Developmental Exercises for The Bedford Handbook Ninth Edition Wanda Van Goor formerly of Prince George’s Community College Diana Hacker Bedford / St. Martin’s Boston◆ New York Copyright © 2014, 2010, 2006, 2002 by Bedford / St. Martin’s All rights reserved. Manufactured in the United States of America.

8 7 6 5 4 3 f e d c b a For information, write:Bedford / St. Martin’s 75 Arlington Street, Boston, MA 02116 (617) 399-4000 ISBN 978-1-4576-5078-9 Instructors who have adoptedThe Bedford Handbook, Ninth Edition, as a textbook for a course are authorized to duplicate portions of this workbook for their students. Preface for Instructors The exercises in this book are specifically designed for developmental students. All have been classroom tested. The exercises in each set are thematically linked, usually focusing on the achievements of a famous person or group — such as John Muir, Louis Braille, impressionist painters, Amelia Earhart, Jackie Robinson, or theBeatles — so that students are reading real prose on interesting topics rather than unrelated drill sentences. Here are the principal features ofDevelopmental Exercises for The Bedford Handbook, Ninth Edition. Respectful of students’ college status Although the exercises vary in level of difficulty, all of them respect the age and experience of college students. Most exercises ask students to edit paragraphs and essays, not to fill in blanks or recopy whole sentences when only a word or two may need changing. Where possible, exercises encourage students to think about the impact of errors on readers and to choose revision strategies that produce effective, not just “correct,” writing. Written in connected discourse Because nearly every exercise is a paragraph, an essay, or a set of numbered sentences that are connected in meaning, students learn to identify and revise problem sentences in realistic contexts. These connected discourse exercises mimic the process of revision as it occurs in real writing. In addition, they provide a rhetorical context to guide students as they select among revision strategies. When revising comma splices and fused sentences, for example, students will see that relying too heavily on the period and the semicolon results in dull, monotonous prose. They will begin to see the need for occasional subordination, and the rhetorical context will suggest just where subordination would be most effective.

“Guided practice” exercises Most sections open with a guided practice exercise that gives students special help. Section codes (such as 21, 21c) in the margin identify problem sentences and tell students where inThe Bedford Handbook, Ninth Edition, to look for explanations and revision strategies. Answers to these exercises appear in the back of the book.