Table Of ContentGrammar in Context Boxes These helpful checklists will guide you through
the process of writing an essay.
Each rhetorical chapter introduction contains a Grammar in Context box
that offers advice about a common grammar, punctuation, or mechanics Questions about Your Purpose 14
issue—one often associated with the pattern discussed in the chapter. Refer
Questions for Critical Reading 23
to the list below to find Grammar in Context boxes throughout Patterns for
College Writing. Reading Visual Texts 27
Setting Limits 32
Avoiding Run-Ons 102
Questions for Probing 34
Avoiding Misplaced and Dangling Modifiers 160
Stating Your Thesis 47
Using Commas in a Series 213 Recognizing a Pattern 52
Avoiding Unnecessary Shifts 270 What Not to Do in an Introduction 55
Effective Support 58
Avoiding “The reason is because”; Using
Affect and Effect Correctly 329 What Not to Do in a Conclusion 62
Constructing a Formal Outline 62
Using Parallelism 376
Drafting 65
Using a Colon to Introduce Your Categories 439
Revising 68
Avoiding is when and is where 493 Guidelines for Peer Critiques 69
Using Coordinating and Subordinating Editing for Grammar 85
Conjunctions 541 Editing for Punctuation 88
Agreement with Indefinite Pronouns 665 Editing for Sentence Style
and Word Choice 91
Proofreading 92
Checking Your Paper’s Format 93
mech_KM-Patterns13-SE-100314
thiRteenth edition
Patterns for
College Writing
A RhetoRicAl ReAdeR And Guide
Laurie G. Kirszner
University of the Sciences, Emeritus
Stephen R. Mandell
Drexel University
BedfoRd/St. MARtin’S
Boston • New York
For Peter Phelps (1936–1990), with thanks
For Bedford/St. Martin’s
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ISBN 978-1-4576-6652-0 (Student Edition)
ISBN 978-1-4576-9941-2 (Instructor’s Edition)
ISBN 978-1-4576-7870-7 (High School Edition)
Acknowledgments
Text acknowledgments and copyrights appear at the back of the book on pages 778–82, which
constitute an extension of the copyright page. Art acknowledgments and copyrights appear on
the same page as the art selections they cover. It is a violation of the law to reproduce these
selections by any means whatsoever without the written permission of the copyright holder.
pRefAce
Since it was first published, Patterns for College Writing has been used by
millions of students at colleges and universities across the United States.
We have been delighted by the overwhelmingly positive response to the
first twelve editions of Patterns, and we continue to be gratified by positive
feedback from the many instructors who find Patterns to be the most ac-
cessible and the most pedagogically sound rhetoric-reader they have ever
used. In preparing this thirteenth edition, we have worked hard to fine-tune
the features that have made Patterns the most popular composition reader
available today and to develop new features to enhance the book’s useful-
ness for both instructors and students.
What Instructors and Students Like about
Patterns for College Writing
An emphasis on critical Reading
The Introduction, “How to Use This Book,” and Chapter 1, “Reading
to Write: Becoming a Critical Reader,” prepare students to become ana-
lytical readers and writers by showing them how to apply critical reading
strategies to a typical selection and by providing sample responses to the
various kinds of writing prompts in the book. Not only does this mate-
rial introduce students to the book’s features, but it also prepares them to
tackle reading and writing assignments in their other courses.
extensive coverage of the Writing process
The remaining chapters in Part One, “The Writing Process” (Chapters 2
through 5), comprise a “mini-rhetoric,” offering advice on drafting, writ-
ing, revising, and editing as they introduce students to activities such as
freewriting, brainstorming, clustering, and journal writing. These chapters
also include numerous writing exercises to give students opportunities for
immediate practice.
detailed coverage of the patterns of development
In Part Two, “Readings for Writers,” Chapters 6 through 14 explain
and illustrate the patterns of development that students typically use in
their college writing assignments: narration, description, exemplification,
iii
iv Preface
process, cause and effect, comparison and contrast, classification and di-
vision, definition, and argumentation. Each chapter begins with a com-
prehensive introduction that presents a definition and a paragraph-length
example of the pattern to be discussed and then explains the particular
writing strategies and applications associated with it. Next, each chapter
analyzes one or two annotated student essays to show how the pattern can
be used in particular college writing situations. Chapter 15, “Combining
the Patterns,” illustrates how the various patterns of development dis-
cussed in Chapters 6 through 14 can work together in an essay.
A diverse and popular Selection of Readings
Varied in subject, style, and cultural perspective, the sixty-eight profes-
sional selections engage students while providing them with outstanding
models for writing. We have tried to achieve a balance between classic au-
thors (George Orwell, Jessica Mitford, E. B. White, Martin Luther King Jr.)
and newer voices (Bich Minh Nguyen, Farhad Manjoo, Max Brooks) so
that instructors have a broad range of readings to choose from.
More Student essays than Any comparable text
To provide students with realistic models for improving their own writ-
ing, we include eighteen sample student essays (two new to this edition).
helpful coverage of Grammar issues
Grammar in Context boxes in chapter introductions offer specific ad-
vice on how to identify and correct the grammar, mechanics, and punctua-
tion problems that students are likely to encounter when they work with
particular patterns of development.
Apparatus designed to help Students learn
Each professional essay in the text is followed by three types of questions.
These questions are designed to help students assess their understanding
of the essay’s content and of the writer’s purpose and audience; to recog-
nize the stylistic and structural techniques used to shape the essay; and to
become sensitive to the nuances of language. Each essay is also accompa-
nied by a Journal Entry prompt, Writing Workshop topics (suggestions for
full-length writing assignments), and Thematic Connections that identify
related readings in the text. Also following each essay is a Combining the
Patterns feature that focuses on different patterns of development used
in the essay and possible alternatives to these patterns. Each chapter ends
with a list of Writing Assignments and a Collaborative Activity. Many of
these assignments and activities have been updated to reflect the most cur-
rent topics as well as the most up-to-date trends and sites available on the
Web.
00_KIR_6652_FM_i_xxxviii.indd v Achorn International 10/07/2014 11:20PM
Preface v
extensive cultural and historical Background for All Readings
In addition to a biographical headnote, each reading is preceded by a
headnote containing essential background information to help students
make connections between the reading and the historical, social, and eco-
nomic forces that shaped it.
An introduction to Visual texts
Every rhetorical chapter includes a visual text — such as a photograph,
a piece of fine art, or panels from a graphic novel — that provides an acces-
sible introduction to each rhetorical pattern. Apparatus that helps stu-
dents discuss the pattern in its visual form follows each image.
thorough coverage of Working with Sources
Part Three, “Working with Sources,” takes students through the pro-
cess of writing a research paper and includes a model student paper in MLA
style. (The Appendix addresses APA style and includes a model APA paper.)
What’s New in This Edition
engaging new Readings
The twenty-two new professional essays treat topics of current interest.
Maggie Koerth-Baker explains “Why Rational People Buy into Conspiracy
Theories.” Juan Williams compares the “Songs of the Summer of 1963 . . .
and 2013.” Maia Szalavitz shows “Ten Ways We Get the Odds Wrong.” In
all cases, readings have been carefully selected for their high-interest sub-
ject matter as well as for their effectiveness as teachable models for student
writing.
Argumentation chapter updated
The argument chapter includes a new debate (“Is the Student Loan
Crisis a Myth?”) and two new casebooks (“Is Football Too Dangerous?”
and “Should Guns Be Allowed on College Campuses?”) as well as a new
sample student essay, “Just Say No.”
now with launchpad Solo
Ten interactive and assignable multimodal readings are now included
in LaunchPad Solo for Patterns for College Writing. Multimodal selections
such as videos and infographics illustrate each of the rhetorical patterns
and are accompanied by questions and writing assignments. Selections in-
clude an infographic, “What Are the Hardest Languages to Learn?” and
00_KIR_6652_FM_i_xxxviii.indd iv Achorn International 10/07/2014 11:20PM
vi Preface
“Dear Motorist: Pledge to Share the Road,” a video arguing for drivers to
watch out for bicyclists. In addition, tutorials on critical reading and anal-
ysis and LearningCurve adaptive quizzing focus students on the writing
and common grammar topics they need the most help with. To package
LaunchPad Solo free with Patterns for College Writing, use ISBN 978-1-319-
01312-7.
Get the Most out of Your Course with
Patterns for College Writing
Bedford/St. Martin’s offers resources and format choices that help you
and your students get even more out of your book and course. To learn more
about or to order any of the following products, contact your Bedford/St. Mar-
tin’s sales representative, e-mail sales support (sales_support@bfwpub.com),
or visit the website at macmillanhighered.com/patterns/catalog.
launchpad Solo for Patterns for College Writing:
Where Students learn
LaunchPad Solo provides engaging content and new ways to get the
most out of your course. Get unique, book-specific materials in a fully
customizable course space; then assign and mix our resources with yours.
• Curated content — including readings, videos, tutorials, and
more — is easy to adapt and assign by adding your own materials
and mixing them with our high-quality multimedia content and
ready-made assessment options, such as LearningCurve adaptive
quizzing.
• A streamlined interface helps students focus on what’s due, and
social commenting tools let them engage, make connections, and
learn from each other. Use LaunchPad Solo on its own or integrate
it with your school’s learning management system so that your
class is always on the same page.
To get the most out of your course, order LaunchPad Solo for Patterns
for College Writing packaged with the print book at no additional charge.
(LaunchPad Solo for Patterns for College Writing can also be purchased on its
own.) An activation code is required. To order LaunchPad Solo for Patterns
for College Writing with the print book, use ISBN 978-1-319-01312-7.
choose from Alternative formats of Patterns for College Writing
Bedford/St. Martin’s offers a range of affordable formats, allowing
students to choose the one that works best for them. For more details, visit
macmillanhighered.com/patterns/formats.
00_KIR_6652_FM_i_xxxviii.indd vii Achorn International 10/07/2014 11:20PM
Preface vii
• Bedford e-Book to Go. A portable, downloadable e-book is available at
about half the price of the print book. To order the Bedford e-Book
to Go, use ISBN 978-1-4576-9946-7.
• Other popular e-book formats. For details, visit macmillanhighered
.com/ebooks.
package with Another Bedford/St. Martin’s title and Save 20%
Get the most value for your students by packaging Patterns for Col-
lege Writing with a Bedford/St. Martin’s handbook or any other Bedford/
St. Martin’s title for a significant discount. To order, please request a pack-
age ISBN from your sales representative or e-mail sales support (sales
_support@bfwpub.com).
Select Value Packages. Add value to your text by packaging one of
the following resources with Patterns for College Writing. To learn more
about package options for any of these products, contact your Bedford/St.
Martin’s sales representative or visit macmillanhighered.com/patterns
/catalog.
LearningCurve for Readers and Writers, Bedford/St. Martin’s adap-
tive quizzing program, quickly learns what students already know and
helps them practice what they don’t yet understand. Game-like quizzing
motivates students to engage with their course, and reporting tools help
teachers discern their students’ needs. LearningCurve for Readers and Writ-
ers can be packaged with Patterns for College Writing at a significant dis-
count. An activation code is required. To order LearningCurve packaged
with the print book, contact your sales representative for a package ISBN.
For details, visit learningcurveworks.com.
i-series. This popular series presents multimedia tutorials in a flexible
format — because there are things you can’t do in a book.
• ix visualizing composition 2.0 helps students put into practice key
rhetorical and visual concepts. To order ix visualizing composition
packaged with the print book, contact your sales representative
for a package ISBN.
• i•claim: visualizing argument offers a new way to see argument — with
six multimedia tutorials, an illustrated glossary, and a wide array of
multimedia arguments. To order i•claim: visualizing argument pack-
aged with the print book, contact your sales representative for a
package ISBN.
Portfolio Keeping, Third Edition, by Nedra Reynolds and Elizabeth
Davis, provides all the information students need to use the portfolio
method successfully in a writing course. Portfolio Teaching, a companion
guide for instructors, provides the practical information instructors and
writing program administrators need to use the portfolio method success-
fully in a writing course. To order Portfolio Keeping packaged with the print
book, contact your sales representative for a package ISBN.
00_KIR_6652_FM_i_xxxviii.indd vi Achorn International 10/07/2014 11:20PM
viii Preface
Make learning fun with Re:Writing 3
bedfordstmartins.com/rewriting
New open online resources with videos and interactive elements engage
students in new ways of writing. You’ll find tutorials about using common
digital writing tools; an interactive peer-review game, Extreme Paragraph
Makeover; and more — all for free and for fun. Visit bedfordstmartins
.com/rewriting.
instructor Resources
macmillanhighered.com/patterns/catalog
You have a lot to do in your course. Bedford/St. Martin’s wants to
make it easy for you to find the support you need — and to get it quickly.
Resources for Instructors Using Patterns for College Writing is available
as a PDF that can be downloaded from the Bedford/St. Martin’s online
catalog at the URL above. In addition to chapter overviews, the instruc-
tor’s manual includes model syllabi, tips for using collaborative activities,
overviews of each part, summaries of each selection, and guidance for as-
signment questions.
Teaching Central (macmillanhighered.com/teachingcentral) offers
the entire list of Bedford/St. Martin’s print and online professional re-
sources in one place. You’ll find landmark reference works, sourcebooks
on pedagogical issues, award-winning collections, and practical advice for
the classroom — all free for instructors.
Bits (bedfordbits.com) collects creative ideas for teaching a range of
composition topics in an easily searchable blog format. A community of
teachers — leading scholars, authors, and editors — discuss revision, re-
search, grammar and style, technology, peer review, and much more. Take,
use, adapt, and pass the ideas around. Then, come back to the site to com-
ment or share your own suggestions.
Acknowledgments
As always, friends, colleagues, students, and family all helped this proj-
ect along. Of particular value were the responses to the questionnaires
sent to the following instructors, who provided frank and helpful advice:
Heidi Ajrami, Victoria College; Amelia Magallanes Arguijo, Laredo Com-
munity College; Debra Benedetti, Pierpont Community and Technical
College; Brett Bodily, North Lake College; Mary-Beth Brophy, Univer-
sity of Phoenix; Terri Brown, Arizona Western College; Thomas Chester,
Ivy Tech Community College; Joyce Cottonham, Southern University–
Shreveport; Edward Coursey, Hillsborough Community College, Dale Mabry
Campus; Larnell Dunkley, Harold Washington College; Crystal Edmonds,
Robeson Community College; Sallyanne Fitzgerald, Polk State College;
Denice Fregozo, Arizona Western College; Holly French-Hart, Bossier Par-
00_KIR_6652_FM_i_xxxviii.indd ix Achorn International 10/07/2014 11:20PM
