Hone students' writing skills so they can tackle film and literature essays, summaries and translations in their exam with confidence and maximise their marks. Suitable for all abilities, this A-level French Writing Skills Workbook will help students to: - Manipulate language effectively by rewording, reordering, and using complex grammar - Plan and structure their writing clearly and express themselves with a broad range of vocabulary, using evidence to justify their opinions - Prepare for assessment with exam-style questions - Make the most of opportunities for self-directed learning with both self-marked and teacher-marked activities, with all answers online Suitable for AQA, Pearson Edexcel and Eduqas A-level French.

In writing, style matters. Our favorite writers often entertain, move, and inspire us less by what they say than by how they say it. In The Sound on the Page, acclaimed author, teacher, and critic Ben Yagoda offers practical and incisive help for writers on developing and discovering their own style and voice. This wonderfully rich and readable book features interviews with more than 40 of our most important authors discussing their literary style, including: Dave BarryHarold BloomSupreme Court Justice Stephen BreyerBill BrysonMichael ChabonAndrei CodrescuJunot DiazAdam GopnikJamaica KincaidMichael KinsleyElmore LeonardElizabeth McCracken Susan OrleanCynthia OzickAnna QuindlenJonathan RabanDavid ThomsonTobias Wolff

Patricia Highsmith, author of Strangers On a Train, The Talented Mr.Ripley, Found In The Street, and many other books, is known as one of the finest suspense novelists. In this book, she analyzes the key elements of suspense fiction, drawing upon her own experience in four decades as a working writer. She talks about, among other topics; how to develop a complete story from an idea; what makes a plot gripping; the use (and abuse) of coincidence; characterization and the "likeable criminal"; going from first draft to final draft; and writing the suspense short story.
Throughout the book, Highsmith illustrates her points with plentiful examples from her own work, and by discussing her own inspirations, false starts, dead ends, successes, and failures, she presents a lively and highly readable picture of the novelist at work.

Anyone who wishes to write crime and suspense fiction, or who enjoys reading it, will find this book an insightful guide to the craft and art of a modern master.

When art and design students are asked for statements to accompany their work, reflective journals, or critiques, reviews and essays, they often freeze up because they have to put their thoughts in writing. Although these students are comfortable expressing themselves visually, they lack confidence working with words. "Inspiring Writing in Art and Design" is a practical aid for those students who are disheartened or overwhelmed by having to write. Pat Francis provides short writing exercises and creative writing techniques for tutors to use and which will help art and design students develop their ability to verbally articulate the concepts and aesthetics behind their art. Using Francis's examples, students will build confidence and skills that can help them succeed in presenting their work and themselves in, and beyond, the studio world.

Public Relations Writing and Media Techniques is the most comprehensive and up-to-date public relations writing text available. With real-world examples of award-winning work by PR professionals, this new edition continues to help students master the many techniques needed to reach a variety of audiences in today's digital age. The text thoroughly integrates new communication technologies-the Internet, Webcasting, etc.-and shows students the many techniques currently in use to reach a variety of audiences. Clearly written and well-organized, this book emphasizes the nuts and bolts of writing, producing, and distributing public relations materials through traditional and social media. The author provides step-by-step procedures illustrated by examples from actual campaigns to engage today's students. This text also serves as an invaluable resource for public relations practitioners in the field.

Writing Centers have traditionally been viewed as marginalized facilities within their institutions. At the same time, faculty in all disciplines have come to stress the importance of good writing, and institutions have created Writing Across the Curriculum (WAC) Programs to address this concern. Often, the interests of Writing Centers conflict with those of WAC programs, and the theoretical foundations of the two may not necessarily be the same. Nonetheless, Writing Centers--whether voluntarily or involuntarily--have become more involved with efforts to promote Writing Across the Curriculum and have formed fruitful partnerships with WAC Programs. While journal articles have begun to discuss these partnerships, this book offers an extended treatment of the topic. By examining the relationships between Writing Centers and WAC programs, this volume challenges the view that Writing Centers are marginalized and demonstrates how they are aggressively moving toward the curricular center of education.

Each chapter examines the evolving theoretical, practical, and institutional relationships between Writing Centers and Writing Across the Curriculum programs. By drawing from institutionally specific experiences, expert contributors present a variety of approaches for establishing and developing effective Writing Center/WAC partnerships. Included are perspectives from established and emerging theorists from all levels, including high schools, community colleges, small four-year colleges and universities, and major research institutions. The contributors accurately portray the true diversity of Writing Center/WAC partnerships and assess the compatibility of these partnerships with larger institutional missions. The volume touches on such topics as the use of computers in writing instruction, the use of student writing tutors, and the problems inherent in discipline-specific language. By deepening our knowledge of the merging of Writing Centers and WAC Programs, this book sets the foundation for more advanced future research.

An analysis of the rhetoric of science in the evolution of American ornithological discourse. It covers: the emergence of American ornithological discourse; discourse models for natural history and experimental science; diachronic changes; and more.

With an emphasis on key individuals and key movements, this book is the first attempt to provide a collection of critical essays on the history of technical communication designed to help guide future research. This collection consists of the classic; essays in the field that have made a major contribution to the development of the field, and the new; essays that contribute to our historical understanding of a specific element or period of technical communication. This, combined with an up-to-date bibliography of research in the area, make Three Keys to the Past as valuable to the experienced researcher in the field as to those just entering it.

Composition studies is a rapidly growing and constantly changing field. At present, however, graduate students new to the field and writing teachers who want to make new connections between theory and practice have little choice of current reference works that define key terms in composition studies and provide information about the scholars and researchers who have shaped and are shaping the discipline. This book supplies this information in an easily accessible format and places both scholars and terms in the context of the field's development. Included are alphabetically arranged entries for 108 individuals who have developed the field and 128 terms central to the discipline.

The first part of the book provides entries for leaders in composition studies. Each entry identifies the areas in which the scholar has contributed most influentially to the field and provides both a chronological overview of the person's contributions and a bibliography of representative works. The second part includes entries for terms that are problematic both for newcomers and for those already familiar with the discipline. The entries for the terms show how the disciplinary context has shaped the ways in which they have been used. The entries also indicate how established thinkers in composition studies and other disciplines have explained or defined the terms, provide examples of the terms in context, and list scholars often associated with them. An appendix includes entries for scholars from other disciplines who have contributed to the field.

This book is about how genres affect the ways students understand and engage with their disciplines, offering a fresh approach to genre by using affordances as a key aspect in exploring the work of first year undergraduates who were given the task of reworking an essay by using a different genre. Working within a social semiotic frame of reference, it uses the notion of genre as a clear, articulated tool for discussing the relationship between knowledge and representation. It provides pedagogical solutions to contentions around genres, disciplines, academic discourses and their relation to student learning, identity and power, showing that, given the opportunity to work with different genres, students develop new ways of understanding and engaging with their disciplines. Providing a strong argument for why a wider repertoire of genres is desirable at university, this study opens up new possibilities for student writing, learning and assessment. It will appeal to teachers, subject specialists, researchers and postgraduates interested in higher education studies, academic literacies, writing in the disciplines and applied linguistics.

I HAVE THIS NIFTY IDEA ...Now what do I do with it? This book contains outlines for science fiction and fantasy novels which real authors (new and old) used to sell their books to major publishing companies . . . actual examples drawn from authors files, not idealized versions prepared just for a textbook. Whether youre a beginning writer looking to break into novels, an experienced professional seeking new tools and techniques to sell books, or a fan curious about the remarkable thought-processes of some of the great genre writers of our time, you will find something here which enlightens, educates, and entertains you. I Have This Nifty Idea is the perfect addition to every library of books on writing. Includes work by Robert Silverberg, David Brin, Joe Haldeman, Mike Resnick, Robert J. Sawyer, Barry N. Malzberg, Kevin J. Anderson, Charles Sheffield, Katharine Kerr, Jack Dann, Jack L. Chalker, and many more.

In the early grades, talking and drawing can provide children with a natural pathway to writing, yet these components are often overlooked. In "Talking, Drawing, Writing: Lessons for Our Youngest Writers" Martha Horn and Mary Ellen Giacobbe invite readers to join them in classrooms where they listen, watch, and talk with children, then use what they learn to create lessons designed to meet children where they are and lead them into the world of writing. The authors make a case for a broader definition of writing, advocating for formal storytelling sessions, in which children tell about what they know, and for focused sketching sessions so that budding writers learn how to observe more carefully.

The book's lessons are organized by topic and include oral storytelling, drawing, writing words, assessment, introducing booklets, and moving writers forward. Based on the authors' work in urban kindergarten and first-grade classes, the essence and structure of many of the lessons lend themselves to adaptation through fifth grade. The lessons follow a consistent format: what's going on in the classroom;what children need to learn next;the materials needed;the actual language used in the lesson;when children's literature is used, reasons for choosing the books and suggestions for other books;suggestions for other lessons.

Martha and Mary Ellen show the thinking behind their teaching decisions and provide a way to look at and assess children's writing, giving us much more than a book of lessons; they present a vision of what beginning writing can look and sound like. Perhaps most powerfully, they give us examples of the language they use with children that reveal a genuine respect for and trust in children as learners.

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.

Writing centers are complex. They are places of scholarly work, spaces of interdisciplinary interaction, and programs of service, among other things. With this complexity in mind, this book theorizes writing center studies as a function of its own rhetorical and discursive practices. In other words, the things we do and make define who we are and what we value. Through a comprehensive methodological framework grounded in critical discourse analysis, this book takes a closer look at prominent writing center discourses by temporarily shifting attention away from the stakeholders, work, locations, and scholarship of the discipline, and onto things-the artifacts and networks that make up the discipline. Through this approach, we can see the ways the discipline reinforces, challenges, reproduces, and subverts structures of institutional power. As a result, writing center studies can be seen a vast ecosystem of interconnectivity and intertextuality.

The first volume of the serial is dedicated to writing, merely for the reason that writing can still be considered in language education to be a skill to which little attention is paid, where as discourses on listening, reading, and especially speaking experienced major advances over the last two decades. With the intention to question this rather international tendency from as many as possible different perspectives, this book unifies articles from Switzerland and Italy, Denmark, Germany, and the US, dealing with French, Italian, German, and English as foreign or second languages in all levels of instruction. The aim of this first volume is mainly to encourage the understanding of an expanded function of writing in the field of language education, in theoretical terms and within the framework of classroom practice. Writing is understood here not only as a tool for recording knowledge but also as a means of developing it. Writing seen as such reaches beyond the realm of a foreign language, connecting the learners expertise of his/her native language and culture with the ones to be studied. When we acknowledge language as a social phenomenon, the potential uses of writing for learning across the curriculum are revealed.

This book examines a writing activity that has recently fallen into disrepute. Outlining has a bad reputation among students, even though many teachers and textbooks still recommend the process. In part, the author argues, the medium is to blame. Paper and ink make the revision difficult. But if one uses an electronic outliner, the activity can be very helpful in developing a thoughtful and effective document, particularly one that spans many pages and deals with a complicated subject. Outlining Goes Electronic takes an historical approach, examining the way people developed the idea of outlining, from the classical period to the present. We see that the medium in which people worked strongly shaped their assumptions, ideas, and use of outlines. In developing a theoretical model of outlining as an activity, the author argues that a relatively new electronic tool-software that accelerates and performs the process of outlining-can give us a new perspective from which to engage previous classroom models of writing, recent writing theory, and current practice in the technical writing field.

"No book in shorter space, with fewer words, will help any writer more than this persistent little volume." - The Boston Globe You know the author's name. You recognize the title. The advice of Strunk is as valuable today as when it was first offered. This book has conveyed the principles of English style to millions of readers. Use "the little book" to make a big impact with writing.

The Handbook of Second and Foreign Language Writing is an authoritative reference compendium of the theory and research on second and foreign language writing that can be of value to researchers, professionals, and graduate students. It is intended both as a retrospective critical reflection that can situate research on L2 writing in its historical context and provide a state of the art view of past achievements, and as a prospective critical analysis of what lies ahead in terms of theory, research, and applications. Accordingly, the Handbook aims to provide (i) foundational information on the emergence and subsequent evolution of the field, (ii) state-of-the-art surveys of available theoretical and research (basic and applied) insights, (iii) overviews of research methods in L2 writing research, (iv) critical reflections on future developments, and (iv) explorations of existing and emerging disciplinary interfaces with other fields of inquiry.

Collaborative writing has attracted much attention in the last 25 years, though it eludes clear definition. In its simplest sense, it is writing done by more than one person. But in a broader sense, even a work by one author involves collaboration. The author typically builds on the work of others and revises the writing in response to feedback. This feedback can come from a student's peers or teacher in a classroom setting, it can come from experts and editors who assess a scholar's writing, or it can come from colleagues and clients in the world of business. This bibliography is a guide to research on collaborative writing published from the early 1970s to 1997.

Included are nearly 1000 annotated entries for books, articles, reports, bibliographies, and other materials. These entries are clustered in two broad parts, each of which contains numerous topical sections. The first part of the book is devoted to collaborative writing in academic settings and covers such topics as classroom issues, peer review and tutoring, the role of computers and technology, particular types of classes, and ethical and gender concerns. The second looks at collaborative writing in nonacademic settings. Included are works on corporate acculturation, group dynamics, policies and procedures, industry-university collaboration, and technical reports. Entries are arranged alphabetically in each section, and detailed author and subject indexes provide easy access to the material.

There is increasing pressure on academics and graduate students to publish in peer reviewed journals, but many students and researchers who are new to quantitative methods struggle to write up statistics in reports, theses and journal articles. This book is an accessible reference text aimed at helping people write about quantitative research in applied linguistics, focusing mainly on writing for journals. Different types of statistical analysis are explained in detail along with annotated examples drawn from published and unpublished sources. The book offers advice on academic writing, how and where to get research published, and recommends additional resources helpful for both students and seasoned researchers.

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Here's a no-nonsense approach to the proposal process by an engineer who has worked in the trenches and knows the practical solutions to getting the job done. This book brings order out of the often chaotic frenzy that characterizes most proposal efforts. From marketing effort to BAFO, this book takes you step by step trough each phase -- the substance of what makes a winner.

The purpose of this cutting-edge collection of essays is threefold: first, it presents the principles of data collection and interpretation or the methodological distinctions of a particular method appropriate to technical communication research. Second, it discusses the foundational principles of the methodologies given the primary discipline in which they were created and applied. Finally, it reflects upon the process of importing and employing these methodologies into the research field of technical communication, and on how technical communication research has contributed to the development and application of these methodologies.

Written by many noted scholars in the field and presenting a wide range of research methods, "Research in Technical Communication" combines theory and practice. Both technical communicators and industry researchers who want to learn more about workplace research and methodologies will find it invaluable, as will beginning and advanced scholars, who will find much that is useful in its variety of subjects.