Purpose and AudienceQ 3, Style and Structure 

Write Reading Response #5—either on Kamenetz’s “Take This Internship And Shove It” (pp. 583-585)* or on Halperin’s “No Pay? Many Interns Say, ‘No Problem’ ”(pp. 588-590)**.

Answer “Take This Internship And Shove It”  Purpose and Audience Q 2, Style and Structure Q 5.

Answer No Pay? Many Interns Say, ‘No Problem Purpose and AudienceQ 3, Style and Structure Q 3.

withe  summury and anlaizing ?

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For Bedford/St. Martin’s Executive Editor: John Sullivan Production Editor: Jessica Skrocki Gould Senior Production Supervisor: Jennifer Peterson Senior Marketing Manager: Molly Parke Editorial Assistant: Alyssa Demirjian Copy Editor: Diana P. George Indexer: Leoni Z. McVey Photo Researcher: Lynn Tews Permissions Manager: Kalina K. Ingham Art Director: Lucy Krikorian Text Design: Brian Salisbury Cover Design: Marine Miller Cover Art: André Derain, Mountains at Collioure, 1905, John Hay Whitney Collection,

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Manufactured in the United States of America.

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For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000)

ISBN: 978-0-312-67684-1 (paperback) ISBN: 978-0-312-62307-4 (High School edition)

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For Peter Phelps (1936–1990), with thanks

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Since it was first published, Patterns for College Writing has been used by millions of students at colleges and universities across the United States. We have been delighted by the overwhelmingly positive response to the first eleven editions of Patterns, and we continue to be gratified by positive feedback from the many instructors who find Patterns to be the most ac- cessible and the most pedagogically sound rhetoric-reader they have ever used. In preparing this twelfth edition, we have worked hard to fine-tune the features that have made Patterns the most popular composition reader available today and to develop new features to enhance the book’s useful- ness for both instructors and students.

What Instructors and Students Like about Patterns for College Writing An Emphasis on Critical Reading

The Introduction, “How to Use This Book,” and Chapter 1, “Reading to Write: Becoming a Critical Reader,” prepare students to become ana- lytical readers and writers by showing them how to apply critical reading strategies to a typical selection and by providing sample responses to the various kinds of writing prompts in the book. Not only does this mate- rial introduce students to the book’s features, but it also prepares them to tackle reading and writing assignments in their other courses.

Extensive Coverage of the Writing Process

The remaining chapters in Part One, “The Writing Process” (Chapters 2 through 5), comprise a “mini-rhetoric,” offering advice on drafting, writ- ing, revising, and editing as they introduce students to activities such as freewriting, brainstorming, clustering, and journal writing. These chapters also include numerous writing exercises to give students opportunities for immediate practice.

Detailed Coverage of the Patterns of Development

In Part Two, “Readings for Writers,” Chapters 6 through 14 explain and illustrate the patterns of development that students typically use in their college writing assignments: narration, description, exemplification,

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