The Bedford Handbook, 9th Edition

948 Pages·2013·20.87 MB·English

with
INTEGRATED
MEDIA
Ninth
Edition
eBedford
h
T
Handbook
Diana Hacker
Nancy Sommers
Brief Menu cd gcooomd/pwaerlal,t ibvaeds/ baanddl y 36 4T2h9e apostrophe v’ 52 Erevsa l5u3a8ting sources
superlatives a possessive nouns
preface for instructors v e double negatives b indefinite pronouns Writing mla papers
introduction: Becoming a college Writer 1 27 Standard English c contractions MLA 556
Part i the Writing process 9 a ivrerergbu floarr mvesrb vsb 338 d pleltutrearlss, eotfc n.umbers, 53 Thesis 557
1 Exploring, planning, and drafting 11 b lie, lay e misuses 54 Avoiding
2 Revising, editing, and reflecting 49 c -s endings 37 Quotation marks plagiarism 563
P3a rBt uiiil dinag ceaffdecetmiveic p arreagardaipnhgs an8d7 Writing 107 defg tmo-eemdno soietednteddi nvgesrbs ab “dqq uuir”ooe ttcaa4ttt 3qiioo4unno twaittihoinns a 5556 DIsnootuecrgucrmeastei nn5gt7a 0tion 582
4 Reading and writing critically 109 c titles
5 Reading and writing about images and multimodal texts 127 Vi multilingual d words as words 57 Format 652
6 Reading and writing arguments 141 Writers and esl e with other punctuation sample mla paper 656
f misuses
7 Reading and writing about literature 176 challenges 357 Writing apa papers
Part iii clear sentences 199 28 Verbs ESL 358 3398 OEnthde pr upnucntcutautaiotino n4 42 APA 662
8 Active verbs 200 29 a, an, the ESL 375 marks 444 58 Thesis 663
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11 P45a rEVt amirVipe htya Wsis2o 4r5d2 3c2hoice 251 ah.cvaoacmiklae/bbrlheea danht dabnodobkoso k. 3Va2i iwT hiptehu cnanocdtm,u bmautati,o e,^nt c4.02401 4V0ii iaA bbmbbrer ec4hv5iaa0ntiiocsn s 449 62 Fsaomrmplaet a 7pa2 3paper 729
1167 WApoprdroyp sreianttee lnacnegsu ag2e5 2257 bc sipnehtrrriaeossdeusctory clauses, 4421 NItaulmicbs eitrasl n4u5m6 454 C6W3hi rcCiatghionic g7a 3gC9ho ipCaagpoe rpsa p7e3r9s
18 Exact words 269 d coordinate adjectives 43 Spelling sp 459 a thesis
Part V grammatical sentences 277 ef tnroannrseitsitornicst,i ve elements 44 The hyphen hyph 468 bc ianvtoeigdriantgin pgl asgoiuarrcisems
19 Sentence fragments 278 parenthetical 45 Capitalization d documentation
20 Run-on sentences 286 epxhpraresesssi,o cnosn, tarbassotslute cap 472 ef sfoarmmpalet Chicago
21 Subject-verb agreement ( is or are etc.) 295 g direct address, yes and iX grammar pages 783
22 Pronoun-antecedent agreement (singular or plural) 307 ninot,e irnjetecrt rioongsative tags, Basics 477
23 Pronoun reference (clarity) 313 h he said etc. Xi Writing in the
24 Pronoun case ( I or me etc.) 319 i dates, addresses, titles, 46 Parts of speech 478 disciplines 789
25 who or whom 326 numbers 47 Sentence
2267 ASdtajencdtaivrde sE anngdlis ahd vveerrbb sfo (grmoos d o3r3 w8ell etc.) 330 33 Uconmnemcaess snaor ,y 417 48 Spautbtoerrndsin a4t9e0 word 64 wWidri t7in9g0 in a discipline
Part Vi multilingual Writers and esl challenges 357 3a4 Tinhdee pseenmdeicnot clolanu ;se 4s22 49 gSreonutpens c4e9 t9ypes 509 65 Aaspspigronamcehnintgs wid 797
28 Verbs 358 b with however etc.
29 Articles 375 c series X researched appendix: a document
30 Sentence structure 386 d misuses Writing 513 design gallery dd 805
31 Prepositions and idiomatic expressions 396 35 The colon : 427 glossary of usage
a before a list, an 50 Thinking like a gl/us 818
Part Vii punctuation 401 aqpupootastitioivne, or a researcher res 515 ansWers to lettered
32 The comma 402 b conventional uses 51 Managing exercises 836
33 Unnecessary commas 417 c misuses information res 530 index Index–1
34 The semicolon 422
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35 The colon 427
36 The apostrophe 429
37 Quotation marks 434
38 End punctuation 442
39 Other punctuation marks 444
Part VIII Mechanics 449
40 Abbreviations 450
41 Numbers 454
42 Italics 456
43 Spelling 459
44 The hyphen 468
45 Capitalization 472
Part IX Grammar Basics 477
46 Parts of speech 478
47 Sentence patterns 490
48 Subordinate word groups 499
49 Sentence types 509
Part X Researched Writing 513
50 Thinking like a researcher; gathering sources 515
51 Managing information; taking notes responsibly 530
52 Evaluating sources 538
WRitinG MLA pApeRs 556
53 Supporting a thesis 557
54 Citing sources; avoiding plagiarism 563
55 Integrating sources 570
56 MLA documentation style 582
▶ MLa DIrectory: Works cIteD MoDeLs 598
57 MLA manuscript format; sample research paper 652
WRitinG ApA pApeRs 662
58 Supporting a thesis 663
59 Citing sources; avoiding plagiarism 666
60 Integrating sources 671
61 APA documentation style 680
▶ aPa DIrectory: reference LIst MoDeLs 688
62 APA manuscript format; sample research paper 723
WRitinG ChiCago pApeRs 739
63 Chicago papers 739
▶ ChiCago DIrectory: notes anD BIBLIograPhy 754
Part XI Writing in the Disciplines 789
64 Learning to write in a discipline 790
65 Approaching writing assignments in the disciplines 797
AppenDiX: A DOCUMent DesiGn GALLeRY 805 • GLOssARY OF
UsAGe 818 • AnsWeRs tO LetteReD eXeRCises 836
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Ninth
Edition
e
Bedford
h
T
Handbook
Diana Hacker
Nancy Sommers
Harvard University
bedford/st. martin’s
Bo sTon ◆ new york
00_HAC_0802_FM_i_xxxii.indd 3 27/08/13 12:20 AM
For Bedford/St. Martin’s
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Copyright © 2014, 2010, 2006, 2002 by Bedford/St. Martin’s
All rights reserved. No part of this book may be reproduced, stored in a
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the Publisher.
Manufactured in the United States of America.
8 7 6 5 4 3
f e d c b a
For information, write: Bedford/St. Martin’s, 75 Arlington Street,
Boston, MA 02116 (617-399-4000)
ISBN 978-1-4576-0803-2 (Instructor’s Annotated Edition)
ISBN 978-1-4576-0801-8 (hardcover Student Edition)
ISBN 978-1-4576-0802-5 (softcover Student Edition)
Acknowledgments
Acknowledgments and copyrights are continued at the back of the book on
pages 853–54, which constitute an extension of the copyright page. It is a
violation of the law to reproduce these selections by any means whatsoever
without the written permission of the copyright holder.
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Preface for Instructors
Use a handbook. start a habit.
Dear Colleagues:
Welcome to the ninth edition of The Bedford Handbook.
Two questions guided my work on this edition: How do students
become college writers? And how can a handbook help students
learn the expectations of academic writing? We know that becom-
ing a confident college writer is an apprenticeship, a process that
takes practice and doesn’t happen — for any student — in a sin-
gle course or semester. And we also know that the more students
rely on their handbook and learn from its lessons, the more effec-
tive they will become as writers.
So to prepare for the ninth edition, I did what we ask of
our students — research — and surveyed more than 1,000 first-
year writers at 35 colleges and universities to learn how students
interpret their college writing assignments and read their teach-
ers’ comments, how they define revision and research, and how
they endeavor to become good academic writers. I listened to
Nancy Sommers with college writers
v
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vi Preface for instructors
students’ questions and assumptions about college writing — as
well as their advice for their fellow students.
The results of the survey clearly pointed to this conclusion:
Students are more likely to become successful college writers
if they develop good habits. In other words, good academic
habits make good college writers. These habits — curiosity,
engagement, responsibility, and reflection, often called habits
of mind — develop over time and provide a foundation for aca-
demic success. This discovery reinforces what many of us have
learned from the literature in composition (especially from the
recent work of the Council of Writing Program Administrators1)
and has allowed me to imagine, in response, practical handbook
advice for students.
As you look through the ninth edition, you’ll discover many
innovations inspired by the survey to help your students become
curious, engaged, responsible, and reflective readers and writers.
All good writing, for instance, starts with curiosity, and in the
ninth edition students are offered specific strategies that foster
curiosity: asking questions, practicing inquiry, finding entry
points in research conversations, and developing thesis state-
ments to open up conversations with their readers. And to foster
engagement, the new edition offers much more practical s upport
for reading and conversing with texts in a variety of modes and
genres and for reading drafts, both students’ own work and the
work of peers. To become engaged writers, students need to
become thoughtful, engaged readers.
One of the most important habits students can learn is how
to use a handbook to answer the basic question “How do I write
a good college paper?” Using a trusted, authoritative reference
1. “Framework for Success in Postsecondary Writing” (2011),
developed jointly by the Council of Writing Program Administrators, the
National Council of Teachers of English, and the National Writing Project,
offers a discussion of habits of mind as they relate to college readiness and
college success and shares methods for relevant rhetorical instruction.
00_HAC_0802_FM_i_xxxii.indd 6 26/08/13 10:34 AM
Preface for instructors vii
is a good academic habit that will serve your students through-
out their college careers. Doing so demonstrates responsibility.
To encourage students to use their handbooks, the ninth edition
includes the topics, advice, and examples you’d expect in the
print pages of the book — accompanied by many, many oppor-
tunities to practice its lessons online in the book’s e-Pages.
In the new e-Pages, you’ll find writing prompts, called As
you write, that ask students to apply handbook advice to their
own work and practice the skills they need for college writ-
ing — crafting and revising thesis statements, asking a research
question, reading texts critically, writing in various genres, edit-
ing their work, and making revision suggestions to peers. You’ll
also find exercises on every grammar, style, and punctuation
topic. These are in addition to the exercises offered in the print
book. The e-Pages encourage students to develop habits of curi-
osity, engagement, responsibility, and reflection as they develop
the habit of using their handbook.
The ninth edition serves your needs as well as your students’
needs. The Instructor’s Annotated Edition shares more than 100
tips from my own teaching — ways to integrate the handbook
and facilitate your students’ development as writers, editors, and
researchers. And you’ll find that having the handbook in a com-
bined print and online format allows you to insert custom con-
tent, such as favorite assignments or handouts, as new e-Pages,
easily and conveniently. The content becomes more useful, and
teaching with the handbook becomes even easier.
I am eager to share the ninth edition of The Bedford Hand-
book with you and with your students.
00_HAC_0802_FM_i_xxxii.indd 7 26/08/13 10:34 AM
viii Preface for instructors
What’s new in this edition?
(cid:114)(cid:1) Research-based strategies for becoming a college
writer. A new introduction and six new Becoming a college
writer pages help students develop the academic habits that
will foster their success as college
writers: curiosity, engagement,
responsibility, and reflection. The
curiosityengagementresponsibilityreflection
pages offer insights and advice
Choose topics you care about
“Make connections between yourself and what you are learning. from the more than 1,000 college
Care about what you are learning, and care about how you are
learning.” —Shaye Heyman, student, University of New Mexico writers surveyed, provide a writing
College writing can seem intimidating, especially when you first
ftorry htoig hg rsacshpo hool ww reitxinpge.c Staotmionetsh fiongr cmoollereg ea nwdr itsinogm detifhfeinrg f rdoimffe trheonst e prompt that helps students draw
are being asked of you, but what?
ShayOe nHee wymaya tno s aupgpgreosatcsh, ise atoc hm caokllee gthee w erfiftoinrgt taos fisnigdn pmeersnot,n aasl on earlier experiences with writing,
connections with what you are learning. Writing about a topic you
care about enables you to write with more authority, confidence, and
success. Even when you’re not free to choose the topic, you can and direct them to practical help in
choose the angle by thinking, “What’s at stake here for me (or my
family, my community, my school)?”
their handbook.
● Remember a time when something you said or
wrote had power or really mattered. What do you
think made your words so powerful? Why?
(cid:114)(cid:1) Practicalwriting guides.
Five new writing guides sup-
port students as they compose
10 CCUUEEMxxhhnnOppooddllooeeooRrrssrrssiiEiinnnnttaaggggnn ssssdduuuuiinnbbbbggjjjjeeee aaccccnnttttssss ,,aa,,ss11ssbaiiggnnmmeenntt,,page 17 common college assignments:
arguments, analyses, annotated
Analytical Essay
Writing your analytical essay
Adttoohnenr r oopsafutfanaegganrh eldy y yo1sowwwu2iushhhr5r aaajo .uatttfd n iiattga mmmltyeteeexicaatn annta lss lolpo faae wtnnrhssddep y hhhetoeooocuxwwwt itvt oaeiitt n .emm dAx aa atskkomaee mpissne epiittr sslset uh mmaaend eepaaaea2lnn yrriitetnnniscagg dado.. l ef YY Peraooss auu stterraog xygg tes oo betsaaoeell g uiiisstinn -s Explore Gt(cid:116)(cid:116)(cid:116)oe WWaWqnbuehhhoeraaaaustttttt e iidiosts hoi ndtti hsshye e oetas e usutaxe cufiftxo?hntthr daa oy bsmro ’otsuohu rstet h?ta efnionsaltillesoyr wseoisrsin t cibgney:gn ,bt rsraualri nipdsreitsoainr?mg P,i nuogtr tprheuesz pazoluinnthgsoers’ s
thesis to the “So what?” test. (See(cid:1)(cid:81)(cid:15) 115.)
Key features (cid:116)What do your annotations of the text reveal about your
(cid:116)A careful and critical reading of a text reveals what the text says, how it response to it?
wdeotrakisls, oanf dth we hteaxt ti,t emsepaencsia. llIyn iatsn tahneasliyst iacnadl eesvsidaey,n ycoeu. pay attention to the Draft (cid:116)Dthraatf ty ao uwr othrkeisnigs tish ensoist tthoe f oscaumse y aosu rt haen aaluytshiso.r ’Rs ethmeesmisb. Yeorur
(cid:116)A thesis that offers a clear judgment of a text anchors your analysis. thesis presents yyyooouuurrr jjuuddggmmeenntt ooff tthhee tteexxtt..
Yteoxutr o trh tehseis r emsioglhutt iboen tohfe a a pnrsowbelerm to y ao uq uheasvteio ind eynotuifi headv ien pthoes etedx at.bout a (cid:116)Dpararaftg ara pplha nw tioll borrgieaflnyi zseu myomura rpizaera tghrea ptehxst. aYnodu ro ifnfetrro ydouucrt tohreysis.
(cid:116)Support for the thesis comes from evidence in the text. You summarize, Your body paragraphs will support your thesis with evidence
paraphrase, and quote passages that support the claims you make about from the text. Your conclusion will pull together the major
the text. points and show the significance of your analysis. (See 1d.)
(cid:116)A balance of summaryand analysis helps readers who may not be (cid:116)Identify specific words, phrases, and sentences as evidence
familiar with the text you are analyzing. Summary answers the question of to support your thesis.
wwwhhhaaattt aa tteexxtt ssaayyss;; aann aannaallyyssiiss llooookkss aatt hhhooowww aa tteexxtt mmaakkeess iittss ppooiinntt.. Revise Aussek tyhoeu fro rlelovwieiwnge rqs uteos gtiiovnes y toou gsupiedcei fithce ciro fmeemdebnatcsk. .You can
Thinking ahead: Presenting and publishing (cid:116)Is the introduction effective and engaging?
You may have the opportunity to present or publish your analysis in the form (cid:116)Is summary balanced with analysis?
oChefo lanp s myidoueultr i tmhoo obwdea talt deterd xrinet gas cuimhc hay ogauessr a ao usrl disdioeeun snchdeo. mw(Si gephere ts sseetcrnettinaogtniot h5ne..) n your analysis or (cid:116)(cid:116)(cid:116)DWIso htehaset toahbneja etlcyhtseiiossni sws o emflfl eiogrrh gat aconlteihzaeerrd jwu?d rAigtremer seth npeto roesf e ct ltheoea yrt oetouxtpr? iacnalysis?
sentences and transitions?
(cid:116)Is there sufficient evidence? Is the evidence analyzed?
(cid:116)Have you cited words, phrases, or sentences that are
summarized or quoted?
122 123
2nd Pages