Increasing numbers of adults are enroling in doctoral programmes, but their earlier college lives often do not prepare them for the rules of the academic game. Many have no idea what a dissertation looks like, how it gets that way, or what options are available to them.
This book is a practical guide for students who need help in progressing from the decision to write a dissertation to the planning, writing and defending of it. It includes samples of proposals and dissertations that have been accepted and data drawn from a number of sources, including focus groups with doctoral students and graduates and responses to an open-ended questionnaire from doctoral students across the United States.

eBook available with sample pages: 0203024575

For reading and classroom teachers in grades 5-12, here is a complete, step-by-step guide to setting up and running a successful reading workshop where reading is the priority-- all conveniently organized into two parts.

Part I, "Management of the Reading Workshop," shows how to create a reading workshop, offers specific tools and strategies for classroom management, and includes reproducible handouts. Following is a brief description of the three chapters in this section:
* An overview-- Emphasizes that through reading and responding to what is read, students communicate and share ideas while they learn skills. Reproducibles include "Elements of the Reading Workshop" and "The Role of the Teacher in the Reading Workshop."
*Management-- Covers everything from beginning your day to building a positive atmosphere and organizing discussion groups. Reproducibles include "Student Responsibilities in the Reading Workshop" and "Reading Log Guidelines."
*Evaluation-- Provides descriptions of various evaluation methods, such as portfolios, daily logs of student performance, and conferencing. Reproducibles include "Book Summary Sheet" and "Self-Evaluation Questions for Teachers."
Part II, "Using Mini-Lessons in the Reading Workshop," contains 100 different mini-lessons focusing on specific reading topics and skills. Each of the lessons stands alone, can be used in any order you wish, and is accompanied by one and sometimes two reproducibles. The lessons cover:

(1) Types of Reading and Related Topics. 50 mini-lessons feature topics such as Helping Students Select Books for Reading... The Publishing Process... Book Review... Mysteries...Mythology of NativeAmericans...Poetry of African Americans.
(2) Story Elements. 25 mini-lessons focus on story elements like What Makes a Good Lead... Motivation... Style and Tone... Symbolism... First-Person Point of View... Foreshadowing.
(3) Specific Reading Skills. 25 mini-lessons cover a wide array of reading skills, such as Identifying Fact and Opinion... Strategies for Improving Reading Comprehension... Recalling Details... Cause and Effect...Reading Test-Taking Strategies... SQ3R.

In short, the Reading Workshop Survival Kit gives you all the guidelines and tools you need to use the workshop approach effectively, plus 100 ready-to-use mini-lessons and over 120 reproducible worksheets and handouts for teaching and reinforcing specific reading skills and topics in any program.

Here is a unique collection of engaging story hour activities to help school and public librarians spark young children's love of books and reading as they learn each letter of the alphabet and letter-sound relationships.

From Alligators for A to Zoo for Z, this resource provides over 100 ready-to-use multisensory activities, games, and patterns based on innovative themes and favorite fiction and nonfiction books for beginning readers.

These story hour activities are ideal for integrating library skills into the early childhood program and include a wide variety of projects to appeal to the multiple learning styles of any group of children. For each letter of the alphabet you'll find:

• a motivating Introductory Activity such as an interactive game, a set of riddles, a drawing story, a message rebus, or a felt-board story, e.g., For A, you use a roll of paper towels to gradually reveal seven intriguing facts about Alligators.
• An extensive Annotated Reading List including at least 10 related recommended story books for read-alouds plus nonfiction sources for extended learning and research, e.g., The Pirate Who Tried to Capture the Moon and Sunken Treasure for Pirates.
• A fun and easy Recipe related to the theme, e.g., "Swamp Juice" for Frogs ... "Graham Cracker Houses" for Home ... and "Sunrise on the Amazon" for Rain Forest
• A Music Activity based on well-known tunes such as "Three Blind Mice" and "Old MacDonald," with music and related fingerplays/movements provided, e.g., "We Took a Walk in the Woods" for Camping ... "The Meatball Counting Song" for Spaghetti ... and "The Turtle Game" for Turtles
• an Art Activity complete with reproducible patterns, e.g.,"Bubble Creature" for Bubbles ... "Dinosaur Finger Puppets" for Dinosaurs ... and "Monster Hat" for Monsters
• a reproducible Research Project to help children build basic library research skills, e.g., using an encyclopedia with color illustrations to answer several questions about Frogs and using a dictionary to find synonyms that rhyme with Love

And to save you time and work, all materials are printed in a big 8-1/4" x 11" lay-flat binding for easy photocopying of the activity sheets and patterns as many times as you need them for use with individual students, small groups or a whole class.

In short, Library Story Hour From A to Z is packed with exciting multisensory activities to introduce young children to each letter of the alphabet while exploring a wide range of interesting fiction and nonfiction books. These activities not only help you integrate library and classroom instruction but enliven and enrich the entire early childhood curriculum!

A feast for all food writers, "The Resource Guide for Food Writers" is a comprehensive guide to finding everything there is to know about food, how to write about it and how to get published. An educator at the Culinary Institute of America, Gary Allen has compiled an amazing handbook for anyone who wants to learn more about food and share that knowledge with others.
Including a foreword by Mr. Tim Ryan, Senior Vice President of the Culinary Institute of America, this multifaceted guide teaches readers how to:
* find appropriate libraries
* use catalogs, directories, bibliographies and periodicals
*and locate specialty booksellers.
Chapters on the writing process provide real guidance on:
*how to write
*what resources are helpful
*and how to combat writer's block In the final section, the intimidating task of getting published is tackled with specific help in drafting proposals and finding the appropriate publisher.
An impressive menu of resources, this authoritative reference is essential for every epicurean, from the food service professional to the ambitious home gourmet.

At the beginning of the 20th century, Progressive reformers set up curricula in journalism, public relations, and creative writing to fulfill their own purposes: well-trained rhetors could convince the United States citizenry to accept Progressive thinking on monopolies and unions and to elect reform candidates. Although Progressive politicians and educators envisioned these courses and majors as forwarding their own goals, they could not control the intentions of the graduates thus trained or the employers who hired them. The period's vast panorama of rhetoric, including Theodore Roosevelt's publicity stunts, muckraker exposes, ad campaigns for patent medicines, and the selling of World War I, revealed the new national power of propaganda and the media, especially when wielded by college-trained experts imbued with the Progressive tradition of serving a cause and ensuring social betterment.
In this unique volume, Adams' chronicles the creation of this advanced curriculum in speaking and writing during the Progressive era and examines the impact of that curriculum on public discourse. Unlike other studies of writing instruction, which have concentrated on freshman curriculum or on a specific genre, this book provides a historical and cultural analysis of the advanced composition curriculum and of its impact on public persuasion. Adams surveys American instruction at state and private schools across the country, with special attention given to the influential Progressive universities of the Midwest. She draws on a wide variety of primary data sources including college catalogs, course assignments, departmental minutes, speeches, and journals, and includes an extensive bibliography of research sources concerning advanced composition instruction and American rhetoric before World War II. As a resource offering remarkable historical insights on the history of writing instruction in America, this volume is of great interest to scholars and students in rhetoric, communication, and technical writing.

For reading tutors, homeschoolers, and teachers, this book provides 60 ready-to-use units of phonics activities to help beginning readers of all ages learn the short vowels, long vowels, irregular vowel combinations, diphthongs, and r-controlled vowel sounds in words. Learning these vowel sounds usually follows learning the sound associations for the constant letters.

The activities are printed in a full-page format for easy use and are organized into two sections. Part One, "Long and Short Vowels," includes 151 activity pages. Part Two, "irregular Vowel Combinations, Diphthongs, and R-Controlled Vowels," includes 100 activity pages.

Each of the 60 phonics units features the following components: a phonogram or phonograms and a list of words constructed from the phonogram to be read aloud in order to establish the letter-sound relationshipan exercise to reinforce this skill in which the learner selects the one word that makes sense in each sentencea trace-say-and-copy page with space for writing the wordsactivities directly related to the words in that unit plus words from prior units to provide review and reinforcement. These includes: "reaading comprehension, decoding, encoding, rhyming words, learning new vocabulary words, alphabetizing, learning to use long and short diacritical marks, making a word from scrambled letter, making a compound word from two separate words, distinguishing the spelling and meaning of homonyms, figure-ground discrimination"a checklist of words in alphabetical order to provide further practice in word recognition and a means of evaluating the learner's progress

Other special helps in this book include additional strategies for making the processof learning to read easier and more enjoyable... a glossary of phonics... and lists of Vocabulary and Sight Words used for the activities in Parts One and Two.

Phonics Activities for Reading Success can be used as a stand-alone activities program for learning the vowel sounds or a supplement to any reading program already in place. And the activities may also be used with readers who need extra practice in mastering the sound associations for vowels.

StartUp is a completely new course for adults and young adults who want to make their way in the world and need English to do it. StartUp makes learning easy and relevant, focusing on meaningful language that builds student confidence in using English, both in and out of class. Teachers are supported in numerous ways, minimizing preparation time and providing a flexibility that allows for personalized teaching and focus on the skills that are important for their classes. - English for 21st century learners: StartUp helps students learn English as it is spoken and used in the 21st century, such as in text messages, emails, and podcasts; in informal social texts and conversations; and in formal texts and discussions for academic and business contexts. Students acquire collaborative and critical thinking skills they need to succeed in study and at work. - Personalized, flexible teaching: StartUp gives you the flexibility to teach the way you want. The structure, the wealth of support materials and the practice app offer more options to flip the class, to focus on different strands and skills, and to extend and differentiate instruction to meet students' individual needs. - Motivating and relevant learning: The rich integrated digital content draws students in with engaging video stories, coaching videos, video talks on compelling topics - such as innovation, relationships, and art - and much more to build the language and skills they need. - ActiveTeach allows teachers to present in class with ease and to access all the audio and video where they need it. - The new Pearson Practice English App with QR codes takes students from page to practice, and audio and video for out-of-class practice. - Rich digital media: video conversations, video talks, media projects, and presentation skills integrated throughout for listening and speaking practice. - Specific support from Grammar Coach and Pronunciation Coach videos. - MyEnglishLab provides more intensive online practice. - Comprehensive assessment program in ExamView and MyEnglishLab.

"Writing Business: Genres, Media and Discourses" offers an analysis of the genres and functions of written discourse in the business context, involving a variety of modes of communication. The evolution of new forms of writing is a key focus of this collection and is only partly attributable to the ever increasing application of technology at work. Alongside machine-mediated texts such as electronic mail and computer-generated correspondence, the contextualised analyses of both traditional genres such as facsimiles and direct mailing, and of lesser studied texts such as invitations for bids, contracts, business magazines and ceremonial speeches, reveal a rich complexity in the forms of communication evolved by organisations and the individuals who work within them, in response to the demands of the social, organisational and cultural contexts in which they operate. This rich textual variation is matched by a discussion of a range of methodological approaches to the development of business writing skills, including rhetorical analysis, organisational communication analysis, social constructionism, genre analysis and survey and experimental methods. Using authentic data and benefiting from a fresh, interdisciplinary approach, the volume will be of interest to students and researchers of business communication, Language for Specific Purposes (LSP), English for Specific Purposes (ESP), and sociolinguistics.

At the beginning of the 20th century, Progressive reformers set up curricula in journalism, public relations, and creative writing to fulfill their own purposes: well-trained rhetors could convince the United States citizenry to accept Progressive thinking on monopolies and unions and to elect reform candidates. Although Progressive politicians and educators envisioned these courses and majors as forwarding their own goals, they could not control the intentions of the graduates thus trained or the employers who hired them. The period's vast panorama of rhetoric, including Theodore Roosevelt's publicity stunts, muckraker exposes, ad campaigns for patent medicines, and the selling of World War I, revealed the new national power of propaganda and the media, especially when wielded by college-trained experts imbued with the Progressive tradition of serving a cause and ensuring social betterment.
In this unique volume, Adams' chronicles the creation of this advanced curriculum in speaking and writing during the Progressive era and examines the impact of that curriculum on public discourse. Unlike other studies of writing instruction, which have concentrated on freshman curriculum or on a specific genre, this book provides a historical and cultural analysis of the advanced composition curriculum and of its impact on public persuasion. Adams surveys American instruction at state and private schools across the country, with special attention given to the influential Progressive universities of the Midwest. She draws on a wide variety of primary data sources including college catalogs, course assignments, departmental minutes, speeches, and journals, and includes an extensive bibliography of research sources concerning advanced composition instruction and American rhetoric before World War II. As a resource offering remarkable historical insights on the history of writing instruction in America, this volume is of great interest to scholars and students in rhetoric, communication, and technical writing.

If you feel like you've got the wrong tone of voice, don't understand the ins-and-outs of grammar, or just don't feel confident writing about yourself without sounding like an idiot, read this book. Copywriter Tait Ischia is brief and to the point in an interesting and engaging way. Which is exactly what you want the words on your website/marketing stuff/professional bio to be too, right? Feel confident in what you say and how you say it when you put fingers to the keyboard. Waffling on should really be reserved for weekend breakfast.

In the middle of the eighteenth century, English literature, composition, and rhetoric were introduced almost simultaneously into colleges throughout the British cultural provinces. Professorships of rhetoric and belles lettres were established just as print was reaching a growing reading public and efforts were being made to standardize educated taste and usage. The provinces saw English studies as a means to upward social mobility through cultural assimilation. In the educational centers of England, however, the introduction of English represented a literacy crisis brought on by provincial institutions that had failed to maintain classical texts and learned languages.

Today, as rhetoric and composition have become reestablished in the humanities in American colleges, English studies are being broadly transformed by cultural studies, community literacies, and political controversies. Once again, English departments that are primarily departments of literature see these basic writing courses as a sign of a literacy crisis that is undermining the classics of literature. "The Formation of College English" reexamines the civic concerns of rhetoric and the politics that have shaped and continue to shape college English.

Foreword by M. G. Leonard: 'It's rare to find a book that's as useful as it is inspiring ... essential reading.' The indispensable guide to writing for children and young adults, this Yearbook provides inspirational articles from successful writers and illustrators, as well as details on who to contact across the media. It provides practical advice on all stages of the writing process from getting started, writing for different markets and genres, through to submission to literary agents and publishers as well as on the financial and legal aspects of being a writer. Widely recognised as the essential support for authors and illustrators working across all forms: fiction, non-fiction, poetry, screen and theatre, it is equally relevant to those wishing to self-publish as well as those seeking a traditional publisher-agent deal. New articles for 2022: Christopher Edge Plotting and pace in your middle-grade adventure L. D. Lapinski World-building in your fantasy fiction Anna Wilson Finding your voice and point of view Rachel Bladon The learning curve: writing for the children's educational market Jenny Bowman How to hire a freelance editor Sophie Clarke The life and works of a literary scout Rachel Rooney Writing poetry for children

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This book provides a research-led guide to public speaking in English, using the foundations of applied linguistics research to analyse elements of spoken presentation, including content, form, persona and audience interaction. The author also introduces and analyses case studies of what she calls 'the New Oratory', examining such modern speaking formats as the three-minute-thesis presentation, the investor pitch and TED talks, making this book a cutting-edge exploration of how public speaking is conducted in an increasingly digitalised world. It provides essential advice for non-native English speakers and speakers of English as a Second Language (ESL) whose work or study requires them to present in English, but will also be of interest to students and scholars of applied linguistics and business communication.

Publisher's Note: Products purchased from Third Party sellers are not guaranteed by the publisher for quality, authenticity, or access to any online entitlements included with the product. Build Your Competence and Confidence to Communicate Effectively with Your Spanish-speaking Patients McGraw Hill's Spanish for Healthcare Providers goes far beyond a phrasebook or dictionary. This time-tested resource provides you with the skills and confidence to interact with Spanish-speaking patients and their families, and deliver the high quality of care they deserve. Ideal for physicians, nurse practitioners, physician assistants, nurses, hospital technicians, physical therapists, and medical administrators with little or no Spanish-language experience, this program includes: A Comprehensive Course Book-Through sample dialogs, numerous exercises, and more than 200 illustrations, you'll gain a vocabulary of more than 3,000 general and specialized medical terms, build familiarity with typical medical situations, and develop a greater awareness of Latino culture and its impact on healthcare issues. New to this edition: Sections on physical therapy, mental health, women's health, children's behavioral problems, pandemics; Questionnaires for GAD7, OASIS; Assessments for OASIS, CAGE; MoCA Test. 14 Hours of Recordings on MP3 Disk-These exceptional recordings contain key vocabulary and phrases, dialogues, exercises, and grammatical explanations from throughout the book. These are ideal for listening while studying the book, as well as review while on the go. Continuing Medical Education Tests for CME credit-The fifteen tests linked to his program have been approved for a maximum of forty-five AMA PRA Category 1 Credits (TM). Sponsored for CME by the University of Arizona College of Medice at the Arizona Health Sciences Center. See inside for details.

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.

French/English Business Correspondence is a handy reference and learning text for all who use written French for Business.
Eighty written communications are simply presented covering memos, letters, faxes and resumes. The situations covered include:
* arranging meetings
* acknowledging orders
* enquiring about products
* applying for jobs.
With full English translations, this book is suitable for both students and professionals and can be used for either reference or class use.

Based on research from the National Reading Research Center (NRRC) at the Universities of Georgia and Maryland, this issue presents the contributors' sythesized work on reading motivation and engagement. Articles are devoted to the following topics: * the general motivation constructs related to reading; * home influences on reading motivation; * readers' responses to different types of text; * influences of classroom contexts; and * types of assessment on children's motivation.

Series Information:
Languages for Business

Comprised of a study spanning over five years, this text looks at four engineering co-op students as they write at work. Since the contributors have a foot in both worlds -- work and school -- the book should appeal to people who are interested in how students learn to write as well as people who are interested in what writing at work is like. Primarily concerned with whether engineers see their writing as rhetorical or persuasive, the study attempts to describe the students' changing understanding of what it is they do when they write.
Two features of engineering practice that have particular impact on the extent to which engineers recognize persuasion are identified:
* a reverence for data, and
* the hierarchical structure of the organizations in which engineering is most commonly done.
Both of these features discourage an open recognition of persuasion. Finally, the study shows that the four co-op students learned most of what they knew about writing at work by engaging in situated practice in the workplace, rather than by attending formal classes.

"Stories from the Heart" is for, by, and about prospective and practicing teachers understanding themselves as curious and literate beings, making connections with colleagues, and researching their own literacy and the literacy lives of their students. It demonstrates the power and importance of story in our own lives as literate individuals. Readers are encouraged to: tell, write, or re-create the stories of their literacy lives in order to understand how they learn and teach; begin the journey into writing the stories of others' literacy lives; find support in their researching endeavors; and examine the idea of framing stories by using the work of other teachers and researchers.

Comprised of a study spanning over five years, this text looks at four engineering co-op students as they write at work. Since the contributors have a foot in both worlds -- work and school -- the book should appeal to people who are interested in how students learn to write as well as people who are interested in what writing at work is like. Primarily concerned with whether engineers see their writing as rhetorical or persuasive, the study attempts to describe the students' changing understanding of what it is they do when they write.
Two features of engineering practice that have particular impact on the extent to which engineers recognize persuasion are identified:
* a reverence for data, and
* the hierarchical structure of the organizations in which engineering is most commonly done.
Both of these features discourage an open recognition of persuasion. Finally, the study shows that the four co-op students learned most of what they knew about writing at work by engaging in situated practice in the workplace, rather than by attending formal classes.

In this volume, methodological, cultural, technological, and political boundaries felt by writers are analyzed, translated, and challenged in a way that will appeal to researchers, theorists, graduate students, instructors, and managerial audiences. Instead of extracting rules from previous research, the contributors, working from multidisciplinary perspectives, describe and analyze the social and technological contexts surrounding nonacademic writing. Their essays present a formative rather than summative outlook toward future research on nonacademic writing.
Collectively, these chapters articulate a unique perspective toward nonacademic writing that considers:
* The centrality of emerging communications technologies in nonacademic writing research and the need for a socio-technological perspective. New technologies reshape the concept of text and significantly impact the writing process and written products in nonacademic settings.
* The relationship between the academy and the workplace. A number of chapters challenge us -- sometimes from opposing perspectives -- to scrutinize our role as writing educators in preparing students for the workplace. Should we support the interests of corporate employers, or should we resist those interests? Should we enculturate students in workplace writing practices by placing them in these environments, or should we examine the tacit knowledge gained by workplace professionals and deliver this via classroom instruction?
* New theory, new research agendas. Contributors from diverse fields offer new theoretical lenses or use established lenses in innovative ways, expanding the agenda for nonacademic writing research.
This volume represents the vision the social landscape demands for research and pedagogy in nonacademic writing.

Memory has long been ignored by rhetoricians because the written word has made memorization virtually obsolete. Recently however, as part of a revival of interest in classical rhetoric, scholars have begun to realize that memory offers vast possibilities for today's writers. Synthesizing research from rhetoric, psychology, philosophy, and literary and composition studies, this volume brings together many historical and contemporary theories of memory. Yet its focus is clear: memory is a generator of knowledge and a creative force which deserves attention at the beginning of and throughout the writing process.
This volume emphasizes the importance of recognizing memory's powers in an age in which mass media influence us all and electronic communication changes the way we think and write. It also addresses the importance of the individual memory and voice in an age which promotes conformity. Written in a strong, lively personal manner, the book covers a great deal of scholarly material. It is never overbearing, and the extensive bibliography offers rich vistas for further study.

Many women are afraid of speaking in public or professional situations. This book examines the reasons for this fear and the various forms it can take, and gives an account of the factors, often social, which dissuade so many women from speaking, such as the fear of being the centre of attention and of saying the wrong things. There is analysis and discussion of women's fear of public speaking, and the book suggests practical methods for combatting such fears. It gives advice as to how arguments and everyday communication can be handled more confidently and effectively, and suggests more effective means of everyday conversation and communication.