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Books > Language & Literature > Literary & linguistic reference works > Writing & editing guides
This book is intended to familiarize readers with the theoretical
basis and practical applications of the editing process. This
involves the examination of the rhetorical canons-invention,
arrangement, style, delivery; and the corresponding rhetorical
objectives of editing - accuracy, clarity, propriety, and artistry.
We envision a diverse audience for this book. For aspiring editors,
we offer an introduction to rhetorical principles as a vehicle for
developing a repertoire of theoretically sound and effective
strategies. For professionals-directors of communications, public
relations specialists, experienced writers and editors of
professional and technical publications - this book will serve as a
reference and guide reinforcing their intuitive understanding and
appreciation of the art of editing.
A research paper or graduate essay demonstrating weak English and
poor formatting is likely to be rejected by an editor or marked
down by an assessor; but why should these gaps in your English
knowledge undermine your subject knowledge and skill as an engineer
or student of the discipline? Written English: A Guide for
Electrical and Electronic Students and Engineers is the first
resource to work at the sentence level to resolve the English
language problems facing international engineering students and
scholars. Informed by hundreds of research papers and student
essays, this valuable reference: Covers grammar essentials and key
terms in the fields of electrical engineering, electronic
engineering, and communication systems Uses real-world examples to
reveal common mistakes and identify critical areas of focus
Provides practical solutions to formatting, vocabulary, and
stylistic issues Written English: A Guide for Electrical and
Electronic Students and Engineers equips readers with the necessary
knowledge to produce accurate and effective English when writing
for engineering.
Translating for performance is a difficult - and hotly contested -
activity. Adapting Translation for the Stage presents a sustained
dialogue between scholars, actors, directors, writers, and those
working across these boundaries, exploring common themes and issues
encountered when writing, staging, and researching translated
works. It is organised into four parts, each reflecting on a
theatrical genre where translation is regularly practised: The Role
of Translation in Rewriting Naturalist Theatre Adapting Classical
Drama at the Turn of the Twenty-First Century Translocating
Political Activism in Contemporary Theatre Modernist Narratives of
Translation in Performance A range of case studies from the
National Theatre's Medea to The Gate Theatre's Dances of Death and
Emily Mann's The House of Bernarda Alba shed new light on the
creative processes inherent in translating for the theatre,
destabilising the literal/performable binary to suggest that
adaptation and translation can - and do - coexist on stage.
Chronicling the many possible intersections between translation
theory and practice, Adapting Translation for the Stage offers a
unique exploration of the processes of translating, adapting, and
relocating work for the theatre.
Learning to think is a complex process made up of reading, writing
listening, speaking and remembering textual materials. The aim of
this topical book is to encourage practical educational reform in
the Humanities by taking the emphasis away from the reception of
texts to their production. Adapting rhetorical teaching methods,
the authors encourage students to participate in the activities of
thinking giving them short written and verbal exercises to develop
conceptual competences and linguistics skills. It is argued that
these methods can be implemented successfully across a wide number
of humanities subjects and that they encourage the development of
practical transferable skills, both cognitive and linguistic.
The authors have used these methods successfully in class, and the
book includes sample exercises, the initial results, and feedback
from their students.
Learning to think is a complex process made up of reading, writing
listening, speaking and remembering textual materials. The aim of
this topical book is to encourage practical educational reform in
the Humanities by taking the emphasis away from the reception of
texts to their production. Adapting rhetorical teaching methods,
the authors encourage students to participate in the activities of
thinking giving them short written and verbal exercises to develop
conceptual competences and linguistics skills. It is argued that
these methods can be implemented successfully across a wide number
of humanities subjects and that they encourage the development of
practical transferable skills, both cognitive and linguistic.
The authors have used these methods successfully in class, and the
book includes sample exercises, the initial results, and feedback
from their students.
Write in Style is aimed at all for whom clarity and accuracy of
expression are important skills. All the main styles and
grammaticalrules are covered, their sense axplained and vivid
examples given of how not to write. Plenty of sound and meticulous
advice is offered in a friendly and enthusiastic toneand a large
part of the book covers specific types of writing, from essays and
articles to minutes and reportage. The many illustrations, examples
and exercises throughout help the reader put into practice the
techniques and skillds the book explores.
This innovative book is the first to identify and describe the
systematic process that drives the day-to-day work of writers in
the real world of print and broadcast journalism, public relations
and advertising. The key to creative problem solution for both
simple and complex assignments in media work is engagingly detailed
in this thought-provoking guide. Users of this book will learn how
to fulfill assignments and write copy that meets an editor's or
client's expectations, speaks to the intended audience, stands up
to question, and remains in memory. The author skillfully blends
tested processes from science and art to equip the student with the
tools of self-management and the techniques of disciplined
creativity that defend against erroneous judgment. Recognizing the
role of problem solving in media and the primacy of critical
thinking at all stages of the writing process -- from preparatory
measures to final writing -- the author challenges the assumption
that discipline and creativity are incompatible partners. That
partnership is described in detail, then dramatized with absorbing
examples and illustrations drawn from interviews with experienced
practitioners in print and broadcast journalism, public relations
and advertising. Each chapter is a discovery of how this reliable
partnership for solving writing problems in media applies to both
anticipated and unexpected communication situations. Making known
what media professionals have learned through trial and error on
the job, here is a thinking and writing dynamic that students, new
hires, and aspiring free-lancers can now acquire before entering
the world of print or broadcast journalism, public relations or
advertising.
First Published in 1997. Edward Bond Letters, Volume III, includes
sections on the important areas of writing and translating as well
as continuing to trace Bond's interest in productions of his work.
Focusing on The Pope's Wedding and Saved, a radio production of The
Fool (1990), In the Company of Men (1992) and the television plays
- Olly's Prison (1993) and Tuesday (1993) - this lively and
thought-provoking volume of Edward Bond's letters provides useful
background information for both the student and the general reader.
Life writing projects have become part of the expanding field of
qualitative research methods in recent years and advances in
critical approaches are reshaping methodological pathways. Critical
Approaches to Life Writing Methods in Qualitative Research gives
researchers and students looking for a brief compendium to guide
their methodological thinking a concise and working overview of how
to approach and carry out different forms of life writing. This
practical book re-invigorates the conversation about the
possibilities and innovative directions qualitative researchers can
take when engaged in various forms of life writing, such as
biography, autobiography, autoethnography, life history, and oral
history. It equips the reader with the tools to carry out life
writing projects from start to finish, including choosing a topic
or subject, examining lives as living data, understanding the role
of documents and artifacts, learning to tell the story, and finally
writing/performing/displaying through the voice of the life writer.
The authors also address the ways a researcher can begin a project,
work through the issues they might face along the journey, and
arrive at a shareable product. With its focus on the plurality of
life writing methodologies, Critical Approaches to Life Writing
Methods in Qualitative Research occupies a distinct place in
qualitative research scholarship and offers practical exercises to
guide the researcher. Examples include exploring authorial voice,
practical applications of reflexivity exercises, the relationship
between the narrator and participants, navigating the use of public
and private archives, understanding the processes of collaborative
inquiry and collaborative writing, and writing for various
audiences.
The Professional Writing Guide is for people who wish to improve
the quality of their documents and the efficiency of their
writing.Busy executives and other writers in organisations, who may
spend between 30 and 80 per cent of their working time writing,
will find it invaluable because it clearly outlines the principles
that underlie effective documents. This book will enable executives
to write confidently, competently, and persuasively.High quality
output is crucial to a company's image and to a professional's own
career advancement. Errors in a document can prove expensive. The
Professional Writing Guide is an indispensable and accessible
reference tool as well as a comprehensive style manual for writers
who wish to avoid those expensive mistakes and make a positive
impression.Written by two long-term professional writing educators
with extensive experience of consulting to Australian business and
industry, this lively and highly practical book features workable,
reliable, and powerful strategies that can be used to
systematically eliminate the writing problems of organisational
writers.
Examination of the work of scientific icons-Newton, Descartes, and
others-reveals the metaphors and analogies that directed their
research and explain their discoveries. Today, scientists tend to
balk at the idea of their writing as rhetorical, much less
metaphorical. How did this schism over metaphor occur in the
scientific community? To establish that scientists should use
metaphors to explain science to the public and need to be conscious
of how metaphor can be useful to their research, this book examines
the controversy over cloning and the lack of a metaphor to explain
it to a public fearful of science's power.The disjunction between
metaphor and science is traced to the dispensation of the Solar
System Analogy in favor of a mathematical model. Arguing that
mathematics is metaphorical, the author supports the idea of all
language as metaphorical-unlike many rhetoricians and philosophers
of science who have proclaimed all language as metaphorical but
have allowed a distinction between a metaphorical use of language
and a literal use.For technical communication pedagogy, the
implications of this study suggest foregrounding metaphor in
textbooks and in the classroom. Though many technical communication
textbooks recommend metaphor as a rhetorical strategy, some advise
avoiding it, and those that recommend it usually do so in a
paragraph or two, with little direction for students on how to
recognize metaphors or to how use them. This book provides the
impetus for a change in the pedagogical approach to metaphor as a
rhetorical tool with epistemological significance.
Community colleges in the United States are the first point of
entry for many students to a higher education, a career, and a new
start. They continue to be a place of personal and, ultimately,
societal transformation. And first-year composition courses have
become sites of contestation. This volume is an inquiry into
community college first-year pedagogy and policy at a time when
change has not only been called for but also mandated by state
lawmakers who financially control public education. It also
acknowledges new policies that are eliminating developmental and
remedial writing courses while keeping mind that, for most
community college students, first-year composition serves as the
last course they will take in the English department toward their
associate's degree. Chapters focusing on pedagogy and policy are
integrated within cohesively themed parts: (1) refining pedagogy;
(2) teaching toward acceleration; (3) considering programmatic
change; and (4) exploring curriculum through research and policy.
The volume concludes with the editors' reflections regarding future
work; a glossary and reflection questions are included. This volume
also serves as a call to action to change the way community
colleges attend to faculty concerns. Only by listening to teachers
can the concerns discussed in the volume be addressed; it is the
teachers who see how societal changes intersect with campus
policies and students' lives on a daily basis.
Many scientists encounter difficulties in writing papers for publication, perhaps because they have never previously done so, are out of practice or are not confident in their ability to write English as a second language. Whatever their dicipline, nationality or level of successful experience, Writing Successfully in Science will ease the task of documenting work by gently guiding readers through the necessary steps to successful publication-from planning the initial framework of an article, preparing references and illustrative material and writing a first draft, to choosing suitable journals, writing to the editor and dealing with the proofs of the final draft. Althought the examples and orientation are mainly biological, the principles described apply to every branch of science. Practical tips for the first-time writer are combined with useful advise for more experienced contributors wishing to improve their technique. The text also covers the preparation of theses, short talks and posters, review articles, book reviews, grant proposals and curriculum vitae. Writing Successfully in Science pays particular attention to the needs of scientists whose first language is not English, explaining how to avoid the main pitfalls of English grammar and how to present work in a clear and logical fashion. Also included are details on the presentation of effective figures and tables, both in a traditional manner and with the aid of computer graphics packages. Postgraduate and postdoctoral research workers should find Writing Successfully in Science an invaluable guide to the preparation of scientific documents; it is also suitable for use in seminars on scientific writing. eBook available with sample pages: 0203478681
All writers need to know how to adapt to new technology and thrive
in the new opportunities that it provides. This book provides
readers with the nuts-and-bolts of scripting for an array of
audio-visual (AV) projects, whether it be a simple slide show,
a multi-image presentation, a computer-based interactive program,
or a major multi-area extravaganza. The book is very readable and
would be extremely good for reference. Valerie Bragg, Principa, The
City Technology College, Kinghurst, British Journal
of Educational Technology, Sept. 1992. - British Journal of
Education Technology, September 1992
For more than fifty years, authors, editors, and publishers in the
scientific community have turned to Scientific Style and Format for
authoritative recommendations on all matters of writing style and
citation. Developed by the Council of Science Editors (CSE), the
leading professional association in science publishing, this
indispensable guide encompasses all areas of the sciences. Now in
its eighth edition, it has been fully revised to reflect today's
best practices in scientific publishing. Scientific Style and
Format citation style has been comprehensively reorganized, and its
style recommendations have been updated to align with the advice of
authoritative international bodies. Also new to the eighth edition
are guidelines and examples for citing online images and
information graphics, podcasts and webcasts, online videos, blogs,
social networking sites, and e-books. Style instructions for
physics, chemistry, genetics, biological sciences, and astronomy
have been adjusted to reflect developments in each field. The
coverage of numbers, units, mathematical expressions, and
statistics has been revised and now includes more information on
managing tables, figures, and indexes. Additionally, a full
discussion of plagiarism and other aspects of academic integrity is
incorporated, along with a complete treatment of developments in
copyright law, including Creative Commons. For the first time in
its history, Scientific Style and Format will be available
simultaneously in print and online. Online subscribers will receive
access to full-text searches of the new edition and other online
tools, as well as the popular Chicago Manual of Style Online forum,
a community discussion board for editors and authors. Whether
online or in print, the eighth edition of Scientific Style and
Format remains the essential resource for those writing, editing,
and publishing in the scientific community.
For courses in Writing. This version of Envision in Depth Reading,
Writing, and Researching Arguments has been updated to reflect the
8th Edition of the MLA Handbook (April 2016)* Research-based
writing through practical examples Envision in Depth: Reading,
Writing, and Researching Arguments encourages students to look at
an issue or idea from a new perspective through the process of
analysis, argument, source evaluation, and research-based essay
writing. This compact, colorful text for argument and research
employs visual culture as an intuitive way into rhetoric and
writing. Because of its authentic examples, fresh readings, and
thorough instruction, students will enjoy learning to read,
analyze, and argue about a range of written and visual texts
relevant to our contemporary culture. * The 8th Edition introduces
sweeping changes to the philosophy and details of MLA works cited
entries. Responding to the "increasing mobility of texts," MLA now
encourages writers to focus on the process of crafting the
citation, beginning with the same questions for any source. These
changes, then, align with current best practices in the teaching of
writing which privilege inquiry and critical thinking over rote
recall and rule-following.
The study of health information seeking has become increasingly
important in recent years due to the growing emphasis on the
consumer/client relationship in the health arena. This trend
implies a shift away from the development of health campaigns with
one unitary message to a recognition that alternatives must be
provided and options discussed. Indeed, health agencies are
adopting the role of information-seeking facilitators through the
creation of telephone services and sophisticated databases. A
greater understanding of the public's needs, especially why people
seek information, may help us to accomplish the many behavioral
changes that will lead toward decreases in morbidity and mortality
and a more balanced approach to wellness and prevention. This is
especially important in the context of the revolution in access to
information brought about by the many recent advances in databases
and telecommunication systems, perhaps best represented by the
advent of the Internet. This book provides a comprehensive
treatment of these issues appropriate for advanced undergraduate
and graduate students, practitioners, and researchers.
The creative writing workshop has existed since the early part of
the 20th century, but does it adequately serve the students who
come to it today? While the workshop is often thought of as a form
of student-centered pedagogy, it turns out that workshop
conversations serve to marginalize a range of aesthetic
orientations and the cultural histories to which they belong. Given
the shifting demographics of higher education, it is time to
re-evaluate the creative writing curriculum and move literary
writing pedagogy toward a more inclusive, equitable model. Toward
an Inclusive Creative Writing makes the argument that creative
writing stands upon problematic assumptions about what counts as
valid artistic production, and these implicit beliefs result in
exclusionary pedagogical practices. To counter this tendency of
creative writing, this book proposes a revised curriculum that
rests upon 12 threshold concepts that can serve to transform the
teaching of literary writing craft. The book also has a companion
website www.criticalcreativewriting.org offering supplemental
materials such as lesson plans and course materials.
Someday computers will be artists. They'll be able to write amusing
and original stories, invent and play games of unsurpassed
complexity and inventiveness, tell jokes and suffer writer's block.
But these things will require computers that can both achieve
artistic goals and be creative. Both capabilities are far from
accomplished. This book presents a theory of creativity that
addresses some of the many hard problems which must be solved to
build a creative computer. It also presents an exploration of the
kinds of goals and plans needed to write simple short stories.
These theories have been implemented in a computer program called
MINSTREL which tells stories about King Arthur and his knights.
While far from being the silicon author of the future, MINSTREL
does illuminate many of the interesting and difficult issues
involved in constructing a creative computer. The results presented
here should be of interest to at least three different groups of
people. Artificial intelligence researchers should find this work
an interesting application of symbolic AI to the problems of
story-telling and creativity. Psychologists interested in
creativity and imagination should benefit from the attempt to build
a detailed, explicit model of the creative process. Finally,
authors and others interested in how people write should find
MINSTREL's model of the author-level writing process
thought-provoking.
Media developments change journalism all over the world. But are
the changes the same in different media systems? How is
professionalization influenced by the constant growth of a network
society and social media? How are commercialization and political
influences in the media relating to each other? These are some of
the issues discussed in this study. It is based on the research
project Journalism in Change - professional journalistic cultures
in Poland, Russia and Sweden. From 2011 to 2014 researchers from
Sweden, Poland and Russia at Soedertoern University in Stockholm
have been cooperating closely in order to survey a sample of 1500
journalists and 60 in depth interviews with journalists. The
results are presented in a comparative design covering different
areas. It is an unusually tightly focused volume that sheds much
light on the values, roles and working conditions of these
journalists in a revealing comparative perspective. It is a model
of well-conceptualized and carefully conducted comparative
cross-national journalism research. David H. Weaver, Bloomington,
Indiana University, USA
This book undertakes a general framework within which to consider
the complex nature of the writing task in English, both as a first,
and as a second language. The volume explores varieties of writing,
different purposes for learning to write extended text, and
cross-cultural variation among second-language writers. The volume
overviews textlinguistic research, explores process approaches to
writing, discusses writing for professional purposes, and
contrastive rhetoric. It proposes a model for text construction as
well as a framework for a more general theory of writing. Later
chapters, organised around seventy-five themes for writing
instruction are devoted to the teaching of writing at the
beginning, intermediate, and advanced levels. Writing assessment
and other means for responding to writing are also discussed.
William Grabe and Robert Kaplan summarise various theoretical
strands that have been recently explored by applied linguists and
other writing researchers, and draw these strands together into a
coherent overview of the nature of written text. Finally they
suggest methods for the teaching of writing consistent with the
nature, processes and social context of writing.
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