Intersections
First Edition ©2017 Emily Isaacs; Catherine Keohane Formats: Achieve, E-book, Print
As low as $31.99
As low as $31.99
- Product Overview
- Content Material
- Courseware
- Reports and Insights
- Teaching Resources
- Support and Services
Authors
-
Emily Isaacs
Emily Isaacs (B.A., Colby College; Ph.D., University of Massachusetts/Amherst) has taught composition for thirty years, first in Massachusetts, very briefly at a state penitentiary, and, for the last twenty years, at Montclair State University in New Jersey. She has taught a wide variety of students at various levels, with a special interest on less-prepared students who are anxious to catch up to their peers. Emily developed the award-winning Writing Program at Montclair State, and served as a campus leader in pedagogical innovations, writing assessment, and individualized learning pedagogies. Emilys scholarship is in the area of Writing Studies, with publications in College English, Pedagogy, Writing Center Journal, Writing Program Administration, and several edited books. She is the co-author of Public Writing: Student Writing as Public Text, and the author of the forthcoming book, Writing at the Comprehensive State University. Emily is a steadfast believer in teaching all students the creative, intellectual processes that writers follow to succeed, but also sees the importance of providing explicit instruction in the conventions of academic and disciplinary writing.
-
Catherine Keohane
Catherine Keohane (B.A., Columbia University; Ph.D., Rutgers University) has taught composition for over twenty years, both at four-year and two-year institutions, working with students at every level. She earned her Ph.D. in English Literature from Rutgers University and now teaches at Montclair State University, having also taught at Bergen Community College. With a background in eighteenth-century literature, Catherine now splits her teaching between composition and literature. At Montclair State, she served as Director for Writing Placement and also participated in a review of the basic writing curriculum, helping to restructure the course and co-authoring a custom textbook. She has published articles in ELH, Writing Program Administration, Studies in the Novel, and Studies in Eighteenth-Century Culture, and has presented papers at conferences including MLA, CCCC, and ASECS. Her scholarship includes literary studies, writing assessment, outcomes assessment, and teaching difficult texts. Catherine sees the goal of college composition classes at all levels as engaging in the crucial work of developing not only students critical reading and writing skills but also their confidence in their ability and right to join in conversation with other writers.
Table of Contents
Note to Students
Preface for Instructors
Teaching with LaunchPad Solo for Readers and Writers
Rhetorical Table of Contents
Introduction: Getting Active
Reading Terms
Reading for College
Moving Beyond Passive Reading
Strategies for Academic Reading: Be Active, Be Critical
After Reading: Preparing to Discuss the Readings in Class
Good Reading Habits
Academic Reading Strategies at a Glance
Introduction: Breaking It Down
Writing Terms
The Shape of an Academic Essay
Clarity and Style
What Is Academic Writing?
Process Writing 101: Writing in College
The Writing Process in Action: An Example
Successful Writers Share Their Work and Receive Feedback on It
Successful Writers Edit for Clarity
Genres: Types of Assignments
Essential Elements of Academic Essays: Focus, Development, Discussion, Organization, and Clarity
What Are Toolkits?
SECTION 1 GETTING THE MOST OUT OF READING
Toolkit 1.1 Margin Notes
Toolkit 1.2 Outlining
Toolkit 1.3 Summarizing
Toolkit 1.4 Decoding Vocabulary
Toolkit 1.5 Finding the Main Idea
Toolkit 1.6 Decoding Genres
Toolkit 1.7 Decoding Narratives
Toolkit 1.8 Decoding Reports
Toolkit 1.9 Decoding Analytical Texts
Toolkit 1.10 Decoding Arguments
Toolkit 1.11 Decoding Voices
Toolkit 1.12 Decoding Visual Texts
Toolkit 1.13 Evaluating Arguments
Toolkit 1.14 Overcoming Reader’s Block
SECTION 2 GENERATING WRITING
Toolkit 2.1 Basic Brainstorming
Toolkit 2.2 Directed Brainstorming
Toolkit 2.3 Outlining and Planning
Toolkit 2.4 Drafting a Thesis
Toolkit 2.5 Directed Summaries
Toolkit 2.6 Quote Sandwiches
Toolkit 2.7 Drafting the Introduction
Toolkit 2.8 Drafting the Conclusion
Toolkit 2.9: Comparing and Contrasting Ideas
Toolkit 2.10 Making Connections between Articles
Toolkit 2.11 Thinking With and Against Other Writers
Toolkit 2.12 Discussion and Analysis
Toolkit 2.13 Overcoming Writer’s Block
Toolkit 3.1 Keys to Organization
Toolkit 3.2 Clustering
Toolkit 3.3 Scissors and Tape
Toolkit 3.4 Color-Coding
Toolkit 3.5 Reverse Outline
Toolkit 3.6 Purpose Outline
Toolkit 3.7 Topic Sentences
Toolkit 3.8 A Checklist for Transitional Expressions
Toolkit 3.9 Coherence between Paragraphs
Toolkit 3.10 Organizing Your Comparison and Contrast
Toolkit 3.11 Paragraph Makeover
SECTION 4 REVISING WRITING
Toolkit 4.1 Tackling Revision
Toolkit 4.2 Peer Review Guidelines
Toolkit 4.3 “Basic Checklist” Peer Review
Toolkit 4.4 Peer Review for Essay Development
Toolkit 4.5 Summary Peer Review
Toolkit 4.6 Conversational Peer Review
Toolkit 4.7 Peer Review for Narratives
Toolkit 4.8 Peer Review for Clarity
Toolkit 4.9 Using Feedback to Revise
Toolkit 4.10 Deep Revision Strategies
Toolkit 4.11 Revising Your Thesis
Toolkit 4.12 Strengthening Evidence and Examples
Toolkit 4.13 Connecting Reasons and Evidence
Toolkit 4.14 Fixing Common Mistakes in Introductions
Toolkit 4.15 Fixing Common Mistakes in Conclusions
Toolkit 4.16 Should You Abandon a Draft?
SECTION 5 FOLLOWING WRITING RULES AND CONVENTIONS
Toolkit 5.1 Document Design Basics
Toolkit 5.2 The Good Enough Title
Toolkit 5.3 A Better Title
Toolkit 5.4 Capitalization
Toolkit 5.5 Punctuation Basics
Toolkit 5.6 Comma Tips and Tricks
Toolkit 5.7 The Apostrophe Explained
Toolkit 5.8 How to Refer to Authors and Texts
Toolkit 5.9 Using Signal Phrases
Toolkit 5.10 Quotation Format Guidelines
Toolkit 5.11 Using Ellipses and Brackets
Toolkit 5.12 Quotation Integration Checklist
Toolkit 5.13 Basic MLA Rules
Toolkit 5.14 Creating a Personal Editing Checklist
Toolkit 5.15 Basic Proofreading Checklist
SECTION 6 POLISHING SENTENCES
Toolkit 6.1 Sentence Variety
Toolkit 6.2 Coordination and Subordination
Toolkit 6.3 Fragments
Toolkit 6.4 Run-ons
Toolkit 6.5 Subject - Verb Agreement
Toolkit 6.6 Commonly Misused Words
Toolkit 6.7 Substituting for “And”
Toolkit 6.8 Editing for Wordiness
Toolkit 6.9 Overused Verbs
Toolkit 6.10 Adjective and Adverb Variety
Toolkit 6.11 Keeping Pronouns Consistent
Toolkit 6.12 Vague Pronouns
Toolkit 6.13 Shifts in Point of View
Toolkit 6.14 Reading Aloud
Toolkit 6.15 Ten Common Sentence-Level Mistakes
Rafael Campo, “The Way of the Dinosaurs.”
“By learning English, I hoped I would someday forget Spanish completely. In fact, I believed that only by unlearning Spanish could I finally leave Cuba behind and become truly American.”
“The accent of our parents is the accent of the grimy streets of Chinatown with its mahjong parlors and fried food stalls and counterfeit jewelry, so we work to wipe away all traces of that world from our speech so we can settle comfortably into our roles as respectable middle-class doctors, lawyers, engineers, hundreds of miles from Chinatown.”
“For U.S. Latinos, not speaking Spanish is often a source of insecurity or even shame. Lacking Spanish fluency brings with it judgment from other Latinos in the community as well as a loss of opportunity.”
Patricia Rice, “Linguistic Profiling: The Sound of Your Voice May Determine if You Get that Apartment or Not.”
“Many Americans can guess a caller’s ethnic background from their first hello on the telephone. However, the inventor of the term ‘linguistic profiling’ has found in a current study that when a voice sounds African-American or Mexican-American, racial discrimination may follow.”
“The question remains about why Spoken Soul persists despite the negative attitudes toward it, and its speakers, that have been expressed for centuries. The primary answer is its role as a symbol of identity.”
“But the fact is, using self-deprecating words does lead people to think -- and treat you as if -- you’re less capable than you really are.”
Alice Randall, “My Soul to Keep, My Weight to Lose.”
“With one in four Black women over 55 having diabetes, four in five Black women over-weight and obesity in danger of overtaking smoking as the number one cause of preventable cancer death, not taking care of myself and taking care of others first wasnt a lifestyle; it was a death style.”
“Multiple studies have documented weight bias in employment, healthcare, education and public spaces — unequal treatment based on stereotyping fat people as lazy, unmotivated, sloppy and lacking in self-discipline and competence.”
“In the face of the ideals they’re bombarded with, it’s no surprise that adolescent boys, like waves of girls before them, are falling prey to a distorted image of themselves and their physical inadequacies.”
Kevin Fanning, “One Man Explains Why He Swears by Wearing Spanx.”
“But when I finished getting dressed, my clothes magically fit for the first time ever. I felt transformed into a newer, slightly less blobby version of myself. I felt confident about how I looked, in a way that was more like stepping into a new skin than merely cinching up the old.”
“Part of my choice to be pierced and tattooed was to define my body—on my terms and mine alone. Not as defined by the media, nor by my partner, nor by the men who violated me.”
“It’s not possible, I thought, that women would feel freer dressed modestly, that women would choose to be ashamed of their bodies. But it wasn’t shame, I soon learned. In fact, for many women, it was pride. It was a desire to be considered for things other than what their hairstyle communicated, or whether their butts were shaped right.”
The Immigrants: A Historical Perspective
John F. Kennedy, “Why They Came.”
“Every immigrant served to reinforce and strengthen those elements in American society that had attracted him in the first place. The motives of some were commonplace. The motives of others were noble. Taken together they add up to the strengths and weaknesses of America.”
“The media, reflecting and perhaps encouraging nativists’ anxiety, published stereotypical caricatures of the Irish. Many artists suggested that the Irish threatened the status quo by portraying them as ape-like beasts with small heads, extended jaws, and upturned noses.”
Isabel Wilkerson, excerpt from The Warmth of Other Suns: The Epic Story of America’s Great Migration.
“Over the course of six decades, some six million black southerners left the land of their forefathers and fanned out across the country for an uncertain existence in nearly every other corner of America.”
“All of us immigrants knew that moving to America would be fraught with challenges, but none of us thought that our names would be such an obstacle.”
“I decided then that I could never give anyone reason to doubt I was an American. I convinced myself that if I worked enough, if I achieved enough, I would be rewarded with citizenship. I felt I could earn it.”
“[The children of immigrants] have updated the old immigrant story and forged a new Asian-American identity, not wholly recognizable in any of their parents native lands but, in its hybrid nature, vibrantly American.”
Beyond Disability: Stories of Ability
Temple Grandin, “Autism and Visual Thought.”
“One of the most profound mysteries of autism has been the remarkable ability of most autistic people to excel at visual spatial skills while performing so poorly at verbal skills. When I was a child and a teenager, I thought everybody thought in pictures. I had no idea that my thought processes were different.”
“The next time you see a disabled person, Henry told the crowd, remind yourself that you use assistive devices at least as often as they do. But that doesnt diminish you as a person. ‘Your disability doesnt make you any less of a person, and neither does mine,’ he said.”
“By automatically treating ADHD characteristics as a disability—as we so often do in an educational context—we are unnecessarily letting too many competent and creative kids fall through the cracks.”
Rosemary Mahoney, “Why Do We Fear the Blind?”
“One of the many misconceptions about the blind is that they have greater hearing, sense of smell, and sense of touch than sighted people. This is not strictly true. Their blindness simply forces them to recognize gifts they always had but had heretofore largely ignored.”
“Some of the most exciting clues to the nature and nurture of ‘cognitive outlaws’ come from the most successful among them. All report having developed the ‘courage to fail’ because they experienced failure from an early age. They embraced the ‘cognitive quirks’ that made school and sometimes relationships tough, but also made them charming.”
“I was finding it harder and harder to cope with everything, and my resolve was wearing very thin. The school was keeping a close, watchful eye on me, and to everyone, I became a spectacle. I was reduced to this ‘thing’ that could explode at any moment.”
Rethinking Gender Identity
Matt Duron, “My Son Wears Dresses; Get Over It.”
“I’m right here fathering my son. I want to love him, not change him. My son skipping and twirling in a dress isnt a sign that a strong male figure is missing from his life, to me it’s a sign that a strong male figure is fully vested in his life and committed to protecting him and allowing him to grow into the person who he was created to be.”
“In a society that still often expects men to be tough and rugged and women to be gentle and pretty, embracing their inner tomboy allows females to stand out and be rewarded for activities, rather than appearance or demeanor.”
Andrew Romano, “Why We Need to Reimagine Masculinity”
“What’s more masculine: being a strong, silent, unemployed absentee father, or actually fulfilling your half of the bargain as a breadwinner and a dad?”
“[M]en are simultaneously accused of being lacking in chivalry, while also insulting women with chivalry. Some women also feel pulled between rejecting chivalry out of allegiance with feminism, and embracing it because it makes some men feel more comfortable.”
Do Sports Have Value?
Hilary Beard, “What I Learned From Mo’ne Davis About Girls, Sports and Success.”
“At a time when black girls’ lives and looks are under assault, our daughters deserve no less than to grow up with the same life-affirming benefits that sports have provided our sons and that have propelled Mo’ne into the stratosphere. If her example encourages other black girls and women to get in the game, that could be her greatest accomplishment of all.”
“I know times have changed, but one of the greatest lessons my father taught me was that my coach was always right--even when he was wrong. That principle is a great life lesson about how things really work. Our culture has lost respect for authority, because kids hear their parents complain about teachers and coaches.”
“How do we as a nation reconcile having chosen football as our new national game? Is the trade-off in body carnage worth the type of entertainment the game provides?”
Casey Gane-McCalla, “Athletic Blacks vs. Smart Whites: Why Sports Stereotypes Are Wrong.”
“Black athletes are usually given credit for their ‘natural athleticism,’ while whites are credited for their ‘hard work,’ ‘discipline’ and ‘knowledge of the game’; as if Black athletes are naturally given the gift of great athleticism, and white people become great athletes through hard work, discipline and intelligence.”
“Perhaps such coverage will start a trend whereby those who cover women’s sports will simply turn on the camera and let us see the reality—not the sexualized caricature—of today’s female athletes.”
Josh Rose, “How Social Media is Having a Positive Impact on our Culture.”
“We live in this paradox now, where two seemingly conflicting realities exist side-by-side. Social media simultaneously draws us nearer and distances us.”
“Some of us project — and consume — idealized images through Facebook, and researchers have been trying to figure out how all this flawlessness affects us in the real world.”
“By the time she went to bed that night, at 4am, a Fire Lindsey Stone Facebook page had been created. It attracted 12,000 likes. Lindsey read every comment. ‘I really became obsessed with reading everything about myself.’”
“All this data will remain available forever — both to the big players (tech companies, governments) and to our friends, our sort-of friends and the rest of civil society. This fact is not really new, but our generation will confront the latter on a scale beyond that experienced by previous generations.”
“I did some sleuthing the other day to see who exactly is this Amy Tan who looks forever the same as in 1989, has been married to multiple husbands for always the same number of years, and has won all the literary prizes on earth.”
Chapter 11: Words: Sticks and Stones?
Slurs: Who Can Use Them? Should Anyone Use Them?
Shanelle Matthews, “The B-Word.”
“Ironically, the more commonly a derogatory word is used, the more invisible it becomes. But since it is a word loaded with negative meaning, it is worth investigating what it truly means, where it came from, and why people are so hung up on using it.”
“But lets face it, another reason the n-word has a half-life that rivals plutonium is that black people keep it alive; and not just alive in the code-switching way where it is bandied about in private, but shunned in public.”
“Of course, even high schools like mine were still full of immature boys who loved shock value and who enjoyed slinging around homophobic words, but in an environment where gay kids were accepted and empowered, we could just laugh in their faces.”
Politically Correct Language Debates
Anna Munsey-Kano, “Why You Shouldn’t Be ‘Politically Correct’”
“Political correctness is a bad term and a bad idea. We do not live in a ‘politically correct’ world, where race, sex, religion, and gender issues don’t exist, so we cannot live in a world where we don’t mention or talk about them.
“It’s no accident that we routinely refer to the wealthiest as the ‘top’ and the rest as the ‘bottom. In English, good is up and bad is down. That’s why we say, ‘things are looking up’ and ‘she’s down in the dumps.’ No wonder we pull ourselves up (not forward or along) by our bootstraps. Calling certain folks upper class implies they are worth more not just materially but also morally.”
Index
Product Updates
Authors
-
Emily Isaacs
Emily Isaacs (B.A., Colby College; Ph.D., University of Massachusetts/Amherst) has taught composition for thirty years, first in Massachusetts, very briefly at a state penitentiary, and, for the last twenty years, at Montclair State University in New Jersey. She has taught a wide variety of students at various levels, with a special interest on less-prepared students who are anxious to catch up to their peers. Emily developed the award-winning Writing Program at Montclair State, and served as a campus leader in pedagogical innovations, writing assessment, and individualized learning pedagogies. Emilys scholarship is in the area of Writing Studies, with publications in College English, Pedagogy, Writing Center Journal, Writing Program Administration, and several edited books. She is the co-author of Public Writing: Student Writing as Public Text, and the author of the forthcoming book, Writing at the Comprehensive State University. Emily is a steadfast believer in teaching all students the creative, intellectual processes that writers follow to succeed, but also sees the importance of providing explicit instruction in the conventions of academic and disciplinary writing.
-
Catherine Keohane
Catherine Keohane (B.A., Columbia University; Ph.D., Rutgers University) has taught composition for over twenty years, both at four-year and two-year institutions, working with students at every level. She earned her Ph.D. in English Literature from Rutgers University and now teaches at Montclair State University, having also taught at Bergen Community College. With a background in eighteenth-century literature, Catherine now splits her teaching between composition and literature. At Montclair State, she served as Director for Writing Placement and also participated in a review of the basic writing curriculum, helping to restructure the course and co-authoring a custom textbook. She has published articles in ELH, Writing Program Administration, Studies in the Novel, and Studies in Eighteenth-Century Culture, and has presented papers at conferences including MLA, CCCC, and ASECS. Her scholarship includes literary studies, writing assessment, outcomes assessment, and teaching difficult texts. Catherine sees the goal of college composition classes at all levels as engaging in the crucial work of developing not only students critical reading and writing skills but also their confidence in their ability and right to join in conversation with other writers.
Table of Contents
Note to Students
Preface for Instructors
Teaching with LaunchPad Solo for Readers and Writers
Rhetorical Table of Contents
Introduction: Getting Active
Reading Terms
Reading for College
Moving Beyond Passive Reading
Strategies for Academic Reading: Be Active, Be Critical
After Reading: Preparing to Discuss the Readings in Class
Good Reading Habits
Academic Reading Strategies at a Glance
Introduction: Breaking It Down
Writing Terms
The Shape of an Academic Essay
Clarity and Style
What Is Academic Writing?
Process Writing 101: Writing in College
The Writing Process in Action: An Example
Successful Writers Share Their Work and Receive Feedback on It
Successful Writers Edit for Clarity
Genres: Types of Assignments
Essential Elements of Academic Essays: Focus, Development, Discussion, Organization, and Clarity
What Are Toolkits?
SECTION 1 GETTING THE MOST OUT OF READING
Toolkit 1.1 Margin Notes
Toolkit 1.2 Outlining
Toolkit 1.3 Summarizing
Toolkit 1.4 Decoding Vocabulary
Toolkit 1.5 Finding the Main Idea
Toolkit 1.6 Decoding Genres
Toolkit 1.7 Decoding Narratives
Toolkit 1.8 Decoding Reports
Toolkit 1.9 Decoding Analytical Texts
Toolkit 1.10 Decoding Arguments
Toolkit 1.11 Decoding Voices
Toolkit 1.12 Decoding Visual Texts
Toolkit 1.13 Evaluating Arguments
Toolkit 1.14 Overcoming Reader’s Block
SECTION 2 GENERATING WRITING
Toolkit 2.1 Basic Brainstorming
Toolkit 2.2 Directed Brainstorming
Toolkit 2.3 Outlining and Planning
Toolkit 2.4 Drafting a Thesis
Toolkit 2.5 Directed Summaries
Toolkit 2.6 Quote Sandwiches
Toolkit 2.7 Drafting the Introduction
Toolkit 2.8 Drafting the Conclusion
Toolkit 2.9: Comparing and Contrasting Ideas
Toolkit 2.10 Making Connections between Articles
Toolkit 2.11 Thinking With and Against Other Writers
Toolkit 2.12 Discussion and Analysis
Toolkit 2.13 Overcoming Writer’s Block
Toolkit 3.1 Keys to Organization
Toolkit 3.2 Clustering
Toolkit 3.3 Scissors and Tape
Toolkit 3.4 Color-Coding
Toolkit 3.5 Reverse Outline
Toolkit 3.6 Purpose Outline
Toolkit 3.7 Topic Sentences
Toolkit 3.8 A Checklist for Transitional Expressions
Toolkit 3.9 Coherence between Paragraphs
Toolkit 3.10 Organizing Your Comparison and Contrast
Toolkit 3.11 Paragraph Makeover
SECTION 4 REVISING WRITING
Toolkit 4.1 Tackling Revision
Toolkit 4.2 Peer Review Guidelines
Toolkit 4.3 “Basic Checklist” Peer Review
Toolkit 4.4 Peer Review for Essay Development
Toolkit 4.5 Summary Peer Review
Toolkit 4.6 Conversational Peer Review
Toolkit 4.7 Peer Review for Narratives
Toolkit 4.8 Peer Review for Clarity
Toolkit 4.9 Using Feedback to Revise
Toolkit 4.10 Deep Revision Strategies
Toolkit 4.11 Revising Your Thesis
Toolkit 4.12 Strengthening Evidence and Examples
Toolkit 4.13 Connecting Reasons and Evidence
Toolkit 4.14 Fixing Common Mistakes in Introductions
Toolkit 4.15 Fixing Common Mistakes in Conclusions
Toolkit 4.16 Should You Abandon a Draft?
SECTION 5 FOLLOWING WRITING RULES AND CONVENTIONS
Toolkit 5.1 Document Design Basics
Toolkit 5.2 The Good Enough Title
Toolkit 5.3 A Better Title
Toolkit 5.4 Capitalization
Toolkit 5.5 Punctuation Basics
Toolkit 5.6 Comma Tips and Tricks
Toolkit 5.7 The Apostrophe Explained
Toolkit 5.8 How to Refer to Authors and Texts
Toolkit 5.9 Using Signal Phrases
Toolkit 5.10 Quotation Format Guidelines
Toolkit 5.11 Using Ellipses and Brackets
Toolkit 5.12 Quotation Integration Checklist
Toolkit 5.13 Basic MLA Rules
Toolkit 5.14 Creating a Personal Editing Checklist
Toolkit 5.15 Basic Proofreading Checklist
SECTION 6 POLISHING SENTENCES
Toolkit 6.1 Sentence Variety
Toolkit 6.2 Coordination and Subordination
Toolkit 6.3 Fragments
Toolkit 6.4 Run-ons
Toolkit 6.5 Subject - Verb Agreement
Toolkit 6.6 Commonly Misused Words
Toolkit 6.7 Substituting for “And”
Toolkit 6.8 Editing for Wordiness
Toolkit 6.9 Overused Verbs
Toolkit 6.10 Adjective and Adverb Variety
Toolkit 6.11 Keeping Pronouns Consistent
Toolkit 6.12 Vague Pronouns
Toolkit 6.13 Shifts in Point of View
Toolkit 6.14 Reading Aloud
Toolkit 6.15 Ten Common Sentence-Level Mistakes
Rafael Campo, “The Way of the Dinosaurs.”
“By learning English, I hoped I would someday forget Spanish completely. In fact, I believed that only by unlearning Spanish could I finally leave Cuba behind and become truly American.”
“The accent of our parents is the accent of the grimy streets of Chinatown with its mahjong parlors and fried food stalls and counterfeit jewelry, so we work to wipe away all traces of that world from our speech so we can settle comfortably into our roles as respectable middle-class doctors, lawyers, engineers, hundreds of miles from Chinatown.”
“For U.S. Latinos, not speaking Spanish is often a source of insecurity or even shame. Lacking Spanish fluency brings with it judgment from other Latinos in the community as well as a loss of opportunity.”
Patricia Rice, “Linguistic Profiling: The Sound of Your Voice May Determine if You Get that Apartment or Not.”
“Many Americans can guess a caller’s ethnic background from their first hello on the telephone. However, the inventor of the term ‘linguistic profiling’ has found in a current study that when a voice sounds African-American or Mexican-American, racial discrimination may follow.”
“The question remains about why Spoken Soul persists despite the negative attitudes toward it, and its speakers, that have been expressed for centuries. The primary answer is its role as a symbol of identity.”
“But the fact is, using self-deprecating words does lead people to think -- and treat you as if -- you’re less capable than you really are.”
Alice Randall, “My Soul to Keep, My Weight to Lose.”
“With one in four Black women over 55 having diabetes, four in five Black women over-weight and obesity in danger of overtaking smoking as the number one cause of preventable cancer death, not taking care of myself and taking care of others first wasnt a lifestyle; it was a death style.”
“Multiple studies have documented weight bias in employment, healthcare, education and public spaces — unequal treatment based on stereotyping fat people as lazy, unmotivated, sloppy and lacking in self-discipline and competence.”
“In the face of the ideals they’re bombarded with, it’s no surprise that adolescent boys, like waves of girls before them, are falling prey to a distorted image of themselves and their physical inadequacies.”
Kevin Fanning, “One Man Explains Why He Swears by Wearing Spanx.”
“But when I finished getting dressed, my clothes magically fit for the first time ever. I felt transformed into a newer, slightly less blobby version of myself. I felt confident about how I looked, in a way that was more like stepping into a new skin than merely cinching up the old.”
“Part of my choice to be pierced and tattooed was to define my body—on my terms and mine alone. Not as defined by the media, nor by my partner, nor by the men who violated me.”
“It’s not possible, I thought, that women would feel freer dressed modestly, that women would choose to be ashamed of their bodies. But it wasn’t shame, I soon learned. In fact, for many women, it was pride. It was a desire to be considered for things other than what their hairstyle communicated, or whether their butts were shaped right.”
The Immigrants: A Historical Perspective
John F. Kennedy, “Why They Came.”
“Every immigrant served to reinforce and strengthen those elements in American society that had attracted him in the first place. The motives of some were commonplace. The motives of others were noble. Taken together they add up to the strengths and weaknesses of America.”
“The media, reflecting and perhaps encouraging nativists’ anxiety, published stereotypical caricatures of the Irish. Many artists suggested that the Irish threatened the status quo by portraying them as ape-like beasts with small heads, extended jaws, and upturned noses.”
Isabel Wilkerson, excerpt from The Warmth of Other Suns: The Epic Story of America’s Great Migration.
“Over the course of six decades, some six million black southerners left the land of their forefathers and fanned out across the country for an uncertain existence in nearly every other corner of America.”
“All of us immigrants knew that moving to America would be fraught with challenges, but none of us thought that our names would be such an obstacle.”
“I decided then that I could never give anyone reason to doubt I was an American. I convinced myself that if I worked enough, if I achieved enough, I would be rewarded with citizenship. I felt I could earn it.”
“[The children of immigrants] have updated the old immigrant story and forged a new Asian-American identity, not wholly recognizable in any of their parents native lands but, in its hybrid nature, vibrantly American.”
Beyond Disability: Stories of Ability
Temple Grandin, “Autism and Visual Thought.”
“One of the most profound mysteries of autism has been the remarkable ability of most autistic people to excel at visual spatial skills while performing so poorly at verbal skills. When I was a child and a teenager, I thought everybody thought in pictures. I had no idea that my thought processes were different.”
“The next time you see a disabled person, Henry told the crowd, remind yourself that you use assistive devices at least as often as they do. But that doesnt diminish you as a person. ‘Your disability doesnt make you any less of a person, and neither does mine,’ he said.”
“By automatically treating ADHD characteristics as a disability—as we so often do in an educational context—we are unnecessarily letting too many competent and creative kids fall through the cracks.”
Rosemary Mahoney, “Why Do We Fear the Blind?”
“One of the many misconceptions about the blind is that they have greater hearing, sense of smell, and sense of touch than sighted people. This is not strictly true. Their blindness simply forces them to recognize gifts they always had but had heretofore largely ignored.”
“Some of the most exciting clues to the nature and nurture of ‘cognitive outlaws’ come from the most successful among them. All report having developed the ‘courage to fail’ because they experienced failure from an early age. They embraced the ‘cognitive quirks’ that made school and sometimes relationships tough, but also made them charming.”
“I was finding it harder and harder to cope with everything, and my resolve was wearing very thin. The school was keeping a close, watchful eye on me, and to everyone, I became a spectacle. I was reduced to this ‘thing’ that could explode at any moment.”
Rethinking Gender Identity
Matt Duron, “My Son Wears Dresses; Get Over It.”
“I’m right here fathering my son. I want to love him, not change him. My son skipping and twirling in a dress isnt a sign that a strong male figure is missing from his life, to me it’s a sign that a strong male figure is fully vested in his life and committed to protecting him and allowing him to grow into the person who he was created to be.”
“In a society that still often expects men to be tough and rugged and women to be gentle and pretty, embracing their inner tomboy allows females to stand out and be rewarded for activities, rather than appearance or demeanor.”
Andrew Romano, “Why We Need to Reimagine Masculinity”
“What’s more masculine: being a strong, silent, unemployed absentee father, or actually fulfilling your half of the bargain as a breadwinner and a dad?”
“[M]en are simultaneously accused of being lacking in chivalry, while also insulting women with chivalry. Some women also feel pulled between rejecting chivalry out of allegiance with feminism, and embracing it because it makes some men feel more comfortable.”
Do Sports Have Value?
Hilary Beard, “What I Learned From Mo’ne Davis About Girls, Sports and Success.”
“At a time when black girls’ lives and looks are under assault, our daughters deserve no less than to grow up with the same life-affirming benefits that sports have provided our sons and that have propelled Mo’ne into the stratosphere. If her example encourages other black girls and women to get in the game, that could be her greatest accomplishment of all.”
“I know times have changed, but one of the greatest lessons my father taught me was that my coach was always right--even when he was wrong. That principle is a great life lesson about how things really work. Our culture has lost respect for authority, because kids hear their parents complain about teachers and coaches.”
“How do we as a nation reconcile having chosen football as our new national game? Is the trade-off in body carnage worth the type of entertainment the game provides?”
Casey Gane-McCalla, “Athletic Blacks vs. Smart Whites: Why Sports Stereotypes Are Wrong.”
“Black athletes are usually given credit for their ‘natural athleticism,’ while whites are credited for their ‘hard work,’ ‘discipline’ and ‘knowledge of the game’; as if Black athletes are naturally given the gift of great athleticism, and white people become great athletes through hard work, discipline and intelligence.”
“Perhaps such coverage will start a trend whereby those who cover women’s sports will simply turn on the camera and let us see the reality—not the sexualized caricature—of today’s female athletes.”
Josh Rose, “How Social Media is Having a Positive Impact on our Culture.”
“We live in this paradox now, where two seemingly conflicting realities exist side-by-side. Social media simultaneously draws us nearer and distances us.”
“Some of us project — and consume — idealized images through Facebook, and researchers have been trying to figure out how all this flawlessness affects us in the real world.”
“By the time she went to bed that night, at 4am, a Fire Lindsey Stone Facebook page had been created. It attracted 12,000 likes. Lindsey read every comment. ‘I really became obsessed with reading everything about myself.’”
“All this data will remain available forever — both to the big players (tech companies, governments) and to our friends, our sort-of friends and the rest of civil society. This fact is not really new, but our generation will confront the latter on a scale beyond that experienced by previous generations.”
“I did some sleuthing the other day to see who exactly is this Amy Tan who looks forever the same as in 1989, has been married to multiple husbands for always the same number of years, and has won all the literary prizes on earth.”
Chapter 11: Words: Sticks and Stones?
Slurs: Who Can Use Them? Should Anyone Use Them?
Shanelle Matthews, “The B-Word.”
“Ironically, the more commonly a derogatory word is used, the more invisible it becomes. But since it is a word loaded with negative meaning, it is worth investigating what it truly means, where it came from, and why people are so hung up on using it.”
“But lets face it, another reason the n-word has a half-life that rivals plutonium is that black people keep it alive; and not just alive in the code-switching way where it is bandied about in private, but shunned in public.”
“Of course, even high schools like mine were still full of immature boys who loved shock value and who enjoyed slinging around homophobic words, but in an environment where gay kids were accepted and empowered, we could just laugh in their faces.”
Politically Correct Language Debates
Anna Munsey-Kano, “Why You Shouldn’t Be ‘Politically Correct’”
“Political correctness is a bad term and a bad idea. We do not live in a ‘politically correct’ world, where race, sex, religion, and gender issues don’t exist, so we cannot live in a world where we don’t mention or talk about them.
“It’s no accident that we routinely refer to the wealthiest as the ‘top’ and the rest as the ‘bottom. In English, good is up and bad is down. That’s why we say, ‘things are looking up’ and ‘she’s down in the dumps.’ No wonder we pull ourselves up (not forward or along) by our bootstraps. Calling certain folks upper class implies they are worth more not just materially but also morally.”
Index
Product Updates
Where good reading meets good writing
Built around compelling readings and topics that students care deeply about, Intersections offers flexible academic reading and writing instruction that supports students without overwhelming them. Intersections offers eight chapters of timely readings—forty-eight in total-- with themes like Sports in American Society, Immigration, and Language and Identity, that keep students interested and spark ideas for their writing. Carefully structured reading and writing questions and discussion prompts before, during, and after the readings guide students as they move from comprehension toward critical thinking and inquiry. These core thematic reading chapters work in tandem with innovative modular Toolkits on Reading and Writing that cover key skills such as note-taking, summarizing, peer review, MLA documentation, grammar, and much more.Success Stories
Here are a few examples of how Achieve has helped instructors like you improve student preparedness, enhance their sense of belonging, and achieve course goals they set for themselves.
Prof. Kiandra Johnson, Spelman College
See how the resources in Achieve help you engage students before, during, and after class.
Prof. Jennifer Duncan
Use diagnostics in Achieve for a snapshot into cognitive and non-cognitive factors that may impact your students’ preparedness.
Prof. Ryan Elsenpeter
Here’s why educators who use Achieve would recommend it to their peers.
Looking for instructor resources like Test Banks, Lecture Slides, and Clicker Questions? Request access to Achieve to explore the full suite of instructor resources.
Instructor Resources
Instructor Resources
Download Resources
You need to sign in to unlock your resources.
Instructor's Manual for Intersections (Online Only)
You've selected:
Click the E-mail Download Link button and we'll send you an e-mail at with links to download your instructor resources. Please note there may be a delay in delivering your e-mail depending on the size of the files.
Warning! These materials are owned by Macmillan Learning or its licensors and are protected by copyright laws in the United States and other jurisdictions. Such materials may include a digital watermark that is linked to your name and email address in your Macmillan Learning account to identify the source of any materials used in an unauthorised way and prevent online piracy. These materials are being provided solely for instructional use by instructors who have adopted Macmillan Learning’s accompanying textbooks or online products for use by students in their courses. These materials may not be copied, distributed, sold, shared, posted online, or used, in print or electronic format, except in the limited circumstances set forth in the Macmillan Learning Terms of Use and any other reproduction or distribution is illegal. These materials may not be made publicly available under any circumstances. All other rights reserved. For more information about the use of your personal data including for the purposes of anti-piracy enforcement, please refer to Macmillan Learning's.Privacy Notice
Thank you!
Your download request has been received and your download link will be sent to .
Please note you could wait up to 30 to 60 minutes to receive your download e-mail depending on the number and size of the files. We appreciate your patience while we process your request.
Check your inbox, trash, and spam folders for an e-mail from InstructorResources@macmillan.com.
If you do not receive your e-mail, please visit macmillanlearning.com/support.
FAQs
-
-
Are you a campus bookstore looking for ordering information?
MPS Order Search Tool (MOST) is a web-based purchase order tracking program that allows customers to view and track their purchases. No registration or special codes needed! Just enter your BILL-TO ACCT # and your ZIP CODE to track orders.
Canadian Stores: Please use only the first five digits/letters in your zip code on MOST.
Visit MOST, our online ordering system for booksellers: https://tracking.mpsvirginia.com/Login.aspx
Learn more about our Bookstore programs here: https://www.macmillanlearning.com/college/us/contact-us/booksellers
-
-
-
Our courses currently integrate with Canvas, Blackboard (Learn and Ultra), Brightspace, D2L, and Moodle. Click on the support documentation below to find out more details about the integration with each LMS.
Integrate Macmillan courses with Blackboard
Integrate Macmillan courses with Canvas
-
-
-
If you’re a verified instructor, you can request a free sample of our courseware, e-book, or print textbook to consider for use in your courses. Only registered and verified instructors can receive free print and digital samples, and they should not be sold to bookstores or book resellers. If you don't yet have an existing account with Macmillan Learning, it can take up to two business days to verify your status as an instructor. You can request a free sample from the right side of this product page by clicking on the "Request Instructor Sample" button or by contacting your rep. Learn more.
-
-
-
Sometimes also referred to as a spiral-bound or binder-ready textbook, loose-leaf textbooks are available to purchase. This three-hole punched, unbound version of the book costs less than a hardcover or paperback book.
-
-
-
Achieve (full course) includes our complete e-book, as well as online quizzing tools, multimedia assets, and iClicker active classroom manager.
Most Achieve Essentials courses do not include our e-books and adaptive quizzing.
Visit our comparison table for details: https://www.macmillanlearning.com/college/us/digital/achieve/compare
-
-
-
Achieve (full course) includes our complete e-book, as well as online quizzing tools, multimedia assets, and iClicker active classroom manager.
Achieve Read & Practice only includes our e-book and adaptive quizzing, and does not include instructor resources and assignable assessments. Read & Practice does integrate with LMS.
Visit our comparison table for details: https://www.macmillanlearning.com/college/us/digital/achieve/compare
-
-
-
We can help! Contact your representative to discuss your specific needs for your course. If our off-the-shelf course materials don’t quite hit the mark, we also offer custom solutions made to fit your needs.
-
ISBN:9781319110390
Take notes, add highlights, and download our mobile-friendly e-books.
ISBN:9781319004965
Read and study old-school with our bound texts.
ISBN:9781319555320
This package includes Achieve and Paperback.
FAQs
-
-
Are you a campus bookstore looking for ordering information?
MPS Order Search Tool (MOST) is a web-based purchase order tracking program that allows customers to view and track their purchases. No registration or special codes needed! Just enter your BILL-TO ACCT # and your ZIP CODE to track orders.
Canadian Stores: Please use only the first five digits/letters in your zip code on MOST.
Visit MOST, our online ordering system for booksellers: https://tracking.mpsvirginia.com/Login.aspx
Learn more about our Bookstore programs here: https://www.macmillanlearning.com/college/us/contact-us/booksellers
-
-
-
Our courses currently integrate with Canvas, Blackboard (Learn and Ultra), Brightspace, D2L, and Moodle. Click on the support documentation below to find out more details about the integration with each LMS.
Integrate Macmillan courses with Blackboard
Integrate Macmillan courses with Canvas
-
-
-
If you’re a verified instructor, you can request a free sample of our courseware, e-book, or print textbook to consider for use in your courses. Only registered and verified instructors can receive free print and digital samples, and they should not be sold to bookstores or book resellers. If you don't yet have an existing account with Macmillan Learning, it can take up to two business days to verify your status as an instructor. You can request a free sample from the right side of this product page by clicking on the "Request Instructor Sample" button or by contacting your rep. Learn more.
-
-
-
Sometimes also referred to as a spiral-bound or binder-ready textbook, loose-leaf textbooks are available to purchase. This three-hole punched, unbound version of the book costs less than a hardcover or paperback book.
-
-
-
Achieve (full course) includes our complete e-book, as well as online quizzing tools, multimedia assets, and iClicker active classroom manager.
Most Achieve Essentials courses do not include our e-books and adaptive quizzing.
Visit our comparison table for details: https://www.macmillanlearning.com/college/us/digital/achieve/compare
-
-
-
Achieve (full course) includes our complete e-book, as well as online quizzing tools, multimedia assets, and iClicker active classroom manager.
Achieve Read & Practice only includes our e-book and adaptive quizzing, and does not include instructor resources and assignable assessments. Read & Practice does integrate with LMS.
Visit our comparison table for details: https://www.macmillanlearning.com/college/us/digital/achieve/compare
-
-
-
We can help! Contact your representative to discuss your specific needs for your course. If our off-the-shelf course materials don’t quite hit the mark, we also offer custom solutions made to fit your needs.
-
Intersections
Built around compelling readings and topics that students care deeply about, Intersections offers flexible academic reading and writing instruction that supports students without overwhelming them. Intersections offers eight chapters of timely readings—forty-eight in total-- with themes like Sports in American Society, Immigration, and Language and Identity, that keep students interested and spark ideas for their writing. Carefully structured reading and writing questions and discussion prompts before, during, and after the readings guide students as they move from comprehension toward critical thinking and inquiry. These core thematic reading chapters work in tandem with innovative modular Toolkits on Reading and Writing that cover key skills such as note-taking, summarizing, peer review, MLA documentation, grammar, and much more.
Select a demo to view:
Sample Achieve