–14
credibility of writer
authoritative versus authoritarian, 402
comparing and contrasting readings to judge, 316
and credentials, 66
establishing, criteria for, 402
evaluating, 35, 66–68, 316
in multi-genre writing, 532, 581
in position arguments, 339, 346–47, 366, 380, 388–89, 392, 532
in proposals, 492
sources reinforcing, 388–89
in speculative argument, 397, 402–3, 437, 455–56
criteria, to support judgment. See judgment, supporting
critical analysis
academic habits of mind development with, 3, 9–12, 323, 381,
499, 571
of autobiographies, 110
of evaluations, 323
of multi-genre writing, 571
of position arguments, 381
of proposals, 499
of reflections, 210
of speculative arguments, 443
critical reading, 9. See also reading strategies; specific types of essays
cubing, 213, 501–2
cueing devices
for comparing and contrasting, 149–50
for concession and refutation, 11–12, 283–84, 308, 350
for maintaining coherence, 179, 198, 216
for organization, 128, 253, 285–86, 321–22, 467, 474–75, 574–76
curiosity
as academic habit of mind, 1–2, 4–12, 15–16, 72, 123, 178, 220,
276, 338, 396, 459, 515
creativity and, 9
developing, 4–5
“Curiosity and Education: A White Paper” (Shankar and Durrani), 7–
9
“Curious” from Why: What Makes Us Curious? (Livio), 10, 11–12, 15–16
databases, library
APA citation, 649, 651–52
general and subject-specific, 594
search, 266, 328–29, 386, 448, 504–5, 584, 587–88, 591–95, 596
types of, 594
date of publication, of sources, 609–10
“Deeper Look at Empathetic and Altruistic Behavior, A” (Terbor),
562–71, 574, 576
definition, as explanatory strategy, 226, 268
description
with details. See details, about subject
of events, 213
naming strategy. See naming, for describing subject
of observations, 599–600
of people: in autobiographies, 79–80, 109–10, 114–15, 118, 119–
20; in observations, 127–28, 165, 174; in reflection, 183, 212, 213
of places: in autobiographies, 78–79, 94–95, 114–15, 118, 119–20;
in observations, 127–28, 165, 169, 174; in reflection, 183, 212, 213
design
of multi-genre writing, 571
of reference list, 647
of surveys, 603–5
of Works-Cited list, 632
Desmond-Harris, Jenée, “Tupac and My Non-Thug Life,” 100–105,
115
details, about subject
in autobiographies and literary narratives, 78, 79, 114–15
in observations, 127, 167
in reflections, 183
dialogue
dramatizing action with, 113
presenting people and places with, 109–10, 114–15, 127
quoted versus summarized, 109–10, 115, 167
speaker tags, 109, 115, 127, 167
dictionaries, 587
dictionary entry
APA citation, 650
MLA citation, 637
digital object identifier (DOI), 588, 632, 649, 651
Dillard, Annie, “American Childhood, An,” 72–80, 113
discourse, 13
discussion, honing ideas through, 12
discussion lists
MLA citation, 644
as sources, 597–98
doctoral dissertation
APA citation, 650
MLA citation, 638
documentation
APA style, 589, 623–24, 645–54
MLA style, 589, 619, 623–24, 627–44
styles of, 589
DOI (digital object identifier), 588, 632, 649, 651
domain
searches by, 596
suffixes, and credibility, 612
dominant impression
in autobiography, 78, 116–17, 120
in observations, 130, 157, 174
“Do You Suffer from Decision Fatigue?” (Tierney), 230–35
dra s
autobiography, 111–20
concept explanation, 264–73
editing and proofreading, 18, 19, 29–33. See also specific types of
essays
evaluation, 324–35
multi-genre writing, 572–81
observation, 164–75
planning, 17, 19, 21–22, 28
position argument, 382–93
proposal, 500–511
reflection, 211–17
reviewing and improving, 17, 19, 25–27. See also specific types of
essays
revising, 18, 19, 28–33. See also specific types of essays
speculative argument, 444–56
writing, 17, 19, 22–25. See also specific types of essays
dramatic arc, in autobiography, 77, 98–99, 112–13
DuckDuckGo, 448
Durrani, Mariam, “Curiosity and Education: A White Paper,” 7–9
DVDs
APA citation, 652
MLA citation, 642
e-books
Economist, The, 610
Edge, John, T. “I’m Not Leaving Until I Eat This Thing,” 129, 131–37,
170, 171
edited collection. See anthology
editing and proofreading, 18, 19, 29–33. See also specific types of essays
editions of books
APA citation, 650
MLA citation, 636
editorials
APA citation, 652
opinion (op-eds), 354
effect. See cause and effect; speculative arguments
effectiveness, of proposed solution, 466
either/or reasoning, 63
electronic sources. See Internet research
ellipses, 389, 619–20, 646, 648
e-mail
APA citation, 654
emotional manipulation, recognizing, 34, 35, 65, 209–10
empathy, 3, 12, 110, 163, 210, 323, 381, 443, 499, 571
emphasis, italics for, 619
encyclopedias, 587
EndNote, 589
end punctuation, with quotations, 620, 621
engagement, 2, 12. See also under audience and purpose
Engel, Susan, “Case for Curiosity, The,” 10–12
entire work, MLA citation, 631
ERIC (Education Resources Information Center), 588, 594
“Escape the Echo Chamber” (Nguyen), 413–23
et al., 646
ethics
observational profile and, 164–65
source integration and, 228
ethos, 349, 380, 388
Etzioni, Amitai, “Working at McDonald’s,” 276–86, 302, 327
evaluations, 275–336
guide to reading, 276–323; annotating, 276, 277–80; assumptions
analysis, 280–81, 296–97, 301–2, 307–8, 314, 321;
comparing/contrasting related readings, 316; credibility of
writer, evaluating, 316; cueing devices, 283–84, 285–86, 308, 321–
22; evidence, 282–83, 297; judgment, supporting, 275, 276, 282–
83, 297, 314–15, 560–61; objections, responding to, 276, 283–84,
308; organizing the evaluation, 276, 285–86, 321–22; reading for
meaning, 276, 280–81, 296–97, 301–2, 307–8, 313–14, 320–21;
reading like a writer, 276, 281–86, 297, 302, 308, 314–15, 321–22,
560–61; read to respond, 280, 296, 301, 307, 314, 320–21; refuting
and conceding, 283–84, 308; sources, citing, 281, 314–15;
subject, presenting, 276, 281–82, 302; summarizing, 280, 296,
301, 307, 313, 320; tone, 308, 316
guide to writing, 324–36, 578; argument, summary to support,
331–32; dra , editing and proofreading, 335; dra , reviewing
and improving, 332–35; dra , revising and troubleshooting,
333–35; dra , writing, 324–32; dra ing evaluation, 332;
judgment, supporting, 328, 333, 334; objections, responding to,
329–30, 331, 333, 335; organizing the evaluation, 330–31, 333,
335; peer review guide, 332–33; purpose and audience,
exploring, 326–27; refuting and conceding, 329–30, 331, 333, 335;
researching, 328–29; sources, citing, 330; sources, integrating,
331–32; subject, choosing and assessing, 324–26; subject,
presenting, 325–26, 333, 334; visuals and other media, including,
330; working thesis statement, formulating, 327; writing
assignment, 324
for logic of argument, 35, 60–62
in multi-genre writing, 558, 560–61, 578
readings: “Brands Are Not Our Friends” (Bogost), 298–302;
“Jessica Statsky’s ‘Children Need to Play, Not Compete’: An
Evaluation” (Romano), 302, 317–22, 327, 331–32; “Myth of
Multitasking, The” (Rosen), 309–16; “Typing vs. Handwriting
Notes: An Evaluation of the Effects of Transcription Method on
Student Learning” (Hertogs), 287–97, 316; “What College
Rankings Really Tell Us” (Gladwell), 303–8; “Working at
McDonald’s” (Etzioni), 276–86, 302, 327
reflecting on, 336
of sources, 8, 585, 587, 607–14
thinking about, 276
of writer’s credibility, 35, 66–68, 316
writing to learn, 322–23
event, narrating and describing, 213
evidence
in concept explanations, 228
critical analysis of, 3
in evaluations, 282–83, 297, 328
in position arguments, 339, 348–49, 359, 385–86, 387, 388
in proposals, 466
providing, strategies for, 8
for research project, 585, 618–24
in speculative arguments, 402, 448, 451
writing process developing, 17
examples
in evaluations, 282, 283, 321–22
as explanatory strategy, 235, 268
to present problem, 502
in reflections, 183, 184, 209, 213
to support evidence, 8, 283, 348
Excel, 589
expert testimony
in concept explanations, 266–67, 269
in evaluations, 283, 297, 329, 331–32
in position arguments, 569–70
in proposals, 466, 500–501, 507
in sources, 609
to support evidence, 8, 283, 297, 349
explanation of concepts. See concept explanations
explicit perspective, 4
Facebook, 597, 603, 605

facts
corroborating, in sources, 613
to support evidence, 8, 283, 348
fairness
assumptions about, 76
civility and, 3, 380
in evaluations, 316
in position arguments, 339, 346–47, 366, 380, 387–88, 390, 391
in speculative arguments, 397, 400–401, 402, 422–23, 437, 442–43,
454
testing for, 67
fallacies. See logical fallacies
false dilemma fallacy, 63
“Family Matters” (Guterson), 621, 625, 626
feasibility, of proposed solution, 466
feedback, 17, 19, 25–27. See also peer reviews
field research, 599–606
interviews, 122, 127, 165–67, 586, 600–602
observational studies, 122, 586, 599–600. See also observations
surveys, 329, 586, 603–6
figurative language
for comparisons, 51–52, 78–79, 94, 114, 127
in concept explanation, 229
in descriptions, 78–79, 94, 114, 127
exploring significance of: as reading strategy, 35, 51–52; in
reflections, 189
films
APA citation, 652
MLA citation, 642
Fine, Linda, “Bringing Ingenuity Back,” 159–63, 168
first-person pronouns, in reflection, 185, 188
flexibility, 2, 33
“Flight from Conversation, The” (Turkle), 355–59
focus, narrowing, 226–27, 267
forced-choice questions, 602
forecasting questions, 253
forecasting statements, 227, 267, 269–70, 285, 327, 330, 348, 387, 453,
574–76
foreword
APA citation, 650
MLA citation, 635
formal outline, 42, 269
fragments, sentence, 393, 622
framing, 400, 442, 445
freewriting, 329, 503
Frieden, Thomas R. “Ounces of Prevention-The Public Policy Case
for Taxes on Sugared Beverages,” 487–93, 504, 507, 508
Gale Virtual Reference Library, 266, 587

Gallup polling data, 448
Gawande, Atul, “Heroism of Incremental Care, The,” 514–34, 575
general databases, 594
general dictionaries, 587
general encyclopedias, 587
generalization
about subject, in cubing, 213
hasty, 63
General Science Full Text, 594
genre
conventions, 13
identifying, in evaluations, 302
multi-genre writing. See multi-genre writing
rhetorical sensitivity to, 3, 13, 110
thinking about. See specific types of essays
Gladwell, Malcolm, “What College Rankings Really Tell Us,” 303–8
Google, 329, 448, 591, 594, 596
Google Book Search, 596–97
Google Scholar, 594, 596–97
government sources
APA citation, 647, 648, 650
MLA citation, 630, 634, 637
search, 386, 448, 595–96
for statistics and numerical data, 596
grammatical tangles, avoiding, 621–22
graphic narratives, MLA citation, 636
Greenman, Ben, “Online Curiosity Killer, The,” 5–7
“Gringo in the Lettuce Fields, A” (Thompson), 138–43, 169, 170–71
Guardian, The, 610
guides, research, 587, 591
guides to reading. See under specific types of essays
guides to writing. See under specific types of essays
Guterson, David, “Family Matters,” 621, 625, 626
Harper’s Magazine, 610

hasty generalization, 63
headings
for organization, 253
subject, 593
hedging, 12
“Heroin and Opioid Crisis Is Real, The” (Holmes), 351–54
“Heroism of Incremental Care, The” (Gawande), 514–34, 575
Hertogs, Matthew, “Typing vs. Handwriting Notes: An Evaluation of
the Effects of Transcription Method on Student Learning,” 287–97,
316
historical context
position arguments in, 346
of visuals, 55
Holmes, Isiah, “Heroin and Opioid Crisis Is Real, The,” 351–54
hook, 185
“How Can We Expand the Way We Write about Our Identities?”
(Isen), 551–57
Howe, Jeff, “Rise of Crowdsourcing, The,” 236–45
“How to Raise Americans’ Wages” (Meyerson), 469–75, 504, 506
humor, in concept explanations, 229, 258
hypothesis, developing, 599
“I, Wonder: Imagining a Black Wonder Woman” (Rupert), 199–204

idea maps, 17, 21
ideas. See also main idea
concepts as, 219
critical analysis of, 9–12
developing, in reflections, 179, 183–84, 208–9
generating, 17, 18–21
honing through discussion, 12
illustration. See also examples
as explanatory strategy, 226, 235, 268
immediate cause, 447
“I’m Not Leaving Until I Eat This Thing” (Edge), 129, 131–37, 170, 171
implicit perspective, 4
indirect citations
APA citation, 647
MLA citation, 631
inquiry. See also questions
as academic habit of mind, 1, 15–16
generating ideas, 19–21
process of, 15–16
“In Search of Dumplings and Dead Poets” (Montgomery), 86–95
instructor feedback, 27
intensifying strategies, in autobiography, 77
interactive sources. See also specific types
credibility of, 597–98
searches, 597–98
Internet Public Library, 597
Internet research
bookmarking sites, 386, 448, 505
for concept explanations, 266
for evaluations, 328–29
government sources, 386, 448, 595–96
interactive sources, 597–98
MLA citation, 632–33, 635–44
for position arguments, 386
for proposals, 504–5
for research project, 584, 586–87, 595–98
for speculative arguments, 448
intertextuality, of visuals, 55
interviews
for evaluations, 329
MLA citation, 642
observation and, 122, 127, 165–68
preparing for, 601–2
questions for, 166, 601–2
for research project, 586
scheduling/conducting, 166, 600–602
subject, choosing, 601
in-text citations
APA style, 645–47
MLA style, 619, 627–32
parenthetical, 616, 627–32, 645–47
in position arguments, 389
in-text quotations, 622–23
“In the Name of Love” (Tokumitsu), 367–73, 381, 385
introduction
in annotated bibliography, 590
to quotations, 622, 624
to surveys, 605, 606
introduction to book
APA citation, 650
MLA citation, 635
inventory taking, 34, 40–41, 105, 189
Isen, Tajja, “How Can We Expand the Way We Write about Our
“Is Google Making Us Stupid?” (Carr), 424–32
italics, for emphasis, 619
Jameson, Rhea, “Mrs. Maxon,” 106–10, 114

Jennings, Dana, “Our Scars Tell the Stories of Our Lives,” 186–89, 215
Evaluation” (Romano), 302, 317–22, 327, 331–32
Jiménez, Selena, “Measuring the Value of College,” 29–33
Jones, Jonathan, “Leonardo v Rembrandt: Who’s the Greatest?,” 558–
61
Joyce, James “Araby,” 620
judgment, supporting, 275, 276, 282–83, 297, 314–15, 328, 333, 334,
560–61
juxtaposition, 149–50
key words
for coherence, 184, 198
repetition of, 77, 184, 198, 285
in searches, 328–29, 386, 447, 504–5, 587–88, 591–92
synonyms for, 227, 588, 592
Kimmerer, Robin Wall, “Asters and Goldenrods,” 151–58, 167
King, Martin Luther, Jr., “Letter from Birmingham Jail,” 36–42, 44–
52, 55–61, 63, 65–69
King, Stephen
on reading and writing, 14
“Why We Crave Horror Movies,” 396–403
knowledge
common, 616
testing for, 66
language. See figurative language; words; specific parts of speech

“Last Straw, The” (Wong), 459–68, 507
leading questions, 602
“Leave Your Name at the Border” (Muñoz), 194–98, 214
lectures, MLA citation, 640
“Legitimate Pressures and Illegitimate Results” (Van Dusen Jr.), 58–
59
“Leonardo v Rembrandt: Who’s the Greatest?” (Jones), 558–61
“Letter from Birmingham Jail” (King), 36–42, 44–52, 55–61, 63, 65–69
letters, personal, MLA citation, 640
letters to the editor
APA citation, 652
Lexis/Nexis, 328, 386, 448, 504
Lexis/Nexis Academic, 594
Library of Congress, 386, 448, 507, 593, 595
library research
articles in periodicals, finding, 594–95
books, finding, 592–93
databases for. See databases, library
government sources, 386, 448, 596
reference works, 587
research guides, 587, 591
searches, 266, 328–29, 386, 448, 504–5, 584, 587–88, 591–95, 596
list, parallel items in, 322
listening, in interviews, 602
literacy narratives. See autobiographies and literacy narratives
literary allusions, 431
literary works, MLA citation, 630
Livio, Mario, “Curious” from Why: What Makes Us Curious?, 10, 11–
12, 15–16
location information, in working bibliographies, 588
log, for research, 584, 587–88
logical fallacies, 35, 62–64, 452
logical organization, 285–86, 321–22, 333, 453, 456, 467–68
logic of argument
ABC test for, 60–62
evaluating, 35, 60–62
in speculative arguments, 397, 401–2, 412, 454, 539–40
logos, 349
“Long Good-Bye: Mother’s Day in Federal Prison, The” (Coyne), 144–
50, 167, 169
“Longing to Belong” (Shah), 96–99, 113
magazines
MLA citation, 639
main idea
thesis conveying. See thesis
topic sentences announcing, 227
mapping
idea, 17, 21
observations, 600
reading strategy, 35, 42–43
maps, MLA citation, 640
“Measuring the Value of College” (Jiménez), 29–33
medium, rhetorical sensitivity to, 3, 110
“Mental Strain of Making Do with Less, The” (Mullainathan), 433–37
metacognition, 2, 12, 121, 176, 218, 274, 336, 394, 457, 582
“Me Talk Pretty One Day” (Sedaris), 81–85, 115
metaphors
annotating, in reflections, 189
for concept explanations, 229
defined, 51
for describing subject, 78, 94, 114, 127
Meyerson, Harold, “How to Raise Americans’ Wages,” 469–75, 504,
506
MLA Handbook for Writers of Research Papers, 627
MLA International Bibliography, 594
MLA style, 589, 619, 623–24, 627–44
block quotations, 623–24, 629
directory, 628, 633–34
in-text citations, 619, 627–32
Works-Cited list, 25, 32–33, 451, 627, 632–44
Modern Language Association (MLA) style. See MLA style
Montgomery, Molly, “In Search of Dumplings and Dead Poets,” 86–95
Morris, Wesley, “Who Gets to Decide What Belongs in the ‘Canon’?,”
535–41, 574
“Mrs. Maxon” (Jameson), 106–10, 114
Mullainathan, Sendhil, “Mental Strain of Making Do with Less, The,”
433–37
multi-genre writing, 513–82
guide to reading, 514–71; annotating, 515; assumptions analysis,
530, 538–39, 548–49, 556, 559–60, 569; autobiography, 551;
concept explanations, 515, 530–31, 535, 539–40, 542, 562;
credibility of writer, establishing, 532; design of text, 571;
evaluations, 558, 560–61; logical argument, making, 539–40;
objections, responding to, 532–33; observations, 515, 531–32,
542, 549–50, 551, 558; position arguments, 515, 532–33, 535, 558,
562, 569–70; proposals, 551, 556–57; purpose, considering, 557;
reading for meaning, 515, 529–30, 538–39, 548–49, 555–56, 559–
60, 569; reading like a writer, 515, 530–34, 539–41, 549–50, 556–
57, 560–61; read to respond, 529–30, 538, 548, 555, 559, 569;
reflections, 542, 549–50; refuting and conceding, 532–33;
reviewing dra , 579–80; speculative arguments, 535, 539–40,
562; stance of writer, 550, 561; summarizing, 529, 538, 548, 555,
559, 569
guide to writing, 572–82; autobiography, 578; checklist, 577;
concept explanations, 578; credibility of writer, establishing,
581; cueing devices, 574–76; dra , editing and proofreading,
581; dra , reviewing and improving, 579–81; dra , revising and
troubleshooting, 580–81; dra , writing, 572–79; dra ing multi-
genre essay, 576; evaluations, 578; observations, 578;
organization, 574–76, 580, 581; peer review guide, 579–80;
position arguments, 578; proposals, 579; reflections, 578;
rhetorical situation, considering, 573–74; speculative
arguments, 579; subject, choosing, 573; working thesis
statement, formulating, 574; writing assignment, 572
readings: “Deeper Look at Empathetic and Altruistic Behavior,
A” (Terbor), 562–71, 574, 576; “Heroism of Incremental Care,
The” (Gawande), 514–34, 575; “How Can We Expand the Way We
Write about Our Identities?” (Isen), 551–57; “Leonardo v
Rembrandt: Who’s the Greatest?” (Jones), 558–61; “On Being
Midwestern: The Burden of Normality” (Christman), 542–50;
“Who Gets to Decide What Belongs in the ‘Canon’?” (Morris),
535–41, 574
reflecting on, 582
rhetorical situations for, 513–14, 533–34, 540–41, 550, 557, 561,
570–71, 573–74
thinking about, 514
multimedia sources
multiple authors
multiple-choice questions, 603, 604
multivolume works, MLA citation, 631, 636
Muñoz, Manuel, “Leave Your Name at the Border,” 194–98, 214
musical works, MLA citation, 641, 642
“Myth of Multitasking, The” (Rosen), 309–16
naming, for describing subject

in autobiographies and literary narratives, 78, 79, 114
in evaluations, 302
in observations, 127
narration
in autobiographies and literacy narratives, 77–78, 98–99, 118
of events, in reflections, 213
process, as explanatory strategy, 268
narrative organization, 128, 162, 171, 173
narratives, literacy. See autobiographies and literacy narratives
National Center for Education Statistics, 448
National Newspaper Index, 594
newspapers
APA citation, 651
databases, library, 594–95
MLA citation, 639
as sources, 594–95, 610–11
New Yorker, “Soup”, 123–30; 167; 170
New York Times, 610
Nguyen, C Thi, “Escape the Echo Chamber,” 413–23
note taking
during interviews, 602
during observations, 600
on sources, 589, 590. See also log, for research; working
bibliographies
novels, MLA citation, 630
numbering, in proposals, 474–75
numbers, presenting, 456. See also statistics
objections
of reader, anticipating/responding to, 451–52, 467, 498, 505–6
revising to improve response to, 217
writers’ response to. See concession; refutation
observational studies, 122, 586, 599–600
observations, 122–76
analysis, 126–27, 135, 142–43, 148–49, 157, 161–62; comparing
and contrasting readings, 136–37; contextualizing, 136–37;
dominant impression, 130, 157; organizational patterns, 128–29,
162–63, 173; people, presenting, 127–28; perspective of writer,
123, 130, 149–50, 157–58, 173; reading for meaning, 123, 126–27,
134–35, 142–43, 148–49, 156–57, 161–62; reading like a writer,
123, 127–30, 135–36, 143, 149–50, 157–58, 162–63, 515, 531–32,
549–50; read to respond, 126, 134, 142, 148, 156–57, 161;
reviewing dra , 172–73; spectator versus participant observer
role of author, 129, 143, 172, 531–32; subject, presenting, 127–28,
130, 135–36, 149–50, 157–58; summarizing, 126, 134, 135, 142,
148, 156, 161
guide to writing, 164–76, 578; conducting
interviews/observations, 166–67; dominant impression, 174;
dra , editing and proofreading, 175; dra , organizing, 171, 173–
74, 175; dra , reviewing and improving, 172–75; dra , revising
and troubleshooting, 173–75; dra , writing, 164–72; dra ing
observational essay, 171–72; main point in, 170–71;
organizational patterns, 171, 173–74, 175; peer review guide,
172–73; perspective on the subject, developing, 169–70, 173, 174;
quotations, integrating in writing, 167–68; scheduling by
backward planning, 166; sources, working with, 167–68;
spectator versus participant observer role of author, 168–69;
subject, choosing, 164–65; subject, developing perspective on,
169–70, 173, 174; subject, researching, 165–67; visuals, using,
171; working thesis statement, formulating, 170–71; writing
assignment, 164
in multi-genre writing, 515, 531–32, 542, 549–50, 551, 558, 578
readings: “Asters and Goldenrods” (Kimmerer), 151–58, 167;
“Bringing Ingenuity Back” (Fine), 159–63, 168; “Gringo in the
Lettuce Fields, A” (Thompson), 138–43, 169, 170–71; “I’m Not
Leaving Until I Eat This Thing” (Edge), 129, 131–37, 170, 171;
“Long Good-Bye: Mother’s Day in Federal Prison, The” (Coyne),
144–50, 167, 169; “Soup” (New Yorker), 123–30, 167, 170
reflecting on, 175–76
thinking about, 123
occasions, presenting in reflection, 179, 182–83, 203–4, 211–12, 215,
216–17, 549
omissions
ellipses for, 389, 619–20
ungrammatical, 622
“On Being Midwestern: The Burden of Normality” (Christman), 542–
50
one-page work, MLA citation, 631–32
“Online Curiosity Killer, The” (Greenman), 5–7
online research. See Internet research
openness, 2, 12, 72, 123, 178, 220, 276, 338, 396, 459, 515
open questions, 601, 603, 604
opinion editorials (op-eds), 354
opposition
patterns of, looking for, 35, 55–56, 480–81
transitional words and phrases for, 492
organization
of autobiographies, 118, 120
of concept explanations, 220, 227–28, 253, 269–70, 271, 272–73
effective, elements of, 120, 175
of evaluations, 276, 285–86, 321–22, 330–31, 333, 335
logical, 285–86, 321–22, 333, 453, 456, 467–68
of multi-genre writing, 574–76, 580, 581
narrative, 128, 162, 171, 173
of observations, 128–29, 162–63, 171, 173–74, 175
of position arguments, 387–88
of proposals, 460, 467–68, 474–75, 508, 510, 511
of reflections, 184, 217
spatial, 78, 128, 162–63, 171, 174
of speculative arguments, 453, 456, 540
topical, 128, 162, 171, 173
organizations
“Ounces of Prevention-The Public Policy Case for Taxes on Sugared
Beverages” (Brownell and Frieden), 487–93, 504, 507, 508
“Our Scars Tell the Stories of Our Lives” (Jennings), 186–89, 215
outlining
for concept explanation, 269–70
for evaluations, 330–31
formal outline, 42, 269
for multi-genre writing, 574–75
observations, 600
for position arguments, 387–88
for proposals, 508
reading strategy, 34, 41–42, 44
revising, 28
scratch outline, 41, 44
for speculative arguments, 453
in writing process, 17, 19, 21, 28
Oxford Reference Online, 587
“Pain of the Watermelon Joke, The” (Woodson), 190–93, 209–10

pamphlets, MLA citation, 637
Pangelinan, Clayton, “#socialnetworking: Why It’s Really So
Popular,” 438–43, 451
parallel forms, 322
paraphrasing
in concept explanations, 244, 269
in evaluations, 315, 331–32
in notes on sources, 590
in reflections, 214–15
subject, presenting through, 135
to support evidence, 8, 618–19, 624–26
to support judgment, 315
parenthetical citations, 616, 627–32, 645–47
participant observer, writer as, 129, 143, 168–69, 172, 531–32
pathos, 349
patterns
annotating to mark, 189
exploring figurative language for, 51–52, 189
of opposition, 35, 55–56, 480–81
organizational. See organization
sentence: to make logical argument, 401; to redefine position
argument, 346, 366; repetition of, 77, 227, 235
“Patterns of Death in the South Still Show the Outlines of Slavery”
(Barry-Jester), 404–12
PDF files, 386, 448, 505, 594
peer reviews
of autobiographies, 117–18
of concept explanations, 271
of evaluations, 332–33
of multi-genre writing, 579–80
of observations, 172–73
of position arguments, 389–90
of proposals, 509–10
of reflections, 215–16
of scholarly sources, 610
of speculative arguments, 454
in writing process, 17, 19, 26
People, 610
people, presenting
in autobiographies, 79–80, 109–10, 114–15, 118, 119–20
in observations, 127–28, 165, 174
in reflections, 183, 212, 213
in visuals, 54
percentages, 507
performances, MLA citation, 641
periodicals. See articles in periodicals
periods, with quotations, 620, 621
persistence, 2, 7, 33, 72, 123, 178, 220, 276, 338, 396, 459, 515
persona of writer, 185, 403
perspective of writer
in autobiographies, 80, 116
determining, questions for, 4
framing or reframing to promote, 400, 442, 445
in observations, 123, 130, 149–50, 157–58, 169–70, 173, 174
in sources, 609
Pew Research Center, 448, 451
phrases
prepositional, 77, 113
signal, 228, 269, 380, 451, 616, 627, 628–30, 645–46
transitional. See transitional words and phrases
place, transitions of, 184
places, descriptions of
in autobiographies, 78–79, 94–95, 114–15, 118, 119–20
in observations, 127–28, 165, 169, 174
in reflections, 183, 212, 213
plagiarism, avoiding, 389, 585, 616–17
plays, MLA citation, 630
podcasts
APA citation, 652
poetry
MLA citation, 630
quoting, 623
Politifact, 613
Pollan, Michael, “Altered State: Why ‘Natural’ Doesn’t Mean
popular sources, 610–11
position arguments, 337–94
guide to reading, 338–81; annotating, 338, 339–45; appeals to
readers, 349; assumptions analysis, 346, 353–54, 358–59, 365,
372–73, 379–80; comparing and contrasting readings, 381;
contrast, 346–47, 350; cueing devices, 350; evidence, supporting,
339, 348–49, 359; fair and credible presentation, 339, 346–47,
366, 380; objections, responding to, 339, 349–50, 380, 532–33;
position, asserting, 339, 347–48, 354, 373, 569–70; reading for
meaning, 339, 345–46, 353–54, 358–59, 365, 372–73, 379–80;
reading like a writer, 339, 346–50, 354, 359, 366, 373, 380, 515,
532–33, 569–70; read to respond, 346, 353, 358, 365, 372, 379;
refuting and conceding, 349–50, 380, 532–33; reviewing dra ,
389–90; summarizing, 345, 353, 358, 365, 372, 379; thesis
statement, 347–48, 373; visuals, analyzing, 381
guide to writing, 382–94, 578; argument, developing, 383–87,
391; common ground, finding, 388; credibility of writer,
establishing, 388–89, 392; dra , editing and proofreading, 393;
dra , reviewing and improving, 389–93; dra , revising and
troubleshooting, 390–92; dra , writing, 382–89; dra ing position
argument, 388; evidence, supporting, 385–86, 387, 388; issue,
choosing, 382–83; issue, presenting, 383–84, 390, 391;
objections, responding to fairly, 387–88, 390, 391; organizing
position, 387–88; peer review guide, 389–90; position, asserting,
390, 391; purpose, considering, 387; readability, improving, 392;
reasons to support position, developing, 385–86, 387, 388;
refuting and conceding, 387–88, 390, 391; research, 385, 386;
sources, citing, 386, 389; sources, integrating, 388–89; visuals,
including, 386–87; working thesis, dra ing, 384–85; writing
assignment, 382
in multi-genre writing, 515, 532–33, 535, 558, 562, 569–70, 578
readings: “Children Need to Play, Not Compete” (Statsky), 374–
81, 385, 388–89; “Flight from Conversation, The” (Turkle), 355–
59; “Heroin and Opioid Crisis Is Real, The” (Holmes), 351–54; “In
the Name of Love” (Tokumitsu), 367–73, 381, 385; “There’s No
Such Thing as ‘Sound Science’” (Aschwanden), 338–50; “Why
Privacy Matters Even If You Have ‘Nothing to Hide’ ” (Solove),
360–66, 385
reflecting on, 393–94
thinking about, 118
post hoc fallacy, 62–63
preface
APA citation, 650
MLA citation, 635
prepositional phrases, 77, 113
prepositions, 78
present tense, 216, 622
primary sources, 586, 591. See also field research
problem-solving essays. See proposals
“Problem When Sexism Just Sounds So Darn Friendly, The”
(Tannenbaum), 246–53, 267
process
annotating, 35–36
assumptions analysis, 48–50
compare-contrast. See comparing and contrasting
contextualizing, 50–51
inquiry, 15–16. See also questions
inventory taking, 40–41
mapping, 42–43
outlining, 41–42
paraphrasing, 45–46
search. See searches
skimming, 46–47
summarizing, 44–45
synthesizing, 47–48
writing, 14–33
process narration, as explanatory strategy, 268
profiles, types of, 122. See also observations
pronouns
ambiguous references, 511
first-person, 185, 188
inclusive, 66, 188
pronoun referents, 227–28
proofreading. See editing and proofreading
proposals, 458–512
analysis, 465, 474, 478–79, 480–81, 485–86, 492, 497–98;
numbering, 474–75; objections, responding to, 460, 467, 492–93,
498, 510; organization, 460, 467–68, 474–75, 510; patterns of
opposition, 480–81; problem, presenting, 460, 465–66, 479–80,
509; reading for meaning, 459, 464–65, 473–74, 478–79, 485–86,
491–92, 497–98; reading like a writer, 459–60, 465–68, 474–75,
479–80, 486, 492–93, 498, 556–57; read to respond, 464–65, 473–
74, 478, 485, 491, 497; refuting and conceding, 467, 492–93, 498,
510; reviewing dra , 509–10; rhetorical questions, 468; solution,
presenting, 460, 466, 486, 509; summarizing, 464, 473, 478, 485,
491, 497; topic sentences, 468; transition words, 468, 492
guide to writing, 500–512, 579; alternative solutions, responding
to, 506; audience and purpose, 503; dra , editing and
proofreading, 511; dra , reviewing and improving, 509–11;
dra , revising and troubleshooting, 510–11; dra , writing, 500–
509; dra ing the proposal, 508–9; objections,
anticipating/responding, 505–6, 510, 511; organization, 508, 510,
511; peer review guide, 509–10; problem, choosing, 500–501;
problem, presenting, 501–3, 509, 510; research, 504–5; solution,
finding and presenting, 501, 503–4, 505–6, 509, 511; statistics,
502, 507; visuals and other media, using, 508; working thesis,
formulating, 506; writing assignment, 500
readings: “Adapting to the Disappearance of Honeybees”
(Benge), 494–98, 504, 505; “How to Raise Americans’ Wages”
(Meyerson), 469–75, 504, 506; “Last Straw, The” (Wong), 459–68,
507; “Ounces of Prevention-The Public Policy Case for Taxes on
Sugared Beverages” (Brownell and Frieden), 487–93, 504, 507,
508; “Skim Reading Is the New Normal” (Wolf), 476–81, 504;
“Why Not a Football Degree?” (Shughart), 482–86, 506
reflecting on, 512
thinking about, 459
ProPublica, 613
ProQuest Central, 594
ProQuest Newspapers, 594
PSYCArticles, 588
PsycINFO, 594
public addresses, MLA citation, 640
publication information, for sources, 588, 609–10, 611–13
Publication Manual of the American Psychological Association, 645
punctuation
brackets, 389, 620–21, 622
colons, 624
commas, 168, 624
ellipses, 389, 619–20, 646, 648
periods, 620, 621
quotation marks, 168, 389, 621, 622–23, 636
with quotations, 168, 619–21, 624
slash, 623
with subordinating conjunctions and conjunctive adverbs, 393
purpose. See audience and purpose
qtd. in, 631

qualifying terms, 12, 327
questionnaires, 603–6. See also surveys
questions. See also inquiry
academic, 1–2
for audience and purpose exploration, 326–27
checklist, 603
closed, 601, 603, 604
curiosity and asking, 1–2, 4–12, 15–16
for feedback, 17, 25–27
forced-choice, 602
forecasting, 253
for idea generation, 17, 18–21
interview, 166, 601–2
leading, 602
multiple choice, 603, 604
open, 601, 603, 604
for position argument presentation, 383–84
ranking scale, 603, 604
research, 584, 587
rhetorical, 68–69, 308, 431, 468
for speculative argument topic framing and exploration, 445,
449
for subject assessment, 325–26
survey, 603
two-way, 603, 604
for visuals analysis, 52
quotation marks
with quotations, 168, 389, 621, 622–23
single, 621
title within a title, 636
quotations. See also dialogue
altering, 619–22
block, 623–24, 629
in concept explanations, 244, 266–67, 269
of dialogue, 109, 115, 167
in evaluations, 315, 331
grammatical tangles, avoiding, 621–22
integrating in writing, 167–68, 244, 266–67
in-text, 622–23
introducing, 622, 624
punctuating, 168, 619–21, 624. See also quotation marks
reasons to use, 619
in research projects, 618–24
sic with, 619
speaker tags, 109, 115, 127, 167
subject, presenting through, 130, 135
to support evidence, 359, 617–24
well-known, not cited, 616
radio programs, MLA citation, 641–42

ranking scale questions, 603, 604
Rasmussen Reports, 448
Reading for Meaning
autobiographies, 72, 76–77, 93–94, 98, 103–4, 108–9
concept explanations, 220, 226, 234–35, 243–44, 252–53, 257, 262
evaluations, 276, 280–81, 296–97, 301–2, 307–8, 313–14, 320–21
multi-genre writing, 515, 529–30, 538–39, 548–49, 555–56, 559–
60, 569
observations, 123, 126–27, 134–35, 142–43, 148–49, 156–57, 161–
62
position arguments, 339, 345–46, 353–54, 358–59, 365, 372–73,
379–80
proposals, 459, 464–65, 473–74, 478–79, 485–86, 491–92, 497–98
reflections, 178, 182, 187–88, 192–93, 197–98, 203, 208
speculative arguments, 397, 399–400, 411–12, 421–22, 430–31,
436, 442
autobiographies, 72, 77–80, 94–95, 98–99, 104–5, 109–10
concept explanations, 220, 226–29, 235, 244–45, 253, 258, 262–63,
515, 530–31, 539–40
evaluations, 276, 281–86, 297, 302, 308, 314–15, 321–22, 560–61
multi-genre writing, 515, 530–34, 539–41, 549–50, 556–57, 560–61
observations, 123, 127–30, 135–36, 143, 149–50, 157–58, 162–63,
515, 531–32, 549–50
position arguments, 339, 346–50, 354, 359, 366, 373, 380, 515,
532–33, 569–70
proposals, 459–60, 465–68, 474–75, 479–80, 486, 492–93, 498, 556–
57
reading strategies, 35, 68–69
reflections, 178–79, 182–85, 188–89, 193, 198, 203–4, 208–9, 549–
50
speculative arguments, 397, 400–403, 412, 422–23, 431–32, 437,
442–43, 539–40
reading strategies, 34–69. See also guide to reading under specific types
of essays
annotating, 4, 34, 35–40, 51, 58–59, 105
assumptions analysis, 35, 48–50
combining. See Combining Reading Strategies
comparing and contrasting, 34, 35, 57–60, 105, 136–37
contextualizing, 35, 50–51, 99, 136–37
emotional manipulation, recognizing, 34, 35, 65
figurative language, exploring, 35, 51–52
inventory taking, 34, 40–41, 105, 189
logical fallacies, recognizing, 35, 62–64
logic of argument, evaluating, 35, 60–62
mapping, 35, 42–43
opposition patterns, looking for, 35, 55–56, 480–81
outlining, 34, 41–42, 44
paraphrasing, 35, 45–46
patterns of opposition, looking for, 35, 55–56
reading like writer, 35, 68–69
skimming, 35, 46–47
summarizing, 35, 44–45
synthesizing, 35, 47–48
values and beliefs, challenges to, 34, 35, 57, 99
visuals analysis, 35, 52–55, 381
writers’ credibility, evaluating, 35, 66–68
reasoned argument, 337. See also position arguments
reasoning
circular, 64
either/or, 63
reason is because, 456
reasons. See also evidence
to support judgment, 282–83, 328, 348–49
to support position, 337, 354, 359, 385–86, 387, 388
to support solution, 505, 511
recursion, 16, 19, 28, 33
red herring fallacy, 64
references list, APA style, 645–46, 647–54
reference works
APA citation, 650
library, types of, 587
MLA citation, 637
refinement, 11
Reflecting On
autobiography, 121
concept explanation, 274
evaluation, 336
observation, 175–76
position argument, 393–94
proposals, 512
reflection, 218
speculative argument, 457
reflections, 177–218
on challenges to values and beliefs, 34, 35, 57, 99
as metacognition, 2, 12, 121, 176, 218, 274, 336, 394, 457, 582
guide to reading, 178–210; anecdotes, 184, 193; annotating, 178,
179–81, 189; assumptions analysis, 182, 188, 192, 198, 203, 208;
coherence, 179, 184–85, 198; comparing and contrasting
readings, 209–10; emotional manipulation, recognizing, 209–10;
figurative language, 189; first-person and inclusive pronouns,
185, 188; inventory taking, 189; occasion, presenting, 179, 182–
83, 203–4, 549; persona/voice of writer, 185; readers, engaging,
179, 185, 188–89, 193; reading for meaning, 178, 182, 187–88,
192–93, 197–98, 203, 208; reading like a writer, 178–79, 182–85,
188–89, 193, 198, 203–4, 208–9, 549–50; read to respond, 182,
187–88, 192, 197, 203, 208; reflections, developing, 179, 183–84,
208–9; reviewing dra , 215–16; summarizing, 182, 187, 192, 197,
203, 208
guide to writing, 211–18, 578; coherence, 216; dra , editing and
proofreading, 216–17; dra , reviewing and improving, 215–20;
dra , revising and troubleshooting, 216–17; dra , writing, 211–
15; dra ing reflective essay, 215; occasion, presenting, 211–12,
215, 216–17; paraphrasing, 214–15; peer review guide, 215–16;
readers, engaging, 216; reflection, shaping and developing, 212–
14, 216; sources, working with, 214–15; subject, choosing, 211–
12; visuals, using, 214; working thesis, formulating, 214; writing
assignment, 211
on interviews, 602
readings: “Black Men and Public Space” (Staples), 178–85, 212;
“I, Wonder: Imagining a Black Wonder Woman” (Rupert), 199–
204; “Leave Your Name at the Border” (Muñoz), 194–98, 214;
“Our Scars Tell the Stories of Our Lives” (Jennings), 186–89, 215;
“Pain of the Watermelon Joke, The” (Woodson), 190–93, 209–10;
“Starving for Control” (Wright), 205–10
reflecting on, 218
thinking about, 178
reframing, 400
refutation
in evaluation, 283–84, 308, 329–30, 331, 333, 335
introduction of, 11–12
in position arguments, 349–50, 380, 387–88, 390, 391, 532–33
in proposals, 467, 492–93, 498, 510, 511
signal phrase for, 380
in speculative argument, 402, 431–32, 452, 453, 454, 455
RefWorks, 589
reliability, statistical, 348, 507
religious work, MLA citation, 631, 636
repetition
as cohesive device, 184, 198
as intensifying strategy, 77
of key words, 77, 184, 198, 285
of sentence pattern, 77, 227, 235
of sentence structure, in paraphrases, 626
of thesis, 348, 373
republished books, MLA citation, 636
research. See also field research
for concept explanation, 228, 244, 265–66, 267
for evaluation, 283, 297, 328–29
for observational writing, 165–67
for position arguments, 385, 386
for proposals, 504–5
for speculative argument, 437, 447–48
in writing process, 17, 20
research projects
annotated bibliographies, creating, 589–90
ethics of, 164–65
evidence for, 585, 618–24
field research, 586, 599–606. See also interviews; observations
log for, 584, 587–88
paraphrasing in, 618–19, 624–26
plagiarism, avoiding, 585, 616–17
planning, 583–85. See also sources
quotations in, 618–24
research questions for, 584, 587
rhetorical situation, analyzing, 561, 586
schedule, setting, 586
sources, evaluating, 585, 587, 607–14
sources, searching, 584–85, 586–87, 591–98
sources, using, 615–26
subject, choosing and narrowing, 584, 586–87
summarizing in, 618–19, 626
working bibliographies, creating, 584, 588–89
responsibility, 2
reviews. See also evaluations; peer reviews
APA citation, 652
MLA citation, 640
revising, 18, 19, 28–33. See also specific types of essays
rhetoric, 12, 49
rhetorical context, of visuals, 54–55
rhetorical questions, 68–69, 308, 431, 468
rhetorical sensitivity
academic habits of mind and, 3, 12–14, 323, 381, 499, 571
autobiography, 110
evaluation, 276, 323
multi-genre writing, 514, 571
observation, 163
position argument, 338, 381
proposal, 459, 499
reflection, 178, 210
speculative argument, 396, 443
rhetorical situations, 13. See also specific types of essays
“Rise of Crowdsourcing, The” (Howe), 236–45
Romano, Christine, “Jessica Statsky’s ‘Children Need to Play, Not
Compete’: An Evaluation,” 302, 317–22, 327, 331–32
Rosen, Christine, “Myth of Multitasking, The,” 309–16
RSS (really simple syndication) feeds, 597
Rupert, Maya, “I, Wonder: Imagining a Black Wonder Woman,” 199–
204
SAGE Knowledge, 266

scene, analyzing visuals, 54
schedule
for interviews/observations, 166
scholarly journals
APA citation, 651
scholarly projects, MLA citation, 643
scratch outline, 41, 44
searches
broadening or narrowing, 592, 594
government sources, 386, 488, 595–96
Internet, 266, 328–29, 386, 448, 504–5, 584, 586–88, 595–98
key word, 328–29, 386, 447, 504–5, 587–88, 591–92
library databases/catalogs, 266, 328–29, 386, 448, 504–5, 584,
587–88, 591–95, 596
research project, 584–85, 586–87, 591–98
secondary sources, 586, 591, 616, 631, 647
Sedaris, David, “Me Talk Pretty One Day,” 81–85, 115
sensory details, 167
sentence errors
fragments, 393, 622
in quotations, integrated, 619
sentences, writing
patterns: to make logical argument, 401; to redefine position
argument, 346, 366; repetition of, 77, 227, 235
repetition of structure, in paraphrases, 626
topic sentences, 227, 285–86, 468, 575–76
Sentence Strategies
logical arguments, presenting, 401
perspective of writer, exploring, 116
position arguments, presenting, 383–84, 385
problem, presenting, 502–3
readers’ values, considering, 503
refuting and conceding, 12, 284, 329–30, 349–50, 452
solutions, supporting, 505
sources, incorporating, 114
sources, synthesizing, 615
speculative argument cause/effect, considering, 447, 449
subjects, assessing, 325–26, 327
working thesis, formulating, 327, 385, 450–51
series of books, MLA citation, 637
Shah, Saira, “Longing to Belong,” 96–99, 113
Shankar, Arjun, “Curiosity and Education: A White Paper,” 7–9
Shughart, William F., II “Why Not a Football Degree?,” 482–86, 506
“Shyness: Evolutionary Tactic?” (Cain), 220–29, 267
sic, 619
signal phrases
author of source in, 228, 269, 451, 616, 628–30, 645–46
in-text citation examples, 627, 628–30, 645–46
for refuting and conceding, 380
significance
autobiographical, conveying, 72, 80, 85, 104–5, 118, 120
cultural, of observation subject, 169–70
of figurative language, exploring, 35, 51–52, 189
similes
annotating, in reflections, 189
defined, 51
for describing subject, 79, 94, 114, 127
skimming, 35, 46–47
“Skim Reading Is the New Normal” (Wolf), 476–81, 504
slash, in quoted poetry, 623
slippery-slope fallacy, 62
Snopes, 613
social and cultural context
reflection on, 177–78
significance of observation subject in, 169–70
of visuals, 55
social networking sites
as sources, 597
surveys on, 603, 605
“#socialnetworking: Why It’s Really So Popular” (Pangelinan), 438–
43, 451
Solove, Daniel J., “Why Privacy Matters Even If You Have ‘Nothing to
Hide,’” 360–66, 385
solutions, proposed. See proposals
sound recordings, APA citation, 652
“Soup” (New Yorker), 123–30, 167, 170
sources. See also Internet research; library research; Working with
Sources
acknowledging, 616–17. See also documentation
annotated bibliography of, 589–90
authors of. See authors
claims, supporting with, 617–26
corroboration of, 613
credentials of, 228, 244–45, 269, 388, 451, 507
credibility of writer reinforced with, 388–89
credibility/reliability of, establishing, 507, 585, 587, 596, 597–98,
609–14
documenting. See APA style; in-text citations; MLA style
evaluation of, 8, 585, 587, 607–14
evidence from. See evidence
finding, 591–98. See also searches
government. See government sources
integrating in writing, 44, 45. See also paraphrasing; quotations;
summarizing; specific types of essays
interactive, 597–98, 643–44, 653–54
judgment, supporting with, 314–15
location information, 588
multimedia, 640–42, 652–53
note taking, 589, 590. See also log, for research; working
bibliographies
plagiarism, avoiding, 389, 585, 616–17
primary, 586, 591
publication information, 588, 609–10, 611–13
relevant, choosing, 389, 585, 607–8
scholarly versus popular, 610–11
searches for. See searches
secondary, 586, 591, 616, 631, 647
signal phrases, use with, 228, 269, 451, 616, 627, 628–30, 645–46
for statistics, 596
synthesizing information from, 35, 47–48, 245, 615
titles of works, 588, 636
using, for research projects, 615–26
variety of, using, 451
for visuals, citing, 616
working bibliography of, 584, 588–89
writing process tracking, 20, 25, 32–33
writing quality of, 613
spatial organization, 78, 128, 162–63, 171, 174
speaker tags
in autobiography, 109, 115
in observational writing, 127, 167
specialized databases, 594
specialized encyclopedias, 587
spectator role, of writer, 129, 168, 172, 531
speculative arguments, 395–457
analysis, 400, 411–12, 422, 430–31, 436, 442; contextualizing, 432;
credibility of writer, establishing, 397, 402–3, 437; logical
argument, making, 397, 401–2, 412, 454, 539–40; objections,
responding to, 397, 402, 431–32, 454; readers, analyzing, 446;
reading for meaning, 397, 399–400, 411–12, 421–22, 430–31, 436,
442; reading like a writer, 397, 400–403, 412, 422–23, 431–32, 437,
442–43, 539–40; read to respond, 399–400, 411, 421–22, 430, 436,
442; refuting and conceding, 402, 431–32, 454; reviewing dra ,
454; sources, citing, 412; subject, fair presentation, 397, 400–401,
422–23, 442–43, 454; subject, framing/reframing, 400, 442;
summarizing, 399, 411, 421, 430, 436, 442; visuals, analyzing, 432
guide to writing, 444–57, 579; causes or effects, choosing and
analyzing, 447–50; credibility of writer, establishing, 455–56;
dra , editing and proofreading, 456; dra , reviewing and
improving, 453–56; dra , revising and troubleshooting, 454–56;
dra , writing, 444–53; dra ing cause or effect argument, 453;
objections, responding to, 451–52, 453, 455; organization, 453,
456; peer review guide, 454; purpose, considering, 450; refuting
and conceding, 452, 453, 455; research, 447–48; sources,
integrating, 451, 452; subject, choosing, 444–46; subject,
exploring, 446–47; visuals, using, 452; working thesis statement,
formulating, 450–51; writing assignment, 444
in multi-genre writing, 535, 539–40, 562, 579
readings: “Escape the Echo Chamber” (Nguyen), 413–23; “Is
Google Making Us Stupid?” (Carr), 424–32; “Mental Strain of
Making Do with Less, The” (Mullainathan), 433–37; “Patterns of
Death in the South Still Show the Outlines of Slavery” (Barry-
Jester), 404–12; “#socialnetworking: Why It’s Really So Popular”
(Pangelinan), 438–43, 451; “Why We Crave Horror Movies”
(King), 396–403
reflecting on, 457
thinking about, 396
stance of writer, 550, 561. See also perspective of writer
Staples, Brent, “Black Men and Public Space,” 178–85, 212
static verbs, 77
statistics
believability/credibility of, 61, 348, 507
in evaluations, 281, 283, 297
genre and use of, 7
numbers to present, 456
persuasive, features of, 507
in proposals, 466, 502, 507
sources for, 596
in speculative arguments, 431, 448, 451, 456
to support evidence, 8, 283, 297, 348
Statsky, Jessica, “Children Need to Play, Not Compete,” 374–81, 385,
388–89
straw-man fallacy, 63–64, 452
student essays
“Adapting to the Disappearance of Honeybees” (Benge), 494–98,
504, 505
“Art and Creativity of Stop-Motion, The” (Tucker), 259–63
“Bringing Ingenuity Back” (Fine), 159–63, 168
“Children Need to Play, Not Compete” (Statsky), 374–81, 385,
388–89
“Deeper Look at Empathetic and Altruistic Behavior, A” (Terbor),
562–71, 574, 576
Evaluation” (Romano), 302, 317–22, 327, 331–32
“Measuring the Value of College” (Jiménez), 29–33
“Mrs. Maxon” (Jameson), 106–10, 114
“#socialnetworking: Why It’s Really So Popular” (Pangelinan),
438–43, 451
“Typing vs. Handwriting Notes: An Evaluation of the Effects of
Transcription Method on Student Learning” (Hertogs), 287–97,
316
writing process, 18–33
subject headings, 583
subject-specific databases, 594
subordinating conjunctions, and fragment errors, 393
summarizing
autobiographies, 76, 84, 93, 98, 103, 108, 109–10
in concept explanation, 227, 269
concept explanations, 226, 234, 243, 252, 257, 262
dialogue, 109–10, 115
evaluations, 280, 296, 301, 307, 313, 320
in evaluations, 315, 331–32
multi-genre writing, 529, 538, 548, 555, 559, 569
observations, 126, 134, 135, 142, 148, 156, 161
position arguments, 345, 353, 358, 365, 372, 379
proposals, 464, 473, 478, 485, 491, 497
reflections, 182, 187, 192, 197, 203, 208
speculative arguments, 399, 411, 421, 430, 436, 442
subject, presenting through, 135
to support evidence, 8, 618–19, 626
survey results, 605–6
support. See also evidence
of claims, 617–26
of judgment, 275, 276, 282–83, 297, 314–15, 328, 333, 334, 560–61
of logical argument, 401–2, 412
of position, 337, 348–49, 354, 359, 385–86, 387, 388
of solution, in proposals, 505, 511
source information for, 245, 314–15, 617–26
strategies to add, 7
SurveyGizmo, 603
SurveyMonkey, 603, 605
surveys, 329, 586, 603–6
symbolism, 51, 65, 189, 282
synonyms, for key terms, 227, 588, 592
synthesizing, 35, 47–48, 245, 615
Talking to Learn, 12
Tannenbaum, Melanie, “Problem When Sexism Just Sounds So Darn
Friendly, The,” 246–53, 267
television programs
APA citation, 652
Terbor, Aru, “Deeper Look at Empathetic and Altruistic Behavior, A,”
562–71, 574, 576
thank yous, a er interviews, 602
that
ambiguous use of, 511
with quotations, 624
“There’s No Such Thing as ‘Sound Science’” (Aschwanden), 338–50
thesis
in concept explanations, 270
forecasting in. See forecasting statements
formulating. See working thesis
in position argument, 347–48, 373, 384–85, 390
Thinking About
autobiography, 72
evaluation, 276
observation, 123
position argument, 118
proposals, 459
reflection, 178
this, ambiguous use of, 511
Thompson, Gabriel, “Gringo in the Lettuce Fields, A,” 138–43, 169,
170–71
Tierney, John, “Do You Suffer from Decision Fatigue?,” 230–35
time
adverbs/prepositions of, 78
chronological order, 131, 401, 540, 597, 649
time markers, 78, 212
transitions of, 78, 184
time-based medium, work in, MLA citation, 632
titles of works
title within a title, 636
in working bibliography, 588
Tokumitsu, Miya, “In the Name of Love,” 367–73, 381, 385
tone
in academic discourse, 13
analyzing visuals, 54
assumptions relayed in, 8, 49
in dialogue, 114
in evaluations, 308, 316
explanatory, 258
of observations, 130, 167, 174
of position arguments, 392
and refutation, 12, 308
speaker tags to convey, 109, 167
topical organization, 128, 162, 171, 173
topics, choosing. See specific types of essays
topic sentences, 227, 285–96, 468, 575–76
trade publications, 610–11
transitional words and phrases
for coherence, 184
for comparing and contrasting, 149–50, 227, 322, 330, 350
as cueing device, 11, 149–50, 283–84, 285–86, 321–22, 575–76
for logical relationships, 286, 321–22
for organization, 227, 285–86, 321–22, 468, 575–76
for refuting and conceding, 492
for time and spatial relationships, 78, 184
translation
APA citation, 650
MLA citation, 635
Tucker, William, “Art and Creativity of Stop-Motion, The,” 259–63
“Tupac and My Non-Thug Life” (Desmond-Harris), 100–105, 115
Turkle, Sherry, “Flight from Conversation, The,” 355–59
Twitter, 597
two-way questions, 603, 604
“Typing vs. Handwriting Notes: An Evaluation of the Effects of
Transcription Method on Student Learning” (Hertogs), 287–97, 316
underlying cause, 447

unknown author
U.S. Census Bureau, 448, 507, 595
U.S. Government Printing Office, 595
U.S. government website, 507
U.S. State Department, 595
Us Weekly, 610
values and beliefs

assumptions reflecting. See assumptions
civility toward others’, 3, 12, 380
common ground on, 66, 388, 453, 508
critical analysis of, 3
evaluations reflecting, 282–83, 316, 331
of readers: appeals to, 349, 384; proposals considering, 503;
writing dra to appeal to, 17
reflecting on challenges to, 34, 35, 57, 99
value terms, 327
Van Dusen, Lewis H., Jr., “Legitimate Pressures and Illegitimate
Results,” 58–59
verbs
action, 77, 113, 212
incompatibility, and quotations, 621–22
in signal phrases, 269
static, 77
tense, 78, 216, 622
videos, online
APA citation, 652
MLA citation, 642
visualization, in cubing, 213
visuals
analyzing: compare/contrast readings for, 381; contextualizing
for, 432; as reading strategies, 35, 52–55, 381
composition of, 53
contexts of, 54–55, 432
criteria for analyzing, 53–55
mapping as, 17, 21, 35, 42–43, 600
people/main figures in, 54
scene in, 54
sources for, citing, 616
tone of, 54
use in written piece. See specific types of essays
words in, 54
voice of writer, 185
Web of Science, 266

websites. See also Internet research
APA citation, 653
bookmarking, 386, 448, 505
credibility of, 612–13
domains, 596, 612
Web sources. See Internet research
“What College Rankings Really Tell Us” (Gladwell), 303–8
“Who Gets to Decide What Belongs in the ‘Canon’?” (Morris), 535–41,
574
“Why Not a Football Degree?” (Shughart), 482–86, 506
“Why Privacy Matters Even If You Have ‘Nothing to Hide’ ” (Solove),
360–66, 385
“Why We Crave Horror Movies” (King), 396–403
Wikipedia
APA citation, 654
MLA citation, 644
as source, 586–87, 597
Wikis, 597. See also Wikipedia
Wolf, Maryanne, “Skim Reading Is the New Normal,” 476–81, 504
Wong, Alice, “Last Straw, The,” 459–68, 507
Woodson, Jacqueline, “Pain of the Watermelon Joke, The,” 190–93,
209–10
Word, 589
words. See also key words
analyzing visuals for, 54
borrowed, in paraphrases, 625–26
connotation of, 8, 183
emotionally charged, and bias, 67
exaggeratedly fancy, 258
qualifying, 11, 327
transitional. See transitional words and phrases
work in a time-based medium, citing for, 632
“Working at McDonald’s” (Etzioni), 276–86, 302, 327
working bibliographies, 584, 588–89
working thesis
for autobiography, 117
for concept explanation, 267
for evaluation, 327
for multi-genre writing, 574
for observation, 170–71
for position argument, 384–85
for proposal, 506
for reflection, 214
for speculative argument, 450–51
in autobiographies, 113–14
in concept explanations, 266–67
in evaluations, 331–32
in observations, 167–68
in proposals, 507
in reflections, 214–15
Works-Cited list
MLA style, 627, 632–44
in writing process, 25, 32–33
work without page numbers, MLA citation, 631–32
WorldCat, 448
World Cement, 610
Wright, Samantha, “Starving for Control,” 205–10
writers. See also authors
authoritative vs. authoritarian, 402
credibility of. See credibility of writer
persona of, 185, 403
perspectives of. See perspective of writer
reading like, 35, 68–69. See also Reading Like a Writer
role of, in observations, 129, 143, 168–69, 172, 531–32
stance of, 550, 561
writing process, 14–33. See also guide to writing under specific types of
essays
editing and proofreading, 18, 19, 29–33
feedback, 17, 19, 25–27
idea generation, 17, 18–21
planning dra s, 17, 19, 21–22, 28
recursive nature of, 16, 19, 28, 33
revising, 18, 19, 28–33
student sample, 18–33
writing dra s, 17, 19, 22–25
Writing to Learn
academic habits of mind, exploring, 4
autobiography, 110
evaluation, 322–23
observation, 163
position argument, 381
proposals, 499
pulling it all together, 14
reflection, 210
rhetorical sensitivity, developing, 14
Zoomerang, 605
Zotero, 589

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TWELFTH EDITION

Reading Critically, Writing Well

All rights reserved. No part of this book may be reproduced, stored

For information, write: Bedford/St. Martin’s, 75 Arlington Street,

ISBN 978-1-319-25473-5 (epub)

Reading Critically, Writing Well is designed for today’s students living

Analysis of content and meaning of readings

Hands-on activities in Reading Critically, Writing Well give students

FEATURES OF READING CRITICALLY,

An Inspiring and Practical Introduction to Writing

Chapter 1 introduces essential Academic Habits of Mind* that

1. Curiosity (The desire to know more about the world)

As students complete the reading and writing that this guide

Chapter 1 introduces these practices and habits of mind through a

Additionally, Chapter 1 introduces the sentence strategies that

Beyond modeling effective sentence strategies, Chapter 1 shows

The chapter concludes with an overview of the writing process,

Accessible, Engaging Readings

Reading Critically, Writing Well includes a great variety of readings

The ﬂexibility of Reading Critically, Writing Well makes it easy for

The most coverage of the reading-writing connection to support

Writing Analytically. The Reading for Meaning activities that

In short, the Guides to Writing help students make their writing

Hands-On Activities for Active Learning

Activities include the following:

Before and As You Read Questions. Pre-reading questions excite

NEW TO THIS EDITION

To this edition, Ellen C. Carillo (University of Connecticut) brings

More Activities to Encourage Inquiry and

The twel h edition helps students understand reading and writing

Because research has shown that when students reﬂect on their

Compelling New Readings — Combined with

The more than twenty new selections in the twel h edition of

At least one new longer reading per chapter offers instructors

Two New Chapters — Multi-Genre Writing and

A new Chapter 11, “Multi-Genre Writing: Pulling It All Together,”

A robust new Chapter 12 on the research process features strategies

Flexibility for Instructors

ALIGNS WITH WPA OUTCOMES

DESIRED OUTCOMES RELEVANT FEATURES OF

Learn and use key rhetorical Chapter 1 provides

Gain experience reading Chapter 2 provides a

Develop facility in In Chapters 3–11,

Understand and use a One of the book’s

Match the capacities of Chapters 3–11 emphasize

Critical Thinking, Reading, and Composing

Use composing and reading Chapter 1 defines reading

Read a diverse range of Chapter 1 teaches

Locate and evaluate Chapter 1 includes

Use strategies — such as Chapters 3–10 regularly

Develop a writing project Chapter 1 includes a

Develop flexible strategies The student essay in

Use composing processes Chapter 1 introduces the

Experience the collaborative The Guides to Writing in

Learn to give and act on The Peer Review Guide in

Adapt composing processes One of the book’s

Reflect on the development Students are introduced

Develop knowledge of Editing and proofreading

Understand why genre Chapter 1 prompts