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For HCC by HCC Composition and Grammar for HCC by HCC Hillsborough Community College Tampa, FL i Textbook Editorial Board Dr. Jenifer Paquette—Editor Dr. Benjamin Barrett Dr. Dexter Brock Phillip Chamberlin Dr. Charity Freeman Dr. Suzanne Lynch Laura Mita Michelle Sanders Contributors Dr. Benjamin Barrett, Jana Bielecki, Dr. Dexter Brock, Molly Brown-Fuller, Lorenzo Carswell, Phillip Chamberlin, Ed Coursey, Angela Eward-Mangione, Natalia Fiore, John Frank, Dr. Charity Freeman, Dr. Robert Funk, Judith Gaspar, Dr. Richard Gaspar, Dr. Barbara Goldstein, Dr. Suzanne Lynch, Rocky Marcus, Laura Mita, Dr. Judith Nolasco, Dr. Jenifer Paquette, Doug Peterson, Jeffrey Rubinstein, Valerie Saad, Michelle Sanders, Melissa Steinhardt, Angela Tartaglia, Alex Tavares, Dr. Raymond Vince Cover art from https://pixabay.com/en/lamp-hand-bulb-idea-strategy-2247538/ DTEC Building: Pencil art by Patchanit Sriviroch All student samples used with permission. HCC 2017 ii Introduction Preface to Students Composition and Grammar for HCC by HCC is a basic introductory writing text written specifically for HCC students by HCC instructors. The text is designed to introduce you to skills that you will need throughout your college career and, for that reason, focuses primarily on expository essay writing. Although ENC 1101 varies with each instructor, the primary goal of all writing instructors is to teach you how to become a better writer by focusing on both the basic skills and the stylistic art of effective writing. This text takes a dual approach to writing and provides you with the tools to tackle this complex subject from your own comfort level. It approaches writing from both an exploratory and a classical perspective. The exploratory perspective teaches and models writing as a process of purposeful probing as the primary means of advancing ideas. This approach does not assume that the writer comes to the writing task with a fully formed understanding of the entire scope and trajectory of the essay. Instead it assumes that the process of purposeful questioning will advance the essay, and the essay will take its shape as a result of discoveries made along the way. The classical approach, which is much more concrete than an exploratory approach, provides the writer with a traditional format from which to approach ideas. It incorporates specific outlining and envisions the essay as a tightly organized process of development. A focus on both these approaches is a unique strategy for a writing text and allows us (instructors) to approach writing from a multi-layered perspective. Because this text is written specifically with the HCC student in mind, we also hope that you will engage with the text in a way that standard textbooks do not allow. Your instructor has been readily engaged in the production of this text, which has been written with you in mind. This approach has offered us considerable flexibility in meeting your needs. We hope you will use it as a collaborative tool to build the bridge between what you need and what we do because our primary goal at the conclusion of the course is for you not only to become a better writer, but also feel more comfortable and confident with your individual process of writing, reading, and critical thinking. Dr. Jenifer Paquette and Dr. Suzanne Lynch July 2017 iii Acknowledgements Creating a textbook is a tremendous endeavor. This particular text would not exist without the heroic efforts of the Editorial Board and the contributors, so I would like to acknowledge each of them with a hearty thank you for putting together a quality product for our students. You are all amazing for making this idea a reality. A very special thank you goes out to Phil Chamberlin for reading and re-reading endless drafts, creating literally dozens of exercises, and toning down my exclamation points; to Michelle Sanders for tirelessly working to get student quizzes together, for finding great student samples, and for adding depth and insight to formerly weak sections; to Laura Mita for sharing her tech knowledge and spending countless hours on Google docs; to Benjamin Barrett and John Frank for coordinating a companion reader for this textbook; to Ed Coursey for the best argument chapter I’ve seen in a composition textbook; to Jana Bielecki for her detailed comments that made the book so much better; to Maribeth Mobley for catching the little things we kept missing; to Angela Eward-Mangione for providing another set of eyes; to Melissa Steinhardt for writing all of the missing chapters when we needed them; to Suzanne Lynch and Valerie Saad for the initial conversation that raised the possibility of a faculty-created textbook; and to Rebecca Todd and Dustin Lemke, the best hallmates ever, for giving perspective whenever I got lost in the weeds. An English textbook is not complete without samples, so I would like to thank all of the students who shared their work with us: Nia Baptiste-Dena, Shae Barhonovich, Tiffany Brown, Wesley Bryan, Krista Byrd, Rachel Carter, Laura Dilts, Markie Gourley, Kelly Gutierrez, Amber Imeh, Jared Kleinkopf, Alia Machin, Jo Neuman, Luigi Garcia Otero, Jessica Oswald, Kristina Piloto, Peggy Reyes, Jasmine Rolph, Alex Rose, Riley Schmidt, Laura Vasquez, and Andrea Waters. This textbook would not be what it is without your contributions. Another important part of a textbook is artwork. Most of the images are Creative Commons, so I thank the nameless artists who shared their work with the world. I would also like to thank Patchanit Srivinach for sharing her pencil drawing of the DTEC building. Finally, I extend my gratitude to artist Ben Heine who graciously allowed us to use some of his work in this project. Please visit www.benheine.com to see more of his mind-blowing work. Dr. Jenifer Paquette Editor 15 June 2017 iv Brief Contents Part One: Reading Techniques 1 Reading Techniques help students stay engaged with the text and retain more of what is read. Part Two: The Writing Process 13 The Writing Process begins with generating ideas, moves through organization and drafting, and ends with revising and editing. Part Three: Types of Writing 66 Types of Writing explores the different modes of narration and description, exemplification and definition, classification/division, process analysis, compare/contrast, cause/effect, and persuasion as well as other academic, business, and public writing. Part Four: Grammar 200 Grammar covers the basic parts of speech, continues through the parts of a sentence, discusses key punctuation as well as common errors, and ends with a discussion of style. Part Five: Research 332 Research includes an introduction to the research process, continues with a discussion of plagiarism, covers both finding and integrating sources, and ends with a look at MLA and APA format. Open Textbook: https://pixabay.com/en/blur-bokeh-book-college-data-1868068/ v Table of Contents Introduction .................................................................................................................................... iii Preface to Students ..................................................................................................................... iii Acknowledgements ......................................................................................................................... iv Brief Contents .................................................................................................................................. v List of Images .......................................................................................................................... xi List of Exercises ...................................................................................................................... xx Part One: Reading Techniques ........................................................................................................ 1 Chapter 1: Active Reading Techniques ....................................................................................... 2 1.1 Previewing ......................................................................................................................... 3 1.2 Annotating ........................................................................................................................ 4 1.3 Summarizing...................................................................................................................... 5 Chapter 2: Reading Comprehension Strategies .......................................................................... 9 2.1 Self-Questioning Strategy ................................................................................................. 9 2.2 Building Background Knowledge ...................................................................................... 9 2.3 Determining the Importance .......................................................................................... 10 2.4 Synthesizing Information ................................................................................................ 10 2.5 Visualizing Images ........................................................................................................... 10 2.6 Re-reading the Text ......................................................................................................... 11 Part Two: Writing Process ............................................................................................................. 13 Chapter 3: The Writing Situation .............................................................................................
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