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The Language of Composition: Reading - Writing - Rhetoric
ISBN: 9780312450946 | 031245094X
Edition: 1stFormat: Hardcover
Publisher: Bedford/St. Martin's
Pub. Date: 5/14/2007
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The Language of Composition is the first college-level textbook created specifically for the AP* English Language course. Inside, students will find everything they need to learn college-level reading, writing, and analysis skills: concise introductory chapters on rhetoric, close reading, and synthesizing sources; a rich collection of thematically arranged readings that includes essays, speeches, letters, newspaper columns, as well as fiction, poetry, and visual texts; carefully crafted assignments that reinforce the skills taught in the introd... MORE
| Preface | p. vii |
| Rhetorical Contents | p. xxxiii |
| An Introduction to Rhetoric: Using the "Available Means" | p. 1 |
| Key Elements of Rhetoric | p. 1 |
| The Rhetorical Triangle | p. 3 |
| Appeals to Ethos, Logos, and Pathos | p. 4 |
| Ethos | p. 4 |
| Logos | p. 5 |
| Pathos | p. 6 |
| Ethos, Logos, and Pathos in Practice | p. 6 |
| Vi... MORE | p. 10 |
| An Example of Rhetoric from Literature | p. 12 |
| Arrangement | p. 13 |
| The Classical Model | p. 13 |
| Patterns of Develoment | p. 17 |
| When Rhetoric Misses the Mark | p. 26 |
| Close Reading: The Art and Craft of Analysis | p. 35 |
| Analyzing Style | p. 37 |
| Talking with the Text | p. 38 |
| Annotation | p. 40 |
| Dialectical Journal | p. 42 |
| Graphic Organizer | p. 43 |
| Analyzing a Visual Text | p. 49 |
| From Analysis to Essay: Writing about Close Reading | p. 51 |
| Glossary of Selected Tropes and Schemes | p. 58 |
| Synthesizing Sources: Entering the Conversation | p. 61 |
| Types of Support | p. 62 |
| Writers at Work | p. 63 |
| The Relationship of Sources to Audience | p. 69 |
| The Synthesis Essay | p. 72 |
| Conversation: Focus on Community Service | p. 74 |
| Identifying the Issues: Recognizing Complexity | p. 81 |
| Formulating Your Position | p. 82 |
| Incorporating Sources: Inform Rather than Overwhelm | p. 84 |
| Education: To what extent do our schools serve the goals of a true education? | p. 87 |
| Central Essay | |
| I Know Why the Caged Bird Cannot Read | p. 89 |
| Classic Essay | |
| From Education | p. 102 |
| Superman and Me | p. 110 |
| Best in Class | p. 113 |
| A Talk to Teachers | p. 123 |
| School | p. 130 |
| Kyoko Mori on Writing | p. 141 |
| The History Teacher (poetry) | p. 143 |
| Eleven (fiction) | p. 144 |
| Visual Text | |
| National Endowment for the Arts, From Reading at Risk (tables) | p. 147 |
| Conversation: Focus on the American High School | p. 150 |
| from Report of the Massachusetts Board of Education | p. 150 |
| Let Teenagers Try Adulthood | p. 153 |
| From The Liberal Arts in an Age of Info-Glut | p. 155 |
| A Model for High Schools | p. 158 |
| U.S. Students Fare Badly in International Survey of Math Skills (with table) | p. 160 |
| Spirit of Education (painting) | p. 162 |
| Student Writing: Argument: Using Personal Experience as Evidence | p. 164 |
| Grammar as Rhetoric and Style: Appositives | p. 167 |
| Suggestions for Writing: Education | p. 173 |
| Work: How does our work shape or influence our lives? | p. 177 |
| Central Essay | |
| From Serving in Florida | p. 179 |
| Barbara Ehrenreich on Writing | p. 183 |
| Classic Essay | |
| The Atlanta Exposition Address | p. 191 |
| The Surgeon as Priest | p. 197 |
| The Traveling Bra Salesman's Lesson | p. 205 |
| From Labour | p. 209 |
| From The Writing Life | p. 212 |
| In Praise of a Snail's Pace | p. 221 |
| I Stand Here Ironing (fiction) | p. 224 |
| Harvest Song (poetry) | p. 230 |
| Visual Text | |
| We Can Do It! (poster) | p. 232 |
| Visual Text | |
| The Great GAPsby Society (cartoon) | p. 233 |
| Conversation: Focus on Working Parents | p. 235 |
| More Working Parents Play "Beat the Clock" | p. 235 |
| Why Women Have to Work | p. 238 |
| The Case for Staying Home | p. 240 |
| Sick Parents Go to Work, Stay Home When Kids Are Ill | p. 242 |
| My Mother, Myself, Her Career, My Questions | p. 243 |
| Don't Call Me Mr. Mom | p. 246 |
| Student Writing: Close Reading: Analyzing Style in Paired Passages | p. 248 |
| Grammar as Rhetoric and Style: Short Simple Sentences and Fragments | p. 252 |
| Suggestions for Writing: Work | p. 256 |
| Community: What is the relationship of the individual to the community? | p. 259 |
| Central Essay | |
| Letter from Birmingham Jail | p. 260 |
| Classic Essay | |
| Where I Lived, and What I Lived for | p. 276 |
| All Happy Clans Are Alike: In Search of the Good Family | p. 283 |
| The New Community | p. 289 |
| Commencement Speech at Mount Holyoke College | p. 296 |
| Walking the Path between Worlds | p. 300 |
| New York Day Women (fiction) | p. 307 |
| Edwidge Danticat on Writing | p. 312 |
| Child of the Americas (poetry) | p. 313 |
| Visual Text | |
| Reflections (painting) | p. 314 |
| Visual Text | |
| Three Servicemen (sculpture) | p. 315 |
| Conversation: Focus on the Individual's Responsibility to the Community | p. 317 |
| The Happy Life | p. 317 |
| The Singer Solution to World Poverty | p. 319 |
| Lifeboat Ethics: The Case against Helping the Poor | p. 324 |
| In Westminster Abbey (poetry) | p. 333 |
| Student Writing: Synthesis: Incorporating Sources into a Revision | p. 335 |
| Grammar as Rhetoric and Style: Parallel Structures | p. 339 |
| Suggestions for Writing: Community | p. 345 |
| Gender: What is the impact of the gender roles that society creates and enforces? | p. 347 |
| Central Essay | |
| Women's Brains | p. 349 |
| Classic Essay | |
| Professions for Women | p. 356 |
| Letters | p. 363 |
| About Men | p. 367 |
| The Myth of the Latin Woman: I Just Met a Girl Named Maria | p. 370 |
| Judith Ortiz Cofer on Writing | p. 376 |
| Being a Man | p. 378 |
| AIDS Has a Woman's Face | p. 382 |
| There Is No Unmarked Woman | p. 388 |
| Sweat (fiction) | p. 393 |
| Barbie Doll (poetry) | p. 403 |
| Visual Text | |
| Cathy (cartoon) | p. 404 |
| Visual Text | |
| New and Newer Versions of Scripture (table) | p. 405 |
| Conversation: Focus on Defining Masculinity | p. 408 |
| Why Johnny Won't Read | p. 408 |
| Mind over Muscle | p. 410 |
| Putting Down the Gun | p. 412 |
| Boy Problems (with table) | p. 414 |
| Student Writing: Argument: Supporting an Assertion | p. 418 |
| Grammar as Rhetoric and Style: Pronouns | p. 420 |
| Suggestions for Writing: Gender | p. 426 |
| Sports and Fitness: How do the values of sports affect the way we see ourselves? | p. 429 |
| Central Essay | |
| The Silent Season of a Hero | p. 431 |
| Classic Essay | |
| The Proper Place for Sports | p. 449 |
| Kill 'Em, Crush 'Em, Eat 'Em Raw! | p. 453 |
| From How I Learned to Ride the Bicycle | p. 459 |
| A Spectator's Notebook | p. 461 |
| The Real New York Giants | p. 471 |
| For Fasting and Football, a Dedicated Game Plan | p. 473 |
| Samuel G. Freedman on Writing | p. 476 |
| Ex-Basketball Player (poetry) | p. 478 |
| Prothalamion (poetry) | p. 479 |
| Visual Text | |
| Untitled (cartoon) | p. 480 |
| Conversation: Focus on Body Image | p. 482 |
| A Unique Take on Beauty | p. 482 |
| Little Sister, Big Hit (cover) | p. 484 |
| Drugs, Sports, Body Image and G.I. Joe | p. 486 |
| Disordered Eating and Body Image Disturbances May Be Underreported in Male Athletes | p. 489 |
| Enhancing Male Body Image | p. 491 |
| Student Writing: Rhetorical Analysis: Comparing Strategies in Paired Passages | p. 493 |
| Grammar as Rhetoric and Style: Precise, Direct, and Active Verbs | p. 498 |
| Suggestions for Writing: Sports and Fitness | p. 503 |
| Language: How does the language we use reveal who we are? | p. 507 |
| Central Essay | |
| Aria: Memoir of a Bilingual Childhood | p. 509 |
| Classic Essay | |
| Politics and the English Language | p. 529 |
| Mother Tongue | p. 542 |
| From Decolonising the Mind | p. 547 |
| Always Living in Spanish | p. 556 |
| Studying Islam, Strengthening the Nation | p. 559 |
| Bilingualism in America: English Should Be the Official Language | p. 562 |
| From Monkey Bridge (fiction) | p. 568 |
| From Native Speaker (fiction) | p. 569 |
| For Mohammed Zeid of Gaza, Age 15 and Why I Could Not Accept Your Invitation (poetry) | p. 571 |
| Naomi Shihab Nye on Writing | p. 574 |
| Visual Text | |
| Rumors, Lies, Innuendo (cartoon) | p. 575 |
| Visual Text | |
| Census Data on Language Use in the United States (table) | p. 576 |
| Conversation: Focus on Current Language Usage | p. 579 |
| How Much Wallop Can a Simple Word Pack? | p. 579 |
| The War of Words: A Dispatch from the Front Lines | p. 581 |
| Letters to the Editor in response to The War of Words | p. 584 |
| Pride to One Is Prejudice to Another | p. 586 |
| Help Us Overthrow the Tall/Short Mafia | p. 588 |
| Student Writing: Reflection: Reflecting on "Different Englishes" | p. 590 |
| Grammar as Rhetoric and Style: Concise Diction | p. 592 |
| Suggestions for Writing: Language | p. 595 |
| Science and Technology: How are advances in science and technology affecting the way we define our humanity? | p. 599 |
| Central Essay | |
| The Bird and the Machine | p. 601 |
| Classic Essay | |
| The Method of Scientific Investigation | p. 609 |
| The Reach of Imagination | p. 616 |
| The Future of Happiness | p. 623 |
| The Blank Slate | p. 630 |
| Steven Pinker on Writing | p. 640 |
| Silence and the Notion of the Commons | p. 641 |
| Into the Electronic Millennium | p. 647 |
| Transsexual Frogs | p. 655 |
| Sonnet - to Science (poetry) | p. 663 |
| When I Heard the Learn'd Astronomer (poetry) | p. 664 |
| Super- Toys Last All Summer Long (fiction) | p. 665 |
| Visual Text | |
| The Cosmic Calendar | p. 671 |
| Visual Text | |
| Food Fight (cartoon) | p. 675 |
| Conversation: Focus on the Ethics of Genetics Technology | p. 678 |
| On Cloning a Human Being | p. 678 |
| Fearing the Worst Should Anyone Produce a Cloned Baby | p. 681 |
| DNA as Destiny | p. 683 |
| Pet Clones Spur Call for Limits | p. 691 |
| More Couples Screening Embryos for Gender | p. 693 |
| Student Writing: Counterargument: Responding to a Newspaper Column | p. 696 |
| Grammar as Rhetoric and Style: Coordination in the Compound Sentence | p. 698 |
| Suggestions for Writing: Science and Technology | p. 705 |
| Popular Culture: To what extent does pop culture reflect our society's values? | p. 707 |
| Central Essay | |
| High-School Confidential: Notes on Teen Movies | p. 709 |
| Classic Essay | |
| Corn-Pone Opinions | p. 717 |
| Godzilla vs. the Giant Scissors: Cutting the Antiwar Heart Out of a Classic | p. 723 |
| Brent Staples on Writing | p. 725 |
| We Talk, You Listen | p. 727 |
| Dreaming America | p. 734 |
| Show and Tell (graphic essay) | p. 737 |
| Popular Culture in the Aftermath of September 11 is a Chorus without a Hook, A Movie without an Ending | p. 751 |
| Emily Dickinson and Elvis Presley in Heaven (poetry) | p. 759 |
| Sanctuary: For Harry Potter the Movie | p. 760 |
| Visual Text | |
| The Innocent Eye Test (painting) | p. 764 |
| Conversation: Focus on Television | p. 766 |
| Watching TV Makes You Smarter | p. 766 |
| The Argument against TV | p. 777 |
| He Doesn't Like to Watch | p. 779 |
| TV Turnoff Week (detail from a poster) | p. 782 |
| Is Media Violence Free Speech? (debate) | p. 783 |
| Student Writing: Visual Rhetoric: Interpreting a Painting | p. 788 |
| Grammar as Rhetoric and Style: Modifiers | p. 790 |
| Suggestions for Writing: Popular Culture | p. 795 |
| Nature: What is our responsibility to nature? | p. 797 |
| Central Essay | |
| From Silent Spring | p. 798 |
| Classic Essay | |
| From Nature | p. 807 |
| The Clan of One-Breasted Women | p. 816 |
| Message to President Franklin Pierce | p. 823 |
| An Entrance to the Woods | p. 825 |
| 2004 Nobel Peace Prize Speech | p. 834 |
| Against Nature | p. 840 |
| A White Heron (fiction) | p. 848 |
| The Tables Turned (poetry) | p. 856 |
| Visual Text | |
| Cloud the Issue or Clear the Air? (advertisement) | p. 857 |
| Visual Text | |
| Kindred Spirits (painting) | p. 860 |
| Conversation: Focus on Climate Change | p. 862 |
| It's Easy Being Green | p. 862 |
| From Counting Carbons (with table) | p. 867 |
| From The Future of Life | p. 873 |
| Ice Blankets (photograph with caption) | p. 876 |
| Is Climate Change the 21st Century's Most Urgent Environmental Problem? | p. 877 |
| GeoSigns: The Big Thaw | p. 881 |
| Daniel Glick on Writing | p. 888 |
| Student Writing: Visual Rhetoric: Analyzing a Political Cartoon | p. 891 |
| Grammar as Rhetoric and Style: Cumulative, Periodic, and Inverted Sentences | p. 893 |
| Suggestions for Writing: Nature | p. 900 |
| Politics: What is the nature of the relationship between the citizen and the state? | p. 903 |
| Central Essay | |
| On Seeing England for the First Time | p. 904 |
| Classic Essay | |
| A Modest Proposal | p. 914 |
| From The Destruction of Culture | p. 922 |
| Chris Hedges on Writing | p. 929 |
| National Prejudices | p. 932 |
| Thoughts on Peace in an Air Raid | p. 935 |
| On the Duty of Civil Disobedience | p. 939 |
| Every Dictator's Nightmare | p. 957 |
| On the Rainy River (fiction) | p. 961 |
| Conversation with an American Writer (poetry) | p. 974 |
| Visual Text | |
| Guernica (painting) | p. 975 |
| Visual Text | |
| March 17, 2003 (cover) | p. 976 |
| Visual Text | |
| April 2003 (cover) | p. 976 |
| Conversation: Focus on the Politics of Imperialism | p. 979 |
| Shooting an Elephant | p. 979 |
| The Empire Fights Back | p. 985 |
| In Which the Ancient History I Learn Is Not My Own (poetry) | p. 989 |
| Christiansted: Official Map and Guide | p. 991 |
| What Part of You Lives in Bombay? (advertisement) | p. 994 |
| Student Writing: Argument: Responding to a Quotation | p. 996 |
| Grammar as Rhetoric and Style: Subordination in the Complex Sentence | p. 999 |
| Suggestions for Writing: Politics | p. 1005 |
| Glossary | p. 1009 |
| Acknowledgments | p. 1015 |
| Index | p. 1023 |
| Table of Contents provided by Ingram. All Rights Reserved. |
A unique team of authors who are AP English Language specialists. Renée H. Shea is a university professor who has directed freshman English programs; Lawrence Scanlon and Robin Dissin Aufses are English department chairs at high schools where they also teach AP English. Both Renée Shea and Lawrence Scanlon have been involved with the AP program for many years as faculty consultants and workshop leaders for both the Language and Literature courses.
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