This collection--of the stories of scholars who have found a lifelong commitment to the teaching of writing--includes the professional histories of 19 rhetoricians and compositionists who explain how they came to fall in love with the written word and with teaching. Their stories are filled with personal anecdotes--some funny, some touching, some mundane. All of the stories are fascinating because they demonstrate how scholars' personal and professional lives intertwine.
These stories also help to situate the scholars, their work, and, importantly, the development of the profession. They reveal how the field of rhetoric and composition is shaped by the confluences of various disciplines such as literary studies, creative writing, philosophy, and education. Of note are the disparate paths and backgrounds that people have taken to achieve their professional stature. The narratives, however, are most revelatory in describing the forging of a discipline as it reasserts its value within the academy and to the students it serves.
Arranged in a loose chronological order, the essays reflect the progression of rhetoric and composition studies from the ad hoc scrambling of post-World War II teachers into a vibrant and growing discipline with more than 70 doctoral programs producing specialized scholars, researchers, and teachers of writing. The chapter authors represent the variety of camps that now comprise the diverse discipline of rhetoric and composition. Whether historian, researcher, theorist, or practitioner, however, what these contributors share in common is being teachers.
The narratives are collected from senior members of the profession so that their stories can be preserved for future generations of scholars and teachers in the field. This collection is not only a record of their contributions and some of the benchmarks in the field, but an opportunity for the writers to provide us with their reflections and retrospection. Keep in mind as you read their stories that they are narratives for the most part, and as such, are transient. They take us to a certain point in the writer's life, but stop while the writer goes on. Still, they provide an orientation to the profession while revealing the scholar behind the scholarship.

'How We Write is a thoughtful and admirably lucid attempt to explain and demystify the mental processes involved in the activity of writing.' - David Lodge
How We Write is an accessible guide to the entire creative writing process, referring to a wealth of examples from writers such as Umberto Eco, Terry Prachet and Ian Fleming. Topics include how children learn to write, the visual design of text, and the impact of technology on writing.
How We Write will be of value to students and teachers of language and psychology, professional and aspiring writers, and anyone interested in this familiar yet complex activity.

Related link: http://www.routledge.com/rcenters/linguis tics/sharp.html

Vale's Technique of Screen and Television Writing is an updated and expanded edition of a valuable guide to writing for film and television. Mr. Vale takes the aspiring writer through every phase of a film's development, from the original concept to the final shooting script. Teachers of the craft as well as writers and directors have acclaimed it as one of the best books ever written on how to write a screenplay.
This book combines practical advice for the aspiring or established writer with a lucid overview of the unique features of this most contemporary art form, distinguishing film and video from other media and other kinds of storytelling. It teaches the reader to think in terms of the camera and gives practical advice on the realities of filmmaking. At the same time, Vale, who began his own career as a scriptwriter for the great French director Jean Renoir, provides a solid grounding in the history of drama from the Classical Greek theater through the great cinematic works of the twentieth century. Both philosophical and pragmatic, this is a very readable book for students and active professionals who want to improve their writing skills, and for film enthusiasts interested in knowing more about what they see on the screen.
Mr. Vale is that rare combination, a practitioner of great experience who can offer a lucid explanation of his craft.
Eugene Vale was born in Switzerland and began his career in France in the 1930s. He was an award-winning novelist, film and TV scriptwriter and teacher, whose works include the bestselling novel The Thirteenth Apostle and the scripts for Francis of Assisi, The Bridge of San Luis Rey, and The Second Face. He also worked in manyother areas of the motion picture industry, including directing, producing, cutting, distribution and finance. His archives are held by Boston University and University of Southern California. Mr. Vale died in 1997, shortly after he completed the updated version of this handbook.
- The classic textbook from the eminent novelist, playwright, and master screenwriter
- Updated, revised, and expanded to include examples from recent films
- A guidebook to scriptwriting for both beginners and professionals, and a joy for the movie-lover

This collection examines the many influences of biographical inquiry in education and discusses methodological issues from the perspective of veteran and novice biographers. Contributors underscore the documentary, interpretive, and literary concerns of biographical and archival work, and their essays reveal the complexity, distinctiveness, and sense of exploration of scholarly endeavors.

This collection examines the many influences of biographical inquiry in education and discusses methodological issues from the perspective of veteran and novice biographers. Contributors underscore the documentary, interpretive, and literary concerns of biographical and archival work, and their essays reveal the complexity, distinctiveness, and sense of exploration of scholarly endeavors.

Sales professionals in all levels of business will save time and communicate faster and better with this handy resource of hundreds of ready-to-use letters. The authors have carefully written and compiled letters that accommodate a broad range of routine and out-of-the-ordinary sales situations. They have organized the book to mirror the progression of the sales cycle:

Part 1 includes letters that inspire and motivate salespeople to seek prospects despite daunting circumstances.

Part 2 tracks with letters the sales process through potential roadblocks to the closing.

Part 3 shows how to sustain relationships with customers through effectively written communication.

Part 4 draws sample letters from cyberspace to illustrate how companies are adapting to the internet.

Any sales representative will find in this convenient volume time-saving techniques to encourage better communication with both customers and sales and service staffs that will ultimately lead to increased sales.

This is the first volume to provide a comprehensive overview of the phases of Jerzy Grotowski's long and multi-faceted career. The Grotowski Sourcebook assembles materials that have appeared in diverse publications and languages over a period of more than 30 years. The sourcebook features:
* international contributions from all the key performance theorists to have worked on Grotowski, including Eugenio Barba, Peter Brook, Jan Kott, Eric Bentley and Jennifer Kumiega
* writings which trace every phase of Grotowski's development, from his 'theatre of productions', through 'paratheatre' and 'theatre of sources' to 'objective drama' and 'art as vehicle'
* a unique collection of Grotowski's own writings plus an interview with his closest collaborator and 'heir' Thomas Richards
* a vast range of stunning photographic documentation of Grotowski and his followers in action
* a historical-critical study of Grotowski by Richard Schechner, published here for the first time.

A growing body of neuroscience research has established the principle of neuroplasticity; a powerfully hopeful message that we can use our minds to change our brains in the direction of greater health and well-being. The key to shaping this change rests in how we direct and focus and our attention. In an easy-to-use workbook format this publication offers a strengths based, preventative, positive approach, grounded in neuroscience research, for creating a stronger sense of overall well-being. It contains more than 65 unique writing prompts and a facilitator's guide with complete facilitation plans for 1-hour, 90 minutes and 2-hour groups.

This new book is a 'what and how to' guide to writing for successful scholarly publication in the emerging fields of healthcare improvement and patient safety. While there are many useful authors' aids for scholarly biomedical publication, none focuses explicitly on these relatively new fields. It offers practical advice that includes preparation and organization of a scholarly healthcare improvement manuscript, where to submit it to find the most likely interested editor and journal, how to take full advantage of coauthors' working together effectively, and strategies for authors to reach a broader health professions readership.

Drawing on critical linguistics, cultural studies and literacy studies, this work explores and analyzes: the social context in which writing is embedded; the processes and practices of writing; the purposes of writing; the reader-writer relationship; and issues of writer identity. The authors challenge current notions of "correctness" and argue for a more democratic pedagogy as part of the answer to the inequitable distribution of the right to write.

Writing matters: it plays a key role in the circulation of ideas in society and has a direct impact on the development of democracy. But only a few get to do the kind of writing that most influence this development.
The Politics of Writing examines writing as a social practice. The authors draw on critical linguistics, cultural studies and literacy studies, as they explore and analyse:
* the social context in which writing is embedded
* the processes and practices of writing
* the purposes of writing
* the reader-writer relationship
* issues of writer identity.
They challenge current notions of 'correctness' and argue for a more democratic pedagogy as part of the answer to the inequitable distribution of the right to write.

Although speech departments have "owned" delivery for the last 100 years, those who teach writing, especially English departments, can gain a great deal by reinstating delivery into their conceptions of and theories about writing. Thus, in the author's vision of "dramatizing writing" in the composition classroom, delivery can have an impact on all the composing steps, from invention to final draft. The goals of this text are to redefine delivery for writing, to reunite it with other parts of the classical rhetorical canon, and to practically apply it in contemporary writing instruction.
This text is divided into three main sections. The first provides a survey of the history of delivery in rhetorical theory. A continuum is set up from a totally physical conception of delivery to a noetic one which incorporates more intellectual processes. The argument is that the tension heightened by discord over its definition eventually led to the splitting of delivery from the rhetorical canon. A separate discussion of the women's challenge to delivery is also included. The next section contains a survey of facets of delivery that exist in current theory combined with the author's own theory of delivery. It provides insight into the state of delivery in contemporary writing instruction. The author argues that since the split of delivery from the rhetorical canon has caused a modern bias against delivery in writing theory, many strategies that could aid in the teaching of writing have either been overlooked or undertheorized. Therefore, she borrows from current theoretical areas within and outside of writing in order to construct her own theory of delivery. The last section provides practical applications of delivery in writing instruction. Again borrowing from many sources inside and outside of composition, she describes the techniques teachers may use to incorporate delivery in a writing classroom. Through the use of delivery, more strategies may be developed to aid in the teaching of writing.
Special features include:
* the incorporation of some practices that had been in use in the composition classroom for many years but did not have any consciously theoretical grounding;
* the discussion of women rhetoricians' theories on delivery;
* the combination of many contemporary theoretical areas including theatrical, feminist, rhetorical, and pedagogical to form the author's redefined theory of delivery; and
* the presentation of practical applications of this new theory of delivery for teachers to utilize in their own classrooms.

This text is both about writing up qualitative research and is itself a qualitative study. The written reflections of students on the writing process and the interpretations and presentations of their findings provide a base of data which the authors have, in turn, analyzed and incorporated into their text. They have added accounts of their own experiences, and those of their colleagues and other published authors. All of these are woven into a theoretical framework that discusses them in detail.

Related link: http://www.routledgefalmer.com/textbooks< /a>