Solution Manual for The Little, Brown Compact Handbook, 10th Edition

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Answers to Exercises inThe Little, Brown Compact HandbookTenth EditionJane E. AaronMichael Greer,University of Arkansas at Little Rock

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Copyright © 2019, 2016, 2012 by Pearson Education, Inc.All Rights Reserved. Printed in the UnitedStates of America. This publication is protected by copyright, and permission should be obtained from thepublisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form orby any means, electronic, mechanical, photocopying, recording, or otherwise. For information regardingpermissions, request forms and the appropriate contacts within the Pearson Education Global Rights &Permissions Department, please visitwww.pearsoned.com/permissions/.ISBN-10:0-134-68099-5ISBN-13:978-0-134-68099-6

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iiiTable of ContentsPrefaceix1TheWritingProcess13.1Evaluating thesis statements13.2Organizing ideas22WritinginandoutofCollege49.1Considering your native language or dialect49.2Usingacademic language411.1Testing argument subjects411.2Identifying andrevising fallacies514.1Analyzing social-media styles514.2Guidelines for postingimages514.3Business letter614.4Print and scannable résumé614.5Job application letter614.6LinkedInprofile614.7Business proposal614.8Social-media post63ClarityandStyle715.1Revising: Emphasis of subjects andverbs715.2Sentence combining: Beginnings andendings715.3Sentence combining: Coordination815.4Sentence combining: Subordination815.5Revising: Effective subordination915.6Revising: Coordination andsubordination916.1Revising: Parallelism1016.2Sentence combining: Parallelism1117.1Revising: Variety1118.1Revising: Appropriate words1218.2Revising: Sexistlanguage1218.3Usinga dictionary1318.4Revising: Denotation1318.5Considering theconnotation of words1418.6Revising: Concrete andspecific words1418.7Usingconcrete andspecific words15

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iv18.8Usingprepositions in idioms1618.9Usingprepositions in idioms1618.10Usingfigurative language1618.11Revising: Trite expressions1719.1Revising: Completeness1720.1Revising: Writing concisely1720.2Revising: Conciseness184SentencePartsandPatterns19Basic Grammar1921.1Identifying nouns, pronouns, andverbs1921.2Identifying adjectives andadverbs2021.3Adding connecting words2122.1Identifying subjects andpredicates2122.2Identifying subjects andpredicates2222.3Identifying sentence parts2222.4Identifying sentence patterns2423.1Identifying prepositional phrases2423.2Sentence combining: Prepositional phrases2523.3Identifying verbals andverbal phrases2523.4Sentence combining: Verbals andverbalphrases2523.5Sentence combining: Absolute phrases2623.6Sentence combining: Appositive phrases2623.7Identifying phrases2623.8Identifying clauses2823.9Sentencecombining: Subordinate clauses2924.1Identifying sentence structures29Verbs3025.1Usingirregular verbs3025.2Distinguishing betweensit/set,lie/lay, rise/raise3025.3Using-sand-edverbendings3025.4Usinghelping verbs3125.5Revising: Helping verbsplusmain verbs3125.6Revising: Verbsplusgerunds or infinitives3125.7Revising: Verbsplusparticles3226.1Revising: Consistent past tense32

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v26.2Revising: Consistent present tense3226.3Usingcorrect tense sequence3226.4Revising: Tense sequence withconditionalsentences3227.1Revising: Subjunctive mood3228.1Converting between active andpassive voices3328.2Revising: Usingtheactive voice3329.1Revising: Subject-verb agreement3329.2Adjusting forsubject-verb agreement34Pronouns3430.1Choosing between subjective andobjective pronouns3430.2Choosing betweenwhoandwhom3430.3Sentence combining:Whoversuswhom3430.4Choosing between subjective andobjectivepronouns3530.5Revising: Pronoun case3531.1Revising: Pronoun-antecedent agreement3531.2Revising: Pronoun-antecedent agreement3532.1Revising: Pronoun reference3632.2Revising: Pronoun reference3632.3Revising:Consistency in pronouns3632.4Revising: Pronoun reference37Modifiers3733.1Revising: Adjectives andadverbs3733.2Usingcomparatives andsuperlatives3733.3Revising: Comparisons3833.4Revising: Double negatives3833.5Revising: Present andpast participles3833.6Revising:A, an,andthe3833.7Revising: Determiners3933.8Revising: Adjectives andadverbs3934.1Revising: Misplaced modifiers3934.2Revising: Misplaced modifiers3934.3Revising: Placement of adverbs andadjectives4034.4Revising: Dangling modifiers40

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vi34.5Revising: Misplaced anddangling modifiers40Sentence Faults4035.1Identifying andrevising sentence fragments4035.2Revising: Sentence fragments4135.3Revising: Sentence fragments4136.1Identifying andrevising comma splices4236.2Identifying andrevising fused sentences4236.3Revising: Comma splices andfused sentences4337.1Revising: Mixedsentences4337.2Revising: Repeated subjects andother parts435Punctuation4438.1Revising: Periods4438.2Revising: Question marks4438.3Revising: Exclamationpoints4438.4Revising: End punctuation4439.1Revising: Comma withlinked mainclauses4439.2Sentencecombining: Linked main clauses4539.3Revising: Comma withintroductory elements4539.4Sentence combining: Introductory elements4539.5Revising: Punctuation of nonessential andessentialelements4639.6Revising: Punctuation of nonessential andessentialelements4639.7Sentence combining: Essential andnonessentialelements4639.8Revising: Commas withseries items4639.9Revising: Commas withadjectives4739.10Revising: Punctuation of series andadjectives4739.11Revising: Punctuation of dates, addresses, placenames,numbers4739.12Revising: Punctuation of quotations4739.13Revising: Needless andmisused commas4839.14Revising: Commas4840.1Revising: Punctuation between main clauses4840.2Revising: Punctuation between main clauses withconjunctive adverbs or transitionalexpressions49

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vii40.3Sentencecombining: Related main clauses4940.4Revising: Punctuation of main clauses andseriesitems containing commas4940.5Revising: Semicolons4941.1Revising: Colons5041.2Revising: Colons andsemicolons5042.1Forming possessives5042.2Revising: Apostrophes withpossessives5142.3Distinguishing between plurals andpossessives5142.4Revising: Misuses of theapostrophe5142.5Revising: Contractions andpossessive pronouns5142.6Forming contractions5242.7Revising: Contractions andpossessive pronouns5242.8Revising: Apostrophes5243.1Revising: Double andsingle quotation marks5243.2Revising: Quotation marks for titles5343.3Revising: Quotation marks5343.4Revising: Quotation marks5344.1Revising: Dashes5344.2Revising: Parentheses5444.3Usingellipsis marks5444.4Revising: Dashes, parentheses, ellipsis marks, brackets,slashes546SpellingandMechanics5545.1Revising:ieandei5545.2Revising: Finale5545.3Revising: Finaly5545.4Revising:Consonants5545.5Revising: Prefixes5545.6Revising: Plurals5645.7Usingcorrect spellings5645.8Working witha spelling checker5645.9Revising: Hyphens5646.1Revising: Capitals5647.1Revising: Italics orunderlining5748.1Revising: Abbreviations5749.1Revising: Numbers57

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viii7ResearchWriting5852.1Synthesizing sources5852.2Summarizing andparaphrasing5852.3Combining summary, paraphrase,anddirect quotation5852.4Introducing andinterpreting borrowed material5953.1Recognizing plagiarism5953.2Revising plagiarized sentences598WritingintheDisciplines6157.1Writing works-cited entries61

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ixPrefaceThis book contains answers for all the exercises inThe Little,Brown Compact Handbook, Tenth Edition. The answer key hasseveral possible uses:• Instructors can use it to check students’ responses on homeworkand quizzes.• Some or all answers may be duplicated for class discussions orconferences.• Some or all answers may be duplicated so that students can workindependently on the exercises.Answers are labeled “possible” when the corresponding exercisesallow for choice in responding and the given answers are butsuggestions. Even for the objective exercises, which more oftenlend themselves to one response, some users may disagree withsome answers. Usage is often flexible, and many rules allowinterpretation. The answers here conform to the usagerecommended inThe Little, Brown Compact Handbook.

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1PART1The Writing ProcessExercise 3.1Evaluating thesis statements1The statement lacksunity because the two halves do notseem torelate to each other.Possiblerevision:Weshould channel ournaturalfeelings ofaggression toward constructive rather than destructive ends.2Thestatement needs tobemore specific: Whyis Islammisunderstood in theUnited States?Possiblerevision:Thereligion ofIslam iswidelymisunderstood intheUnited States because many Americans equate televiseddepictions of Muslim fundamentalists withthe religion itself.3Goodthesis statement: limited, specific, andunified.4Bothgoodmannersandmake oursocietyworkneed tobe morespecific.Possiblerevision:Courtesy between people makes humaninteraction smoother andmore efficient.5Thestatement simply states a fact.Possiblerevision:Thepoem depicts motherhood asa saintlycalling.6Thesentence lacksunity because thefirsthalfis positive andunspecificwhilethe secondhalfisnegativeandspecific. Makingthefirsthalfspecific andthecontrast explicit would unifythesentence.Possiblerevision:Television doeshaveitsvirtues, such aseducational programming for children, butmostly it offers adultsmindless escape from their problems.7Thesentenceisnotaclaimbutastatement ofpersonalpreference.

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2Possiblerevision:CoursesinAmericanhistoryengage students themost when theymovebeyond personalities and political events tofocus on social change.8Thesentence lacksunity because theimpairment doesnot clearlyrelate to thesuspension.Possiblerevision:Because theyhavedemonstrated bad judgmentandlackofcontrolbydrivingwhileimpaired, drunkendriversshouldreceive mandatorysuspensionsof their licenses.9Theclaim is notspecific: Whyis business a goodmajor?Possiblerevision:Formany students, abusiness major providestheright mixofacademic andpractical content to smooth therouteto a career.10Thesentence makes notoneclaim butseveral.It needs to belimited.Possiblerevision:Thestate’sdivorce lawsshould bemade stricterfor couples whohavechildren.Exercise 3.2Organizing ideasPossibleanswerI. Inthepast, professional soccer could notgeta foothold intheUnited States because of poor TVcoverage andlackof financialbacking.A. In theUnited States thesuccess of a sport depends largely on itsability to attract huge TV audiences.1.Soccer wasnotoften presented on US television.2.Potential fansdidnothavea chance to see soccer games.B. Failures of earlystart-up leagues made potential backers waryof newventures.II. Recently,theoutlookforprofessionalsoccerhaschangeddramatically.

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3A. Professionalsoccerhasattractedboth TVaudiences andfinancial backing. [newgeneral idea]1.TheUStelevision audience forthe2014World CupUS–Ghanamatch waslarger than theaverage UStelevision audience forbaseball’s World Series.2.Investors havepoured hundreds of millions of dollars into thetopUS professional league.B. Thegrowing Hispanic population in theUnited States couldhelpsoccer growas well.1.Incountries ofSouth andLatin America, soccer isthe favoritesport.2.In2010and2014theWorld Cupfinalwasbroadcast onABCandonSpanish-language Univision.

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4PART 2Writing in and out of CollegeExercise 9.1Considering your native language or dialectIndividual response.Exercise 9.2Using academic languagePossibleanswerThestereotype that women talkmore on cellphones than men doturns outtobefalse.Ina five-yearsurvey of1021cellphoneowners, amajor wireless company found thatmen spend 35%more time ontheir phones, talking anaverage of571minutes amonth compared to thewomen’s average of 424 minutes a month.Women do talk on land linesmore than men do, butthat differenceis declining.Exercise 11.1Testing argument subjectsSubjects that arenotappropriate for argument:2A matter of facts, andfew people would disagree.4A matter offacts, andfew people would disagree.8A matter of personal preference.9A matter of facts.10A matter of personal belief.

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5Exercise 11.2Identifying andrevising fallaciesPossibleanswers1Begged question.Arevision:Thefactthatindividuals intheUnited States cannotlegallysell nuclear technology to nonnuclear nations, whilethegovernment can,points upa disturbing limit on individual rights.2Sweeping generalization andbegged question.Arevision:Asuccessfulmarriagedemandsadegreeof maturity.3Hasty generalization andnonsequitur.Arevision:Students’ persistent complaints about the unfairness ofthegrading system should be investigated.4Either/or fallacyandhasty generalization.Arevision:People watchtelevision formany reasons, but somewatchbecause theyaretoolazytotalkorread or because theywant mindless escape from their lives.5Reductive fallacyandbegged question.Arevision:Racialtensionmayoccurwhenpeoplewithdifferentbackgrounds live sideby side.Exercise 14.1Analyzing social-media stylesIndividual response. Successful answers will describe specificfeatures of visual and verbal style used by a company ororganization, making explicit connections to use ofethosthosefeatures illustrate. Answers should offer an evaluation of theeffectiveness of these features.Exercise 14.2Guidelines for posting imagesIndividual response.Successful answers should include specificdetail and define a series of clear and workable guidelines for theuse of images.

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6Exercise 14.3Business letterIndividual response. Successful answers should align with theformat and style guidelines in 14.2 andFigure 14.1.Exercise 14.4Print and scannable résuméIndividual response.Exercise 14.5Job application letterIndividual response.Exercise 14.6LinkedInprofileIndividual response.Exercise 14.7Business proposalIndividualresponse.Exercise 14.8Social-media postIndividual response.

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7PART 3Clarity and StyleExercise 15.1Revising: Emphasis of subjects andverbsPossiblerevision1Manyheroes helpedtoemancipate theslaves.2However,Harriet Tubman, anescaped slaveherself,standsabovetherest.3TubmanguidedhundredsofslavestofreedomontheUnderground Railroad. 4Tubman riskedareturn toslavery orpossibly death. 5 During theCivil Warshe alsocarriedinformationfrom theSouth totheNorth. 6 Afterthewar,Tubman helpedtoraise money for needy former slaves.Exercise 15.2Sentence combining: Beginnings andendingsPossibleanswers1PatTaylor strodeintothepacked room, greetingstudents called“Taylor’sKids”andnoddingtotheirparentsand teachers.2Thiswealthy Louisiana oilman hadpromised his“Kids”freecollegeeducationsbecause he was determined to make highereducation available toallqualified butdisadvantaged students.3Thestudents welcomed Taylor, their voicessinging “You AretheWindbeneath My Wings,”their facesflashing withself-confidence.4Theyhadthoughtacollegeeducationwasbeyond theirdreams,seeming toocostlyandtoodemanding.5Tohelpeasethecostsanddemands ofgetting tocollege,Taylorcreatedaboldplanofscholarships, tutoring, and counseling.

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8Exercise 15.3Sentencecombining: CoordinationPossiblerevisions1Manychronic misspellers do nothavethetime or themotivationto master spelling rules. They may rely on spelling checkers anddictionaries tocatch misspellings, butmost dictionaries list wordsunder their correct spellings. One kindof dictionary is designed forchronic misspellers. It lists each word under its commonmisspellings andthen provides thecorrect spelling anddefinition.2Henry HudsonwasanEnglishexplorer,buthecaptainedshipsfortheDutch East India Company. On a voyagein 1610 he passedby Greenland andsailed intoa great bayin today’s northernCanada. He thought he andhissailors could winter there, butthecoldwasterrible andfoodranout.Thesailors mutinied andcastHudson andeightothers adrift ina small boat. Hudson andhiscompanions perished.Exercise 15.4Sentence combining: SubordinationPossibleanswers1When thebombardier beetle sees an enemy, it shoots outa jet ofchemicals to protect itself.Seeing anenemy, thebombardier beetle shoots outajetofchemicals to protect itself.2Becausethebeetle’ssprayconsistsofhotandirritatingchemicals, it is often fatalto other insects.The beetle’sspray of hot andirritating chemicals isvery potent.3Storedseparatelyinthebeetle’sbodyandmixedinthe sprayinggland, thespray’stwochemicals resemble a nerve-gas weapon.Thespray’stwochemicals, which arestored separately in thebeetle’sbodyandmixed inthesprayinggland, resemble a nerve-gas weapon.4Revolving likea turret ona World War II bomber, thetipofthebeetle’sabdomen sprays thechemicals.

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9Sprayingthechemicals,thetipofthebeetle’sabdomen revolveslike a turret on a World War II bomber.5Although the beetle defeats most of its enemies, it is still eatenby spiders andbirds.The beetle defeats most of its enemies except spiders andbirds.Exercise 15.5Revising: Effective subordinationPossiblerevision1 Genaro González isasuccessful writer whose stories andnovels havebeen published to critical acclaim. 2 Ininterviews, hetalksabout hisloveofwriting,eventhoughhehasearned adoctorate inpsychology andenjoys teaching.3González’s firststory, “Un HijodelSol,”reflects hisgrowing consciousness of hisAztecheritage andplacein theworld. 4 He wrote thefirstversionof “Un Hijodel Sol” whilehe wasa sophomore at theUniversityof Texas–Pan American. Theuniversity is in theRio Grande valleyofsouthern Texas,which González called “el Valle” inthestory,and he nowteaches psychology there. 5 González’s latest bookistitledA So-Called Vacation. In thisnovela teenager andhis familylive for a summer asmigrant fruit pickers, justashisfather didwhen he firstimmigrated to theUnited States from Mexico.Exercise 15.6Revising: Coordination andsubordinationPossiblerevisionSir Walter Raleigh personified the ElizabethanAge, theperiod of Elizabeth I’sruleofEngland, inthelasthalfofthesixteenth century. Raleigh wasacourtier, a poet, anexplorer, andan entrepreneur.Supposedly, hegained Queen Elizabeth’sfavorbythrowing his cloakbeneath herfeet at the right moment,just as shewasabout to stepovera puddle.Althoughthere is no evidence forthisstory, itillustrates Raleigh’s dramatic anddynamicpersonality. Hisenergy drewothers tohim, andhewasoneof

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10Elizabeth’s favorites.Shesupportedhimanddispensedfavorstohim. However, he lost his queen’sgoodwill when withoutherpermission heseduced andeventually marriedone of hermaids ofhonor.After Elizabeth died, hersuccessor,James I, imprisonedRaleigh inthe Tower of Londonon falsecharges of treason.Raleigh wasreleased after thirteenyearsbutarrested again twoyearslater ontheold treason charges. At theage of sixty-six hewasbeheaded.Exercise 16.1Revising: ParallelismPossiblerevision1TheancientGreeks celebratedfourathletic contests: theOlympic Games at Olympia, theIsthmianGames nearCorinth, thePythian Games at Delphi, andthe Nemean Gamesat Cleonae. 2Each day the games consisted of either athletic eventsorceremoniesand sacrifices tothegods.3Competitors ransprints,participated inspectacular chariot andhorse races, andranlongdistances while wearing fullarmor. 4 Thepurpose of such eventswastodevelop physical strength,todemonstrateskillandendurance,andto sharpentheskillsneeded forwar. 5 Theathletescompeted lessto achieve great wealth thantogainhonorforboththemselves and their cities. 6 Of course, exceptional athletesreceived financial support from patrons, poems andstatues byadmiring artists, andevenlavishlivingquarters from theirsponsoring cities. 7 Withthe medal counts andflagceremonies,today’sOlympians sometimes seem tobeproving their countries’superiority more thandemonstratingindividual talent.

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11Exercise 16.2Sentence combining: ParallelismPossibleanswers1People candevelop post-traumatic stress disorder (PTSD)afterexperiencing a dangerous situation andfearing for their survival.2The disorder can be triggered by a widevariety of events, such ascombat, a natural disaster, or a hostage situation.3PTSDcanoccur immediately after thestressful incident ornotuntil many yearslater.4Sometimes people withPTSD will act irrationally andangrily.5Other symptoms include dreaming thatoneisreliving theexperience, hallucinating that oneisbackintheterrifying place,andimagining that strangers areactually one’sformer torturers.Exercise 17.1Revising: VarietyPossiblerevisionAfterbeingdormantformanyyears,theItalianvolcanoVesuviusexplodedonAugust24intheyearAD79.Theash,pumice, andmud from thevolcano buried twotowns—Herculaneumandthemore famous Pompeii—whichlayundiscovereduntil1709and1748,respectively. Theexcavation ofPompeiiwasthemoresystematic,theoccasionforinitiatingmodern methods of conservation andrestoration.WhereasHerculaneum was simply looted of its most valuable findsandthenlefttodisintegrate, Pompeii appears much asitdidbefore theeruption. A luxurious house opens onto a lushcentral garden. Anelection posterdecoratesawall.Andadining tableissetforbreakfast.

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12Exercise 18.1Revising: Appropriate wordsPossiblerevision1The human immunodeficiency virus(HIV)isaseriousthreatall over the world, andthose whothink the disease is limitedtohomosexuals, drug users, andpeople in other countriesare quitemistaken. 2 Indeed,statisticssuggest that in theUnited States oneineveryfive hundred American collegestudentscarries theHIVvirusthatcauses AIDS.3Ifsuch numbersareaccurate, thendoctors andpublic health officials will continue to havemanyHIVandAIDSpatients to careforin theyearsto come.4PeoplewithHIVorfull-blown AIDSdeservetobetreatedwithrespect, likepeoplewithany other disease. 5Theyshould not beexcluded or treated withdisrespect. 6 Instead,theyneedall the medical careandfinancial assistance duetheseriouslyill. 7 Many professionals inthemedical andsocial-servicecommunitiesare committed to helping HIV andAIDS patients.[Sentence correct.]8 Forexample, adoctor mayhelppatientsbyobtaining social services forthem as well as by providing medicalcare. 9 A social worker mayvisitHIVorAIDSpatientsanddetermine whethertheyqualifyforpublic assistance, since manypatientslackthe moneyforinsurance ordrugs. 10 Patients whoareveryill may requirethecareofahome-carenurse.11Thenursecan administer medications andmake thesickperson ascomfortableas possible.Exercise 18.2Revising: Sexist languagePossiblerevision1 Whenstudents applyforjobs,theyshould prepare thebest possiblerésumésbecause thebusiness executiveswhoarescanningstacksofrésumés willread them allquickly. 2Applicantswhowant their résumésto stand outwill make suretheyhighlighttheirbestpoints. 3Peopleapplying forjobsasmailcarriersshould

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