W1 problems/questions 1-12 due 9/12 P1.Your outline should be thorough and consist of major and minor points in the format for an outline. Refer to p -

W1 problems/questions 1-12 due 9/12
P1.Your outline should be thorough and consist of major and minor points in the format for an outline. Refer to pages 35-37 in your text for pre-writing guidelines.

COMPLETE II. Please write a five-paragraph essay that explores your answers to the questions below.Be sure that your essay is driven by a clear thesis. Your essay should include an introduction, body and conclusion. Be sure to focus each body paragraph on a main idea and include a topic sentence for each body paragraph. You will not be evaluated on the content of your essay, but you will be evaluated on how well organized and developed your ideas are.
2.-Describe your relationship with writing. What fears and or apprehensions do you have? When you think about the value of being able to express your ideas through writing what comes to mind? What excites you the most about the prospects of writing more and more?

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W1 problems/questions 1-12 due 9/12 P1.Your outline should be thorough and consist of major and minor points in the format for an outline. Refer to p

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Complete III: Grammar Exercises: Verbs (Multiple Choice) Classes of Verbs [Review these verb rules in Purdue Owl – Verbs]
– Identify the class of the underlined verb in each sentence
3. Shawn sprinted back to his apartment to retrieve his homework.
a. action verb
b. auxiliary verb
c. linking verb
4. The streets were teeming with partygoers.
a. action verb
b. auxiliary verb
c. linking verb

5.Niki’s gaze remained fixed on the ice cream cone.
a. action verb
b. auxiliary verb
c. linking verb

6.I think I should take time to study the new material.
a. action verb
b. auxiliary verb
c. linking verb

B. Forms of Verbs [Review – at the end of Unit 1 READ]
– For each sentence, identify the tense of the underlined verb.
7.Before we even got to the concert, the band had played my favorite song.
a. past tense
b. past progressive tense
c. past perfect tense

8.
On Sunday I will finish my manuscript.
a. future tense
b. future progressive tense
c. future perfect tense

9.
The mechanics have been working for ten straight hours.
a. present tense
b. present progressive tense
c. present perfect progressive tense

10.
Yesterday at this time I was relaxing on the beach.
a. past tense
b. past progressive tense
c. past perfect tense

C. Irregular Verbs [Review – at the end of Unit 1 READ]
– Write the past tense of the following irregular verbs.
11.Write the past tense of the following irregular verbs:
1. buy
2. prove
3. swim
4. lead
5. pay
6. lay
7. wear
8. fly
9. give
10. sleep

12.
Journal Entry
Your journal entry must be a least 2 paragraphs. This week you wrote a 5 paragraph essay on your overall feelings regarding writing. What did you learn from this experience? How will you take what you learned and apply it to your own writing? Are you a reader? Do you believe there is a relationship between reading and the ability to write well? How so?

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This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
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2012, 2009, 2006 Wadsworth, Cengage Learning

ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced, transmitted, stored, or used in any form
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The College Writer: A Guide to
Thinking, Writing, and Researching,
Fourth Edition
Randall VanderMey, Verne Meyer, John
Van Rys, and Pat Sebranek

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Visually
Speaking

In the photograph above, what examples can you find of critical-thinking
through reading, viewing, and writing? How does critical thinking enhance
the experience of touring an art museum?

When you write something or create an image, you are sending
a message into the world. When you read something or view
an image, you are receiving a message. Whatever side you find
yourself on, you should think critically about all elements of the
rhetorical situationthe sender, message, medium, receiver,
and context.

This chapter provides strategies for deepening your
understanding of each element as you read, view, and write in
college. By deepening your critical thinking, youll find that
college classes become easier and much more rewarding.

Critical Thinking Through
Reading, Viewing, and Writing1

Learning Outcomes
Use the SQ3R reading

strategy.

Read actively.
Respond to a text.
Summarize a text.
Actively view images.
Interpret images.
Evaluate images.
Think critically through

writing.

Audio Video ModelWeb Link Exercise Interactive

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Message
(Subject + Purpose)

Medium
(Form)

Context
(Environment)

Receiver
(Audience)

Sender
(Creator)

Reading, Thinking, Viewing, and Writing4

Using the SQ3R Reading Strategy
Obviously, reading a novel, a textbook, and a webpage are all different activities. Nevertheless,
all college reading assignments can be approached systematically, especially when your goal is
to absorb and engage the text. One strategy for critical reading, especially of information-rich
texts, is called SQ3R: Survey, Question, Read, Recite, and Review. Here is how SQ3R works.

Survey
The first step in SQ3R is to preview the material. Check for clues to each part of the rhetorical
situation:

Rhetorical Situation

Read about the author. Then read the title and the opening and closing paragraphs to
get a sense of the main points. Glance at all other pages, noting headings, topic sentences
in paragraphs, boldface type, illustrations, charts, maps, and other cues to the content and
organization.

Benefits: Surveying helps you (1) focus on the writers message, (2) identify its organization,
and (3) anticipate how the text will develop.

Question
As you survey, begin to ask questions that you hope to answer as you read.

Read any questions that accompany the reading. Look at the end of the reading or
in a study guide.

Turn headings into questions. If a subhead says, The Study, ask, How was the
study conducted?

Imagine test questions for major points. If the reading draws conclusions about
self-control, ask, What conclusions does the author draw about self-control?

Ask the journalists questions: Ask who, what, where, when, why, and how? Whose
attitudes are changing? What are their attitudes? Where is the change strongest?
When is it occurring? Why is it happening? How?

Benefits: Asking questions keeps you actively thinking about what you are reading and helps
you absorb information.

Audio Video ModelWeb Link Exercise Interactive

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Chapter 1 Critical Thinking Through Reading, Viewing, and Writing 5

Read
As you encounter facts and ideas, ask these questions: What does this mean? How do the
ideas relate to each other and to what I know? Whats coming next?

Keep track of your answers by taking notes, annotating the text, mapping, or outlining.
(See pages 69 for more on these active-reading techniques.) Read difficult parts slowly;
reread them if necessary. Look up unfamiliar words or ideas, and use your senses to imagine
the events, people, places, or things you are reading about. Imagine talking with the writer.
Express agreement, lodge complaints, ask for proofand imagine the writers response or
look for it in the text.

Benefits: Engaging actively with the text in this way will draw you deeper into the world of
the writing. Youll trigger memories and make surprising connections.

Recite
After finishing a page, section, or chapter, recite the key points aloud. Answering Who?
What? When? Where? Why? and How? questions is a quick way of testing yourself on how
well you understood what you read. You can also recite the key points by listing them or
writing a summary (see page 11).

Benefits: Reciting tests your comprehension, drives the material deeper into your long-term
memory, and helps you connect the content with what you already know.

Review
As soon as you finish reading the material, double-check the questions you posed in the
question stage of SQ3R. Can you answer them? Glance over any notes you made as well.
But dont stop there if the reading is especially important. You will remember the material
much better by spacing out your reviews; spend a few minutes reviewing each text over the
next few days. Consider the following helpful memory techniques:

Visualize the concepts in concrete ways. Example: If a text discusses a study about
self-control, imagine a television panel discussing the topic.

Draw diagrams or develop clusters. Example: See the cluster on page 8.
Put the material in your own words. Example: See the summary on page 11.
Teach it to someone. Example: For a study about self-control, explain the main

points to a friend or relativein person, on the phone, or by e-mail.

Use acronyms or rhymes. Example: i before e except after c.

Benefits: Research shows that reviewing within 24 hours helps considerably to move
information from your short-term memory to your long-term memory. You will also
improve your memory if you create a network of associations with the information you want
to remember, if you link the memory to two or more senses, or if you reorganize the material
while still retaining the substance with accuracy.

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Reading, Thinking, Viewing, and Writing6

Reading Actively
Truly active reading is a kind of mental dialogue with the writer. Use these strategies to read
actively:

Pace yourself. Read in stretches of thirty to forty-five minutes, followed by short
breaks.

Anticipate. When you break, think about what is coming next and why.
Read difficult parts aloud. Or take turns reading aloud with a partner.
Take thoughtful notes. Find a note-taking system that works for you. (See pages

432435). This is especially true for research projects.

Annotate the text. Mark up the text (if you own it) or a photocopy. Underline or
highlight key points. Write a ? beside puzzling parts. Write key words in the
margin and add personal observations.

Read, annotate, and respond to a text.
The following article first appeared in June 2, 2010, in a monthly column in the Fast Company
newsletter. The author, Dan Heath, is also coauthor (with his brother) of the best-selling
business books Made to Stick and Switch. He is currently a consultant to the Policy Programs
at the Aspen Institute. Read the following article, using SQ3R and active-reading strategies.

Why Change Is So Hard: Self-Control Is Exhaustible

You hear something a lot about change: People wont change because theyre too lazy.
Well, Im here to stick up for the lazy people. In fact, I want to argue that what looks like
laziness is actually exhaustion. The proof comes from a psychology study that is absolutely
fascinating.

The Study
So picture this: Students come into a lab. It smells amazingsomeone has just baked

chocolate-chip cookies. On a table in front of them, there are two bowls. One has the
fresh-baked cookies. The other has a bunch of radishes. Some of the students are asked to
eat some cookies but no radishes. Others are told to eat radishes but no cookies, and while
they sit there, nibbling on rabbit food, the researchers leave the roomwhich is intended
to tempt them and is frankly kind of sadistic. But in the study none of the radish-eaters
slippedthey showed admirable self-control. And meanwhile, it probably goes without
saying that the people gorging on cookies didnt experience much temptation.

Then, the two groups are asked to do a second, seemingly unrelated taskbasically a
kind of logic puzzle where they have to trace out a complicated geometric pattern without
raising their pencil. Unbeknownst to them, the puzzle cant be solved. The scientists are

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Chapter 1 Critical Thinking Through Reading, Viewing, and Writing 7

curious how long theyll persist at a difficult task. So the cookie-eaters try again and again,
for an average of 19 minutes, before they give up. But the radish-eatersthey only last an
average of 8 minutes. What gives?

The Results
The answer may surprise you: They ran out of self-

control. Psychologists have discovered that self-control is
an exhaustible resource. And I dont mean self-control only
in the sense of turning down cookies or alcohol; I mean a
broader sense of self-supervisionany time youre paying
close attention to your actions, like when youre having
a tough conversation or trying to stay focused on a paper
youre writing. This helps to explain why, after a long hard
day at the office, were more likely to snap at our spouses or
have one drink too manyweve depleted our self-control.

And heres why this matters for change: In almost all change situations, youre
substituting new, unfamiliar behaviors for old, comfortable ones, and that burns self-
control. Lets say I present a new morning routine to you that specifies how youll shower
and brush your teeth. Youll understand it and you might even agree with my process.
But to pull it off, youll have to supervise yourself very carefully. Every fiber of your being
will want to go back to the old way of doing things. Inevitably, youll slip. And if I were
uncharitable, Id see you going back to the old way and Id say, Youre so lazy. Why cant
you just change?

This brings us back to the point I promised Id make: That what looks like laziness
is often exhaustion. Change wears people outeven well-intentioned people will simply
run out of fuel.

Working by yourself or with a group, answer these questions:

1. In a single sentence, state the thesis of the essay.
2. In a few sentences, tell how the findings of the study help explain why change

is difficult.
3. Compare your notes and annotations with a partner. Which parts of your

notes and annotations are the same? Which parts are different? How
does discussing the content of the essay reinforce or otherwise alter your
understanding of the essay?

4. Think about you own life. What sorts of activities require you to exert a great
deal of self-control? What sort of activities do you find too tempting to resist
when you have run out of self-control? How could this information help you
avoid temptation?

Reading for
Better Writing

Psychologists
have discovered
that self-control
is an exhaustible
resource.

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Reading, Thinking, Viewing, and Writing8

Map the text.
If you are visually oriented, you may understand a text best by mapping out its important
parts. One way to do so is by clustering. Start by naming the main topic in an oval at the
center of the page. Then branch out using lines and balloons, where each balloon contains
a word or phrase for one major subtopic. Branch out in further layers of balloons to show
even more subpoints. If you wish, add graphics, arrows, drawingsanything that helps you
visualize the relationships among ideas.

Outline the text.
Outlining is the traditional way of showing all the major parts, points, and subpoints in a
text. An outline uses parallel structure to show main points and subordinate points. See
pages 4850 for more on outlines.

Sample Outline for Why Change Is So Hard: Self-Control Is Exhaustible

lazy?

people who
wont change

exhausted?

self-control
eat cookiesno need

for self-control

stuck with tracing
for 19 mins more self-control?

eat radishes (no
cookies)need for
much self-control

stuck with tracing
8 mins

mad about cookies?

ran out of self-
control?

1. Introduction: Change is hard not because of laziness but because of
exhaustion.

2. A study tests self-control.
a. Some students must eat only cookiesusing little self-control.
b. Some students must eat only radishesusing much self-control.
c. Both sets of students have to trace a pattern without lifting the pencilan

unsolvable puzzle.

Cookie-only students last an average of 19 minutes before quitting.
Radish-only students last an average of 8 minutes before quitting.

3. Results show that self-control is exhaustible.
a. Avoiding temptation and working in a hard, focused way require self-

control.
b. Change requires self-control.
c. Failure to change often results from exhaustion of self-control.

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Chapter 1 Critical Thinking Through Reading, Viewing, and Writing 9

Evaluate the text.
Critical reading does not mean disproving the text or disapproving of it. It means thoughtfully
inspecting, weighing, and evaluating the writers ideas. To strengthen your reading skills,
learn to evaluate texts using the criteria below.

1. Judge the readings credibility. Where was it published? How reliable is the author?
How current is the information? How accurate and complete does it seem to be? In
addition, consider the authors tone of voice, attitude, and apparent biases.

Discussion: Dan Heath, the author of Why Change Is So Hard is a New York Times
best-selling author, a consultant to the Aspen Institute, and a monthly columnist for
Fast Company. How do these credentials affect your reading of the article? How does
the article itself build or break credibility?

2. Put the reading in a larger context. How do the texts ideas match what you know
from other sources? Which details of background, history, and social context help
you understand this texts perspective? How have things changed or remained the
same since the texts publication? Which allusions (references to people, events, and
so on) does the writer use? Why?

Discussion: Why Change Is So Hard centers around a single psychological study
and draws from it specific conclusions about self-control. What other studies have
attempted to track self-control? Is this a new subdiscipline in psychological research,
or a well-established one?

3. Evaluate the reasoning and support. Is the reasoning clear and logical? Are the
examples and other supporting details appropriate and enlightening? Are inferences
(what the text implies) consistent with the tone and message? (Look especially for
hidden logic and irony that undercut what is said explicitly.)

Discussion: In Why Change Is So Hard, Heath identifies exhaustion of self-control
as the reason for the difference between the performance of the two test groups. What
other explanations could there be for the difference in performance between the two
groups of subjects? Is Heaths reasoning sound and convincing?

4. Reflect on how the reading challenges you. Which of your beliefs and values does
the reading call into question? What discomfort does it create? Does your own
perspective skew your evaluation?

Discussion: What self-control issues have you faced? What might this article have
to say about those who work two jobs, run single-parent households, serve extended
terms in war zones, or otherwise must exert superhuman levels of self-control? What
social changes could help keep people from snapping?

For additional help evaluating texts, see pages 426429. For information on
detecting logical fallacies, which weaken writers arguments, see pages 257260. fyi

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Reading, Thinking, Viewing, and Writing10

Responding to a Text
In a sense, when you read a text, you enter into a dialogue with it. Your response expresses
your turn in the dialogue. Such a response can take varied forms, from a journal entry to a
blog to a discussion-group posting.

Follow these guidelines for response writing.
On the surface, responding to a text seems perfectly naturaljust let it happen. But it can be
a bit more complicated. A written response typically is not the same as a private diary entry
but is instead shared with other readers, whether your instructor or a class. You develop
your response keeping in mind your instructors requirements and the responses role in the
course. Therefore, follow these guidelines:

1. Be honest. Although you want to remain sensitive to the context in which you
will share your response, be bold enough to be honest about your reaction to the
textwhat it makes you think, feel, and question. To that end, a response usually
allows you to express yourself directly using the pronoun I.

2. Be fluid. Let the f low of your thoughts guide you in what you write. Dont stop to
worry about grammar, punctuation, mechanics, and spelling. These can be quickly
cleaned up before you share or submit your response.

3. Be reflective. Generally, the goal of a response is to offer thoughtful ref lection as
opposed to knee-jerk reaction. Show, then, that you are engaging the texts ideas,
relating them to your own experience, looking both inward and outward. Avoid a
shallow reaction that comes from skimming the text or misreading it.

4. Be selective. By nature, a response must limit its focus; it cannot exhaust all your
reactions to the text. So zero in on one or two elements of your response, and run
with those to see where they take you in your dialogue with the text.

Sample Response

Here is part of a students response to Dan Heaths Why Change Is So Hard on pages 67.
Note the informality and explanatory tone.

Heaths report of the psychological experiment is very vivid, referring to the smell
of chocolate-chip cookies and hungry students gorging on them. He uses the term
sadistic to refer to making the radish-eaters sit and watch this go on. I wonder if this
mild torment plays into the students readiness to give up on the later test. If Id been
rewarded with cookies, Id feel indebted to the testers and would stick with it longer. If
Id been punished with radishes, I might give up sooner just to spite the testers.
Now that I think of it, the digestion of all that sugar and fat in the cookies,
as opposed to the digestion of roughage from the radishes, might also affect
concentration and performance. Maybe the sugar high gives students the focus to
keep going?

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Chapter 1 Critical Thinking Through Reading, Viewing, and Writing 11

Summarizing a Text
Writing a summary disciplines you by making you pull only essentials from a readingthe
main points, the thread of the argument. By doing so, you create a brief record of the texts
contents and exercise your ability to comprehend, analyze, and synthesize.

Use these guidelines for summary writing.
Writing a summary requires sifting out the least important points, sorting the essential
ones to show their relationships, and stating those points in your own words. Follow these
guidelines:

1. Skim first; then read closely. First, get a sense of the whole, including the main
idea and strategies for support. Then read carefully, taking notes as you do.

2. Capture the texts argument. Review your notes and annotations, looking for
main points and clear connections. State these brief ly and clearly, in your own
words. Include only what is essential, excluding most examples and details. Dont
say simply that the text talks about its subject; tell what it says about that subject.

3. Test your summary. Aim to objectively provide the heart of the text; avoid
interjecting your own opinions and presence as a writer. Dont confuse an
objective summary of a text with a response to it (shown on the previous page).
Check your summary against the original text for accuracy and consistency.

Sample Summary

Below is a students summary of Dan Heaths Why Change Is So Hard, on pages 67. Note
how the summary writer includes only main points and phrases them in her own words. She
departs from the precise order of details, but records them accurately.

In the article Why Change Is So Hard, Dan Heath argues that people who have
trouble changing are not lazy, but have simply exhausted their self-control. Heath
refers to a study in which one group of students was asked to eat cookies and not
radishes while another group in the same room was asked to eat radishes and not
cookies. Afterward, both groups of students were asked to trace an endless geometric
design without lifting their pencils. The cookie-only group traced on average 19
minutes before giving up, but the radish-only group traced on average only 8 minutes.
They had already used up their self-control. Heath says that any behavioral change
requires self-control, an exhaustible resource. Reverting to old behavior is what
happens due not to laziness but to exhaustion.

InSIght: Writing formal summarieswhether as part of literature reviews or as
abstractsis an important skill, especially in the social and natural sciences. For help, go to
www.thecollegewriter.com/4e.

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