Solution Manual for Mosaics: Reading and Writing Paragraphs, 8th Edition

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1CHAPTERReading and Writingas Critical Thinking1TeachingTheReadingPRocessAsk your students to bring in a visual representation of their reading process. It can beanything—pictures from magazines, a 3-D model, a drawing—that conveys how they gothrough this process. Be careful not to give students too many ideas so you don’t limitthe scope of their imaginations. For this exercise, the more vague you are, the morecreative students will be. Have them explain their artwork to the class members.TeachingonlineDiscussion Topic:Divide students into groups of three or four. Ask the members of eachgroup to think about the recursive steps they go through when researching with a searchengine. (For example, how many variations do they try in a search?) Have themcompare the process of searching for information online to the reading process. Howare the two activities similar? How are they different? Have each group explain itsanswer.insTRucToR’sResouRceManualFor additional material about teaching the reading process, for journal entries, and forvarious tests, see theInstructor’s Resource Manual, Section II, Part I.PRACTICE 1Answer the following questions.1.List the three elements of prereading.2.List the three elements of reading.3.List the two elements of the first rereading.4.List the three elements of the second rereading.Title, Author, Focused QuestionsVocabulary, Reading Strategy, PurposeEssay’s Assumptions, Relationships between IdeasQuestions, Opinions, Analysis

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2ANSWER KEYPRACTICE 2Answer the following questions.1.When does the reading process start?2.Explain “preparing to read” or “prereading” in your own words.3.Describe your reading environment.4.What does “reading” consist of?5.What does rereading accomplish?The reading process begins the minute you get a reading assignment.Prereading allows you to preview a reading selection and its general subjectmatter, in particular the title, author, and questions connected with the selection.Answers will vary.Reading includes understanding vocabulary, using a reading strategy that makesyou an active reader, and discovering the author’s purpose for writing the selection.Rereading lets you understand your reading material on a deeper level as well asargue with and analyze the material.TeachingTheWRiTingPRocessAsk your students to bring in a visual representation of their writing process. Like thevisual of the reading process, it can be anything—pictures from magazines, a 3-D model,a drawing—that conveys how they go through this process. Once again, be careful notto give students too many ideas so you don’t limit the scope of their imaginations. Havethem explain their artwork to the rest of the class.TeachingonlineDiscussion Topic: Divide students into groups of three or four. Ask the members of eachgroup to research online the recursive steps people go through when training orpreparing for an event. Have students compare the process of training/preparing to thewriting process. How are the two activities similar? How are they different? Have eachgroup explain its answer.insTRucToR’sResouRceManualFor additional material about teaching the writing process, for journal entries, and forvarious tests, see theInstructor’s Resource Manual, Section II, Part I.PRACTICE 3Answer the following questions.1.List the two elements of preparing to write.Thinking, Planning

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ANSWER KEY32.List the four elements of writing.3.List the five elements of revising.4.List the three elements of editing.PRACTICE 4Answer the following questions.1.Explain prewriting in your own words.2.Describe your writing environment.3.What does “writing” consist of?4.What is the difference between revising and editing?Writing a Topic Sentence, Developing Ideas, Organizing Thoughts, DraftingTopic Sentence, Development, Unity, Organization, CoherenceSentences, Punctuation and Mechanics, Word Choice and SpellingPrewriting includes exploring a subject, generating ideas, choosing a topic,establishing a purpose, and understanding the audience.Answers will vary.Writing involves writing a topic sentence, developing ideas, organizing thoughts,and writing a first draft.Revising involves content and organization; editing deals with grammar, punc-tuation, mechanics, and spelling.TeachingReadingandWRiTingascRiTicalThinkingFind someone who can juggle or locate a YouTube®video of a juggler. While theperson is juggling with three balls, explain to your class that juggling is much like thereading and writing processes: You need all the parts for it to work. The balls are like“prereading,” “reading,” and “rereading” or like “prewriting,” “writing,” and“revising/editing.”Now take or imagine taking one ball away from the juggler. Although the jugglercan probably still keep the balls in the air, have the juggler explain how much harder thetask is and why.Then take away or imagine taking away another ball. Have the juggler stand theretossing and catching the remaining ball, but explain to students that by definition, thejuggler is no longer “juggling.”Now have the juggler start to juggle all three balls again, and remind students thatreading and writing consist of juggling all three steps. The process is cyclical and ever-changing, much like the balls in the air. The focus is on one ball at a time, but the othertwo are always in play.This visual demonstration shows students what can happen when they ignore one ormore steps of the process.

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4ANSWER KEYPRACTICE 6Begin your own journal.1.Buy a notebook that you like, and write in it.2.Record at least two journal entries on an electronic device.3.Which type of journal do you prefer—paper or electronic? Write anentry explaining your preference.Answers will vary.TeachingonlineDiscussion Topic:Divide students into groups of three or four. Ask the members of eachgroup to think about the recursive steps they go through when studying for an exam.(For example, how many times do they review a concept?) Have them find storiesonline about other study routines. Then, have students compare the process of studyingto the reading and writing processes. How are these procedures similar and different?Have each group explain its answer.PRACTICE 5Explain the rituals you instinctively follow as you prepare tostudy. Where do you read? Where do you write? At what time of day doyou produce your best work? Do you like noise? Quiet? What other detailsdescribe your study environment? What equipment do you use when youread? When you write?Answers will vary.insTRucToR’sResouRceManualFor additional material about teaching reading and writing as critical thinking, forjournal entries, and for various tests, see theInstructor’s Resource Manual, Section II,Part I.

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5Reading CriticallyCHAPTER2TeachingReadingcRiTicallyReading a book online is quite different from reading it as a bound copy. Ask yourstudents to find a novel they want to read online. They can start at Audible.com orReadAnyBook.com. Then they can choose any type of book they want and see what itis like to read online by downloading the book.TeachingonlineDiscussion Topic: Divide students into groups of three or four, and have them discuss howelectronic devices have changed the way they read. How much reading do they doelectronically in a day? How much reading do they do with actual books? How do theyintegrate reading and electronics into their lives?insTRucToR’sResouRceManualFor additional material about teaching critical reading, for journal entries, and forvarious tests, see theInstructor’s Resource Manual, Section II, Part I.PRACTICE 1Now that you have been introduced to several prereading strat-egies, which is your favorite? Why do you like it best?Answers will vary.PRACTICE 2Using two reading strategies on one reading assignment is oftena good idea. What is your second favorite reading strategy? Why do youlike this strategy?Answers will vary.

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6Writing Critically3CHAPTERTeachingPRePaRingToWRiTeGive students a topic—such as magazines, music, or the internet—and have thempractice each of the prewriting strategies. Once students discover which prewritingstrategy they are most comfortable with, have them use this strategy for futureparagraphs.TeachingonlineDiscussion Topic:Divide students into groups of three or four, and have them talk abouthow online news groups and chat rooms can help them discover ideas during theprewriting stage. What are the advantages and disadvantages of using the internet in thismanner?insTRucToR’sResouRceManualFor additional material about teaching prewriting, for journal entries, and for varioustests, see theInstructor’s Resource Manual, Section II, Part I.PRACTICE 1Now that you have been introduced to several prewriting strat-egies, which is your favorite? Why do you like it best?PRACTICE 2Using two prewriting strategies on one assignment is often agood idea. What is your second favorite prewriting strategy? Why do youlike this strategy?PRACTICE 3Identify the subject, purpose, and audience of each of the fol-lowing paragraphs.1.At the heart of America’s Promise are five basic promises made toevery child in America. To point kids in the right direction, to helpthem grow up strong and ready to take their place as successful adults,these five promises must be fulfilled for all youth: (1) an ongoing rela-tionship with a caring adult—parent, mentor, tutor, or coach; (2) a safeplace with structured activities during non-school hours; (3) a healthy

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ANSWER KEY7start; (4) a marketable skill through effective education; and (5) a chanceto give back through community service.1Subject:Purpose:Audience:2.My best friend just got arrested for rioting. Until yesterday, she was agreat student with an unblemished record, and now she will be spend-ing school time in court trying to keep out of jail. I don’t know why shedid it; she says she got caught up in the energy of the crowd. That justsounds like an excuse to me. She knew she was doing somethingwrong, she knew she was hurting business owners, and she did it any-way. I know she’ll be punished for what she did and that will be humili-ating enough, but I don’t think she realizes her parents, friends, andteachers will now see her as someone who has the potential for gettinginto trouble. (StudentWriter)Subject:Purpose:Audience:3.If you’re a man, at some point a woman will ask you how she looks.“How do I look?” she’ll ask. You must be careful how you answerthis question. The best technique is to form an honest yet sensitiveopinion, then collapse on the floor with some kind of fatal seizure.Trust me. This is the easiest way out, because you will never come upwith the right answer.2Subject:Purpose:Audience:4.The press is about finding the truth and telling it to the people. In pursuitof that, I am making a case for the broadest possible freedom of the press.However, with that great gift comes great responsibility. The press—printand electronic—has the power to inform, but that implies the power todistort. The press can lead our society toward a more mature and dis-criminating understanding of the process by which we choose our leaders,America’s promises to childrento informparents and childrentrouble with the lawto informyoung adultswomen’s appearanceto entertainmen1Source:Courtesy of Colin Powell.2Source:Barry, Dave. “The Ugly Truth About Beauty.”The Miami Herald, 1998. © Dave Barry.

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8ANSWER KEYmake our rules, and construct our values, or it can encourage people todespise our systems and avoid participating in them. The press can teachour children a taste for violence, encourage a fascination with perversityand inflicted pain, or it can show them a beauty they have not known. Thepress can make us wiser, fuller, surer, and sweeter than we are.3Subject:Purpose:Audience:5.My friends say that when I get in my car, I become blind to my sur-roundings. I have driven next to friends and not seen them, have beenwaiting at stop lights next to friends and not noticed them, and havepassed friends on a small two-lane road and not known it. I tell themit’s because I am very engrossed in my driving; I take driving a vehiclevery seriously. Actually, though, I am usually daydreaming aboutwhere I wish I could be going. (StudentWriter)Subject:Purpose:Audience:freedom of the pressto inform or to persuadegeneraldriving alertnessto informgeneral3Source:Cuomo, Mario, “Freedom of the Press Must Be Unlimited”, Greenhaven Press, 1990.TeachingWRiTingWhen students type directly onto an electronic device, show them how to turn off theautomatic spell-check and grammar-check so that the red and green underlines don’tinterfere with their generation of ideas. You are also showing students that they shouldnot focus on revision and editing until they have written a first draft.TeachingonlineDiscussion Topic:Divide students into groups of three or four, and have them discusshow the internet has changed the way they view writing. How much writing do they doin a single day on the internet? How much writing do they do off the internet? How havethese proportions changed during their lives so far?insTRucToR’sResouRceManualFor additional material about teaching writing, for journal entries, and for various tests,see theInstructor’s Resource Manual, Section II, Part I.

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ANSWER KEY9PRACTICE 4Limit the following topics. Then develop them into statements that couldbe topic sentences.Answers will vary.TopicLimited TopicStatement1.Weekends______________________________________2.Work______________________________________3.Restaurants______________________________________4.Reading______________________________________5.Winter______________________________________PRACTICE 5Complete the following topic sentences. Make sure they are general enoughto be developed into a paragraph but not too broad.Answers will vary.1.Automobile accidents ________________________________________.2.__________________________________________is my favorite movie.3.Smoking___________________________________________________.4.Teen pregnancies ____________________________________________.5.______________ must be brought under control in the United States.PRACTICE 6Write topic sentences for the following paragraphs.1.WhenI come home from school, Rusty is always the first one to greet me.He usually jumps on me and knocks me down, but I am used to this.After we wrestle on the ground, he follows me to my room and sits by myfeet while I do homework. Every once in a while, he’ll nudge my hand soI will pet him. When I go to bed, Rusty always sleeps with me at night,which is nice because I can snuggle up to his fur and know that I am safe.2.First,you must undergo an intensive scuba diving class that includes alot of reading and calculating. Next, you must practice scuba skills in apool so you can learn how to react if, for instance, your breathing regu-lator comes out of your mouth underwater. Then you have four check-out dives in the ocean. Finally, after six weeks of preparation, you’ll bea certified scuba diver.My dog, Rusty, is my best friend.Becoming a certified scuba diver is difficult.

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10ANSWER KEY3.Itwill be two stories and will be painted blue. Inside it will have at leastfour bedrooms and an office for me to work in. It will have a grandkitchen and enough room to entertain all my friends and coworkers. Apool would be nice, with a lush backyard for my dogs to get lost in. AndI hope that it will be close to my mom and dad’s house.PRACTICE 7For each of the following topic sentences, list five details and/or examplesto develop them.Answers will vary.1.If I win the lottery, I will be the envy of all my friends.2.People can’t always count on their relatives.3.My favorite pastime is fun as well as challenging.4.Palm readers must lead interesting lives.I know exactly what my future home will look like.

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ANSWER KEY115.People living in big cities hardly ever get bored.PRACTICE 8Turn to the essay “What Is Poverty?” on page283, and find twoparagraphs organized from general to particular.paragraphs 1–6, 8–12, 14PRACTICE 9Write a paragraph organized from general to particular thatbegins with this sentence: “Several people I know have broken bad habits.”PRACTICE 10Turn to the essay “Eleven” on page149, and find one para-graph in the first half of the essay that demonstrates particular-to-generalorganization.paragraph 3PRACTICE 11Write a paragraph organized from particular to general thatends with this sentence: “Some people put their free time to good use.”PRACTICE 12Turn to the essay “Coming Over” on page204, and find twoparagraphs organized chronologically.paragraphs 6, 11, 12PRACTICE 13Write a topic sentence for the following group of sentences.Then organize the sentences into a paragraph using chronological order.Add words, phrases, or sentences as necessary to smooth out the paragraph.Topic Sentence:2Add the color of your choice to the melted wax.4Drop a wick in the melted wax.1First, melt some paraffin in a saucepan.5Put the mold in the refrigerator overnight. (This way, the wax will con-tract and will be easy to get out of the mold the next day.)6Finally, take the candle out of the mold and admire your creation.3Pour the melted wax in a candle mold of any shape.Making your own candles is easy.

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12ANSWER KEYPRACTICE 14Turn to the essay “Magpies” on page 122, and find one paragraphin the first half of the essay that uses spatial organization.paragraphs 6, 7, 8, 9PRACTICE 15Write a topic sentence for the following group of sentences.Then organize the sentences into a paragraph in spatial order. Add words,phrases, or sentences as necessary to smooth out the paragraph.Topic Sentence:3Actually, the plant should separate the bed from the door.1I’ll begin by putting my bed against the west wall in the north cornerof the room.2I would like my floor plant to be next to the head of my bed.6My bureau fits perfectly in the southeast corner of the room.4The desk will be best in the southwest corner of the room where thewindow is.7The entire east wall is covered with closets.5My bookcase will go between the bed and the desk (on the west wall).PRACTICE 16Turn to the essay “Embrace Boredom to Become More Creative”on page306, and find one paragraph that is organized from one extreme tothe other.paragraphs 5, 7PRACTICE 17Write a topic sentence for the following group of sentences.Then arrange these sentences in a paragraph from one extreme to another.Add words, phrases, and sentences as necessary to smooth out the para-graph. Also, label your system of classification: from most _____ to least_____ or from least _____ to most _____.Answers will vary.Topic Sentence:I am failing math.I still do not understand when to use semicolons in my writing.My English instructor says my style of writing is loose.I am barely passing music theory.I have cut my philosophy class twice.My tennis coach is mad at me.I have not talked to my family in two weeks.I have more homework than I could do in my lifetime.I hardly ever have time to sleep.I have decided to rearrange my room.Life at college is much more difficult than I thought it would be.

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13CHAPTER4Revising and EditingTeachingRevisingDivide students into groups of three or four, and have them exchange papers. Have thefirst student read his or her paper aloud while the other students listen and take notes sothey can make revision suggestions based on the Revising Checklist in this chapter.When the reader finishes, have each listener offer suggestions. Make sure the readerdoes not talk or try to clarify any points during this interchange. After all suggestionshave been relayed, have the next writer read his or her paper, and so on. Spend only 10minutes per paper.TeachingonlineDiscussion Topic:Divide students into groups of three or four, and have them discusshow the internet can be a tool for revision. What types of websites will help students getrevising feedback for their papers? How else can the internet help?insTRucToR’sResouRceManualFor additional material about teaching revising, for journal entries, and for various tests,see theInstructor’s Resource Manual, Section II, Part I.PRACTICE 1Revise the underlined topic sentences so that they introduce allthe details and ideas in their paragraphs.1.I have many friends. I know that if I talk to Sean about a problem, hewon’t repeat it to anyone. He’s also great to talk to because he neverreally tells me what I should do. Instead, he gives me what he thinks areall my options and then helps me decide what to do. Karen, on theother hand, is a wonderful person, and I love to spend time with her.But I know she has trouble keeping a secret. She is great to talk toabout small problems (things I don’t care if anyone else knows about),but not the big problems. These friends mean a lot to me.Revised Topic Sentence:Sean and Karen are two friends that meet differentneeds of mine.

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14ANSWER KEY2.I really enjoy watching suspense films because I am constantly afraid ofwhat may happen next. Then I like the action movies. These are greatbecause they move so fast and they usually have the best special effects. Ihate it when they throw in love stories, though. This just takes away fromthe real action. My least favorite are the romantic love stories. I can’tstand to watch people for over two hours going through near-misses ortraumatic problems. I know they are going to end up together in the end,so spare me the time to get there!Overall, going to movies is a lot of fun.Revised Topic Sentence:3.Buying a car is not an enjoyable experience. First, the buyers have todecide on whether they want a new car or a used car. Some people wanta new car because they know they won’t have to worry about it break-ing down for a while and they would have a longer warranty. Otherswant the price break a used car brings, but they don’t know the peopleselling the cars, and they are afraid of getting ripped off. A good com-promise might be to buy a used car from a reputable car dealership.This way the buyer gets the best of both worlds.Revised Topic Sentence:PRACTICE 2Write a topic sentence for each of the following paragraphs.1.Ialways have to put my sweats on and tie back my hair. I then sit onthe couch and watch TV, all the while looking at my study guide andfeeling guilty that I’m not putting more energy into it. After about ahalf hour, I realize I am going to get a bad grade on my test if I keep upthis behavior, so I turn the TV off, get comfortable, and start studyinghard. If I go through this routine, then I know I will have a good studysession and will get a good grade on a test.2.Yetshe goes with us every year. She complains about sleeping in a tent,cooking over an open fire, and not having a clean bathroom for a week.Aunt Rita always ends up having fun, but she hates to do work. Welove to joke with her and tease her about being a “city slicker.” Everyyear she says she will never go camping again, but we always make sureshe comes along. I guess this has turned into a family ritual, and I’mglad. I always enjoy her company—especially when she complains.I love movies, but some types are definitely betterthan others.The decision of whether to buy a new car or aused car is complex.Before every test, I go through the same study ritual.My Aunt Rita hates camping trips.

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