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This page intentionally left blank
The Bedford Handbook
For Bedford / St. Martin’s
Executive Editor: Michelle M. Clark
Senior Development Editor: Barbara G. Flanagan
Development Editor: Mara Weible
Senior Production Editor: Anne Noonan
Senior Production Supervisor: Dennis Conroy
Executive Marketing Manager: John R. Swanson
Editorial Assistant: Alicia Young
Copyeditor: Linda McLatchie
Text Design: Claire Seng-Niemoeller
Cover Design: Donna Lee Dennison
Composition: Nesbitt Graphics, Inc.
Printing and Binding: RR Donnelley and Sons
President: Joan E. Feinberg
Editorial Director: Denise B. Wydra
Editor in Chief: Karen S. Henry
Director of Marketing: Karen R. Soeltz
Director of Editing, Design, and Production: Marcia Cohen
Assistant Director of Editing, Design, and Production: Elise S. Kaiser
Managing Editor: Elizabeth M. Schaaf
Library of Congress Control Number: 2009924937
Copyright © 2010, 2006, 2002, 1998 by Bedford / St. Martin’s
All rights reserved. No part of this book may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, except as may be expressly
permitted by the applicable copyright statutes or in writing by the Publisher.
Manufactured in the United States of America.
4 3 2 1 0 9
f e d c b a
For information, write: Bedford / St. Martin’s, 75 Arlington Street,
Boston, MA 02116 (617-399-4000)
ISBN-10: ISBN-13:
0-312-54430-8 978-0-312-54430-0 (Instructor’s Annotated Edition)
0-312-65268-2 978-0-312-65268-5 (hardcover Student Edition)
0-312-65269-0 978-0-312-65269-2 (softcover Student Edition)
Acknowledgments
Acknowledgments and copyrights appear at the back of the book on page 820,
which constitutes an extension of the copyright page. It is a violation of the law to
reproduce these selections by any means whatsoever without the written permission
of the copyright holder.
The Bedford
Handbook
Eighth Edition
Diana Hacker
Nancy Sommers
Harvard University
Contributing Authors
Tom Jehn
Harvard University
Jane Rosenzweig
Harvard University
Contributing ESL Specialist
Marcy Carbajal Van Horn
St. Edward’s University
BEDFORD / ST. MARTIN’S BOSTON U NEW YORK
This page intentionally left blank
Preface for Instructors
Hacker handbooks have long been recognized as the most
innovative and practical college references — the ones that
respond most directly to student writers’ questions and chal-
lenges. In revising The Bedford Handbook, our goal was to
continue to respond to students by helping them make the
most of their college writing experiences. Part of our revision
plan — crafted with my fellow contributors and Diana Hacker’s
longtime editorial team — was to learn firsthand what’s hap-
pening in composition classrooms and writing centers across
the country.
With our plan in mind, I visited more than thirty-five
colleges and universities to listen to students, teachers, and
tutors talk about the challenges facing today’s college writ-
ers. Throughout my travels, I heard students puzzle out the
unfamiliar elements of academic writing, particularly those
related to working with sources. I watched creative teach-
ers show their students how to build arguments, synthesize
sources, and strengthen their ideas through revision. I ob-
served writing center tutors responding to students’ questions
about thesis statements and research assignments. And I lis-
tened, everywhere, for clues about how to develop a better,
more useful reference. The eighth edition is inspired by the
students, teachers, and tutors at these schools — and by the
candid feedback offered by users of The Bedford Handbook’s
earlier editions.
v
vi Preface for instructors
As you look through this new edition, you’ll find many
innovations — large and small — that help students make the
most of their experience as college writers. For example, new
boxes called Making the most of your handbook pull together
advice from different parts of the book to help students com-
plete any college writing assignment. To help students make
the most of their teachers’ feedback as they revise, we have
created a new feature, Revising with comments, that provides
concrete strategies for revision. The comments in this new fea-
ture come directly from our interviews with sixty-five students
about the comments they receive most frequently.
Teachers, students, and tutors asked for more instruction
on academic writing and research. In response to their requests
for a more detailed treatment of thesis, we expanded the cov-
erage: Section 1e now helps students identify problems in a
draft thesis, ask relevant questions, and then revise. Students
asked for more guidance in finding, evaluating, and integrat-
ing scholarly sources, so we created a case study to illustrate
steps in one student’s research process. Teachers asked for at-
tention to synthesis, a key academic skill. The eighth edition
features new coverage that models how students use their own
language and ideas to position sources in an academic con-
versation. Finally, teachers and tutors asked us for grammar
coverage that’s more accessible and relevant, so we added new
hand-edited examples that show typical grammar errors that
students make when they use sources. We also completely re-
vised our ESL material.
Diana Hacker wanted her handbooks to provide clear,
straightforward guidance in response to a college student’s
basic question: How do I write a good college paper? The eighth
edition of The Bedford Handbook continues to respond, offer-
ing even more practical advice and useful models for today’s
college writers. Diana taught us well, and I am not alone
in saying that her method of teaching one lesson at a time
helped me become a more effective composition teacher. Now
as lead coauthor on her handbooks, I am honored to continue
the Hacker tradition, helping students make the most of their
Preface for instructors vii
college writing experiences as they compose their way through
college and into the wider world.
Features of the Eighth Edition
What’s new
Navigation help that makes sense to students
UÊ >}ÊÌ iÊÃÌÊvÊÞÕÀÊ >`L° These new boxes, run-
ning throughout the book, help students to pull together
the advice they need to complete writing assignments in
composition and other classes. The boxes teach students
to use their handbook as a reference by prompting them
to consult related advice and examples from different
parts of the book as they write and revise.
/
REFERENCES IN THE MARGIN HELP STUDENTS FIND RELATED MATERIAL
5b View your audience as a panel of jurors
Do not assume that your audience already agre
instead, envision skeptical readers who, like a pa
Making the most of your handbook will make up their minds a
to all sides of the argumen
You may need to consider
a specific audience for your
arguing a public policy issu
argument. paper at readers who repres
0 Analyzing your audience: 1a of opinions. In the case of th
0 Writing in a particular offshore drilling, for examp
discipline, such as business jury representative of those
or psychology: 7 stake in the matter: enviro
policymakers, and consume
At times, you can deliberately narrow your
you are working within a word limit, for exampl
not have the space in which to address all the c
rounding the offshore drilling debate Or you mig
See pages 6 and 109 for additional examples.
viii Preface for instructors
UÊ *>>}Õ>}iÊ>Û}>Ì° We have replaced traditional
handbook section titles with familiar terms for quick and
easy reference. Terms like main idea, flow, and presenting
the other side, placed in the upper right-hand corners of
the pages, will help students see at a glance the exact
page they need. See page 47 for examples.
Concrete strategies for revising
UÊ ,iÛÃ}ÊÜÌ ÊViÌð Based on research with sixty-five
students at colleges and universities across the coun-
try, this new boxed feature gives students targeted help
with revising in response to instructors’ comments on
their drafts. Each box contains a sample student passage
with a common instructor’s comment, such as “unclear
thesis,” “develop more,” or “cite your source.” We help
students understand similar comments by their instruc-
tors and give them strategies they can use to revise their
own work. An example appears on page ix. 0h0h0
UÊ -«iVwVÊÃÌÀ>Ìi}iÃÊvÀÊÀiÛÃ}ÊÌ iÃÃÊÃÌ>ÌiiÌð We
know that college writers often need help rework-
ing thesis statements, no matter the discipline. A new
stepped-out approach helps students identify a problem
in a draft thesis, ask relevant questions, and revise based
on their own responses. See page 28.
UÊ iÜÊVÛiÀ>}iÊvÊ«ÀÌvÊii«}° For students who are
asked to maintain and submit a writing portfolio, a new
section (2c) covers types of portfolios and offers tips for
writing a reflective cover document. See pages 59–61.
Preface for instructors ix
“REVISING WITH COMMENTS” PAGES PROVIDE CONCRETE STRATEGIES
Understanding the comment
When a teacher or tutor points out that your thesis is unclear, the comment
often signals that readers may have a hard time identifying your essay’s main
point.
Fathers are more involved in the lives of their
children today than they used to be. In the past, the
Onne student wrote
father’s primary role was as the provider; child care thiss introductory
was most often left to the mother or other relatives. paragraph in
However, today’s father drives to dance lessons, ressponse to an
coaches his child’s baseball team, hosts birthday asssignment that
askked her to analyze
parties, and provides homework help. Do more thee changing roles of
involved fathers help or hinder the development of moothers or fathers.
their children?
A writer’s thesis, or main point, should be phrased as a statement, not a
question. To revise, the student could answer the question she has posed,
or she could pose a new question and answer it. After considering her
evidence, she needs to decide what position she wants to take, state this
position clearly, and show readers whyy this position — her thesis — matters.
Similar comments: s s
Revising when yourr thesis is unclear
1. Ask questions. What is the thesis, position, or main point of the draft?
Can you support it with the available evidence?
2. Reread your entire draft. Because ideas develop as you write, you may
find that your conclusion contains a clearer statement of your main point
than your current thesis does. Or you may find your thesis elsewhere in
your draft.
3. Try revising your thesis by framing it as an answer to a question you pose,
the resolution of a problem you identify, or a position you take in a de-
bate. And put your thesis to the “So what?” test: Why would a reader be
interested in this thesis?
More help with writing a clear thesis: 1c and 1e
30
See pages 33, 110, and 502 for additional examples.
x Preface for instructors
Targeted content for today’s students:
Academic writing and research
UÊ ÊiÜÊV>ÃiÊÃÌÕ`Þ follows one student’s research and
writing process, providing a detailed, illustrated model
for strategizing about sources, using search tools and
techniques, evaluating sources, taking notes, thinking
critically about how best to use sources in a paper, and
integrating a source responsibly. This self-contained sec-
tion (54b) includes marginal navigation aids directing
students to more detailed information throughout the
book. The first page of the case study is shown on
page xi. 0h0h0
UÊ -ÞÌ iÃÃ]Ê>ÊÀiµÕÀiiÌÊÊ>V>`iVÊÜÀÌ}° More of
today’s college writing assignments require that students
synthesize—analyze sources and work them into a con-
versation that helps develop an argument. New coverage
of synthesis, with annotated examples in MLA and APA
styles (pages 512–15 and 635–38), helps students work
with sources to meet the demands of academic writing.
UÊ Ìi}À>Ì}ÊiÛ`iViÊÊ>>ÞÌV>Ê«>«iÀð New coverage in
section 4, “Writing about Texts,” shows students — at the
sentence level — how to introduce, include, and interpret
a passage in an analytical paper. See pages 94–97.
UÊ ÀiÊ i«ÊÜÌ ÊÜÀÌ}Ê>ÃÃ}iÌÃÊÊÌ iÀÊ`ÃV«iÃÊ>`Ê
ÊÛ>ÀÕÃÊ}iÀið For students who work with evidence
in disciplines other than English, we have included
annotated assignments and excerpts from model papers
in psychology, business, nursing, and biology. For an
example, see page 136.
UÊ iÜÊ>`ÊÕ«Ì`>ÌiÊ`VÕiÌ>ÌÊ`ià for the sources
students are using today — eighty-five new models across
the three styles (MLA, APA, and Chicago) — with special
attention to new sources such as podcasts, online videos,
blogs, and DVD features. Detailed annotations for many
Preface for instructors xi
NEW CASE STUDY FOLLOWS ONE STUDENT’S RESEARCH AND WRITING PROCESS
getting started U forming a research plan U posing questions 573
Making the most of your handbook
Highlights of one student’s research process (MLA style)
Anna Orlov, a student in a composition class, was assigned a
research essay related to technology and the American work-
place. The assignment called for her to use a variety of print
and electronic sources and to follow MLA style. Orlov im-
mediately thought of her summer internship at an insurance
company and her surprise at the strict employee Internet use
policy in place there. As she thought about how to turn her
experience into a research project, she developed some ques-
tions and strategies to guide her research and writing.
¦)PXEP*CFHJOBSFTFBSDIQBQFS §
Before getting started, Orlov worked with a writing tutor to break
her research plan into several stages. (Section numbers in blue
refer to relevant discussions throughout the book.)
"TLXPSUIXIJMFRVFTUJPOTBCPVUNZUPQJD 1b, 46a
5BMLXJUIBSFGFSFODFMJCSBSJBOBCPVUVTFGVMUZQFTPG
TPVSDFTBOEXIFSFUP±OEUIFN 46b
$POTJEFSIPXFBDITPVSDFDBODPOUSJCVUF
UPNZQBQFS 47a
%FDJEFXIJDITFBSDISFTVMUTBSFXPSUIB
DMPTFSMPPL 47b
&WBMVBUFUIFTPVSDFT 47d, 47e
5BLFOPUFTBOELFFQUSBDLPGUIFTPVSDFT 48
8SJUFBXPSLJOHUIFTJT 1c, 50a
8SJUFBESBGUBOEJOUFHSBUFTPVSDFT 1e–1g, 52, 53a
%PDVNFOUTPVSDFT 49, 53b
Orlov began by jotting down the research question she 1b and 46a:
wanted to investigate: Is Internet surveillance in the workplace fair Posing ques-
or unfair to employees? She thought the practice might be unfair tions for a
but knew that she needed to consider all sides of the issue. Her research
paper
instructor had explained that sources uncovered in the research
process would both support and challenge her ideas and ulti-
mately help shape the paper. Orlov knew she would have to be
See pages 573–82 for the entire case study.
xii Preface for instructors
models help students see at a glance how to format their
citations. See examples on page 553. NOTE: The eighth edi-
tion includes up-to-date guidelines for MLA (2009) and
APA (2010).
UÊ iÜÊ ÃÌÞiÊÀiÃi>ÀV ÊiÃÃ>Þ (pages 583–88)
UÊ iÜÊyÜV >ÀÌÊÊÌiiVÌÕ>Ê«À«iÀÌÞ (pages 486–87)
New examples, more accessible grammar coverage
UÊ ÀiÊ - Ê i«]Ê«ÀiÃiÌi`ÊÀiÊ>VViÃÃLÞ° Part VI,
“Challenges for ESL and Multilingual Writers,” now com-
pletely revised, offers more accessible advice and more
support for multilingual writers across the disciplines.
UÊ À>>ÀÊL>ÃVÃÊVÌiÌÊÃÊÀiÊÃÌÀ>} ÌvÀÜ>À`ÊÌ >ÊiÛiÀ°
Part XI, the handbook’s reference within a reference,
now teaches with everyday example sentences and exer-
cise items.
UÊ ÀiÊ>V>`iVÊiÝ>«ià reflect the types of sentences
students are expected to write in college. A new type of
hand-edited example (“Writing with sources”) shows
typical errors students make — and how they can correct
them — when they integrate sources in MLA, APA, and
Chicago papers. See page 240 for an additional example.
/
0 Deborah Tannen’s research reveals that men and women
Writing with
sources have different ideas about communication. For example,
MLA-style
5BOOFO FYQMBJOT
Q
citation
that a woman “expects her husband to be a new and
?improved version of her best friend” (441).
A quotation must be part of a complete sentence. That a woman
“expects her husband to be a new and improved version of her best friend”
is a fragment — a subordinate clause. In this case, adding a signal
phrase that includes a subject and a verb (Tannen explains) corrects
the fragment and clarifies that the quotation is from Tannen.
Preface for instructors xiii
A new collection of resources that helps instructors
make the most of their handbook
UÊ Teaching with Hacker Handbooks] by Marcy Carbajal Van
Horn, offers practical advice on common topics such as
designing a composition course, crafting writing assign-
ments, and teaching multilingual writers. Ten lesson
plans, each including strategies and materials that are
ready to use or customize, support common course goals
such as teaching argument, teaching paragraphs, and
teaching peer review. The collection also includes a
wealth of handouts, syllabi, and other materials for inte-
grating a Hacker handbook into your course. Available in
print and online (hackerhandbooks.com/teaching).
What’s the same
«Ài iÃÛiÊ VÛiÀ>}iÊ vÊ }À>>À]Ê >V>`iVÊ ÜÀÌ}]Ê >`Ê Ài
Ãi>ÀV ° A classroom tool and a reference, the handbook is de-
signed to help students write well in any college course. This
edition includes nearly one hundred exercise sets, many with
answers in the back of the book.
Ê LÀivÊ iÕÊ >`Ê >Ê ÕÃiÀvÀi`ÞÊ `iÝ° Students will find help
fast by consulting either the brief list of contents on the inside
front cover or the user-friendly index, which works even for
writers who are unsure of grammar terminology.
Ì>ÌÊ>ÌÊ>Ê}>Vi° Annotated visuals show students where to
find the publication information they need to cite common
types of sources in MLA and APA styles.
+ÕV>VViÃÃÊV >ÀÌÃÊ>`Ê>ÊÕVÕÌÌiÀi`Ê`iÃ}° The eighth edi-
tion has what instructors and students have come to expect
of a Hacker handbook: a clear and navigable presentation of
information, with charts that summarize key content.
xiv Preface for instructors
What’s in the Student Center
hackerhandbooks.com/bedhandbook
The handbook’s companion Web site has a new name but in-
cludes many of the resources students have used before.
À>>À]Ê ÜÀÌ}]Ê >`Ê ÀiÃi>ÀV Ê iÝiÀVÃià with feedback for
every item. More than 1,400 items offer students plenty of
extra practice, and our new scorecard gives instructors flex-
ibility in viewing students’ results.
Ì>Ìi`Ê`iÊ«>«iÀÃÊin MLA, APA, Chicago, and CSE styles.
Student writers can see formatting conventions and effective
writing in traditional college essays and in other common
genres: annotated bibliographies, literature reviews, lab re-
ports, business proposals, and clinical documents.
,iÃi>ÀV Ê >`Ê VÕiÌ>ÌÊ "i° This award-winning re-
source, written by a college librarian, gives students a jump
start with research in thirty academic disciplines.
,iÃÕÀViÃÊ vÀÊ ÜÀÌiÀÃÊ >`Ê ÌÕÌÀð Checklists, hints, tips, and
helpsheets are available in downloadable format.
,iÃÕÀViÃÊvÀÊ - Ê>`ÊÕÌ}Õ>ÊÜÀÌiÀð Writers will find ad-
vice and strategies for understanding college expectations and
completing writing assignments. Also included are charts, ex-
ercises, activities, and an annotated student essay in draft and
final form.
>}Õ>}iÊ iL>Ìið Twenty-two brief essays provide opportu-
nities for critical thinking about grammar and usage issues.
VViÃÃÊÌÊ«ÀiÕÊVÌiÌ° New copies of the print handbook
can be packaged with a free activation code for premium con-
tent: The Bedford e-Handbook, a series of online video tutorials,
Preface for instructors xv
and a collection of resources that includes games, activities,
readings, guides, and more.
Supplements for instructors
Practical
Teaching with Hacker Handbooks: Topics, Strategies, and Lesson
Plans
The Bedford Handbook instructor resources (at hackerhandbooks
.com/bedhandbook)
Professional
Teaching Composition: Background Readings
The Bedford Guide for Writing Tutors, Fifth Edition
The Bedford Bibliography for Teachers of Writing, Sixth Edition
Supplements for students
Developmental Exercises for The Bedford Handbook
Working with Sources: Research Exercises for The Bedford
Handbook
Research and Documentation in the Electronic Age, Fifth Edition
Extra Help for ESL Writers: Supplement for Hacker Handbooks
Designing Documents and Understanding Visuals: Supplement for
Hacker Handbooks
Writing in the Disciplines: Advice and Models
Online
The Bedford e-Handbook
CompClass for The Bedford Handbook
xvi Preface for instructors
Acknowledgments
I am grateful for the expertise, enthusiasm, and classroom ex-
perience that so many individuals brought to the new edition.
Contributors
My fellow coauthors wrote new content and rethought exist-
ing content to make sure that The Bedford Handbook reaches
an ever broader range of students and meets their various
needs. Jane Rosenzweig, a composition teacher and writing
center director, revised the coverage of thesis statements,
wrote new content for the “Writing about Texts” section, and
created many new examples for our innovative “Writing with
sources” grammar coverage. Tom Jehn, a composition teacher
and writing in the disciplines expert, refined our research cov-
erage and drafted the new case study in the MLA section.
Marcy Carbajal Van Horn, online writing lab director, ESL spe-
cialist, and experienced composition instructor, improved the
ESL coverage in the book, wrote new ESL content for the com-
panion Web site, and is lead author of the new collection of
instructor resources, Teaching with Hacker Handbooks.
Reviewers
For her careful review of our coverage of research and docu-
mentation, I am grateful to Barbara Fister, academic librarian
at Gustavus Adolphus College. I am also thankful to a group
of colleagues who helped shape our new coverage of revision
by talking with us about the comments they write on their
students’ papers: Steve Brahlek, Palm Beach Community Col-
lege; Liz Canfield, Virginia Commonwealth University; Jon
Cullick, Northern Kentucky University; Tiane Donahue, Dart-
mouth College; Anne Fernald, Fordham University; Holly
McSpadden, Missouri Southern State University; and Jennifer
Whetham, Green River Community College.
For their active engagement with new manuscript and
for their willingness to share teaching ideas in a Boston-based
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