Pearson Reader, The, 10th Edition
©2011 |Pearson | Out of print
George Miller, University of Delaware
©2011 |Pearson | Out of print
This rhetorical reader emphasizes process by presenting a student essay in each chapter in both its first and final draft.
Widely adopted for George Miller’s supportive voice and highly reliable writing assignments, The Prentice Hall Reader balances classic and contemporary essays, arranged in increasing level of difficulty in each chapter. Extensive reading, writing, and research instruction and an exceptionally comprehensive instructor manual make this rhetorical reader an effective text for any writing program.
Emphasis on revision--Each modal chapter presents a student essay in its first draft and final draft to emphasize the importance of revision in the writing process.
Selections arranged by difficulty.--The readings are scaled in terms of length and sophistication—moving from a student example in the chapter’s introduction to examples written by professional writers arranged in increasing length, difficulty, and sophistication.
Extensive greatly expanded chapter on writing the research paper, tracing it from idea to finished draft. Detailed advice on how to locate and evaluate print and online sources, with two new student research papers.
Literary examples of each organizational strategy. A poem or short story is included in each of the nine chapters. These creative examples show how the strategies can be used to structure not just essays, but poetry and fiction as well. Each selection has discussion questions and writing suggestions.
Detailed and extensive writing suggestions. Each reading is followed by four writing suggestions: the first is for a journal or blog entry; the second calls for a paragraph-length response; the third, an essay; and the fourth, an essay involving research. Extensive new lists of writing suggestions can be found at the end of each chapter. In all, the Reader has nearly 500 writing suggestions.
Chapter introductions are organized around key questions that writers have.
Links between the chapter introductions and the readings that follow in sections labeled “In the readings, look for.”
Emphasis on critical reading skills. In addition to a section “How To Read an Essay” at the beginning of the text, each chapter has an example of how critical reading skills can be applied to reading each rhetorical strategy. In addition, each essay is preceded by two questions that invite students to connect the reading to their own experience and to focus their attention on a close reading of the essay. Each reading has a “Critical Reading Activity” (in the Annotated Instructor’s Edition) as well as a “Collaborative” reading activity.
Writing about images. Each chapter includes a section with writing suggestions.
Extensive Web activities appear throughout the text and extensive advice on Web searching and evaluating Web resources.
A commitment to exploring the links between grammar and writing and between reading and writing. In addition to the three opening units on reading, writing, and revising an essay, each chapter has a “Focusing on Grammar and Writing Activity.”
A Glossary and Ready Reference explains and illustrates common problems with grammar and writing, tying these explanations back to activities in the text. The links help build bridges between the content of the essays and the writing skills they reveal.
[u1]Combine these into one.
Table of Contents
How to Read an Essay
How to Write an Essay
How to Revise an Essay
Writers at Work
Chapter 1: Example
Ann Quindlen, “The Name is Mine”
Bob Greene, “Cut”
*Rick Reilly, “Getting a Second Wind”
Oscar Casares, “Ready for Some Futbol?”
Brock Read, “Can Wikipedia Ever Make the Grade?”
Student: “Looking for Love”
Critical Reading: “Language Instinct”
Visual: “College Life”
Chapter 2: Narration
Langston Hughes, “Salvation”
*Firoozeh Dumas, “The Wedding”
Tom Haines, “Facing Famine”
Allison Perkins, “Mission Iraq”
Evan Hopkins, “Lockdown”
Student: “Ruby Slippers”
Critical Reading: “Blue Hen’s Chicks”
*Visual: Will Eisner: “Tell a Story”
Chapter 3: Description
Debra Anne Davis, “A Pen to the Phone”
*Eric Liu, “Po-Po”
William Least Heat Moon, “Nameless Tennessee”
Terry Tempest Williams, “The Village Watchman”
Scott Russell Sanders, “The Inheritance of Tools”
Literature: “Traveling to Town”
Critical Reading: “Bleak House-London”
Visual: “Mulberry Street”
Chapter 4: Division and Classification
David Bodanis, “What’s in Your Toothpaste?”
*Thomas Goetz, “Does the Pleasure of Lighting Up Outweigh the Consequences”
Pico Iyer, “This Is Who I Am When No One is Looking”
Judith Ortiz Cofer, “The Myth of the Latin Woman”
Bernard R. Berelson, “The Value of Children”
Deborah Tannen, “But What Do You Mean?”
Student: “Riding the Rails”
Literature: “Child of the Americas”
Critical Reading: “Classifying Sentences”
*Visual: “Red Bull Cola”
Chapter 5: Comparison and Contrast
Alice Mathias, “The Facebook Generation”
William Zinsser, “The Transaction”
David Sedaris, “Remembering My Childhood on the Continent of Africa”
Suzanne Britt, “Neat People vs. Sloppy People”
*Michael Pollan, “Cheap Corn: Alcohol and Corn Syrup”
Megham Daum, “Virtual Love”
Student: “Minimizing the Guesswork”
Literature: “Coca-Cola and Coco-Frio”
*Visual: “Everything About Us Was Opposite”
Chapter 6: Process
Lars Eigher, “My Daily Dives in the Dumpster”
Nora Ephron, “Revision and Life”
*Daniela Werner, “Almost Time to Write. Almost Time…”
David Brooks, “The Culture of Martyrdom”
*Richard N. Bolles, “The Internet: The 10% Solution”
Jennifer Kahn, “Stripped for Parts”
Student: “How to Play Dreidel”
Critical: “Getting the Interview Edge”
*Visual: “Tying a Necktie”
Chapter 7: Cause and Effect”
E.M. Forster, “My Wood”
*Mark Penn, “Caffeine Crazies”
Andres Martin, “On Teenagers and Tattoos”
Brent Staples, “Black Men and Public Space”
*Michael Jernigan, “Living Dream”
*Gilbert Cruz, “Driving Us to Distraction”
Student: “Televised Violence”
Literature: “Barbie Doll”
Critical: “What Causes Migraines”
*Visual: “Polar Bear”
Chapter 8: Definition
Ellen Goodman, “Our Do-It-Yourself Economy”
Judy Brady, “I Want a Wife”
*Patrick McCormick, “Are We Being Greenwashed?”
Amy Tan, “Mother Tongue”
*Jhumpa Lahiri, “My Two Lives”
Margaret Atwood, “The Female Body”
Visual: “Girl and Mirror”
Chapter 9: Argument and Persuasion
CASEBOOK: College Education
Katherine Porter, “The Value of a College Degree”
Linda Lee, “The Case Against College”
*“The 30 Occupations with the Largest Employment Growth, 2006-2016”
*Perspectives for Argument: “Who Should and Shouldn’t Go to College”
CASEBOOK: Performance Enhancing Drugs: Cheating?
*Michael Dillingham, “Steroids, Sports and the Ethics of Winning”
*from Steve Yuhas, “Steroid Scandal Overblown and Hypocritical”
*Perspectives for Argument: quotes from Sharon Ryan, “What’s So Bad About Performance Enhancing Drugs”; Norman Fost, “Steroids, Other ‘Drugs’, and Baseball”; David Fairchild, “Of Cabbages and Kings: Continuing Conversation on Performance Enhancers in Sport.”
CASEBOOK: Organ Donation and Transplant
*“Buying and Selling Organs Is Unethical”
*Pete du Pont, “Have a Heart — but Pay Me for It”
*Advertisements Promoting Organ Donation
*Perspectives for Argument: short selections Michael Potts and Paul A. Byrne “Is It Morally Right for Physicians to Kill Their Patients That Good May Come?”’; Sally Satel, “The God Committee: Should Criminals Have Equal Access to Scarce Medical Treatments?”
CASEBOOK: Soda Tax?
*Veronique de Rugy, “Have a Coke and a Tax: The Economic Case Against Soda Taxes”
*Kelly D. Brownell and Thomas R. Frieden, “Ounces of Prevention — The Public Policy Case for Taxes on Sugared Beverages”
Peter Singer, “The Singer Solution to World Poverty”
*Statistics about Worldwide Need and How to Help
Student: “Lowering the Cost”
Literature: “Dulce et Decorum Est”
Critical: “Top Five Reasons”
Visual: Uncle Sam
Chapter 10: Research Paper
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