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About Revel and About This Course
The Little, Brown Handbook always addresses both the current and the

recurrent needs of writing students and teachers. This edition is no

exception. Writing and its teaching change continuously, and the
handbook has changed substantially in content. At the same time, much

about writing does not change, and the handbook remains a

comprehensive, clear, and accessible guide to a host of writing situations

and challenges.
About This Course
 Listen to the Audio

The Little, Brown Handbook is actually many texts in one. It is designed to

support the different roles writing teachers serve, from writing coach and

mentor, to research guide, editor, and reader.

A Guide to Academic Writing
The handbook gives students a solid foundation in the goals and
requirements of college writing.

Chapter 6  on academic writing includes an overview of common

academic genres, such as responses, critical analyses, arguments,

informative and personal writing, and research papers and reports.

The discussion highlights key features of each genre and points

students to examples in the handbook.

Eighteen examples of academic writing in varied genres appear

throughout the handbook, among them a new critical analysis of an
advertisement and a new social-science research report documented

in APA style.
With each of the sample papers, a summary box titled “The writing

situation” gives an overview of the situation to which the student

responded—subject, purpose, audience, genre, and use of sources—

thus connecting concepts with actual writing.

Emphasizing critical analysis and writing, Chapter 7  on critical

reading and writing includes two full-length opinion pieces as

exercises in critical reading, a new advertisement with a student's

analysis, a revised discussion of writing critically about texts and

visuals, and a new critical analysis paper.
Pulling together key material on academic integrity, Chapter 6  on

academic writing and Chapter 44  on plagiarism discuss developing

one's own perspective on a topic, using and managing sources, and

avoiding plagiarism. Other chapters throughout the handbook

reinforce these important topics.

Synthesis receives special emphasis wherever students might need

help balancing their own and others' views, such as in responding to

texts and visuals.

Parts 9  and 10  give students a solid foundation in research writing

and writing in the disciplines (literature, other humanities, social

sciences, natural and applied sciences), along with extensive coverage
of documentation in MLA, Chicago, APA, and CSE styles.
A Guide to Research Writing
With detailed advice, the handbook always attends closely to research
writing. The discussion stresses using the library Web site as the gateway

to finding sources, managing information, evaluating and synthesizing

sources, integrating source material, and avoiding plagiarism.

Coverage of the working bibliography groups sources by type,

reflecting a streamlined approach to source material throughout the

handbook.
The discussion of libraries' Web sites covers various ways students
may search for sources—catalog, databases, and research guides.
A revised discussion of keywords and subject headings helps students

develop and refine their search terms.

A streamlined discussion of gathering information from sources
stresses keeping accurate records of source material, marking
borrowed words and ideas clearly, and using synthesis.
A chapter on documenting sources explains key features of source

documentation, defines the relationship between in-text citations and

a bibliography, and presents pros and cons of bibliography software.
To help students develop their own perspectives on their research
subjects, the text advises asking questions, entering into dialog with

sources, and presenting multiple views fairly and responsibly.

The discussion of evaluating sources—library, Web, and social media
—helps students discern purposes and distinguish between reliable
and unreliable sources. Case studies show the application of critical

criteria to sample articles, Web documents, and a blog.

The extensive chapter on avoiding plagiarism discusses deliberate
and careless plagiarism, shows examples of plagiarized and revised
sentences, and gives updated advice about avoiding plagiarism with
online sources.

Two complete research papers illustrate MLA style. One of them is a

paper-in-progress, following a student through the research process
 and culminating in an annotated essay on sustainable agriculture.

An Updated Guide to Documentation

The extensive coverage of four documentation styles—MLA, Chicago,
APA, and CSE—reflects each style's latest version.

Chapters for all four styles group sources by type, thus simplifying the

process of finding appropriate models and clarifying differences

among print, database, Web, and other sources.
Updated, annotated samples of key source types illustrate MLA and
APA documentation, showing students how to find the

bibliographical information needed to cite each type and highlighting

the distinctions among different source media.
The chapter on MLA documentation reflects the new 8th edition of
the MLA Handbook. In addition, the sample papers and other

examples that show MLA have been updated to reflect the latest MLA
guidelines.
A complete social-science research report shows APA style in the
context of student writing.
The chapter on CSE documentation reflects the new 8th edition of

Scientific Style and Format: The CSE Manual for Authors, Editors, and
Publishers.
For all styles, color highlighting makes authors, titles, dates, and other
citation elements easy to grasp.
A Guide to Writing as a Process
The handbook takes a practical approach to assessing the writing
situation, generating ideas, developing the thesis statement, revising, and

other elements of the writing process.

An expanded discussion of thesis covers using the thesis statement to

preview organization.

A reorganized presentation of drafting, revising, and editing

distinguishes revising more clearly as a step separate from editing.
A revised discussion of preparing a writing portfolio gives an

overview of common formats and requirements.

Chapter 4  on paragraphs offers new, relevant examples illustrating

important concepts of coherence, organization, and development.

A revised and streamlined chapter on presenting writing focuses on

essential information related to document design, visuals and other

media, writing for online environments, and oral presentations.

A Guide to Usage, Grammar, and Punctuation
The handbook's core reference material reliably and concisely explains

basic concepts and common errors, provides hundreds of annotated

examples from across the curriculum, and offers frequent exercises

(including end-of-part exercises that combine several kinds of problems).

Throughout the handbook, revised explanations of grammar concepts

and rules simplify the presentation and emphasize key material.

Dozens of new and revised examples and exercises clarify and test
important concepts.

Two common trouble spots—sentence fragments and passive voice—

are discussed in great detail and illustrated with examples.

Examples in Part 8  on effective words show common shortcuts of

texting and other electronic communication and how to revise them

for academic writing.

Summary and checklist boxes provide quick-reference help with color

highlighting to distinguish sentence elements.

A Guide to Visual and Media Literacy

The handbook helps students process nonverbal information and use it

effectively in their writing.

A student work-in-progress illustrates the process of analyzing an

advertisement and culminates in a sample critical analysis.

Detailed help with preparing or finding illustrations appears in

Chapter 5  on presenting writing and Chapter 42  on finding

sources.
Thorough discussions of critically reading advertisements, graphs,

and other visuals appear in Chapter 7  on critical reading, Chapter

8  on reading arguments, and Chapter 43  on working with sources.

A Guide for Writing Beyond the Classroom
Chapter 11  on public writing extends the handbook's usefulness beyond
academic writing.

Discussions of writing for social media encourage students to

consider their potential audience now and in the future, whether they

are writing to express themselves or to represent an organization.

Updated coverage of writing a job application discusses cover letters,

résumés, and professional online profiles.

A Guide for Culturally and Linguistically Diverse Writers

In sections labeled Culture and Language, the handbook provides
extensive rhetorical and grammatical help, with examples, for writers

whose first language or dialect is not standard American English.

Fully integrated coverage, instead of a separate section, means that

students can find what they need without having to know which
problems they do and don't share with native SAE speakers.
An Accessible Reference Guide
The handbook is designed to be easy to use.

Streamlined explanations and new explanatory headings make key

information easier to find.

A clean, uncluttered page design uses color and type clearly to

distinguish the parts and elements of the content.

Color highlighting in boxes and on documentation models

distinguishes important elements.

Annotations on both visual and verbal examples connect principles

and illustrations.

More than 160 boxes provide summaries and checklists of key

information.
Content Highlights
 Listen to the Audio
New to This Edition
As a new author on this edition, I have made revisions guided by

reviewer feedback and by my own experience teaching college writing in

online and face-to-face classrooms. Students today read and write using

their medium of choice: the mobile phone. I have made revisions

throughout the handbook to speak to student experience and needs,

while respecting the longstanding effectiveness of The Little, Brown

Handbook. The most notable new feature of the 14th edition is its availability in

the digital Revel platform, as detailed below.

NEW SAMPLE STUDENT PAPERS: All of the student samples in the

handbook, from short works in progress to complete papers, are new to this

edition. More than 90 student samples are included. The topics and sources used

in these new sample papers are timely and attuned to student interests.

- Sample informative essay on funding for college athletics (Chapter 2 )

- Sample essay responding to a reading, “Is Google Making Us Stupid?” by

Nicholas Carr (Chapter 3 )

- Sample critical analysis of a text, analyzing an essay on selfies from

Psychology Today (Chapter 7 )

- Sample critical analysis of a visual: a Web advertisement for

Savethefood.com (Chapter 7 )

- Sample proposal argument on online courses (Chapter 9 )

- Sample research paper in MLA style, on sustainable agriculture

(Chapter 47 )

- Sample literary research paper in MLA style, on Rachel by Angelina

Weld Grimké (Chapter 47 )
- Sample literary analysis paper in MLA style, on The Country of the Pointed

Firs by Sarah Orne Jewett (Chapter 48 )

- Sample research paper in APA style, on perceptions of mental illness on

college campuses (Chapter 50 )

- Sample lab report in CSE style, on caterpillar self-defense (Chapter 51 )

NEW LEARNING OBJECTIVES AND CHAPTER ARCHITECTURE:

Every chapter now begins with a list of learning objectives that help

students understand what they are expected to learn and do in each

chapter. These objectives are written using language that reflects Bloom's
taxonomy of learning, and the objectives also align in many cases with

the WPA Outcomes Statement for First-Year Composition. These learning

objectives not only guide students, but also help instructors tasked with

aligning course content with departmental or institutional outcomes

statements for their courses.

Main sections of each chapter are aligned with the chapter learning

objectives, reinforcing the active learning model built into the language of
the objectives.

UPDATED DOCUMENTATION COVERAGE: MLA published the 8th

edition of its Handbook in 2016, and the Chicago Manual of Style was

published in a new 17th edition late in 2017. All model papers and
sample citations in the handbook have been updated to align with the

new documentation styles.

NEW CHAPTER ON WRITING ABOUT LITERATURE: Chapter 48  is

entirely new to this edition, and it follows a student as she reads,

responds to, and writes about a novel, The Country of the Pointed Firs, by
Sarah Orne Jewett.
NEW COVERAGE OF MULTIMODAL AND ONLINE COMPOSING
(Chapter 5 ).

NEW COVERAGE OF COMPOSING FOR SOCIAL MEDIA in workplace

and public situations (Chapter 11 ).

NEW COVERAGE AND VISUAL EXAMPLES OF DATABASE

SEARCHES (Chapter 42 ).
Revel For Writing Today
Revel is an interactive learning environment that deeply engages students
and prepares them for class. Media and assessment integrated directly

within the authors’ narrative lets students read, explore interactive

content, and practice in one continuous learning path. Thanks to the
dynamic reading experience in Revel, students come to class prepared to
discuss, apply, and learn from instructors and from each other.

Fill-in writing activities throughout The Little, Brown Handbook offer

students compelling opportunities to engage with the key concepts of
each chapter—without leaving the digital course. For example, students
can complete editing exercises that ask them to apply the material they

have read—with the relevant content on the same screen for easy
reference. They can print the writing they generate in many of these
interactive exercises, for their own future reference or as requested by
their instructor. Journal prompts provide opportunities for authentic
writing, inviting students to reflect, brainstorm, even draft a portion of a

document. Shared Writing activities allow students to share, discuss,

and/or critique each other's work in a threaded discussion forum.

Additionally, interactive diagrams strategically placed throughout the

narrative aid students in conceiving of the processes and organizational

patterns that characterize academic and workplace writing. As students
click through the steps or sections in a process or a pattern, they build the
diagram; as a result, they have the opportunity to discretely consider each

part as well as its relationship to the whole. Interactive guidelines,

instruction sets, and checklists are arranged in virtual accordion files.
Finally, multiple-choice quizzes help reinforce facts and concepts as
students complete their reading of each chapter.
Learn more about Revel
http://www.pearson.com/revel
Supplements
Make more time for your students with instructor resources that offer
effective learning assessments and classroom engagement. Pearson's

partnership with educators does not end with the delivery of course
materials; Pearson is there with you on the first day of class and beyond.
A dedicated team of local Pearson representatives will work with you to
not only choose course materials but also integrate them into your class

and assess their effectiveness. Our goal is your goal—to improve

instruction with each semester.

Pearson is pleased to offer the following resources to qualified adopters of

The Little, Brown Handbook. Several of these supplements are available to

instantly download from Revel or on the Instructor Resource Center

(IRC); please visit the IRC at www.pearsonhighered.com/irc to register

for access.

INSTRUCTOR'S RESOURCE MANUAL Create a comprehensive

roadmap for teaching classroom, online, or hybrid courses. Designed

for new and experienced instructors, the Instructor's Resource

Manual includes learning objectives, lecture and discussion

suggestions, activities for in or out of class, research activities,

participation activities, and suggested readings, series, and films as

well as a Revel features section. Available within Revel and on the

IRC.
POWERPOINT PRESENTATION Make lectures more enriching for

students. The PowerPoint Presentation includes a full lecture outline

and photos and figures from the textbook and Revel edition.

Available on the IRC.

The Little, Brown Handbook ​Answer Key provides answers to the

handbook's exercises.
Diagnostic and Editing Tests and Exercises are cross-referenced to The
Little, Brown Handbook and are available online.
Pearson MediaShare
Pearson's comprehensive media upload tool allows students to post
videos, images, audio, or documents for instructor and peer viewing,

time-stamped commenting, and assessment. MediaShare is an easy,

mobile way for students and professors to interact and engage with
speeches, presentation aids, and other files. MediaShare gives professors

the tools to provide contextual feedback to demonstrate how students can

improve their skills.

The best of MediaShare functionality, including student video

submissions with grading and video quizzes, is now available to use and

assign within Revel, making Revel an even more complete solution for
English courses. By placing these key components of MediaShare within

Revel, students have one all-inclusive space to practice and have their

performance assessed while actively learning through interactive course

content. Revel with MediaShare is an unparalleled immersive learning

experience for the English curriculum.

Use MediaShare to assign or view speeches, video-based

assignments, role plays, and more in a variety of formats including

video, Word, PowerPoint, and Excel.

Assess students using customizable, Pearson-provided rubrics or

create your own around classroom goals, learning outcomes, or

department initiatives.
Set up assignments for students with options for full-class viewing

and commenting or private comments between you and the student.

Record video directly from a tablet, phone, or other webcam.

Embed video from YouTube via assignments to incorporate current

events into the classroom experience.

Set up quiz questions on video assignments to ensure students master

concepts and interact and engage with the media.

Import grades into most learning management systems.

Ensure a secure learning environment for instructors and students

through robust privacy settings.
About the Authors
 Listen to the Audio

Jane E. Aaron is a professional writer and editor as well as an

experienced teacher. She has served as consultant, editor, or writer on

more than a dozen other text-books for first-year composition course.

Michael Greer teaches writing, editing, and publishing in the Department

of Rhetoric and Writing at the University of Arkansas at Little Rock. He

also teaches courses in multimedia, online course design, and assessment

for the Graduate Certificate in Online Writing Instruction at UA Little

Rock. Michael edits the journal Research in Online Literacy Education and is

a founding member of the Global Society of Online Literacy Educators.

He publishes and presents on topics including user-centered design,

interactive media, and digital publishing. Michael serves as a faculty

advisor and author for Gadget Software, where he is helping to design

and develop a mobile learning platform. He lives in Boulder, Colorado.

Acknowledgments
Instructors around the country have provided valuable feedback and
suggestions. For the 14th edition, many thanks to the following for their

time and insight: Keith Huneycutt, Florida Southern College; Beth

Bradford, Florida Southern College; Anita Nordbrock, Embry Riddle

Aeronautical University; Jeneen Surrency, Florida A&M University; Tom

Perrin, Huntingdon College; David Kaloustian, Bowie State University;

Robin Gunther, Huntingdon College; and Karoline Szatek, Curry College.

My first and most important debt of gratitude is to Jane E. Aaron, whose

work through many editions of this handbook leaves me with some very

large shoes to fill. I can only hope to carry on her legacy of quality,

accuracy, and usefulness. Having pored over every part of this handbook
many times now, I continue to be awed by its gentle, guiding awareness

of the needs of student writers.

Karon Bowers at Pearson and Carolyn Merrill and Aron Keesbury at

Ohlinger Publishing Services have guided the project throughout this

revision cycle. Cynthia Cox, Rachel Harbour, and Stephanie Laird at

Ohlinger have been there every step of the way through the editorial and

production processes, working on four titles (two print, two digital) at the
same time. Susan McIntyre has been an incredible copy editor, helping to

make sure that the new material is seamlessly woven into the text and
smoothing out many awkward sentences. Heather Tolliver at the

University of Arkansas at Little Rock contributed a number of examples

and sources as an adept research assistant. David Kear has been a

wonderful contributor of ideas, energy, clarity, and creativity as

development editor, keeping both sanity and humor intact through a long

and challenging publishing journey.

The Story of Revel—Why Revel?
WATCH Why Revel?

 Listen to the Audio

Revel is an interactive learning environment designed for the way today’s

students read, think, and learn. Revel uses interactives and assessments

integrated within the narrative that enhance content as well as students’

overall learning experiences.

The story of Revel is simple: When students are engaged in the course

content, they learn more effectively and perform better.

When creating your course, you have many choices as to how to

supplement your lectures and curriculum. So ask yourself these

questions: How do I know if my students are reading their assigned

materials? Do I want my students to have a better understanding of the

concepts presented in this class through course materials and lectures?

Do I want to see my students perform better throughout the course? If

you answered “yes” to these questions, choose Revel.

Monkey Business Images/Shutterstock

Narrative Tells the Story
 Listen to the Audio

With Revel, students are introduced to a new learning experience, one in

which the most up-to-date content, reading, and interactive learning

become one.

We’ve talked to hundreds of instructors about their biggest challenges in

teaching their courses. We’ve heard some consistent answers: students

are not engaged; students come to class unprepared; students are unable

to think critically. However, the most common answer is that students do

not read, which leads directly to, and in fact magnifies, the other
challenges that instructors identified—lack of student engagement, lack of

student preparedness, and an inability to think critically. Our goal in

developing Revel was to research why students aren’t reading and to

solve that problem first and foremost as a gateway to deeper learning.

wavebreakmedia/Shutterstock
Research and Data
 Listen to the Audio

Research shows that for students, reducing the extraneous cognitive load

– that is, the mental effort being used in the working memory – is key to

learning and retention. When students read or study in order to process

and retain information, the information must move from the working

memory to the long-term memory. Put simply, reducing extraneous

cognitive load increases long-term memory.

Our research also tells us that students do not see the benefits of reading

their textbooks. Students perceive their instructor’s dynamic lectures and

class notes as their main source for learning and view their assigned text

as simply a repetition of that classroom experience. In a student’s mind,

why would they read? What are the benefits?

We share the same goals: to give your students the motivation to read by

adding value to their interaction with the course materials, and to make it
easier for you to assign reading.

If that’s important to you, choose Revel.

The Story of Revel—The Solution
WATCH The Revel Solution

 Listen to the Audio

Revel is learning reimagined.

Revel benefits your students. Revel’s dynamic content matches the way

students learn today. Narrative is supported and enhanced by interactive

content and as a result, reading becomes a pleasure rather than a chore.

Revel also enables students to read and interact with course material on

the devices they use, anywhere and any time. Responsive design allows

students to access Revel on their tablets, desktop computers, or mobile

devices with content displayed clearly in both portrait and landscape

view.
Revel benefits you. Revel allows you to check your students’ progress

and understanding of core concepts through regular and consistent

assessment. End-of-module and end-of-chapter quizzes in Revel allow

students opportunities to check their understanding at regular intervals

before moving on; their grades are reported to the instructor dashboard.

Revel also offers no-, low-, and high-stakes writing activities for students

through the journal, shared writing, and essay activities.

Revel lets you monitor class assignment completion as well as individual

student achievement. Do you want to see points earned on quizzes, time

on task, and whether a particular student’s grade is improving? If so,

choose Revel.

Pearson Education
Reading
 Listen to the Audio

Our extensive research with both students and instructors found that

students who spend time completing their Revel reading assignments

come to class better prepared to ask questions and participate in

discussions. Revel’s assignability and tracking tools help educators make

sure students are completing their reading and understanding core

concepts. Instructors using Revel can see how frequently students access

their reading assignments and how well they understand what they read

before they come to class.

Assessments allow instructors to gauge student comprehension

frequently, provide timely feedback, and address learning gaps along the

way. Stakes associated with assessment instruments can positively impact

motivation, which can improve student participation and performance.

oneinchpunch/Fotolia
Learning Design Theory
 Listen to the Audio

Over the course of several years, we have worked with thousands of

educators, students, and instructional design experts to develop Revel

with our authors. All of Revel’s key aspects—from features to content to

performance dashboard reporting—were guided by interactions with our

customers. Each Revel prototype has been tested with educators and
students to make sure it facilitates the achievement of their course and

individual goals. The result is a new approach to digital learning that

gives educators and students precisely what they need to enhance

learning and engagement.

INTERACTIVES AND VIDEOS Integrated interactive elements and

brief videos allow students to engage with content and take an active role

in learning. Revel’s interactive learning tools have been designed to be

completed quickly so students stay focused and on task.

INTERACTIVITY SPACED ACROSS CONTENT Instructional design

research shows that active pauses—with interactive content interspersed

within the text narrative—improves learning. Interactive content can often

more clearly provide information that is difficult to convey in static text.

Revel integrates active pauses to let learners stop and process information

using encoding and retrieval processes in the brain (Cheon, Crooks,

Chung, Song & Kim, 2014).

FAMILIAR LEARNING AND STUDY TOOLS Highlighting, note

taking, and a glossary personalize the learning experience. Instructors can

add notes for students, too, including reminders or study tips.

Data and Product Development
 Listen to the Audio

Instructional design research shows that taking a test on presented

material promotes subsequent learning and retention of that material on

a final test. When assessments are implemented appropriately and with

specific, timely feedback, students are engaged in the retrieval process,

and this act of retrieving solidifies the original learning. (McDaniel,

Anderson, Derbish, & Morrisette, 2007; Wiliam 2007).
The Story of Revel—Your Students
WATCH Revel and Your Students

 Listen to the Audio

Today’s students are busy. Many are not only taking a full class load, but

are also working full-time, holding internships, raising families, and

commuting to and from campus. As an instructor, you are competing for

the limited time that students have outside of class. In addition, you are
competing with other courses in which students juggle heavy workloads.

With Revel, students can be efficient with their time. Revel ensures that

your course will become a priority, and it will motivate students to

complete their reading prior to coming to class. You work hard to give

your students a 21st century experience in class, one that incorporates

multimedia and technology. With Revel, your students can have that
same experience out of class on their own so that they can be better

prepared, and ultimately, more successful, in your class.

Rawpixel.com/Shutterstock
What Students Need
 Listen to the Audio

Students need to be motivated to read. Students also need the work they

do outside of class to be a valuable use of their limited time. They need to

believe that they are spending their time wisely. The interactive elements

of Revel ensure that students are getting more than just a digital textbook

experience; with Revel, they are “experiencing” the content in new and
dynamic ways. Coupled with periodic assessment tools – as well as

opportunities to write about what they have read and learned – Revel

enhances student learning and retention.

Jacob Lund/Fotolia
Mobile App
 Listen to the Audio

The new Revel mobile app lets students read, practice, and study—

anywhere, anytime, on any device. Content is available both online and

offline, and the app automatically syncs work across all registered

devices, giving students greater flexibility to toggle between their phone,

tablet, and laptop as they move through their day. The app also lets
students customize assignment notifications to stay on top of all due

dates.

In spring 2016 and 2017, over 1,600 students at nearly 80 two and four-
year colleges and universities responded to a demonstration of Revel.

Here is a sample of some student responses:

"Easy to access, no waiting for the textbook to arrive. I can review for

tests and it will remind me of upcoming assignments." - Danielle,

Normandale Community College

"Simple interface, easy to navigate and very convenient." - Degerio,

Guilford Technical Community College

"The future of learning." - Enrique, Des Moines Area Community College

Available for download from the Apple iTunes App Store or Google Play.
Pearson Education
Accessibility
 Listen to the Audio

Learning doesn’t stop when students walk out of class or step off campus;

we designed the mobile app because learning happens where life

happens — everywhere.

The Revel app lets students customize assignment notifications to stay on

top of all due dates. With the Revel app, students can:

access the assignment calendar;

complete reading and quizzes;

set customized due date reminders;

check overall performance on their mobile device.

Pearson Education
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