reading and writing paragraphs kim flachmann … · 2019-02-28 · iv detailed contents vi preface...

A N N O TAT E D I N S T R U C T O R ’ S E D I T I O N

Eighth Edition

K I M F L A C H M A N NCalifornia State University, Bakersfield

MOSAICSR E A D I N G A N D W R I T I N G P A R A G R A P H S

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Library of Congress Cataloging-in-Publication DataNames: Flachmann, Kim, author.Title: Mosaics : reading and writing paragraphs / Kim Flachmann.Description: Eighth edition. | Boston : Pearson, [2019] | Includes index.Identifiers: LCCN 2018042076| ISBN 9780134996288 (student edition) | ISBN 0134996283 (student edition) | ISBN 9780135224076 (instructor’s edition) | ISBN 0135224071 (instructor’s edition)Subjects: LCSH: English language—Paragraphs—Problems, exercises, etc. | English language—Rhetoric—Problems, exercises, etc.Classification: LCC PE1439 .F58 2019 | DDC 808/.042—dc23 LC record available at https://lccn.loc.gov/2018042076



For Christopher



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DETAILED CONTENTS vi

PREFACE xii

PART I Reading and Writing for Success in College 1

1 Reading and Writing as Critical Thinking 2

2 Reading Critically 13 3 Writing Critically 26 4 Revising and Editing 47

PART II Essays: Paragraphs in Context 75

5 How to Read an Essay 76 6 How to Write an Essay 85 7 Writing Workshop 99

PART III Reading and Writing Effective Paragraphs 103

8 Describing 105 9 Narrating 132 10 Illustrating 158 11 Analyzing a Process 184 12 Comparing and Contrasting 210 13 Dividing and Classifying 237

BRIEF CONTENTS 14 Defining 264 15 Analyzing Causes and

Effects 290 16 Arguing 315

PART IV The Handbook 347

UNIT 1 THE BASICS 349

17 Parts of Speech 350 18 Phrases and Clauses 368

UNIT 2 SENTENCES 374

19 Subjects and Verbs 375 20 Fragments 384 21 Fused Sentences and Comma

Splices 398

UNIT 3 VERBS 407

22 Regular and Irregular Verbs 408

23 Verb Tense 419 24 Subject-Verb Agreement 433 25 More on Verbs 446

UNIT 4 PRONOUNS 452

26 Pronoun Problems 453



Brief Contents v

27 Pronoun Reference and Point of View 464

28 Pronoun Agreement 472

UNIT 5 MODIFIERS 479

29 Adjectives 480 30 Adverbs 490 31 Modifier Errors 502

UNIT 6 PUNCTUATION 508

32 End Punctuation 510 33 Commas 517 34 Apostrophes 530 35 Quotation Marks 539 36 Other Punctuation Marks 547

UNIT 7 MECHANICS 556

37 Capitalization 557 38 Abbreviations and Numbers 564

UNIT 8 EFFECTIVE

SENTENCES 571

39 Varying Sentence Structure 572

40 Parallelism 579 41 Combining Sentences 585

UNIT 9 CHOOSING THE RIGHT

WORD 596

42 Standard and Nonstandard English 597

43 Easily Confused Words 606

44 Spelling 617

APPENDIXES 629

INDEX 646



vi

PART I Reading and Writing for Success in College 1

1 Reading and Writing as Critical Thinking 2

The Reading Process 3Preparing to Read 4Reading 5First Rereading 5Second Rereading 5Reading as a Cycle 6

The Writing Process 6Preparing to Write 8Writing 8Revising 8Editing 8Writing as a Cycle 9

Getting Ready to Read and Write 9Keeping a Journal 11

2 Reading Critically 13

Preparing to Read 13Title: The First Morning 13Author: Edward Abbey 14Focusing Your Attention 14

Reading 15Expanding Your Vocabulary 15Using a Reading Strategy 16

First Rereading 23Second Rereading 24

3 Writing Critically 26

Preparing to Write 26Thinking 27Planning 31

Writing 34Writing a Topic Sentence 34Developing 36Organizing 38Drafting 45

4 Revising and Editing 47

Revising 47Revising Your Topic Sentence 48Revising Your Development 50Revising for Unity 55Revising Your Organization 57Revising for Coherence 59

Editing 67Finding Your Errors 68Correcting Your Errors 69

PART II Essays: Paragraphs in Context 75

5 How to Read an Essay 76

Scott Russell Sanders,

“Fidelity” 77 1210L/1146 words

Preparing to Read 79Focusing Your Attention 79Expanding Your Vocabulary 80

DETAILED CONTENTS



Detailed Contents vii

Revising and Editing 112Reading a Student Paragraph 112Revising and Editing the Student

Paragraph 113Reading Your Own Description

Paragraph 116Revising and Editing Your Own

Paragraph 117Practicing Description: From Reading to

Writing 120Reading Workshop 120Amy Tan, “Magpies” 122 920L/1560 words

Jhumpa Lahiri, “My Two

Lives” 126 1180L/976 words

Writing Workshop 129

9 Narrating 132

Preparing to Write a Narration Paragraph 133Reading a Narration Paragraph 133Bernard Bragg, from “Deaf in America: Voices

of a Culture” 134Discovering How This Paragraph

Works 134Writing a Narration Paragraph 135

Reading the Prompt 135Thinking About the Prompt 136Guidelines for Writing a Narration

Paragraph 136Russell Baker, from “Growing Up” 136Writing a Draft of Your Paragraph 139


Paragraph 140Reading Your Own Narration


Paragraph 144Practicing Narration: From Reading to

Writing 147Reading Workshop 147

First Reading 80Choosing a Reading Strategy 80Discovering How the Essay Works 80

First Rereading 82Second Rereading 83

6 How to Write an Essay 85

Preparing to Write 86Choosing a Topic 86Planning 87Writing a Thesis Statement 87

Writing 88Revising and Editing 93

Revising and Editing the Student Essay 93

7 Writing Workshop 99

Writing an Essay 99Revising Workshop 100Editing Workshop 100Reflecting on Your Writing 101

PART III Reading and Writing Effective Paragraphs 103

8 Describing 105

Preparing to Write a Description Paragraph 106Reading a Description Paragraph 106Joseph Bruchac, from “Notes of a

Translator’s Son” 107Discovering How This Paragraph

Works 107Writing a Description Paragraph 108

Reading the Prompt 108Thinking About the Prompt 109Guidelines for Writing a Description

Paragraph 109Mike Rose, from “Lives on the

Boundary” 110Writing a Draft of Your Paragraph 112



viii Detailed Contents

11 Analyzing a Process 184

Preparing to Write a Process Analysis Paragraph 185Reading a Process Analysis

Paragraph 185Obasi Miracle, from “How to Schedule Your

Facebook and Twitter Posts” 186Discovering How This Paragraph

Works 186Writing a Process Analysis

Paragraph 187Reading the Prompt 187Thinking About the Prompt 188Guidelines for Writing a Process Analysis

Paragraph 188Mike Shanahan, from “Playing to Win: Do You

Think Like a Champ?” 188Writing a Draft of Your Paragraph 190


Paragraph 192Reading Your Own Process Analysis


Paragraph 195Practicing Process Analysis: From

Reading to Writing 199Reading Workshop 199Wynne Davis, “Fake or Real? How to

Self-Check the News and Get the

Facts” 200 1070L/1160 words

Russell Freedman, “Coming

Over” 204 990L/1121 words


12 Comparing and Contrasting 210

Preparing to Write a Comparison/Contrast Paragraph 211Reading a Comparison/Contrast

Paragraph 211

Sandra Cisneros,

“Eleven” 149 1060L/1191 words

Rudey Maliszewski, “My Grandma’s Rules

for Happiness” 153 510L/660 words


10 Illustrating 158

Preparing to Write an Illustration Paragraph 159Reading an Illustration Paragraph 159

Lynn Peters, from “A Century

of Women” 160Discovering How This Paragraph

Works 160Writing an Illustration

Paragraph 161Reading the Prompt 161Thinking About the Prompt 162Guidelines for Writing an Illustration

Paragraph 162

NASA, from “Climate Change: How Do

We Know?” 162Writing a Draft of Your

Paragraph 164Revising and Editing 164

Reading a Student Paragraph 165Revising and Editing the Student

Paragraph 165Reading Your Own Illustration


Paragraph 169Practicing Illustration: From Reading

to Writing 173Reading Workshop 173Chang-Rae Lee, “Mute in an English-Only

World” 174 1270L/1179 words

Chris Lebron, “I’m Black. Does

America Have a Plan for My

Life?” 178 1230L/1397 words




Detailed Contents ix

Writing a Division/Classification Paragraph 239Reading the Prompt 240Thinking About the Prompt 240Guidelines for Writing a Division/Classification

Paragraph 241Debra Phillips, from “Tween Beat” 241Writing a Draft of Your Paragraph 243


Paragraph 244Reading Your Own Division/Classification


Paragraph 248Practicing Division/Classification: From

Reading to Writing 251Reading Workshop 251Camille Lavington, “Rapport: How to Ignite

It” 253 920L/1713 words

National Institute on Aging, “Know Your Food

Groups” 258 1180L/973 words


14 Defining 264

Preparing to Write A Definition Paragraph 265Reading a Definition

Paragraph 265Azure Microsoft, from “Uses of Cloud

Computing” 265Discovering How This Paragraph

Works 266Writing a Definition Paragraph 267

Reading the Prompt 267Thinking About the Prompt 267Guidelines for Writing a Definition

Paragraph 268Mary Pipher, from “Beliefs About

Families” 268Writing a Draft of Your Paragraph 270

Deborah Tannen, from “You Just Don’t

Understand: Women and Men in

Conversation” 212Discovering How This Paragraph

Works 212Writing a Comparison/Contrast

Paragraph 213Reading the Prompt 213Thinking About the Prompt 214Guidelines for Writing a Comparison/Contrast

Paragraph 214Shannon Brownlee, from “Inside the Teen

Brain: Behavior Can Be Baffling When

Young Minds Are Taking Shape” 214Writing a Draft of Your Paragraph 216


Paragraph 218Reading Your Own Comparison/Contrast


Paragraph 222Practicing Comparison/Contrast: From

Reading to Writing 225Reading Workshop 225Ernesto Galarza, “The Barrio” 227

1230L/1168 words

NASA, “Mars: A Time of

Discovery” 231 1070L/1391 words


13 Dividing and Classifying 237

Preparing to Write a Division/Classification Paragraph 238Reading a Division/Classification

Paragraph 238Sarah Hodgson, from “Dog Perfect: The

User-Friendly Guide to a Well-Behaved

Dog” 239Discovering How This Paragraph

Works 239



x Detailed Contents

Practicing Cause/Effect: From Reading to Writing 305Reading Workshop 305Ian Robertson, “Embrace Boredom to Become

More Creative” 306 1310L/763 words

Arthur Brooks, “Fear Can Make You a Better

Person” 310 1080L/875 words


16 Arguing 315

Preparing to Write an Argument Paragraph 316Reading an Argument Paragraph 316Marie Winn, from “The Plug-In Drug” 316Discovering How This Paragraph Works 317

Writing an Argument Paragraph 318Reading the Prompt 318Thinking About the Prompt 319Guidelines for Writing an Argument

Paragraph 319Karen Goldberg Goff, from “Social Networking

Benefits Validated” 319Writing a Draft of Your Paragraph 322


Paragraph 323Reading Your Own Argument


Paragraph 327Practicing Argument: From Reading to

Writing 330Reading Workshop 331Ian Kysel, “End Solitary Confinement for

Teenagers” 332 1310L/900 words

Sherry Turkle, “The Flight from

Conversation” 336 900L/1774 words

Zeynep Tufekci, “Social Media’s Small,

Positive Role in Human

Relationships” 339 1260L/1670 words



Paragraph 271Reading Your Own Definition


Paragraph 275Practicing Definition: From Reading to

Writing 279Reading Workshop 279Matt Simon, “The Genesis of Kuri,

the Friendly Home

Robot” 280 1000L/899 words

Jo Goodwin Parker, “What Is

Poverty?” 283 790L/1959 words


15 Analyzing Causes and Effects 290

Preparing to Write a Cause/Effect Paragraph 291Reading a Cause/Effect Paragraph 291Robert Hine, from “Second Sight” 292Discovering How This Paragraph

Works 292Writing a Cause/Effect Paragraph 293

Reading the Prompt 293Thinking About the Prompt 294Guidelines for Writing a Cause/Effect

Paragraph 294Russell Freedman, from “Immigrant

Kids” 294Writing a Draft of Your Paragraph 296


Paragraph 298Reading Your Own Cause/Effect


Paragraph 302



Detailed Contents xi

PART IV The Handbook 347

UNIT 1 THE BASICS 349

17 Parts of Speech 350

18 Phrases and Clauses 368

UNIT 2 SENTENCES 374

19 Subjects and Verbs 375

20 Fragments 384

21 Fused Sentences and Comma Splices 398

UNIT 3 VERBS 407

22 Regular and Irregular Verbs 408

23 Verb Tense 419

24 Subject-Verb Agreement 433

25 More on Verbs 446

UNIT 4 PRONOUNS 452

26 Pronoun Problems 453

27 Pronoun Reference and Point of View 464

28 Pronoun Agreement 472

UNIT 5 MODIFIERS 479

29 Adjectives 480

30 Adverbs 490

31 Modifier Errors 502

UNIT 6 PUNCTUATION 508

32 End Punctuation 510

33 Commas 517

34 Apostrophes 530

35 Quotation Marks 539

36 Other Punctuation Marks 547

UNIT 7 MECHANICS 556

37 Capitalization 557

38 Abbreviations and Numbers 564

UNIT 8 EFFECTIVE SENTENCES 571

39 Varying Sentence Structure 572

40 Parallelism 579

41 Combining Sentences 585

UNIT 9 CHOOSING THE RIGHT

WORD 596

42 Standard and Nonstandard English 597

43 Easily Confused Words 606

44 Spelling 617

APPENDIXES 629

INDEX 646



xii

PREFACEStudents have the best chance of succeeding in college if they learn how to

analyze ideas and think critically about issues in many different subject areas. Mosa-ics: Reading and Writing Paragraphs is the second in a series of three books that teach the basic skills essential to all good academic writing. This series illustrates how the companion skills of reading and writing are parts of a larger, interrelated process that moves back and forth through the tasks of prereading and reading, prewriting and writing, and revising and editing. In other words, this series demon-strates how these skills are integrated at every stage of the communication process in an attempt to help students discover the “mosaics” of their own reading and writing processes.

OVERALL GOALUltimately, each book in the Mosaics series portrays writing as a way of think-

ing and processing information. One by one, these books encourage students to discover how the “mosaics” of their own reading and writing processes work together to form a coherent whole. By demonstrating the interrelationship among thinking, reading, and writing at progressively more difficult levels, these books will help prepare students for success in college throughout the curriculum and in their lives after graduation.

THE MOSAICS SERIESEach of the three books of the Mosaics series has a different emphasis: Reading

and Writing Sentences provides instruction and practice in grammar and usage con-ventions; Reading and Writing Paragraphs highlights the development of paragraphs; and Reading and Writing Essays focuses on the composition of complete essays. As they move from personal to more academic writing, the Paragraph and Essay books become gradually more sophisticated in the length and level of their reading selections, the complexity of their writing assignments, the degree of difficulty of their revising and editing strategies, and the content and structure of their student writing samples.



Preface xiii

This entire three-book series is based on the following fundamental assumptions:

• Students must think critically or analytically to succeed in college.

• Students build confidence in their ability to read and write by reading and writing.

• Students learn best from discovery and experimentation rather than from instruction and abstract discussions.

• Students profit from studying both published and student writing.

• Students need to discover their personal reading and writing processes.

• Students learn both individually and collaboratively.

• Students benefit most from assignments that integrate reading and writing.

• Students learn how to revise by following clear guidelines.

• Students learn grammar and usage rules by editing their own writing.

• Students must be able to transfer their writing skills to all their college courses.

NEW TO THIS EDITION• A More Intuitive Organization: The section that teaches students how to

write effective essays (Essays: Paragraphs in Context) now precedes the instruction on paragraphs (Reading and Writing Effective Paragraphs) so that students have a stronger understanding of what constitutes an essay before they begin their work on paragraphs.

• New Readings: Ten new, stimulating reading selections offer fresh perspec-tives on contemporary themes.

• Enhanced Guidance in Writing Paragraphs: In Part III, sample paragraphs are now embedded within the guidelines for writing paragraphs in the differ-ent rhetorical modes. In this way, we can point out each guideline in the example before the students attempt to apply it to their own writing. So stu-dents learn how to build their own paragraphs by seeing how the guidelines work in the sample paragraphs.

• New Design: An inviting new design supports the pedagogy by connecting related instructional material and drawing attention to key takeaways.

UNIQUE FEATURES OF THIS BOOKSeveral other unique and exciting features define this book:

It teaches and demonstrates the reading–writing connection:

• It integrates reading and writing throughout the text.

• It teaches and demonstrates reading as a process.

• It illustrates all aspects of the writing process through student writing.

• It uses both student and published paragraphs as models.



xiv Preface

• It features culturally diverse, high-interest reading selections.

• It moves students systematically from personal to academic writing.

• It develops a student essay from assignment to completed paper.

• It includes a complete, color-coded handbook with exercises.

• It offers worksheets for peer and self-evaluation.

This book teaches a different reading strategy in every chapter of Part III:

• Description Making Personal Associations

• Narration Thinking Aloud

• Illustration Chunking

• Process Analysis Graphing the Ideas

• Comparison/Contrast Peer Teaching

• Division/Classification Summarizing

• Definition Reacting Critically

• Cause/Effect Making Connections

• Argument Recognizing Facts and Opinions

Reading with the Author/Against the Author

These strategies are applied to all aspects of the writing process: reading/getting ready to write, reading the prompt, reading another student’s paragraph, and read-ing one’s own paragraphs.

The innovative lessons of MyLab Writing (www.pearson.com/mylab/writing) are strategically integrated into the content of every chapter:

• The instruction in each chapter is supplemented by useful suggestions for integrating MyLab Writing into class and/or individual work.

• MyLab Writing hints appear at strategic points within a given chapter for prewriting, writing, and revising/editing, thereby enabling students to truly benefit from the use of this dynamic online product.

• Each chapter of the Annotated Instructor’s Edition includes directions for inte-grating MyLab Writing into a course.

• An informative section with further information on using MyLab Writing with Mosaics: Reading and Writing Paragraphs is included in the Instructor’s Resource Manual.

HOW THIS BOOK WORKSMosaics: Reading and Writing Paragraphs teaches students how to read and write

critically. For flexibility and easy reference, this book is divided into four parts:

Part I: Reading and Writing for Success in College All four chapters in Part I demonstrate the cyclical nature of the reading and writing processes. They begin with the logistics of getting ready to read and write and then



Preface xv

move systematically through the interlocking stages of the processes by following a student from prereading to rereading and then from prewriting to revising and edit-ing. Part I ends with four review practices that summarize the material and let your students practice what they have learned.

Part II: Essays: Paragraphs in Context The next section of this text demonstrates how paragraphs fit into the broader context of an essay. It systematically illustrates the relationship between a paragraph and an essay and then explains the structure of an essay through both published and student exam-ples. Part II ends with a series of writing assignments and workshops designed to encourage students to write, revise, and edit an essay and then reflect on their own writing process.

Part III: Reading and Writing Effective Paragraphs Part III, the heart of the instruction in this text, teaches students how to read and write para-graphs by introducing the rhetorical modes as patterns of thinking and development. It moves from personal writing to more academic types of writing: describing, nar-rating, illustrating, analyzing a process, comparing and contrasting, dividing and classifying, defining, analyzing causes and effects, and arguing. Within each chapter, students learn how to read a published paragraph critically, write their own para-graphs, and revise and edit another student’s paragraph as well as their own. Finally, two published writing samples are included in each rhetorical mode chapter so stu-dents can actually see the features of each strategy at work in different pieces of writing. Each published essay is preceded by prereading activities and then followed by 10 questions that move students from a literal to an analytical understanding as they consider the essay’s content, purpose, audience, and paragraph structure.

Part IV: The Handbook Part IV is a complete grammar/usage hand-book, including exercises, that covers nine units: The Basics, Sentences, Verbs, Pro-nouns, Modifiers, Punctuation, Mechanics, Effective Sentences, and Choosing the Right Word. These categories are coordinated with the Editing Checklist that appears periodically throughout this text. Each chapter starts with five self-test questions so students can determine their strengths and weaknesses with specific skills. The chapters provide at least three types of practice after each grammar con-cept, moving students systematically from identifying grammar concepts to filling in the blanks to writing their own sentences. Each chapter ends with a practical editing workshop that asks students to use the skills they just learned as they work with another student to edit their own writing. Pre- and Post-Unit Tests—including practice with single sentences and paragraphs—are offered for each unit in the accompanying Instructor’s Resource Manual.

APPENDIXESThe appendixes will help students keep track of their progress in the various

skills they are learning in this text. References to these appendixes are interspersed



xvi Preface

throughout the book so students know when to use them as they study the concepts in each chapter:

• Appendix 1: Critical Thinking Log

• Appendix 2A: Your EQ (Editing Quotient)

• Appendix 2B: Editing Quotient Answers

• Appendix 2C: Editing Quotient Error Chart

• Appendix 3: Test Yourself Answers

• Appendix 4: Revising a Paragraph

Peer Evaluation Form A

Peer Evaluation Form B

• Appendix 5: Revising an Essay

• Appendix 6: Editing

• Appendix 7: Error Log

• Appendix 8: Spelling Log

ACKNOWLEDGMENTSI want to acknowledge the support, encouragement, and sound advice of several

people who have helped me through the development of the Mosaics series. First, Pearson Higher Education has provided guidance and inspiration for this project through the enduring wisdom of Matt Wright, Craig Campanella, and Maggie Barbieri, previous editors of developmental English at Pearson and Prentice Hall; the thoughtful leadership of Chris Hoag, vice president and executive portfolio manager of developmental English, Karon Bowers, director and courseware portfolio man-ager, and Matt Summers, portfolio manager; the special inspiration of Mike Coons and Erin Rush, marketing managers; and the insight and vision of Marta Tomins and Harriett Prentiss, past development editors. I also greatly appreciate the wisdom pro-vided by Ohlinger Studios through the creative guidance of Joanne Dauksewicz, managing editor; the exceptional work of Cat Thomson, content developer; the dili-gence and patience of Brooks Hill-Whilton, permissions editor; and the excellent oversight of Emsal Hasan, program manager. Finally, I am grateful for the expertise of Kelly Ricci, production manager at Aptara. Also, this book would not be a reality without the insightful persistence of Phil Miller, former publisher at Pearson.

I want to give very special thanks to Keith Kirouac, Tiffany Wong, Barry Ramirez, Shelby Pinkham, and Kasey Lewis for their outstanding work on this edi-tion. I also want to thank Cody Ganger, Sabrina Buie, Tracie Grimes, Veronica Wilson, Laura Harris, Joanie Sahagun, Laraine Rosema, Carlos Tkacz, Julie Paulsen, Kevin Goodwin, Kristen Mercer, Robyn Thompson, and Marlin Morales, my advi-sors and sources of endless ideas and solutions to problems. I am also grateful to Lauren Nicholson (formerly Lauren Martinez) and Cheryl Smith for their inspira-tion and commitment on previous editions and to Cody Ganger, Isaac Sanchez, Lauren Nicholson, Rebecca Penrose (formerly Rebecca Hewett), Valerie Turner, and Li’i Pearl for their discipline and hard work—past and present—on the Instruc-tor’s Resource Manuals for each of the books in the series.



Preface xvii

Two more groups of consultants and assistants were inspirational in the devel-opment of this particular edition: First, I want to thank Brooke Hughes, Randi Brummett, and Isaac Sanchez for their invaluable expertise and vision in crafting and placing the instructional inserts for MyLab Writing. Also, I want to express my gratitude to my students, from whom I have learned so much about the writing process, about teaching, and about life itself. Thanks especially to the students who contributed paragraphs and essays to this series: Josh Ellis, Jolene Christie, Mary Minor, Michael Tiede, Juliana Schweiger, Chris Dison, and Keith Kirouac.

In addition, I am especially indebted to the following reviewers who have guided me through the development and multiple revisions of this book: Geoffrey Aguirre, Long Beach City College; Micki Archuleta, Modesto Junior College; Barbara Brown, Olive-Harvey College; Susan Buchler, Montgomery County Community College; Neeta Chandra, Cuyahoga Community College; Aide Escamilla, South-west Texas Junior College; Keith Haynes, Yavapai College; Christopher Lettera, Eastern Gateway Community College; Tracie Justus, Georgia State University-Perimeter College; Donna Raptakis, Community College of Rhode Island; Shirley Williams, Jackson State University; Lisa Berman, Miami-Dade Community Col-lege; Patrick Haas, Glendale Community College; Jeanne Campanelli, American River College; Dianne Gregory, Cape Cod Community College; Clara Wilson-Cook, Southern University at New Orleans; Thomas Beery, Lima Technical Col-lege; Jean Petrolle, Columbia College; David Cratty, Cuyahoga Community College; Allison Travis, Butte State College; Suellen Meyer, Meramec Community College; Jill Lahnstein, Cape Fear Community College; Stanley Coberly, West Virginia State University at Parkersville; Jamie Moore, Scottsdale Community College; Nancy Hellner, Mesa Community College; Ruth Hatcher, Washtenaw Community Col-lege; Thurmond Whatley, Aiken Technical College; W. David Hall, Columbus State Community College; Marilyn Coffee, Fort Hays State University; Teriann Gaston, University of Texas at Arlington; Peggy Karsten, Ridgewater College; Nancy Hay-ward, Indiana University of Pennsylvania; Carol Ann Britt, San Antonio College; Maria C. Villar-Smith, Miami-Dade Community College; Jami L. Huntsinger, Uni-versity of New Mexico at Valencia Campus; P. Berniece Longmore, Essex County College; Lee Herrick, Fresno City College; Elaine Chakonas, Northeastern Illinois University; Roy Warner, Montana State University; Chris Morelock, Walters State Community College; Carmen Wong, John Tyler Community College; Angela Bartlett, Chaffey College; Sharisse Turner, Tallahassee Community College; Billy Jones, Miami-Dade College; Chrishawn Speller, Seminole Community College; Albert Hernandez, SW Texas College; Greg Zobel, College of the Redwoods; Ben Worth, KCTCS-Bluegrass Community College; Aaron DiFranco, Napa Valley Col-lege; Jacinth Thomas, Sacramento City College; Liz Ann Aguilar, San Antonio Col-lege; James McCormick, Rochester Community & Technical College; Jessica Carroll, Miami-Dade College; Gloria Browning, Bluegrass Community and Techni-cal College; Lisa Buchanan, Northeast State Community College; Eric R. Fish, Northeast State Community College; Althea Hunsucker, Richmond Community College; Dawn Cable, West Virginia Northern Community College; Vito Gulla, Delaware County Community College; James Scannell McCormick, Augsburg Col-lege; Sobia Saleem, Ohlone College; and Dianne Zoccola, Delaware County Com-munity College.



xviii Preface

Finally, I owe a tremendous personal debt to the people who have lived with this project over several editions; they are my closest companions and my best advisers: Michael, Christopher, Laura, Abby, and Ray.

Kim Flachmann

THE TEACHING AND LEARNING PACKAGEWritingReach every student by pairing this text with MyLab Writing

MyLab™ is the teaching and learning platform that empowers you to reach every student. By combining trusted content with digital tools and a flexible plat-form, MyLab personalizes the learning experience and improves results for each student. When students enter your developmental writing course with varying skill levels, MyLab can help you identify which students need extra support and provide them targeted practice and instruction outside of class. Learn more at www.pearson .com/mylab/writing.

• Deliver trusted content: You deserve teaching materials that meet your own high standards for your course. That’s why we partner with highly respected authors to develop interactive content and course-specific resources that you can trust—and that keep your students engaged.

• Empower each learner: Each student learns at a different pace. Personalized learning pinpoints the precise areas where each student needs practice, giving all students the support they need—when and where they need it—to be successful.

• MyLab Writing diagnoses students’ strengths and weaknesses through a pre-assessment known as the Path Builder and offers a personalized Learning Path. Students then receive targeted practice and multimodal activities to help them improve over time.

• Teach your course your way: Your course is unique. So whether you’d like to build your own assignments, teach multiple sections, or set prerequisites, MyLab gives you the flexibility to easily create your course to fit your needs.

• Improve student results: When you teach with MyLab, student performance often improves. That’s why instructors have chosen MyLab for over 15 years, touching the lives of over 50 million students.

• Integrated into Writing Assignments, The Writer’s Guide section of Pear-son Writer gives students a powerful reference guide to grammar, writing, and research without their having to leave their composing space.

Book-Specific Ancillary Material Annotated Instructor’s Edition for Mosaics: Reading and Writing Paragraphs, Eighth EditionISBN 0-13-522407-1 / 978-0-13-522407-6



Preface xix

The AIE offers in-text answers, marginal annotations for teaching each chapter, links to the Instructor’s Resource Manual, and MyLab Writing teaching tips. It is a valuable resource for experienced and first-time instructors alike.

Instructor’s Resource Manual for Mosaics: Reading and Writing Paragraphs, Eighth EditionISBN 0-13-522409-8 / 978-0-13-522409-0The material in the IRM is designed to save you time and provide you with effective options for teaching your writing classes. It offers suggestions for setting up your courses; provides lots of extra practice for students who need it; offers quizzes and grammar tests, including unit tests; furnishes grading rubrics for each rhetorical mode; and supplies answers in case you want to print them out and have students grade their own work. This valu-able resource is exceptionally useful for adjuncts who might need advice in setting up their initial classes or who might be teaching a variety of writing classes with too many students and not enough time.

PowerPoint Presentations for Mosaics: Reading and Writing Paragraphs, Eighth EditionISBN 0-13-522470-5 / 978-0-13-522470-0PowerPoint presentations to accompany each chapter consist of classroom-ready lecture outline slides, lecture tips and classroom activities, and review questions. Available for download from the Instructor Resource Center.

Answer Key for Mosaics: Reading and Writing Paragraphs, Eighth EditionISBN 0-13-522472-1 / 978-0-13-522472-4The Answer Key contains the gathered collection of Instructor’s Annotated Edition solutions to the exercises in the student edition of the text. Available for download from the Instructor Resource Center.

Loose-Leaf version of Mosaics: Reading and Writing Paragraphs, Eighth EditionISBN 0-13-522471-3 / 978-0-13-522471-7The Loose-Leaf version is a three-hole-punched version of the regular student text at a reduced cost.Pearson is pleased to offer a variety of support materials to help make teaching writing easier for you and to help students excel in their course-work. Many of our student supplements are available free or at a greatly reduced price when packaged with Mosaics: Reading and Writing Paragraphs. Visit www.pearson.com, contact your local Pearson sales representative, or review a detailed listing of the full supplements package in the Instructor’s Resource Manual for more information.



reading and writing paragraphs kim flachmann … · 2019-02-28 · iv detailed contents vi preface...

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