This text is designed to be used in any literature anthology, Introduction to Literature, or literature-based composition courses. It contains sections on the short story, plays, poetry, and the novel, as well as sections on film, writing a research paper and other types of literature-based composition. The book is full of exercises and contains numerous student sample essays.

Preface Alternate Contents by Genre Alternate Contents Additional Themes CHAPTER 1. Why Read Literature? Exercise Why Do You Read Literature? Why Do We Read Literature? Bridging the Gap Responding to What You Read Exercise ROBERT FROST, The Road Not Taken Sample Student Response to 밫he Road Not Taken Commentary Exercise Considering Evidence to Support Your Response Close Active Reading Sample Oral Response to The Road Not Taken Commentary Exercise Keeping a Reading Journal Guidelines: Keeping a Reading Journal CHAPTER 2. Joining the Conversation: Ways of Talking about Literature PATRICIA GRACE, Butterflies (short story) Responding to Sutterflies LANGSTON HUGHES, Theme for English B (poem) Responding to Theme for English B WENDY WASSERSTEIN, The Man in a Case (play) Responding to The Man in a Case E. B. WHITE, Education (essay) Responding to ducation The Vocabulary of Literature Actions and Events Plot Structure Conflict Irony of Situation Box: Terms Related to Actions and Events Exercises: Actions and Events People Characters: Listening and Observing Listening Observing Characters: Growing and Changing Characters: Point of View Author and Speaker Narrator People in Nonfiction Box: Terms Related to People Exercises: People Places and Times Time and Place: The Cultures of the Work, the Writer, and the Reader Place Time Box: Terms Related to Places and Times Exercises: Places and Times Words and Images, Sounds and Patterns Style Tone Diction Syntax Rhythm and Rhyme Figurative Language Verbal Irony Allusions Box: Trems Related to Words and Images, Sounds and Patterns Exercises: Words and Images, Sounds and Patterns Ideas Exercises: Ideas CHAPTER 3. Continuing the Conversation: Considering Genre and Listening to Other Voices Expectations: Short Fiction, Poetry, Drama, Nonfiction Distinctions: Short Fiction and Drama Distinctions: Poetry MARGARET ATWOOD, you fit into me Distinctions: Nonfiction An Introduction to Short Fiction Early Forms of Fiction Allegory Myth Legend Fairy Tale Fable Parable Modern Short Fiction The Realistic Short Story The Nonrealistic Short Story A Word about Fiction and Truth Guidelines: Short Fiction An Introduction to Poetry Suggestions for Reading Poetry Types of Poetry Guidelines: Poetry An Introduction to Drama Suggestions for Reading Drama Traditional Forms of Drama Modern Forms of Drama Types of Drama Guidelines: Drama An Introduction to Nonfiction Suggestions for Reading Speeches Suggestions for Reading Letters Suggestions for Reading Documents Suggestions for Reading Journals and Diaries Suggestions for Reading Essays Guidelines: Nonfiction Considering Other Voices Authors Commentaries and Interviews Reviews Scholarly Criticism CHAPTER 4. Writing About Literature DYLAN THOMAS, Do Not Go Gentle into That Good Night Responding to do Not Go Gentle into That Good Night JOAN ALESHIRE, Slipping Responding to Tlipping Preparing to Write About Literature Understanding the Assignment Thinking about the Assignment Assignment Topics Writing to Respond Topic 1 Discovering Ideas: Journal Entries Considering Audience Narrowing the Topic Devising a Preliminary Thesis Statement Planning and Organizing Drafting Changes, KAREN ANGSTROM (draft student paper) Revising Focus: Titles, Openings, Conclusions Karen Angstrom's Revision List Editing Focus: To Be, Expletives, Passive Voice Karen Angstrom's Editing List Proofreading Focus: Fragments and Comma Splices Exercise Final Copy: Writing to Respond Changes: For Better or Worse? KAREN ANGSTROM (Student Paper) Exercise Guidelines: Writing a Response Writing to Compare Topic 2 Discovering Ideas: Discussion and Collaboration Box: Strategies for Collaborative Work Considering Audience, Narrowing the Topic, and Devising a Preliminary Thesis Drafting Responses: Raging Versus Slipping, WALTER JOHNSON (draft student paper) Revising Focus: Transitions, Development of Ideas Workshop Excerpt Editing Focus: Nominalizations, Parallel Structure Workshop Excerpt Proofreading Focus: Subject-Verb Agreement, Tense Agreement Workshop Excerpt Exercise Final Copy: Writing to Compare Responses: Raging Versus Slipping, WALTER JOHNSON (student paper) Exercise Guidelines: Writing a Comparison Writing to Analyze Topic 3 Discovering Ideas: Listing and Grouping Excerpt from Catherine Hupel's Work Considering Audience, Narrowing the Topic, and Devising a Preliminary Thesis Excerpt from Catherine Hupel's Work Planning, Organizing, and Drafting love and Loss in lipping, CATHERINE HUPEL (draft student paper) Revising Focus: Using and Explaining Examples Excerpt from Catherine Hupel's Work Exercise Editing Focus: Word Choice Excerpt from Catherine Hupel's Work Exercise Proofreading Focus: Misplaced Modifiers Excerpt from Catherine Hupel's Work Exercise Final Copy: Writing to Analyze Love and Loss in lipping, CATHERINE HUPEL (student paper) Guidelines: Writing an Analysis Writing to Explicate Topic 4 Discovering Ideas: Paraphrasing Matt Cejak's Paraphrases (student work) Considering Audience, Narrowing the Topic, and Devising a Preliminary Thesis Excerpt from Matt Cejak뭩 Work Planning and Organizing Drafting Excerpt from Matt Cejak's Work Revising Focus: Summarizing Versus Analzying Guidelines: Preparing for a Writing Conference Excerpt from Matt Cejak's Writing Conference Matt Cejak's Second Draft Explication: Do Not Go Gentle, MATTHEW CEJAK (draft student paper) Editing Focus: Conciseness Excerpt from Matt Cejak's Work Exercise Proofreading Focus: Apostrophes, Quotation Marks to Indicate Words Used in a Special Way Excerpt from Matt Cejak's Work Exercise Final Copy: Writing to Explicate The Power of Sound and Sight in Do Not Go Gentle, MATTHEW CEJAK Exercise Guidelines: Writing an Explication Writing to Evaluate Topic 5 Discovering Ideas: Interviewing Joann Epstein뭩 Journal Entry Considering Audience, Narrowing the Topic, and Devising a Preliminary Thesis Excerpt from Joann Epstein's Work Planning and Organizing Excerpt from Joann Epstein's Work Drafting Revising Focus: Logic Excerpt from Joann Epstein's Work Editing Focus: Integrating and Punctuating Quotations Excerpt from Joann Epstein's Work Proofreading Focus: Pronoun Reference, Pronoun Agreement, Treatment of Titles Excerpt from Joann Epstein's Work Final Copy: Writing to Evaluate Love and Strength, JOANN EPSTEIN (student paper) Exercise Guidelines: Writing an Evaluation of Beliefs and Values 5. Argument, Critical Thinking, and Research Argument and Critical Thinking Definition of Argument Purpose for Argument "The Storm" Kate Chopin Argument and Controversy Determining a Thesis for Argument Topics for Argument Considering Audience Exploring Ways to Refine the Thesis and Support the Argument Close Reading Discussion and Interviews Library and On-line Research Argument and Research The Research Question The Persuasive Research Paper Exploring the Research Question Resources for Research: Reference Works Monographs and Other Books Printed Periodicals Online Resources Guidelines: Locating Online Resources Guidelines: Evaluating Internet Resources Planning an Argument and Formulating the Thesis Drafting an Argument Guidelines: Rational Appeals Revising an Argument Using and Documenting Sources Taking Notes Organizing Your Notes Summarizing and Paraphrasing Copying Quotations Sample Notecards Determining What Needs to be Documentated What Does Not Need to Be Documented Avoiding Plagiarism Exercise Using and Documenting Quotations from Literary Works: MLA Style Quoting from Poems Quoting from Plays Quoting from Fiction Incorporating Material from Sources into Your Paper Compiling a List of Works Cited Print Resources Oral Communication Media and Performance Sources Online Sources Guidelines: Preparing the List of Works Cited Sample of a Completed Researched Argument Closer Look at Bobint, JOSH LACHANCE (student paper) Note: Selections that are new to the f ifth edition are indicated with an asterisk CHAPTER 6. Innocence and Experience On Reading Literature Th...

Judith Stanford is Professor of English at Rivier College in Nashua, New Hampshire, where, for the past fifteen years, she has taught courses in literature and writing. She has also taught at Cape Cod Community College, Merrimack College (North Andover, Massachusetts) and the University of California at Santa Barbara. She received the B.A. degree from Colby College (Waterville, Maine) and both the M.A. and Ph.D. from the University of California at Santa Barbara. Professor Stanford's books include Connections, now in its third edition, Developing Connections, now in its second edition, and Guidelines for Writers, all published by McGraw-Hill.

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