Stepping Stones: A Guided Approach to Writing Sentences and Paragraphs PDF
Preview Stepping Stones: A Guided Approach to Writing Sentences and Paragraphs
Study, practice, and explore. bedfordstmartins.com/steppingstones You need value, and you want practical help with improving your writing. The Student Site for Stepping Stones gives you both, with lots of free and open resources that you can use any- where, anytime. • Access hundreds of additional exercises tailored to your needs. • Create a study plan. • Try more grammar tutorials. • View additional models of student paragraphs and essays. • Find useful forms for brainstorming, clustering, and outlining. • Discover a glossary of grammar terms. . . . and much more. Brief Contents PART ONE The Academic Paragraph 1 1 Seeing the Big Picture: Paragraphs, Purpose, and Audience 3 2 Developing a Topic 20 3 Organizing Your Ideas 39 4 Outlining Your Paragraph 66 5 Composing the Paragraph 88 6 Revising 113 PART TwO Expanding Your writing 137 7 Developing Details 139 8 Patterns of Development 171 9 Moving from Paragraphs to Essays 203 PART ThREE Grammar for Academic writing 223 10 The Simple Sentence 225 11 The Compound Sentence 255 12 The Complex Sentence 302 13 More Complex Sentences 328 14 Sentences with Modifiers 356 15 Using Verbs Correctly 381 16 Using Pronouns Correctly 416 PART fOuR A writer’s Reader 439 17 School and Learning 441 18 Prejudice and Forgiveness 449 19 Parents and Parenting 454 20 Work and Career 461 21 People and Pets 467 22 Deprivation and Privilege 473 23 Addiction and Risks 480 APPENDICES Appendix A: Punctuation and Capitalization 487 Appendix B: Guidelines for ESL Writers 500 Index 517 Reference Material R-1 i 01_JUZ_7913_FM_i-xxxvi.indd 1 17/11/11 3:05 PM this page left intentionally blank 01_JUZ_7913_FM_i-xxxvi.indd 2 17/11/11 3:05 PM Instructor’s Annotated Edition Stepping Stones A Guided Approach to writing Sentences and Paragraphs 01_JUZ_7913_FM_i-xxxvi.indd 3 17/11/11 3:05 PM 01_JUZ_7913_FM_i-xxxvi.indd 4 17/11/11 3:05 PM Stepping Stones SECOND EDITION A Guided Approach to writing Sentences and Paragraphs Chris Juzwiak Glendale Community College Bedford/St. Martin’s Boston ◆ New York Instructor’s Annotated Edition 01_JUZ_7913_FM_i-xxxvi.indd 5 17/11/11 3:05 PM for Bedford/St. Martin’s Executive Editor for Developmental Studies: Alexis Walker Senior Developmental Editor: Joelle Hann Senior Production Editor: Ryan Sullivan Senior Production Supervisor: Nancy Myers Senior Marketing Manager: Christina Shea Editorial Assistant: Emily Wunderlich Copy Editor: Steven Patterson Indexer: Melanie Belkin Photo Researcher: Connie Gardner Permissions Manager: Kalina K. Ingham Art Director: Lucy Krikorian Text Design: Claire Seng-Niemoeller Cover Design: Marine Bouvier Miller Cover Art: Sara Hillman Composition: Cenveo Publisher Services Printing and Binding: RR Donnelley and Sons President: Joan E. Feinberg Editorial Director: Denise B. Wydra Editor in Chief: Karen S. Henry Director of Development: Erica T. Appel Director of Marketing: Karen R. Soeltz Director of Production: Susan W. Brown Associate Director, Editorial Production: Elise S. Kaiser Managing Editor: Shuli Traub Library of Congress Control Number: 2011943130 Copyright © 2012, 2009 by Bedford/St. Martin’s All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by the Publisher. Manufactured in the United States of America. 6 5 4 3 2 1 f e d c b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN: 978-0-312-67599-8 (Student edition) ISBN: 978-0-312-57652-3 (Instructor’s annotated edition) Acknowledgments Acknowledgments and copyrights appear at the back of the book on page 515, which constitutes 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. 01_JUZ_7913_FM_i-xxxvi.indd 6 17/11/11 3:05 PM Preface for Instructors If your teaching experiences are like mine, many of the students entering your classroom have encountered repeated difficulty in the past. As chil- dren or young adults, they may have had negative experiences learning writing and grammar, considering these pursuits boring or confusing. They may even enter your course expecting to fail. Their prospects for success are not improved by textbooks that assume that students can make great strides in their writing skills based on minimal examples and activities. For example, how many students can truly learn to generate good ideas based on a few examples of clustering, listing, and freewriting and a few activities? And will they really be able to organize their ideas effectively based on only one or two examples of outlining? Often, when students are asked to make big leaps from their current skill levels to the skill levels required for college success, they become frustrated—and many of them give up. Stepping Stones addresses these challenges head-on. The book is based on the premise that if students are taken through a thorough and seamless sequence of engaging instruction and activities, they will master writing and grammar skills with enthusiasm. More advanced students will proceed quickly through the activities, gaining confidence, while less skilled students will get all the “stepping stones” they need to reach mastery. All along, students learn by doing practices that grow incrementally more challenging as they move through each chapter. Building skills and confidence gradually means that no student gets left behind. on the first edition Over my years of teaching, I became dissatisfied with the available text- books, finding that they either presented material in a manner that did not interest students or oversimplified instruction, making it difficult for stu- dents to truly learn writing and grammar concepts and transfer them to their own writing. Therefore, I spent nights and weekends writing my own writ- ing and grammar materials, developing carefully sequenced instruction and exercises. The response from my students was immediate and enthusiastic. When I sought to avoid boredom and confusion with clear, inventive, and fun vii 01_JUZ_7913_FM_i-xxxvi.indd 7 17/11/11 3:05 PM viii Preface for Instructors materials, I saw a transformation in students’ attitude and behavior: They became readily self-motivated, demanding more high-quality, high- interest learning activities and tools. Starting in 2004, I directed a three-year Carnegie Foundation SPECC grant (Strengthening Pre-Collegiate Education in Community Colleges) in which my colleagues and I were able to test more thoroughly the materials that I developed and to study students’ writing and learning processes. We spent hundreds of hours observing students as they wrote and completed exercises, and even more time watching videotape of students working at computers, noting how they started and stopped compositions; cut, added, and moved text; and generally worked through their individual composing processes. We also interviewed students about their writing processes and responses to vari- ous learning materials. The students in the study responded enthusiastically, and their skills improved markedly. Through this research, my colleagues and I became convinced that developmental learners flourish when their critical thinking and imagination are challenged with fresh, precisely honed sequences of instruction and activities. The positive responses to the materials that I de- veloped prompted me to write the first edition of Stepping Stones. on the second edition The second edition of Stepping Stones has also benefited enormously from my ongoing pedagogical research, conversations with colleagues from across the nation, and—most important—from three years of using the first edition in my classroom. I used the text in several classes each semester with a vigi- lant eye to refining the content, looking for cues from my students on how well the instructional sequences in the book were working. The pedagogical premise and promise of Stepping Stones—that students won’t have to make unreasonable “cognitive leaps” within the instructional sequences—guided my revision. I am confident that both you and your students will benefit from the more finely honed content of this new edition. Beyond the classroom, my revision strategies were informed by new ped- agogical research, funded by grants from the California Basic Skills Initiative (CBSI) and the Hewlett Foundation. At my campus, twelve developmental com- position instructors and a host of student co-inquirers participated in IMPACT (Incremental, Motivational Pedagogy & Assessment Cycles Training), a program developed with funds from CBSI. We confirmed that developmental students thrive on clear, carefully structured learning sequences that move smoothly from basic to advanced levels, providing ample activities. (We like to call it “drill and thrill” to correct the misconception that sustained practice must be boring.) Our instructional innovations have realized a solid 15 percent increase in student success in our college’s basic writing program. The second edition of Stepping Stones incorporates many of the best features of this progressive pedagogy, such as training in “organizational cognition” (critical thinking about outlines) and a “build it / fix it” approach to sentence construction and grammaticality. Finally, during a year’s sabbatical, I was able to attend conferences and visit campuses in seven states, discussing basic skills pedagogy with scores of tal- ented, dedicated faculty, some of whom had worked with Stepping Stones and others of whom were simply eager to hear about new instructional approaches. Countless refinements in the book resulted from these dialogues. In fact, of all 01_JUZ_7913_FM_i-xxxvi.indd 8 17/11/11 3:05 PM
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