ENC1103 FSCA Sex Lies and Conversation Pattern Book Questions

Anonymous

Question Description

read the stories on the pages below in the “Patterns” book pdf file that i attached and answer the questions below:

Tannen, pg. 423

Tecson, pg. 385

Catton, pg. 393

Grant and Lee

  • What took place at Appomattox Court House on April 9, 1865? Why did the meeting at Appomattox signal the closing of a “great chapter in American life.”
  • How does Robert E. Lee represent aristocracy? How does Ulysses S. Grant represent Lee’s opposite?
  • According to Catton, where is it that “the contrast between Grant and Lee becomes most striking”?
  • What similarities does Catton see between the two men?
  • Why, according to Catton, are “succeeding generations of Americans”

Sex, Lies and Conversation

  • What pattern of communication does Tannen identify at the beginning of her essay?
  • According to Tannen, what do women complain about most in their marriages?
  • What gives women the impression that men do not listen?
  • What characteristics of women’s speech do men find frustrating?
  • According to Tannen, what can men and women do to remedy the communication problems that exist in most marriages?

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00_KIR_67684_FM_i_xl.indd ii Achorn International 11/18/2011 11:40PM Patterns for College Writing A Rhetorical Reader and Guide 00_KIR_67684_FM_i_xl.indd i Achorn International 11/18/2011 11:40PM this page left intentionally blank 00_KIR_67684_FM_i_xl.indd ii Achorn International 11/18/2011 11:40PM twelfth Edition Patterns for College Writing A Rhetorical Reader and Guide Laurie G. Kirszner University of the Sciences Stephen R. Mandell Drexel University Bedford/St. Martin’s Boston • New York 00_KIR_67684_FM_i_xl.indd iii Achorn International 11/18/2011 11:40PM For Bedford/St. Martin’s Executive Editor: John Sullivan Production Editor: Jessica Skrocki Gould Senior Production Supervisor: Jennifer Peterson Senior Marketing Manager: Molly Parke Editorial Assistant: Alyssa Demirjian Copy Editor: Diana P. George Indexer: Leoni Z. McVey Photo Researcher: Lynn Tews Permissions Manager: Kalina K. Ingham Art Director: Lucy Krikorian Text Design: Brian Salisbury Cover Design: Marine Miller Cover Art: André Derain, Mountains at Collioure, 1905, John Hay Whitney Collection, Image courtesy of the National Gallery of Art, Washington, oil on canvas © 2011 Artists Rights Society (ARS), New York/ADAGP, Paris Composition: Achorn International, Inc. Printing and Binding: RR Donnelley and Sons President: Joan E. Feinberg Editorial Director: Denise B. Wydra Editor in Chief : Karen S. Henry Director of Marketing : Karen R. Soeltz Director of Production: Susan W. Brown Associate Director, Editorial Production: Elise S. Kaiser Managing Editor: Shuli Traub Library of Congress Control Number: 2011931599 Copyright © 2012 (published January 2012), 2010 (Published January 2009), 2007, 2004 by Bedford/St. Martin’s All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by the Publisher. Manufactured in the United States of America. 1 2 3 4 5 6 15 14 13 12 11 For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN: 978-0-312-67684-1 (paperback) ISBN: 978-0-312-62307-4 (High School edition) Acknowledgments Acknowledgments and copyrights appear at the back of the book on pages 769–773, which constitute an extension of the copyright page. It is a violation of the law to reproduce these selections by any means whatsoever without the written permission of the copyright holder. 00_KIR_67684_FM_i_xl.indd iv Achorn International 11/18/2011 11:40PM For Peter Phelps (1936–1990), with thanks 00_KIR_67684_FM_i_xl.indd v Achorn International 11/18/2011 11:40PM this page left intentionally blank 00_KIR_67684_FM_i_xl.indd ii Achorn International 11/18/2011 11:40PM preface Since it was first published, Patterns for College Writing has been used by millions of students at colleges and universities across the United States. We have been delighted by the overwhelmingly positive response to the first eleven editions of Patterns, and we continue to be gratified by positive feedback from the many instructors who find Patterns to be the most accessible and the most pedagogically sound rhetoric-reader they have ever used. In preparing this twelfth edition, we have worked hard to fine-tune the features that have made Patterns the most popular composition reader available today and to develop new features to enhance the book’s usefulness for both instructors and students. What Instructors and Students Like about Patterns for College Writing An Emphasis on Critical Reading The Introduction, “How to Use This Book,” and Chapter 1, “Reading to Write: Becoming a Critical Reader,” prepare students to become analytical readers and writers by showing them how to apply critical reading strategies to a typical selection and by providing sample responses to the various kinds of writing prompts in the book. Not only does this material introduce students to the book’s features, but it also prepares them to tackle reading and writing assignments in their other courses. Extensive Coverage of the Writing Process The remaining chapters in Part One, “The Writing Process” (Chapters 2 through 5), comprise a “mini-rhetoric,” offering advice on drafting, writing, revising, and editing as they introduce students to activities such as freewriting, brainstorming, clustering, and journal writing. These chapters also include numerous writing exercises to give students opportunities for immediate practice. Detailed Coverage of the Patterns of Development In Part Two, “Readings for Writers,” Chapters 6 through 14 explain and illustrate the patterns of development that students typically use in their college writing assignments: narration, description, exemplification, vii 00_KIR_67684_FM_i_xl.indd vii Achorn International 11/18/2011 11:40PM viii   Preface process, cause and effect, comparison and contrast, classification and division, definition, and argumentation. Each chapter begins with a comprehensive introduction that presents a definition and a paragraph-length example of the pattern to be discussed and then explains the particular writing strategies and applications associated with it. Next, each chapter analyzes one or two annotated student essays to show how the pattern can be used in particular college writing situations. Chapter 15, “Combining the Patterns,” illustrates how the various patterns of development discussed in Chapters 6 through 14 can work together in an essay. A Diverse and Popular Selection of Readings Varied in subject, style, and cultural perspective, the sixty-nine professional selections engage students while providing them with outstanding models for writing. We have tried to achieve a balance between classic authors (George Orwell, Jessica Mitford, E. B. White, Martin Luther King Jr.) and newer voices (Sherman Alexie, Amy Chua, Amanda Brown) so that instructors have a broad range of readings to choose from. More Student Essays Than Any Comparable Text To provide students with realistic models for improving their own writing, we include sixteen sample student essays (one new to this edition). These essays are available as transparency masters so that instructors can use them more effectively in the classroom. They can also be downloaded from the Patterns for College Writing companion Web site, bedfordstmartins .com/patterns. Helpful Coverage of Grammar Issues Grammar in Context boxes in chapter introductions offer specific advice on how to identify and correct the grammar, mechanics, and punctuation problems that students are likely to encounter when they work with particular patterns of development. Practice exercises for mastering these grammar skills are available on Re:Writing , a comprehensive online exercise collection accessible at the Patterns companion Web site. Apparatus Designed to Help Students Learn Each professional essay in the text is followed by four types of questions. These questions are designed to help students assess their understanding of the essay’s content and of the writer’s purpose and audience; to recognize the stylistic and structural techniques used to shape the essay; and to become sensitive to the nuances of language. Each essay is also accompanied by a Journal Entry prompt, Writing Workshop topics (suggestions for full-length writing assignments), and Thematic Connections that identify 00_KIR_67684_FM_i_xl.indd viii Achorn International 11/18/2011 11:40PM Preface   ix related readings in the text. Also following each essay is a Combining the Patterns feature that focuses on different patterns of development used in the essay and possible alternatives to these patterns. Each chapter ends with a list of Writing Assignments and a Collaborative Activity. Many of these assignments and activities have been updated to reflect the most current topics as well as the most up-to-date trends and sites available on the Web. Extensive Cultural and Historical Background for All Readings In addition to a biographical headnote, each reading is preceded by a headnote containing essential background information to help students make connections between the reading and the historical, social, and economic forces that shaped it. An Introduction to Visual Texts Every rhetorical chapter includes a visual text — such as a photograph, a piece of fine art, or panels from a graphic novel — that provides an acces­ sible introduction to each rhetorical pattern. Apparatus that helps students discuss the pattern in its visual form follows each image. Thorough Coverage of Working with Sources “Part Three: Working with Sources” takes students through the process of writing a research paper and includes a model student paper in MLA style. (The Appendix addresses APA style and includes a model APA paper.) What’s New in This Edition Engaging New Readings The twenty-seven new professional essays treat topics of current interest. Deborah L. Rhode discusses “Why Looks Are the Last Bastion of Discrimination,” Paul H. Rubin makes a surprising case for “Environmentalism as Religion,” and Maria Hinojosa, in “A Supreme Sotomayor: How My Country Has Caught Up to Me,” shows how one judicial appointment has ramifications for all Latinas. In all cases, readings have been carefully selected for their high-interest subject matter as well as for their effectiveness as teachable models for student writing. Argumentation Chapter Updated The argumentation chapter now includes two new debates (“Are Internships Fair to Students?” and “Should American Citizenship Be a Birthright?”) and two new casebooks (“How Can We Address the Shortage of Organ Donors?” and “Should Government Tax Sugary Drinks?”). 00_KIR_67684_FM_i_xl.indd ix Achorn International 11/18/2011 11:40PM x   Preface More Support for Critical Reading A new introductory chapter, “Reading to Write: Becoming a Critical Reader,” explains and illustrates the process of previewing, annotating, and summarizing and includes examples and exercises for active learning. More Help with Research Coverage of research has been expanded, with three full chapters in the new Part Three devoted to finding, evaluating, and integrating sources; avoiding plagiarism; and documenting sources in MLA style. Part Three includes exercises to help students practice their research skills as they learn. An Appendix, “Documenting Sources: APA,” explains APA style and includes a model student paper. You Get More Digital Choices for Patterns for College Writing Patterns for College Writing doesn’t stop with the book. Online, you’ll find both free and affordable premium resources to help students get even more out of the book and your course. You’ll also find convenient instructor resources, such as downloadable sample syllabi, classroom activities, and even a nationwide community of teachers. To learn more about or order any of the products below, contact your Bedford/St. Martin’s sales representative, email sales support (sales_support@bfwpub.com), or visit the Web site at bedfordstmartins.com. Companion Web Site for Patterns for College Writing bedfordstmartins.com/patterns Our companion Web site enables you to send students to free and open resources, choose flexible premium resources to supplement your print text, or upgrade to an expanding collection of innovative digital content. Free and open resources for Patterns for College Writing provide students with easy-to-access reference materials, visual tutorials, and support for working with sources. • • • • • Reading comprehension quizzes Debate topics Chapter-specific exercises Downloadable PDF files of the peer editing worksheets Research and Documentation Online by Diana Hacker, which offers research sources for more than thirty disciplines and documentation guidelines, models, and sample papers in MLA, APA, Chicago, and CSE styles 00_KIR_67684_FM_i_xl.indd x Achorn International 11/18/2011 11:40PM Preface   xi • Bedford Bibliographer: a tool for collecting source information and making a bibliography in MLA, APA, and Chicago styles VideoCentral is a growing collection of videos for the writing class that captures real-world, academic, and student writers talking about how and why they write. VideoCentral can be packaged for free with Patterns for College Writing. An activation code is required. To order VideoCentral packaged with the print book, use ISBN 978-0-312-53975-7. Re:Writing Plus gathers all of Bedford/St. Martin’s premium digital content for composition into one online collection. It includes hundreds of model documents, the first ever peer review game, and VideoCentral. Re:Writing Plus can be purchased separately or packaged with the print book at a significant discount. An activation code is required. To order Re:Writing Plus packaged with the print book, use ISBN 978-0-312-53982-5. A Variety of E-Book Options An electronic edition of Patterns for College Writing is available in a variety of e-book formats that can be downloaded to a computer, tablet, or e-reader. Your students get the content you want in a convenient format — for about half the cost of a print book. We give you two options: our Bedford/St. Martin’s e-book is optimized for reading and studying online, available from bedfordstmartins.com/patterns. Our CourseSmart e-book can be downloaded or used online, whichever is more convenient for your students. See bedfordstmartins.com/ebooks for details. Instructor Resources You have a lot to do in your course. Bedford/St. Martin’s wants to make it easy for you to find the support you need — and to access it quickly. Resources for Instructors Using Patterns for College Writing is available in PDF format that can be downloaded from the companion Web site at bedfordstmartins.com/patterns. In addition to chapter overviews and teaching tips, the Instructor’s Manual includes sample syllabi and suggestions for classroom activities. TeachingCentral (bedfordstmartins.com/teachingcentral) offers the entire list of Bedford/St. Martin’s print and online professional resources in one place. You’ll find landmark reference works, sourcebooks on pedagogical issues, award-winning collections, and practical advice for the classroom — all free for instructors. Bits (bedfordbits.com) collects creative ideas for teaching a range of composition topics in an easily searchable blog. A community of teachers — leading scholars, authors, and editors — discuss revision, research, grammar and style, technology, peer review, and much more. Take, use, adapt, and pass the ideas around. Then, come back to the site to comment or share your own suggestion. 00_KIR_67684_FM_i_xl.indd xi Achorn International 11/18/2011 11:40PM xii   Preface Content cartridges for the most common course management systems — Blackboard, WebCT, Angel, and Desire2Learn — allow you to easily download digital content for your course. To find the cartridges available with Patterns for College Writing , visit bedfordstmartins.com/patterns /catalog. Acknowledgments As always, friends, colleagues, students, and family all helped this project along. Of particular value were the responses to questionnaires sent to users of the eleventh edition, and we thank each of the instructors who responded so frankly and helpfully: Emily Berg, Reedley College; Deanie Carlton, Polk State College; Angela Chilton, Tarrant County College; Holly DeGrow, Mt. Hood Community College; Dr. George Edwards Jr., Tarrant County College; Sallyanne H. Fitzgerald, Polk State College; Jim Frank, St. Clair County Community College; Melissa Freitas, Massasoit Community College; Holly French-Hart, Bossier Parish Community College; Larry Gilbert, Ivy Tech Community College; John R. Hart, Motlow State Community College; Charles Hill, Gadsden State Community College; Anneliese Homan, State Fair Community College; Patricia D. Jackson, Norfolk State University; Nancy Kerr, North Lake College; Madelaine Kingsbury, Overbrook High School; Michael Kleeberg, Ivy Tech Community College; Patricia M. Leonard, Carl Sandburg High School; Amelia L. Lopez, Harold Washington College; John S. Lusk, St. Clair County Community College; Susan McKinnis, Allen Community College; Eric Norment, Bridgewater State University; Carol Pearson, West Georgia Technical College; Rosie Soy, Hudson County Community College; Wes Spratlin, Motlow State Community College; Elizabeth H. Stringer, East Mississippi Community College; Charrolee Thompson, Massasoit Community College; Gina Thompson, East Mississippi Community College; Usha Wadhwani, New Jersey City University; Jane Williams, Arizona Western College; Natasha Molet Worthington, Wayne Community College; Rose N. Yesu, Massasoit Community College. We are also grateful to those instructors who responded to an in-depth review letter: Heidi Ajrami, Victoria College; Jacqueline Allen Trimble, Hun­ tingdon College; Rhonda Armstrong, Paris Junior College; Jose M. Blanco, Miami Dade College; Robert E. Cummings, University of Mississippi; Rita B. Dandridge, Virginia State University; Chip Dunkin, University of Mississippi; Michael Allan Earle, St. Petersburg College; George Edwards Jr., Tarrant County College; Holly French-Hart, Bossier Parish Community College; David S. Hainline, Lee College; Catherine F. Heath, Victoria College; Beverly Holmes, Northwest Florida State College; Linda LaPointe, St. Petersburg College; Bryan Moore, Arkansas State University; Ann H. Moser, Virginia Western Community College; Jeffrey Rubinstein, Hillsborough Community College; Elizabeth Starr, Ivy Tech Community College; Robert A. Taylor, Florida Institute of Technology; Gina Thompson, East 00_KIR_67684_FM_i_xl.indd xii Achorn International 11/18/2011 11:40PM Preface   xiii Mississippi Community College; Cheli J. Turner, Greenville Technical College; Janet M. Willman, Hillsborough Community College. Special thanks go to Jeff Ousborne for his help with some of the apparatus and for revising the headnotes and the Resources for Instructors. Through twelve editions of Patterns for College Writing , we have enjoyed a wonderful working relationship with Bedford/St. Martin’s. We have always found the editorial and production staff to be efficient, cooperative, and generous with their time and advice. As always, we appreciate the encouragement and advice of our longtime friend, Nancy Perry. In addition, we thank Joan Feinberg, president of Bedford/St. Martin’s, for her support for this project and for her trust in us. During our work on this edition, we have benefited from our productive relationship with John Sullivan, our editor, who helped us make this edition of Patterns the best it could be. We are also grateful to Jessica Gould, project editor, and Shuli Traub, managing editor, for their work overseeing the production of this edition; Lucy Krikorian and Brian Salisbury for the new interior design; Donna Dennison for the attractive new cover; Shannon Walsh, associate editor, for her help throughout the project; and editorial assistant Alyssa Demirjian, for her invaluable help with tasks large and small. We are fortunate to have enjoyed our long and fulfilling collaboration; we know how rare a successful partnership like ours is. We also know how lucky we are to have our families help keep us in touch with the things that really matter. Laurie G. Kirszner Stephen R. Mandell 00_KIR_67684_FM_i_xl.indd xiii Achorn International 11/18/2011 11:40PM this page left intentionally blank 00_KIR_67684_FM_i_xl.indd ii Achorn International 11/18/2011 11:40PM Contents Preface vii Thematic Guide to the Contents xxxv Introduction: How to Use This Book ...
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Tutor Answer

Knutsen
School: UCLA

Hello there, here is the complete paper. Go through it and in case of anything, feel free to alert me.Regards

Running Head: PATTERNS

1

Patterns

Student’s Name
Institution’s Affiliation
Date

PATTERNS

2

Grant and Lee
1. Appomattox Court House on April 9, 1865
Ulysses S. Grant and Robert E. Lee met in the parlor of the Appomattox Court House on
April 9, 1865, to discuss the terms of surrender of Lee’s army (Kirszner & Mandell, 2012). Due
to the surrender of Lee’s army, it meant that the Confederates’ army was surrendering and the
American Civil war was to come to an end.
2. Robert E. Lee’s Aristocracy and Ulysses S. Grant’s opposite
Lee was born in Virginia. In the state of Virginia aristocracy was the way fo the
government and he was brought in it. On the other hand, Grant was born in the west where he
was brought up to work in order to provide and survive.
3.

‘The contrast between Grant and Lee becomes most striking’

According to Catton’s words, Grant was the upcoming modern man and Lee might have
ridden from the old age of chivalry.
4. Similarities be...

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Anonymous
awesome work thanks

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