Table Of Content

with INTEGRATED MEDIA Ninth Edition eBedford h T Handbook Diana Hacker Nancy Sommers Brief Menu c good/well, bad/badly 36 The apostrophev’ 52 Evaluating sources d comparatives and 429 res 538 superlatives a possessive nouns preface for instructors v e double negatives b indefinite pronouns Writingmla 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 “dqquuir”ooettcaa4ttt 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 Writingapa 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 58Thesis 663 111101239 PNMMSaheiixsriefapetdsldlleae dcclise 2owmd2no 6s artndr2uds0c dt4iao2nn0gs9 lin2g1 m4odifiers 218 aMde dditi aiIoc rnoeansls oI nuintredcgeicrsaa ttee d 3310 PiESdSerieonLpmteo3sns8 ci6EteiSo Lsntsr3,u 9c6ture abcde dbspellraaalairsspcehhskn i—/etsht mse s[a er sk] ( … ) 566190 IsDApnolvotauoecgrgiuidcarmeiarnsitesgi nnm 6gt7a 16ti6o6n 680 11P45a 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 bbmbbrerec4hv5iaa0ntiiocsns 449 62Fsaomrmplaet a 7pa2 3paper 729 1167 WApoprdroyp sreianttee lnacnegsu ag2e5 2257 bc sipnehtrrriaeossdeusctory clauses, 4421 NItaulmicbs eitrasl n4u5m6454 C6W3hircCiatghionic g7a3gC9ho 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 wWidrit7in9g0 in a discipline Part Vi multilingual Writers and esl challenges 357 3a4 Tinhdee pseenmdeicnot clolanu ;se4s22 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 dd805 31 Prepositions and idiomatic expressions 396 35 The colon : 427 glossaryof 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 BH9_SEpaper_IFC_IBC_CS6.indd 2 mech-Hacker-BedHndbk-SEpaper-08/82/103 5 81:503 AM BH9_SEpaper_IFC_IBC_CS6.indd 3 8/2/13 8:50 AM 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 00_HAC_0802_FM_i_xxxii.indd 1 26/08/13 10:33 AM this page left intentionally blank 00_HAC_0802_FM_i_xxxii.indd 2 26/08/13 10:33 AM Ninth Edition e Bedford h T Handbook Diana Hacker Nancy Sommers Harvard University bedford/st. martin’s BosTon ◆ new york 00_HAC_0802_FM_i_xxxii.indd 3 27/08/13 12:20 AM For Bedford/St. Martin’s Executive Editor: Michelle M. Clark Senior Editors: Barbara G. Flanagan and Mara Weible Associate Editor: Kylie Paul Senior Production Editor: Rosemary R. Jaffe Assistant Production Manager: Joe Ford Marketing Manager: Scott Berzon Copy Editor: Linda McLatchie Indexer: Ellen Kuhl Repetto Photo Researcher: Sheri Blaney Senior Art Director: Anna Palchik Text Design: Claire Seng-Niemoeller Cover Design: Donna Lee Dennison Composition: Cenveo Publisher Services Printing and Binding: RR Donnelley and Sons President, Bedford/St. Martin’s: Denise B. Wydra Editorial Director for English and Music: Karen S. Henry Director of Marketing: Karen R. Soeltz Production Director: Susan W. Brown Director of Rights and Permissions: Hilary Newman Copyright © 2014, 2010, 2006, 2002 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. 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. 00_HAC_0802_FM_i_xxxii.indd 4 26/08/13 10:33 AM 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 becoming 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 effective 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 teachers’ 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 00_HAC_0802_FM_i_xxxii.indd 5 26/08/13 10:33 AM 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 academic 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 statements 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 writing — crafting and revising thesis statements, asking a research question, reading texts critically, writing in various genres, editing 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 curiosity, 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 content, 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 support 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