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English

FPT University

BUSINESS MANAGEMENT

create.mheducation.com
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2021

9781307715149

1307715141
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Contents
INTRODUCTION . . . . . 1

CHAPTER 1 EMOTIONAL INTELLIGENCE AND YOUR PATHWAY TO SUCCESS . . . . . 2

CHAPTER 2 ANNOTATING TEXTS AND DEVELOPING VOCABULARY . . . . . 24

Credits. . . . . 51

iii
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Common Places: Integrated Reading and Writing, Second Edition (with bonus Create content) 1

Reading and Writing as PART

Integrated Processes 1
Chapter 1
Emotional Intelligence
and Your Pathway to
Success
Chapter 2
Annotating Texts and
Developing Vocabulary
Chapter 3
Previewing Texts and
Working with Topics
Chapter 4
Main Ideas
Chapter 5
Support for Main Ideas
Chapter 6
Text Purposes and Text
Patterns
Narration
Definition
Illustration
Classification
Comparison-­Contrast
Cause and Effect
Process Analysis
Mixed Text Patterns
Argument
Chapter 7
Organizing, Drafting,
and Summarizing
Chapter 8
©Doug Steakley/Getty Images

Titles, Introductions,
and Conclusions
Chapter 9
Inferences and Tone
Chapter 10
Revising and Editing
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2 English

CHAPTER
Emotional Intelligence and
Your Pathway to Success 1
Chapter
Objectives

After completing this

chapter, students will
be able to do the
following:
■■ Define and practice
emotional
intelligence.
©Blend Images–Peathegee Inc/Getty Images RF

■■ Define and practice

critical thinking.
■■ Describe the foun-
dations for college
success.

It takes determination and self-knowledge to overcome obstacles to personal success.

What challenges do you face? Are you juggling work, study, and parenting responsibili-
ties? Are you struggling with financial resources? How can you keep a positive point of
view and work actively toward achieving your goals?

What does being smart have to do with being successful? The answer depends on what
you mean by “smart.” Take the case of Brandon. Brandon was the valedictorian of his
high school class. He would sleep through his calculus class because he thought the work
was so “tedious and boring,” yet his calculus average was 99. Clearly, Brandon’s tradi-
tional intelligence—which we often call IQ—was very high. After high school, he left
home to attend a top-notch university on a full scholarship.
You might think that a student like Brandon would become a highly paid engineer
or a renowned chemist, but that’s not what happened. After his first semester of col-
lege, Brandon’s grades were so poor that he dropped out. High school had been so easy
that Brandon had not prepared himself for college. Thinking he could study at the last
minute, Brandon would often go to parties instead of working on academics. And
Brandon also had trouble emotionally. His new environment was nothing like his
hometown, so Brandon struggled with fitting in and had bouts of loneliness.

2
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Emotional Intelligence and Your Pathway to Success 3

Brandon was extremely smart, but as his story shows, being smart isn’t always
enough to find happiness and success in life.
People who are successful in life usually possess three essential characteristics:
emotional intelligence, critical thinking skills, and grit—the willpower to do what it
takes to succeed. In this chapter, we will discuss each of these characteristics and how
they affect your success in both college and life.

Developing Emotional Intelligence

Emotional intelligence is different from IQ. Emotional intelligence, sometimes called
EQ, is your ability to understand and manage your own emotions as well as understand
and relate to the emotional needs of others. How many professional athletes can you
think of who have destroyed their opportunities for success because of poor decisions
they made “off the field”? Almost always, these athletes who cannot manage
­themselves have poor EQ skills. In the same way that a brilliant guy like Brandon
needs EQ to thrive, so also do gifted athletes. And if these exceptional people need
EQ, average people need it even more!
The good news is that we can increase our emotional intelligence by practicing
healthy EQ habits. We will look at three strategies in depth.

EMOTIONAL INTELLIGENCE STRATEGIES

1 Understand your emotions

and put them into words.

2 Recognize emotional responses

and their consequences.

3 Change emotional responses.

Strategy 1: Understand Your Emotions and

Put Them into Words
We experience emotions all the time, and sometimes we let those emotions control us.
The problem is, we do not always know when our emotions are controlling us. The
first requirement for EQ is to realize when you are experiencing an emotion and to
name that emotion. Then, you can make intentional choices about how to react to the
emotion. Look at Mia’s responses, which follow, to see why this step is so important.
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4 English

4 Reading and Writing as Integrated Processes

POOR EQ
GOOD EQ

Mia: I’m so sick of

studying. I hate this stuff. Mia: Wait a minute.
I’m going to text Kayla and I’m feeling bored. I know that
see what she’s doing. I need when I feel bored, I want to give
to get out of here. up. I need to do something to
change this feeling so that I can
keep studying. I really want to
keep studying because I am
determined to become a The first step in exercising
veterinarian! emotional intelligence is
­understanding and

©kho/123RF RF
­naming your feelings so
that you can decide on
a suitable response to
them.

At first, Mia has a poor EQ response because she doesn’t recognize her emotion
and try to change her response. Then, Mia has a realization. She identifies her
­emotion—boredom—and sees that giving in to her emotion will keep her from reach-
ing her goal of becoming a veterinarian. By naming the emotion and confronting it,
Mia can try to find creative solutions that will help her either change her emotion or
deal with it in a ­productive way.
To improve your EQ, start jotting down every emotion you have. It’s easy to jot
down major emotional responses such as anger or sadness, but we sometimes overlook
the less intense—but equally important—emotions. Keep a small pad of paper with
you, or use the Notes app on your smartphone. Log your emotions and keep track of
them. To get started, use the “Common Emotions” chart to review the various emo-
tions that most of us experience frequently. If you are unsure of the meaning of some
of these words, refer to a dictionary or thesaurus for more information.
/θɪˈsɔːr.əs/

COMMON EMOTIONS
Positive Feelings Sad Feelings Fearful Feelings Angry Feelings
amused alienated accused angry
cheerful apathetic cautious annoyed
compassionate apologetic confused bitter
confident ashamed fearful bored
curious belittled frantic burdened
determined dejected guilty deceived
enthusiastic depressed helpless defiant
excited disappointed lonely disgusted
happy distracted paranoid enraged
mischievous /ˈmɪs.tʃə.vəs/ embarrassed regretful envious
optimistic excluded shocked frustrated
pleased gloomy shy hateful
protective grieving trapped hostile
(continued )
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Emotional Intelligence and Your Pathway to Success 5

COMMON EMOTIONS  (continued)

Positive Feelings Sad Feelings Fearful Feelings Angry Feelings
proud hopeless undecided indignant
relieved humiliated unwelcome insulted
surprised hurt upset jealous
sympathetic inadequate weak provoked
thankful miserable resentful
pessimistic stubborn
sad
self-pitying

PRACTICE 1
Naming Your Emotions
Choose a recent four- to six-hour period of time. For example, you might
choose this morning or yesterday evening. Fill in the chart below with all of the
emotions you experienced during that time. Try to remember at least three
emotions. In addition, write down what triggered, or brought on, the emotion,
and write down your reaction to the emotion. Use additional sheets if
­necessary. A sample has been provided.

Date/Time Emotion Trigger My Reaction

Thursday, Angry I was hungry and tired, and my I slammed the fridge door and stormed
6 p.m. ­roommate had eaten the last burrito. out. Went to a fast-food place and ate
too much.

Strategy 2: Recognize Emotional Responses

and Their Consequences
/ˈtɑːd.lɚ/
If you have ever seen a toddler have a temper tantrum, you have seen the power of
emotions! When we fail to recognize and control our emotions, we often act inappro-
priately. We might make hasty decisions that affect our lives and the people we love, or
we might act out in ways that cause us to lose our jobs, our opportunities, or even our
lives. Once you become adept at recognizing and naming your emotions, you will start
to notice that emotions are sometimes followed by irrational thoughts.
When you experience an emotion, get in the habit of analyzing the thoughts the
emotion brings with it. By doing this, you will be able to think more clearly and act
more reasonably. Do not react immediately. Give yourself a few minutes to think.
­Notice what happens to Keith’s response when he takes a moment to reflect.
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6 Reading and Writing as Integrated Processes

POOR EQ GOOD EQ

Keith: A 38! I thought I’d make Keith: A 38! I thought I’d make a higher
a higher grade than that. grade than that. I feel so disappointed
I feel so disappointed and stupid. and stupid. I’m not cut out for college.
I’m not cut out for college. I’m going I’m going to go drop this class. Heck,
to go drop this class. Heck, I should I should drop all of my classes and just
drop all of my classes and find a job.
just find a job. Okay, hold on. That’s not true. I’m not really stupid.
I didn’t understand this stuff well enough, and
I didn’t go get help. I really do want to get my
degree so I can get a good job.
I can do this.

©Ian Allenden/123RF RF Taking some time to get

over your initial emotional
response can lead to a
calmer and more useful
response to the ­situation.

It is easy to see how failing to control your emotions might lead to making poor
choices in life. Work on taking the time to think about your feelings, correct irrational
thoughts, and make decisions that are in keeping with your life goals.

PRACTICE 2
Controlling Emotions
Think of a time when you experienced an emotion and reacted too quickly.
­Perhaps you were angry and lashed out at someone, or perhaps you were
­having a lot of fun and made a reckless decision because you didn’t think about
the consequences of an action. Write two paragraphs. In the first paragraph,
­explain the emotion, your feelings, and what happened when you acted on the
feelings you had. In the second paragraph, write about how you could have
controlled the emotion appropriately if you had taken time to think about your
feelings and react differently. Explain how you could have reacted and how the
outcome of the situation would have been different. Use a separate sheet for
your paragraphs.
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Emotional Intelligence and Your Pathway to Success 7

Strategy 3: Change Emotional Responses

When you have a strong emotion, you need a strategy for gaining control over how you
react to it. Use these three methods for controlling your emotional responses.

Reframe.  Strong emotions often lead us to irrational thoughts. Earlier, you saw
that when Keith received a low grade on a paper, he started thinking the worst: “I’m
stupid. I’m not cut out for college.” If Keith does not rethink his response, he might
actually begin to believe these irrational thoughts. Then he may do something unwise,
such as drop out of college.
Reframing is looking at a problem or situation from a different point of view. You
can reframe irrational thoughts by stepping back for a moment and trying to find a new
way to think about the situation. Keith received a bad grade, and of course, he felt dis-
appointed. But maybe there are other, more rational ways to think about what just
happened. If Keith is honest with himself, he may say, “Okay, I know I didn’t study as
much as I should have.” Or if he did study a lot, he can still reframe: “I didn’t do well,
but that doesn’t mean I can’t learn this stuff. I will just have to learn to study a new way
and will need to get a tutor. I can learn anything if I really want to.”
By reframing your thoughts, you can control emotions and make better decisions,
decisions that enable you to reach your life’s goals.

PRACTICE 3
Reframing Emotional Responses
Read each of the following scenarios. In the box provided, write a few
­sentences about how each person could reframe the situation and his or her
emotional response in a more positive way.

Scenario Poor EQ Response How to Reframe the Response

1. Trinity is fuming. She is sitting I’ve had it. I’m sick and tired of
ok, hold on. maybe shelly has a problem need to
in her car, waiting for her Shelly always being late. She can
solve with it so she is late. While I am waiting for her,
friend, who is running late— just find her own ride. I’m leaving. I am listening to music, watching videos, or complete
again. Her friend is always late, the homework or work that I need to solve.
and Trinity has had it. She feels
irate! /aɪˈreɪt/
2. Marco has been doing I hate this stuff. I can’t believe I’ve
homework for his psychology been sitting here for almost two
class for an hour and a half. hours on a beautiful Sunday
He looks through the packet when all my friends are playing
he has to complete and football. I’m not doing this stupid
realizes he will have to do stuff. It’s just busy work anyway.
another two hours of work to That teacher just wants to make
finish it. He feels discouraged us miserable. Doesn’t she know
and angry. we have lives outside of class???!
(continued )
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8 Reading and Writing as Integrated Processes

Scenario Poor EQ Response How to Reframe the Response

3. Jill is ecstatic. Her college team No way am I sitting around here
just won the championship and working on this project tonight.
everyone around her is Heck with studying! Let’s party!
celebrating. Her friends are
going to a party that will
probably last all night, but Jill
knows she shouldn’t go
because she has a big project
due in a few days and must
work on it.

Become More Flexible.  Sometimes we go through unnecessary anguish

b­ ecause we simply aren’t flexible enough. Let’s go back to the toddler example. It’s
common to see a young child have a tantrum for seemingly minor reasons such as not
getting to eat dessert before dinner. With a bit of flexibility, the toddler could talk
­herself into waiting for dessert and spare everyone her tantrums, but toddlers’ brains
­aren’t developed well enough to think logically. Adult brains, however, are!
When we intentionally become more flexible, we change an emotional state. For
instance, it’s easy to get frustrated and angry when you are waiting in a long line. And
if someone cuts in line, those feelings intensify. How can we use flexibility to change
these feelings?
First, we can develop flexibility on a practical level. If you are waiting in line
and have another appointment for which you might be late, think of the options at
your disposal. You don’t have to continue to wait in the line. You can leave and
come back later. Alternatively, you can be late for the next appointment. If you are
usually on time, people will probably be forgiving. But you have to remember that
fact and talk yourself into feeling more flexible! Another option is to simply use
your phone to call and reschedule the next appointment. Or you can question the
reason you are in line. Perhaps the thing you are waiting for is not worth the wait.
You do not have to do ­anything. No one is forcing you to stand in line. By thinking
of alternatives, you can be more flexible and control your situation—and the
­emotions that go with it.
Flexibility is especially important in college. Imagine that you just had a fight
with your girlfriend or boyfriend, and you have to go to class. You may be tempted
to sit in the back row, slump down, text friends during class, and tune out. But you
know that those behaviors won’t help you reach your goals. You’ve already gone
through all the trouble of getting to class. What a waste if you are going to just
tune out!
So think of other alternatives. You might tell yourself, “I have all afternoon to
think about our fight. I will spend this class time tuning in and spend the rest of the day
thinking about what I want.” Or you might challenge yourself, like this: “Okay, I am
challenging myself to control this emotion. I’m going to act the opposite of how I feel.
I’m going to sit up, participate, listen, and tune in. Let’s see if I can do it.” Thinking
about alternatives can enable you to have flexibility when you have to deal with emo-
tions that can sabotage your success.
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Emotional Intelligence and Your Pathway to Success 9

PRACTICE 4
Practicing Flexibility
Read the following scenarios and notice the problems caused by inflexible
thinking. In the space provided, write down flexible alternatives the person can
use to help control the situation and the feelings that go with it.

Scenario Poor EQ Response Flexible Thinking Alternatives

1. Matt is about to take a math Matt starts thinking, “I am so
test. He studied all weekend bad at math. I’m going to
and thinks he is prepared, but fail this test. I can’t remember
right before class, Matt is anything. I’m never going to be
feeling fearful and almost sick. able to pass a college math
His hands are getting clammy class.”
and he is worried that he won’t
remember anything.

2. Ashley’s eight-year-old Ashley instantly feels angry and

daughter came home from protective. She starts looking for
school crying and said, “My the teacher’s phone number
teacher made fun of me in front and mutters, “Nobody makes
of the whole class. She hates fun of my child!” She plans to
me, and now she wants the give the teacher an earful.
other kids to hate me too!”

3. L’Vinia’s sister just had a baby. L’Vinia thinks, “I can’t

Everyone is posting pictures concentrate anyway, so this
on social media, and L’Vinia is class isn’t doing me any good.”
sitting in a government class. Then she tunes out and joins
She is so excited and is the fun by responding to social
tempted to leave class. She media.
is having a hard time OR
­concentrating. L’Vinia slips out quietly and
gets to the hospital as quickly
as she can.

Develop an Internal Locus (Center) of Control.  Who controls you? As a

toddler, you were controlled by your parents. As you grew up, you increasingly began
to control your own behaviors. As adults, we exercise a lot of control over our lives,
but we also know that some things—such as getting cancer or being laid off—are
­beyond our control. People who have an external locus of control tend to believe that
most of their life situations are beyond their control. Conversely, people who have an
internal locus of control tend to believe that although some things are beyond their
control, for the most part, they are in control of their lives.
People who believe they are in control of their lives tend to feel more emotionally
stable than people who believe life controls them. A person with an internal locus of
control can deal with hard times better than a person with an external locus of control.
Read through the next scenario to see how Leah’s locus of control affects her thinking.
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10 Reading and Writing as Integrated Processes

EXTERNAL LOCUS OF CONTROL

(“LIFE IS CONTROLLING ME!”)

Leah: My financial aid was INTERNAL LOCUS OF CONTROL

denied! Nothing good ever (“I’M STILL IN CHARGE”)
happens to me. They didn’t give
me financial aid. Now what am I
supposed to do? I guess they don’t want Leah: My financial aid
me to succeed. They said I’ve been was denied! I’m discouraged. This is
denied. There is nothing I can do. I’m strange. I really thought I had everything
so discouraged. figured out. I must have made a mistake
in my thinking or figuring. I’m going to
appeal this decision and see if I can at least
get a student loan. If I can’t, then I’m going to
figure out what I need to do to be eligible for
financial aid next semester. I’m going to go
online and see who I need
to talk to.

©Piotr Marcinski/iStock/Getty Images RF

When you believe that you,

and not outside circum-
stances, are mostly in control
of your life, you also believe
that you have the ability to
­resolve issues that arise.

People who do not think they can affect their life circumstances often make
a­ ssumptions that lead to bad decisions. If Leah believes she has no control over her
financial aid, she may give up the dream of going to college. On the other hand,
­suppose she takes control of the situation and believes that she can change the course
of her life. Then, she may learn that there are other financial aid options available to
her. And she may learn how to get financial aid the next semester.
It is true that we cannot control everything that happens to us, but how we react to
life can make a big difference to our success. One way to gain an internal locus of
control is to change the scripts that run through our minds. Here are some examples.

Instead of . . . Say . . .

I never have any luck. Things didn’t go my way this time, but next time I’ll
do things differently.

They did this to me. I’ve found myself in a bad situation, and I’m going to
get out of this situation.

It doesn’t matter how hard I try, I just can’t wake up on time. I am determined to find a way to wake up on time.

There is nothing I can do about the bus schedule. I can figure out a way to solve the bus schedule
problem.

The test was unfair. I didn’t do a good enough job on the test.
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Emotional Intelligence and Your Pathway to Success 11

To develop an internal locus of control, try these things:

■■ Take responsibility. You have to take responsibility for the successes—and
­failures—in your life. That can be difficult. It’s hard to admit when we make
­mistakes, but blaming our circumstances on others will lead to only more failure.
■■ Refuse to be a victim. Think of yourself as a person in control. It is true that
sometimes we are victims, but we can reclaim control of our lives by taking
­positive actions that eliminate fear and hopelessness.
■■ Find solutions. Don’t allow life’s setbacks to destroy your dreams. Think cre-
atively and find solutions. Ask other people to help you solve problems. Reach out
to people who can help. Take an active part in your success and in regaining
­control of your life. Above all, do something. Don’t let life happen to you. Take
actions that help you regain a sense of control over your life.
■■ Think positively. You have to believe that you can control your life. If you have
no hope, you will not be able to find solutions to the problems that threaten
­success. Believe that where there is a will, there is a way. Start a belief journal.
Write down everything you believe you are capable of and go over those beliefs
­every day.

PRACTICE 5
Developing an Internal Locus of Control
Think about a time when you felt as if you were not in control. Write a para-
graph about the situation and how the situation made you feel. Include in your
paragraph how you reacted to the situation. Did your reaction help you regain
your sense of control? Did your reaction reinforce your feeling that you had no
control? How could you have acted differently in order to regain a sense of
control? See the example paragraph for a model. Use a separate sheet for
your paragraph.

Example:
Before my freshman year of high school, my family moved to a new city.
I had always played basketball, so I was pretty confident that I would make the
team at the new school. I went to tryouts in the summer, and I did great. But
then I learned that I had not been picked for the team. I was crushed and angry.
As I got to know the kids at that school, I decided that only the kids who had
­always gone to school in that district were going to be chosen. They didn’t like
outsiders. That’s what I thought. I thought that I couldn’t have affected the out-
come. So I felt sorry for myself and didn’t try out the next year. Then I noticed
that a new kid did try out and he made the team. So I realized that maybe there
was a chance for me. I tried out before my junior year and made the team that
time. I played my last two years and ­realized that the coach was a great guy. He
just hadn’t seen me play enough to put me on the team my freshman year.
What I learned from this is that I thought I had no control, and it cost me two
years of playing basketball. If I had realized that I really had the control all
along, I would have stopped feeling sorry for myself and would have tried out
before my ­sophomore year. I learned that you have to rise up and take control
of what you want.
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12 Reading and Writing as Integrated Processes

Thinking Critically
While emotional intelligence helps us to navigate and control our feelings, critical
thinking helps us to improve our logic and problem-solving abilities. Critical
­thinking is the practice of forming and asking key questions about the texts you
read and the situations you encounter in life. Critical thinkers go on to answer these
key questions in order to form rational judgments and find creative solutions to
problems.

An Example of Critical Thinking

While critical thinking sometimes relies on having background knowledge, it also
­involves being able to predict difficulties, question assumptions, and solve problems.
In the workplace, being able to think critically often separates managers from
­lower-level employees.
Consider this scenario: Monica is a clerk at a rental car agency. It is a busy Friday
afternoon, and lines of people are waiting to pick up rental vehicles for weekend travel.
Monica’s supervisor, Fred, who is the store manager, has to leave suddenly to handle a
family emergency. Monica and Jill, another entry-level employee, are the only rental
clerks available. They are managing to keep the lines moving and keep customers
happy, much to Monica’s relief.
A customer whom Monica recognizes—an administrative assistant for the local
university’s sports program—comes in the door. He greets Monica by name; he has
done so much business with the rental agency that he has developed a warm relation-
ship with all the employees. In fact, the agency relies on the university’s business to
meet its sales goals each month.
He bypasses the line of customers and asks to have a private word with M ­ onica.
An unexpected situation has come up, he says, and the basketball team needs three
vans immediately. Monica doesn’t even have to look at her computer to know that the
agency’s last three vans have already been reserved by customers who are waiting in
line. She checks anyway, and sure enough, the vans are reserved. Pulling Jill aside, she
asks her advice. Jill has no idea what to do. Monica texts Fred, but she gets no answer.
She calls a nearby agency, but they have no vehicles available.
What should Monica do? Should she lease the vans to the loyal university
customer and turn away the people who already have reservations? Surely, the
company would do better financially to retain the university’s business than to
satisfy three ­casual customers. But would such an action be fair? What would her
boss do, she ­wonders? What are the things she should consider to make this
­decision?
Monica needs to examine her assumptions and ask questions in order to solve this
problem. First, she can articulate her goals in the situation: accommodate a long-time
customer, accommodate new customers, retain as much business as possible, and
­retain the company’s reputation for good service. She may realize that “solving” the
problem does not necessarily mean providing the vans. Perhaps explaining her efforts
and demonstrating her concern will preserve the company’s reputation for fairness and
good service even if the vans aren’t available. As Monica thinks through her ideas, she
may come to realize that being honest, fair, and as helpful as possible would generate
the best outcome for her goals.
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Emotional Intelligence and Your Pathway to Success 13

©RubberBall Selects/Alamy Stock Photo RF

Health-care professionals use

critical thinking to ask ques-
tions that lead them to a cor-
rect diagnosis. For example, if
a patient presents with sei-
zures, a nurse or physician’s
assistant might ask him
whether he has a history of
neurological disorders. Know-
ing the right questions to ask
requires critical thinking.

This same kind of thinking is required in college courses. Sometimes courses will
require you to simply memorize information, a task that does not involve thinking crit-
ically. Often, however, your instructors will push you to think critically by requiring
you to use that information in unpredictable ways. For example, on a math test, you
may see problems that are not like the ones you studied and reviewed but whose solu-
tions are possible if you apply the knowledge you have learned. In applying your knowl-
edge to solve these problems, you are thinking critically, the way Monica has to think.

How Critical Thinking Affects Reading

and Writing Skills
Just as there is more to running a rental car agency than following a list of instructions
for checking out cars, there is more to comprehending a text than merely understand-
ing its literal meaning. Critical reading requires us to ask questions: What does this
writer want me to believe? How might this writer benefit if I believe what he has to
say? What assumptions is he making? Do I agree with those assumptions?
Good writing also depends on critical thinking. We can teach a computer to
­construct grammatically correct sentences, but a computer cannot write convincing
essays. It cannot analyze its audience, and it cannot analyze its own assumptions. It
cannot think of the critical questions that need to be asked. Such questions include
much more complex inquiries than simply “How many pages should this essay be?”
Effective writers ask a variety of questions that help them focus their writing. For
­example, a writer might ask herself whether she should use the term woman or lady in
a composition. She might wonder if an audience is likely to respond more ­positively to
one term than the other. Her analysis can help her choose the more appropriate term
for her purpose. This kind of critical questioning will help her anticipate r­eaders’
­responses and consequently become a better writer. Just as Monica’s ­questions can
help her determine the right course of action, critical thinking about your writing
will  help you determine how to word your ideas and communicate your thoughts
­effectively. Practice your critical thinking skills by completing the exercise that ­follows.
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14 Reading and Writing as Integrated Processes

PRACTICE 6
Thinking Critically
The following passage describes a scheduling problem for Lin, a freshman in
college. Read the passage, and then use critical thinking to answer the
questions on a separate sheet of paper.
Lin lives with his parents and is in his second semester in college. He is con-
sidering renting an apartment with his best friend. The apartment is within walk-
ing distance from campus, so Lin believes he will save on gasoline and make
better use of campus resources if he lives in the apartment. Lin would need to
work about twenty-five hours a week to afford the apartment and r­ elated ex-
penses. His part-time job offers him only fifteen hours a week, but he plans to
ask his supervisor for more hours. He has three weeks to decide whether he
wants to rent the apartment or remain at his parents’ house.
1. List the questions Lin should ask before making this decision.
2. List the potential problems that could arise if Lin were to rent the apart-
ment with his friend.
3. Which of these potential problems could Lin prevent or overcome?
4. If these problems were to occur, how would they affect Lin?
5. Based on your critical thinking, is this a risk worth taking? Why or why not?
What advice would you give Lin? Explain in a paragraph.

Succeeding in College
Researchers who study the reasons for college success and the obstacles preventing it
have identified several characteristics of successful students:
■■ Students who succeed are self-directed.
■■ Students who succeed use resources effectively.
■■ Students who succeed manage their time well.
■■ Students who succeed are self-reflective.

Students Who Succeed Are Self-Directed

People who are self-directed are in charge of their own learning experiences. They find
a way to learn. They do not depend solely on a textbook or on an instructor or on hav-
ing the perfect learning situation. They do not wait for an instructor’s advice to go to a
tutoring center. They take the initiative to find the resources they need for success. In
short, they demonstrate grit—the determination to persevere, despite difficulties, in
achieving their goals.
Angela Duckworth, a professor of psychology at the University of P ­ ennsylvania,
has studied the effects of grit. Duckworth’s research has shown that two qualities—grit
and self-control—are essential for success. If you have ever started a project that was
­tedious, time-consuming, and difficult, you know how hard it can be to finish the
­project. People who have grit finish, regardless of the difficulties and the tedium.
Once you are determined to succeed, you can look for the tools to help you ­succeed.
Notice the different approaches that Ron can take in the scenario shown here.
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Emotional Intelligence and Your Pathway to Success 15

INEFFECTIVE RESPONSE
SELF-DIRECTED STUDENT’S RESPONSE
Ron: I’m confused. I really
don’t get this at all. I guess
I’ll just wait and go to class to Ron: I’m confused. I really don’t
see if the other students were get this at all. And this is due
confused. I don’t get it, so I tomorrow! So I’m going to the
can’t work on this Success Lab on campus. I’m going to
assignment. have to skip the game tonight, but I
have to get this figured out and
finished. I’ll look up the lab’s hours on
the college’s
Web site.
©DamirK/E+/Getty Images RF

Being self-directed means

taking responsibility for
your own learning.

Students Who Succeed Use Resources Effectively

Resources are the tools that are available to you as you work on a task. To succeed in
college, you need to use a variety of tools: your textbooks, the learning labs on cam-
pus, your supportive friends and family, computer software, Web sites, and so on.
Identifying the correct tools to use for academic tasks requires careful thinking, and it
also requires that you know what tools are at hand. Two categories of tools, in partic-
ular, can assist your journey through college: human resources and content resources.

Human Resources.  Human resources are the people around you who can
­provide help:
■■ Your instructors are your best resources. Do not hesitate either to visit your
­instructors during their office hours or to e-mail them. Professors welcome their
students’ questions and office visits.
■■ Look around your classes to identify peers with whom you might be able to con-
nect. Consider swapping e-mail addresses with one or two classmates so you can
discuss assignments or keep up with class notes in case of absences. Of course,
always use care about giving your personal information to anyone. A campus
e-mail address is a fairly safe way to chat with a classmate, but it might not be
wise to give out your phone number or address.
■■ You can also form study groups to discuss course assignments. Such groups can
meet on a regular basis or only when necessary.
■■ Lab instructors or tutors can also be excellent resources for professional feedback
on papers or for help with complex assignments.
■■ If your campus has a writing center, use it. Writing center instructors or tutors are
specially trained to help with reading and writing assignments. Do not hesitate to
ask a writing center instructor for help with any course that requires writing.
■■ Additionally, student success counselors and librarians have been trained to help
students succeed.
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16 Reading and Writing as Integrated Processes

Once you have identified the available human resources on your campus, take the next
step—use them! Regularly interacting with instructors and others on campus who are
there to help will make a significant difference to your academic success.

Content Resources.  Textbooks, library reference books, YouTube and Teacher-

Tube videos, reading comprehension Web sites, online writing labs (OWLs), and
search engines are only a few of the content resources that can help you succeed in
college. These resources can often help you with questions you have about coursework
and careers. Librarians can help you locate a wealth of valuable content resources. In
addition, writing textbooks and carefully chosen Internet sites can be useful.

Students Who Succeed Manage Their

Time Well
Time management is a necessity in almost every area of life. The color-coded time
management plan created by one student, Dana, is shown below.
Good time management starts with assessing your time commitments honestly
and carefully. Logging your commitments on a calendar—whether on paper, on a
computer, or on your smartphone—is one way to realistically view what you need to
get done. There are a variety of ways to sync online calendars to smartphones.
Use technology to help you when possible, but make sure that you manage your
­electronic devices and that they do not manage you:
■■ Turn off your phone when you study.
■■ Use your phone’s alarm and calendar to keep track of due dates.
■■ Make your use of social media a reward to be enjoyed after you have finished your
course work for the day.

Dana’s Time Management Plan

Time Sun. Mon. Tues. Wed. Thurs. Fri. Sat.

6 a.m.
7
8
9
10
11
Noon
1 p.m.
2
3
4
5
6
7
8
9
10

KEY
Class
Family/children
Lab/study time
Study time
Work
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Emotional Intelligence and Your Pathway to Success 17

To make a time management system, use a simple chart that lists the days of the
week and the hours of each day. Input your commitments, and schedule your study
time. Be sure to leave some hours open for flexibility. Post your plan and make others
aware of it so they can help you follow it.

Students Who Succeed Are Self-Reflective

©Halfdark/Getty Images RF
Reflecting is simply taking time to think about something in order to understand it or
learn from it. Self-reflection is looking at your behaviors and feelings from the outside
so that you can see yourself more objectively.
We can all think of someone—perhaps an acquaintance, a friend, or even a
family member—who makes the same mistakes repeatedly. Perhaps this person is
always late or cannot maintain a relationship. It is easy to see the person’s faults, According to Plato, the ancient
and most likely, we can see what causes his failures. But it is much more diffi- Greek philosopher Socrates
cult  for us to view ourselves as objectively. Self-reflection is an attempt to do said that “The unexamined life
just that. is not worth living.” What do
you think Socrates meant?
To practice self-reflection, imagine floating to the top of a room and looking
down at yourself, noting the things you are saying and doing. The goal is to be able to
see yourself as others see you. Think about yourself as a student. Which of your behav-
iors sabotage your success? Which behaviors work for you? Self-reflective analysis
will help you view your strengths and weaknesses more objectively so you can become
the kind of learner and person you want to be.

PRACTICE 7
Using Success Strategies
You have read about four characteristics of students who are successful in col-
lege. Think about your own habits and traits as a college student, and answer
these questions on your own paper.
1. P
 rovide an example of a time when you were a self-directed student.
Alternatively, provide an example of a time when you were not self-­
directed enough. ­Explain what happened in the scenarios you present.
2. What keeps you from being more self-directed as a student? Explain.
3. Make a list of resources (human or content) that you plan to use this
semester. Include at least one resource that you have never used ­before.
4. Provide an example of an occasion on which you managed your time well.
Provide an example of a time when you did not use good time-­management
strategies. Explain what happened in both scenarios.
5. What potential time problems might you face this semester? How will you
deal with them so that your college work is not affected? Explain.
6. Think about a favorite teacher you had in the past. How would he or she
describe you?
7. When you reflect on yourself as a student, what strengths do you see?
What weaknesses do you see? What potential do you have to excel?
Explain.
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18 Reading and Writing as Integrated Processes

CHAPTER ACTIVITIES

A READING AND WRITING ASSIGNMENT

The critical thinking, reading, and writing skills we discuss in this text not only apply
to college success but also affect workplace success. What follows is an article entitled
“Are You an Ace or a Joker?” As you read the article, underline at least three import-
ant pieces of advice that you will use to prepare for a future career. A writing assign-
ment follows the article.

Are You an Ace or a Joker?

Two guys—let’s call them Ace and Joker—have associate’s degrees from
the same community college. They have obtained basically the same level of
academic knowledge and the same technical skills. They both held jobs while
in high school and in college. Yet Ace is a much more attractive job candidate
to managers who are recruiting workers. Why?
Everyone would agree that having basic knowledge and stock technical
abilities is essential for career readiness. However, in addition to academic
and technical competencies, a third category of abilities is critical for career
readiness: employability skills.
Employability skills, sometimes called work-readiness or job-readiness
skills, are a set of competencies and behaviors that are necessary for every
type of job. Acquiring them and being able to demonstrate to prospective
­employers that you possess them are crucial to employment success.

Foundational Skills
Being a good employee depends on some very basic, foundational skills.
While these qualities may seem too obvious to be highlighted, employers
­express frustration at how few workers possess them.
Joker pads his time sheet by adding a half-hour here and fifteen minutes
there. Ace is totally honest about the hours that he works.
Honesty and trustworthiness are indispensable qualities in the workplace.
If an employer cannot trust a worker, every aspect of the work environment
becomes overly complicated.

Ace shows up for work on time every single day. Joker comes in on time
some days but straggles in a few minutes late about as often. Ace finishes
his assignments on time; Joker frequently has excuses about why he was
unable to get an assigned project completed by the deadline.
Dependability is vital. Employees need to show up on time every day
(­unless they have a valid excuse). Completing every task is another dimension
of dependability. A staff member who completes tasks as assigned, without
prompting and by the deadline, is a very valuable employee. (continued )
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Emotional Intelligence and Your Pathway to Success 19

When Ace goofs up, he admits it; when he borrows an idea from
­coworkers, he gives them credit. Joker, on the other hand, frequently tries
to blame others when things go wrong, and he regularly takes credit for
the insights and accomplishments of others.
Employers greatly appreciate staff members who take responsibility for
their own decisions and actions. If you make a mistake, own it. If someone else
came up with a worthwhile idea, give credit where credit is due.

Ace is aware of the benefits of his job, and he remembers all too well
the frustration and discouragement he felt when he was unemployed.
Joker, on the other hand, seems to consistently see only the negative
side of his job.
Having a positive attitude toward work is a wonderful characteristic. You
don’t have to “whistle while you work,” but being upbeat matters. Nobody
­relishes working with a grumbler; coworkers and supervisors alike appreciate
someone with a can-do attitude.

Joker catches on to new tasks quickly, but he often tires of doing the work
and fails to complete assignments. If Joker is the hare, Ace is the tortoise.
He sees every project through to the end.
Workers need to exert high levels of effort and persistence. Working hard
and keeping at it will not only enable you to accomplish more, but your
­persistence will be noticed by colleagues and superiors. To some employers,
a college degree is more important as evidence of perseverance than of
knowledge.

Whenever an unexpected crisis occurs, Joker freaks out and has a hard
time ­recovering. Ace, however, rolls with the punches; he is able to
­adjust on the fly.
Flexibility is highly valued by employers. Many of us like routine; however,
in every work environment, unanticipated events occur, often upsetting the
regular order of affairs. Workers who can adapt to changing situations are
­especially valuable.
Ace “looks the part.” He comes to work dressed and groomed appropri-
ately. Joker, conversely, will often show up for work looking disheveled,
lacking some part of his uniform, and generally resembling a slob.
Understanding and following the dress code or uniform guidelines should
be a given in every work context. Employees must always be presentable and
pay attention to personal hygiene.

Interpersonal Skills
In most work environments, there are three groups with whom a person
interacts: customers or clients, coworkers or colleagues, and managers or
­supervisors. Relating well to all three groups is vital for success in the
­workplace. (continued )
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20 Reading and Writing as Integrated Processes

Many of Joker’s customers view him as a jerk. Ace’s goal, on the other
hand, is to help all his customers feel better about their day after their
­encounter with him.
Anyone who works with customers must be friendly and polite and must
respond appropriately to their requests. Although it is not always the case that
“the customer is always right,” that assumption is an excellent beginning point
in dealing with ­customers.

Everybody likes a team player, and that is how Ace’s colleagues charac-
terize him. Joker’s associates, in contrast, comment about how they often
have to do his part of an assignment.
Good employees respect and work well with coworkers, even those they
do not like. It’s crucial to be compatible enough with everyone in the
­workplace to make a successful team. Consider basketball as an analogy.
­Although it would be great if the players on a team liked one another, it is not
really necessary. As long as they communicate with one another and each
player performs his or her role, they can be successful as a team.

Joker always seems to be in conflict with his supervisor. Different jobs,

­different managers—it doesn’t seem to matter; there’s always tension
­between Joker and his boss.
The manner in which employees relate to their supervisors is absolutely
critical to job success. Employees must treat their supervisors with respect,
despite their personal feelings toward them. As an employee, you must re-
spect the role even if you do not respect the individual.
If Ace’s boss tells him that he could do better work, Ace views it as a “gift”
from his supervisor. Ace wants to be better at what he does, so he appre-
ciates guidance in that regard—even if he doesn’t necessarily enjoy being
corrected.
Effective employees take constructive criticism to heart and consider it
carefully. No one enjoys being criticized, but effective employees understand
that their supervisors offer criticism to guide, not to insult. Good workers don’t
reflexively reject criticism. Rather, they use it to gain insight and improve their
performance on the job.
Whether relating to customers, coworkers, or supervisors, employees inevita-
bly encounter conflict at work. Being able to resolve conflict successfully is a very
important interpersonal skill. The successful resolution of conflict lies between
two extremes. One extreme is to react to a clash defensively and a ­ ggressively.
The other extreme is to respond by withdrawing and acting as though no issue
exists. Neither of those reactions is productive. If conflict is ­respectful, honest,
sincere, and kind, then it isn’t confrontational at all—and it can be very fruitful!

Problem-Solving Skills
Every job involves problem solving: How can we produce our goods or
provide our services faster, better, more efficiently? How do we address the (continued )
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Emotional Intelligence and Your Pathway to Success 21

roadblocks that ­inevitably arise? It’s not surprising that problem-solving skills
routinely rank at the top of the list of desirable traits for prospective staff
­members. Problem solving involves both critical thinking and creative thinking.
When Joker sees a problem at work, he criticizes his supervisors for not
having solved it. On the rare occasions when Joker has a suggestion, he
throws out an idea without having thought it through. He skips steps—he
tends to go from A to C without explaining how to get there, and then he
is unhappy when no one thinks his plan is worthwhile. Ace constructs a
plan with his audience in mind—whether that is customers or his boss or
someone else. He realizes that they cannot fill in unexplained gaps.
Critical thinking involves recognizing and clarifying a problem. What issue,
precisely, is it that needs to be addressed? Identifying possible solutions and
then ranking them in terms of preferability is a next step. Constructing a step-
by-step explanation as to how the approach selected would be implemented
is the final stage. (You can see how courses in math and science provide stu-
dents with training in critical thinking; although the particular issues in a job
setting may not be algebra problems or chemistry experiments, the method
learned in these academic courses can be applied in a multiplicity of
­situations.)
Joker never seems to come up with any fresh ideas. He offers the same,
tired approaches even when they have not worked in the past or when
new issues arise on the job. Ace, in contrast, thinks creatively.
While critical thinking emphasizes the rigorous, analytical type of thinking
that we associate with math and science, creative thinking is just as important.
Innovative thinking is highly valued in most work environments. Just as the
­relationship between critical thinking and courses in math and science is clear,
so too is the parallel between creative thinking and “artistic” academic
courses. Courses in the visual and performing arts—drama, music, art, dance—
provide examples of how artists conceive new and imaginative creations.
Moreover, academic study in areas less commonly thought of as creative can
be very helpful as well. Engineering, marketing, and education courses—to
name a few—promote innovative thinking, too.

Conclusion
The skills described here are the attributes that workforce managers
r­ epeatedly indicate they desire in their employees. People who are looking for
employment opportunities—or better jobs than they currently hold—must
­possess both employability skills and specific job skills. Additionally, when
­applying for a job, people need to convey their employability skills in the
­application process. Employability skills can be added to a résumé, discussed
in an interview, or demonstrated while networking. Perhaps most importantly,
a person who demonstrates these employability skills in every aspect of his
life will impress potential employers as unique.
Who would not want to hire Ace?
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22 Reading and Writing as Integrated Processes

Questions for Consideration

1. What are employability skills? Write two to three sentences defining them.
2. How do employability skills differ from academic and technical skills?
3. Read through the section describing the foundational skills employees should
have. In what other contexts are these skills important? Explain.
4. On the left side of a sheet of paper, list all the employability skills discussed in the
article. Next to each skill, write a sentence explaining whether you possess the
skill, are working on acquiring the skill, or have not developed the skill yet. How
would an employer view your abilities as a potential employee on the basis of the
list you created? Which of these skills do you plan to work on developing? ­Explain
in a paragraph.

Responding to the Reading

1. Which of the employability skills are actually EQ skills? Explain.
2. Choose three employability skills that you need to develop more fully. Write a
paragraph about each skill in which you do the following:
∙∙ Explain why you believe you need to develop the skill.
∙∙ Provide an example of a time when you would have been more successful if
you had possessed the skill.
∙∙ Finish the paragraph with ideas for how you can develop the missing skill.
3. Using the “Employability Skills” article for ideas, write an essay in which you
identify the top five employability skills required for a job in which you are inter-
ested. Explain why each skill is important for the job you choose. For example, if
you would like to be a nurse, you might discuss the importance of problem solving.

ADDITIONAL ASSIGNMENTS
1. Think of a job or a class you had in the past in which discipline and behavior were
not good. What was the problem? What could your employer or instructor have
done differently to make student or worker behaviors more acceptable? Write two
or three paragraphs to explain.
2. Think of a time when you made a decision without thinking critically about it.
Perhaps you told a lie to a person you loved or bought something expensive on an
impulse. What decision did you make? What process did you use to make the
­decision? Why do you think you made the decision without thinking critically?
What steps should you have taken to make a better, more-informed decision?
Write two or three paragraphs to explain.
3. Think about a time in your academic life when you failed an assignment. Was the
failure brought on because of a problem in emotional intelligence, a problem in
critical thinking, or a problem that you could have avoided by using a college suc-
cess strategy? Explain your answer in a paragraph.
4. Earlier you read about Ace and Joker. With which character do you identify the
most? Why? Explain.
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Emotional Intelligence and Your Pathway to Success 23

EMOTIONAL INTELLIGENCE
We all have good moods and bad moods. People who are “emotionally
intelligent” can explain their moods and the likely reasons for them.
They can do something else, as well: they can find ways to regulate their
moods when doing so is desirable. Psychologists suggest that people who can
control their moods have much better relationships and are happier and more
successful than people who cannot. Have you ever intentionally controlled a
mood? For example, perhaps you went to work one day feeling irritated and
snapped at your coworkers. Realizing the effects of your mood on others, you
decided to breathe deeply, relax, and say only kind things the rest of the day. If
you have managed to control a mood, what methods worked for you? What might
have happened if you had not taken control of your mood? Explain in a p ­ aragraph.

METACOGNITION
Metacognition is the ability to understand how you learn and how you
think. People who are successful in college, usually have developed their
metacognitive skills. To develop yours, consider the following activity:
Think about a college or high school class that you found very difficult.
Imagine that you can watch a video of how you behaved (studied, attended,
listened, ­questioned, spoke, read, and so on) during that class. What would the
video show you doing? ­Describe the video in a paragraph. What insight can you
gain by looking at yourself from outside?
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24 English

Annotating Texts and CHAPTER

Developing Vocabulary 2
Chapter
Objectives

After completing this

chapter, students will
be able to do the
following:
■■ Use reading to im-
prove their writing.
■■ Annotate a text for
its content and
­features.
■■ Determine the
meanings of words
©MBI/Alamy Stock Photo RF

and build
­vocabulary.

One way to learn new skills and techniques is to use the skills and techniques of experts
as a model. What skills—physical or mental—have you practiced or even perfected by
­observing other people at work?

The writer Stephen King has said, “If you don’t have time to read, you don’t have the
time (or the tools) to write. Simple as that.” What King means is that to become a good
writer, you have to read. And the more you read, the better you can write.
When was the last time you read something for pleasure? Anything you read—ro-
mance novels, entertainment Web sites, and even magazines about interests such as hunt-
ing or decorating— will help you to improve your vocabulary and become a better writer.
If you have trouble understanding what you read, two tools—annotation and vocab-
ulary strategies—can help your comprehension. In this chapter, you’ll learn how to use
these tools to become a better reader as well as a better writer.

24
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Annotating Texts and Developing Vocabulary 25

Using Reading to Improve Writing

Whether you are reading for school, work, or pleasure, reading has an effect on your
writing ability.

Reading to Become a Better Writer

When you read, you begin to understand on an unconscious level how language works.
Have you ever started using a word you learned from a friend? If so, you probably did
not make an intentional decision to use that word; the word just began to appear in
your vocabulary. Although you are not consciously aware of it, your brain records in-
formation such as words and phrases. (Think about all the clicheˊs you have learned
unintentionally—for example, seeing eye to eye, easy as pie, love is blind.)
Our brains also record information about the features of texts we read. For exam-
ple, if we read several texts that begin with questions, we sometimes find ourselves
writing a text that starts with a question. Reading can help you on an unconscious level
by teaching you grammar, sentence structure, organization, and other concepts. This
unconscious process of acquiring language is one reason that reading is so ­important.

Writing to Become a Better Reader

One of the ways the brain learns is by constructing information. Think about it. What
is the difference between these scenarios?
A. An instructor wants you to learn the definitions of four words, so he gives you
a handout that provides the words and their definitions. You look over the
handout and carefully memorize each word.
B. You go to your doctor, and she tells you that you have a disorder. There are four
words she uses that you don’t quite understand, so you write them down. When
you get home, you look up the words, read about their meanings on the Inter-
net, and then jot down definitions in your own words. After your work, you
understand the words clearly.
Which of these scenarios would result in a real, permanent change to your vocab-
ulary? Brain scientists would tell us that scenario B is much more likely to help you
learn the words permanently. When you are an active participant in your learning, you
are constructing knowledge. Looking up a term and defining it in your own words is a
much more active way of learning than memorizing is.
Writing also improves your reading by giving you a way to make sense of texts.
When you put a text into your own words, you are actively participating in understand-
ing the text. You can’t summarize a text without understanding it. Thus, writing helps
you to work out your understanding so that you can find the words to express a text’s
meaning. Even using a pen to make notes or underline words while you read is a type
of writing, a way you can interact with the text to create meaning.
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26 Reading and Writing as Integrated Processes

PRACTICE 1
Explaining How Reading and Writing Work Together
Answer each of the following questions. Use your own words.
1. Explain how reading can make you a better writer.

2. Why would writing a summary of a text help you understand a text more
fully than just reading it?

Developing Annotation Skills

Dr. Bowen, a popular college professor, regularly strolled through the aisles of her
classroom and looked at her students’ books. One day, she said to her students, “If you
have not highlighted and annotated the reading you were to have done for homework,
you may leave class now.” Many students had to leave. As you are reading your home-
work assignments, imagine that Dr. Bowen is your instructor. You may find that you
engage with the material in a way that helps you understand it better.
Dr. Bowen realized that students who did well in her class read critically: that is,
they read to figure out not only what the writer was saying but also how the writer was
communicating the message. She expected her students to use annotation as a way to
read critically and actively. Annotation is reading a text and marking it to make a note
of important concepts and features, ask questions, or add your ideas to the text. When
you read actively, or critically, you are engaged in a conversation with the writer. Think
of annotation as a way to deepen that conversation.

Annotation Tips
Many of the annotation tips shown here require that you write in your books. You may
not be comfortable writing in books because you have always been told that marking
books ruins them (true for a library book!), but writing in your books is one of the best
ways to make sure that you’re getting the most out of the time you spend reading.
Study the tips in the chart on the next page for what to annotate when you read.
Think about how convenient it would be to have the writers of the texts we read sit
next to us during the reading process. We could ask a variety of questions, such as these:
■■ What did you mean by that phrase?
■■ How do you know this information?
■■ Why did you choose to include an example in this spot but not in this spot?
■■ Is this story true?
■■ Would you please define that term for me?
These are the kinds of questions it is valuable to think about and note in the mar-
gins of the texts you read. By “voicing” your questions in annotations, you become
more aware of needing answers to those questions; consequently, you will be more
likely to look for possible answers as you continue reading. Marking significant fea-
tures or content in a text will also help you remember those items.
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TIPS FOR ANNOTATING READINGS

Mark new information Mark only information that is new to you. If you already know something,
there’s no need to mark it.
Use highlighters sparingly If the page is covered with yellow by the time you’re finished reading, the
­important information won’t stand out. Only about 20 percent of a page
should be annotated, and even less than that should be highlighted.
Focus on vocabulary Save the yellow highlighter for definitions to make them stand out. C
­ ircle
words you do not know. Look them up and write the definition in the margins.
Use different colors Use different colored pens for different types of information. For example,
underline the main idea of a paragraph in red and write “main idea” in the
margin. Use a blue pen to write your questions in the margins.
Talk to the text Ask the writer questions: “Why true?” “Always the case?” Note when you
agree or disagree with the text. Make connections between different parts of
a text: “Said something different on p. 50.” Make connections between the
text and your experience: “Just like M’s habits.”
Make comparisons Start a dialogue between the text you are marking and others you have read.
Do the authors agree with one another? Make notes in the margins about
others’ views: “Smith disagrees; says air pollution is only getting worse.”
Develop a system of codes Use a question mark for something you aren’t sure about, an exclamation
point for something you find interesting, and a star next to the main idea.
Use sticky notes Write a word or two on a sticky note so you can quickly find the important
­information you have flagged: “Stats about pollution.” Use these notes
sparingly, like a highlighter. Too many make it hard to identify what is
important.
Summarize When you’re finished reading, put the main ideas in your own words.
­Summarizing is an excellent way to make sure you’ve understood the reading.

PRACTICE 2
Assessing the Value of Annotations
Look at each example of annotation below, and determine whether the
­annotation is likely or unlikely to be useful to you as you learn the material.
Explain your reasoning.
1. Is this annotation useful? Explain why or why not.

The amygdala is the part of the brain responsible for processing

and regulating emotions and for storing and retrieving memories. Isn't the limbic system
Part of the limbic system, the amygdala is located deep within ­related to nerves? (go
the two hemispheres of the brain. It is a small, almond-shaped back and check)
mass of tissue.
(continued )
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28 Reading and Writing as Integrated Processes

2. Is this highlighting useful? Explain why or why not.

The amygdala is the part of the brain responsible for processing

and ­regulating emotions and for storing and retrieving memories.
Part of the ­limbic system, the amygdala is located deep within the
two ­hemispheres of the brain. It is a small, almond-shaped mass VCW hemisphere
of tissue. For every Vocabulary
­Collection Word (VCW),
3. Is this annotation useful? Explain why or why not. give your in-context idea of
the word’s meaning and
then look up the word’s
dictionary definition.
The amygdala is the part of the brain responsible for processing and
regulating emotions and for storing and retrieving memories. Part of
the limbic system, the amygdala is located deep within the two
Amygdala
­hemispheres of the brain. It is a small, almond-shaped mass of tissue.
1. regulates emotions
4. Is this annotation useful? Explain why or why not. 2. retrieves memories

DEF:
The amygdala is the part of the brain responsible for processing and Amygdala: part of brain,
regulating emotions and for storing and retrieving memories. Part of processes emotions/memo-
the limbic system, the amygdala is located deep within the two ries/almond shaped/deep
­hemispheres of the brain. It is a small, almond-shaped mass of tissue. ­inside 2 hemispheres

Annotating a Text’s Content

Annotations that concern the content of a text are about the ideas the writer presents.
Your primary responsibility as a reader is to understand the content of the text. It is
usually a good idea to start the reading process with these questions in mind:
1. What is the reading’s topic?
2. What is the writer saying about the topic?
3. What kinds of details does the writer give to support the topic?
4. What is important to remember about the topic?
5. Which terms are new or need defining?
6. Which phrases or sentences are confusing?
7. Are there any important lists, processes, or explanations you will need to know?
8. What questions come to mind as you read?
Content annotations concern anything in the text that helps you understand its mean-
ing. For example, if the first paragraph defines a term, make a note of the definition in the
margin. You will probably need to know that term as you read through the text. If you find
an idea later in the text that you believe is important, make an annotation by jotting down
“impt. idea” or putting a star in the margin. If a part of the reading is confusing, jot down
a question mark or simply note “confusing.” Later you can reread the confusing sections
and see if they make more sense or ask for help in understanding them.
The following example shows how Zoe, a student, annotated a textbook passage
for content. The passage is from Foundations of Parasitology, 9th edition, by Larry
Roberts, John Janovy, Jr., and Steve Nadler.
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Notice the following features of Zoe’s annotations:

■■ She annotated definitions.
■■ She marked places where she had questions.
■■ She wrote out her questions in annotations.
■■ She used green for confusing information.
■■ She used yellow for definitions.

Parasitology is largely a study of symbiosis, or, literally, “living to- DEF: parasitology (like parasites)
gether.” Although some authors restrict the term symbiosis to relation- DEF: symbiosis (a relationship where
ships wherein both partners benefit, we prefer to use the term in a both parties get something/depend on
wider sense, as originally proposed by the German scholar A. de Bary the other)
A. de Bary (1879) (gave def.)
in 1879: Any two organisms living in close association, commonly one
living in or on the body of the other, are symbiotic, as contrasted with DEF: symbionts (the organisms in
free living. Usually the symbionts are of different species but not
the symbiotic relationship)
Parasitology: study of symbiotic rela-
­necessarily. tionship (betw. 2 symbionts)
Symbiotic relationships can be characterized further by specifying the
Huh? the nature of the interactions?
nature of the interactions between the participants. It is always a some- What does this mean?
what arbitrary act, of course, for people to assign definitions to relation- (random)
ships between organisms. But animal species participate in a wide
Animals (organisms) have parasitic
variety of symbiotic relationships, so parasitologists have a need to com- (symbiotic) relationships with other
municate about these interactions and thus have coined a number of animals (organisms).
terms to describe them.

Developing a simple system will help ensure that your annotations make sense to
you when you go back to review them later.

Annotating a Text’s Features

Annotating a text’s features makes you more aware of the choices a writer has made to
communicate her message. This awareness of writing features, in turn, can open up a
world of possibilities for your own writing.
Writers make choices about the ways they communicate their messages to partic-
ular audiences. The chart “Common Text Features” presents some of the features often
used by writers. Don’t worry if you do not know what all of these are. As you learn
more about the features of texts, you will feel more comfortable finding these features
and using these terms.

COMMON TEXT FEATURES

Main ideas Thesis statement: The main idea of an essay
Topic sentence: The main idea of a paragraph
Organizing strategies Introduction: One or more paragraphs at the beginning of an essay that introduce the
topic and create interest in the reader.
Conclusion: One or more paragraphs at the end that bring the essay to a close.
Sequence of information: Use of time, space, or level of importance to organize
­information.
(continued )
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30 Reading and Writing as Integrated Processes

COMMON TEXT FEATURES  (continued)

Main ideas Thesis statement: The main idea of an essay
Topic sentence: The main idea of a paragraph
Details and Analogy: An example that explains something unfamiliar by comparing it with
text patterns ­something more familiar.
Anecdote: A brief story that illustrates a specific point.
Cause and effect: How one circumstance brought about or resulted from another.
Comparison and contrast: How one item or event is similar to or different from ­another.
Concrete example: Specific information that helps the reader understand the ­writer’s
point.
Definition: The meaning of a word or concept.
Explanation: A description of how something is constructed, how a task is ­performed,
or how something works.
Hypothetical example: An example that asks the reader to imagine something that is
not currently true.
Use of sources: Citing experts so the reader knows where information is ­coming from.
Language features Questions: Use of questions to focus readers’ attention or engage their emotions.
Repetition: Use of a word or a phrase several times for emphasis.
Rhetorical question: A question that the writer asks to make a point but does not ­expect
the reader to answer. The answer may be provided in the text, or it may be self-evident.
Sentence variety: Use of sentences of different lengths and types to create ­interest.
Tone: Use of specific language to convey the emotion the author feels or wants the
reader to feel.
Transition: A word, phrase, or sentence that moves the reader from one idea to
­another, such as first, next, and after that.
Wit, sarcasm: Use of humor to get the point across. Sarcasm is a kind of humor that
­relies on saying one thing and meaning the opposite.

Annotating features means looking not so much at what the text says but at how the
writer writes. The more you learn about the strategies writers use to convey their ideas
in texts, the more you will find to annotate. The passage that follows has been annotated
in different colors to point out the text features. (Your annotations as a student should
look more like the sample annotations shown earlier in the chapter—and you might not
annotate every feature indicated in this example. The color annotations shown here are
used throughout the text to demonstrate important points in the e­ xamples.)

In an April 30, 2011, TED Talk, Dr. Leeno Karumanchery explains that the
amygdala is the part of the brain from which emotions come, and the frontal Detail: Comparison of
cortex is the part of the brain that manages cognition—logical thinking. The amygdala vs. frontal cortex
amygdala is a very old part of our brains. It formed long before the frontal cor-
tex. Karumanchery explains that when something happens to us, the amygdala
springs into action first. For example, if you are jogging and a tiger jumps out Example
of the woods in front of you, the amygdala triggers an emotional response:
Detail: Process
fear. Stress hormones such as adrenaline and cortisol are released, and we
have to make a decision: do we fight the tiger or do we run from it? This deci-
sion is referred to as “fight or flight.” Instinctively, you will do one or the other Detail: Definition of “fight
to try to save your life. or flight”

(continued )
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As Karumanchery notes in his talk, “Understanding Emotional Intelligence:

The Amygdala Hijack,” when you are confronting a tiger, this fight or flight re-
action is a good thing. However, we don’t confront tigers very often in the
modern world. The amygdala doesn’t know that. It still produces our first reac-
tion to threatening events. If someone cuts you off in traffic, for example, the Example
amygdala responds. If your response is to “fight,” you may be one of the many Detail: Cause/effect of
people who experience—and engage in—road rage. Although you may ratio- “fight” response
nally know that the car that cut you off was probably not intending to insult
you personally, your rational brain—the frontal cortex—doesn’t kick in immedi-
ately.
People who react immediately to a threat have problems controlling their
emotions. Dr. Karumanchery suggests that one solution is to pause for at
Detail: Cause/effect of
least five seconds after something makes you angry. If you pause for a short pausing
period of time, the frontal cortex has time to start working. More logical
Detail: Process of frontal
thoughts can take the place of the irrational ones triggered by the emotion. cortex
For example, the frontal cortex may remind you that life is too important to
Examples
get into fights about driving habits! Or the frontal cortex may remind you
about road rage stories you’ve heard in the past so that you can remember
the danger of following your initial feelings. By taking time to think before
­reacting, you can take control over your emotions instead of allowing them Main idea
to control you.

The annotations reveal features such as the use of hypothetical examples,

e­ xplanations of processes, and comparisons. While you may not yet be aware of all the
strategies and features writers use, you can still start annotating the features you find
in texts.

PRACTICE 3
Annotating and Highlighting Texts
Highlight content and features in this brief passage from the textbook Principles
of Environmental Science by William Cunningham and Mary Ann ­Cunningham.
Use the tips for annotating readings presented earlier in this chapter. Write your
questions in the margins. Circle words you need to look up in the dictionary.
Underline the writer’s main idea if you can determine it. Make a comment about
the textbook’s illustration and caption. Don’t worry about finding every single
feature; just mark those you can identify.

Metals YOUR ANNOTATIONS

Many metals, such as mercury, lead, cadmium, and nickel, are highly toxic in VCW minute
minute concentrations. Because metals are highly persistent, they accumulate in
food chains and have a cumulative effect in humans. (continued )
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32 Reading and Writing as Integrated Processes

Currently the most widespread toxic metal contamination in North ­America is

mercury released from incinerators and coal-burning power plants. Transported
through the air, mercury precipitates in water supplies, where it bioconcentrates
in food webs to reach dangerous levels in top predators. As a general rule,
Americans are warned not to eat more than one meal of wild-caught fish per
week. Top marine predators, such as shark, swordfish, bluefin tuna, and king
mackerel, tend to have especially high mercury content. Pregnant women and
small children should avoid these species entirely. Public health officials estimate
that 600,000 American children now have mercury levels in their bodies high
enough to cause mental and developmental problems, while one woman in six in
the United States has blood-mercury concentrations that would endanger a fetus.

Mercury contamination is the most common cause of impairment of

U.S. rivers and lakes. Forty-five states have issued warnings about
eating locally caught freshwater fish. Long-lived, top predators are
especially likely to bioaccumulate toxic concentrations of mercury.

Developing Your Vocabulary

We are constantly exposed to new words, both in what we read and in what we hear. An
unfamiliar word is an opportunity to learn and develop your vocabulary. Three ways to
learn a new word are to consult a dictionary, to use word parts to determine the word’s
meaning, and to use context clues to speculate as to what the unfamiliar word means. VCW speculate

Using Dictionaries
The quickest and easiest way to learn the definition of a word is to use a dictionary.
These days, online dictionaries are more commonly used than printed versions. When
you do an online search for a word’s definition, you will get a lot of results. As with
many online searches, not all results are equally valuable. Look for dictionary sites that
provide multiple definitions of the word, a pronunciation guide, examples of how the
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word can be used in a sentence, and information about the word’s history. These three
online dictionaries are all good choices: Merriam-Webster, Oxford Dictionaries, and
American Heritage Dictionary.
Regardless of the type of dictionary, the entries will typically look about the same.
A quick review of dictionary features will help you understand some of the helpful
dictionary elements you might overlook. See the sample dictionary entry that follows.

SAMPLE DICTIONARY ENTRY

The word and its cache (kæsh) Online dictionaries allow
phonetic pronunciation you to click on this icon
to hear the word
pronounced.
cach·ing
Syllables
Part of speech indicator
n. 1. a. a hiding place for
valuable or useful items. The primary definitions
b. a stockpile of valuable are identified by
or useful items. numbers. Further
clarifications are
How the word is used in 2. COMPUTING A indicated by letters.
a special way for a field portion of random
of study access memory set aside
for high-speed use.
v.t. 3. to store in a cache.

The numbers 1, 2, and 3 indicate that there are three different definitions of the
word cache.
To choose the correct meaning, follow the steps in “How to Find the Correct
­Definition” on the next page. We will use the three steps to figure out the correct
­definition of cache in this example sentence.

Example: We found a cache in the wall where outlaws used to hide money and weapons.

HOW TO FIND THE CORRECT DEFINITION

1 2 3
IDENTIFY THE WORD’S FIND THE DEFINITION READ THE SENTENCE
PART OF SPEECH. MATCHING THE PART WITH THAT DEFINITION
In the sentence, cache is OF SPEECH. IN MIND.
used as a noun. Definitions 1 and 2 show Definition 1a fits the
what the word means as meaning of the
a noun. sentence, so it is the
correct definition.

To get the most out of dictionaries, read definitions slowly and carefully. Don’t
skip over the information about the part of speech. It can help you think more clearly
about the word itself as well as remember the word’s meaning.
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34 Reading and Writing as Integrated Processes

PRACTICE 4
Using a Dictionary Effectively
Complete the definition exercises that follow.
1. Word: geocaching. Find the word in a dictionary, and then answer these
questions:
a. How many parts of speech are listed for this word?    
b. How many definitions are listed? 

2. Word: transient. Find the word in a dictionary, and then answer these VCW transient
questions:
a. How many parts of speech are listed for this word? 
b. How many definitions are listed for this word? 

3. Read the following sentence:

The lobby was filled with beautiful flowers and with the exquisite aroma of
rich perfume.
a. What do you think exquisite means? 

b. Divide the word into syllables. 

c. Check your definition in a dictionary. What is the dictionary ­definition?




Using Word Parts

One way to increase your vocabulary is to learn the meanings of individual word parts.
If you memorize the word parts in the “Common Prefixes,” “Common Suffixes,” and
“Common Roots” charts, you will be well equipped to figure out the meanings of
many of the new words you encounter.
Prefixes and suffixes are syllables that can be added to a word to change its mean-
ing; prefixes and suffixes cannot stand alone as complete words. Prefixes appear at the
beginning of a word, and suffixes appear at the end of a word. Roots are syllables that
convey the basic meaning of a word. They can appear in the beginning, middle, or end
of a word, and sometimes they can stand alone as complete words.

EXAMPLE OF A WORD WITH A PREFIX, ROOT, AND SUFFIX

Word: microscopic
Prefix: micro- Root: scop Suffix: -ic
Meaning: small, tiny Meaning: to see Meaning: relating to,
characterized by
Definition: Relating to something too tiny to be seen by the unaided eye.

Study the charts of common prefixes, suffixes, and roots, and complete the prac-
tice exercises that follow.
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COMMON PREFIXES
Prefix Meaning Example
anti- against, opposite antisocial
auto- self autobiography
bi- two bicycle
com-, con- with, together communicate, context
dis- not, opposite of dislike
em-, en- to cause to be, to put into or embattle, enable
onto, to go into or onto
ex-, exo- out of, from exoskeleton
fore- earlier foreshadow
hom-, homo- same homogeneous
hype- over, too much hyperactive
im- not impatient
in-, il-, im- not insufficient, illiterate, immature
inter- between interstate
micro- small, tiny microchip
mid- middle midline
mis- bad, wrong misbehave
neo- new, recent, revived neonatal
poly- many, much polygon
pre- before premarital
pro- forward proceed
quad- four quadrilateral
re- again, back rejoin
retro- back, backward retroactive
se- apart separate
semi- half semisolid
sub- under, beneath, ­secondary subterranean
super- above, on top of, ­beyond superimpose, superintendent
tele- far, distant telephone
trans- across, change, through transfer, transmit
tri- three tricycle
un- not, opposite of unhappy
uni- one, single unicycle
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COMMON SUFFIXES
Suffix Meaning Example
-able, -ible can be done laughable, edible,
-age result of an action/­collection manage
-al, -ial related to, characterized by parental, trivial
-an, -ian one having a certain skill, artisan, Haitian
­relating to, belonging to
-ation, -ion, -ition, -tion act of, state of graduation, isolation
-en made of, to make brighten, wooden
-ence, -ance act or condition of governance
-ent, -ant an action or condition, obedient, inhabitant
­causing a specific action
-er, -or person connected with, competitor, greater
­comparative degree
-fy to make, to form into liquefy
-hood state, quality, condition of adulthood
-ic relating to, characterized by historic
-ice state or quality of cowardice
-ide chemical peroxide
-ish like, having the childish
characteristics of, inclined or
trending to
-ity, -ty state of, quality of beauty, prosperity
-ive, -ative, -tive inclined or tending toward an active, inquisitive
action
-ize to make, to cause to b
­ ecome energize
-less without homeless
-logy, -ology, -ologist science of, study of, one who psychology, ecologist
studies
-ment act, process torment, replacement
-ness condition, state of happiness
-ous, -eous, -ious full of or characterized by joyous, rambunctious
-ward characterized by a thing, backward, inward
quality, state, or action
-ways in what manner sideways
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COMMON ROOTS
Root Meaning Example
amo, amatum love amorous
aqua water aquatics
aud, audi, aus to hear, listen audiophile
bene, boun, bon good, well benefit
biblio book bibliography
bio life biological
chrom, chron time synchronous
dico, dictum, dict to say, tell, speak dictation
fact make, do manufacture
geo earth, ground, soil geological
graph writing biography
inter between interrelated
junct join junction
log, logos word or study dialogue
magnus large magnificent
meter, metron measure thermometer
path, pathos feeling, suffering sympathy
phone sound phonetics
populous people population
pro for proponent
scribe, script to write transcribe
sol sun solar
sonus sound sonogram
spectro, spect, spec to see, watch, observe prospect
struct to build destruction
syn, sym the same, alike sync, synonym
terra land subterranean
trans across translate
visum, video to see videographer
vivo live vibrant
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38 Reading and Writing as Integrated Processes

PRACTICE 5
Using Word Parts to Speculate about Meanings
Use the “Common Prefixes,” “Common Suffixes,” and “Common Roots” charts
to make an educated guess about the meaning of each of the ­following words.
Write the meaning in the provided space. Then consult a dictionary, and write
the dictionary meaning in the appropriate space.
1. Word: bioconcentrates
Your best guess:
Dictionary definition:

2. Word: excommunicate
Your best guess:
Dictionary definition:

3. Word: contamination
Your best guess:
Dictionary definition:

4. Word: benefactor
Your best guess:
Dictionary definition:

5. Word: transcribe
Your best guess:
Dictionary definition:

Using Context Clues

A context is an environment. The context of a particular word is the sentence in which
it appears and sometimes the sentences nearby.
You may have already noticed Vocabulary Collection Words in the margins of this
chapter indicated by this icon: VCW . This feature is designed to call attention to words
you may not know. When you see a VCW word in the text, jot down the word in your
notebook. Next, using context clues, make an educated guess about the word’s mean-
ing and jot that down. Then go to a dictionary and see if your definition was correct.
Write down the dictionary definition in your notebook.
These three steps can help you use context clues effectively to determine definitions.
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USING CONTEXT CLUES TO DETERMINE A WORD’S MEANING

1 2 3
DETERMINE THE INVESTIGATE THE FIND A SYNONYM Use a reliable
WORD TYPE CONTEXT What other words dictionary to check
Is it a noun, verb, What information could logically your idea of the
adjective, or adverb? is provided by the substitute in the word’s meaning.
word’s sentence sentence?
or other sentences
nearby?

Context Clue Step 1: Determine the Word Type.  First, identify the
word’s part of speech.

Example: Ray’s stubbornness often leads him to make mistakes. Last year, he told his friends and fam-
ily that he had decided to buy a new car. Not a single friend or f­amily member concurred with his idea,
but Ray bought the car anyway. He soon realized that to pay for the car, he would have to drop out of
college and work full-time. Ray insists on learning the hard way.

Concurred functions as a verb in the sentence. Now that you know the word’s part
of speech, you can go to the next step.

Context Clue Step 2: Investigate the Context.  Examine the context—

the sentences around the word—to get clues that can help you figure out the word’s
meaning. One way to do this is to put each idea into your own words, like this:

Example Put in Your Own Words

Ray’s stubbornness often leads him to

Ray’s stubbornness →mistakes
make mistakes.
Last year, he told his friends and family Ray told friends and family he wanted
that he had decided to buy a new car. to buy a new car.
Not a single friend or family member
No one concurred with the idea.
concurred with his idea, but Ray
He bought the car anyway.
bought the car anyway.
He soon realized that to pay for the car,
he would have to drop out of college He had to drop out of college to pay
and work full-time. Ray insists on for it.
learning the hard way.

Context Clue Step 3: Find a Synonym.  Once you have used the context
to understand the writer’s point, you can find a synonym to help you define the new
word. A synonym is a word that means the same thing as another word. For exam-
ple, house, home, and residence are synonyms; all mean roughly the same thing.
Take the unfamiliar word out of the sentence, and plug in other words that might
make sense. Think through each potential synonym in this way.
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40 Reading and Writing as Integrated Processes

Example: Not a single friend or family member _______ with his idea, but Ray bought the car a
­ nyway.
Try this: Not a single friend or family member agreed with his idea, but Ray bought the car anyway.

If the synonym makes sense and if it fits in the context of the sentence and para-
graph, you may have found the word’s meaning. The only way to be sure is to use a
dictionary to check your hunch.
Here’s what part of a dictionary entry for concur (the present tense form of the
verb) might look like.

con·cur (k n-kûr)

v. 1. To share the same opinion; to agree.

2. To bring something about by combining factors.
3. To happen simultaneously.

Definition 1 confirms that the synonym agree is correct.

Try your hand at using context clues to figure out the meanings of unfamiliar
words by completing the following exercise.

PRACTICE 6
Using Context Clues
Use context clues to guess the meaning of each of the italicized words in the
passages below. Follow the three context clue steps described above. Next,
use a dictionary to see if your definition is correct. Record your answers.
1. Mike, the lodge owner, gave us a convoluted, hand-drawn map that was
impossible to follow.
Context-based guess:
Dictionary definition:
2. The map was intended to lead us to a gold mine that had long been
abandoned by prospectors hoping to find their fortunes.
Context-based guess:
Dictionary definition:
3. After hiking aimlessly for half an hour, we decided that the pragmatic
thing to do would be to walk back to the lodge and ask for clearer
instructions.
Context-based guess:
Dictionary definition:

4. Mike laughed and gave us a list of enumerated instructions. We could

easily follow the ten instructions he gave us.
Context-based guess:
Dictionary definition:
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Annotating Texts and Developing Vocabulary 41

Acquiring New Vocabulary

The key to adding to your vocabulary is using the words you learn. “Expanding Your
Vocabulary” gives some ways to start using new words and in order to develop your
vocabulary.

EXPANDING YOUR VOCABULARY

• Write new words in a notebook.
Keep a Vocabulary Log • Write new words on note cards.
• Use an online flashcard tool to keep track of new words.

Intentionally Use the New • Think of a context for using the word.
Words on Your Log • Use the word in that context, and make a note in your log.
• Use new words in e-mails, texts, and class work.

• Study words on Vocabulary.com.

Use Technology • Download apps for your smartphone that help you
increase your vocabulary.

• Always keep reading materials on hand and read them.

Read
• Keep track of your reading on a chart or log.
• Read for pleasure. Regardless of what you read, your
vocabulary will improve!

CHAPTER ACTIVITIES

READING AND ANNOTATING

Frederick Douglass was born into slavery around 1818 in Maryland. Around the age of
twelve, his master’s wife began teaching him the alphabet. After being reprimanded by
her husband, she stopped her lessons, but Douglass was determined to read. In his re-
markable story, he explains how learning to read and write was a major factor in his
desire to become free. Douglass eventually escaped slavery and became a greatly re-
spected thinker, speaker, and writer. In addition to other writings, lectures, and accom-
plishments, he told the story of his life in My Bondage and My Freedom (1855) and
Life and Times of Frederick Douglass (1881).
What follows is a paraphrase of a passage from Narrative of the Life of Frederick
Douglass, an American Slave, published in 1845 by the Anti-Slavery Office in Boston.
Read and annotate the paraphrased selection. As you read, think about the character
traits Frederick Douglass had. He was a very patient man, but he had many other char-
acter traits that helped him succeed in life. Make notes about these traits when you
read about Douglass’s strategies to learn to read and write.
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42 English

42 Reading and Writing as Integrated Processes

Learning to Read and Write YOUR ANNOTATIONS

By Frederick Douglass
I lived in Master Hugh’s family about seven years. During this time, I suc-
ceeded in learning to read and write. In order to accomplish this, I was com-
pelled to resort to various strategies because I had no regular teacher.
The plan which I adopted, and the one by which I was most successful, was
that of making friends of all the little white boys whom I met in the street. I
“converted” as many of these boys as I could find into “teachers.” With their
kind assistance, obtained at different times and in different places, I finally suc-
ceeded in learning to read.
When I was sent to run errands, I always took a book with me and by doing
one part of my errand quickly, I found time to get a lesson in before my return.
Bread was always available to me at the house but not so for many of the poor
white children in our neighborhood. So I would bring extra bread with me on
my errands and give some to these hungry little urchins. In return, they gave VCW urchins
me the much more valuable bread of knowledge.
I am strongly tempted to give the names of two or three of those little boys
as a testimonial of the gratitude and affection I have toward them. However, I
believe it is wiser not to do so—not because so doing would injure me but
because it might embarrass them in that teaching slaves to read is an almost
unpardonable offense in this Christian country. It is enough to say of the dear
little fellows that they live on Philpot Street, very near Durgin and Bailey’s
shipyard.
On occasion, I would sometimes talk the matter of slavery over with them.
Sometimes I would tell them that I wished I could be as free as they would be
when they became men. “You will be free as soon as you are twenty-one, but I
am a slave for life! Do I not have as much right to be free as you have?” These
words troubled them; they would express deep sympathy for me and console
me with the hope that something would occur by which I might be free. The Columbian Orator was a
collection of poems, political
At this point I was about twelve years old, and the thought of being a slave
essays, and other writings. It
for life began to weigh heavily on my heart. Just about this time, I obtained a was widely used in American
book entitled The Columbian Orator. I read it at every opportunity. Among its schoolrooms in the early
many interesting ideas, I discovered in it a dialogue between a master and nineteenth century to teach
reading and speaking.
his slave. The slave had run away from his master three times. The book pre-
sented the conversation that took place between the two of them after the
After the Reformation in Great
slave was recaptured the third time. In this exchange, the master presented Britain, Roman Catholics were
every pro-slavery argument, and the slave addressed every point. The slave subjected to many restric-
was characterized as saying some very smart, impressive things in reply to tions. They could not own
land, hold government offices
his master. The slave was both surprised and delighted regarding the effect or seats in Parliament, or
of the argument he presented—the master decided voluntarily to emancipate practice their religion freely
the slave! without being fined or prose-
In the same book, I encountered some of the powerful arguments that cuted. Richard Sheridan was
a writer and member of Par-
­Richard Sheridan made regarding the oppression of Catholics in Britain. I read liament who actively sup-
his ideas over and over again because they were so interesting. He expressed ported the expansion of
some of my own thoughts, which had frequently flashed through my mind but rights for British Catholics.
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Annotating Texts and Developing Vocabulary 43

which died away because I could not put them into words. The key insight that
I gained from his works was that truth could have power over even the con-
science of a slaveholder. What I learned from Sheridan was a bold
­denunciation of slavery and a powerful vindication of human rights. VCW denunciation

Reading these documents enabled me to express my own thoughts and to

address the arguments offered for the continuation of slavery. While they re-
lieved me of one difficulty, they brought on another even more painful under-
standing. The more I read, the more I was led to abhor and detest my
enslavers. I could regard them as nothing other than a band of successful rob-
bers, who had left their homes, gone to Africa, and stolen us from our homes,
reducing us to slavery in a strange land. I loathed them as being the meanest
as well as the most wicked of men.
As I writhed under this pain, I would at times feel that learning to read had VCW writhed

been a curse rather than a blessing. Learning to read had given me a view of
my wretched condition but without any cure. It opened my eyes to the horri-
ble pit of my circumstances but offered no ladder with which I could get out.
In moments of agony, I envied the unawareness of my fellow slaves. I have
often wished that I myself were an animal and thus ignorant of my plight. I VCW plight
thought that I would prefer to be the lowliest reptile rather than myself. Any-
thing—no matter what—to escape from thinking! The contemplation of my
situation tormented me. There was no getting rid of it. It was pressed upon
me by every object within sight or hearing, animate or inanimate. The silver
trumpet of freedom had roused my soul to eternal wakefulness. Freedom
now appeared, to disappear no more forever. It was heard in every sound
and seen in every thing. It was ever present to torment me with a sense of
my wretched condition. I saw nothing without seeing it; I heard nothing with-
out hearing it; and I felt nothing without feeling it. Freedom—it looked from
every star, smiled in every calm moment, breathed in every wind, and moved
in every storm.
I often found myself regretting my own existence and wishing that I were
dead. If it had not been for the hope of being free, I have no doubt but that I
would have killed myself—or done something for which I would have been
killed. While in this state of mind, I was eager to hear anyone speak about
slavery. I was a ready listener. From time to time, I would hear a reference to
the “abolitionists.” However, it was some time before I learned what the word
meant. It was always used in a context that caused it to be an interesting word
to me. If a slave ran away and succeeded in getting clear, or if a slave killed his
master, or set fire to a barn, or did anything very wrong in the mind of a slave-
holder, it was referred to as the fruit of abolition. Hearing the word in this con- VCW fruit
nection very often, I set about to learn what it meant. The dictionary offered
me little help. I found it was “the act of abolishing,” but then I did not know
what it meant for something to be abolished. So I was perplexed.
I did not dare to ask anyone about its meaning, for I was confident that it
was something they wanted me to know very little about. After waiting pa-
tiently, I came across one of our city newspapers that contained an account of
the number of petitions from the North pleading for the abolition of slavery in
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44 English

44 Reading and Writing as Integrated Processes

the D ­ istrict of Columbia and of the slave trade between the States. From this
time forward, I understood the words “abolition” and “abolitionist” and always
drew near when that word was spoken, expecting to hear something of impor-
tance to myself and fellow-slaves. The light broke in upon me by degrees.
One day I went down on the wharf, and seeing two Irishmen unloading
stone from a scow, I went, unasked, and helped them. When we had finished, scow: a large flat-bottomed
one of them came to me and asked me if I was a slave. I told him I was. He boat.

asked, “Are ye a slave for life?” I told him that I was. The good Irishman
seemed to be deeply bothered by the statement. He said to the other that it
was a pity that so fine a little fellow as I should be a slave for life. He said it
was a shame to hold me. They both advised me to run away to the North; they
said that I would find friends there, and that I would be free. I pretended not to
be interested in what they said and acted as though I did not understand them
because I feared they might be treacherous. White men have been known to VCW treacherous
encourage slaves to escape, and then, to get the reward, catch them and re-
turn them to their masters. I was afraid that these seemingly good men might
use me so; but I nevertheless remembered their advice, and from that time on-
ward I resolved to run away. I looked forward to a time at which it would be
safe for me to escape. I was too young to think of doing so immediately; be-
sides, I wished to learn how to write, as I might have occasion to write my own
pass. I consoled myself with the hope that I should one day find a good
chance. Meanwhile, I would learn to write.
The idea as to how I might learn to write was suggested to me by being
in Durgin and Bailey’s shipyard. I would frequently see the ship carpenters,
after hewing and getting a piece of timber ready for use, write on the timber hew: to cut wood coarsely.
the name of that part of the ship for which it was intended. When a piece of
timber was intended for the larboard side, it would be marked thus—“L.”
When a piece was for the starboard side, it would be marked thus—“S.” A
piece for the larboard side forward would be marked thus—“L. F.” When a
piece was for starboard side forward, it would be marked thus—“S. F.” For
larboard aft, it would be marked thus—“L. A.” For starboard aft, it would be
marked thus—“S. A.” I soon learned the names of these letters and under-
stood their meaning when written on a piece of timber in the shipyard. I im-
mediately began copying them and in a short time was able to make these
four letters.
After that, whenever I met any boy whom I knew could write, I would tell
him I could write as well as he. The next word would be, “I don’t believe you.
Let me see you try it.” I would then make the letters which I had been so fortu-
nate as to learn and ask him to beat that. In this way I got a good many les-
sons in writing, which I could not possibly have gotten in any other way. During
this time, my copy-book was the board fence, brick wall, and pavement; my copy-book: a blank tablet for
pen and ink was a lump of chalk. With these, I learned how to write. practicing handwriting.

I continued by copying the advanced spelling words in Webster’s Spelling

Book until I could make them all without looking at the book. By this time, my
little Master Thomas had gone to school and learned how to write and had Master Thomas: the child of
filled a number of copy-books with his handwriting. He had brought these Frederick Douglass’s master.
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Annotating Texts and Developing Vocabulary 45

home and shown them to some of our near neighbors and then laid them
aside. My mistress would leave the house every Monday afternoon and re-
quire me to take care of the house. While she was gone, I used the time writ-
ing in the blank spaces left in Master Thomas’s copy-book, copying what he
had written. I continued to do this until I could write in a manner very similar to
that of Master Thomas. Thus, after a long, tedious effort for years, I finally
­succeeded in learning how to write.

Questions for Consideration

1. What effect did reading have on Frederick Douglass initially?
2. Why was Douglass so motivated to learn to read? Why was he motivated to learn
to write?
3. What role did motivation play in Douglass’s education?
4. In what ways was Douglass’s reading of The Columbian Orator important in his
intellectual and emotional development?
5. How did reading and writing separate Douglass from the other slaves?
6. Write a paragraph in which you speculate about what life would have been like
for Douglass had he never learned to read or write. Use your imagination.
7. Why do you think slave owners prohibited slaves from learning to read and write?

USING MODELS TO PRACTICE COMPOSING

Shaun read Frederick Douglass’s “Learning to Read and Write” in his English class
and was given an essay assignment. Read Shaun’s assignment below, and notice his
annotations.

Essay Assignment SHAUN’S ANNOTATIONS

In “Learning to Read and Write,” we learn not only how Frederick Douglass Assignment turned into
became literate, but also about the character traits that helped him a question: What are
eventually become a free man. Write an essay in which you discuss the the character traits that
character traits that drove Douglass to become literate. Discuss at least
drove Douglass to become
literate?
three character traits and their effects on Douglass’s life in your essay. Use
examples from the reading to support your discussion.
Discuss character traits
(3 or more).
Discuss their effects.
Use examples from the
reading.

To respond to the assignment, Shaun reread the narrative and marked every possi-
ble character trait he could think of. Here are the first four paragraphs Shaun annotated
with Douglass’s character traits.
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46 English

46 Reading and Writing as Integrated Processes

I lived in Master Hugh’s family about seven years. During this time, I
succeeded in learning to read and write. In order to accomplish this, I Determined
was compelled to resort to various strategies because I had no regular
Resourceful teacher.
Friendly
The plan which I adopted, and the one by which I was most suc-
cessful, was that of making friends of all the little white boys whom I met
Flexible & in the street. I “converted” as many of these boys as I could find into
persistent “teachers.” With their kind assistance, obtained at different times and in
different places, I finally succeeded in learning to read. Creative
Hardworking When I was sent to run errands, I always took a book with me and
by doing one part of my errand quickly, I found time to get a lesson in
before my return. Bread was always available to me at the house but Cooperative
not so for many of the poor white children in our neighborhood. So I
would bring extra bread with me on my errands and give some to these
hungry little urchins. In return, they gave me the much more valuable
bread of knowledge.
Thankful Wise
I am strongly tempted to give the names of two or three of those lit-
tle boys as a testimonial of the gratitude and affection I have toward
Aware, concerned them. However, I believe it is wiser not to do so—not because so doing
for others would injure me but because it might embarrass them in that teaching
slaves to read is an almost unpardonable offense in this Christian coun-
try. It is enough to say of the dear little fellows that they live on Philpot
Street, very near Durgin and Bailey’s shipyard.

When Shaun finished annotating the entire reading, he made a list of all the charac-
ter traits he found. Next, he grouped together character traits that were similar, as you
can see from the circled numbers in this excerpt from Shaun’s prewriting.

Character Traits
2 determined thankful
1 resourceful 1 creative
friendly 2 hardworking (diligent)
1 flexible cooperative
3 persistent wise
VCW persistent
3 patient concerned for others

After identifying the character traits he would discuss in his essay, Shaun wrote a
simple outline that included his thesis statement and the major supporting points he
planned to use. He decided his essay would be structured like this:
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Annotating Texts and Developing Vocabulary 47

Introduction paragraph
Thesis statement: Frederick Douglass’s success in learning to read
and write was a result of his resourcefulness, diligence, and
­persistence.
Major supporting point 1: Without resourcefulness, Douglass would
probably not have ever become literate.
Major supporting point 2: While resourcefulness was necessary, dili-
gence and hard work were also important.
Major supporting point 3: Most importantly, Douglass’s persistence is
the character trait that eventually gave rise to his success.
Conclusion paragraph

After drafting his essay, Shaun revised and edited it, making sure he gave credit to the
sources he used. Notice the features of Shaun’s writing in the first body paragraph of
his essay.

Body Paragraph 1 from Shaun’s Essay

Without resourcefulness, Douglass would probably not have Main idea of the
ever become literate. Douglass had to come up with his own ­paragraph (a topic
teachers and his own materials. With the exception of learning the ­sentence)
alphabet from his master’s wife, every bit of Douglass’s reading
education was a result of his own resourcefulness. For example, Detail: resourcefulness
Douglass would get the boys in his neighborhood to teach him by required to learn to
giving them bread and befriending them. He used both bread and read
the young boys as resources for education. To learn to write, Dou- Example
glass had to be especially resourceful. Noticing the letters used on
wood in the shipyard, Douglass began to copy the letters by writ- Detail: resourcefulness
ing them with chalk on sidewalks and fences. Another example of required to learn to
Douglass’s resourcefulness was in his use of the young Master write
Thomas’s educational materials. Douglass would wait until his mis-
Example
tress left the house and would then use blank spots in Master
Thomas’s used spelling-books. Because Douglass was resource- Example
ful, he was able to use non-traditional methods for learning to read
and write.
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48 English

48 Reading and Writing as Integrated Processes

A READING AND WRITING ASSIGNMENT

Try your hand at writing the remaining paragraphs of Shaun’s essay. Using the first
body paragraph Shaun wrote as a model, write the remaining two body paragraphs
based on Shaun’s outline. Alternatively, choose two other items on Shaun’s prewriting
list to write about. Add an introduction paragraph and a conclusion paragraph to com-
plete the essay. Use the Quick Start Guide to Integrated Reading and Writing Assign-
ments for assistance.

ADDING TO YOUR VOCABULARY

This chapter’s vocabulary words appear below.
denunciation plight treacherous
fruit persistent urchins
hemisphere speculate writhed
minute transient
Choose five of the vocabulary words from this chapter that you would like to add to
your vocabulary, and think about how you can use them this week. For example, one
of this week’s words is speculate. You can often substitute speculate for guess, as in
the examples that follow.

Example: I don’t know if this soup is fattening, but I’d guess that it is because it tastes so good.
I don’t know if this soup is fattening, but I’d speculate that it is because it tastes so good.

List each of the five words you plan to use this week, and make note of a context in
which you could use each word.

Example: Speculate. I can use this word when I predict what will be on tests or what we’ll do in class.

ADDITIONAL ASSIGNMENTS
1. Reading and writing were arguably the most important skills Frederick Douglass
ever acquired. Being literate opened new worlds for Douglass, and eventually he
found a way to free himself from slavery. Think about your own life. Have you
developed a skill or a relationship that has made a difference in your world? Per-
haps you have developed a friendship that has been highly influential, or maybe
you have had an experience—such as a job or a vacation—that had a profound
effect on you. Write two or three paragraphs about a positive, powerful influence
you have had in your life. Explain why this influence affected you, and provide
examples of its positive influence.
2. Using Frederick Douglass’s essay and your own life experiences, reflect on these
questions: What were the effects of hardship on Douglass? What have been the
effects of hardship in your life? Explain your thoughts in a few paragraphs.
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Annotating Texts and Developing Vocabulary 49

3. In a variety of career fields, people learn skills by emulating professionals in the

field. To emulate is to watch what others do and copy their actions. For example,
nursing students spend time as interns emulating the skills of professional nurses
in clinics and hospitals. In disciplines such as music, art, and theater, students
learn by emulating the masters of their crafts. And in sales and marketing, stu-
dents learn by emulating the successful techniques of those in the field. Choose a
career in which you are interested. How might emulation help you master the
content or skills required in this career? Write two or three paragraphs to explain.

EMOTIONAL INTELLIGENCE
One skill that is important for getting along with others is social awareness.
The book Managing Stress defines social awareness as “the ability to
perceive and understand the social relationships and structures in which you
and those around you are operating. It involves being able to understand how other
people are feeling—and validating those feelings.  .  .  . And it means understanding
that individual happiness is dependent upon assisting others to achieve their own
happiness as well.”
Write two or three paragraphs explaining what social awareness is. Put the ideas
into your own words. Provide an example of a person who is socially aware in a
particular situation. Provide another example of a person who is socially unaware
in a particular situation. For example, a socially aware person may recognize that
when the conversation turns to romantic relationships, one of her friends becomes
uncomfortable. A person who is socially unaware might speak too loudly in class
or might dominate a conversation without knowing how he is being perceived by
those around him. Finish by offering suggestions for becoming more socially aware.

METACOGNITION
What do you remember after having read this chapter? Without looking
back at the chapter, list the major topics this chapter covered. Then
review the chapter to see what you missed. Write a short paragraph about
how well you remembered the content for each topic.
When you finish, assess your understanding and memory of this chapter. Was it
difficult to recall the information you read? Why? What particular material did you
remember from the chapter? Why do you think you remembered those items and
not others? Did you remember what you annotated better than what you did not
annotate? What strategies might you use in the future to better remember the
­contents of what you read?

Text Credits
Page 24: King, Stephen, On Writing: 10th Anniversary Edition: A Memoir of the Craft. New York:
Scribner, 2010; Page 29: Roberts, Larry, Janovy, Jr., John, and Nadler, Steve, Foundations of Parasitology,
9th ed. New York: McGraw-Hill, 2013. 2; Page 31: Cunningham, William, and Cunningham, Mary Ann,
Principles of Environmental Science, 7th ed. New York: McGraw-Hill, 2013. 267–68; Fish Consumption
Advisory from Cunningham, William and Cunningham, Mary Ann, Principles of Environmental Science,
7th ed., Figure 11.20 (p. 268). Copyright © 2009 by McGraw-Hill Education.Used with permission of
McGraw-Hill Education; Page 49: Managing Stress, MTD Training, 2010. 48.
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50
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Credits

Introduction: Part Introduction from Common Places: Integrated Reading and Writing, Second Edition (with
bonus Create content) by Hoeffner, Hoeffner 1
1. Emotional Intelligence and Your Pathway to Success: Chapter 1 from Common Places: Integrated
Reading and Writing, Second Edition (with bonus Create content) by Hoeffner, Hoeffner, 2019 2
2. Annotating Texts and Developing Vocabulary: Chapter 2 from Common Places: Integrated Reading and
Writing, Second Edition (with bonus Create content) by Hoeffner, Hoeffner, 2019 24

51
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