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 Brief Contents
Why Am I Here? v
Preface xx

UNIT I: Sentence Skills 1

Chapter 1 Parts of Speech: Overview 2
Chapter 2 Recognizing Subjects and Verbs 12
Chapter 3 Solving Verb Problems 28
Chapter 4 Subject-Verb Agreement 44
Chapter 5 Coordination and Subordination 53
Chapter 6 Correcting Fragments 75
Chapter 7 Correcting Run-Ons 89
Chapter 8 Parallel Structure 99
Chapter 9 Pronouns 106
Chapter 1O Modifiers: Misplaced and Dangling 117
Chapter 11 Punctuation 122
Chapter 12 Capitalization 142
Chapter 13 Unit I Review: Using All You Have Learned 147

UNIT II: The Reading-Writing Connection 155

Chapter 14 Understanding What You Read 156
Chapter 15 Paraphrasing and Summarizing 165
Chapter 16 Quoting 174
Chapter 17 Answering the Question 179

UNIT 111:The Writing Process 187

Chapter 18 The Four Stages of Writing for a Paragraph or an Essay 188
Chapter 19 The Paragraph 199
Chapter 20 The Essay 218
Chapter 21 Style 238
Chapter 22 Revising and Editing 249
Chapter 23 The Research Paper 258
Chapter 24 Documentation 265

UNIT IV: Writing Strategies for the Paragraph and Essay 285
Chapter 25 Argumentation 286
Chapter 26 Cause and Effect 299
Chapter 27 Comparison and/or Contrast 313
Chapter 28 Process 324
Chapter 29 Description 334
Chapter 30 Definition 346
Chapter 31 Classification 355
Chapter 32 Narration 364
NEL vii
 UNITV: Major Readings 377
Adrian Lee Excuses, Excuses 378
Julia McKinnell How to Get Happily Married 381
Tomson Highway Canada, My Canada 384
Rita Joe I Lost MyTalk 387
Ken MacQueen A Matter of Postal Codes 389
James C. Morton A Tough Approach That Might Work 393
Peter Harris Grammar and Your Salary 397
Gary Lamphier The Economic Cost of Depression 400
Himani Bannerji The Other Family 403
Doug Mann Let's Unplug the Digital Classroom 408
Brett Throop Cyber Misogyny 411
Neil Bissoondath Selling Illusions 414
Gary Lipschutz What's Missing? 419
Rachel Browne What Cuba Can Teach Canada 424
Leah Mclaren Banning Junk Food 427
Brian Bethune Face to Face 430
David Suzuki and Canada Must Do More 433
Ian Hanington

UNITVI: Appendices 437

Appendix A Distinguishing between Words Often Confused 438
Appendix B Answer Key to Practices 454

Online Appendices
Go to www.nelson.com/student and see the Student Companion site for
The Canadian Writer~ Workplace, Eighth Edit ion.
Appendix C Solving Spelling Problems
Appendix D lrregularVerbs

Index 468

viii Brief Contents NEL

 Contents
Why Am I Here? v
Preface xx

UNIT I: Sentence Skills 1

Chapter 1 Parts of Speech: Overview 2
Quick Quiz 2
1. What Are Nouns? 3
s0 2. What Are Pronouns? 4
CJ
c:i 3. What Are Adjectives? 5
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4. What Are Verbs? 5
fr
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....0 5. What Are Adverbs? 7
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6. What Are Prepositions? 7
~
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~ 7. What Are Conjunctions? 8
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8. What Are Interjections? 9
9. What Are Articles? 9
Working Together: Puzzle Pieces and Sentence Parts 10

Chapter 2 Recognizing Subjects and Verbs 12

Quick Quiz 12
Why Should We Use Complete Sentences When We Write? 13
What Is a Complete Sentence? 13
How Do You Find the Subject of a Sentence? 13
Finding the Subject in Sentences with Prepositional Phrases 17
What Are the Other Problems in Finding Subjects? 19
How Do You Find the Verb of a Sentence? 21
Chapter Review Exercises 25
Working Together: Singling Out Subjects 27

Chapter 3 Solving Verb Problems 28

Quick Quiz 28
What Are the Principal Parts of the Irregular Verbs? 29
Avoiding Unnecessary Shifts in Verb Tense 32
What Is the Sequence of Tenses? 34
How Do You Use the Present Perfect and the Past Perfect Tenses? 36
What Is the Difference between Active and Passive Voice? 38
What Is the Subjunctive? 41
Other Problems with Verbs 42
Chapter Review Exercises 42
Working Together: Verbs, Not Verbiage 43

NEL ix
 Chapter 4 Subject-Verb Agreement 44
Quick Quiz 44
Subject-Verb Agreement within the Sentence 45
Special Problems in Making Verbs Agree with Their Subjects 45
Chapter Review Exercises 50
Working Together: Magazine Mayhem 52

Chapter 5 Coordination and Subordination 53

Quick Quiz 1 53
Quick Quiz 2 53
What Is Coordination? 54
Combining Sentences Using Coordination 54
Use a Semicolon 61
What Is Subordination? 62
Combining Sentences Using Subordination 62
How Do You Punctuate a Clause with a Relative Pronoun? 68
Chapter Review Exercises 71
Working Together: Practising Coordination and Subordination 74

Chapter 6 Correcting Fragments 75

Quick Quiz 75
Recognizing and Correcting Sentence Fragments 75
What Is a Fragment? 77
How Do You Correct a Fragment? 78
Don't Confuse Phrases with Sentences 80
Making a Complete Sentence from a Fragment That Contains a Verbal 82
Chapter Review Exercises 86
Working Together: Editing Ad Copy 88

Chapter 7 Correcting Run-Ons 89

Quick Quiz 89
Run-Ons Are Not "Long Sentences" 89
What Kinds of Run-Ons Are There? 90
How Do You Make a Complete Sentence from a Run-On? 91
Chapter Review Exercises 97
Working Together: Operation "Plot without Run-Ons" 98

Chapter 8 Parallel Structure 99

Quick Quiz 99
What Is Parallel Structure? 99
Chapter Review Exercises 103
Working Together: Practise Making Sentences Parallel 105

x Contents NEL
 Chapter 9 Pronouns 106
Quick Quiz 106
Pronouns and Case 107
Pronoun-Antecedent Agreement 109
Missing, Ambiguous, or Repetitious Pronouns 113
Chapter Review Exercises 114
Working Together: Practise with Pronouns 116

Chapter 1O Modifiers: Misplaced and Dangling 117

Quick Quiz 117
What Are Modifiers? 118
What Are Misplaced Modifiers? 118
What Are Dangling Modifiers? 119
Chapter Review Exercises 120
Working Together: Modifiers Making the Difference 121

Chapter 11 Punctuation 122

Quick Quiz 122
Correct Punctuation: A Strong Indicator of a Writer's Competence 122
The Eight Basic Ru les of the Comma 123
Other Marks of Punctuation 130
Chapter Review Exercises 139
Working Together: Designing Punctuation Tests 141

Chapter 12 Capitalization 142

Quick Quiz 142
Ten Basic Rules for Capita lization 142
Chapter Review Exercises 145
Working Together: Designing Capita lization Tests 146

Chapter 13 Unit I Review: Using All You Have Learned 147

Editing Sentences for Errors 147
Editing Paragraphs for Errors 152
Working Together: Remembering Your Canadian Trip 154

UNIT II: The Reading-Writing Connection 155

Chapter 14 Understanding What You Read 156
You Are Not Alone 156
Reading Strategies 157
1. Previewing 157
2. Taking Notes, Annotating, and/or Highlighting 161
3. Reading and Answering Questions That Follow the Reading 162
4. Rereading 162
5. Journalling 162

NEL Contents xi
 6. Reading Topic Sentences 163
7. Looking Up Words You Don't Understand 163
8. Looking Up References Online That You Don't Understand 163
Working Together: The Best Way to Learn Is to Teach 164

Chapter 15 Paraphrasing and Summarizing 165

Paraphrasing 165
Summarizing 168

• The Credibility Code

Acknowledging the Author (or Attribution)
Avoid Unintentional Plagiarism
170
172
172
Analyzing and Critiquing 173
Working Together: Summarizing Opposing Points of View 173

Chapter 16 Quoting 174

Text References: Quotations and Paraphrased Ideas 174
How Much Do You Quote? 175
Short (Integrated) Quotation 176
Longer (Block) Quotation 176
Ana lyzing the Quotation or Idea 177
Working Together: Celebrity Canadians 177

Chapter 17 Answering the Question 179

Understanding What Is Asked 179
Direct Answer to a Direct Question 179
How to Write Well under Pressure 180
Strategies for Answering Timed In-class Essay Questions 181
Example of an Essay Question 182
Frequently Used Terms in Essay Questions 182
Using the Thesis Statement in Essay Questions 183
Practising Writing in Response to Reading 186
Working Together: Formulating Essay Questions 186

P UNIT 111:TheWriting Process 187

Chapter 18 The Four Stages of Writing for a Paragraph or an Essay 188

El0
~
CJ Stage One: Prewriting 188
CJ
Stage Two: Outlining (or Organizing) 194
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Stage Three: The Rough Draft
Stage Four: Postwriting (Revising, Editing, and Proofreading)
194
195
~
~ Working Together: Prewriting Activities 198
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xii Contents NEL

 Chapter 19 The Paragraph 199
What Is a Paragraph? 199
What Does a Paragraph Look Like? 199
What Is a Topic Sentence? 200
How Do You Find the Topic in aTopic Sentence? 202
What Is a Controlling Idea? 203
Choosing Your Own Controlling Idea 204
What Is a Supporting Detail? 205
Two Types 206
Supporting Detail Type 1: Main Supporting Sentences 207
Supporting Detail Type 2: Examples (Example Sentences) 208
Qua lities of Good Supporting Detail 210
How Do You Make Supporting Details Specific? 213
The Concluding Sentence 215
Sample Outline Format 216
Working Together: Controlling Ideas and Supporting Details 217

Chapter 20 The Essay 218

Writing Is a Skill 218
The Components of an Essay 219
Moving from the Paragraph to the Essay 220
A Third Format: The Preliminary Essay 221
Structure of the Preliminary Essay 222

~ Model Preliminary Essay: Good Habits

Features of the Essay
223
224
What Is a Thesis Statement? 224
The Introductory Paragraph 228
Using Transitions to Move from One Idea to the Next 231
The Concluding Paragraph 232
Titles 234
Sample Outline Format 235
Working Together: Education Endangered? 236

Chapter 21 Style 238

Beyond Sentence Skills 238
What Is Style? 238
1. Clarity vs. Big Words and Long Sentences 239
2. Word Economy (Absence of Wordiness) 240
3. Formal Language 240
4. Active vs. Passive Voice 242
5. Word Order 243
6. Sentence Variety 243
7. Breaking the Rules 244
8. Breaking Up the Text 244
9. Repetition of Words 244

•••
NEL Content s XIII
 10. Audience and Tone 245
11 . Purpose 245
12. Consistency 246
13. Choice of Punctuation 246
14. Avoidance of Abstract Terms 246
15. Avoidance of Jargon 247
Working Together: The Changing Style of Hockey Night in Canada 247

Chapter 22 Revising and Editing 249

The Final Stage 249
Proofreading 249

~
-
Tips for Proofreading Essays by Linda White
The Right Conditions for the Tasks
250
251
A Sample Student Essay in Its Fourth Stage 253
Preparing the Final Copy 255

~
-
A Student Essay in Progress: The Revised Version
Working Together: Revising and Editing Activity
255
257

Chapter 23 The Research Paper 258

The Research Pa per 258
The Literary Research Essay 259
The General Topic Research Essay 260
Internet vs. Library Research 260
Analyzing the Legitimacy of Online Sources 262
Using Quotations 263
Working Together: Finding Appropriate Sources 264

Chapter 24 Documentation 265

Documentation 265
Two Mandatory Parts of Documentation: Internal and End 266
American Psychological Association (APA) 267
When You Do Not Name the Author in Your Text 267
When You Do Name the Author in Your Text 268
When You Paraphrase or Summarize 268
Entry (from a References list) 269
Article in a Periodica l 269
Modern Language Association (MLA) 270
When You Do Not Include the Author's Name in Your Text 270
When You Include the Author's Name in Your Text 271
When the Source Has Two Authors 271
When the Same Author Has Written At Least Two Sources
in Your Works Cited List 271
Works Cited Entry 272
Citation for a Web Page with an Author Given 273

•
XIV Contents NEL
 Article in a Periodical (With Author's Name) 273
Article in a Periodical (Without Author's Name) 273
Article from a Database 273
Sample Research Paper 274
Sample Research Paper: The Cel lphone: Tomorrow's Medical Menace?
by Lei la Sayeed 275
Working Together: Documenting Sources 283

Chapter 25 Argumentation 286

s What Is Argumentation? 286
8
~
.srn Argumentation vs. Persuasion 287
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Q.)
Persuasive Appeals That Are Not Logica l 287
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Q.)
Other Strategies for Argumentation 287
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What Is Critica l Thinking? 288
Q.)
Q.)
~
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More Tools and Components of Argumentation 288
s
Underlying Assumptions 289
Ana lyzing the Intention of Argument: The Importance of Virtue 290
We Become What We Communicate 290
Argumentative Techniques 291
Common Fal lacies 292
Writing the Paragraph of Argumentation 294
Developing Essays: Argumentation 295

~
-
Model Essay: Smartphones and Lousy Friends by Zosia Bielski
Working Together: Identifying Good and Bad Arguments
295
298

Chapter 26 Cause and Effect 299

What Is Cause and Effect? 299
Two Types of Cause and Effect Paragraph or Essay 300
Developing Paragraphs: Cause and Effect 300
Writing the Cause or Effect Paragraph Step by Step 304
On Your Own: Writing Cause and Effect Paragraphs from Model Paragraphs 304
Developing the Cause and Effect Essay 305
Model Essay I: Whose Choice Is It, Anyway? by Donald Pianissimo 306
Working Together: Identifying Causes 308
Model Essay II: The Zen of Zzzzzz by Antonia Zerbisias 309

Chapter 27 Comparison and/or Contrast 313

What Are Comparison and Contrast? 313
Developing Paragraphs: Comparison and/or Contrast 313
Two Methods: Point-by-Point and Block 315
Tips on Transitions: Like vs.As 318
Writing the Comparison and/or Contrast Paragraph Step by Step 319
The Comparison and/or Contrast Essay 320

NEL Contents xv
 Model Essay: City Life Beats the Small Town Blues by Zack Goodman 321
Working Together: Reaching Consensus 323

Chapter 28 Process 324

What Is Process? 324
Developing Paragraphs: Process 324
Coherence in Process: Order in Logical Sequence 326
Writing the Process Paragraph Step by Step 327
On Your Own: Writing Process Paragraphs from Model Paragraphs 328
Writing the Process Essay 329

• Model Essay: Replacing aTire by Cara Watters

Working Together: Campus Woes
330
333

Chapter 29 Description 334

What Is Description? 334
Developing Paragraphs: Description 335
Working with Description: Selecting the Dominant Impression 335
Working with Description: Sensory Images 338
Coherence in Description: Putting Details in Spatial Order 338
Writing the Descriptive Paragraph Step by Step 340
On You r Own: Writing Descriptive Paragraphs from Model Paragraphs 340
Writing the Descriptive Essay 341

• Model Essay: A Monumental Experience

Working Together: The Hunt for a Roommate
342
345

Chapter 30 Definition 346

What Is Definition? 346
Developing Paragraphs: Defi nition 347
Writing the Defi nition Paragraph Step by Step 349
Developing an Essay of Defi nition 350

• Model Essay: Love Hurts by Jenny Yuen

Working Together: What Does the Cover Mean to You?
351
354

Chapter 31 Classification 355

What Is Classification? 355
Developing Paragraphs: Classification 355
Making Distinct Categories 357
Writing the Classification Paragraph Step by Step 358
Developing an Essay of Classification 359

• Model Essay: The Evolution of Spirituality by Margo Fine

Working Together: Brainstorming for Classification
360
362

xvi Contents NEL

 Chapter 32 Narration 364
What Is Narration? 364
Developing Paragraphs: Narration 364
Working with Narration: Using Narration to Make a Point 365
Coherence in Narration: Placing Details in Order ofTlme Sequence 366
Writing the Narrative Paragraph Step by Step 367
On You r Own: Writing Narrative Paragraphs from Model Paragraphs 369
Writing the Narrative Essay 370

• Model Essay I: Childhood Wh ispers by Karen Naidoo

Model Essay II:Transparent Silhouette by Akis Stylianou
371
372

• Working Together: Spontaneous Creativity or Combustion?

UNITV: Major Readings

375

377

ExCUSES, EXCUSES 378

Student excuses are getting more sophisticated. But so are the investigative tactics of
teachers. Adrian Lee of Mac/eon's magazine explores the excuses used today and the proof
students may need to back them up.

How TO GET HAPPILY MARRIED 381

Using a book by an experienced divorce lawyer and a marriage psychotherapist- and
best friends- Julia McKinnell discusses both the reasons behind a bad marriage and the
ways to ensure a better one.

CANADA, MY CANADA 384

Tomson Highway, who was born and raised in and around the Barren Lands First Nation
reserve near Brochet, in northern Manitoba, paints a proud and vibrant picture of the
country he ca lls home.

I LOST MY TALK 387

Mi'kmaq poet Rita Joe writes from the perspective of a First Nation child who asked to be
sent to a residential school. What she found was not what she may have expected.

A MATIER OF POSTAL CODES 389

In sci-ti movie Gattica, starring Uma Thurman and Ethan Hawke, a person's success in life
could be predicted with a simple eye scan. Mac/eon's writer Ken MacQueen points out
that such predictions are already being made, not with eye scans, but with people's postal
codes.

A TOUGH APPROACH THAT MIGHT WORK 393

How often do you hear someone say building more prisons is the solution to Canada's
problem of repeat offenders in the area of petty theft? Canadian lawyer and act ivist James
C. Morton asks readers to consider an alternative to incarceration.

NEL Contents xvii

 GRAMMAR AND YOUR SALARY 397
Educators who downplay the importance of grammar are doing students a huge
disservice. In fact, according to Peter Harris, editor-in-chief ofWorkopolis.com, the
quality of a person's career success is directly proportionate to the quality of his or her
grammar.

THE ECONOMIC COST OF DEPRESSION 400

Depression is not easy to detect, nor is it easy to assess its costs to Canadian institutions
and, in turn, the Canadian economy. The costs that are detectable, however, are
staggering. Gary Lamphier of the Edmonton Journal examines the highly stigmatized
disease of depression and its cost to all Canadians.

THE OTHER FAMILY 403

In this short story by Himani Bannerji, a young Inda-Canadian girl finds herself being torn
between two worlds, that of her schoolmates and that of her family and culture.

LET'S UNPLUG THE DIGITAL CLASSROOM 408

It's quite clear that the learning environment has become highly computerized. The big
question is, do students learn more or actually less as a result?The Toronto Star's Doug
Mann examines the issue.

CYBER MISOGYNY 411

What the media portray as cyberbullying, some say, is more accurately referred to as cyber
misogyny, or hatred of women spewed online. Brett Throop of CBC News documents this
story.

SELLING ILLUSIONS 414

Neil Bissoondath, in this excerpt from his book by the same name, relates how his
experience at York University fi rst acquainted him with the discomfort he felt over
Canada's approach to multicu lturalism.

WHATS MISSING? 419

If money, looks, and talent aren't enough to keep certa in people happy, what's missing?
Can we fi nd the secret ingredient without spending all the money we do on addictions?
Lead author of The Canadian Writer's Workplace Gary Lipschutz explores the possibility.

WHAT CUBA CAN TEACH CANADA 424

Canadians may or may not know what vaccinations they've had. Cubans have th is
information memorized like t heir phone numbers. What accounts for the difference?
And what does th is indicate about Cuba's healthcare system? Rachel Browne of Maclean's
answers these questions.

xviii Contents NEL

 BANNING JUNK Fooo 427
How far does a school or a parent have to go to make serious changes in supplying
nutritious foods for young people? What are the consequences when either one goes too
far? The Globe and Mail's Leah Mcl aren investigates these questions.

fACETO FACE 430

For all that cellphones do for us, one casua lty of the cellphone age is real social interaction,
according to Mac/eon's writer Brian Bethune. And it's killing more than our trust in people.

CANADA MUST Do MORE 433

Is Canada pulling its weight in the planet's fight against climate change? David Suzuki and
Ian Hanington of Science Matters say it's not. They point to a commissioner's report that
gives Canada a failing grade on the environment.

UNITVI: Appendices 437

Appendix A Distinguishing between Words Often Confused 438
Appendix B Answer Key to Practices 454

s Online Appendices
8
~ Go to www.nelson.com/student and see the Student Companion site for
0
The Canadian Writer~ Workplace, Eighth Edition.
!! Appendix( Solving Spelling Problems
·- Appendix D Irregular Verbs
L......-......;;;::-=...:......- - - - 1 I
Index 468

NEL Contents xix

 Preface
It's been said that the first casualty of war is truth. Well, the first casualty of
writing is often clarity. Writing without clarity is bad writing. The Canadian
Writer's Workplace, Eighth Edition, is an easy-to-use textbook that aims to
inspire and guide students on the road to achieving clarity in their writing.
With this book, students are expected to develop the solid paragraph- and
essay-writing skills needed not only in English courses, but also in many other
courses taken in college and/or university and, subsequently, wherever written
communication is required. The Canadian Writer's Workplace can help students
get the most out of any endeavour that calls for the ability to write clearly and
effectively.

EVERYTHING YOU NEED BETWEEN TWO COVERS

The Canadian Writer's Workplace is a three-in-one textbook of sentence
skills, rhetoric (writing steps and strategies), and readings. vVhen
you use this book, there is no need to look for a supplemental book containing
work on grammar or a book to teach writing skills or a reader providing material
that inspires students to generate thoughtful and well-written composition.
Everything you need is already between two covers.

STRUCTURE OF THE TEXTBOOK

The Canadian Writer's Workplace is made up of six units:
Unit I: Sentence Skills
Unit II: The Reading-Writing Connection
Unit III: The Writing Process
Unit IV: Writing Strategies for the Paragraph and &say
Unit V: Major Readings
Unit VI: Appendices

EIGHT TYPES OF EXERCISES, QUESTIONS,

AND ASSIGNMENTS
With examples and figures, The Canadian Writer's Workplace offers constant
reinforcement of every definition stated and every writing technique taught at
every step of the way. Numerous practice exercises and writing assignments
throughout the entire book offer further reinforcement of what is being learned.
The format of The Canadian Writer's Workplace features flexibility in that the
book enables an instructor to work on different exercises with an entire class,
gives individual students opportunities to work by themselves or with a tutor in a
lab, and encourages students to work in groups. Certain sections can be skipped

xx NEL
 if the material is not needed for a particular class-or a class might begin with
a later section, with the earlier chapters being used as a review. Eight types of
exercises, questions, and assignments in this textbook are as follows:

1. Quick Quiz
Each chapter in Unit I begins with a Quick Quiz, designed to assess students' skills
in the material in that chapter. Based on the results of this quiz, the instructor can
choose either to skip over the material in the chapter, or to spend extra time on
the material in question if the students' skills in this area are shown to be weak.

2. Practices
The answers for these are provided in the Answer Key at the back of the textbook.
Practices enable students, therefore, to work independently by checking their
work without having to consult an instructor.

3. Exercises
Answers to the Exercises are not at the back of the textbook. The main reason
for the deliberate absence of these answers is so that instructors can assign
these exercises for in-class testing or homework. Answers to the Exercises are
provided, however, in the Instructor's Manual that accompanies the eighth
edition of The Canadian Writers Workplace.

4. Review Practices and Exercises

These are often found at the end of each chapter in Unit I. They are cumulative so
that they test the students not only on a particular point of grammar, but also on
a number of points discussed within the chapter at hand. Similar to the Practices
and Exercises earlier in the chapter, the Practices in the Review section have their
answers in the back of the book, while the Exercises in the Review section do not.

5. Working Together
A valuable and popular feature, Working Together can be found at the end of
every chapter in the book. This feature promotes group work, an approach that
provides opportunities for the peer-mediated activities that many instructors use
to make their classes more fun and at the same time to reinforce concepts from a
chapter they have already discussed in their classes.

6. Questions for Analysis

Several questions for analysis follow every model essay found in Unit IV: Writing
Strategies for the Paragraph and Essay. They prompt the student for short
answers on either content or form. Sample questions include "Is the author's
argument effective? Why or why not?"

7. Assignments
Throughout Unit IV, the reader will find chapters on the various rhetorical
modes, or writing strategies, such as description, comparison and/or contrast,
and process. For each chapter, there are Assignments listing several topics
relating to the chapter from which the student can choose to write a paragraph or
essay on something the student finds of interest to him or her.

NE L Preface xxi
 8. Four Types of Questions Following Major Readings in Unit V
Every major reading in Unit Vis followed by four sets of questions. The four sets
are: (1) Comprehension Questions, (2) Questions about Form, (3) Questions for
Discussion, and (4) Writing Ideas. Often students ask professors if they can do
practice writing in preparation for major writing assignments done in class. The
questions in the fourth category in particular can be used for this purpose, and
sometimes so can questions from the third. Regardless, all of these questions are
designed to foster further understanding and appreciation for the reading they
follow and the issues, in general, under discussion.

THE READINGS
Students often require inspiration to help motivate them to learn how to write
better. In the interest of further inspiration and stimulation, the readings in this
edition have been expanded to include more cutting-edge essays with particular
appeal to postsecondary students. Overall, the readings throughout the text are
extremely varied: they include a sample research paper in Chapter 24, model
paragraphs and essays in Unit IV, and twelve new major readings in Unit V.
Some of the works in Unit IV are by student writers; others are taken from a wide
range of novels, essays, short stories, and books of nonfiction by world-famous
authors. Unit V contains mostly nonfiction and some short fiction and poetry-all
carefully chosen to evoke thoughtful and well-structured written responses from
students. The writers of the major readings in Unit V are exclusively Canadian,
and they are all seasoned writers and/or academics. The strong Canadian flavour
of the text offers the postsecondary student in Canada an insight into various
aspects of Canadian culture.

NEW FEATURES OF THE EIGHTH EDITION

Many features of the first seven Canadian editions of the book have been
retained. As mentioned earlier, they include the comprehensive package of
sentence skills, rhetoric, and readings. This eighth edition, however, offers some
exciting and innovative changes:

• In response to feedback from across the country, a brand new unit (Unit II)
has been dedicated to connections between reading and writing. This unit
features strategies to help students more easily understand what they are
reading and strategies for how to respond better in writing.
• A brand-new chapter in Unit III: "The Writing Process" is entitled "Style."
This chapter features the qualities of writing that often go beyond grammar
and mechanics. Many colleges are requiring the use of more formal
language, for example, because of their mandate to prepare students for the
workforce. Formal language is a featured section of this new chapter, while
other items include tone, active and passive voice, sentence variety, and
word economy.

xxii Preface NEL

 • Twelve new pieces appear in Unit V, which houses the book's major
readings. The new readings have been chosen with the intent to engage
the reader. Among the new readings is "Excuses, Excuses" by Adrian Lee,
which is a humorous look at the evolving nature of student excuses for not
doing homework and ways in which professors are responding. And two
professionals have written a book in which they claim that a happy marriage
depends on making the right life choices. Find out what they are in Julia
McKinnell's "How to Get Happily Married."

ANCILLARIES
Instructor Resources
The Nelson Education Teaching Advantage (NETA) program delivers
research-based instructor resources that promote student engagement and
14EI.SON EOUCATI014 TEACHINGADVMiTAGE
higher-order thinking to enable the success of Canadian students and educators.
Visit Nelson Education's Inspired Instruction website at http://www.nelson
.com/inspired/ to find out more about NETA.
The following instructor resources have been created for The Canadian
Writer's Workplace, Eighth Edition. Access these ultimate tools for customizing
lectures and presentations at www.nelson.com/instructor.

NETA Test Bank

The Test Bank for The Canadian Writer's Workplace, Eighth Edition, contains
an extensive selection of exercises corresponding to every point of grammar
discussed in Unit I and Appendices A, C, and D.

Enriched Instructor's Manual

This resource was written by Frances Sparano, Humber College. It is organized
according to the textbook chapters and contains chapter overviews, learning
outcomes, suggested classroom activities, and answers to exercises contained in
the core text.

NETA PowerPoint
Microsoft® PowerPoint® lecture slides for every chapter have been created
by Frances Sparano, Humber College. There is an average of 20 slides per
chapter, many featuring key figures, tables, and photographs from The
Canadian Writer's Workplace. NETA principles of clear design and engaging
content have been incorporated throughout, making it simple for instructors to
customize the deck for their courses.

Image Library
This resource consists of digital copies of figures, short tables, and photographs
used in the book. Instructors may use these jpegs to customize the NETA
PowerPoint or create their own PowerPoint presentations.

NE L Preface xxiii
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Alarici quondam Vesegotharum Regis objicientes exemplum, veriti
Regis suis[78] fortunam, quia ille post fractam Romam diu non
supervixerat, sed protinus rebus excessit[79] humanis. Igitur dum
ejus animus ancipiti negotio inter ire, & non ire fluctuaret, secumque
deliberans tardaret, placita[80] ei legatio à Roma advenit. Nam Leo
Papa per se ad eum accedit in Acroventu Mambolejo,[81] ubi Mincius
amnis commeantium frequentatione transitur. Qui mox[82] deposito
exercitus furore, & rediens quà venerat, idest, ultra Danubium,
promissa pace discessit: illud prae omnibus denuncians, atque
interminando discernens,[83] graviora se in Italiam illaturum, nisi ad
se Honoriam Valentiniani Principis germanam, filiam Placidiae
Augustae, cum portione sibi regalium opum debita mitteret.[84]
Ferebatur enim quia haec Honoria, dum propter aulae decus, ac[85]
castitatem teneretur nutu fratris inclusa, clandestino[86] eunucho
misso Attilam invitasset, ut contra fratris potentiam ejus patrociniis
uteretur: prorsus indignum facinus, ut licentiam libidinis malo publico
compararet.

FOOTNOTES:

[77] A. ut apparet.
[78] A. sui.
[79] A. excesserit.
[80] A. placida.
[81] Garet. alias agro Venetum Ambulejo. ita Ambros.
[82] A. Qui mox deposuit exercitatus furorem, & rediens quo
venerat &c.
[83] A. decernens.
[84] A. mitterent.
[85] A. ad castitatem.
[86] A. clam.
 IV
EX VITA MS. SANCTI ANIANI EPISCOPI AURELIANENSIS

Du Chesne: Historiae Francorum Scriptores Coaetanei (1636),

Vol. I, p. 521.
Hunorum gens perfida vaginâ suae habitationis egressa,
crudelitate saevissima in plurimarum gentium frendebat pericula.
Cuius ad satiandam rabiem, truculentus Attila tenebat regiam
dignitatem. Cúmque vulgatum esset in populo, quòd suae ferocitatis
impetu Gothis obviam properans, extenderet ad amnem Ligericum,
ut subversis Aurelianensium moenibus, satiaret suae malitiae
incrementa. Tunc vir Domini Anianus, non ut in defensione hominum
speraret elegit, sed Apostolicae memor sententiae, qua per beatum
Petrum praecipimur, Subditi estote propter Dominum, sive Regi
quasi praecellenti, sive Ducibus, quasi ab eo missis ad vindictam
malefactorum, laudem verò bonorum. Arelatensem urbem expetere
decrevit, et Aiecium Patritium, qui sub Romano Imperio in Galliis
Rempublicam gubernabat, videndum expetuit, ut ei furorem
rebellium cum periculo suorum civium intimaret.
Itaque Arelatum veniens, multos Domini repperit Sacerdotes, qui
ob varias necessitates adventantes, videre non poterant faciem
Iudicis ob fastum potentiae secularis. Sed cùm sanctus advenisset
ibidem Anianus, divina gratiâ inspirante commonitus, protinus
egressus est obviam supplex Aiecius. Et quem pompa regia
Imperialibus fascibus reddebat inclytum, Sacerdotalis gratia reddidit
ad sibi conciliandum subiectum. Quem cùm ille benigniter
inquisisset, cur vir sanctus laborem tam longi itineris assumpsisset,
ille prudenti usus alloquio, vel egregii praedicatoris exemplo, priùs
pro aliorum utilitatibus omnia petens obtinuit, et tunc demum causam
adventus sui auribus principalibus intimavit. Simulque plenus
prophetiae spiritu, VIII. Kal. Iulii diem esse praedixit, quo bestia
crudelis gregem sibi creditum laniandum decerneret. Petens ut tunc
praedictus Patricius veniendo succurreret. Videns Aiecius florem
torrentis eloquii, acumen ingenii in viro Dei sanctitatis gratiâ
comitante, omnia praestitit, quicquid Sacerdos expetiit, et benignè se
venire ut ille suggesserat repromisit. Quo obtento, vir Domini
valedicens seculi Principi, ad propriam regressus est civitatem: et
plebem suam, quae de Pastoris moerebat absentia, spiritalia
confortabat in gaudia; praeparante populo iterum omnia, quae ad
repellenda hostium iacula, portis, muris, vel turribus fuerant
opportuna.——:.
Nec post longum interim intervallum cruentus Attila murorum
vallans ambitum, omne suae malitiae argumentum in iamdictae
civitatis convertit interitum. Sed Pontifex fixus in Domino, per muri
ambulatorium Sanctorum gestans pignora, suavi vocis organo more
cantabat Catholico. Interim hostilis exercitus tela iactabat instantiùs,
atque cum arietibus latera muri crebris quatiebat impulsibus. Tunc
fugiente ad Ecclesiam populo, sanctus Anianus forti eos animo esse
monebat in Domino, numquam fuisse deceptum quicumque firmiter
sperasset in Christo. Ipse verò festinanter murum ascendit, et tacitus
respexit ad coelum, ac pias aures Domini intima prece pulsavit.
Cúmque sibi divinum auxilium adesse sensisset, repentè contra
barbaros expuit. Tantáque subitò cum sputo eodem moles pluviae
descendit, et impiorum impetum triduana inundatione compressit, ut
nequaquam se ullus pugnaturus ex hostibus transferre in locum
alterum potuisset.——:.
Cessante igitur nimbo profluo, sanctus Anianus ad Attilae pergit
tentorium, pro sibi commisso rogaturus populo. Spretus à perfido
responso contrario, civitatis sese retulit claustro. Postera autem die,
apertis portarum repagulis, Attilae Proceres ingressi sunt Aurelianis.
Sortéque ad dividendum populum missa, onerabat plaustra
innumera de plebis capta substantia. Iubens crudelis impietas, ut
immineret subditis dura captivitas. Cúmque sanctus Anianus
populum ammoneret, ut nec sic quoque desperarent de Domino,
nihílque esse Deo invalidum, qui suos tueri praevalet etiam sub
momento: repentè more prophetico sanctus Anianus est translatus à
Domino, atque in eodem loco, ubi Aiecius Patricius cum suo degebat
exercitu, secum pariter Torsomodo[87] Rege Gothorum, ostensus
militi talia dedit mandata Patricio. “Vade, inquit, et dic filio meo
Aiecio, quia si hodie ad civitatem adesse distulerit venire, iam
crastina nihil proderit.” His dictis, statim recessit. Et quia divina
virtute hoc opus actum fuerat, miles sapiens recognovit. Statímque
ad Aiecium pergens, rem per ordinem pandit. Tunc ille laetus
redditus, et victoria iam securus, utpote divina revelatione
commonitus, unà cum Theodoro et Torsomodo[88] Regibus, vel suo
ac Gothorum exercitu, equum ascendit, ac concitus pergit. Nec mora
Aurelianis pervenit, hostes imparatos repperit. Tantaeque caedis
stragem super eos exercuit, ut nulli dubium fieret, quin meritis Aniani
Pontificis flexus ad misericordiam Dominus Rex coelestis vindictam
hanc exerceret per suos satellites, quos honore ditaverat Regiae
dignitatis. Itáque alii succubuerunt gladiis, alii coacti timore tradebant
se gurgiti Ligeris, sortituri finem mortis. Sanctus verò Anianus plures
per suam precem eripuit, quos coram se trucidandos aspexit.
Reddens scilicet bona pro malis, multi ne morerentur obtinuit, nisi
quos repentinus hostium furor oppressit. Reliqua pars Hunorum,
quae ibidem prostrata non cecidit, fugae praesidium expetunt: donec
iudicante Domino, in loco qui vocatur Mauriacus trucidanda gladiis
mortis sententiam expectaret.——:.

FOOTNOTES:

[87] Al. Torismodo.

[88] Torismodo.

PRINTED IN GREAT BRITAIN BY

WM. BRENDON AND SON, LTD., PLYMOUTH
 EUROPE
(A.D. 450)
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