Common Places: Integrated Reading and Writing https://www.mheducation.com/cover-images/Jpeg_250-high/1259795640.jpeg?404URL=https://shop.mheducation.com/mhshopweb/images/no_cover_140.png

Common Places, along with its author-created teaching resources and Connect Integrated Reading and Writing (a state-of-the-art learning technology product), represent a cohesive instructional framework to accelerate college readiness. With a seamlessly integrated foundation in reading and writing strategies, Common Places offers unique purpose-oriented projects for upper level IRW courses and provides a fresh approach to grammar that emphasizes sentence combining and grammar in context.

See all program features.

Table of Contents

Interested in seeing the entire table of contents?


Program Details

Brief Contents

 

QUICK START GUIDE to Integrated Reading and Writing Assignments

PART 1             Reading and Writing as Integrated Processes

CHAPTER 1      Emotional Intelligence and Your Pathway to Success

CHAPTER 2      Annotating Texts and Developing Vocabulary 

CHAPTER 3      Previewing Texts and Working with Topics 

CHAPTER 4      Main Ideas 

CHAPTER 5      Support for Main Ideas 

CHAPTER 6      Text Purposes and Text Patterns

[Sections of Chapter 6 also available individually in McGraw-Hill CreateTM] 

CHAPTER 7      Organizing, Drafting, and Summarizing 

CHAPTER 8      Titles, Introductions, and Conclusions 

CHAPTER 9      Inferences and Tone 

CHAPTER 10    Revising and Editing 

 

PART 2             Integrated Reading and Writing Projects

CHAPTER 11    Three Integrated Reading and Writing Projects

[Step-by-Step Guidance and Projects also available individually in McGraw-Hill CreateTM]

Step-by-Step Guidance for Integrated Reading and Writing Projects:

            A Student Example           

“Understanding Generational Differences” by Ken Culp, III

 

Project 1: Working with a Text to Create a Summary

            Mindsets

“Psychological Constraints” by Laura King          

 

Project 2: Working with Informative Texts

            Social Media—For Better or Worse       

“Driven to Distraction: Our Wired Generation” by Larry Rosen

“A Harsh Truth About Fake News: Some People Are Super Gullible” by Callum Borchers 

“The Bad, the Ugly, and the Good of Kids’ Use of Social Media” by Jim Taylor, PhD

“Facebook’s False Faces Undermine Its Credibility” by Somini Sengupta

 

Project 3: Completing an Argument Project

The Impact of Walmart

“Watching Wal-Mart” by Liza Featherstone

“Discussion Case: Wal-Mart” by Joseph DesJardins

“Walmart Cut My Hours. I Protested. They Fired Me.” by Kiana Howard, as told to Josh  Harkinson 

“I Worked at Wal-Mart for Two Years and I Actually Really Liked It” by Travis Okulski

“Wal-Mart Is Good for the Economy” by John Semmens

 

Available only in McGraw-Hill Create™

Project            Working with Analysis and Evaluation

Our Vulnerable Planet

“Global Water Challenge” by Eldon D. Enger and Bradley F. Smith

“In Search of Solutions” by Virginia Morrell

“Population Growth” by William P. Cunningham and Mary Ann Cunningham

“Bio Invaders!” by Ronald Bailey

 

 

PART 3             Additional Skills

CHAPTER 12    Using Sources

 

Available only in McGraw-Hill Create™

Strategies for Reading and Writing Exams

 

 

PART 4             Well-Crafted Sentences

UNIT 1 Sentence Combining: Phrases and Clauses 

UNIT 2 Spelling and Word Choice 

UNIT 3 Punctuation and Mechanics 

UNIT 4    Editing and Revising Practice

 

Available only in McGraw-Hill Create™

Grammar and Mechanics Handbook from Common Ground

 

 

PART 5             Thematic Anthology of Readings

THEME Triumphing over Adversity

“Bouncing Back” by Melissa Balmain 

“Leaving the Battlefield: Soldier Shares Story of PTSD” by Chaplain (Maj.) Carlos C. Huerta 

“Coping with Stress” by Benjamin B. Lahey 

“‘To Do for Others’: The Dream of Justice Sonia Sotomayor” by Andria Ramon  

THEME Self-Segregation 

 “Campus Diversity and Student Self-Segregation: Separating Myths from Facts” by Debra Humphreys 

“Equal When Separate” by Ernest Owens 

“What Happened to the Dream?” by Michael Gawenda 

“Color Blind: Is Sunday Morning Still the Most Segregated Hour in America?” by Brett Buckner 

THEME Food for Thought 

“‘Super Size Me’ Makes for Meaty Viewing” by Ty Burr

“Is Ronald McDonald Bad for Kids? Are Parents?” by William F. Arens, David H. Schaefer, and Michael F. Weigold

“Taxing Junk Food” by the Tax Policy Center at the Urban Institute and Brookings Institution

“Should We Tax Unhealthy Food?” by Michael Blanding

THEME Planning for the Future

“Google Search and Destroy: Rise of the Machines” by Cahal Milmo 

“Homo Sapiens RIP (or Why One of the Leading Gurus of the Technological Age Believes That the Future Doesn’t Need Us)” by Andrew Gumbel 

“The Power of Games” by Rick Docksai

 “The Five Principles of Preparedness” by Phil Burns, The American Preppers Network  

 

Available only in McGraw-Hill Create™

THEME Television and Stereotypes

 “Dumbing Down Dad: How Media Present Husbands, Fathers as Useless” by Sarah Sanders Petersen 

“Reality TV Casts Controversial Spotlight on American Stereotypes” by Sasha Horne 

“Reality TV (Re)rewrites Gender Roles” by Jennifer L. Pozner 

 

THEME The Rules of Attraction

“Gay, Straight, Bisexual: What the Labels Don’t Tell Us” by Jack Modell 

“Liking and Loving: Interpersonal Attraction and the Development of Relationships” by Robert Feldman

“Love as a Story” by Janet Shibley Hyde and John Delamater 

“As Seniors Live Longer They Find ‘Love Expectancy’ Also Grows” by Frank Greve 

Contents

The Learning Support System of Common Places   

Preface           

Quick Start Guide to Integrated Reading and Writing Assignments 

 

PART 1      Reading and Writing as Integrated Processes

CHAPTER 1           Emotional Intelligence and Your Pathway to Success

DEVELOPING EMOTIONAL INTELLIGENCE

            Strategy 1: Understand and Articulate Your Emotions

                        practice 1: Naming Your Emotions

            Strategy 2: Recognize Emotional Responses and Their Consequences

                        practice 2: Controlling Emotions

            Strategy 3: Change Emotional Responses

                        Reframe 

                        practice 3: Reframing Emotional Responses  

                        Become More Flexible

                        practice 4: Practicing Flexibility

                        Develop an Internal Locus (or Center) of Control

                        practice 5: Developing an Internal Locus of Control

THINKING CRITICALLY 

            An Example of Critical Thinking 

            How Critical Thinking Affects Reading and Writing Skills 

                        practice 6 Thinking Critically 

SUCCEEDING IN COLLEGE 

            Students Who Succeed Are Self-Directed 

            Students Who Succeed Use Resources Effectively 

                        Human Resources

                        Content Resources

            Students Who Succeed Manage Their Time Well

            Students Who Succeed Are Self-Reflective 

                        practice 7: Using Success Strategies

CHAPTER ACTIVITIES

            A Reading and Writing Assignment 

            Additional Assignments 

          emotional intelligence | metacognition 

 

CHAPTER 2           Annotating Texts and Developing Vocabulary 

USING READING TO IMPROVE WRITING 

            Reading to Become Better Writer

            Writing to Become a Better Reader

                        practice 1  Explaining How Reading and Writing Work Together

DEVELOPING ANNOTATION SKILLS 

            Annotation Tips 

                        practice 2 Assessing the Value of Annotations 

            Annotating a Text’s Content 

            Annotating a Text’s Features 

                        practice 3 Annotating and Highlighting Texts 

DEVELOPING YOUR VOCABULARY 

            Using Dictionaries 

                        practice 4 Using a Dictionary Effectively 

            Using Word Parts 

                        practice 5 Using Word Parts to Speculate about Meanings 

            Using Context Clues 

                        Context Clue Step 1: Determine the Word Type

Context Clue Step 2: Investigate the Context

Context Clue Step 3: Find a Synonym  

                        practice 6 Using Context Clues 

            Acquiring New Vocabulary 

CHAPTER ACTIVITIES

Reading and Annotating 

                “Learning to Read and Write” by Frederick Douglass          

Using Models to Practice Composing 

A Reading and Writing Assignment 

Adding to Your Vocabulary 

Additional Assignments 

emotional intelligence | metacognition

 

CHAPTER 3             Previewing Texts and Working with Topics

USING PRE-READING STRATEGIES 

Previewing

The Title Often Presents the Topic

Headings Give Clues about the Topic

Formatted Words Are Important for Understanding the Topic 

Graphics Will Relate to the Topic and Main Idea

Repeated Words and Phrases Can Hint at the Topic

Introduction and Conclusion Paragraphs Can Provide Clues about the Topic

practice 1     Previewing a Textbook Chapter

practice 2      Identifying Topics

Predicting

Recalling

Asking Questions

practice 3     Using the Four Pre-Reading Strategies

practice 4     Monitoring Your Understanding   

WORKING WITH ASSIGNED WRITING TOPICS

            Create an Assignment Page

            Read and Reread the Assignment

            State the Paper’s Topic in the Form of a Question

            Seek Help If You Need It

DEVELOPING AND NARROWING A TOPIC FOR AN ESSAY

            Brainstorming for Topics

practice 5      Finding Topics of Interest

Narrowing Topics

practice 6     Narrowing Topics for Essays

USING PREWRITING STRATEGIES TO GENERATE IDEAS

Prewriting Strategy: Discussion

            practice 7     Using Discussion for Prewriting

Prewriting Strategy: Simple Listing

            practice 8     Using Listing for Prewriting

Prewriting Strategy: Clustering

practice 9     Using Clustering for Prewriting

Prewriting Strategy: Journalistic Questions

practice 10   Using Journalistic Questions for Prewriting

Prewriting Strategy: Freewriting

practice 11   Using Freewriting for Prewriting

Prewriting Strategy: Freetalking

practice 12   Using Freetalking for Prewriting

CHAPTER ACTIVITIES

Reading and Annotating

Using Models to Practice Composing

            Model Student Essay: “Myths About Happiness” by Kendra Hayworth

A Reading and Writing Assignment

Adding to Your Vocabulary 

Additional Assignments 

emotional intelligence | metacognition

 

CHAPTER 4 Main Ideas

IDENTIFYING TOPIC SENTENCES AND IMPLIED MAIN IDEAS IN PARAGRAPHS 

Identifying Topic Sentences 

Considering a Topic Sentence's Placement

practice 1 Finding Topic Sentences 

Finding Implied Main Ideas in Paragraphs 

practice 2 Finding Implied Main Ideas in Paragraphs

Composing Topic Sentences for Paragraphs

practice 3 Writing Topic Sentences 

practice 4 Identifying and Writing Topic Sentences 

IDENTIFYING MAIN IDEAS IN ESSAYS 

Recognizing the Characteristics of Thesis Statements

Comparing Thesis Statements and Topic Sentences 

practice 5 Distinguishing Thesis Statements from Topic Sentences

Identifying the Thesis Statement in an Essay

            practice 6 Using Topic Sentences to Find the Main Idea of an Essay

Example of Identifying an Essay’s Thesis Statement

practice 7 Finding the Thesis Statement of a Textbook Passage

FINDING IMPLIED MAIN IDEAS IN ESSAYS

practice 8 Finding an Implied Thesis Statement in an Essay

COMPOSING EFFECTIVE THESIS STATEMENTS 

Thesis Statements That Are Too Narrow or Too Broad 

practice 9 Creating Effective Thesis Statements

Prewriting and Thesis Statements

practice 10 Critiquing Thesis Statements 

Open and Closed Thesis Statements

GRAMMAR FOCUS: PARALLELISM

practice 11 Writing Parallel Closed Thesis Statements 

CHAPTER ACTIVITIES

Reading and Annotating 

Using Models to Practice Composing

Model Student Essay: "The Role of Pretending in Times of Grief" by Xavier Lewis 

A Reading and Writing Assignment 106

Adding to Your Vocabulary 

Additional Assignments 

emotional intelligence | metacognition

 

CHAPTER 5 Support for Main Ideas 

RECOGNIZING MAJOR SUPPORTING POINTS AND SUPPORTING DETAILS IN TEXTS 

Major Supporting Points in Essays 

Supporting Details in Essays 

practice 1 Recognizing Major Supporting Points and Supporting Details in Essays 

Multiparagraph Support 

practice 2 Identifying Support in Essays 

USING OUTLINING OR GRAPHIC ORGANIZERS TO IDENTIFY MAJOR SUPPORTING POINTS AND SUPPORTING DETAILS 

practice 3 Outlining a Reading 

USING TRANSITIONS

                        practice 4  Using Transitions

USING SPECIFIC TYPES OF SUPPORTING DETAILS IN YOUR WRITING 

Recognizing Types of Supporting Details 

Thinking Like a Reader to Create Support 

practice 5  Thinking Like a Reader to Create Support 

Developing an Essay from Prewriting to Outlining

Analyze the Assignment

Identify the Purpose

Prewrite to Develop Ideas

Construct a Thesis

Develop Support for the Thesis Statement

Create an Outline to Organize the Essay

practice 6 Planning Support Paragraphs for an Essay 

CHAPTER ACTIVITIES

Reading and Annotating

Using Models to Practice Composing 

Model Student Essay: “Childbirth as a Rite of Passage” by Sienna Mendez

A Reading and Writing Assignment 

Adding to Your Vocabulary 

Additional Assignments 

emotional intelligence | metacognition

 

CHAPTER 6 Text Purposes and Text Patterns

Sections also available individually in McGraw-Hill Create™

IDENTIFYING THE PURPOSE OF A TEXT

Writing to Inform 

Writing to Analyze 

Writing to Evaluate 

Writing to Persuade 

practice Determining a Text’s Purpose 

CONNECTING PURPOSES AND TEXT PATTERNS

 

NARRATION

RECOGNIZING THE NARRATION PATTERN IN READINGS

Narration in Supporting Details 

Narration as a Text Pattern 

ANALYZING A NARRATIVE TEXT 

            practice Analyzing a Narrative Text 

USING NARRATION IN YOUR WRITING 

practice Using Narration in Your Writing

GRAMMAR FOCUS: Verb Tense Choices

 

DEFINITION

RECOGNIZING THE DEFINITION PATTERN IN READINGS 

Definition in Supporting Details 

Definition as a Text Pattern 

ANALYZING A DEFINITION TEXT 

A Definition Text: Introduction and Thesis Statement 

A Definition Text: Body Paragraphs and Their Organization 

A Definition Text: Conclusion 

practice Analyzing a Definition Text 

USING DEFINITION IN YOUR WRITING 

practice Using Definition in Your Writing 

 

ILLUSTRATION

RECOGNIZING THE ILLUSTRATION PATTERN IN READINGS  

Illustration in Supporting Details  

Illustration as a Text Pattern   

ANALYZING AN ILLUSTRATION TEXT  

An Illustration Text: Introduction and Thesis Statement  

An Illustration Text: Body Paragraphs and Their Organization 

An Illustration Text: Conclusion  

PRACTICE Analyzing an Illustration Text   

USING ILLUSTRATION IN YOUR WRITING  

practice Using Illustration in Your Writing   

 

CLASSIFICATION

RECOGNIZING THE CLASSIFICATION PATTERN IN READINGS  

Classification in Supporting Details  

Classification as a Text Pattern  

ANALYZING A CLASSIFICATION TEXT  

A Classification Text: Introduction and Thesis Statement  

A Classification Text: Body Paragraphs and Their Organization  

A Classification Text: Conclusion  

practice Analyzing a Classification Text   

USING CLASSIFICATION IN YOUR WRITING  

practice Using Classification in Your Writing