Solution Manual For Mosaics: Reading And Writing Paragraphs, 6/E 6th Edition by Kim Flachmann

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Chapter 9: Analyzing a Process

TEACHING PROCESS ANALYSIS
Bring in a 5- to 10-minute clip from a cooking show that explains how to cook a
somewhat complicated dish. Show the clip without explaining what the students will
have to do.
After the clip has been shown once, have students write down the ingredients and
the exact recipe for the dish they just watched being made. Ask them to explain the
steps in the correct order and to be thorough and precise. Don’t let them look at other
students’ lists.
After 8 to 10 minutes, show the clip again. This time, have the students compare
their directions and see what steps they omitted or put out of order. Ask the students
how many of them got everything exactly correct (some will say they did), and explain
to them how much we all take process analysis for granted. You can repeat the process
with a history clip if you want to demonstrate both types of process analysis, but be sure
to show the clips back to back, before revealing the assignment, so that students don’t
anticipate listing the steps.
Discovering How This Paragraph Works
To help you discover the elements that make this an effective process
analysis paragraph so you can use them in your own writing, answer the following questions in as much detail as possible.
1. What process does this paragraph explain? Which sentence gives you
this information?
2. Explain the process in your own words.
3. If you don’t understand the process, what else do you need to know?
4. Is the information about this process in chronological order? What word
clues tell you the author’s method of organization?
The first sentence tells us that this paragraph is about scheduling on a Facebook
page.
Answers will vary.
Answers will vary.
The words When and then highlight the chronological order.
Chapter 9: Analyzing a Process
PREWRITING EXERCISE
Have students write a focused freewrite about all the activities they do well. Allow
approximately 5 minutes.
TEACHING TIPS
The following eight teaching tips are based on Howard Gardner’s list of multiple
intelligences:
Verbal/Linguistic
Have students take a difficult how-to document that you supply (like directions for
programming a DVD player) and put it into words that make the process easy to
understand.
Musical/Rhythmic
Have students explain the steps of a musical process such as reading one line of sheet
music, playing a note on an instrument, or singing the chorus from a song. How will
the music sound if even one step is left out?
Logical/Mathematical
Have students list the steps people need to take to save a computer file to a disk. Suggest
that the final draft of an important paper is on the disk and that one error would wipe it
out. Have one person read the list while another demonstrates it.
Visual/Spatial
Have students watch a documentary to determine how something happened. How well
did the documentary account for everything that occurred? Do students feel any gaps
were present in the film?
Bodily/Kinesthetic
Put students in pairs, and blindfold one of the two. Have the blindfolded student tell the
other student how to get from point A to point B while the other student follows the directions. Make sure students know that if, for instance, the blindfolded student gives the
direction to walk through a doorway without saying to open the door, the other student
cannot progress beyond the closed door. When the blindfolded student thinks the instructions are completed, have him or her remove the mask to discover where the fellow
student actually ended up.
Intrapersonal
Have students think of the process they typically go through before they write a paper. Does this ritual ever change? What steps may be different from assignment to
assignment?
Interpersonal
Divide students into groups of three or four. Have them list the steps to a process
that all students would most likely know (for example, ordering food from a fast-food
restaurant), but have them omit some seemingly insignificant steps. See if the other
groups can find the omissions.
Naturalist
Have students explain the steps for an outdoor adventure, such as setting up a tent,
catching a fish, or paddling a kayak. What is the consequence if one step is missing?
INSTRUCTOR’S RESOURCE MANUAL
For additional material about teaching process analysis, for journal entries, and for
various tests, see the Instructor’s Resource Manual, Section II, Part II.
REVISING AND EDITING OPTIONS
Consider teaching revising and editing in a class discussion, in small groups, or in pairs.
CLASS ACTIVITY
On the board or overhead projector, show a how-to paragraph filled with jargon or
technical terms. Ask the class to determine what is wrong with the paragraph.
Remind students to remember their audience and to be sure that their words are clear;
for example, they should be careful not to tell a beginner scuba diver to “slowly ascend for
the mandatory decompression safety stop.” In this case, it’s a matter of life and death.
Revising the Student Paragraph
TOPIC SENTENCE
✔ Does the topic sentence convey the paragraph’s controlling idea?
✔ Does the topic sentence appear as the first or last sentence of the paragraph?
1. What is Victor’s purpose in this paragraph?
2. Put brackets around Victor’s topic sentence. Does it state his purpose?
3. Write an alternate topic sentence.
DEVELOPMENT
✔ Does the paragraph contain specific details that support the topic sentence?
✔ Does the paragraph include enough details to explain the topic sentence fully?
1. Do Victor’s details explain the process of delivering furniture step
by step?
To explain how furniture is delivered to customers
[You will be surprised to find out how furniture goes from the store to your
door.] It could be clearer.
One possibility: Furniture delivery has to follow strict guidelines to work
smoothly.
Yes
REVISING STRATEGIES
This chapter focuses on the following revising elements:
Topic sentence
Development
Unity
Organization
Coherence
2. Where do you need more information?
3. What new details can you add to Victor’s paragraph to make his steps
clearer?
UNITY
✔ Do all the sentences in the paragraph support the topic sentence?
1. Read each of Victor’s sentences with his topic sentence (revised, if necessary) in mind.
2. Cross out the three sentences that are not directly related to Victor’s
topic sentence.
ORGANIZATION
✔ Is the paragraph organized logically?
1. Read Victor’s paragraph again to see if all the sentences are arranged
logically.
2. List the general steps covered in this paragraph.
independent trucks hired drivers deliver in order
drivers call customers weather determines packing
pick up in reverse order difficult customers cause problems
3. Circle in item 2 the one step that is out of order.
4. Renumber the sentences in chronological order.
COHERENCE
✔ Do the sentences move smoothly and logically from one to the next?
1. Circle three transitions Victor uses.
2. Explain how one of these transitions makes Victor’s paragraph easier
to read.
Answers will vary.
Answers will vary.
Sentences 4, 5, and 6
Drivers deliver in order.
Sentence 7 goes after sentence 11.
Answers will vary.
EDITING STRATEGIES
This chapter focuses on the following editing problems:
Fragments
Subject-verb agreement
Apostrophes (contractions)
Editing the Student Paragraph
SENTENCES
Subjects and Verbs
✔ Does each sentence have a main subject and verb?
1. Underline the subjects once and verbs twice in your revision of Victor’s
paragraph. Remember that sentences can have more than one subjectverb set.
2. Does each of Victor’s sentences have at least one subject and verb that
can stand alone?
3. Did you find and correct the two fragments in Victor’s first draft? If not,
find and correct them now.
Subject-Verb Agreement
✔ Do all subjects and verbs agree?
1. Read aloud the subjects and verbs you underlined in your revision of
Victor’s paragraph.
2. Did you find and correct the two subjects and verbs that do not agree? If
not, find and correct them now.
Pronoun Agreement
✔ Do all pronouns agree with their nouns?
1. Find any pronouns in your revision of Victor’s paragraph that do not
agree with their nouns.
2. Correct any pronouns that do not agree with their nouns.
No, not in the original paragraph.
Sentences 11 and 13
The drivers/has, the pieces/is (sentence 8)
All pronouns agree with their nouns in the original
paragraph.
Modifier Errors
✔ Are modifiers as close as possible to the words they modify?
1. Find any modifiers in your revision of Victor’s paragraph that are not as
close as possible to the words they modify.
2. Rewrite sentences if necessary so that the modifiers are as close as possible to the words they modify.
PUNCTUATION AND MECHANICS
Punctuation
✔ Are sentences punctuated correctly?
1. Read your revision of Victor’s paragraph for any errors in punctuation.
2. Find the two fragments you revised, and make sure they are punctuated
correctly.
3. Did you find and correct Victor’s two apostrophe errors? If not, find and
correct them now.
Mechanics
✔ Are words capitalized properly?
1. Read your revision of Victor’s paragraph for any errors in capitalization.
2. Be sure to check Victor’s capitalization in the fragments you revised.
WORD CHOICE AND SPELLING
Word Choice
✔ Are words used correctly?
1. Find any words used incorrectly in your revision of Victor’s paragraph.
2. Correct any errors you find.
Spelling
✔ Are words spelled correctly?
1. Use spell-check and a dictionary to check the spelling in your revision of
Victor’s paragraph.
2. Correct any misspelled words.
There are no modifier errors in
the original paragraph.
driver’s (sentence 7), days (sentence 9)
All capitals are correct in the original paragraph.
All words are used correctly in the original paragraph.
All words are spelled correctly in the original paragraph.
GETTING OUT OF DEBT (AND STAYING OUT)
by Julia Bourland
SUMMARY
In this essay, Bourland explains how to avoid debt altogether or how to get out of debt
and stay out.
READABILITY
(Flesch-Kincaid grade level)
10.5
INSTRUCTOR’S RESOURCE MANUAL
For additional teaching strategies, for journal entries, for vocabulary and reading
quizzes, and for more writing assignments, see the Instructor’s Resource Manual,
Section II, Part II.
ANSWERS TO QUESTIONS
Thinking Critically About Content
1. Bourland believes that student loan debts are worthwhile.
2. Here are Bourland’s eight guidelines for avoiding credit card debt:
1. No Department Store Credit Cards
These have high interest rates and are only worthwhile if your discount is over
$20.
2. One Card Only
Use one card for emergencies only.
3. Use Your ATM Credit/Debit Card Instead
This card is used like a credit card, but the money is taken out of your checking
account instead. Remember to keep receipts and balance your checkbook!
4. Pay Back as Much as You Can, as Soon as You Can
By your paying only the minimum each month, interest keeps adding up onto
your bill. Also, pay off higher-interest cards first.
5. Trash Those Credit Card Checks That Come with Your Statement, and Shun
Cash Advances from the ATM
If you take out cash advances from the ATM or use credit card checks, interest is
added. Therefore, you are paying more than you originally took.
6. Switch to a Card with a Lower Interest Rate
Try to move your balance to a card with a lower interest rate so that you can cancel your higher-interest card.
7. Apply for a Secured Credit Card if Your Credit Is Screwed
You can give an issuer a sum of money to get a credit card that gives you a specific amount of money to spend. This way you can prove your worthiness and
raise your credit rating.
8. Check Your Credit Report
You can check your credit report online or by phone for a minimal amount of
money. This is important in case there are errors that must be fixed.
3. You can check your credit rating out on the phone or online through Experian,
Equifax, or Trans Union.
Thinking Critically About Purpose and Audience
4. Bourland’s purpose is to inform people about credit card debt and the measures they
can take to avoid it.
5. Bourland’s primary audience is young people just beginning to establish credit. Debt
plays a big role in these people’s lives in the form of school loan debt, first credit
cards, car payments, and so on.
6. Answers will vary.
Thinking Critically About Paragraphs
7. Bourland discusses how to avoid and get out of debt. She begins by speaking about
student loans and how they are “good” loans because they are investments in the
future. Then she discusses her eight guidelines for staying out of debt. The eight
points include tips such as keeping one credit card for emergencies only, using ATM
Debit/Credit cards instead of a credit card, making larger monthly payments, as well
as checking your credit report regularly. By following her eight steps, people can
learn about and avoid debt.
8. Answers will vary.
9. Paragraph 3 is organized from general to particular. This is effective because
Bourland is helping her readers understand consolidation with more specific details as the paragraph develops.
10. Answers will vary.
COMING OVER
by Russell Freedman
SUMMARY
Freedman depicts what immigrants encountered when they came to the United States
around the turn of the twentieth century.
READABILITY
(Flesch-Kincaid grade level)
6.7
INSTRUCTOR’S RESOURCE MANUAL
For additional teaching strategies, for journal entries, for vocabulary and reading
quizzes, and for more writing assignments, see the Instructor’s Resource Manual,
Section II, Part II.
ANSWERS TO QUESTIONS
Thinking Critically About Content
1. They all believed that life in America would be better than life in their original
countries.
2. Stages of immigration:
1. Received identity tags
2. Were herded onto special ferryboats to Ellis Island
3. Formed long lines in the inspection hall
4. Underwent examinations
a. Physical and mental health doctor
b. Contagious and infectious diseases doctor
c. More medical exams if needed
5. Were questioned by registration clerk
6. Waited at the dock for the ferry to Manhattan
3. They were afraid they would be rejected by one of the processes and would have
to return to their country.
Thinking Critically About Purpose and Audience
4. The purpose of this essay is to inform readers of the hardships immigrants had to
endure to enter the country.
5. A general audience would be interested in this essay, particularly readers who are
descendents of immigrants.
6. Corsi’s excerpt captures the excitement because he illustrates how happy and anxious they became at their first glimpses of Manhattan.
Thinking Critically About Paragraphs
7. Freedman includes the Pellegrini paragraph to give readers a firsthand account of
the fear immigrants felt about passing the examinations. The details in this paragraph about his sister being temporarily rejected support its topic sentence.
8. Transitions include Now, First, and When a case aroused suspicion.
9. The topic sentence is “But the journey was not yet over.” The remaining sentences support this sentence because they outline the rest of the process to get to
Manhattan.
10. Answers will vary.
ADDITIONAL WRITING TOPIC
Let your students expand the paragraphs they wrote on page 166into well-developed
essays.
TEACHING ON THE WEB
Discussion Topic: Divide students into groups of three or four, and have them discuss
what life was like before the Internet. How did people formerly find maps, recipes, or
general directions to make something work? How has the Internet revolutionized us in
this way?
TEACHING ON THE WEB
Links: Have students find links to Web sites that sell how-to books and books about
history. What three titles in each category sound most interesting to them?
Possible sites:
Amazon, amazon.com
Barnes & Noble, barnesandnoble.com
Waldenbooks, powells.com
TEACHING ON THE WEB
Research: Have students find Web sites that explain how something happened. Have
them determine whether all the steps are present or if any were left out. Ask them then
to explain how important each step was to the process analysis they found.