Skip to content
Textbook Guides

Solution Manual for Mosaics: Reading and Writing Paragraphs, 8th Edition

Master your textbook with Solution Manual for Mosaics: Reading and Writing Paragraphs, 8th Edition, offering detailed solutions to every question.

Preview 16 of 301 pages

See the first 16 pages exactly as they appear in the document.

  1. Page 1
    Read page 1 as text

    Answer Key for

  2. Page 2
  3. Page 3
    Read page 3 as text

    1 CHAPTER Reading and Writing as Critical Thinking 1 T eaching T he R eading P R ocess Ask your students to bring in a visual representation of their reading process. It can be anything—pictures from magazines, a 3-D model, a drawing—that conveys how they go through this process. Be careful not to give students too many ideas so you don’t limit the scope of their imaginations. For this exercise, the more vague you are, the more creative students will be. Have them explain their artwork to the class members. T eaching o nline Discussion Topic: Divide students into groups of three or four. Ask the members of each group to think about the recursive steps they go through when researching with a search engine. (For example, how many variations do they try in a search?) Have them compare the process of searching for information online to the reading process. How are the two activities similar? How are they different? Have each group explain its answer. i ns TR uc T o R ’ s R esou R ce M anual For additional material about teaching the reading process, for journal entries, and for various tests, see the Instructor’s Resource Manual , Section II, Part I. PRACTICE 1 A nswer the following que stions. 1. List the three elements of prereading. 2. List the three elements of reading. 3. List the two elements of the first rereading. 4. List the three elements of the second rereading. Title, Author, Focused Questions Vocabulary, Reading Strategy, Purpose Essay’s Assumptions, Relationships between Ideas Questions, Opinions, Analysis

  4. Page 4
    Read page 4 as text

    2 ANSWER KEY PRACTICE 2 Answer the following questions. 1. When does the reading process start? 2. Explain “preparing to read” or “prereading” in your own words. 3. Describe your reading environment. 4. What does “reading” consist of? 5. What does rereading accomplish? The reading process begins the minute you get a reading assignment . Prereading allows you to preview a reading selection and its general subject matter, in particular the title, author, and questions connected with the selection . Answers will vary . Reading includes understanding vocabulary, using a reading strategy that makes you an active reader, and discovering the author’s purpose for writing the selection. Rereading lets you understand your reading material on a deeper level as well as argue with and analyze the material. T eaching T he W R i T ing P R ocess Ask your students to bring in a visual representation of their writing process. Like the visual of the reading process, it can be anything—pictures from magazines, a 3-D model, a drawing—that conveys how they go through this process. Once again, be careful not to give students too many ideas so you don’t limit the scope of their imaginations. Have them explain their artwork to the rest of the class. T eaching o nline Discussion Topic : Divide students into groups of three or four. Ask the members of each group to research online the recursive steps people go through when training or preparing for an event. Have students compare the process of training/preparing to the writing process. How are the two activities similar? How are they different? Have each group explain its answer. i ns TR uc T o R ’ s R esou R ce M anual For additional material about teaching the writing process, for journal entries, and for various tests, see the Instructor’s Resource Manual , Section II, Part I. PRACTICE 3 Answer the following questions. 1. List the two elements of preparing to write. Thinking, Planning

  5. Page 5
    Read page 5 as text

    ANSWER KEY 3 2. List the four elements of writing. 3. List the five elements of revising. 4. List the three elements of editing. PRACTICE 4 Answer the following questions. 1. Explain prewriting in your own words. 2. Describe your writing environment. 3. What does “writing” consist of? 4. What is the difference between revising and editing? Writing a Topic Sentence, Developing Ideas, Organizing Thoughts, Drafting Topic Sentence, Development, Unity, Organization, Coherence Sentences, Punctuation and Mechanics, Word Choice and Spelling Prewriting includes exploring a subject, generating ideas, choosing a topic, establishing a purpose, and understanding the audience. Answers will vary . Writing involves writing a topic sentence, developing ideas, organizing thoughts, and writing a first draft. Revising involves content and organization; editing deals with grammar, punc- tuation, mechanics, and spelling. T eaching R eading and W R i T ing as c R i T ical T hinking Find someone who can juggle or locate a YouTube ® video of a juggler. While the person is juggling with three balls, explain to your class that juggling is much like the reading and writing processes: You need all the parts for it to work. The balls are like “prereading,” “reading,” and “rereading” or like “prewriting,” “writing,” and “revising/editing.” Now take or imagine taking one ball away from the juggler. Although the juggler can probably still keep the balls in the air, have the juggler explain how much harder the task is and why. Then take away or imagine taking away another ball. Have the juggler stand there tossing and catching the remaining ball, but explain to students that by definition, the juggler is no longer “juggling.” Now have the juggler start to juggle all three balls again, and remind students that reading and writing consist of juggling all three steps. The process is cyclical and ever- changing, much like the balls in the air. The focus is on one ball at a time, but the other two are always in play. This visual demonstration shows students what can happen when they ignore one or more steps of the process.

  6. Page 6
    Read page 6 as text

    4 ANSWER KEY PRACTICE 6 Begin your own journal. 1. Buy a notebook that you like, and write in it. 2. Record at least two journal entries on an electronic device. 3. Which type of journal do you prefer—paper or electronic? Write an entry explaining your preference. Answers will vary . T eaching o nline Discussion Topic: Divide students into groups of three or four. Ask the members of each group to think about the recursive steps they go through when studying for an exam. (For example, how many times do they review a concept?) Have them find stories online about other study routines. Then, have students compare the process of studying to the reading and writing processes. How are these procedures similar and different? Have each group explain its answer. PRACTICE 5 Explain the rituals you instinctively follow as you prepare to study. Where do you read? Where do you write? At what time of day do you produce your best work? Do you like noise? Quiet? What other details describe your study environment? What equipment do you use when you read? When you write? Answers will vary . i ns TR uc T o R ’ s R esou R ce M anual For additional material about teaching reading and writing as critical thinking, for journal entries, and for various tests, see the Instructor’s Resource Manual , Section II, Part I.

  7. Page 7
    Read page 7 as text

    5 Reading Critically CHAPTER 2 T eaching R eading c R i T ically Reading a book online is quite different from reading it as a bound copy. Ask your students to find a novel they want to read online. They can start at Audible.com or ReadAnyBook.com. Then they can choose any type of book they want and see what it is like to read online by downloading the book. T eaching o nline Discussion Topic : Divide students into groups of three or four, and have them discuss how electronic devices have changed the way they read. How much reading do they do electronically in a day? How much reading do they do with actual books? How do they integrate reading and electronics into their lives? i ns TR uc T o R ’ s R esou R ce M anual For additional material about teaching critical reading, for journal entries, and for various tests, see the Instructor’s Resource Manual , Section II, Part I. PRACTICE 1 Now that you have been introduced to several prereading strat - egies, which is your favorite? Why do you like it best? Answers will vary . PRACTICE 2 Using two reading strategies on one reading assignment is often a good idea. What is your second favorite reading strategy? Why do you like this strategy? Answers will vary .

  8. Page 8
    Read page 8 as text

    6 Writing Critically 3 CHAPTER T eaching P R e P a R ing T o W R i T e Give students a topic—such as magazines, music, or the internet—and have them practice each of the prewriting strategies. Once students discover which prewriting strategy they are most comfortable with, have them use this strategy for future paragraphs. T eaching o nline Discussion Topic: Divide students into groups of three or four, and have them talk about how online news groups and chat rooms can help them discover ideas during the prewriting stage. What are the advantages and disadvantages of using the internet in this manner? i ns TR uc T o R ’ s R esou R ce M anual For additional material about teaching prewriting, for journal entries, and for various tests, see the Instructor’s Resource Manual , Section II, Part I. PRACTICE 1 Now that you have been introduced to several prewriting strat - egies, which is your favorite? Why do you like it best? PRACTICE 2 Using two prewriting strategies on one assignment is often a good idea. What is your second favorite prewriting strategy? Why do you like this strategy? PRACTICE 3 Identify the subject, purpose, and audience of each of the fol - lowing paragraphs. 1. At the heart of America’s Promise are five basic promises made to every child in America. To point kids in the right direction, to help them grow up strong and ready to take their place as successful adults, these five promises must be fulfilled for all youth: (1) an ongoing rela - tionship with a caring adult—parent, mentor, tutor, or coach; (2) a safe place with structured activities during non-school hours; (3) a healthy

  9. Page 9
    Read page 9 as text

    ANSWER KEY 7 start; (4) a marketable skill through effective education; and (5) a chance to give back through community service. 1 Subject: Purpose: Audience: 2. My best friend just got arrested for rioting. Until yesterday, she was a great student with an unblemished record, and now she will be spend - ing school time in court trying to keep out of jail. I don’t know why she did it; she says she got caught up in the energy of the crowd. That just sounds like an excuse to me. She knew she was doing something wrong, she knew she was hurting business owners, and she did it any - way. I know she’ll be punished for what she did and that will be humili - ating enough, but I don’t think she realizes her parents, friends, and teachers will now see her as someone who has the potential for getting into trouble. ( S tudent W riter ) Subject: Purpose: Audience: 3. If you’re a man, at some point a woman will ask you how she looks. “How do I look?” she’ll ask. You must be careful how you answer this question. The best technique is to form an honest yet sensitive opinion, then collapse on the floor with some kind of fatal seizure. Trust me. This is the easiest way out, because you will never come up with the right answer. 2 Subject: Purpose: Audience: 4. The press is about finding the truth and telling it to the people. In pursuit of that, I am making a case for the broadest possible freedom of the press. However, with that great gift comes great responsibility. The press—print and electronic—has the power to inform, but that implies the power to distort. The press can lead our society toward a more mature and dis - criminating understanding of the process by which we choose our leaders, America’s promises to children to inform parents and children trouble with the law to inform young adults women’s appearance to entertain men 1 Source: Courtesy of Colin Powell. 2 Source: Barry, Dave. “The Ugly Truth About Beauty.” The Miami Herald , 1998. © Dave Barry.

  10. Page 10
    Read page 10 as text

    8 ANSWER KEY make our rules, and construct our values, or it can encourage people to despise our systems and avoid participating in them. The press can teach our children a taste for violence, encourage a fascination with perversity and inflicted pain, or it can show them a beauty they have not known. The press can make us wiser, fuller, surer, and sweeter than we are. 3 Subject: Purpose: Audience: 5. My friends say that when I get in my car, I become blind to my sur - roundings. I have driven next to friends and not seen them, have been waiting at stop lights next to friends and not noticed them, and have passed friends on a small two-lane road and not known it. I tell them it’s because I am very engrossed in my driving; I take driving a vehicle very seriously. Actually, though, I am usually daydreaming about where I wish I could be going. ( S tudent W riter ) Subject: Purpose: Audience: freedom of the press to inform or to persuade general driving alertness to inform general 3 Source: Cuomo, Mario, “Freedom of the Press Must Be Unlimited”, Greenhaven Press, 1990. T eaching W R i T ing When students type directly onto an electronic device, show them how to turn off the automatic spell-check and grammar-check so that the red and green underlines don’t interfere with their generation of ideas. You are also showing students that they should not focus on revision and editing until they have written a first draft. T eaching o nline Discussion Topic: Divide students into groups of three or four, and have them discuss how the internet has changed the way they view writing. How much writing do they do in a single day on the internet? How much writing do they do off the internet? How have these proportions changed during their lives so far? i ns TR uc T o R ’ s R esou R ce M anual For additional material about teaching writing, for journal entries, and for various tests, see the Instructor’s Resource Manual , Section II, Part I.

  11. Page 11
    Read page 11 as text

    ANSWER KEY 9 PRACTICE 4 Limit the following topics. Then develop them into statements that could be topic sentences. Answers will vary. Topic Limited Topic Statement 1. Weekends ___________________ ___________________ 2. Work ___________________ ___________________ 3. Restaurants ___________________ ___________________ 4. Reading ___________________ ___________________ 5. Winter ___________________ ___________________ PRACTICE 5 Complete the following topic sentences. Make sure they are general enough to be developed into a paragraph but not too broad. Answers will vary. 1. Automobile accidents ________________________________________. 2. __________________________________________is my favorite movie. 3. Smoking ___________________________________________________. 4. Teen pregnancies ____________________________________________. 5. ______________ must be brought under control in the United States. PRACTICE 6 Write topic sentences for the following paragraphs. 1. When I come home from school, Rusty is always the first one to greet me. He usually jumps on me and knocks me down, but I am used to this. After we wrestle on the ground, he follows me to my room and sits by my feet while I do homework. Every once in a while, he’ll nudge my hand so I will pet him. When I go to bed, Rusty always sleeps with me at night, which is nice because I can snuggle up to his fur and know that I am safe. 2. First, you must undergo an intensive scuba diving class that includes a lot of reading and calculating. Next, you must practice scuba skills in a pool so you can learn how to react if, for instance, your breathing regu - lator comes out of your mouth underwater. Then you have four check - out dives in the ocean. Finally, after six weeks of preparation, you’ll be a certified scuba diver. My dog, Rusty, is my best friend. Becoming a certified scuba diver is difficult.

  12. Page 12
    Read page 12 as text

    10 ANSWER KEY 3. It will be two stories and will be painted blue. Inside it will have at least four bedrooms and an office for me to work in. It will have a grand kitchen and enough room to entertain all my friends and coworkers. A pool would be nice, with a lush backyard for my dogs to get lost in. And I hope that it will be close to my mom and dad’s house. PRACTICE 7 For each of the following topic sentences, list five details and/or examples to develop them. Answers will vary. 1. If I win the lottery, I will be the envy of all my friends. 2. People can’t always count on their relatives. 3. My favorite pastime is fun as well as challenging. 4. Palm readers must lead interesting lives. I know exactly what my future home will look like.

  13. Page 13
    Read page 13 as text

    ANSWER KEY 11 5. People living in big cities hardly ever get bored. PRACTICE 8 Turn to the essay “What Is Poverty?” on page 283 , and find two paragraphs organized from general to particular. paragraphs 1–6, 8–12, 14 PRACTICE 9 Write a paragraph organized from general to particular that begins with this sentence: “Several people I know have broken bad habits.” PRACTICE 10 Turn to the essay “Eleven” on page 149 , and find one para - graph in the first half of the essay that demonstrates particular-to-general organization. paragraph 3 PRACTICE 11 Write a paragraph organized from particular to general that ends with this sentence: “Some people put their free time to good use.” PRACTICE 12 Turn to the essay “Coming Over” on page 204 , and find two paragraphs organized chronologically. paragraphs 6, 11, 12 PRACTICE 13 Write a topic sentence for the following group of sentences. Then organize the sentences into a paragraph using chronological order. Add words, phrases, or sentences as necessary to smooth out the paragraph. Topic Sentence : 2 Add the color of your choice to the melted wax. 4 Drop a wick in the melted wax. 1 First, melt some paraffin in a saucepan. 5 Put the mold in the refrigerator overnight. (This way, the wax will con - tract and will be easy to get out of the mold the next day.) 6 Finally, take the candle out of the mold and admire your creation. 3 Pour the melted wax in a candle mold of any shape. Making your own candles is easy.

  14. Page 14
    Read page 14 as text

    12 ANSWER KEY PRACTICE 14 Turn to the essay “Magpies” on page 1 22 , and find one paragraph in the first half of the essay that uses spatial organization. paragraphs 6, 7, 8, 9 PRACTICE 15 Write a topic sentence for the following group of sentences. Then organize the sentences into a paragraph in spatial order. Add words, phrases, or sentences as necessary to smooth out the paragraph. Topic Sentence : 3 Actually, the plant should separate the bed from the door. 1 I’ll begin by putting my bed against the west wall in the north corner of the room. 2 I would like my floor plant to be next to the head of my bed. 6 My bureau fits perfectly in the southeast corner of the room. 4 The desk will be best in the southwest corner of the room where the window is. 7 The entire east wall is covered with closets. 5 My bookcase will go between the bed and the desk (on the west wall). PRACTICE 16 Turn to the essay “Embrace Boredom to Become More Creative” on page 306 , and find one paragraph that is organized from one extreme to the other. paragraphs 5, 7 PRACTICE 17 Write a topic sentence for the following group of sentences. Then arrange these sentences in a paragraph from one extreme to another. Add words, phrases, and sentences as necessary to smooth out the para - graph. Also, label your system of classification: from most _____ to least _____ or from least _____ to most _____. Answers will vary. Topic Sentence : I am failing math. I still do not understand when to use semicolons in my writing. My English instructor says my style of writing is loose. I am barely passing music theory. I have cut my philosophy class twice. My tennis coach is mad at me. I have not talked to my family in two weeks. I have more homework than I could do in my lifetime. I hardly ever have time to sleep. I have decided to rearrange my room. Life at college is much more difficult than I thought it would be.

  15. Page 15
    Read page 15 as text

    13 CHAPTER 4 Revising and Editing T eaching R evising Divide students into groups of three or four, and have them exchange papers. Have the first student read his or her paper aloud while the other students listen and take notes so they can make revision suggestions based on the Revising Checklist in this chapter. When the reader finishes, have each listener offer suggestions. Make sure the reader does not talk or try to clarify any points during this interchange. After all suggestions have been relayed, have the next writer read his or her paper, and so on. Spend only 10 minutes per paper. T eaching o nline Discussion Topic: Divide students into groups of three or four, and have them discuss how the internet can be a tool for revision. What types of websites will help students get revising feedback for their papers? How else can the internet help? i ns TR uc T o R ’ s R esou R ce M anual For additional material about teaching revising, for journal entries, and for various tests, see the Instructor’s Resource Manual , Section II, Part I. PRACTICE 1 Revise the underlined topic sentences so that they introduce all the details and ideas in their paragraphs. 1. I have many friends . I know that if I talk to Sean about a problem, he won’t repeat it to anyone. He’s also great to talk to because he never really tells me what I should do. Instead, he gives me what he thinks are all my options and then helps me decide what to do. Karen, on the other hand, is a wonderful person, and I love to spend time with her. But I know she has trouble keeping a secret. She is great to talk to about small problems (things I don’t care if anyone else knows about), but not the big problems. These friends mean a lot to me. Revised Topic Sentence : Sean and Karen are two friends that meet different needs of mine.

  16. Page 16
    Read page 16 as text

    14 ANSWER KEY 2. I really enjoy watching suspense films because I am constantly afraid of what may happen next. Then I like the action movies. These are great because they move so fast and they usually have the best special effects. I hate it when they throw in love stories, though. This just takes away from the real action. My least favorite are the romantic love stories. I can’t stand to watch people for over two hours going through near-misses or traumatic problems. I know they are going to end up together in the end, so spare me the time to get there! Overall, going to movies is a lot of fun. Revised Topic Sentence: 3. Buying a car is not an enjoyable experience . First, the buyers have to decide on whether they want a new car or a used car. Some people want a new car because they know they won’t have to worry about it break - ing down for a while and they would have a longer warranty. Others want the price break a used car brings, but they don’t know the people selling the cars, and they are afraid of getting ripped off. A good com - promise might be to buy a used car from a reputable car dealership. This way the buyer gets the best of both worlds. Revised Topic Sentence: PRACTICE 2 Write a topic sentence for each of the following paragraphs. 1. I always have to put my sweats on and tie back my hair. I then sit on the couch and watch TV, all the while looking at my study guide and feeling guilty that I’m not putting more energy into it. After about a half hour, I realize I am going to get a bad grade on my test if I keep up this behavior, so I turn the TV off, get comfortable, and start studying hard. If I go through this routine, then I know I will have a good study session and will get a good grade on a test. 2. Yet she goes with us every year. She complains about sleeping in a tent, cooking over an open fire, and not having a clean bathroom for a week. Aunt Rita always ends up having fun, but she hates to do work. We love to joke with her and tease her about being a “city slicker.” Every year she says she will never go camping again, but we always make sure she comes along. I guess this has turned into a family ritual, and I’m glad. I always enjoy her company—especially when she complains. I love movies, but some types are definitely better than others. The decision of whether to buy a new car or a used car is complex. Before every test, I go through the same study ritual. My Aunt Rita hates camping trips.

285 more pages in the full document

Unlock it once and it stays in your library, ready to chat with or turn into flashcards.

Unlock the full document

More English study materials

See all

Study this document with CramX

Once it is in your library, every tool can work from it.