Professional Documents
Culture Documents
R h o n d a S a n d b e rg
George Brown College
The Canadian
Writer’s World
Paragraphs and Essays
S e c o n d CANAD I AN E d i t i o n
Toronto
Acquisitions Editor: David S. Le Gallais
Marketing Manager: Loula March
Senior Developmental Editor: Paul Donnelly
Program Manager: Joel Gladstone
Project Manager: Marissa Lok
Production Services: Heidi Allgair, Cenveo® Publisher Services
Media Editor: Marisa D’Andrea
Media Producer: Simon Bailey
Permissions Project Manager: Sue Petrykewycz
Photo Permissions Research: Carly Bergy, PreMedia Global
Text Permissions Research: Haydee Hidalgo, Electronic Publishing Services Inc.
Cover and Interior Designer: Anthony Leung
Cover Image: Fotolia
Credits and acknowledgments for material borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate
page within text, or on page 606.
If you purchased this book outside the United States or Canada, you should be aware that it has been imported without the approval of the publisher
or author.
Copyright © 2015 and 2011 Pearson Canada Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by
copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission
in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work,
please submit a written request to Pearson Canada Inc., Permissions Department, 26 Prince Andrew Place, Don Mills, Ontario, M3C 2T8, or fax
your request to 416-447-3126, or submit a request to Permissions Requests at www.pearsoncanada.ca.
10 9 8 7 6 5 4 3 2 1 [CKV]
PE1439.G33 2014 808'.042 C2014-900079-0
ISBN 978-0-205-90934-6
apt apt
h h
e
c
c
r
r
3 325
apt apt
h h
e
c
c
r
r
19 334
apt apt
h h
e
c
c
r
r
41 348
apt apt
h h
4 Illustration
e
e
c
r
57 359
apt apt
h h
5 Narration
e
25 Subject-Verb Agreement
e
c
r
69 370
apt apt
h h
6 Description
e
26 Tense Consistency
e
c
r
83 384
apt apt
h h
7 Process
e
e
c
r
95
h
apt Prepositions 390
8 Definition
e
c
109 h
apt
28 Pronouns
e
c
apt r 407
h
9 Classification
e
c
123 h
apt
h
apt 427
10 Comparison and Contrast
e
c
137 h
apt
h
apt 441
11 Cause and Effect
e
c
152 h
apt
31 Exact Language
e
c
h
apt 451
12 Argument
e
c
164 h
apt
apt
h
14 Essay Patterns
e
h
c
33 Commas
e
205
c
478
apt
h apt
h
c
16 Simple Sentences
e
h
c
266
c
h
apt
Punctuation Marks 504
17 Compound Sentences
e
c
278 apt
h
h
apt
514
18 Complex Sentences
e
c
289
apt
h
h
apt
523
19 Sentence Variety
e
c
301
apt
h
313
iii
Inside Front Cover
Paragraph and Essay Checklists
Preface
xiii
R
PA T
apt apt
h h
e
e
r
c
3 41
apt
h
e
2 Developing
c
19
What Is Developing? 19
Narrow the Topic 21
The Topic Sentence 22
The Supporting Ideas 28
The Paragraph Plan 34
The First Draft 37
R
PA T
II Paragraph Patterns 56
apt
h
e
4 Illustration
c
v
vi Contents
apt apt
h h
e
e
5 Narration 9 Classification
c
c
r
r
69 123
apt apt
h h
e
10
e
r
c
83 137
apt apt
h h
e
95 152
apt apt
h h
e
12
e
8 Definition Argument
c
r
c
109 164
R
PA T
apt apt
h h
Enhancing Your Writing
e
e
c
c
r
r
181
with Research 243
Explore Topics 181 What Is Research? 243
The Thesis Statement 183 Research for Academic Writing 243
The Supporting Ideas 186 Gathering Information 245
The Essay Plan 190 Evaluating Sources 246
The Introduction 193 Add a Paraphrase, Summary, or Quotation 249
The Conclusion 196 Cite Sources Using MLA Style 254
The First Draft 197 Sample Research Essay Using MLA Style 258
Revising and Editing the Essay 198
The Essay Title 200
The Final Draft 201
apt
h
e
14 Essay Patterns
c
205
R
PA T
apt apt
h h
e
e
r
r
266 278
apt apt
h h
e
e
18 Complex Sentences 19 Sentence Variety
c
r
289 301
apt apt
h h
e
e
20 Fragments and Run-Ons 21 Faulty Parallel Structure
c
c
r
r
313 325
apt apt
h h
e
c
r
334 359
23 Past Participles
c
348
apt apt
h h
e
e
25 Subject-Verb Agreement 26 Tense Consistency
c
c
r
r
370 384
apt apt
h
Nouns, Determiners, and h
e
e
27 Prepositions 28 Pronouns
c
c
r
r
407
390
apt apt
h h
e
c
r
427 441
apt apt
h h
S pelling and Commonly
e
31 Exact Language 32
c
c
r
451
Confused Words 461
Use Specific and Detailed Vocabulary 451 Spelling Rules 461
Avoid Wordiness and Redundancy 454 120 Commonly Misspelled Words 468
Avoid Clichés 455 Look-Alike and Sound-Alike Words 470
Standard English versus Slang 457
x Contents
apt apt
h h
The Apostrophe, Quotation Marks,
e
e
r
c
478
491
e
35 Punctuation Marks
r
Commas in Compound Sentences 483 504
Commas in Complex Sentences 483
Capitalization 504
Commas in Business Letters 486
Other Punctuation Marks 507
apt
h
Editing Paragraphs and
e
36 Essays
c
514
RT
PA R
PA T
apt
37
c
Great Discoveries and The Workplace Political Intrigue and the Legal World
■ “The Beeps” by Josh Freed 570 ■ “What Adolescents Miss When We Let
■ “This Boat Is My Boat” Them Grow Up in Cyberspace”
by Drew Hayden Taylor 573 by Brent Staples 581
■ “Gone with the Windows” ■ “Is Anything Private Anymore?”
Appendices
■ Appendix 1: Grammar Glossary 588
■ Appendix 2: Irregular Verbs 590
Exams 597
■ Appendix 7: Spelling, Grammar,
Credits 606
Index 610
xii
Welcome to the Second How We Organized
Canadian Edition of The The Canadian Writer’s World
The Canadian Writer’s World is separated into five
Canadian Writer’s World: parts for ease of use and convenience.
Paragraphs and Essays
Thank you for making the first Canadian edition of
The Canadian Writer’s World a resounding success. Part I: The Writing Process teaches students
We are delighted that the book has been able to help (1) how to formulate ideas (Exploring); (2) how to
so many students across the country. The second expand, organize, and present those ideas in a piece
edition, too, can help your students produce writing of writing (Developing); and (3) how to polish writing
that is technically correct and richly detailed whether so that it conveys their message as clearly as possible
they have varying skill levels, are native or nonnative (Revising and Editing). The result is that writing
speakers of English, or learn better through the use of a paragraph or an essay becomes far less daunting
visuals. When we started the first Canadian edition, because students have specific steps to follow.
we set out to develop practical and pedagogically
sound approaches to these challenges, and we are
pleased to hear that the book is helping students
Part II: Paragraph Patterns gives students a solid
overview of the patterns of development. Using an
succeed in their writing courses.
easy-to-understand process (Exploring, Developing,
For those new to the book, here is some
and Revising and Editing), each chapter in this part
background information to give a more complete
explains how to convey ideas using one or more
picture.
writing patterns. As they work through the practices
and write their own paragraphs, students begin to see
A Research-Based Approach how using a writing pattern can help them achieve
We began with the idea that this project should be their purpose for writing.
a collaboration with other developmental writing
teachers. So we met with more than forty-five
instructors from around North America, asking Part III: The Essay covers the parts of the essay and
for their opinions and insights regarding (1) the explains how students can apply the nine patterns of
challenges posed by the course, (2) the needs of development to essay writing. This part also discusses
today’s ever-changing student population, and (3) the role research plays in writing and explains some ways
the ideas and features we were proposing in order that students can incorporate research into their essays.
to provide them and you with a more effective
teaching and learning tool. Pearson Education also
commissioned detailed manuscript reviews from Part IV: The Editing Handbook is a thematic
instructors, asking them to analyze and evaluate each grammar handbook. In each chapter, the examples
draft of the manuscript. These reviewers identified correspond to a theme, such as popular culture,
numerous ways in which we could refine and college life, or the workplace. As students work
enhance our key features. Their invaluable feedback through the chapters, they hone their grammar and
was incorporated throughout The Canadian Writer’s editing skills, while gaining knowledge about a variety
World. The text you are seeing is truly the product of topics. In addition to helping build interest in the
of a successful partnership involving the authors, the grammar practices, the thematic material provides a
publisher, and well over a hundred developmental spark that ignites new ideas that students can apply
writing instructors. to their writing.
xiii
xiv Preface
Part V: Reading Strategies and Selections courses. Although some of these students have special
offers tips, readings, and follow-up questions. Students needs relating to the writing process, many of you
learn how to write by observing and dissecting what still have a large portion of native speakers in your
they read. The readings relate to the themes found in courses whose more traditional needs must also be
Part IV: The Editing Handbook, thereby providing satisfied. In order to meet the challenge of this rapidly
more fodder for generating writing ideas. changing dynamic, we have carefully implemented
and integrated content throughout to assist these
students. This textbook does not have separate ESL
How The Canadian Writer’s World boxes, ESL chapters, or tacked-on ESL appendices.
Meets Students’ Diverse Needs Instead, information that traditionally poses a
We created this textbook to meet your students’ challenge to nonnative speakers is woven seamlessly
diverse needs. To accomplish this, we asked both the throughout the book. In our extensive experience
instructors in our focus groups and the reviewers at teaching writing to both native and nonnative speakers
every stage not only to critique our ideas but also of English, we have learned that both groups learn
to offer their suggestions and recommendations for best when they are not distracted by ESL labels. With
features that would enhance the learning process of the seamless approach, nonnative speakers do not feel
their students. The result has been the integration of self-conscious and segregated, and native speakers
many elements that are not found in other textbooks, do not tune out detailed explanations that may also
including our visual program, coverage of nonnative benefit them. Many of these traditional problem areas
speaker material, and strategies for addressing the receive more coverage than you would find in other
varying skill levels students bring to the course. textbooks, arming the instructor with the material to
effectively meet the needs of nonnative speakers.
The Visual Program
A stimulating, full-colour book with more than Issue-Focused Thematic Grammar
seventy photos, The Canadian Writer’s World In surveys, many of you indicated that one of the
recognizes that today’s world is a visual one, and it primary challenges in teaching your course is
encourages students to become better communicators finding materials that are engaging to students in
by responding to images. Chapter-opening visuals a contemporary context. This is especially true
in Parts I, II, and III help students think about the in grammar instruction. Students come to the
chapter’s key concept in a new way. For example, course with varying skill levels, and many students
in the Chapter 9 opener, a photograph of a candy are simply not interested in grammar. To address
store sets the stage for classification. Chocolates are this challenge, we have introduced issue-focused
grouped by type, which helps students understand the thematic grammar into The Canadian Writer’s World.
premise of classification. In Part IV, chapter-opening Each chapter centres on a theme that is carried
photos help illustrate the theme of the examples and out in examples and activities. These themes include
exercises. These visual aids can also serve as sources topics related to popular culture and college life,
for writing prompts. psychology and health care, great discoveries and the
Each of the At Work boxes in Part II features an workplace, and political intrigue and the legal world.
image from the workplace, along with content on The thematic approach enables students to broaden
how that particular pattern of development is utilized their awareness of subjects important to Canadian life,
on the job. such as understanding advertising and consumerism
Throughout The Canadian Writer’s World, words and thinking about health-care issues and alternative
and images work together to encourage students to medicine. The thematic approach makes reading
explore, develop, and revise their writing. about grammar more engaging. And the more
engaging grammar is, the more likely students are to
Seamless Coverage retain key concepts—raising their skill level in these
important building blocks of writing.
for Nonnative Speakers We also think that it is important to teach
Instructors in our focus groups noted the growing grammar in the context of the writing process.
number of nonnative/English as a Second Language Students should not think that grammar is an isolated
(ESL) speakers enrolling in developmental writing exercise. Therefore, each grammar chapter includes
5. This paragraph contains a tense inconsistency. The tense shifts for no
apparent reason. Identify the incorrect sentence. Then write the correct See the following chapters for
sentence in the space below. information about these gramm
topics:
Correction: _______________________________________________________ Tense consistency, Chapter
___________________________________________________________________ Spelling, Chapter 32
6. This paragraph contains two misspelled words. Identify and correct them. Watch the Video
Tense
Misspelled words Corrections MyWritingLab
________________________________ Preface xv
________________________________
Watch the Video
________________________________ ________________________________ Spelling
MyWritingLab
a warm-up writing activity. Students write and edit vo • cab • u • lar • y bOOst
their paragraphs, paying particular attention to the Using varied Language
grammar point covered in the chapter. The end of 1. Underline the opening word of every sentence in your first draft. Check to see if some
are repeated.
each grammar section also contains paragraph and 2. Replace repeated opening words with an adverb, such as Usually, Generally, or Fortunately,
essay writing topics that are related to the theme of or a prepositional phrase, such as On the other hand or Under the circumstances. You
can also begin sentences with a modifier, such as Leaving the door open. In other words,
168 part II Paragraph Patterns
the section and that follow different writing patterns. avoid beginning too many sentences with a noun or transitional expression.
60 Part II Paragraph Patterns repeated First Words
Suggestions
DEv ELOp iare
ng given in these chapters for readings We opened the door of the abandoned house. We looked nervously at the rotting
in Part V that relate to the grammar themes. 1. floorboards.
Underline Wethe thought the floor might collapse. We decided to enter. We walked
topic sentence.
Watch the Video
Paragraphs: The Topic
The Topic Sentence carefully across the kitchen floor to the bedroom, one by one.
2. What does the writer use to present his supporting details? Circle the best answer.
Sentence In the topic sentence of an argument paragraph, state your position on the issue. In variety
MyWritingLab
the following topic sentence, notice that the controlling idea has been underlined.
a. cousins
My A seriesandofI examples
opened the door ofb.
theAn extended
abandoned example
house. Nervously, we looked at
What Tools Can Help Students Get the 3. the rotting
What floorboards.
example(s) Leaving
does the door
the writer open,
give we decidedhis
to illustrate
walked across the kitchen floor to the bedroom.
topoint?
enter. One by one, we
Most The
Our government should Canadian
fromcontrolling idea
Writer’s
severely punish corporate executivesWorld?
topic
who
___________________________________________________________________
commit fraud. ___________________________________________________________________
Overwhelmingly, focus group participants and Copyright © 2015 Pearson Canada Inc.
___________________________________________________________________
Your topic sentence should be a debatable statement. It should not be a fact or a
reviewers asked that both a larger number and a greater
statement of opinion. The Writer’s Desk Parts I, II, and III include
___________________________________________________________________
diversity
Fact: of exercises
In some public and activities
schools, beuniforms.
students wear incorporated The Writer’s
4. What are the mainDesk
events inexercises
the narrative?that help students get
List them.
into The Canadian ( This isWriter’s World.
a fact. It cannot In response, we have
be debated.)
used to practising all stages and steps of the writing
___________________________________________________________________
M05_GAET9346_02_SE_C05.indd 79 2
Opinion:
developed andIuniforms.
think that it is a good idea for public school students to wear
tested the following learning aids in ___________________________________________________________________
process. As the chapter progresses, students warm
___________________________________________________________________
The Canadian (Writer’s World.
This is a statement We Nobody
of opinion. are confident they
can deny that you like
up ___________________________________________________________________
with a prewriting activity and then use specific
school uniforms. Therefore, do not use a phrase such as In my
will help your opinion,students become
I think, or better
I believe in your writers.
topic sentence.) methods for developing, organizing (using paragraph
___________________________________________________________________
argument: Public school students should wear uniforms. and___________________________________________________________________
essay plans), drafting, and, finally, revising and
Hints In each chapter, Hint boxesWatch
( This is a debatable statement.)
highlight editing to create a final draft.
important
the Video
Explore Topics
p r ac t ic E writing
2 and grammar points.Pre-writing: Hints are
Brainstorming
MyWritingLab In the Warm Up, you will try an exploring strategy to generate ideas about
useful forfollowing
Evaluate the all students, but many
statements. Write will
F for a fact, O forbe particularly
an opinion, or A for different topics.
helpful for nonnative speakers. For example, in
a debatable argument.
1. I think that competitive sports are unhealthy. _____
Chapter 12, one Hint encourages students to state The Writer’s Desk Warm Up
an argument directly, and another points out_____
2. The legal driving age is too low in Alberta.
the Think about the following questions and write the first ideas that come
3. Greedy athletes have hurt professional sports. _____
need to avoid circular reasoning. In Chapter 21, to your mind. Try to think of two or three ideas for each topic.
4. In most provinces, the legal drinking age is nineteen. _____ EXAMPLE:
a 5.Hint discusses checking for consistent voice
In my opinion, some college students drink too much. _____
in What are some effective ways to market a product?
compound sentences. Hints include brief discussions
6. Some students engage in binge drinking on our university campus. _____ use colourful packaging
and examples so that students will see both concept
7. The proposed “No Binge Drinking” campaign should be scrapped create a funny advertisement
and application.
because underage drinking is not a serious problem in our college. _____ give free samples
8. I believe that most students are responsible and do not abuse 1. What are some really silly fads or fashions?
alcohol. _____ ________________________________________________________________
________________________________________________________________
Hint be Direct ________________________________________________________________
You may feel reluctant to state your point of view directly. You may feel that it is 2. What are some traits of an effective leader?
impolite to do so. However, in academic writing, it is perfectly acceptable, and even ________________________________________________________________
desirable, to state an argument in a direct manner.
In argument writing, you can make your topic debatable by using should, must, or ________________________________________________________________
ought to in the topic sentence or thesis statement.
________________________________________________________________
Although daily prayer is important for many people in Canada, it should not
3. What are some qualities that you look for in a mate?
take place in the classroom.
________________________________________________________________
________________________________________________________________
Copyright © 2015 Pearson Canada Inc.
________________________________________________________________
Vocabulary Boost Throughout Part II of The Copyright © 2015 Pearson Canada Inc.
M12_GAET9346_02_SE_C12.indd 168 Canadian Writer’s World, Vocabulary Boost boxes give 20/06/14 2:15 PM
students tips to improve their use of language and Paragraph Patterns at Work To help students
to revise and edit their word choices. For example, M04_GAET9346_02_SE_C04.indd 60
appreciate the relevance of their writing tasks, 20/06/14 2:06 PM
the Vocabulary Boost in Chapter 4 asks students to Chapters 4–12 highlight authentic writing samples
replace repeated words with synonyms, and the one from work contexts. Titled Illustration at Work,
in Chapter 5 gives specific instructions for how to Narration at Work, and so on, this feature offers
vary sentence openings. These lessons give students a glimpse of how people use writing patterns in
concrete strategies and specific advice for improving different workplace settings.
their diction.
EXPLORING
Watch the Video
Paragraph Development:
What Is Illustration?
Illustrating When you write using illustration, you include 450specific
Part examples
IV The toEditing
clarifyHandbook
MyWritingLab
Part II Paragraph Patterns your main point. You illustrate or give examples any time you want to explain,
analyze, narrate, or give an opinion about something. As a writer, you can use
many different types of examples to help your reader acquire a deeper and clearer was too healthy for the experiment to work. They also feel that there were
editing understanding of your subject. You can include personal experience or factual
information, such as a statistic.
4. Underline a pronoun error.
You give Write
examples your
every correction
day. When telling ain thewhy
friend space
you below.
had a good day or too few practitioners in the experiment. Rejecting the results, therapeutic
a bad day, you might use examples to make your story more interesting. At school,
xvi
Preface
Correction: _______________________________________________________
you might give an oral presentation using examples that will help your audience touch continues to be popular.
chapter 30
better understand your point. At work, you might give examples to show clients
5. This paragraphwhere
contains a fragment, which is an
or how they might market their products.incomplete sentence.
Underline the fragment. Then correct it in the space below.
Correction: _______________________________________________________
Work
at
Illustration se at a large hos
pital.
a registered nur
Patti Guzman is in a local
to spe ak to nursing students Choose one of the following topics, and write a paragraph or an essay.
Grammar Hint She was invit ed
university. In the
following exce
speech, she
rpt from hercomplete
Writing
nurse must be in
good sentences Remember to follow the writing process.
to explain why a
gives examples
A fragment is an incomplete
physical health. sentence. When you give an example, ensure that your 1. Have you ever been to an acupuncturist, a massage therapist, a naturopath,
The topic sentence On a daily
sentence is complete. Avoidlly,fragment se is demanding.
errors.
of a nur a homeopath, or any other alternative healing practitioner? Describe the
expresses the main Physica the job m.W hen pat ients
s and move the
idea. Fragment: basFor must lift patient
is, we example, too many parties.
periods, we mu
st change their treatment that you received.
for prolonged arrive, we tran
sfer
are bedridden patientsgo
correction: For example, ir bed some
s.W hen students
new to too many
to wheelchairs
. parties. 2. Do you have a scar, or have you ever had an accident? Explain what
Supporting sentences positions on the s or from beds
provide details and
Rituals: theThe
m fromhigh tch ers to
stre school prom bed
to help the m stand up. If happened.
examples. we must be able st them. Patient
s
If patients fall,
See Chapter 20 for more king, we must assi
have difficulty walabout fragments.
3. Right now, millions of Americans are uninsured for medical care. Should
patients information d to be lifted and
ere d paralysis or stroke nee min d the government of the United States provide health care for all citizens, just
who have suff p in
and dressed. Kee
n they are bathed requires as Canada and many European nations do? Why or why not?
The concluding supported whe heavy, so the job
s may be quite
sentence brings that some patient
the paragraph to a good level of
physical strengt
h.
4. Should terminally ill patients have the right to die? What are the possible
a satisfying close. e/Shutterstock problems if euthanasia is legalized? Write about euthanasia.
Robert Kneschk
The Writer’s Desk Revise and Edit Your Paragraph
Revise and edit the paragraph that you wrote for the previous Writer’s
You can develop illustration
Desk. The Illustration Paragraph
Ensure that your paragraph has unity, adequate support, and
essays with a series of examples
Therecorrect
are two ways
Collaborative Activity
coherence. Also,
or extended examples. any to write an
errors inillustration
grammar, paragraph.
spelling, punctuation,
and mechanics.Use a series of examples to illustrate your main point. For example, if you
j
Stay” by Aparita Bhandari SteP 2 Rank the qualities from most important to least important.
Think about what you have learned in this chapter. If you do not know (pagean000)
answer, SteP 3 As a team, write a paragraph about doctors. Compare the good with
review that topic. the bad.
1. In an illustration paragraph, you __________________________________________ SteP 4 When you finish writing, edit your paragraph and ensure that you
2. There are two ways to write illustration paragraphs. Explain each of them. have written all the adjectives and adverbs correctly.
a. Using a series of examples: ____________________________________________
b. Using an extended example: ___________________________________________
how Do i get a better grade?
3. List three transitional expressions that indicate an additional idea.
________________________________________________________________________
The Canadian Writer’s World eText Accessed
Visit MyWritingLab for audiovisual lectures and additional practice sets about mistakes with
modifiers.
through MyWritingLab (www.MyWritingLab.com),
students now have the eText for The Canadian Writer’s
Copyright © 2015 Pearson Canada Inc.
Copyright © 2015 Pearson Canada Inc.
World at their fingertips while completing the various
exercises and activities with MyWritingLab. Students
6_02_SE_C04.indd 66
The Writer’s Room The Writer’s Room M30_GAET9346_02_SE_C30.indd 450 can highlight important material and add notes to any
20/06/14 2:06 PM
24/06/14 11:31 AM
contains writing activities that correspond to general, section for further reflection and/or study throughout
college, and workplace topics. Some prompts are brief the semester.
to allow students to freely form ideas, while others are
expanded to give students more direction.
There is something for every student writer in New to the Second
this end-of-chapter feature. Students who respond Canadian Edition
well to visual cues will appreciate the photo
writing exercises in The Writer’s Room in Part Visualizing the Mode
II: Paragraph Patterns. Students who learn best Chapters 4–12 cover nine paragraph patterns. To
by hearing through collaboration will appreciate help students visualize how to use each pattern,
the discussion and group-work prompts in The they complete a Visualizing activity. For example,
Writers’ Circle section of selected The Writer’s in Chapter 4, Visualizing Illustration includes the
Rooms. In Part III: The Essay, students can topic sentence “Some workers risk their lives daily
respond to thought-provoking quotations. To help … .” Photos of workers, including a high-rise window
students see how grammar is not isolated from the cleaner, an electrician, a fisherman, and police officers,
writing process, there are also The Writer’s Room are shown. Chapter 8 includes the topic statement
activities at the end of Sections 1 to 8 in Part IV: “Timeless fashions remain popular and will not go
The Editing Handbook. out of style.” Students see images of a bobbed haircut,
Preface xvii
a little black dress, and a classic black suit. These that will help them understand a writing pattern.
visual examples help students get an overview of the These collaborative activities also help students build
70paragraph mode.
Part II Paragraph Patterns
confidence about their knowledge before having
E XPLOri n g to apply it in writing. The Writers’ Exchanges are
particularly helpful for students who like to listen to
Annotations for At Work Paragraphs
Watch the Video What Is Narration?
acquire knowledge.
Paragraph Development -
Narration When you narrate, you tell a story about what happened. You generally explain
In Chapters 4–12, each and paragraph pattern
the incidents.includes a
MyWritingLab
events in the order in which they occurred, and you include information about
when they happened who was involved in
real-world example. Each of the At Work paragraphs
You use narration every day. You may write about the week’s events in your
personal journal, or you might send a postcard to a friend detailing what you
now containshistorical
callouts pointing
happened in a out the
novel that paragraph’s
did during your vacation. At college, you may explain what happened during a
event or what you have read. At work, you Expanded Research Coverage
key features: might
the topic
Narration not sentence, the
only is useful on its own supporting
but also enhances otherideas,
use narration to explain an incident involving a customer or co-worker.
types of Chapter 15, “Enhancing Your Writing with Research,”
and the concluding sentence.
writing. For example, Jason must write an argument essay about youth crime.
His essay will be more compelling if he includes a personal anecdote about the has coverage on gathering information using library
time a gang of youths attacked him in a subway station. In other words, narration
can provide supporting evidence for other paragraph or essay patterns. and Internet sources, as well as expanded coverage of
evaluating sources. The discussions of paraphrasing
Work a memo he wrote
and summarizing have been expanded, and the Works
ative writing in
Narration at inspector, used narr
pressure vessel
Joseph Roth, a boil
er and
on
Cited information has been revised. A new sample
to his supervisor. in the refinery
The topic sentence
expresses the main As you know, I
recently inspecte
d the boiler and
I wou ld like
pressure vessels
to mention.W
hen I first arrived
min
, the
ing the
student paper on e-sports is annotated with comments
s that me from exa
idea. Highway 11. I had
man age r of the
a few problem
unit was uncoop
erative and initi
per mit
ally tried to stop
ted into the boiler room about MLA style and formatting.
was finally
h discussion, I and condition
of the
boiler! After muc in the operation
several defects fuel cut-off cha
mber
where I noticed that the low-water
ediately , I saw ly.Then
Supporting sentences equipment. Imm y function proper
could not possibl
Thematic Organization in Part Five
provide details and slud ge and d with scal e.
was filled with surfaces were
covere
examples. the boiler heating in tube seats.
I realized that in the tube ends and
stress crac ks
Finally, I found the boiler
lement, making
This is a sure sign
of caustic imbritt
and in danger of
exploding. I hav
e asked
The thematic organization in Part V groups readings
unsafe to operate service imm edia tely .
The concluding
sentence brings
that the boiler
t follo w
be taken out of
up to make sure that
measures into four broad categories: Popular Culture and
We mus
College Life, Psychology and Health Care, Great
boiler.
to replace the
the paragraph to are being taken
a satisfying close.
tterstock
Anastasios71/Shu
Discoveries and the Workplace, and Political Intrigue
and the Legal World. Eleven new readings update the
The Narrative Paragraph selections with multicultural perspectives and high-
New Photos There are two main types of narrative paragraphs.
1. Use first-person narration (autobiography).
interest topics.
Several new opening
In a narrative essay, you can use
first- or third-person narration. photos and photo writing
In first-person narration, you describe a personal experience from your point
of view. You are directly involved in the story. You use the words I (first-
prompts appear throughout the book. Each grammar
person singular) and we (first-person plural). For example: “When I was a
child, I thought that the world began and ended with me. I didn’t know, or Readings Listed by Rhetorical Mode
chapter has an opening photo that helps to show the
thematic content.
Copyright © 2015 Pearson Canada Inc.
The Part V readings are grouped in the table of
contents by theme and on the Part V opener by
M05_GAET9346_02_SE_C05.indd 70 theme and dominant writing pattern. A new table
20/06/14 2:06 PM
Media Writing of contents has been added directly after the regular
Every paragraph pattern chapter now ends with a table of contents so that you can see which readings
media writing activity. Students are invited to view a are organized in whole or in part by the various
television program, film, or online video and to use rhetorical modes.
the content as a writing prompt.
Supplements
Updated High-Interest Paragraph Models
and Practices Annotated Instructor’s Edition
The Annotated Instructor’s Edition is a collection of
Throughout the book, you will notice new examples,
teaching tips available to instructors electronically
sample paragraphs, writing practices, The Writer’s
in the eText within MyWritingLab. By clicking on
Desk topics, and grammar practices. In fact, to make
the “i” icons in the eText, instructors can access
the content more topical and appealing, roughly 30
hundreds of tips to help them teach using The
percent of the book’s content has been updated.
Canadian Writer’s World. (Students who view the
eText will not see the instructor icons and content;
The Writers’ Exchange this content is available only within instructor
The Writers’ Exchange opens each Part II chapter to accounts.) The Annotated Instructor’s Edition also
give students an activity they can work on together includes over 75 ESL teaching tips. Many of these
xviii Preface
were derived from the author’s firsthand experience Rose Caruso, Seneca College
teaching nonnative speakers in the classroom, Chandra Hodgson, Humber College
while others have been suggested by users of The Ingrid Hutchison, Fanshawe College
Canadian Writer’s World and 16 experts in the field Val Innes, Kwantlen Polytechnic University
of English language training. Jennifer Mei, Centennial College
Several individuals have helped me in producing the
MyWritingLab second Canadian edition of The Canadian Writer’s
MyWritingLab is a state-of-the-art interactive and World: Paragraphs and Essays. I would like to express
instructive solution designed to help students meet my great appreciation to Lynne Gaetz and Suneeti
the challenges of their writing courses and to assist Phadke for their pedagogically sound text on which
them in all their future writing. MyWritingLab to build Canadian content. I am indebted to the team
provides access to a wealth of resources, all geared to of dedicated professionals at Pearson Canada, who
meet students’ learning needs. have helped to make the second Canadian edition
MyWritingLab will give users access to the a reality. Thanks to Joel Gladstone for his carefully
Pearson eText. The eText gives students access to reasoned developmental plan and inspirational
the text whenever and wherever they have access to ideas and to David S. Le Gallais, whose invaluable
the Internet. eText pages look exactly like the printed support and continued encouragement propelled
text, offering powerful new functionality for students me through the project. Thanks to Paul Donnelly,
and instructors. Users can create notes, highlight text who not only guided, supported, and trusted my
in different colours, create bookmarks, zoom, click instincts but also contributed significant vision to the
hyperlinked words and phrases to view definitions, project. Thanks to Heidi Allgair for her patient, wise
and see the text in single-page and two-page views. oversight of the production editorial process. Thanks
to Marissa Lok, whose keen, meticulous suggestions
during the production process helped greatly, and
Learning Solutions Managers to Sue Petrykewycz for her superb management
Pearson’s Learning Solutions Managers work with of permissions. Thanks to Carly Bergy (PreMedia
faculty and campus course designers to ensure that Global) for her tremendous help with photo
Pearson technology products, assessment tools, and permissions research. Thanks as well to Anthony
online course materials are tailored to meet your Leung for his cover and interior design and to Marisa
specific needs. This highly qualified team is dedicated D’Andrea and Simon Bailey for their splendid work
to helping schools take full advantage of a wide range of on media. Special thanks to Joanne Di Ciaula for her
educational resources by assisting in the integration of promotion of both the first and second Canadian
a variety of instructional materials and media formats. editions (and of the GBC custom text) and to Jordan
Your local Pearson Education sales representative can MacDonald for his technical expertise.
provide you with more details on this service program. I would like to express my deep appreciation to
my exceptional George Brown College academic and
CourseSmart administrative colleagues and friends, who contributed
their insights, support, and encouragement throughout
CourseSmart is a new way for instructors and my writing process. Special thanks to Corinne Abba,
students to access textbooks online anytime, from Richard Almonte, Stella Bastone, William Basztyk,
anywhere. With thousands of titles across hundreds Md., Jalal Bhuiyan, Sandi Blackburn, Adrian Bond, Pat
of courses, CourseSmart helps instructors choose the Bowness, Derek Brown, Julie Bulmash, Peter Burgess,
best textbook for their class and give their students Jon Callegher, Jan Carter, Avanti Chakraverti, Jean
a new option for buying the assigned textbook as a Choi, Jacqui Cook, Michael Cooke, Kathy Dumanski,
lower cost eTextbook. For more information, visit Jill Edmondson, Paul Finlayson, Bernie Gaidosch,
www.coursesmart.com. Angie Gorassi, John Gudmundson, Karen Hamilton,
Anne Hardacre, Avrille Headley, Susan Heximer,
Acknowledgments Rona Kaushansky, Joyce Kraay, Sam Lampropoulos,
Shirley Lesch, Peter Lovrick, Maureen Loweth,
The authors and the publisher would like to thank Alexandra MacLennan, Heather McAfee, M. J. Perry,
the following reviewers for their input during the Olga Ponichtera, Georgia Quartaro, Jitendra Shalin,
development of the second Canadian edition:
Preface xix
Elizabeth Speers, Frances Steciuk, Don St. Jean, is invaluable in your personal, academic, and
John Swiderski, Barbara Thistle, Lauralynn Tomassi, professional life. When your writing is error-free,
Helene Vukovich, and Adrienne Weiss. readers will focus on your message, and you will be
I would like to express my gratitude for my past able to persuade, inform, entertain, or inspire them.
and current students for their constant inspiration and The Canadian Writer’s World includes strategies that
honest feedback. Their words and ideas are included will help you improve your written communication.
in the second Canadian edition of The Canadian Quite simply, when you become a better writer, you
Writer’s World: Paragraphs and Essays. become a better communicator. It is our greatest
I would also like to extend my sincere appreciation wish for this book to make you excited about writing,
to my wonderful colleagues and friends at other communicating, and learning.
academic institutions and businesses. Special thanks Enjoy!
to Janna Ramsay Best, Kim DiSalle, Kimberly Fahner,
Susan Fowler, Rachael Frankford, Robin Frattini, Call for Student Writing!
Jack Heffron, Shannon Hengen, Carlos Lopes, Ron
Do you want to be published in The Canadian
Menard, Peter Miller, Kathryn T. Molohon, John
Writer’s World? Send your paragraphs and essays to
Riddell, Melanie Rubens, Susan Serran, Anita Shack,
us along with your complete contact information. If
Mira Staples, and Kevin Taylor.
your work is selected to appear in the next edition
Finally, I would like to dedicate the second
of The Canadian Writer’s World, you will receive an
Canadian edition of The Canadian Writer’s World:
honorarium, credit for your work, and a copy of the
Paragraphs and Essays to my children, Skyelar and
book!
Dylan, who are my light and my love.
Lynne Gaetz
Rhonda Sandberg Suneeti Phadke
Rhonda Sandberg
A Note to Students
Your knowledge, ideas, and opinions are important.
The ability to clearly communicate those ideas