Table Of Contenti s e
nteractive tudent dition
GLENCOE
Grammar and Composition
Grade 11
ACKNOWLEDGMENTS
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permission to reprint the following copyrighted material.Every effort has been made to determine
copyright owners.In case ofany omissions,the Publisher will be pleased to make suitable
acknowledgments in future editions.
Acknowledgments continued on page 929.
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ii
PROGRAM CONSULTANTS
Mark Lester is Professor ofEnglish at Eastern Washington University.He formerly served
as Chair ofthe Department ofEnglish as a Second Language,University ofHawaii.He is the
author ofGrammar in the Classroom (Macmillan,1990) and ofnumerous other professional
books and articles.
Sharon O’Nealis Assistant Professor at the College ofEducation,Southwest Texas State
University,where she teaches courses in reading instruction.She formerly served as Director
ofReading and Language Arts ofthe Texas Education Agency and has authored,and
contributed to,numerous articles and books on reading instruction and teacher education.
Jacqueline Jones Roysteris Associate Professor ofEnglish at The Ohio State University.
She is also on the faculty at the Bread LoafSchool ofEnglish at Middlebury College in
Middlebury,Vermont.In addition to the teaching ofwriting,Dr.Royster’s professional
interests include the rhetorical history ofAfrican American women and the social and
cultural implications ofliterate practices.
William Strongis Professor ofSecondary Education at Utah State University,Director of
the Utah Writing Project,and a member ofthe National Writing Project Advisory Board.
A nationally known authority on the teaching ofcomposition,he is the author ofmany
volumes,including Writing Incisively:Do-It-YourselfProse Surgery(McGraw-Hill,1991).
Jeffrey Wilhelm,a former English and reading teacher,is currently an assistant professor
at the University ofMaine,where he teaches courses in middle and secondary level literacy.
Author ofseveral books and articles on the teaching ofreading and the use oftechnology,
he also works with local schools as part ofthe Adolescent Literacy Project.
Denny Wolfe,a former high school English teacher and department chair,is Professor of
English Education,Director ofthe Tidewater Virginia Writing Project,and Director ofthe
Center for Urban Education at Old Dominion University in Norfolk,Virginia.Author ofmore
than seventy-five articles and books on teaching English,Dr.Wolfe is a frequent consultant
to schools and colleges on the teaching ofEnglish language arts.
iii
Advisors
Michael Angelotti Charles Duke Willis L.Pitkin Bonnie S.Sunstein
Head ofDivision ofTeacher Dean ofthe College Professor ofEnglish Associate Professor of
Education ofEducation and Utah State University English and Director,
College ofEducation Human Services Master ofArts in
Judith Summerfield
University ofOklahoma Clarion University Teaching Program
Associate Professor
Rivier College
Larry Beason Carol Booth Olson ofEnglish
Assistant Professor Director Queens College,
ofEnglish University ofCalifornia, City University ofNew York
Eastern Washington Irvine, Writing Project
University
Educational Reviewers
Lenore Croudy Sterling C.Jones Jr. Anita Moss Marie Rogers
Flint Community School Detroit Public Schools University ofNorth Carolina Independence High School
Flint,Michigan Detroit,Michigan Charlotte,North Carolina Charlotte,North Carolina
John A.Grant Barry Kincaid Ann S.O’Toole Barbara Schubert
St.Louis Public Schools Raytown School District Chesterfield County Schools Santa Clara County Office
St.Louis,Missouri Kansas City,Missouri Richmond,Virginia ofEducation
San Jose,California
Vicki Haker Evelyn G.Lewis Suzanne Owens
Mead Junior High School Newark Public Schools Glendale High School Ronnie Spilton
Mead,Washington Newark,New Jersey Glendale,California Chattahoochee High School
Alpharetta,Georgia
Frederick G.Johnson M.DeAnn Morris Sally P.Pfeifer
Georgia Department of Crescenta Valley High School Lewis and Clark High School Robert Stolte
Education La Crescenta,California Spokane,Washington Huntington Beach High
Atlanta,Georgia School
Huntington Beach,California
Student Advisory Board
The Student Advisory Board was formed in an effort to ensure student involvement in the development of
Writer’s Choice.The editors wish to thank members ofthe board for their enthusiasm and dedication to the
project.The editors also wish to thank the many student writers whose models appear in this book.
iv
B O O K O V E R V I E W
Part 1 Composition
Unit 1 Personal Writing. . . . . . . . . . . . . . 2 Unit 6 Persuasive Writing . . . . . . . . . . 264
Unit 2 The Writing Process . . . . . . . . 46 Unit 7 Research Paper Writing. . . . . . . 322
Facing the Blank Page. . . . . . . . 111 Unit 8 Sentence Combining. . . . . . . . . 358
Unit 3 Descriptive Writing . . . . . . . . . 122 Unit 9 Troubleshooter . . . . . . . . . . . . 382
Unit 4 Narrative Writing. . . . . . . . . . . 166 Business and Technical Writing. . . . . . . . . 408
Unit 5 Expository Writing. . . . . . . . . . 208
Part 2 Grammar,Usage,and Mechanics
Unit 10 Parts ofSpeech . . . . . . . . . . . . 434 Unit 17 Using Pronouns Correctly. . . . . 622
Unit 11 Parts ofthe Sentence . . . . . . . . 488 Unit 18 Using Modifiers Correctly. . . . . 648
Unit 12 Phrases. . . . . . . . . . . . . . . . . . 512 Unit 19 Usage Glossary. . . . . . . . . . . . . 672
Unit 13 Clauses and Sentence Structure 534 Unit 20 Capitalization . . . . . . . . . . . . . 692
Unit 14 Diagraming Sentences . . . . . . . 564 Unit 21 Punctuation,Abbreviations,
and Numbers. . . . . . . . . . . . . . 712
Unit 15 Verb Tenses,Voice,and Mood . . 574
Unit 16 Subject-Verb Agreement . . . . . . 600
Part 3 Resources and Skills
Unit 22 History and Development Unit 27 Study Skills . . . . . . . . . . . . . . . 804
ofEnglish . . . . . . . . . . . . . . . . 758
Unit 28 Taking Tests. . . . . . . . . . . . . . . 811
Unit 23 Library Resources . . . . . . . . . . 774
Unit 29 Listening and Speaking. . . . . . . 848
Unit 24 Using Dictionaries . . . . . . . . . . 783
Unit 30 Viewing and Representing. . . . . 858
Unit 25 Vocabulary . . . . . . . . . . . . . . . 788
Unit 31 Electronic Resources . . . . . . . . 869
Unit 26 Spelling. . . . . . . . . . . . . . . . . . 797
Writing and Language Glossary . . . . . . . 890 Index . . . . . . . . . . . . . . . . . . . . . . . . . . 914
Spanish Glossary. . . . . . . . . . . . . . . . . . 901 Acknowledgments . . . . . . . . . . . . . . . . . . 929
v
CC OO NN TT EE NN TT SS
Part 1 Composition
UUNNIITT
11 Personal Writing
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Writing in the Real World . . . . . . . . . . . . . 4
Culebra Island,July,1997 Web site by Cléo Boudreau
Instruction and Practice 1.1 Writing to Discover. . . . . . . . . . . . . . . . . . . . . . . 8
Write About a Personal Episode;Listening and Speaking;
Cross-Curricular Activity;Grammar Link
1.2 Writing in a Journal . . . . . . . . . . . . . . . . . . . . . 12
Write a Journal Entry;Cross-Curricular Activity;Listening
and Speaking;Grammar Link
1.3 Writing to Learn . . . . . . . . . . . . . . . . . . . . . . . . 16
Write an Entry in Your Learning Log;Using Computers;
Listening and Speaking;Grammar Link
1.4 Writing a Letter. . . . . . . . . . . . . . . . . . . . . . . . . 20
Write a Letter;Cross-Curricular Activity;Listening and
Speaking;Grammar Link
1.5 Writing a College Application Essay. . . . . . . . . . 24
Write a Short Essay;Using Computers;Viewing and
Representing;Grammar Link
Writing About Literature 1.6 Writing About Nonfiction . . . . . . . . . . . . . . . . . 28
Make a Dialogue;Using Computers;Listening and Speaking;
Grammar Link
Writing About Literature 1.7 Writing About Poetry . . . . . . . . . . . . . . . . . . . . 32
Write a Response to a Poem;Cross-Curricular Activity;
Viewing and Representing;Grammar Link
vi
Writing Process in Action Personal Writing Project . . . . . . . . . . . . . . . . . . . . . 36
Write a personal narrative.
• • •
Prewriting Drafting Revising
• •
Editing/Proofreading Publishing/Presenting
LLiitteerraattuurree MMooddeell fromBlack Iceby Lorene Cary. . . . . . . . . . . . . . . . . . . . 40
Linking Writing and Literature Analyzing Cary’s autobiographical writing . . . . . . . . . . . . . . . 44
UUNNIITT 11RReevviieeww Reflecting on the Unit
Adding to Your Portfolio
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . . 45
UUNNIITT
22 The Writing Process
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Writing in the Real World . . . . . . . . . . . . 48
Brandon’s Comic Strips Cartoonsby Barbara Brandon
Instruction and Practice 2.1 Writing:A Five-Stage Process. . . . . . . . . . . . . . . 52
Write About Yourselfas a Writer;Cross-Curricular
Activity;Listening and Speaking;Grammar Link
2.2 Prewriting:Finding Ideas . . . . . . . . . . . . . . . . . 56
Determine a Topic;Using Computers;Listening and
Speaking;Grammar Link
2.3 Prewriting:Questioning to Explore a Topic. . . . . 60
Explore Your Topic;Viewing and Representing;
Cross-Curricular Activity;Grammar Link
2.4 Prewriting:Audience and Purpose. . . . . . . . . . . 64
Identify Audience and Purpose;Cross-Curricular
Activity;Listening and Speaking;Grammar Link
2.5 Prewriting:Observing. . . . . . . . . . . . . . . . . . . . 68
Select Appropriate Details;Listening and Speaking;
Using Computers;Grammar Link
2.6 Drafting:Achieving Unity . . . . . . . . . . . . . . . . . 72
Begin Your Draft;Listening and Speaking;Using
Computers;Grammar Link
vii
2.7 Drafting:Organizing an Essay . . . . . . . . . . . . . 76
Pro Write Your First Draft;Listening and Speaking;
Using Computers;Grammar Link
2.8 Drafting:Writing with Coherence. . . . . . . . . . . 82
Check Your Draft for Coherence;Viewing and
Representing;Using Computers;Grammar Link
2.9 Revising:Using Peer Responses . . . . . . . . . . . . 86
Revise with a Peer;Using Computers;Listening and
Speaking;Grammar Link
1 ➡ 2
2.10 Editing and Presenting:Completing
➡
3 ➡ 4 Your Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Edit and Present Your Essay;Using Computers;
Listening and Speaking;Grammar Link
Writing About Literature 2.11 Analyzing a Character in a Play . . . . . . . . . . . . 96
Write a Character Analysis;Using Computers;
Viewing and Representing;Grammar Link
Writing Process in Action Writing Process Project . . . . . . . . . . . . . . . . . . . . . 100
Write an essay about your childhood.
• • •
Prewriting Drafting Revising
• •
Editing/Proofreading Publishing/Presenting
LLiitteerraattuurree MMooddeell fromAn American Childhoodby Annie Dillard. . . . . . . . 104
Linking Writing and Literature Discovering what makes Dillard’s anecdotes effective . . . . . . . . 109
UUNNIITT 22RReevviieeww Reflecting on the Unit
Adding to Your Portfolio
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . 110
Facing the Blank Page
. . . . . . . . . . . . . . . 111
• • •
Writing forTIME Prewriting Drafting Revising
• •
Editing/Proofreading Publishing/Presenting
viii
UUNNIITT
33 Descriptive Writing
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Writing in the Real World . . . . . . . . . . . 124
The Excavation Scientific Journal Articleby Donald Chrisman,
Richard S.MacNeish,Jamshed Mavalwala,and Howard Savage
Instruction and Practice 3.1 Creating Vivid Description . . . . . . . . . . . . . . . 128
Write a Description;Using Computers;Viewing and
Representing;Grammar Link
3.2 Using Sensory Details . . . . . . . . . . . . . . . . . . . 132
Write a Description;Listening and Speaking;
Cross-Curricular Activity;Grammar Link
3.3 Creating a Mood . . . . . . . . . . . . . . . . . . . . . . . 136
Write Scene Descriptions;Cross-Curricular Activity;
Viewing and Representing;Grammar Link
3.4 Writing a Character Sketch . . . . . . . . . . . . . . . 140
Write a Character Sketch;Viewing and Representing;
Using Computers;Grammar Link
3.5 Describing an Event . . . . . . . . . . . . . . . . . . . . 144
Write a News Story;Viewing and Representing;
Listening and Speaking;Grammar Link
Writing About Literature 3.6 Writing About Mood in a Play . . . . . . . . . . . . . 148
Write a Review;Using Computers;Listening and
Speaking;Grammar Link
Writing Process in Action Descriptive Writing Project . . . . . . . . . . . . . . . . . . 152
Describe an idea for a TV screenplay.
• • •
Prewriting Drafting Revising
• •
Editing/Proofreading Publishing/Presenting
LLiitteerraattuurree MMooddeell “The Signature”by Elizabeth Enright . . . . . . . . . . . . . . 156
Linking Writing and Literature Exploring Enright’s descriptions . . . . . . . . . . . . . . . . . . . . 164
UUNNIITT 33RReevviieeww Reflecting on the Unit
Adding to Your Portfolio
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . 165
ix
UUNNIITT
44 Narrative Writing
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Writing in the Real World . . . . . . . . . . . 168
fromViva Baseball! Latin Major Leaguers and Their
Special Hunger Sports writing by Samuel Regalado
Instruction and Practice 4.1 Characters in Biographical Narratives . . . . . . . 172
Write a Narrative that Reveals Character;Cross-Curricular
Activity;Listening and Speaking;Grammar Link
4.2 Writing a Biographical Sketch . . . . . . . . . . . . . 178
Write a Biographical Sketch;Viewing and Representing;
Cross-Curricular Activity;Grammar Link
4.3 Structuring the Long Narrative . . . . . . . . . . . . 182
Write a Biographical Narrative;Listening and Speaking;
Cross-Curricular Activity;Grammar Link
Writing About Literature 4.4 Identifying Theme in a Narrative. . . . . . . . . . . 186
Write a Paragraph Explaining a Theme;Cross-Curricular
Activity;Viewing and Representing;Grammar Link
Writing About Literature 4.5 Responding to Narrative Poetry. . . . . . . . . . . . 190
Write a Response;Cross-Curricular Activity;Listening
and Speaking;Grammar Link
Writing Process in Action Narrative Writing Project. . . . . . . . . . . . . . . . . . . . 194
Write a narrative about a person who inspires you.
• • •
Prewriting Drafting Revising
• •
Editing /Proofreading Publishing/Presenting
LLiitteerraattuurree MMooddeell fromThe Case of Harry Houdiniby Daniel Mark Epstein. . 198
Linking Writing and Literature Examining how Epstein captures a character’s personality . . . . . 206
UUNNIITT 44RReevviieeww Reflecting on the Unit
Adding to Your Portfolio
Writing Across the Curriculum . . . . . . . . . . . . . . . . . . . . . 207
x
