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INTERACTIONS: A THEMATIC READER is designed to help students discover meaning in what they read and to convey meaning in what they write. The text's readings and accompanying apparatus-which have been class tested and proven effective through eight previous editions-guide students from a consideration of self to an awareness of how the self interacts with other people and phenomena. The book provides effective models of reading and styles of writing while explaining to students the process and interdependence of reading and writing, stressing the connections students can make between their own experiences and what they read. It also introduces them to prewriting techniques such as freewriting, brainstorming, mapping, clustering, and journals. Reading selections are organized into thematic units that guide students from a reflection on identity through the consideration of self to an examination of close human relationships and finally to more abstract topics such as work and society. The selections represent a wide range of voices, topics, and sources, including a balance of male and female authors and significant contributions by culturally diverse writers. This diversity creates a stimulating context for reading and writing and also helps students find their own voice by providing them with new perspectives.

Ann Moseley, Texas A&M University, Commerce

Ann Moseley (Ph.D., University of Oklahoma) is Associate Professor and Director of the Communications Skills Center at East Texas State University.

Jeanette Harris, Texas Christian University, Retired

Jeanette Harris (Ph.D., East Texas State University) was Director of the William L. Adams Writing Center at Texas Christian University.
  • This edition features 35 new readings that reflect a variety of voices, topics, and sources.
  • The emphasis in Unit 5 (formerly entitled “A Diverse Society”) has been expanded and revised as reflected in its new title, “Immigration, Citizenship, and Diversity.”
  • The author provides additional instruction on numerous methods of development-narration, description, classification, process, example, cause and effect, comparison and contrast, and definition.
  • Updated introductions to each reading set the stage to help students get the most from the selections.
  • Reading/writing lessons in each unit provide students with detailed instruction and models on the following topics: annotating a text, writing a personal essay, writing a summary, responding to a text, analyzing a text, writing a persuasive essay, writing a report, and writing a movie review.
  • This best-selling thematic reader is aimed at upper-level developmental English (bridge/essay) courses or lower level composition courses. When the book was originally published in 1991, it was the first lower-level thematic reader, and has garnered an enthusiastic following ever since. Users consistently praise the engaging readings, the helpful pre- and post-reading questions, and the organization, which is structured around the theme of self and features units covering the important aspects of life: family, work, and society.
  • The quality of activities surrounding each reading is exceptional. Each reading is preceded by a “Before You Read” activity that asks students to think critically about the selection's primary theme in relation to their own beliefs. They must also write a reaction in the form of a journal entry to the topic they will read. “As You Read” activities help students interact with the selection and make it their own by determining the main idea, annotating the text, focusing on specific information, or relating what they read to their own personal experiences.
  • “After You Read” sections echo the format of the “Before You Read” sections, encouraging students to think about ideas and write a response to what they have read. These thought-provoking activities are more analytical than those for pre-reading, taking students several steps further in developing their critical thinking abilities.
  • In addition to the assignments surrounding the readings, there are two additional types of assignments: “Exploring Ideas Together,” in which students collaborate on a topic, synthesizing and analyzing information orally or in a group; and “Writing Essays,” which require students to elaborate individually on ideas derived from the readings.
  • Important features of the book include paired or grouped readings in each unit, a student essay in each unit, emphasis on both critical thinking and collaborative learning, Internet activities related to the unit topic at the end of each unit, and writing assignments at the beginning and end of each reading selection and at the end of each unit.
Rhetorical Table of Contents.
“My Name,” SANDRA CISNEROS. “What''s in a Name? Character, Identity, Ethnicity,” DEBORAH P. WORK (NEW). “The Name Is Mine,” ANNA QUINDLEN. “Between Two Worlds,” DIANA ABU-JABER (NEW). “Living in Two Worlds,” MARCUS MABRY. “The Jacket,” GARY SOTO. Focus: Narration. “On Being 17, Bright, and Unable to Read,” DAVID RAYMOND. “The Need for Achievement,” DOUGLAS A. BERNSTEIN. “Zero,” PAUL LOGAN. “You''ve Got to Find What You Love,” STEVE JOBS (NEW).
Annotating a Text. Example: “Born Black, White, and Jewish,” REBECCA WALKER. Exploring Ideas Together. Exploring the Internet. Writing Essays.
“What Is This Thing Called Family?” LEE HERRICK. “Defining Family,” BRYAN STRONG, CHRISTINE DEVAULT, and THEODORE F. COHEN. “Family Stories,” ELIZABETH STONE (NEW). “Grandmother Amelia,” RACHEL LAWTON (NEW). Focus: Description. “Between Father and Daughter,” REGINALD GIBBONS (NEW). “We Found Our Son in the Subway,” PETER MERCURIO (NEW). “Only Daughter,” SANDRA CISNEROS. “Mother and Freedom,” MAYA ANGELOU. “The Old Man,” LARRY L. KING. “A Black Man''s Tribute to His White Mother,” JAMES MCBRIDE (NEW). “Marcel, My Brother,” CHARLES KRAUTHAMMER (NEW). “The Family That Stretches (Together),” ELLEN GOODMAN.
Writing a Personal Essay. Example: “Who Am I? Reflections of My Parents” by Roderick Hartsfield, Student. Exploring Ideas Together. Exploring the Internet. Writing Essays.
“What Are Friends For?” MARION WINIK. Focus: Classification. “The Difference between Male and Female Friendships,” ELLEN GOODMAN and PATRICIA O''BRIEN. “Oil and Water,” VALERIE OWEN. “My Enemy, My Friend,” DALE ZELCO, as told to BRIAN MOCKENHAUPT. “Why Didn''t I Step In?” SUSHMA SUBRAMANIAN (NEW). “Friendship: The Laws of Attraction,” KAREN KARBO (NEW).” Great Expectations,” STEPHANIE COONTZ. “My Home, My World,” ARCHENA BHALLA. “Marriage and Divorce American Style,” E. MAVIS HETHERINGTON. “Gay Marriage Looms as ''Battle of Our Times,''“ JANE LAMPMAN. “Dreading the Days of Being Alone,” SUSAN ESTRICH (NEW).
Writing a Summary. Example: “Summary of ''The Difference between Male and Female Friendships.” Exploring Ideas Together. Exploring the Internet. Writing Essays.
Unit IV: WORK.
“What You Do Is What You Are,” NICKIE MCWHIRTER. “Work, Mind, and Identity,” MIKE ROSE. “My Brilliant Career,” MICHAEL GAUL (NEW). “W-O-R-K,” BRIAN BRAAKSMA. “Girl in an Oven,” SARAH JEANETTE SMITH. “Big Russ and Me,” TIM RUSSERT. “Regular Work for an Irregular Economy,” CARMEN MARTINO and DAVID BENSMAN. Focus: Process. “The Importance of a Good Resume,” STANLEY KRANTMAN (NEW). “The Higher Education Gap,” JENNIFER SCHRAMM. “The Downsized Generation,” BARBARA KANTROWITZ (NEW). “Out of Debt, on the Road,” KEN ILGUNAS (NEW).
Responding to a Text. Example: “The McDonald Image” (Response to “What You Do Is What You Are” by Nickie McWhirter). Exploring Ideas Together. Exploring the Internet.
Writing Essays.
“Getting to Know about You and Me,” CHANA SCHOENBERGER. Focus: Cause and Effect.
“The Citizenship Boom,” NATHAN GLAZER (NEW). “A Memoir of Grandfather Clausen,” CHRISTOPHER CLAUSEN (NEW). “She Did It for Love, for Country,” BRAD KELLER (NEW) “Say No to Immigration Reform,” HEATHER MACDONALD (NEW). “Evodio''s Story,” ANN MOSELEY with EVODIO MARTINEZ (NEW). “Look for Diversity for America''s Re-emergence,” MOHAMMAD H. QAYAUMI (NEW). “Indian Education,” SHERMAN ALEXIE. “Mother Tongue,” AMY TAN (NEW) Focus: Cause and Effect. “I Have a Dream,” MARTIN LUTHER KING, JR.
Analyzing a Text. Example: “An Analysis of Audience in Martin Luther King''s ''I Have a Dream'' Speech.” Exploring Ideas Together. Exploring the Internet. Writing Essays.
“A Sense of Place,” GEORGE J. DEMKO. Focus: Example. “Walden Pond,” HENRY DAVID THOREAU (NEW). “At the End of the World,” EMILY TOMAN (NEW). “Resiliency and Recovery,” CHUCK BUSHEY (NEW). “Rescuing Oiled Birds,” JOHN FLESHER and NOAKI SCHWARTZ. “Waste,” WENDELL BERRY. “Seven Myths about Alternative Energy,” MICHAEL GRUNWALD. Focus: Example. “Storm Country,” PAUL CRENSHAW. “The Tot in the Twister,” DEREK BURNETT (NEW). “We Must Find Alternatives to Animals in Research,” ROGER CARAS (NEW). “Standing Up for Animal Research,” JO TANNER (NEW).
Writing a Persuasive Essay. Example: “Dice or Doves?” by Cindy Camburn, Student. Exploring Ideas Together. Exploring the Internet. Writing Essays.
“Literacy Debate Online: R U Really Reading?” MOTOKO RICH. Focus: Comparison and Contrast. “Games and Literacy,” LIZ DANFORTH. “The Real Digital Divide,” SHARI CAUDRON. Focus: Comparison and Contrast. “Bad Connections,” CHRISTINE ROSEN.
“Fraternities of Netheads: Internet Addiction on Campus,” KIMBERLY S. YOUNG. “Quick! Tell Us What KUTGW Means,” STEPHANIE RAPOSO (NEW). “Buckle Up and Stop Texting: One Teen''s Legacy,” MARGIE JACINTO. “Facebook in a Crowd,” HAL NIEDZVIECKI.
“Real Me versus Facebook Me,” TAFFY BRODESSER-AKNER (NEW). “YouTube: The People''s Network,” LEV GROSSMAN. “In iPad We Trust,” DANIEL LYONS. “Could You Live with Less?” STEPHANIE MILLS.
Writing a Report. Example: “Technology and the Hearing Impaired” by Tammy Holm, Student. Exploring Ideas Together. Exploring the Internet. Writing Essays.
“Larger than Life,” PHILIP TOSHIO SUDO. Focus: Definition. “Presentation of Medal of Honor to Sgt. Ty Carter,” BARACK OBAMA (NEW). “September 11, 2001: Answering the Call,” BILL MOON. “Risking Your Life for Another,” JOHN QUIÑONES. “In Praise of Magnificent Women,” BARBARA AMIEL (NEW). “Malala: A Brave Soul,” MUDASSAR SHAH (NEW). “Rosa Parks through a New Lens,” PAUL ROGAT LOEB. “The New Heroes and Role Models,” TYLER COWEN. “In Search of Ordinary Heroes,” ROSE REISSMAN (NEW). “The Song of Greatness” (from the Chippewa), MARY AUSTIN.
Writing a Movie Review. Example: “Review of Hero.” Exploring Ideas Together.
Exploring the Internet. Writing Essays.

“I really love this text. Its most important strengths are the thematic organization of the readings and fair representations of a variety of current topics that college students can relate to and identify with.”