Solution Manual for The Little, Brown Compact Handbook, 10th Edition
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Answers to Exercises in
The Little, Brown Compact Handbook
Tenth Edition
Jane E. Aaron
Michael Greer, University of Arkansas at Little Rock
The Little, Brown Compact Handbook
Tenth Edition
Jane E. Aaron
Michael Greer, University of Arkansas at Little Rock
Copyright © 2019, 2016, 2012 by Pearson Education, Inc. All Rights Reserved. Printed in the United
States of America. This publication is protected by copyright, and permission should be obtained from the
publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or
by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding
permissions, request forms and the appropriate contacts within the Pearson Education Global Rights &
Permissions Department, please visit www.pearsoned.com/permissions/.
ISBN-10: 0-134-68099-5
ISBN-13: 978-0-134-68099-6
States of America. This publication is protected by copyright, and permission should be obtained from the
publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or
by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding
permissions, request forms and the appropriate contacts within the Pearson Education Global Rights &
Permissions Department, please visit www.pearsoned.com/permissions/.
ISBN-10: 0-134-68099-5
ISBN-13: 978-0-134-68099-6
iii
Table of Contents
Preface ix
1 The Writing Process 1
3.1 Evaluating thesis statements 1
3.2 Organizing ideas 2
2 Writing in and out of College 4
9.1 Considering your native language or dialect 4
9.2 Using academic language 4
11.1 Testing argument subjects 4
11.2 Identifying and revising fallacies 5
14.1 Analyzing social-media styles 5
14.2 Guidelines for posting images 5
14.3 Business letter 6
14.4 Print and scannable résumé 6
14.5 Job application letter 6
14.6 LinkedIn profile 6
14.7 Business proposal 6
14.8 Social-media post 6
3 Clarity and Style 7
15.1 Revising: Emphasis of subjects and verbs 7
15.2 Sentence combining: Beginnings and endings 7
15.3 Sentence combining: Coordination 8
15.4 Sentence combining: Subordination 8
15.5 Revising: Effective subordination 9
15.6 Revising: Coordination and subordination 9
16.1 Revising: Parallelism 10
16.2 Sentence combining: Parallelism 11
17.1 Revising: Variety 11
18.1 Revising: Appropriate words 12
18.2 Revising: Sexist language 12
18.3 Using a dictionary 13
18.4 Revising: Denotation 13
18.5 Considering the connotation of words 14
18.6 Revising: Concrete and specific words 14
18.7 Using concrete and specific words 15
Table of Contents
Preface ix
1 The Writing Process 1
3.1 Evaluating thesis statements 1
3.2 Organizing ideas 2
2 Writing in and out of College 4
9.1 Considering your native language or dialect 4
9.2 Using academic language 4
11.1 Testing argument subjects 4
11.2 Identifying and revising fallacies 5
14.1 Analyzing social-media styles 5
14.2 Guidelines for posting images 5
14.3 Business letter 6
14.4 Print and scannable résumé 6
14.5 Job application letter 6
14.6 LinkedIn profile 6
14.7 Business proposal 6
14.8 Social-media post 6
3 Clarity and Style 7
15.1 Revising: Emphasis of subjects and verbs 7
15.2 Sentence combining: Beginnings and endings 7
15.3 Sentence combining: Coordination 8
15.4 Sentence combining: Subordination 8
15.5 Revising: Effective subordination 9
15.6 Revising: Coordination and subordination 9
16.1 Revising: Parallelism 10
16.2 Sentence combining: Parallelism 11
17.1 Revising: Variety 11
18.1 Revising: Appropriate words 12
18.2 Revising: Sexist language 12
18.3 Using a dictionary 13
18.4 Revising: Denotation 13
18.5 Considering the connotation of words 14
18.6 Revising: Concrete and specific words 14
18.7 Using concrete and specific words 15
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18.8 Using prepositions in idioms 16
18.9 Using prepositions in idioms 16
18.10 Using figurative language 16
18.11 Revising: Trite expressions 17
19.1 Revising: Completeness 17
20.1 Revising: Writing concisely 17
20.2 Revising: Conciseness 18
4 Sentence Parts and Patterns 19
Basic Grammar 19
21.1 Identifying nouns, pronouns, and verbs 19
21.2 Identifying adjectives and adverbs 20
21.3 Adding connecting words 21
22.1 Identifying subjects and predicates 21
22.2 Identifying subjects and predicates 22
22.3 Identifying sentence parts 22
22.4 Identifying sentence patterns 24
23.1 Identifying prepositional phrases 24
23.2 Sentence combining: Prepositional phrases 25
23.3 Identifying verbals and verbal phrases 25
23.4 Sentence combining: Verbals and verbal phrases 25
23.5 Sentence combining: Absolute phrases 26
23.6 Sentence combining: Appositive phrases 26
23.7 Identifying phrases 26
23.8 Identifying clauses 28
23.9 Sentence combining: Subordinate clauses 29
24.1 Identifying sentence structures 29
Verbs 30
25.1 Using irregular verbs 30
25.2 Distinguishing between sit/set, lie/lay, rise/raise 30
25.3 Using -s and -ed verb endings 30
25.4 Using helping verbs 31
25.5 Revising: Helping verbs plus main verbs 31
25.6 Revising: Verbs plus gerunds or infinitives 31
25.7 Revising: Verbs plus particles 32
26.1 Revising: Consistent past tense 32
18.8 Using prepositions in idioms 16
18.9 Using prepositions in idioms 16
18.10 Using figurative language 16
18.11 Revising: Trite expressions 17
19.1 Revising: Completeness 17
20.1 Revising: Writing concisely 17
20.2 Revising: Conciseness 18
4 Sentence Parts and Patterns 19
Basic Grammar 19
21.1 Identifying nouns, pronouns, and verbs 19
21.2 Identifying adjectives and adverbs 20
21.3 Adding connecting words 21
22.1 Identifying subjects and predicates 21
22.2 Identifying subjects and predicates 22
22.3 Identifying sentence parts 22
22.4 Identifying sentence patterns 24
23.1 Identifying prepositional phrases 24
23.2 Sentence combining: Prepositional phrases 25
23.3 Identifying verbals and verbal phrases 25
23.4 Sentence combining: Verbals and verbal phrases 25
23.5 Sentence combining: Absolute phrases 26
23.6 Sentence combining: Appositive phrases 26
23.7 Identifying phrases 26
23.8 Identifying clauses 28
23.9 Sentence combining: Subordinate clauses 29
24.1 Identifying sentence structures 29
Verbs 30
25.1 Using irregular verbs 30
25.2 Distinguishing between sit/set, lie/lay, rise/raise 30
25.3 Using -s and -ed verb endings 30
25.4 Using helping verbs 31
25.5 Revising: Helping verbs plus main verbs 31
25.6 Revising: Verbs plus gerunds or infinitives 31
25.7 Revising: Verbs plus particles 32
26.1 Revising: Consistent past tense 32
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26.2 Revising: Consistent present tense 32
26.3 Using correct tense sequence 32
26.4 Revising: Tense sequence with conditional
sentences 32
27.1 Revising: Subjunctive mood 32
28.1 Converting between active and passive voices 33
28.2 Revising: Using the active voice 33
29.1 Revising: Subject-verb agreement 33
29.2 Adjusting for subject-verb agreement 34
Pronouns 34
30.1 Choosing between subjective and
objective pronouns 34
30.2 Choosing between who and whom 34
30.3 Sentence combining: Who versus whom 34
30.4 Choosing between subjective and objective
pronouns 35
30.5 Revising: Pronoun case 35
31.1 Revising: Pronoun-antecedent agreement 35
31.2 Revising: Pronoun-antecedent agreement 35
32.1 Revising: Pronoun reference 36
32.2 Revising: Pronoun reference 36
32.3 Revising: Consistency in pronouns 36
32.4 Revising: Pronoun reference 37
Modifiers 37
33.1 Revising: Adjectives and adverbs 37
33.2 Using comparatives and superlatives 37
33.3 Revising: Comparisons 38
33.4 Revising: Double negatives 38
33.5 Revising: Present and past participles 38
33.6 Revising: A, an, and the 38
33.7 Revising: Determiners 39
33.8 Revising: Adjectives and adverbs 39
34.1 Revising: Misplaced modifiers 39
34.2 Revising: Misplaced modifiers 39
34.3 Revising: Placement of adverbs and adjectives 40
34.4 Revising: Dangling modifiers 40
26.2 Revising: Consistent present tense 32
26.3 Using correct tense sequence 32
26.4 Revising: Tense sequence with conditional
sentences 32
27.1 Revising: Subjunctive mood 32
28.1 Converting between active and passive voices 33
28.2 Revising: Using the active voice 33
29.1 Revising: Subject-verb agreement 33
29.2 Adjusting for subject-verb agreement 34
Pronouns 34
30.1 Choosing between subjective and
objective pronouns 34
30.2 Choosing between who and whom 34
30.3 Sentence combining: Who versus whom 34
30.4 Choosing between subjective and objective
pronouns 35
30.5 Revising: Pronoun case 35
31.1 Revising: Pronoun-antecedent agreement 35
31.2 Revising: Pronoun-antecedent agreement 35
32.1 Revising: Pronoun reference 36
32.2 Revising: Pronoun reference 36
32.3 Revising: Consistency in pronouns 36
32.4 Revising: Pronoun reference 37
Modifiers 37
33.1 Revising: Adjectives and adverbs 37
33.2 Using comparatives and superlatives 37
33.3 Revising: Comparisons 38
33.4 Revising: Double negatives 38
33.5 Revising: Present and past participles 38
33.6 Revising: A, an, and the 38
33.7 Revising: Determiners 39
33.8 Revising: Adjectives and adverbs 39
34.1 Revising: Misplaced modifiers 39
34.2 Revising: Misplaced modifiers 39
34.3 Revising: Placement of adverbs and adjectives 40
34.4 Revising: Dangling modifiers 40
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34.5 Revising: Misplaced and dangling modifiers 40
Sentence Faults 40
35.1 Identifying and revising sentence fragments 40
35.2 Revising: Sentence fragments 41
35.3 Revising: Sentence fragments 41
36.1 Identifying and revising comma splices 42
36.2 Identifying and revising fused sentences 42
36.3 Revising: Comma splices and fused sentences 43
37.1 Revising: Mixed sentences 43
37.2 Revising: Repeated subjects and other parts 43
5 Punctuation 44
38.1 Revising: Periods 44
38.2 Revising: Question marks 44
38.3 Revising: Exclamation points 44
38.4 Revising: End punctuation 44
39.1 Revising: Comma with linked main clauses 44
39.2 Sentence combining: Linked main clauses 45
39.3 Revising: Comma with introductory elements 45
39.4 Sentence combining: Introductory elements 45
39.5 Revising: Punctuation of nonessential and essential
elements 46
39.6 Revising: Punctuation of nonessential and essential
elements 46
39.7 Sentence combining: Essential and nonessential
elements 46
39.8 Revising: Commas with series items 46
39.9 Revising: Commas with adjectives 47
39.10 Revising: Punctuation of series and adjectives 47
39.11 Revising: Punctuation of dates, addresses, place names,
numbers 47
39.12 Revising: Punctuation of quotations 47
39.13 Revising: Needless and misused commas 48
39.14 Revising: Commas 48
40.1 Revising: Punctuation between main clauses 48
40.2 Revising: Punctuation between main clauses with
conjunctive adverbs or transitional expressions 49
34.5 Revising: Misplaced and dangling modifiers 40
Sentence Faults 40
35.1 Identifying and revising sentence fragments 40
35.2 Revising: Sentence fragments 41
35.3 Revising: Sentence fragments 41
36.1 Identifying and revising comma splices 42
36.2 Identifying and revising fused sentences 42
36.3 Revising: Comma splices and fused sentences 43
37.1 Revising: Mixed sentences 43
37.2 Revising: Repeated subjects and other parts 43
5 Punctuation 44
38.1 Revising: Periods 44
38.2 Revising: Question marks 44
38.3 Revising: Exclamation points 44
38.4 Revising: End punctuation 44
39.1 Revising: Comma with linked main clauses 44
39.2 Sentence combining: Linked main clauses 45
39.3 Revising: Comma with introductory elements 45
39.4 Sentence combining: Introductory elements 45
39.5 Revising: Punctuation of nonessential and essential
elements 46
39.6 Revising: Punctuation of nonessential and essential
elements 46
39.7 Sentence combining: Essential and nonessential
elements 46
39.8 Revising: Commas with series items 46
39.9 Revising: Commas with adjectives 47
39.10 Revising: Punctuation of series and adjectives 47
39.11 Revising: Punctuation of dates, addresses, place names,
numbers 47
39.12 Revising: Punctuation of quotations 47
39.13 Revising: Needless and misused commas 48
39.14 Revising: Commas 48
40.1 Revising: Punctuation between main clauses 48
40.2 Revising: Punctuation between main clauses with
conjunctive adverbs or transitional expressions 49
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40.3 Sentence combining: Related main clauses 49
40.4 Revising: Punctuation of main clauses and
series items containing commas 49
40.5 Revising: Semicolons 49
41.1 Revising: Colons 50
41.2 Revising: Colons and semicolons 50
42.1 Forming possessives 50
42.2 Revising: Apostrophes with possessives 51
42.3 Distinguishing between plurals and possessives 51
42.4 Revising: Misuses of the apostrophe 51
42.5 Revising: Contractions and possessive pronouns 51
42.6 Forming contractions 52
42.7 Revising: Contractions and possessive pronouns 52
42.8 Revising: Apostrophes 52
43.1 Revising: Double and single quotation marks 52
43.2 Revising: Quotation marks for titles 53
43.3 Revising: Quotation marks 53
43.4 Revising: Quotation marks 53
44.1 Revising: Dashes 53
44.2 Revising: Parentheses 54
44.3 Using ellipsis marks 54
44.4 Revising: Dashes, parentheses, ellipsis marks, brackets,
slashes 54
6 Spelling and Mechanics 55
45.1 Revising: ie and ei 55
45.2 Revising: Final e 55
45.3 Revising: Final y 55
45.4 Revising: Consonants 55
45.5 Revising: Prefixes 55
45.6 Revising: Plurals 56
45.7 Using correct spellings 56
45.8 Working with a spelling checker 56
45.9 Revising: Hyphens 56
46.1 Revising: Capitals 56
47.1 Revising: Italics or underlining 57
48.1 Revising: Abbreviations 57
49.1 Revising: Numbers 57
40.3 Sentence combining: Related main clauses 49
40.4 Revising: Punctuation of main clauses and
series items containing commas 49
40.5 Revising: Semicolons 49
41.1 Revising: Colons 50
41.2 Revising: Colons and semicolons 50
42.1 Forming possessives 50
42.2 Revising: Apostrophes with possessives 51
42.3 Distinguishing between plurals and possessives 51
42.4 Revising: Misuses of the apostrophe 51
42.5 Revising: Contractions and possessive pronouns 51
42.6 Forming contractions 52
42.7 Revising: Contractions and possessive pronouns 52
42.8 Revising: Apostrophes 52
43.1 Revising: Double and single quotation marks 52
43.2 Revising: Quotation marks for titles 53
43.3 Revising: Quotation marks 53
43.4 Revising: Quotation marks 53
44.1 Revising: Dashes 53
44.2 Revising: Parentheses 54
44.3 Using ellipsis marks 54
44.4 Revising: Dashes, parentheses, ellipsis marks, brackets,
slashes 54
6 Spelling and Mechanics 55
45.1 Revising: ie and ei 55
45.2 Revising: Final e 55
45.3 Revising: Final y 55
45.4 Revising: Consonants 55
45.5 Revising: Prefixes 55
45.6 Revising: Plurals 56
45.7 Using correct spellings 56
45.8 Working with a spelling checker 56
45.9 Revising: Hyphens 56
46.1 Revising: Capitals 56
47.1 Revising: Italics or underlining 57
48.1 Revising: Abbreviations 57
49.1 Revising: Numbers 57
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7 Research Writing 58
52.1 Synthesizing sources 58
52.2 Summarizing and paraphrasing 58
52.3 Combining summary, paraphrase,
and direct quotation 58
52.4 Introducing and interpreting borrowed material 59
53.1 Recognizing plagiarism 59
53.2 Revising plagiarized sentences 59
8 Writing in the Disciplines 61
57.1 Writing works-cited entries 61
7 Research Writing 58
52.1 Synthesizing sources 58
52.2 Summarizing and paraphrasing 58
52.3 Combining summary, paraphrase,
and direct quotation 58
52.4 Introducing and interpreting borrowed material 59
53.1 Recognizing plagiarism 59
53.2 Revising plagiarized sentences 59
8 Writing in the Disciplines 61
57.1 Writing works-cited entries 61
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ix
Preface
This book contains answers for all the exercises in The Little,
Brown Compact Handbook, Tenth Edition. The answer key has
several possible uses:
• Instructors can use it to check students’ responses on homework
and quizzes.
• Some or all answers may be duplicated for class discussions or
conferences.
• Some or all answers may be duplicated so that students can work
independently on the exercises.
Answers are labeled “possible” when the corresponding exercises
allow for choice in responding and the given answers are but
suggestions. Even for the objective exercises, which more often
lend themselves to one response, some users may disagree with
some answers. Usage is often flexible, and many rules allow
interpretation. The answers here conform to the usage
recommended in The Little, Brown Compact Handbook.
Preface
This book contains answers for all the exercises in The Little,
Brown Compact Handbook, Tenth Edition. The answer key has
several possible uses:
• Instructors can use it to check students’ responses on homework
and quizzes.
• Some or all answers may be duplicated for class discussions or
conferences.
• Some or all answers may be duplicated so that students can work
independently on the exercises.
Answers are labeled “possible” when the corresponding exercises
allow for choice in responding and the given answers are but
suggestions. Even for the objective exercises, which more often
lend themselves to one response, some users may disagree with
some answers. Usage is often flexible, and many rules allow
interpretation. The answers here conform to the usage
recommended in The Little, Brown Compact Handbook.
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1
PART 1 The Writing Process
Exercise 3.1
Evaluating thesis statements
1 The statement lacks unity because the two halves do not seem to
relate to each other.
Possible revision: We should channel our natural feelings of
aggression toward constructive rather than destructive ends.
2 The statement needs to be more specific: Why is Islam
misunderstood in the United States?
Possible revision: The religion of Islam is widely misunderstood in
the United States because many Americans equate televised
depictions of Muslim fundamentalists with the religion itself.
3 Good thesis statement: limited, specific, and unified.
4 Both good manners and make our society work need to be more
specific.
Possible revision: Courtesy between people makes human
interaction smoother and more efficient.
5 The statement simply states a fact.
Possible revision: The poem depicts motherhood as a saintly
calling.
6 The sentence lacks unity because the first half is positive and
unspecific while the second half is negative and specific. Making
the first half specific and the contrast explicit would unify the
sentence.
Possible revision: Television does have its virtues, such as
educational programming for children, but mostly it offers adults
mindless escape from their problems.
7 The sentence is not a claim but a statement of personal
preference.
PART 1 The Writing Process
Exercise 3.1
Evaluating thesis statements
1 The statement lacks unity because the two halves do not seem to
relate to each other.
Possible revision: We should channel our natural feelings of
aggression toward constructive rather than destructive ends.
2 The statement needs to be more specific: Why is Islam
misunderstood in the United States?
Possible revision: The religion of Islam is widely misunderstood in
the United States because many Americans equate televised
depictions of Muslim fundamentalists with the religion itself.
3 Good thesis statement: limited, specific, and unified.
4 Both good manners and make our society work need to be more
specific.
Possible revision: Courtesy between people makes human
interaction smoother and more efficient.
5 The statement simply states a fact.
Possible revision: The poem depicts motherhood as a saintly
calling.
6 The sentence lacks unity because the first half is positive and
unspecific while the second half is negative and specific. Making
the first half specific and the contrast explicit would unify the
sentence.
Possible revision: Television does have its virtues, such as
educational programming for children, but mostly it offers adults
mindless escape from their problems.
7 The sentence is not a claim but a statement of personal
preference.
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2
Possible revision: Courses in American history engage students the
most when they move beyond personalities and political events to
focus on social change.
8 The sentence lacks unity because the impairment does not clearly
relate to the suspension.
Possible revision: Because they have demonstrated bad judgment
and lack of control by driving while impaired, drunken drivers
should receive mandatory suspensions of their licenses.
9 The claim is not specific: Why is business a good major?
Possible revision: For many students, a business major provides
the right mix of academic and practical content to smooth the route
to a career.
10 The sentence makes not one claim but several. It needs to be
limited.
Possible revision: The state’s divorce laws should be made stricter
for couples who have children.
Exercise 3.2
Organizing ideas
Possible answer
I. In the past, professional soccer could not get a foothold in the
United States because of poor TV coverage and lack of financial
backing.
A. In the United States the success of a sport depends largely on its
ability to attract huge TV audiences.
1. Soccer was not often presented on US television.
2. Potential fans did not have a chance to see soccer games.
B. Failures of early start-up leagues made potential backers wary
of new ventures.
II. Recently, the outlook for professional soccer has changed
dramatically.
Possible revision: Courses in American history engage students the
most when they move beyond personalities and political events to
focus on social change.
8 The sentence lacks unity because the impairment does not clearly
relate to the suspension.
Possible revision: Because they have demonstrated bad judgment
and lack of control by driving while impaired, drunken drivers
should receive mandatory suspensions of their licenses.
9 The claim is not specific: Why is business a good major?
Possible revision: For many students, a business major provides
the right mix of academic and practical content to smooth the route
to a career.
10 The sentence makes not one claim but several. It needs to be
limited.
Possible revision: The state’s divorce laws should be made stricter
for couples who have children.
Exercise 3.2
Organizing ideas
Possible answer
I. In the past, professional soccer could not get a foothold in the
United States because of poor TV coverage and lack of financial
backing.
A. In the United States the success of a sport depends largely on its
ability to attract huge TV audiences.
1. Soccer was not often presented on US television.
2. Potential fans did not have a chance to see soccer games.
B. Failures of early start-up leagues made potential backers wary
of new ventures.
II. Recently, the outlook for professional soccer has changed
dramatically.
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3
A. Professional soccer has attracted both TV audiences and
financial backing. [new general idea]
1. The US television audience for the 2014 World Cup US– Ghana
match was larger than the average US television audience for
baseball’s World Series.
2. Investors have poured hundreds of millions of dollars into the
top US professional league.
B. The growing Hispanic population in the United States could
help soccer grow as well.
1. In countries of South and Latin America, soccer is the favorite
sport.
2. In 2010 and 2014 the World Cup final was broadcast on ABC
and on Spanish-language Univision.
A. Professional soccer has attracted both TV audiences and
financial backing. [new general idea]
1. The US television audience for the 2014 World Cup US– Ghana
match was larger than the average US television audience for
baseball’s World Series.
2. Investors have poured hundreds of millions of dollars into the
top US professional league.
B. The growing Hispanic population in the United States could
help soccer grow as well.
1. In countries of South and Latin America, soccer is the favorite
sport.
2. In 2010 and 2014 the World Cup final was broadcast on ABC
and on Spanish-language Univision.
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PART 2 Writing in and out of College
Exercise 9.1
Considering your native language or dialect
Individual response.
Exercise 9.2
Using academic language
Possible answer
The stereotype that women talk more on cell phones than men do
turns out to be false. In a five-year survey of 1021 cell phone
owners, a major wireless company found that men spend 35%
more time on their phones, talking an average of 571 minutes a
month compared to the women’s average of 424 minutes a month.
Women do talk on land lines more than men do, but that difference
is declining.
Exercise 11.1
Testing argument subjects
Subjects that are not appropriate for argument:
2 A matter of facts, and few people would disagree.
4 A matter of facts, and few people would disagree.
8 A matter of personal preference.
9 A matter of facts.
10 A matter of personal belief.
PART 2 Writing in and out of College
Exercise 9.1
Considering your native language or dialect
Individual response.
Exercise 9.2
Using academic language
Possible answer
The stereotype that women talk more on cell phones than men do
turns out to be false. In a five-year survey of 1021 cell phone
owners, a major wireless company found that men spend 35%
more time on their phones, talking an average of 571 minutes a
month compared to the women’s average of 424 minutes a month.
Women do talk on land lines more than men do, but that difference
is declining.
Exercise 11.1
Testing argument subjects
Subjects that are not appropriate for argument:
2 A matter of facts, and few people would disagree.
4 A matter of facts, and few people would disagree.
8 A matter of personal preference.
9 A matter of facts.
10 A matter of personal belief.
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Exercise 11.2
Identifying and revising fallacies
Possible answers
1 Begged question.
A revision: The fact that individuals in the United States cannot
legally sell nuclear technology to nonnuclear nations, while the
government can, points up a disturbing limit on individual rights.
2 Sweeping generalization and begged question.
A revision: A successful marriage demands a degree of maturity.
3 Hasty generalization and non sequitur.
A revision: Students’ persistent complaints about the unfairness of
the grading system should be investigated.
4 Either/or fallacy and hasty generalization.
A revision: People watch television for many reasons, but some
watch because they are too lazy to talk or read or because they
want mindless escape from their lives.
5 Reductive fallacy and begged question.
A revision: Racial tension may occur when people with different
backgrounds live side by side.
Exercise 14.1
Analyzing social-media styles
Individual response. Successful answers will describe specific
features of visual and verbal style used by a company or
organization, making explicit connections to use of ethos those
features illustrate. Answers should offer an evaluation of the
effectiveness of these features.
Exercise 14.2
Guidelines for posting images
Individual response. Successful answers should include specific
detail and define a series of clear and workable guidelines for the
use of images.
Exercise 11.2
Identifying and revising fallacies
Possible answers
1 Begged question.
A revision: The fact that individuals in the United States cannot
legally sell nuclear technology to nonnuclear nations, while the
government can, points up a disturbing limit on individual rights.
2 Sweeping generalization and begged question.
A revision: A successful marriage demands a degree of maturity.
3 Hasty generalization and non sequitur.
A revision: Students’ persistent complaints about the unfairness of
the grading system should be investigated.
4 Either/or fallacy and hasty generalization.
A revision: People watch television for many reasons, but some
watch because they are too lazy to talk or read or because they
want mindless escape from their lives.
5 Reductive fallacy and begged question.
A revision: Racial tension may occur when people with different
backgrounds live side by side.
Exercise 14.1
Analyzing social-media styles
Individual response. Successful answers will describe specific
features of visual and verbal style used by a company or
organization, making explicit connections to use of ethos those
features illustrate. Answers should offer an evaluation of the
effectiveness of these features.
Exercise 14.2
Guidelines for posting images
Individual response. Successful answers should include specific
detail and define a series of clear and workable guidelines for the
use of images.
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Exercise 14.3
Business letter
Individual response. Successful answers should align with the
format and style guidelines in 14.2 and Figure 14.1.
Exercise 14.4
Print and scannable résumé
Individual response.
Exercise 14.5
Job application letter
Individual response.
Exercise 14.6
LinkedIn profile
Individual response.
Exercise 14.7
Business proposal
Individual response.
Exercise 14.8
Social-media post
Individual response.
Exercise 14.3
Business letter
Individual response. Successful answers should align with the
format and style guidelines in 14.2 and Figure 14.1.
Exercise 14.4
Print and scannable résumé
Individual response.
Exercise 14.5
Job application letter
Individual response.
Exercise 14.6
LinkedIn profile
Individual response.
Exercise 14.7
Business proposal
Individual response.
Exercise 14.8
Social-media post
Individual response.
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7
PART 3 Clarity and Style
Exercise 15.1
Revising: Emphasis of subjects and verbs
Possible revision
1 Many heroes helped to emancipate the slaves. 2
However, Harriet Tubman, an escaped slave herself, stands above
the rest. 3 Tubman guided hundreds of slaves to freedom on the
Underground Railroad. 4 Tubman risked a return to slavery or
possibly death. 5 During the Civil War she also carried information
from the South to the North. 6 After the war, Tubman helped to
raise money for needy former slaves.
Exercise 15.2
Sentence combining: Beginnings and endings
Possible answers
1 Pat Taylor strode into the packed room, greeting students called
“Taylor’s Kids” and nodding to their parents and teachers.
2 This wealthy Louisiana oilman had promised his “Kids” free
college educations because he was determined to make higher
education available to all qualified but disadvantaged students.
3 The students welcomed Taylor, their voices singing “You Are
the Wind beneath My Wings,” their faces flashing with self-
confidence.
4 They had thought a college education was beyond their dreams,
seeming too costly and too demanding.
5 To help ease the costs and demands of getting to college, Taylor
created a bold plan of scholarships, tutoring, and counseling.
PART 3 Clarity and Style
Exercise 15.1
Revising: Emphasis of subjects and verbs
Possible revision
1 Many heroes helped to emancipate the slaves. 2
However, Harriet Tubman, an escaped slave herself, stands above
the rest. 3 Tubman guided hundreds of slaves to freedom on the
Underground Railroad. 4 Tubman risked a return to slavery or
possibly death. 5 During the Civil War she also carried information
from the South to the North. 6 After the war, Tubman helped to
raise money for needy former slaves.
Exercise 15.2
Sentence combining: Beginnings and endings
Possible answers
1 Pat Taylor strode into the packed room, greeting students called
“Taylor’s Kids” and nodding to their parents and teachers.
2 This wealthy Louisiana oilman had promised his “Kids” free
college educations because he was determined to make higher
education available to all qualified but disadvantaged students.
3 The students welcomed Taylor, their voices singing “You Are
the Wind beneath My Wings,” their faces flashing with self-
confidence.
4 They had thought a college education was beyond their dreams,
seeming too costly and too demanding.
5 To help ease the costs and demands of getting to college, Taylor
created a bold plan of scholarships, tutoring, and counseling.
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8
Exercise 15.3
Sentence combining: Coordination
Possible revisions
1 Many chronic misspellers do not have the time or the motivation
to master spelling rules. They may rely on spelling checkers and
dictionaries to catch misspellings, but most dictionaries list words
under their correct spellings. One kind of dictionary is designed for
chronic misspellers. It lists each word under its common
misspellings and then provides the correct spelling and definition.
2 Henry Hudson was an English explorer, but he captained ships
for the Dutch East India Company. On a voyage in 1610 he passed
by Greenland and sailed into a great bay in today’s northern
Canada. He thought he and his sailors could winter there, but the
cold was terrible and food ran out. The sailors mutinied and cast
Hudson and eight others adrift in a small boat. Hudson and his
companions perished.
Exercise 15.4
Sentence combining: Subordination
Possible answers
1 When the bombardier beetle sees an enemy, it shoots out a jet of
chemicals to protect itself.
Seeing an enemy, the bombardier beetle shoots out a jet of
chemicals to protect itself.
2 Because the beetle’s spray consists of hot and irritating
chemicals, it is often fatal to other insects.
The beetle’s spray of hot and irritating chemicals is very potent.
3 Stored separately in the beetle’s body and mixed in the spraying
gland, the spray’s two chemicals resemble a nerve- gas weapon.
The spray’s two chemicals, which are stored separately in the
beetle’s body and mixed in the spraying gland, resemble a nerve-
gas weapon.
4 Revolving like a turret on a World War II bomber, the tip of the
beetle’s abdomen sprays the chemicals.
Exercise 15.3
Sentence combining: Coordination
Possible revisions
1 Many chronic misspellers do not have the time or the motivation
to master spelling rules. They may rely on spelling checkers and
dictionaries to catch misspellings, but most dictionaries list words
under their correct spellings. One kind of dictionary is designed for
chronic misspellers. It lists each word under its common
misspellings and then provides the correct spelling and definition.
2 Henry Hudson was an English explorer, but he captained ships
for the Dutch East India Company. On a voyage in 1610 he passed
by Greenland and sailed into a great bay in today’s northern
Canada. He thought he and his sailors could winter there, but the
cold was terrible and food ran out. The sailors mutinied and cast
Hudson and eight others adrift in a small boat. Hudson and his
companions perished.
Exercise 15.4
Sentence combining: Subordination
Possible answers
1 When the bombardier beetle sees an enemy, it shoots out a jet of
chemicals to protect itself.
Seeing an enemy, the bombardier beetle shoots out a jet of
chemicals to protect itself.
2 Because the beetle’s spray consists of hot and irritating
chemicals, it is often fatal to other insects.
The beetle’s spray of hot and irritating chemicals is very potent.
3 Stored separately in the beetle’s body and mixed in the spraying
gland, the spray’s two chemicals resemble a nerve- gas weapon.
The spray’s two chemicals, which are stored separately in the
beetle’s body and mixed in the spraying gland, resemble a nerve-
gas weapon.
4 Revolving like a turret on a World War II bomber, the tip of the
beetle’s abdomen sprays the chemicals.
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9
Spraying the chemicals, the tip of the beetle’s abdomen revolves
like a turret on a World War II bomber.
5 Although the beetle defeats most of its enemies, it is still eaten
by spiders and birds.
The beetle defeats most of its enemies except spiders and birds.
Exercise 15.5
Revising: Effective subordination
Possible revision
1 Genaro González is a successful writer whose stories and
novels have been published to critical acclaim. 2 In interviews, he
talks about his love of writing, even though he has earned a
doctorate in psychology and enjoys teaching. 3 González’s first
story, “Un Hijo del Sol,” reflects his growing consciousness of his
Aztec heritage and place in the world. 4 He wrote the first version
of “Un Hijo del Sol” while he was a sophomore at the University
of Texas–Pan American. The university is in the Rio Grande valley
of southern Texas, which González called “el Valle” in the story,
and he now teaches psychology there. 5 González’s latest book is
titled A So-Called Vacation. In this novel a teenager and his family
live for a summer as migrant fruit pickers, just as his father did
when he first immigrated to the United States from Mexico.
Exercise 15.6
Revising: Coordination and subordination
Possible revision
Sir Walter Raleigh personified the Elizabethan Age, the
period of Elizabeth I’s rule of England, in the last half of the
sixteenth century. Raleigh was a courtier, a poet, an explorer, and
an entrepreneur. Supposedly, he gained Queen Elizabeth’s favor by
throwing his cloak beneath her feet at the right moment, just as she
was about to step over a puddle. Although there is no evidence for
this story, it illustrates Raleigh’s dramatic and dynamic
personality. His energy drew others to him, and he was one of
Spraying the chemicals, the tip of the beetle’s abdomen revolves
like a turret on a World War II bomber.
5 Although the beetle defeats most of its enemies, it is still eaten
by spiders and birds.
The beetle defeats most of its enemies except spiders and birds.
Exercise 15.5
Revising: Effective subordination
Possible revision
1 Genaro González is a successful writer whose stories and
novels have been published to critical acclaim. 2 In interviews, he
talks about his love of writing, even though he has earned a
doctorate in psychology and enjoys teaching. 3 González’s first
story, “Un Hijo del Sol,” reflects his growing consciousness of his
Aztec heritage and place in the world. 4 He wrote the first version
of “Un Hijo del Sol” while he was a sophomore at the University
of Texas–Pan American. The university is in the Rio Grande valley
of southern Texas, which González called “el Valle” in the story,
and he now teaches psychology there. 5 González’s latest book is
titled A So-Called Vacation. In this novel a teenager and his family
live for a summer as migrant fruit pickers, just as his father did
when he first immigrated to the United States from Mexico.
Exercise 15.6
Revising: Coordination and subordination
Possible revision
Sir Walter Raleigh personified the Elizabethan Age, the
period of Elizabeth I’s rule of England, in the last half of the
sixteenth century. Raleigh was a courtier, a poet, an explorer, and
an entrepreneur. Supposedly, he gained Queen Elizabeth’s favor by
throwing his cloak beneath her feet at the right moment, just as she
was about to step over a puddle. Although there is no evidence for
this story, it illustrates Raleigh’s dramatic and dynamic
personality. His energy drew others to him, and he was one of
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10
Elizabeth’s favorites. She supported him and dispensed favors to
him. However, he lost his queen’s goodwill when without her
permission he seduced and eventually married one of her maids of
honor. After Elizabeth died, her successor, James I, imprisoned
Raleigh in the Tower of London on false charges of treason.
Raleigh was released after thirteen years but arrested again two
years later on the old treason charges. At the age of sixty-six he
was beheaded.
Exercise 16.1
Revising: Parallelism
Possible revision
1 The ancient Greeks celebrated four athletic contests: the
Olympic Games at Olympia, the Isthmian Games near Corinth, the
Pythian Games at Delphi, and the Nemean Games at Cleonae. 2
Each day the games consisted of either athletic events or
ceremonies and sacrifices to the gods. 3 Competitors ran sprints,
participated in spectacular chariot and horse races, and ran long
distances while wearing full armor. 4 The purpose of such events
was to develop physical strength, to demonstrate skill and
endurance, and to sharpen the skills needed for war. 5 The athletes
competed less to achieve great wealth than to gain honor for both
themselves and their cities. 6 Of course, exceptional athletes
received financial support from patrons, poems and statues by
admiring artists, and even lavish living quarters from their
sponsoring cities. 7 With the medal counts and flag ceremonies,
today’s Olympians sometimes seem to be proving their countries’
superiority more than demonstrating individual talent.
Elizabeth’s favorites. She supported him and dispensed favors to
him. However, he lost his queen’s goodwill when without her
permission he seduced and eventually married one of her maids of
honor. After Elizabeth died, her successor, James I, imprisoned
Raleigh in the Tower of London on false charges of treason.
Raleigh was released after thirteen years but arrested again two
years later on the old treason charges. At the age of sixty-six he
was beheaded.
Exercise 16.1
Revising: Parallelism
Possible revision
1 The ancient Greeks celebrated four athletic contests: the
Olympic Games at Olympia, the Isthmian Games near Corinth, the
Pythian Games at Delphi, and the Nemean Games at Cleonae. 2
Each day the games consisted of either athletic events or
ceremonies and sacrifices to the gods. 3 Competitors ran sprints,
participated in spectacular chariot and horse races, and ran long
distances while wearing full armor. 4 The purpose of such events
was to develop physical strength, to demonstrate skill and
endurance, and to sharpen the skills needed for war. 5 The athletes
competed less to achieve great wealth than to gain honor for both
themselves and their cities. 6 Of course, exceptional athletes
received financial support from patrons, poems and statues by
admiring artists, and even lavish living quarters from their
sponsoring cities. 7 With the medal counts and flag ceremonies,
today’s Olympians sometimes seem to be proving their countries’
superiority more than demonstrating individual talent.
Loading page 20...
11
Exercise 16.2
Sentence combining: Parallelism
Possible answers
1 People can develop post-traumatic stress disorder (PTSD) after
experiencing a dangerous situation and fearing for their survival.
2 The disorder can be triggered by a wide variety of events, such as
combat, a natural disaster, or a hostage situation.
3 PTSD can occur immediately after the stressful incident or not
until many years later.
4 Sometimes people with PTSD will act irrationally and angrily.
5 Other symptoms include dreaming that one is reliving the
experience, hallucinating that one is back in the terrifying place,
and imagining that strangers are actually one’s former torturers.
Exercise 17.1
Revising: Variety
Possible revision
After being dormant for many years, the Italian volcano
Vesuvius exploded on August 24 in the year AD 79. The ash,
pumice, and mud from the volcano buried two towns—
Herculaneum and the more famous Pompeii—which lay
undiscovered until 1709 and 1748, respectively. The excavation of
Pompeii was the more systematic, the occasion for initiating
modern methods of conservation and restoration. Whereas
Herculaneum was simply looted of its most valuable finds and then
left to disintegrate, Pompeii appears much as it did before the
eruption. A luxurious house opens onto a lush central garden. An
election poster decorates a wall. And a dining table is set for
breakfast.
Exercise 16.2
Sentence combining: Parallelism
Possible answers
1 People can develop post-traumatic stress disorder (PTSD) after
experiencing a dangerous situation and fearing for their survival.
2 The disorder can be triggered by a wide variety of events, such as
combat, a natural disaster, or a hostage situation.
3 PTSD can occur immediately after the stressful incident or not
until many years later.
4 Sometimes people with PTSD will act irrationally and angrily.
5 Other symptoms include dreaming that one is reliving the
experience, hallucinating that one is back in the terrifying place,
and imagining that strangers are actually one’s former torturers.
Exercise 17.1
Revising: Variety
Possible revision
After being dormant for many years, the Italian volcano
Vesuvius exploded on August 24 in the year AD 79. The ash,
pumice, and mud from the volcano buried two towns—
Herculaneum and the more famous Pompeii—which lay
undiscovered until 1709 and 1748, respectively. The excavation of
Pompeii was the more systematic, the occasion for initiating
modern methods of conservation and restoration. Whereas
Herculaneum was simply looted of its most valuable finds and then
left to disintegrate, Pompeii appears much as it did before the
eruption. A luxurious house opens onto a lush central garden. An
election poster decorates a wall. And a dining table is set for
breakfast.
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12
Exercise 18.1
Revising: Appropriate words
Possible revision
1 The human immunodeficiency virus (HIV) is a serious
threat all over the world, and those who think the disease is limited
to homosexuals, drug users, and people in other countries are quite
mistaken. 2 Indeed, statistics suggest that in the United States one
in every five hundred American college students carries the HIV
virus that causes AIDS. 3 If such numbers are accurate, then
doctors and public health officials will continue to have many HIV
and AIDS patients to care for in the years to come.
4 People with HIV or full-blown AIDS deserve to be
treated with respect, like people with any other disease. 5 They
should not be excluded or treated with disrespect. 6 Instead, they
need all the medical care and financial assistance due the seriously
ill. 7 Many professionals in the medical and social-service
communities are committed to helping HIV and AIDS patients.
[Sentence correct.] 8 For example, a doctor may help patients by
obtaining social services for them as well as by providing medical
care. 9 A social worker may visit HIV or AIDS patients and
determine whether they qualify for public assistance, since many
patients lack the money for insurance or drugs. 10 Patients who are
very ill may require the care of a home-care nurse. 11 The nurse
can administer medications and make the sick person as
comfortable as possible.
Exercise 18.2
Revising: Sexist language
Possible revision
1 When students apply for jobs, they should prepare the
best possible résumés because the business executives who are
scanning stacks of résumés will read them all quickly. 2 Applicants
who want their résumés to stand out will make sure they highlight
their best points. 3 People applying for jobs as mail carriers should
Exercise 18.1
Revising: Appropriate words
Possible revision
1 The human immunodeficiency virus (HIV) is a serious
threat all over the world, and those who think the disease is limited
to homosexuals, drug users, and people in other countries are quite
mistaken. 2 Indeed, statistics suggest that in the United States one
in every five hundred American college students carries the HIV
virus that causes AIDS. 3 If such numbers are accurate, then
doctors and public health officials will continue to have many HIV
and AIDS patients to care for in the years to come.
4 People with HIV or full-blown AIDS deserve to be
treated with respect, like people with any other disease. 5 They
should not be excluded or treated with disrespect. 6 Instead, they
need all the medical care and financial assistance due the seriously
ill. 7 Many professionals in the medical and social-service
communities are committed to helping HIV and AIDS patients.
[Sentence correct.] 8 For example, a doctor may help patients by
obtaining social services for them as well as by providing medical
care. 9 A social worker may visit HIV or AIDS patients and
determine whether they qualify for public assistance, since many
patients lack the money for insurance or drugs. 10 Patients who are
very ill may require the care of a home-care nurse. 11 The nurse
can administer medications and make the sick person as
comfortable as possible.
Exercise 18.2
Revising: Sexist language
Possible revision
1 When students apply for jobs, they should prepare the
best possible résumés because the business executives who are
scanning stacks of résumés will read them all quickly. 2 Applicants
who want their résumés to stand out will make sure they highlight
their best points. 3 People applying for jobs as mail carriers should
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