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<strong>ill</strong> <strong>and</strong> ~<br />

ire<br />

GRAMMAR AS RHETORIC AND STYLE 269<br />

ry much a problem today. Although there have been unprovements over the past<br />

~azs, segregation <strong>is</strong> st<strong>ill</strong> a concern far public schools.<br />

~W has Tyler drawn connections to James Baldwin's essay? Examine places where<br />

refers specifically to Baldwin's essay. Should'I~ler have added m<strong>or</strong>e e~cplicit ref-<br />

~nces, perhaps even quotations? Explain.<br />

suming <strong>that</strong> the third sentence ("If I were to give a talk to teachers today ..:') <strong>is</strong><br />

ler's thes<strong>is</strong>, would <strong>you</strong> recommend eliminating the following three sentences? If<br />

why? If not, what do <strong>you</strong> think they add to,the introduct<strong>or</strong>y paragraph?<br />

e the specific details in th<strong>is</strong> essay one of its strengths <strong>or</strong> weaknesges? Explain.<br />

r rewriting a paragraph of th<strong>is</strong> essay in the third person. Do <strong>you</strong> think Tyler's decin<br />

to write in the first person <strong>is</strong> m<strong>or</strong>e effective, <strong>or</strong> would the d<strong>is</strong>tance achieved by<br />

third person have given h<strong>is</strong> position greater weight?<br />

ler opens h<strong>is</strong> final paragraph with the statement, "Segregation <strong>is</strong> the c<strong>or</strong>e problem<br />

it e~c<strong>is</strong>ts in public high schools today." How well do <strong>you</strong> think he has prepared<br />

• <strong>and</strong> supp<strong>or</strong>ted th<strong>is</strong> conclusion?<br />

<strong>~~</strong> <strong>appositive</strong> <strong>is</strong> a <strong>noun</strong> <strong>or</strong> <strong>noun</strong> <strong>phrase</strong> <strong>that</strong> <strong>tells</strong> <strong>you</strong> m<strong>or</strong>e about a nearby <strong>noun</strong><br />

<strong>or</strong> pro<strong>noun</strong>. In each sentence below, the <strong>appositive</strong> <strong>is</strong> bracketed. The arrow shows<br />

`~ ~ e <strong>noun</strong> <strong>or</strong> pro<strong>noun</strong> <strong>that</strong> the <strong>appositive</strong> describes.<br />

It turned out <strong>that</strong> one of the top students, Denny Davies, had learned of<br />

th<strong>is</strong> rule.<br />

-MARGARET TALBOT<br />

Kennedy, a wiry fifty-nine-year-old who has a stern buzz cut, was in 1997<br />

the principal of Sarasota High School.<br />

-MARGARET TALBOT<br />

-MARGARET TALBOT


LI'V bl Il'U I.L'~l:J J'CVU~:.MIIVIV <strong>~~</strong><br />

Japanesepeople have to make many of the big dec<strong>is</strong>ions'of their lives<br />

whom to marry, what company tojoin—without detailed inf<strong>or</strong>mation.<br />

-KYORO MORI<br />

We were given plenty of instruction about the specifics of writing: w<strong>or</strong>d<br />

choice, description, style.<br />

—KYOxo Motu<br />

<strong>~~</strong>~<br />

When my cousin Kazrimi studied ikebana, she was d<strong>is</strong><strong>ill</strong>usioned by the<br />

unfair judgments her teachers made every year.<br />

Punctucfion <strong>and</strong> Appositives<br />

-KYOKO MORI<br />

The last example given does not use pmmctuation to set off the <strong>appositive</strong>. from the<br />

rest of the sentence, but the others do. Here's why: If the <strong>appositive</strong> <strong>is</strong> not essential<br />

to the meaning of the sentence but <strong>is</strong> m<strong>or</strong>e of an aside <strong>or</strong> parenthetical remark,<br />

then the writer uses punctuation to set. off the <strong>appositive</strong>. If the <strong>appositive</strong> <strong>is</strong> essential<br />

to the meaning of the sentence, then the writer does not set off the apposirive<br />

with punctuation marks. Include what <strong>is</strong> essential; exclude what <strong>is</strong> not. In the sec<strong>and</strong><br />

example given, the description of the principal <strong>is</strong> a min<strong>or</strong> detail, so Margaret<br />

Talbot sets off the <strong>appositive</strong> with commas. In the final sentence, Kyoko M<strong>or</strong>i thought<br />

it essential <strong>that</strong> she personalize the anecdote by telling the reader wRich cousin<br />

she <strong>is</strong> describing, so-she does not punctuate the <strong>appositive</strong>.<br />

Choosing Punctuation<br />

If <strong>you</strong>r <strong>appositive</strong> needs punctuation, <strong>you</strong> can set off the <strong>appositive</strong> in one of three<br />

ways. First, <strong>you</strong> can use one <strong>or</strong> two commas.<br />

The principal of Sarasota High School in 1997 was Daniel Kennedy, a wiry<br />

year-old who has a stem buzz cut.<br />

Kennedy, a wiry fifty-nine-year-old who has a stern buzz cut, was in 1997 the F<br />

of Sarasota High School.<br />

Second, <strong>you</strong> can use one <strong>or</strong> two dashes.<br />

-MARGARET<br />

In 1981, two profess<strong>or</strong>s ...began following the lives of eighty-one high-school<br />

dict<strong>or</strong>ians—f<strong>or</strong>ty-six women <strong>and</strong> thirty-five men from Dlino<strong>is</strong>.<br />

-MARGARET TA


GRAMMAR AS RHETORIC AND STYLE 27~<br />

Japanese people have to make many of the big dec<strong>is</strong>ions of their lives—whom to<br />

marry, what company to join—without detailed inf<strong>or</strong>mation.<br />

Third, <strong>you</strong> can use a colon.<br />

-KYOKO MORI<br />

We were given plenty of instruction about the specifics of writing: w<strong>or</strong>d choice,<br />

description, style.<br />

-KYORO MORI<br />

Dashes emphasize the apposirive m<strong>or</strong>e than commas do. Furtherm<strong>or</strong>e, if an <strong>appositive</strong><br />

contains its own internal commas, then one dash, two dashes, <strong>or</strong> a colon makes<br />

it easier to read the complete sentence.<br />

:Position of Appositive: Bef<strong>or</strong>e <strong>or</strong> after the Noun?<br />

the e~ramples so far in th<strong>is</strong> lesson have shown an <strong>appositive</strong> coming after the <strong>noun</strong><br />

pro<strong>noun</strong> it details. Although <strong>that</strong> <strong>is</strong> the most common use of an <strong>appositive</strong>, it<br />

i come bef<strong>or</strong>e the <strong>noun</strong> <strong>or</strong> pro<strong>noun</strong> as well.<br />

A wiry fifty-nine-year-old who has a stern buzz cut, Daniel Kennedy was the principal<br />

of Sarasota High School in 1997.<br />

Whether <strong>you</strong> put the <strong>appositive</strong> bef<strong>or</strong>e <strong>or</strong> after the <strong>noun</strong> it details <strong>is</strong> a styl<strong>is</strong>tic<br />

choice. If in doubt, read the sentence aloud with several surrounding sentences to<br />

'determine which placement sounds better.<br />

thet<strong>or</strong>ical <strong>and</strong> Styl<strong>is</strong>tic Strategy<br />

.........................................................................................<br />

<strong>appositive</strong> serves two rhet<strong>or</strong>ical <strong>and</strong> styl<strong>is</strong>tic functions:<br />

• First, an <strong>appositive</strong> can clarify a term by providing a proper <strong>noun</strong> <strong>or</strong> a synonym<br />

f<strong>or</strong> the term, by defining <strong>or</strong> explaining the term, <strong>or</strong> by getting m<strong>or</strong>e<br />

specific.<br />

PROPER NOUN Its hero <strong>is</strong> Scout's father, the saintly Atticus Finch.<br />

-FRANCINE PROSE<br />

svNOrrvM ... an automaton, a machine, can be made to keep a<br />

school so.<br />

-RALPH WALDO EMERSON


~<<br />

r<br />

;<br />

-tlrt ~.nf~r r~rt o - ~vu~:r~i ivry<br />

-<br />

i LONGER DEFINfT10N Fustp'ubl<strong>is</strong>hed in 1970, I IG10W qty t}t¢ CRg¢C~ Bli'd<br />

Sings <strong>is</strong> what we have since learned to recognize as a<br />

f "surviv<strong>or</strong>" memoir, afirst-person narrative of<br />

<strong>~~</strong> victimization <strong>and</strong> recovery.<br />

~ - —FRANCINE PR<br />

~rv+ivnnoN [O]ne might suppose <strong>that</strong> teenagers might enjoy<br />

the transf<strong>or</strong>mative science-fiction aspects. of The<br />

Metam<strong>or</strong>phos<strong>is</strong>, a st<strong>or</strong>y about a <strong>you</strong>ng man so alienates<br />

from h<strong>is</strong> "dysfunctional" family <strong>that</strong> he turns ...into a<br />

giant beetle.<br />

—FRANCINE PROS.<br />

SPECIFICfTY Yet in other genres—fiction <strong>and</strong> memoir—the news<br />

far m<strong>or</strong>e upsetting.<br />

—FRANCINE PRa<br />

Second, an <strong>appositive</strong> cari smooth cfioppy writing: Note $ow stilted each Y<br />

the following items <strong>is</strong> compared with the preceding versions.<br />

Its hero <strong>is</strong> Scout's father. H<strong>is</strong> name <strong>is</strong> Atticus Finch. He <strong>is</strong> sainfly.<br />

An automaton <strong>is</strong> a machine. An automaton can be made to keep a school so.<br />

I Know Why the Caged Bird Sings was first publ<strong>is</strong>hed in 1970. It <strong>is</strong> what we hay<br />

since learned to recognize as a "surviv<strong>or</strong>" memoir. A "surviv<strong>or</strong>" memoir <strong>is</strong> a firs<br />

person narrative. The nazrative deals with victimization <strong>and</strong> recovery.<br />

~'.<br />

[O]ne might suppose <strong>that</strong> teenagers might enjoy the transf<strong>or</strong>mative science<br />

fiction aspects of The Metam<strong>or</strong>phos<strong>is</strong>. The Metam<strong>or</strong>phos<strong>is</strong> <strong>is</strong> a st<strong>or</strong>y about<br />

<strong>you</strong>ng man.<br />

Yet in other genres the news <strong>is</strong> faz m<strong>or</strong>e upsetting. Other genres aze fiction a~<br />

memoir.<br />

Identify the <strong>appositive</strong> in each of the following sentences <strong>and</strong> the w<strong>or</strong>d <strong>or</strong><br />

<strong>phrase</strong> it details.<br />

1. My father, a truly exceptional man, w<strong>or</strong>ked at an <strong>or</strong>dinary job <strong>and</strong> was<br />

unknown outside the small town where he lived.<br />

2. H<strong>is</strong> rage passes.. description—the s<strong>or</strong>t of rage <strong>that</strong> <strong>is</strong> only seen when<br />

rich folk <strong>that</strong> have m<strong>or</strong>e than they can enjoy suddenly lose something<br />

<strong>that</strong> they have long had but have never bef<strong>or</strong>e used <strong>or</strong> wanted.<br />

—J. R. R. Tollcien, The Hobbit<br />

<strong>~~</strong>


SE<br />

a<br />

of<br />

GRAMMAR AS RHETORIC AND STYLE Z73<br />

[W. E. B. ]DuBo<strong>is</strong> saw the gr<strong>and</strong>eur <strong>and</strong> degradation in a single unifying<br />

thought—slavery was the West's tragic flaw; yet it was tragic prec<strong>is</strong>ely<br />

because of the greatness of the civilization <strong>that</strong> encompassed it.<br />

—Dinesh D'Souza, "Equality <strong>and</strong> the Classics"<br />

4. The eruptions in the early part of our century—the tune of w<strong>or</strong>ld wars<br />

<strong>and</strong> emergent modernity—were premonitions of a s<strong>or</strong>t.<br />

—Sven Birkerts, The Gutenberg Elegies<br />

5. Evidently I need th<strong>is</strong> starting point—the w<strong>or</strong>ld as it appeared bef<strong>or</strong>e<br />

people bent it to their myriad plans—from which to begin dreaming<br />

up my own myriad, imaginary hominid agendas.<br />

— Barbara Kingsolver, "Knowing Our Place"<br />

6. The war America waged in V etnam, the first to be witnessed day after day<br />

by telev<strong>is</strong>ion cameras, introduced the home front to new tele-intimacy<br />

with death <strong>and</strong> destruction.<br />

—Susan Sontag, Regarding the Pnin of Others<br />

7. The restaurant's signature d<strong>is</strong>h, a tantalizing f<strong>is</strong>h taco, <strong>is</strong> also one of the<br />

least expensive entrees on the menu.<br />

Provide the c<strong>or</strong>rect punctuation f<strong>or</strong> each of the following sentences by using<br />

a dash, comma, <strong>or</strong> colon to separate the <strong>appositive</strong> from the rest of the sentence.<br />

Or, if asentence does not need punctuation around the <strong>appositive</strong>, f<strong>or</strong><br />

<strong>that</strong> sentence write "NP"f<strong>or</strong> "no punctuation." Be ready to eacplain why <strong>you</strong>r<br />

choice of punctuation <strong>is</strong> the most effective in each case.<br />

1. Several West African countries Nigeria, Ghana, Benin, Cameroon, <strong>and</strong><br />

Togo were at some time in their h<strong>is</strong>t<strong>or</strong>y under colonial rule.<br />

2. The may<strong>or</strong>al c<strong>and</strong>idate's rally opened to throngs of people an unusually<br />

large turnout f<strong>or</strong> a cold, rainy day.<br />

3. The Brit<strong>is</strong>h parliamentary system has two branches the House of L<strong>or</strong>ds<br />

<strong>and</strong> the House of Commons.<br />

4. The fifth canon of rhet<strong>or</strong>ic style includes a writer's choices of diction<br />

<strong>and</strong> syntaJC.<br />

5. One of our most popular poets B<strong>ill</strong>y Collins <strong>is</strong> also one of our most<br />

gifted.<br />

6. The surgeons reconstructed h<strong>is</strong> h<strong>and</strong> the most damaged part of<br />

h<strong>is</strong> body.<br />

7. The rewards of hard w<strong>or</strong>k both physical <strong>and</strong> mental are often intangible.


274 CHAPTER'S ~ EDUCATION<br />

8: Naduie Gotdimer a white South Afiican auth<strong>or</strong> won the No6elPrize f<strong>or</strong><br />

Literafiue in 1991 when the country" was st<strong>ill</strong> under the Wile of apartheid.<br />

9. Don't }rou think <strong>that</strong> businesses should close on July 4 the birthday of our<br />

country<br />

Combine each of the following pairs of sentences into <strong>or</strong>ie m<strong>or</strong>e fluent <strong>and</strong>`<br />

coherent sentence by using an <strong>appositive</strong>. Be sure to punctuate c<strong>or</strong>rectly.<br />

1. The Times <strong>is</strong> aw<strong>or</strong>ld-renowned newspaper. It <strong>is</strong> delivered to my house<br />

every day.<br />

2. Dol<strong>or</strong>es Cunningham <strong>is</strong> the first may<strong>or</strong> in our town's h<strong>is</strong>t<strong>or</strong>y to increase<br />

jobs during her four-year term. She <strong>is</strong> an advocate of the supply-side<br />

the<strong>or</strong>y of economics.<br />

3. A maj<strong>or</strong> health problem f<strong>or</strong> teenagers <strong>is</strong> bulimia. Bulimia <strong>is</strong> a potentiallylife-threatening<br />

eating d<strong>is</strong><strong>or</strong>der.<br />

4. My car <strong>is</strong> in the parking lot. It's an old blue station wagon with a dent<br />

in the fender.<br />

5. That call was from Bridget. She's the top student in my calculus class..<br />

6. The Edwardsv<strong>ill</strong>e Tigers aze the only baseball team ever to lose a series<br />

<strong>that</strong> it had led three games to none. They w<strong>ill</strong> be f<strong>or</strong>ever rememliered^<br />

f<strong>or</strong> th<strong>is</strong> colossal choke.<br />

7. Warren G: Harding defeated James Cox in the 1920'presidential election`<br />

by 26 percentage points. Th<strong>is</strong> was the biggest l<strong>and</strong>slid"e vict<strong>or</strong>y in the'<br />

h<strong>is</strong>t<strong>or</strong>y of U.S. presidential elections<br />

8. The service opened to the choir's rendition of H<strong>and</strong>el's "Hallelujah<br />

Ch<strong>or</strong>us." That perf<strong>or</strong>mance was a smashing success.<br />

Identify the <strong>appositive</strong>s in the following sentences from "I Know Why the Caged<br />

Bud Can't Read; <strong>and</strong> explain their effect Note <strong>that</strong> all are direct quotations.<br />

1. Traditionally, the love of reading has been bom <strong>and</strong> nurtured in high<br />

school Engl<strong>is</strong>h class—the last time many students w<strong>ill</strong> find themselves<br />

in a roomful of people who have all read the same text <strong>and</strong> are, in<br />

the<strong>or</strong>y, prepared to d<strong>is</strong>cuss it<br />

2. The intense loyalty adults harb<strong>or</strong> f<strong>or</strong> books first encountered in <strong>you</strong>th<br />

<strong>is</strong> oneprobable reason f<strong>or</strong>the otherw<strong>is</strong>e bafIling longevity of vintage


GRAMMAR AS RHETORIC AND STYLE 27$<br />

<strong>~~</strong> mediocre novels, books <strong>that</strong> teachers may themselves have read in<br />

.,~ adolescence....<br />

'~<br />

r~ 3. My older son spent the first several weeks of sophom<strong>or</strong>e Engl<strong>is</strong>h d<strong>is</strong>-<br />

','~ ~ cussing the class's summer assignment, Ordinary People, a weeper ',<br />

-~<br />

<strong>and</strong> f<strong>or</strong>mer bestseller by Judith Guest about a "dysfuncrional" family<br />

recovering from a teenage son's suicide attempt. ',<br />

4. Yet in other genres—fiction <strong>and</strong> memoir—the news <strong>is</strong> far m<strong>or</strong>e<br />

<strong>~~</strong>a <strong>~~</strong> upsetting.<br />

~ = 5. First publ<strong>is</strong>hed in 1970, I Know YVhy the Caged Bird Sings <strong>is</strong> what we<br />

have since learned to recognize as a "surviv<strong>or</strong>" memoir, afirst-person<br />

ie narrative of victimization <strong>and</strong> recovery.<br />

<strong>~~</strong> 6. Its hero <strong>is</strong> Scout's father, the saintly Atticus Finch, a lawyer who represe<br />

Bents everything we cher<strong>is</strong>h about justice <strong>and</strong> democracy <strong>and</strong>the Ameri-<br />

~e<br />

M1jA<br />

❑_<br />

' y<br />

,`.<br />

can Way.<br />

7. 'I`he novel has a shadow hero, too, the descriptively named Boo Radley,<br />

a gooney recluse who becomes the occasion f<strong>or</strong> yet another lesson in<br />

tolerance <strong>and</strong> compassion.<br />

~nt<br />

8. To read the novel <strong>is</strong>, f<strong>or</strong> most, an exerc<strong>is</strong>e in w<strong>is</strong>h-fulf<strong>ill</strong>ment <strong>and</strong> selfcongratulation,<br />

achance to consider th<strong>or</strong>ny <strong>is</strong>sues of race <strong>and</strong> prejudice<br />

~ from a safe d<strong>is</strong>tance <strong>and</strong> with the comf<strong>or</strong>table certainty <strong>that</strong> the reader<br />

would never harb<strong>or</strong> the rac<strong>is</strong>t attitudes espoused by the lowlifes in the<br />

ies<br />

novel.<br />

-ed<br />

b<strong>~~</strong> 9. The question <strong>is</strong> no longer what the writer has written but rather who the<br />

~'iter <strong>is</strong>—specifically, what ethnic group <strong>or</strong> gender identity an auth<strong>or</strong><br />

ion<br />

represents.<br />

e<br />

~.$ 10. Meanwhile, aesthetic beauty— felicitous <strong>or</strong> accurate language, images,<br />

rhythm, wit, the sat<strong>is</strong>faction of recognizing something in fiction <strong>that</strong><br />

<strong>~~</strong> seems fresh <strong>and</strong> true—<strong>is</strong> simply too frivolous, suspect, <strong>and</strong> elit<strong>is</strong>t even<br />

to mention.


L/O CHAPTER 5 ~ tDUC:AI IUN<br />

2. So to regard the. <strong>you</strong>ng child, the. <strong>you</strong>ng man, requires, no doubt, raze<br />

patience: a patience <strong>that</strong> nothing but faith in the medial f<strong>or</strong>ce's of the<br />

soul can-give, —Ra1ph,Waldo, Emerson, Education<br />

3 In then classes, we wrote essays about -our families, friends, hobbies,<br />

future dreams=personal subjects wefiad`notwritten about'at school<br />

since thud grade.. —Kyoko M<strong>or</strong>i; School<br />

4. I am also other selves: a late starter, a casualty of the culture wars of the;<br />

1960s, an alienated adolescent sopping up pop culture <strong>and</strong> dieaming of,<br />

escape, an American kid growing up in the 1950s, playing touch football<br />

<strong>and</strong> watching I Love Lucy. ;<br />

—5ven Birkerts, The Gutenberg Elegies<br />

5. Mr.Somervell— amostdelightfulman,towhommydebt<strong>is</strong>great—was<br />

charged with the duty of teaching the stupidest boys the most;regarded<br />

thing—namely, to write mere Engl<strong>is</strong>h.<br />

—Winston Church<strong>ill</strong>, A Roving Comm<strong>is</strong>sion: My Early Life<br />

Education<br />

Now <strong>that</strong> <strong>you</strong> have examined a number of readings <strong>and</strong> other texts <strong>that</strong> focus<br />

education, ea~pl<strong>or</strong>e'th<strong>is</strong> topic <strong>you</strong>rself by synthesiiing <strong>you</strong>r' own ideas <strong>and</strong><br />

readings. You might want to do m<strong>or</strong>e research <strong>or</strong> use eadings-from other cla:<br />

as <strong>you</strong> write.<br />

Many see st<strong>and</strong>ardized testing as the answer to improving public educati<br />

in the United States.'I`hus, students face d<strong>is</strong>trict- <strong>and</strong> state-m<strong>and</strong>ated tests<br />

well as national ones. What do <strong>you</strong> think? Write an essay d<strong>is</strong>cussing when<br />

st<strong>and</strong>ardized testing <strong>is</strong> an effective way to improve instruction <strong>and</strong> perf<strong>or</strong>man<br />

Be sure to research the topic, <strong>and</strong> broaden the scope of <strong>you</strong>r essay beyo<br />

<strong>you</strong>r own ea~penence.<br />

2. Homeschooling has become a popular alternative to public <strong>or</strong> private sch<br />

f<strong>or</strong> an increasing number of students in the United States. Reseazch th<strong>is</strong> try<br />

by consulting print <strong>and</strong> electronic resources <strong>and</strong>,'if"possible, by interview<br />

someone involved with homeschooling. Would Ralph Waldo Emerson (p.1'<br />

<strong>or</strong> H<strong>or</strong>ace Mann (p. 248) supp<strong>or</strong>t <strong>or</strong> oppose th<strong>is</strong> method of education? W<br />

an essay expl<strong>or</strong>ing both the benefits <strong>and</strong> the liabilities of homeschooling.<br />

3. Many people believe <strong>that</strong> children should be required to attend at least<br />

year of school pri<strong>or</strong> to kindergarten. Write an essay explaining why tax c<br />

,

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