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 vi Preface

analyze arguments as well as write their own. Chapter 3, “Analyzing Arguments:

From Reading to Writing,” introduces the essential elements of argument — such
as claims, evidence, fallacies, and arrangement — in an approachable and practi-
cal way. In this chapter, we take students through the process of constructing an
argument on a topic of their own choice — from exploring ideas to crafting an
arguable claim to developing evidence and structuring the overall essay.
Activity-Driven Opening Chapters The opening chapters now give students
many more opportunities to practice individual skills with brief, approachable
texts. We believe that students learn by doing; we also acknowledge that teachers
need more opportunities to scaffold and differentiate instruction in a challenging
course such as AP English Language. In addition, each of the opening chapters
concludes with a culminating activity on a series of brief texts and visual texts
that allows students to demonstrate what they’ve learned in their work with single
texts. This is yet another layer of scaffolding designed to help students of all levels
reach proficiency.
Chapter Glossaries The glossary of stylistic terms in Chapter 2 of the first edi-
tion was so popular with teachers and students as a handy reference, vocabulary
list, and chapter summary that we decided to include similar glossaries in other
opening chapters. Now Chapter 1 includes a brief Glossary of Rhetorical Terms,
and Chapter 3 includes a brief Glossary of Argument Terms and Fallacies.

What’s New in the Thematic Chapters?

Let’s start with what’s not new: the Central and Classic Essays that anchor the
book. While we wanted this new edition to be much more than a cosmetic update,
we recognized the importance of maintaining continuity in the core texts. So,
while a few essays have moved and some new ones are enjoying the spotlight,
every Central and Classic Essay from the first edition has been retained in this
edition.
New Authors, Fresh Perspectives This edition includes more than 80 new
pieces of nonfiction, and we think that is very exciting. Voices new to this edition
include classic writers such as Benjamin Franklin, Walt Whitman, and Andrew
Carnegie, along with a host of influential contemporary thinkers, commentators,
and humorists: Wendell Berry, Firoozeh Dumas, Jonathan Safran Foer, Thomas
Friedman, Malcolm Gladwell, Chuck Klosterman, Michael Lewis, Dinaw
Mengestu, Michael Pollan, Marjane Satrapi, Eric Schlosser, David Sedaris, Brent
Staples, David Foster Wallace, Sarah Vowell, and Fareed Zakaria.
Two New Chapters In this edition, we have shifted the focus of two chapters.
The chapter on Work has become a chapter on The Economy. Particularly timely,
this chapter focuses on personal and social issues surrounding the economy, as

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 Preface vii

opposed to technical or political matters. The chapter on Nature has evolved into
a chapter on The Environment. This shift in focus recognizes that the AP Lan-
guage course is moving away from lyrical essays and nature writing and toward
issue-driven arguments.
New Conversation Topics To keep the book up-to-date and to give you fresh
material for class, we have changed many of the topics of conversation in this
edition. Paying College Athletes, for instance, and Sustainable Eating are topics at
the forefront of our national conversation; they are issues that students can
become quickly well-versed in without specialized or technical knowledge. In
the Language chapter, the Conversation on American Politics and the English
Language is a natural extension of Orwell’s essay, and a topic that goes to the
heart of the AP Language course’s civic purpose. In the Popular Culture chap-
ter, the Conversation on Exporting American Pop Culture shows that pop culture
is about more than frothy celebrity gossip; it is a serious cultural and political
force.
New Making Connections Questions In this edition, we’ve added Making
Connections questions to the Conversations to help students compare and con-
trast the various arguments in the Conversations, a key intermediary step in
moving from analysis toward synthesis.
More Visual Texts So much of the information our students access is visual,
and with that comes an increasing need for visual literacy. This edition includes
even more visual texts than the last — at least three per chapter, and many more
in the opening chapters. From advertisements, to political cartoons, to fine art, to
magazine covers, the visual texts in this edition pack a powerful rhetorical punch.
New Color Insert It is hard to truly analyze a visual text if you cannot talk
about color. This is why, in the new edition, we have included a 24-page color
insert that reproduces every piece of color art in the book.

What Features Haven’t Changed?

Opening Chapters on Key AP Language Skills In the four opening chapters of
The Language of Composition, we introduce students to the principles and lan-
guage of rhetoric and argument that they will use throughout the book.
• Chapter 1, “An Introduction to Rhetoric: Using the ‘Available Means,’” pro-
vides instruction in key rhetorical concepts, including the rhetorical situa-
tion, appeals, visual rhetoric, and more.
• Chapter 2, “Close Reading: The Art and Craft of Analysis,” guides students
through the close analysis of diction and syntax with an emphasis on their
rhetorical effects.

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 viii Preface

• Chapter 3, “Analyzing Arguments: From Reading to Writing,” helps stu-

dents master the essential elements of argument and put them to use in
their own writing.
• Chapter 4, “Synthesizing Sources: Entering the Conversation,” introduces
students to the use of sources to develop and enhance their own viewpoints.
Thematic Chapters with Essential Questions The thematic organization,
focused by essential questions, encourages students to explore the complexities of
a single issue and synthesize the different viewpoints represented. We chose the
nine chapter themes — Education, Community, The Economy, Gender, Sports,
Language, Popular Culture, The Environment, and Politics — because they are
ones that students will find interesting and relevant and that teachers can easily
supplement with literary works or with materials from current events.
Diverse and Engaging Readings We selected readings for The Language of
Composition that exemplify excellent writing. Whether a text is narrative, exposi-
tory, or argumentative, we believe that students benefit from reading and analyz-
ing exceptional rhetoric from contemporary and classic authors. We also selected
readings that are important and relevant to students because we believe that
interesting, provocative topics promote active, critical reading.
Each thematic chapter is anchored by a Central Essay and a Classic Essay:
• The Central Essays are rich rhetorical and stylistic models, ideally suited to
the AP English Language course, such as Martin Luther King Jr.’s “Letter
from Birmingham Jail,” Stephen Jay Gould’s “Women’s Brains,” and Jamaica
Kincaid’s “On Seeing England for the First Time.”
• The Classic Essays are canonical works written between the eighteenth cen-
tury and the early twentieth century, giving students experience analyzing
writing styles from different periods. Among the classic essays are Ralph
Waldo Emerson’s “Education,” Virginia Woolf ’s “Professions for Women,”
Mark Twain’s “Corn-Pone Opinions,” and Jonathan Swift’s “A Modest
Proposal.”
Knowing how important visuals have become as rhetorical texts in college
study and in our society as a whole, we feature visual texts in every chapter.
Among these are political cartoons, photographs, advertisements, tables or
graphs, and paintings. We approach these visual texts, as we do the written ones,
rhetorically, encouraging students to read them closely and ask questions about
the ways artists and designers achieve their purposes.
In-Depth Questions and Writing Prompts In The Language of Composition,
we have worked to enable students to read with a writer’s eye — that is, to see how
they can use the techniques of professional and published writers in their own
writing. Thus, we intend the questions that accompany the selections to link read-
ing with writing. Always promoting active reading, the questions guide students

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 Preface ix

from understanding what a text is about to how the content is presented as it is

and why — the rhetorical strategies. Most readings in the book are followed by
Exploring the Text questions, which are a mixture of questions that prompt for
discussion and those that ask for a close analysis of rhetoric and style.
For the Central and Classic Essays, the questions are more extensive and
grouped into more discrete categories:
• Questions for discussion probe content and connections and support
students’ careful reading to help them to comprehend ideas, understand
cultural and historical context, and make connections to compelling con-
temporary issues or influences.
• Questions on Rhetoric and Style address the how and why of a text by
examining the choices the writer makes and the effect those choices have.
On the micro level, these questions address such features as diction and
syntax; on the macro level, they consider a text’s patterns of organization.
While Questions for Discussion are generally open-ended, Questions on
Rhetoric and Style are close reading inquiries requiring precise answers
similar to analytical essay or multiple-choice responses.
• Suggestions for Writing guide students toward written responses that
extend the conversation from the reading and suggest ways that students
might practice some of the strategies that the writer uses.
Conversations Because students’ ability to synthesize multiple sources is a pri-
mary concern of college composition courses — as well as a skill that must be
demonstrated on the AP Language exam — the Conversation section in each
chapter provides source material and guiding questions to help students use the
words and ideas of others to support their own arguments. After synthesizing the
written and visual texts provided, students are ready to develop their own voices
and positions.
Student Writing The Student Writing sections use high-quality papers by high
school students and college freshmen to model the types of writing essential to
success in the AP English Language course and in college. They range from timed
writings to longer out-of-class assignments, from rhetorical analyses to essays
that incorporate sources in support of an argument. These essays demonstrate
the students’ skill and creativity, yet they are all in-process, and the accompanying
questions encourage revision and expansion, not mere editing or proofreading.
We have found that such student work is more accessible than the work of profes-
sionals and often provokes suggestions and comments that students would be
reluctant to make about a published author’s work or even a peer’s work if he or
she is sitting at the next desk.
Grammar as Rhetoric and Style These sections use examples from the chap-
ter’s readings to reinforce students’ understanding of grammar and show how to

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 x Preface

use grammar and syntax to achieve a rhetorical purpose or stylistic effect. In each
chapter, we focus on one issue — such as coordination, parallel structures, or use
of pronouns — and explore how what might seem a mechanical point can, in fact,
be approached rhetorically. Thus, students can see, for instance, how and to what
effect Martin Luther King Jr. uses parallel structure or how Gay Talese uses pre-
cise, active verbs.

E-Books
The Language of Composition is available in several different electronic formats to
meet your students’ needs:
The Language of Composition Bedford e-Book (ISBN 978-1-4576-1833-8)
Access The Language of Composition from any computer via a Web browser. With
a robust search engine, navigation tools, easy ways to take and share notes, and
interactive exercises, Bedford e-Books support focused reading and studying.
And with fast ways to rearrange chapters, add new custom pages, and embed
video and audio, Bedford e-Books let teachers build just the right book for their
course.
The Language of Composition Bedford e-Book to Go (ISBN 978-1-4576-3259-4)
These downloadable, PDF-style e-books match our print books page for page,
and they’re ready for your tablet, computer, phone, or e-reader device. Students
can take these e-books with them wherever they go.
The Language of Composition Partner e-Books Students can also find PDF ver-
sions of The Language of Composition when they shop online at our publishing
partners’ sites: CourseSmart, Barnes & Noble NOOK Study, Follett CafeScribe,
Chegg, and Kno.

Ancillaries
Teacher’s Manual for The Language of Composition (ISBN 978-1-4576-1834-5)
This robust teacher’s manual offers suggested responses to all the questions in the
book and practical approaches to teaching the full-length essays. A new Introduc-
tion to Teaching AP English Language section covers major teaching issues —
from designing a curriculum to teaching writing effectively. An expanded test
preparation section includes multiple-choice questions, essay prompts, and syn-
thesis clusters to prepare students for the AP Language exam.
The Language of Composition book companion site (bedfordstmartins.com
/languageofcomp) This free resource includes the Language of Composition
Media Library with links to audio, video, and texts related to the readings in The

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 Preface xi

Language of Composition; online reading comprehension quizzes; and access to

Re:Writing, a free collection of Bedford/St. Martin’s most popular online materi-
als for writing, grammar, and research, including Exercise Central, the world’s
largest collection of online interactive grammar exercises.
i•claim visualizing argument i•claim offers a new way to see argument. With
tutorials, interactive assignments, and more than 70 multimedia arguments (includ-
ing Lou Gehrig’s farewell speech), i•claim brings argument to life.
i•cite visualizing sources i•cite presents a new way to see sources. With its ani-
mated introduction to using sources, concrete tutorials, and practice exercises,
i•cite helps students understand the hows and whys of working with sources.
To bundle i•claim and i•cite with The Language of Composition for only $5, use:
ISBN 978-1-4576-4135-0.

Acknowledgments
We want to extend our heartfelt appreciation to the team at Bedford/St. Martin’s.
We’ve enjoyed the support, guidance, and encouragement of many talented pro-
fessionals, starting with the leadership of former president Joan Feinberg, current
president Denise Wydra, editor in chief Karen Henry, and director of develop-
ment Erica Appel, who have been committed to this project from the start. We
say a special thanks to Nancy Perry, editorial director of custom publishing,
for encouraging us to explore the idea that became The Language of Composi-
tion. It is no exaggeration to call her role in this project visionary; The Language
of Composition would truly not exist without her initial ideas and continu-
ing belief in it. To our gifted editor Nathan Odell, we would like to present an
academy award for his exceptional judgment, appreciation for language, energy,
enthusiasm — and patience. Assigned to this project as our editor, he became our
dear friend. We thank Dan McDonough, editor and marketing manager, for his
creativity and faith. He brought us together at Bedford/St. Martin’s and from the
very start understood what we had in mind for this project. We hope the fin-
ished product lives up to his ideal. Many thanks to marketing manager Lisa
Kozempel for her support, expertise, wise counsel, and enthusiasm. Also, our
thanks to Emily Wunderlich, editorial assistant, a cheerful researcher and invalu-
able resource.
We also want to thank our many dedicated and innovative colleagues in the
Advanced Placement Program at the College Board, Educational Testing Service,
and classrooms across the country for sharing their knowledge of their subject
matter and their passion for preparing students for success in college. We want to
single out Janet Heller, formerly director of the AP Program in the Middle States
Office of the College Board, for giving us incredible opportunities to teach and
learn. A remarkable teacher in her own right, Janet encouraged us by example

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 xii Preface

and common classroom sense to seek better ways to motivate and move all stu-
dents to do their best work, work that would make them as well as us proud.
We would like to thank our reviewers, whose expertise guided us at every
turn: Jennifer Barbknecht, Allison Beers, Julie Bollich, Rebecca Cartee-Haring,
Allison Casper, Chad Cooley, James Dam, Dottie DePaolo, Beth Dibler, Denise
Hayden, Angie Hedges, Jasara Lee Hing Hines, Robert Hornbuckle, Paula Jay,
Hope Keese, Mary Kirkpatrick, Sylvia Kranish, Shaylene Krupinski, Tonita Lang,
Dianne Malueg, Jenny Massey, Daniel McKenna, Linda Mirro, Lisa Moore, Sherry
Neaves, Jennifer O’Hare, Beth Priem, Emily Richardson, Susan Sanchez, Shital
Shah, Paul Stevenson, Rebecca Swanigan, Gwendolyn Todd, Jennifer Troy, Jason
Webb, Peggy Winter, Eric Woodard, and Victoria Zavadsky.
We also want to thank our colleagues who model the high school–college
partnerships that are fundamental to The Language of Composition: Kathleen L.
Bell, John Brassil, Sandra Coker, Shirley Counsil, Robert DiYanni, Marilyn Elkins,
George Gadda, Mary-Grace Gannon, Stephen Heller, David Jolliffe, Bernie Phelan,
Mary-Jo Potts, Hephzibah Roskelly, Sylvia Sarrett, Ed Schmieder, and Norma
Wilkerson. Their suggestions, advice, and insights have made The Language of
Composition a better book.
We thank our families for their unflagging support and encouragement
through every stage of this project. A longer list of co-authors should include our
children Meredith Barnes, Christopher Shea, Kate Aufses, Michael Aufses, Alison
Scanlon, Lindsay Prezzano, Maura Liguori, and Kaitlin Scanlon.
Finally, we are grateful to our students — the ones in our classrooms and the
colleagues in our workshops — for teaching us well.

Renée H. Shea
Lawrence Scanlon
Robin Dissin Aufses

00_SHE_67650_FM_i_xxxvi.indd 12 6/18/12 3:09 PM

 Contents

Color Insert (following p. 604)

Preface v

1 An Introduction to Rhetoric:
Using the “Available Means” 1
activity Understanding Civil Discourse 2
The Rhetorical Situation 2
Lou Gehrig, Farewell Speech 2
Occasion, Context, and Purpose 3
The Rhetorical Triangle 3
activity Analyzing a Rhetorical Situation 4
SOAPS 5
Albert Einstein, Dear Phyllis, January 24, 1936 5
activity George W. Bush, 9/11 Speech 6
Appeals to Ethos, Logos, and Pathos 7
Ethos 7
Automatic Ethos 8
King George VI, The King’s Speech (September 3, 1939) 8
Building Ethos 9
Judith Ortiz Cofer, from The Myth of the Latin Woman: I Just
Met a Girl Named Maria 10
activity Establishing Ethos 10
Logos 11
Conceding and Refuting 11

xiii

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 xiv contents

Alice Waters, from Slow Food Nation 11

activity George Will, from King Coal: Reigning in China 12
Pathos 13
Richard Nixon, from The Checkers Speech 13
Images and Pathos 14
ACLU, The Man on the Left (advertisement) 15
Humor and Pathos 15
Ruth Marcus, from Crackberry Congress 16
activity Dwight D. Eisenhower, Order of the Day 17
Combining Ethos, Logos, and Pathos 18
Toni Morrison, Dear Senator Obama 18
activity Appealing to Ethos, Logos, and Pathos 20
Rhetorical Analysis of Visual Texts 21
Tom Toles, Rosa Parks (cartoon) 21
activity World Wildlife Fund, Protecting the Future of
Nature (advertisement) 22
Determining Effective and Ineffective Rhetoric 23
Jane Austen, from Pride and Prejudice 24
PETA, Feeding Kids Meat Is Child Abuse (advertisement) 25
Anne Applebaum, If the Japanese Can’t Build a Safe Reactor,
Who Can? 26
activity Tamar Demby, Alarmist or Alarming Rhetoric?
(student essay) 27
activity Federal Highway Administration, Stop for
Pedestrians (advertisement) 29
culminating activity 30
The Times, Man Takes First Steps on the Moon 30
William Safire, In Event of Moon Disaster 33
Ayn Rand, The July 16, 1969, Launch: A Symbol of Man’s Greatness 33
Herblock, Transported (cartoon) 35
Glossary of Rhetorical Terms 36

2 cLoSe ReAding: the Art and craft of Analysis 39

Analyzing Style 40
A Model Analysis 40

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 contents xv

Queen Elizabeth, Speech to the Troops at Tilbury 40

activity Looking at Rhetoric and Style 41
activity Winston Churchill, Blood, Toil, Tears, and
Sweat 43
Talking with the Text 44
Asking Questions 44
Ralph Ellison, from On Bird, Bird-Watching and Jazz 45
activity Ralph Ellison, from On Bird, Bird-Watching and
Jazz 47
Annotating 48
Joan Didion, The Santa Ana Winds 49
Using a Graphic Organizer 51
From Close Reading to Analysis 54
activity Virginia Woolf, The Death of the Moth 56
Writing a Close Analysis Essay 58
Groucho Marx, Dear Warner Brothers 59
Developing a Thesis Statement 61
A Sample Close Analysis Essay 62
activity Christopher Morley, On Laziness 63
Close Reading a Visual Text 65
Dodge, It’s a Big Fat Juicy Cheeseburger in a Land of Tofu
(advertisement) 66
activity Girl Scouts, What Did You Do Today?
(advertisement) 68
culminating activity 69
John F. Kennedy, Inaugural Address, January 20, 1961 69
Eleanor Clift, Inside Kennedy’s Inauguration, 50 Years On 74
United States Army Signal Corps, Inauguration of John F. Kennedy
(photo) 77
Glossary of Style Elements 78

3 AnALYzing ARguMentS: From Reading to Writing 81

What Is Argument? 81
Tom Toles, Crazed Rhetoric (cartoon) 82
Amy Domini, Why Investing in Fast Food May Be a Good Thing 83

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 xvi contents

activity Finding Common Ground 85

Essay in Progress: Selecting a Topic 85
Staking a Claim 85
activity Identifying Arguable Statements 86
Types of Claims 87
Claims of Fact 87
Claims of Value 88
Roger Ebert, Star Wars 88
activity Analyzing a Review 90
Claims of Policy 91
Anna Quindlen, from The C Word in the Hallways 91
activity New York Times Editorial Board, Felons and the
Right to Vote 92
Essay in Progress: Staking a Claim 94
From Claim to Thesis 94
Closed Thesis Statements 95
Open Thesis Statements 95
Counterargument Thesis Statements 96
activity Developing Thesis Statements 96
Essay in Progress: Developing a Thesis 97
Presenting Evidence 97
Relevant, Accurate, and Sufficient Evidence 98
Logical Fallacies 98
Fallacies of Relevance 99
Fallacies of Accuracy 100
Fallacies of Insufficiency 100
First-Hand Evidence 101
Personal Experience 101
Jennifer Oladipo, Why Can’t Environmentalism Be
Colorblind? 101
Anecdotes 103
Fabiola Santiago, In College, These American Citizens Are Not
Created Equal 103
Current Events 104
Second-Hand Evidence 105

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 contents xvii

Historical Information 105

Expert Opinion 107
Quantitative Evidence 108
activity Identifying Logical Fallacies 109
activity Dana Thomas, Terror’s Purse Strings 109
Essay in Progress: Using Evidence 111
Shaping Argument 111
The Classical Oration 111
Sandra Day O’Connor and Roy Romer, Not by Math Alone 112
Induction and Deduction 115
Induction 115
Malcolm Gladwell, from Outliers 116
Deduction 118
Essay in Progress: Shaping an Argument 119
Combining Induction and Deduction 120
Thomas Jefferson, The Declaration of Independence 120
activity Elizabeth Cady Stanton, The Declaration of
Sentiments 123
Using the Toulmin Model 125
Analyzing Assumptions 127
activity Identifying Assumptions 128
From Reading to Writing 129
activity Using Argument Templates 130
Analyzing Visual Texts as Arguments 131
Polyp, Rat Race (cartoon) 133
Alfred Stieglitz, The Steerage (photo) 136
activity U.S. Postal Service, The Heroes of 2001
(stamp) 137
Essay in Progress: Using Visual Evidence 137
culminating activity 137
Tom Toles, Heavy Medal (cartoon) 138
Michael Binyon, Comment: Absurd Decision on Obama Makes a
Mockery of the Nobel Peace Prize 138
Essay in Progress: First Draft 140
Glossary of Argument Terms and Fallacies 140

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 xviii contents

4 SYntHeSizing SouRceS: entering the conversation 145

activity Reflecting on Sources 146
Using Sources to Inform an Argument 146
Laura Hillenbrand, from Seabiscuit 146
activity Gerald L. Early, from A Level Playing Field 147
Using Sources to Appeal to an Audience 148
Steven Pinker, from Words Don’t Mean What They Mean 149
Steven Pinker, from The Stuff of Thought 149
Steven Pinker, from The Evolutionary Social Psychology of Off-Record
Indirect Speech Acts 150
activity Examining a Columnist 152

conveRSAtion Mandatory Community Service 153

1. Neil Howe and William Strauss, from Millennials
Rising 153
2. The Dalton School, Community Service Mission
Statement 154
3. Detroit News, Volunteering Opens Teen’s Eyes to Nursing 156
4. Dennis Chaptman, Study: “Resume Padding” Prevalent in
College-Bound Students Who Volunteer 157
5. Arthur Stukas, Mark Snyder, and E. Gil Clary, from The
Effects of “Mandatory Volunteerism”on Intentions to Volunteer 158
6. Mark Hugo Lopez, from Youth Attitudes toward Civic Education
and Community Service Requirements 158

Writing a Synthesis Essay 160

Identifying the Issues: Recognizing Complexity 160
Formulating Your Position 161
activity Supporting a Thesis 162
Framing Quotations 162
Integrating Quotations 163
activity Using Sources Effectively 163
Citing Sources 164
A Sample Synthesis Essay 164

cuLMinAting conveRSAtion The Dumbest Generation? 166

1. Mark Bauerlein, The Dumbest Generation 167
2. Sharon Begley, The Dumbest Generation? Don’t Be Dumb 168

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 contents xix

3. Mizuko Ito et al., Living and Learning with New Media:

Summary of Findings from the Digital Youth Project 169
4. Nicholas Carr, Is Google Making Us Stupid? 170
5. R. Smith Simpson, Are We Getting Our Share of the Best? 171
6. Steven Johnson, Your Brain on Video Games 172
7. Clive Thompson, The New Literacy 173
8. Roz Chast, Shelved (cartoon) 174

5 educAtion 175
To what extent do our schools serve the goals of a true education?

Central Essay
Francine Prose, I Know Why the Caged Bird Cannot Read 176
I find myself, each September, increasingly appalled by the dismal lists of texts that
my sons are doomed to waste a school year reading. What I get as compensation is a
measure of insight into why our society has come to admire Montel Williams and
Ricki Lake so much more than Dante and Homer.

Classic Essay
Ralph Waldo Emerson, from Education 189
I believe that our own experience instructs us that the secret of Education lies in
respecting the pupil. It is not for you to choose what he shall know, what he shall do.
It is chosen and foreordained, and he only holds the key to his own secret.

Other Voices
James Baldwin, A Talk to Teachers 197
The paradox of education is precisely this—that as one begins to become conscious
one begins to examine the society in which he is being educated. The purpose of
education, finally, is to create in a person the ability to look at the world for himself,
to make his own decisions. . . . But no society is really anxious to have that kind of
person around.
Kyoko Mori, School 204
In America, we are proof that the romantic notion of the natural writer is a myth. In
Japan, where no formal training is offered in writing, the myth may be a sad reality
that prevents many people from becoming writers.
Sherman Alexie, Superman and Me 215
I learned to read with a Superman comic book. Simple enough, I suppose. I cannot
recall which particular Superman comic book I read, nor can I remember which
villain he fought in that issue. I cannot remember the plot, nor the means by which I
obtained the comic book. What I can remember is this: I was 3 years old, a Spokane
Indian boy living with his family on the Spokane Indian Reservation in eastern
Washington state.

00_SHE_67650_FM_i_xxxvi.indd 19 6/18/12 3:09 PM

 xx contents

David Sedaris, Me Talk Pretty One Day 218

How often is one asked what he loves in this world? More to the point, how often is
one asked and then publicly ridiculed for his answer?
Margaret Talbot, Best in Class 223
In some ways, it seems that the valedictorian is a status designed for a simpler time,
when few people aspired to college. It isn’t entirely suited to a brutally competitive
age in which the dividing line between those who go to college and those who don’t
may be the most significant fissure in American society. . . .
David Foster Wallace, This Is Water: Some Thoughts, Delivered on a
Significant Occasion, about Living a Compassionate Life 232
“Learning how to think” really means learning how to exercise some control over how
and what you think. It means being conscious and aware enough to choose what you
pay attention to and to choose how you construct meaning from experience.

Fiction
Sandra Cisneros, Eleven 239

Visual Text
Norman Rockwell, The Spirit of Education (painting) 242

Visual Text
Roz Chast, What I Learned: A Sentimental Education from Nursery
School through Twelfth Grade (cartoon) 243

conveRSAtion The American High School 248

1. Horace Mann, from Report of the Massachusetts Board of
Education 248
2. Todd Gitlin, The Liberal Arts in an Age of Info-Glut 251
3. Leon Botstein, Let Teenagers Try Adulthood 254
4. Edward Koren, Two Scoreboards (cartoon) 256
5. Diane Ravitch, Stop the Madness 257
6. Eric A. Hanushek et al., from U.S. Math Performance in Global
Perspective (tables) 260
7. David Barboza, from Shanghai Schools’ Approach Pushes Students
to Top of Tests 263

Student WRiting Argument: Using Personal Experiences as

Evidence 267

gRAMMAR AS RHetoRic And StYLe Appositives 269

SuggeStionS FoR WRiting Education 276

00_SHE_67650_FM_i_xxxvi.indd 20 6/18/12 3:09 PM

 contents xxi

6 coMMunitY 279
What is the relationship of the individual to the community?

Central Essay
Martin Luther King Jr., Letter from Birmingham Jail 280
Abused and scorned though we may be, our destiny is tied up with America’s destiny.
Before the pilgrims landed at Plymouth, we were here. Before the pen of Jefferson
etched the majestic words of the Declaration of Independence across the pages of
history, we were here.

Classic Essay
Henry David Thoreau, Where I Lived, and What I Lived For 296
I went to the woods because I wished to live deliberately, to front only the essential
facts of life, and see if I could not learn what it had to teach, and not, when I came to
die, discover that I had not lived.

Other Voices
Richard Rodriguez, Aria: A Memoir of a Bilingual Childhood 303
Memory teaches me what I know of these matters; the boy reminds the adult. I was a
bilingual child, a certain kind — socially disadvantaged — the son of working-class
parents, both Mexican immigrants.
Ellen Goodman, The Family That Stretches (Together) 314
So, our families often extend along lines that are determined by decrees, rather than
genes. If the nucleus is broken, there are still links forged in different directions.
Lori Arviso Alvord, Walking the Path between Worlds 316
The outside, non-Indian world is tribeless, full of wandering singular souls, seeking
connection through societies, clubs, and other groups. White people know what it is to
be a family, but to be a tribe is something of an altogether different sort.
Robert D. Putnam, Health and Happiness 323
Countless studies document the link between society and psyche: people who have
close friends and confidants, friendly neighbors, and supportive co-workers are less
likely to experience sadness, loneliness, low self-esteem, and problems with eating and
sleeping . . . for in study after study people themselves report that good relationships
with family members, friends, or romantic partners — far more than money or
fame — are prerequisites for their happiness.
Dinaw Mengestu, Home at Last 337
I’ve known only a few people, however, that have grown up with the oddly
permanent feeling of having lost and abandoned a home that you never, in fact,
really knew, a feeling that has nothing to do with apartments, houses, or miles, but
rather the sense that no matter how far you travel, or how long you stay still, there is
no place that you can always return to, no place where you fully belong.
Scott Brown, Facebook Friendonomics 342
We scrawl “Friends Forever” in yearbooks, but we quietly realize, with relief, that
some bonds are meant to be shed, like snakeskin or a Showtime subscription. It’s

00_SHE_67650_FM_i_xxxvi.indd 21 6/18/12 3:09 PM

 xxii contents

nature’s way of allowing you to change, adapt, evolve, or devolve as you wish —
and freeing you from the exhaustion of multifront friend maintenance.
Malcolm Gladwell, Small Change: Why the Revolution Will Not Be
Tweeted 344
There is strength in weak ties. . . . Our acquaintances — not our friends — are our
greatest source of new ideas and information. The Internet lets us exploit the power
of these kinds of distant connections with marvelous efficiency. . . . But weak ties
seldom lead to high-risk activism.

Poetry
Aurora Levins Morales, Child of the Americas 354

Paired Visual Texts

Norman Rockwell, Freedom from Want (painting) 356
Roz Chast, The Last Thanksgiving (cartoon) 358

Visual Text
Nissan Motor Company, The Black Experience Is Everywhere
(advertisement) 359

conveRSAtion The Individual’s Responsibility to the

Community 361
1. Andrew Carnegie, from The Gospel of Wealth 361
2. Bertrand Russell, The Happy Life 363
3. Garrett Hardin, from Lifeboat Ethics 365
4. Peter Singer, from The Singer Solution to World
Poverty 369
5. Zapiro (Jonathan Shapiro), World Economic Forum
(cartoon) 374
6. Christian Science Monitor Editorial Board, Warren Buffett,
Bill Gates, and the Billionaire Challenge 375
7. Der Spiegel Online, Negative Reaction to Charity
Campaign 377

Student WRiting Synthesis: Incorporating Sources into a

Revision 380

gRAMMAR AS RHetoRic And StYLe Parallel Structures 384

SuggeStionS FoR WRiting Community 391

00_SHE_67650_FM_i_xxxvi.indd 22 6/18/12 3:09 PM

 contents xxiii

7 tHe econoMY 393

What is the role of the economy in our everyday lives?

Central Essay
Barbara Ehrenreich, from Serving in Florida 394
Chatting with customers is for the good-looking young college-educated servers in the
downtown carpaccio and ceviche joints, the kids who can make $70–$100 a night.
What had I been thinking? My job is to move orders from tables to kitchen and then
trays from kitchen to tables. Customers are in fact the major obstacle to the smooth
transformation of information into food and food into money — they are, in short,
the enemy.

Classic Essay
Jonathan Swift, A Modest Proposal 404
I have been assured by a very knowing American of my acquaintance in London, that
a young healthy child well nursed is at a year old a most delicious, nourishing, and
wholesome food, whether stewed, roasted, baked, or broiled; and I make no doubt
that it will equally serve in a fricassee or a ragout.

Other Voices
John Ruskin, from The Roots of Honor 413
And as the captain of a ship is bound to be the last man to leave his ship in case of
wreck . . . so the manufacturer, in any commercial crisis or distress, is bound to take
the suffering of it with his men, and even to take more of it for himself than he allows
his men to feel; as a father would in a famine, shipwreck, or battle, sacrifice himself
for his son.
Booker T. Washington, The Atlanta Exposition Address 417
To those of my race who depend on bettering their condition in a foreign land or who
underestimate the importance of cultivating friendly relations with the Southern
white man, who is their next-door neighbour, I would say: “Cast down your bucket
where you are” — cast it down in making friends in every manly way of the people of
all races by whom we are surrounded.
Lars Eighner, On Dumpster Diving 421
I live from the refuse of others. I am a scavenger. I think it a sound and honorable
niche, although if I could I would naturally prefer to live the comfortable consumer
life, perhaps — and only perhaps — as a slightly less wasteful consumer owing to
what I have learned as a scavenger.
Eric Schlosser, from In the Strawberry Fields 431
We have been told for years to bow down before “the market.” We have placed our
faith in the laws of supply and demand. What has been forgotten, or ignored, is that
the market rewards only efficiency. Every other human value gets in its way.
Stephen J. Dubner and Steven D. Levitt, What the Bagel Man Saw 443
His economist friends thought he had lost his mind. They made oblique remarks
(and some not so oblique) about “a terrible waste of talent.” . . . Driving around the

00_SHE_67650_FM_i_xxxvi.indd 23 6/18/12 3:09 PM

Another random document with
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yam stick, 148
yam tjuringa, 280 et seq., 337, 347
Yantowannta Tribe, xiv, 4, 50, 82, 83, 92, 114, 121, 155, 169,
205, 207, 213, 237
Yarrakinna, ochre mine near Parachilna, 316
“yarralyi,” beetles supposed to possess ecbolic principles, 64
Yauroworka Tribe, xiv, 4, 103
“yeapatja,” or caterpillar tjuringa, 352, 353
yelka, 148, 149;
ceremonial drawing of, 327
“yerumba,” a honey ant, 147
Yirrerri, neck of emu in the sky, 334
Yunta rock carvings, 306-308

Z
Zamia, cicatrices in imitation of, 238;
in Australia, 58
zygomatic arch, 30
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