Reid Guide for College Writers, The, 12th edition

Published by Pearson (14 July 2021) © 2022

  • Stephen P. Reid Colorado State University
  • Dominic A. Delli Carpini York College of Pennsylvania

Reid Guide for College Writers, The

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Title overview

The Reid Guide for College Writers was formerly known as The Prentice Hall Guide for College Writers.

The Reid Guide for College Writers is built for the new world of college writing, with research and writer's purpose at the core. Today's writing, and writing instruction, have changed well beyond digital and visual delivery of texts; dramatic changes also are found in all stages of the writing process. This text is built for the new world of college writing, where you are not only a writer, but also a designer.

The 12th Edition continues its emphasis on finding and using authoritative materials. It encourages you to become an active researcher as you move from observing and investigating to more traditional academic research. The authors help you see the full spectrum of primary and secondary research, including the array of technologies that can help you find, evaluate, reflect on and synthesize your research into well-formed arguments.

Table of contents

Table of Contents

I. THINGS WRITERS DO

  1. Forming a Writer's Habits of Mind
    • Thinking Like a Writer: Key Habits of Mind
    • Warming Up: Freewriting, Looping, and Reflecting
    • Acting Like a Writer: Forming Good Habits of Practice
    • Writer's Rituals: Place, Time, and Tools
    • Energy and Attitude
    • Collecting Ideas: Thinking Broadly About Research
    • Informal Writing: Finding Points of View
    • Writing Assignment: Multimedia Writing
    • Writing as a Team Sport: Collaborating with Others
    • Being Responsible: Writing Ethically
    • Writing Assignment: Writing Ethically
  2. Situations, Purposes, and Processes for Writing
    • The Rhetorical Situation
    • Elements of the Rhetorical Situation
    • The Writer; The Occasion; Purpose; Audience; Context; Genre, Medium, and Style
    • Why the Rhetorical Situation Is Important
    • Purposes for Writing
    • Writer-Based Purposes
    • Subject- and Audience-Based Purposes
    • Combinations of Purposes
    • Formulating a Thesis
    • Audience
    • Audience Analysis
    • Design Thinking and the Writing Process
    • Design Thinking and Audience Analysis
    • Genre, Medium, and Style
    • Analyzing the Rhetorical Situation
    • Writing Assignment: Analyzing the Rhetorical Situation
    • Purpose, Audience, and Context in Personal Essays
    • "Why I Decided to Go to College" by Luz Ruiz
    • "What It's Like Having an Eating Disorder the First Week of College" by Hannah Grice
    • "The Introvert's Guide to the First Week of College" by Jessica McQuarrie
    • Questions for Writing and Discussion
    • Dimensions of the Writing Process
    • Collecting
    • Shaping and Drafting
    • Revising
    • The Whole Process
    • Writing Assignment
    • A Writing Process at Work: Collecting and Shaping
    • "Athletes and Education" by Neil H. Petrie
    • Questions for Writing and Discussion
    • Writing Assignments
    • A Writing Process at Work: Drafting and Revising
    • Questions for Writing and Discussion
  3. Reading as a Writer
    • Critical Reading Strategies
    • Double-Entry Log
    • Critical Rereading Guide
    • Reading Online Texts
    • Summarizing and Responding to an Essay
    • "Why We Still Need Feminism" by Casey Cavanaugh
    • Summarizing
    • Writing Assignment: Writing a Summary
    • Summary of "Why We Still Need Feminism"
    • Responding
    • Types of Responses; Kinds of Evidence
    • Writing Assignment: Writing a Response
    • Response to "Why We Still Need Feminism"
    • Rhetorical Reading and Analysis
    • The Rhetorical Situation
    • Rhetorical Analysis Versus Critical Reading
    • Rhetorical Appeals
    • Appeal to Reason and Logic (Logos); Appeal to Character and Credibility (Ethos); Appeal to Emotion (Pathos); Combined Appeals
    • "Declaration of Sentiments and Resolutions (Seneca Falls Resolution)" by Elizabeth Cady Stanton et al.
    • Questions for Writing and Discussion
    • Rhetorical Analysis Guide
    • Writing Assignments: Community Service, Visual Rhetoric
    • Tips for Transferring Skills to Other Courses and the Workplace
    • Using Critical Reading in Your Writing Processes
    • Choosing a Subject for Analyzing a Text
    • "Plagiarism in America" by Dudley Erskine Devlin
    • Collecting
    • Text Annotation
    • Reading Log
    • Shaping and Drafting
    • Paraphrasing and Quoting
    • Paraphrase Direct Quotation
    • Avoiding Plagiarism
    • Sample Summary
    • Response Shaping
    • Analyzing; Agreeing/Disagreeing; Interpreting and Reflecting; Analyzing Rhetorically
    • Organizing Summary/Response and Rhetorical Analysis Essays
    • Revising
    • Guidelines for Revision
    • Using Rhetorical Analysis for Critical Reading
    • Questions for Writing and Discussion
    • Writing Assignments: Applying What You Have Learned
  4. Analyzing and Composing Multimedia Texts
    • Rhetorical Appeals in Multimedia Environments
    • Appeal to Reason (Logos)
    • Appeal to Emotion (Pathos)
    • Appeal to Character and Credibility (Ethos)
    • Combined Appeals in Multimedia Texts
    • The Components of Multimedia Texts
    • Analyzing Visual Components
    • Information Graphics
    • Analyzing Audio Components
    • Analyzing Video Components
    • Synthesizing
    • Question for Writing and Discussion
    • Writing Assignments
    • Analyzing Multimedia in Context
    • "Coming Home" by Carolyn Kleiner Butler
    • Questions for Writing and Discussion
    • Tips for Transferring Skills to Other Courses and the Workplace
    • Working with Multimedia as a Reader and as a Writer/Designer
    • Writing to Analyze Multimedia Texts
    • Using Multimedia to Create or Enhance Your Own Text
    • Choosing a Subject
    • Collecting
    • Shaping and Drafting
    • "Eating with Peace and Joy" by Tess Pernin
    • Questions for Writing and Discussion
    • Shaping with Page Design
    • Shaping in Digital Platforms
    • Revising
    • Student Writing
    • Questions for Writing and Discussion
    • Writing Assignments: Applying What You Have Learned

II. TECHNIQUES FOR COLLECTING AND STRUCTURING IDEAS

  1. Observing and Remembering
    • Narration and Description: Techniques for Observing
    • Observing People
    • Observing Places
    • Techniques for Writing About Memories
    • Remembering People
    • Remembering Places
    • Remembering Events
    • Writing Assignments
    • "Just Ask. Then Keep Asking" by Lisa Randall
    • Combining Observing and Remembering Techniques
    • "César Chávez Saved My Life" by Daniel "Nane" Alejandrez
    • Questions for Writing and Discussion
    • Writing Assignment
    • Tips for Transferring Skills to Other Courses and the Workplace
    • Choosing a Subject
    • Collecting
    • Brainstorming
    • Clustering
    • Freewriting and Looping
    • Shaping and Drafting
    • Multigenre and Multimedia
    • Chronological Order
    • Comparison/Contrast
    • Simile and Metaphor
    • Voice and Tone
    • Dialog
    • Title, Introduction, and Conclusion
    • Revising
    • Using Observing and Remembering in Storytelling
    • Questions for Writing and Discussion
    • Writing Assignments: Applying What You Have Learned
  2. Investigating
    • Investigating Prior Research
    • "Drivers on Cell Phones Are as Bad as Drunks"
    • Investigating a Person
    • "Richard Linklater: "It fit my personality to be collaborating with the unknown future" by Andrew O'Hehir
    • Questions for Writing and Discussion
    • Investigating an Event or Phenomenon
    • "Do You Understand What It Means to Be Hungry?" Food Insecurity on Campus and the Role of Higher Education Professionals" by Kate K. Diamond (University of Minnesota-Twin Cities) and Michael J. Stebleton, Ph.D. (University of Minnesota-Twin Cities)
    • Question for Writing and Discussion
    • Writing Assignments
    • Tips for Transferring Skills to Other Courses and the Workplace
    • Choosing a Subject and a Genre
    • Genres for Reporting the Results of Investigations
    • Collecting
    • Asking Questions
    • Research Tips
    • Summarizing; Citing Sources in Your Text
    • Doing Field Research
    • Conducting an Effective Interview; Writing Questionnaires
    • Shaping and Drafting
    • Inverted Pyramid
    • Chronological Order
    • Comparison and Contrast
    • Title, Introduction, Conclusion, and Graphics
    • Revising
    • Guidelines for Revision
    • Using Investigating to Inform
    • Writing Assignments: Applying What You Have Learned
  3. Explaining
    • Explaining What: Definition
    • "FOMO and Social Media" by Caterina Fake
    • Explaining How: Process Analysis
    • Explaining Why: Causal Analysis
    • "How Baseball Explains Modern Racism" by David Sirota
    • Writing Assignments
    • "How to Take Control of Your Credit Cards" by Suze Orman
    • Questions for Writing and Discussion
    • Writing Assignment
    • "How Male and Female Students Use Language Differently" by Deborah Tannen
    • Questions for Writing and Discussion
    • Tips for Transferring Skills to Other Courses and the Workplace
    • Choosing a Subject
    • Collecting
    • Questions
    • Focus on Definition; Focus on Process Analysis; Focus on Causal Analysis
    • Branching
    • Observing
    • Remembering
    • Reading
    • Investigating
    • Shaping and Drafting
    • Audience, Genre, and Medium
    • Research Tips
    • Definition and Classification
    • Example
    • Voice and Tone
    • Chronological Order and Process Analysis
    • Causal Analysis
    • Tips for Integrating Images
    • Introduction, Lead-In, Thesis, and Essay Map
    • Paragraph Transitions and Hooks
    • Body Paragraphs
    • Revising
    • Using Explaining to Help Readers Understand a Complex Topic
    • Questions for Writing and Discussion
    • Writing Assignments: Applying What You Have Learned
  4. Evaluating
    • Evaluating Commercial Products and Services
    • "World Grills" by Ariel Rose
    • Excerpt from "The 7 Best 3D Printers to Buy in 2018" by Patrick Hyde and Alex Williams
    • Evaluating Works of Art
    • Evaluating a Work of Art
    • Writing Assignments
    • Evaluating Performances
    • "Selma": Humanizing Rev. Martin Luther King Jr. by Ann Hornaday
    • Questions for Writing and Discussion
    • Tips for Transferring Skills to Other Courses and the Workplace
    • Choosing a Subject
    • Collecting
    • Observing
    • Remembering
    • Reading
    • Investigating
    • Use the Library or the Internet; Gather Field Data
    • Shaping and Drafting
    • Audience and Genre
    • Analysis by Criteria
    • Comparison and Contrast
    • Chronological Order 8
    • Causal Analysis
    • Research Tips
    • Title, Introduction, and Conclusion
    • Revising
    • Using Evaluating to Make a Judgment
    • Questions for Writing and Discussion
    • Writing Assignments: Applying What You Have Learned

III. PURPOSES AND GENRES

  1. Arguing
    • Claims for Written Argument
    • Claims of Fact or Definition
    • Claims About Cause and Effect
    • Claims About Value
    • Claims About Solutions or Policies
    • Appeals for Written Argument
    • Appeal to Reason (Logos)
    • Inductive Logic
    • Appeal to Character (Ethos)
    • Appeal to Emotion (Pathos)
    • Combined Appeals
    • Approaches to Argument
    • "The Argument Culture" by Deborah Tannen
    • Questions for Writing and Discussion
    • Rogerian Argument
    • The Toulmin Method of Argument
    • Example of a Toulmin Analysis; Using the Toulmin Model
    • Writing Assignment
    • Multigenre Casebook on New Media
    • "The Internet: A Clear and Present Danger?" by Cathleen A. Cleaver
    • "Social Networking Gets Most Online Time"
    • "Cyberbullying" by Jennifer Holladay
    • "Bullying as True Drama" by Danah Boyd and Alice Marwick
    • "Why Social Media May Not Be So Good for Democracy" by Gordon Hull
    • "Do Social Media Threaten Democracy?" by Bo Franklin
    • "Why You Can't Cite Wikipedia in My Class" by Neil L. Waters
    • "Professors Should Embrace Wikipedia" by Mark Wilson
    • Questions for Writing and Discussion
    • Tips for Transferring Skills to Other Courses and the Workplace
    • Choosing a Subject
    • Collecting
    • Narrowing and Focusing Your Claim
    • Remembering
    • Observing
    • Investigating
    • Analyzing Statistics
    • Shaping and Drafting
    • Listing "Pro" and "Con" Arguments
    • Drawing a Circle of Alternative Positions
    • Organizing Arguments
    • Developing Arguments
    • Research Tips
    • Revising
    • Revising Fallacies in Logic
    • Using Argument to Seek Common Ground
    • Student Writing
    • Questions for Writing and Discussion
    • Writing Assignments: Applying What You Have Learned
  2. Problem Solving
    • Demonstrating That a Problem Exists
    • Proposing a Solution and Convincing Your Readers
    • "4 Mistakes I Made with My Student Loans and How You Can Avoid Them" by Nicole Callahan
    • Writing Assignment
    • Mini-Casebook on the Opioid Crisis
    • "All Scientific Hands on Deck" to End the Opioid Crisis by Nora Volkow and Francis Collins
    • "Fight the Opioid Epidemic with Science" by Bill Foster
    • "The Simple Solution to Fight the Opioid Epidemic" by Margaret Danilovich
    • "Tackling the Opioid Crisis with Compassion: New Ways to Avoid Use and Treatment" by Jason Doctor and Michael Menchine
    • Questions for Writing and Discussion
    • Tips for Transferring Skills to Other Courses and the Workplace
    • Choosing a Subject
    • Collecting
    • Identifying and Focusing on the Specific Problem
    • Demonstrating That the Problem Needs a Solution
    • Discovering Possible Solutions
    • Evaluating Possible Solutions
    • Convincing Your Readers
    • Answering Possible Objections to Your Proposal
    • Listing Possible Steps for Implementation
    • Observing
    • Remembering
    • Reading and Investigating
    • Research Tips
    • Shaping and Drafting
    • Genres for Problem Solving
    • Outlines for Problem Solving
    • Causal Analysis
    • Criteria Analysis
    • Chronological Order
    • Revising
    • Using Problem Solving to Present Solutions
    • Student Writing
    • Questions for Writing and Discussion
    • Writing Assignments: Applying What You Have Learned
  3. Responding to Literature
    • Responding as a Reader
    • Responding as a Writer
    • Character
    • Plot
    • Narrative Point of View
    • Setting
    • Style
    • Theme
    • Writing Assignments
    • Two Kinds of Literature: Narrative and Poetry
    • Responding to Stories
    • "The Story of an Hour" by Kate Chopin
    • "Talking Wrong" by Patricia Smith
    • Questions for Writing and Discussion
    • Responding to Poetry
    • "I'm Nobody! Who are you?" by Emily Dickinson
    • Questions for Writing and Discussion
    • Tips for Transferring Skills to Other Courses and the Workplace
    • Choosing
    • Collecting
    • Shaping and Drafting
    • Evaluating
    • Arguing
    • Investigating Changes in Interpretation
    • Revising
    • Using Literary Analysis in Your Writing Processes
    • Questions for Writing and Discussion
    • Writing Assignments: Applying What You Have Learned
  4. Researching
    • Developing a Topic, Purpose, and Audience
    • Know Your Purpose
    • Accommodate Your Audience
    • Planning Research
    • Brainstorm Available Sources
    • Use Question Analysis
    • Types of Sources
    • General Reference Materials
    • Primary and Secondary Sources
    • Questions for Writing and Discussion
    • Field Research
    • Evaluating Sources: Relevance, Currency, Reliability
    • Evaluating Academic Journals
    • Evaluating Open Web Sources
    • Evaluating Wikis and Blogs
    • Tips for Transferring Skills to Other Courses and the Workplace
    • Researching: Writing Processes
    • Choosing: Narrowing and Focusing Your Topic
    • Collecting
    • Annotating Sources and Notetaking
    • Summarizing a Text
    • Recording Careful Bibliographic Notes
    • Rethinking and Revising Your Working Thesis
    • Shaping and Drafting Your Research Proposal
    • Questions for Shaping Your Research Proposal
    • Planning
    • Organizing
    • Drafting an Annotated Working Bibliography
    • Revising
    • Using a Proposal to Develop Your Researched Writing Processes
    • Questions for Writing and Discussion
    • Writing Assignments: Applying What You Have Learned
  5. Researched Writing
    • Writing a Working Thesis
    • Establishing Claims
    • Using Sources to Support Your Claims
    • Synthesizing Sources
    • Choose Sources Carefully; Link Source Information to Your Own Central Point; Synthesize Source Material Into Your Own Argument
    • Avoiding Plagiarism
    • Citing Sources Accurately
    • Quoting, Paraphrasing, and Summarizing
    • Questions for Writing and Discussion
    • Using MLA or APA Citations
    • Introducing and Citing Sources
    • Edit Quotations When Necessary to Condense or Clarify
    • Tips for Transferring Skills to Other Courses and the Workplace
    • Shaping and Drafting
    • Questions for Shaping Your Researched Essay
    • Planning a Line of Reasoning
    • Developing a Working Outline
    • Revising
    • Documenting Sources: MLA
    • In-Text Documentation: MLA Style
    • Content or Supplementary Notes
    • Works Cited List: MLA Style
    • Print Periodicals: MLA Style; Print Books: MLA Style; Web Sources: MLA Style; Other Sources: MLA Style
    • Documenting Sources: APA
    • In-Text Documentation: APA Style
    • References List: APA Style
    • Periodicals: APA Style; Books: APA Style; Electronic and Internet Sources: APA Style; Other Sources: APA Style
    • Sample Student MLA Paper
    • Questions for Writing and Discussion
    • Writing Assignments: Applying What You Have Learned

APPENDIX: WRITING UNDER PRESSURE

  • Preparing for and Taking an Essay Exam
  • Know Your Audience
  • Analyze Key Terms
  • Make a Sketch Outline
  • Question for Writing and Discussion
  • Know the Material
  • Practice Timed Writing
  • Proofread and Edit
  • Sample Essay Questions and Responses

Handbook

  • How to Edit and Proofread
    • Proofreading Marks
    • Editing Symbols
    • Tips for Editing and Proofreading
  • Section 1: Review of Basic Sentence Elements
    • 1A Sentence Structure
    • 1B Nouns and Pronouns
    • 1C Adjectives and Adverbs
    • 1D Verbs
    • Principal Parts of Verbs
    • 1E Phrases and Clauses
    • Phrases
    • Clauses
    • 1F Articles, Prepositions, Interjections
    • Articles
    • Prepositions
    • Interjections
  • Section 2: Sentence Structure and Grammar
    • 2A Fragments
    • 2B Mixed Constructions and Faulty Predication
    • Mixed Constructions
    • Faulty Predication
    • 2C Dangling Modifiers and Misplaced Modifiers
    • Dangling Modifiers
    • Misplaced Modifiers
    • 2D Faulty Parallelism
    • 2E Active and Passive Voice
    • Active Voice
    • Passive Voice
    • 2F Nominals and Be Verbs
    • Nominals
    • Be Verbs
    • 2G Subject-Verb Agreement
    • 2H Verb Tense
    • 2I Pronoun Agreement
    • 2J Pronoun Reference
  • Section 3: Diction and Style
    • 3A Vague Words
    • 3B Wordiness
    • 3C Clichés and Jargon
    • Clichés
    • Jargon
    • 3D Sexist Language
    • 3E Denotation and Connotation
    • 3F Usage Glossary
  • Section 4: Punctuation and Mechanics
    • 4A Sentence Punctuation
    • 4B Comma Splices and Fused Sentences
    • 4C Commas
    • Commas for Introductory Elements
    • Items in a Series
    • Nonrestrictive Elements
    • Unnecessary Commas
    • Coordinate Adjectives
    • Dialog
    • Addresses and Dates
    • 4D Periods and Semicolons
    • Periods
    • Semicolons
    • 4E Colons and Dashes
    • Colons
    • Dashes
    • 4F Exclamation Points and Question Marks
    • Exclamation Points
    • Question Marks
    • 4G Quotation Marks and Ellipses
    • Quotation Marks
    • Ellipsis Marks
    • Punctuation with Quotation Marks
    • 4H Italics
    • 4I Parentheses and Brackets
    • Parentheses
    • Brackets
    • 4J Apostrophes and Hyphens
    • Apostrophes
    • Hyphens
    • 4K Capitals and Numbers
    • Capitals
    • Numbers

Handbook Index

Index

THEMATIC CONTENTS

* Denotes an excerpt from a larger work.

  • Technology and Human Nature
    • *Adam Richman, "Can Citizen Journalism Pick Up the Pieces?"
    • Caterina Fake, "FOMO and Social Media"
    • Cathleen A. Cleaver, "The Internet: A Clear and Present Danger?"
    • Danah Boyd and Alice Marwick, "Bullying as True Drama"
    • Jennifer Holladay, "Cyberbullying"
    • Mark A. Wilson, "Professors Should Embrace Wikipedia"
    • Multigenre Casebook on New Media
    • Neil L. Waters, "Why You Can't Cite Wikipedia in My Class"
    • University of Utah News Center, "Drivers on Cell Phones Are as Bad as Drunks"
  • Technology and Democracy
    • *Adam Richman, "Can Citizen Journalism Pick Up the Pieces?"
    • Bo Franklin, "Do Social Media Threaten Democracy?"
    • Cathleen A. Cleaver, "The Internet: A Clear and Present Danger?
    • Gordon Hull, "Why Social Media May Not Be So Good for Democracy"
  • The Impact of Science
    • Bill Foster, "Fight the Opioid Epidemic with Science"
    • Billy Amtmann, "Space Travel: The Newest Developments on the New Frontier" [student essay]
    • Leah Miller, "Animal Testing Is Still Necessary" [student essay]
    • *Maddie Drenkhan, Amber Moore, and Vikas Munjal, "A Proposal for Addressing the Opioid Crisis in Hocking County, Ohio" [student PowerPoint research presentation]
    • Nora Volkow and Francis Collins, "All Scientific Hands on Deck"
    • Paige Koch, "Investigating the Ebola Outbreak" [student essay]
  • Health and Mental Health Issues
    • *Anne Wilson Schaef, from When Society Becomes an Addict
    • *Daria J. Kuss and Mark D. Griffiths, "Social Networking and Addiction: Ten Lessons Learned"
    • Jennifer Holladay, "Cyberbullying"
    • *Kate K. Diamond and Michael J. Stebleton, "Do You Understand What It Means to Be Hungry?"
    • *Maddie Drenkhan, Amber Moore, and Vikas Munjal, "A Proposal for Addressing the Opioid Crisis in Hocking County, Ohio" [student PowerPoint research presentation]
    • Mini-Casebook on the Opioid Epidemic
    • Paige Koch, "Investigating the Ebola Outbreak" [student essay]
    • Utah News Center, "Drivers on Cell Phones Are as Bad as Drunks"
  • Educational Issues
    • Deborah Tannen, "How Male and Female Students Use Language Differently"
    • Dudley Erskine Devlin, "Plagiarism in America"
    • Jessica McQuarrie, "The Introvert's Guide to the First Week of College"
    • Hannah Grice, "What It's Like Having an Eating Disorder the First Week of College"
    • Luz Ruiz, "Why I Decided to Go to College: I Want to Be an Educated Mexican-American"
    • Mark A. Wilson, "Professors Should Embrace Wikipedia"
    • Neil H. Petrie, "Athletes and Education"
    • Neil L. Waters, "Why You Can't Cite Wikipedia in My Class"
    • Stefanie Fuchs, "Reggio Emilia's Advanced Educational System" [student essay]
    • Suze Orman, "How to Take Control of Your Credit Cards"
  • Literacy and Language
    • *Adam Richman, "Can Citizen Journalism Pick Up the Pieces?"
    • Cathleen A. Cleaver, "The Internet: A Clear and Present Danger?"
    • Deborah Tannen, "The Argument Culture"
    • Maira Mahmuda, "Are You Ready?"
    • Suze Orman, "How to Take Control of Your Credit Cards"
  • Gender Roles
    • Casey Cavanaugh, "Why We Still Need Feminism"
    • Deborah Tannen, "How Male and Female Students Use Language Differently"
    • *Dorothea Lange, "Migrant Agricultural Worker's Family" and "Migrant Mother" [images]
    • Elizabeth Cady Stanton, "Declaration of Sentiments and Resolutions"
    • Kate Chopin, "The Story of an Hour" [fiction]
    • Patricia Smith, "Talking Wrong"
    • Pencil Sketch of Elizabeth Cady Stanton
  • The Experience of Diversity
    • Daniel "Nane" Alejandrez, "César Chávez Saved My Life"
    • David Sirota, "How Baseball Explains Modern Racism"
    • *Dorothea Lange, "Migrant Agricultural Worker's Family" and "Migrant Mother" [images]
    • Jessica McQuarrie, "The Introvert's Guide to the First Week of College"
    • *Jeanne Wakatsuke, from Farewell to Manzanar
    • Hannah Grice, "What It's Like Having an Eating Disorder the First Week of College"
    • Luz Ruiz, "Why I Decided to Go to College: I Want to Be an Educated Mexican-American"
    • *Maira Mahmuda, "Interview" [student empathy interview]
    • Patricia Smith, "Talking Wrong"
  • Making Aesthetic Judgments
    • *Andrew O'Hehir, "It Fit My Personality to Be Collaborating with the Unknown Future"
    • Ann Hornaday, "Selma: Humanizing Rev. Martin Luther King"
    • *Dorothea Lange, "Migrant Mothers and Children in a Tent" and "Migrant Mother" [images]
    • Emily Dickinson, "I'm Nobody! Who are you?"
    • Kate Chopin, "The Story of an Hour"
    • Mural of César Chávez [image]
    • Pat Russell, "Death: The Final Freedom" [student essay]
  • Addressing Social and Cultural Issues
    • Carolyn Kleiner Butler, "Coming Home"
    • Carrie Gingrich, "Learning about the Rwandan Genocide: Misconceptions and Film" [student research essay]
    • Daniel "Nane" Alejandrez, "César Chávez Saved My Life"
    • David Sirota, "How Baseball Explains Modern Racism"
    • Deborah Tannen, "The Argument Culture"
    • Dorothea Lange, "Migrant Agricultural Worker's Family" and "Migrant Mother" [images]
    • Elizabeth Cady Stanton, "Declaration of Sentiments and Resolutions"
    • *Kate K. Diamond and Michael J. Stebleton, "Do You Understand What It Means to Be Hungry?"
    • Suze Orman, "How to Take Control of Your Credit Cards"
    • Tess Pernin, "Eating with Peace and Joy"
  • Business and Consumer Issues
    • Ariel Rose, "Review of World Grills"
    • Billy Amtmann, "Space Travel: The Newest Developments on the New Frontier" [student essay]
    • *Jennifer Owrutsky, Emily Greeninger, Kim Starke, and Danielle Gemperline, "Recommendations for Improving our Student-Run Business" [student PowerPoint presentation]
    • *Patrick Hyde and Alex Williams, "The 7 Best 3D Printers to Buy in 2018"
    • Suze Orman, "How to Take Control of Your Credit Cards"

Author bios

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