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.

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.

Series Information:
Languages for Business

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.

Balanced writing instruction that focuses on both process and product Teaching Writing: Balancing Process and Product offers a comprehensive vision of the strategies that writers use, the writing genres, and the writer's craft, along with techniques for improving the quality of students' writing. Authentic classroom artifacts, minilessons, and day-to-day teaching strategies are integrated throughout the text to guide pre-service teachers in their learning and offer applied examples. The 7th Edition continues to thoroughly examine genres and instructional procedures with a strong focus on scaffolding instruction to ensure success for all students, including English learners and struggling writers. Comprehensive coverage of both process and product-along with valuable insights on differentiation, technology, assessment, writing to demonstrate learning, and the six traits of writing-offers pre-service teachers the best possible preparation for teaching writing in K-8 classrooms. Also available with the Enhanced Pearson eText The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with embedded videos and interactive quizzes. Note: You are purchasing a standalone product; the Enhanced Pearson eText does not come packaged with this content. Students, if interested in purchasing this title with the Enhanced Pearson eText, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and the Enhanced Pearson eText, search for: 0134509676 / 9780134509679 Teaching Writing: Balancing Process and Product, with Enhanced Pearson eText -- Access Card Package Package consists of: 0134446747 / 9780134446745 Teaching Writing: Balancing Process and Product, Enhanced Pearson eText -- Access Card 013444678X / 9780134446783 Teaching Writing: Balancing Process and Product

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.

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.

This beautiful notebook makes studying a pleasure! Each double page spread has squared paper on the right-hand side for practicing formation of the Japanese characters, and lined paper on the left-hand side for note-taking. A ten-page reference section gives hiragana and katakana charts, basic character writing guides, a list of the 100 most common kanji; key vocabulary, and verb forms. Contents: Pages 1-8: How to write characters Pages 9-118: Alternate Pages of lined and squared paper for note-taking and handwriting practice Pages 119-120: Hiragana alphabet charts Pages 121-122: Katakana alphabet charts Pages 123-125: Common kanji characters & words Page 127: Plain verb forms in Japanese

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.

Academic and practitioner journals in fields from electronics to business to language studies, as well as the popular press, have for over a decade been proclaiming the arrival of the "computer revolution" and making far-reaching claims about the impact of computers on modern western culture. Implicit in many arguments about the revolutionary power of computers is the assumption that communication, language, and words are intimately tied to culture -- that the computer's transformation of communication means a transformation, a revolutionizing, of culture.
Moving from a vague sense that writing is profoundly different with different material and technological tools to an understanding of how such tools can and will change writing, writers, written forms, and writing's functions is not a simple matter. Further, the question of whether -- and how -- changes in individual writers' experiences with new technologies translate into large-scale, cultural "revolutions" remains unresolved.
This book is about the relationship of writing to its technologies. It uses history, theory and empirical research to argue that the effects of computer technologies on literacy are complex, always incomplete, and far from unitary -- despite a great deal of popular and even scholarly discourse about the inevitability of the computer revolution. The author argues that just as computers impact on discourse, discourse itself impacts technology and explains how technology is used in educational settings and beyond.
The opening chapters argue that the relationship between writing and the material world is both inextricable and profound. Through writing, the physical, time-and-space world of tools and artifacts is joined to the symbolic world of language. The materiality of writing is both the central fact of literacy and its central puzzle -- a puzzle the author calls "The Technology Question" -- that asks: What does it mean for language to become material? and What is the effect of writing and other material literacy technologies on human thinking and human culture? The author also argues for an interdisciplinary approach to the technology question and lays out some of the tenets and goals of technology studies and its approach to literacy.
The central chapters examine the relationship between writing and technology systematically, and take up the challenge of accounting for how writing -- defined as both a cognitive process and a cultural practice -- is tied to the material technologies that support and constrain it. Haas uses a wealth of methodologies including interviews, examination of writers' physical interactions with texts, think-aloud protocols, rhetorical analysis of discourse about technology, quasi-experimental studies of reading and writing, participant-observer studies of technology development, feature analysis of computer systems, and discourse analysis of written artifacts. Taken as a whole, the results of these studies paint a rich picture of material technologies shaping the activity of writing and discourse, in turn, shaping the development and use of technology.
The book concludes with a detailed look at the history of literacy technologies and a theoretical exploration of the relationship between material tools and mental activity. The author argues that seeing writing as an "embodied practice" -- a practice based in culture, in mind, "and" in body -- can help to answer the "technology question." Indeed, the notion of embodiment can provide a necessary corrective to accounts of writing that emphasize the cultural at the expense of the cognitive, or that focus on writing as only an act of mind. Questions of technology, always and inescapably return to the material, embodied reality of literate practice. Further, because technologies are at once tools for individual use and culturally-constructed systems, the study of technology can provide a fertile site in which to examine the larger issue of the relationship of culture and cognition.

This textbook provides an examination of modern literary theory and critical appreciation from the perspective of the creative writer. The book is intended for students of English literature and language, teachers, student teachers and teacher educators.

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.

Completely revised and updated in a second edition, this volume represents the only book ever written that analyzes sports writing and presents it as "exceptional" writing. Other books discuss sports writers as "beat reporters" in one area of journalism, whereas this book shows aspiring sports writers a myriad of techniques to make their writing stand out. It takes the reader through the entire process of sports writing: observation, interviewing techniques, and various structures of articles; types of "leads;" transitions within an article; types of endings; use of statistics; do's and don'ts of sports writing; and many other style and technique points. This text provides over 100 examples of leads drawn from newspapers and magazines throughout the country, and also offers up-to-date examples of sports jargon from virtually every major and minor sport played in the U.S.

This volume explores adult work-world writing issues from the perspectives of five seasoned professionals who have logged hundreds of hours working with adults on complicated written communication problems. It examines the gap between school-world instructional practices and real-world problems and situations. After describing the five major economic sectors which are writing intensive, the text suggests curricular reforms which might better prepare college-educated writers for these worlds. Because the volume is based on the extensive work-world experiences of the authors, it offers numerous examples of real-world writing problems and strategies which illustrate concretely what goes wrong and what needs to be done about it.

This book offers 101 lessons on easy to access 2-page spreads. On the right are the step-by-step directions for teaching, plus where indicated "dialogue boxes" that model the out loud conversations that students will have with themselves, their peers, or their teachers, that are a key component of this method. It also features a companion website for further information and resources. Using these lessons, students will gain autonomy with grammar as they learn the conversations they can have with themselves to make the right grammar or usage choice. This book: Features easy-to-use lessons and format Is user-friendly with multiple handouts in the appendices and on the companion website

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

For over 25 years, the journal Writing on the Edge has published interviews with influential writers, teachers, and scholars. Now, Teachers on the Edge: The WOE Interviews, 1989-2017 collects the voices of 39 significant figures in writing studies, forming an accessible survey of the modern history of rhetoric and composition. In a conversational style, Teachers on the Edge encourages a remarkable group of teachers and scholars to tell the stories of their influences and interests, tracing the progress of their contributions. This engaging volume is invaluable to graduate students, writing teachers, and scholars of writing studies.

Understanding, Evaluating, and Conducting Second Language Writing Research speaks to the rapidly growing area of second language writing by providing a uniquely balanced approach to L2 writing research. While other books favor either a qualitative or quantitative approach to second language acquisition (SLA) research, this text is comprehensive in scope and does not privilege one approach over the other, illuminating the strengths of each and the ways in which they might complement each other. It also provides equal weight to the cognitive and socio-cultural approaches to SLA. Containing an array of focal studies and suggestions for further reading, this text is the ideal resource for students beginning to conduct L2 writing research as well as for more experienced researchers who wish to expand their approach to conducting research.

This beautiful notebook makes studying a pleasure! Each double page spread has squared paper on the right-hand side for practicing formation of the Korean alphabet characters, and lined paper on the left-hand side for note-taking. A ten-page reference section at the back of the notebook gives Hangul alphabet charts, key vocabulary, and basic grammar tips. Contents: Pages 1-118 Alternate pages of lined and squared paper for note-taking and writing practice Pages 119-120 Korean Hangul alphabet charts Pages 121-124 Key vocabulary lists Pages 125-128 Basic grammar tips

The American Library Association presents a must-read banned book for every week of the year in this beautiful book lover's reading log. Expand your reading list and stand against literary censorship with this one-year reading challenge and book journal! Featuring 52 modern and classic books that have been challenged or banned, from The Hunger Games to Maus, this book log includes ALA's insights into each title as well as writing prompts for further reflection. A perfect holiday stocking stuffer, birthday present, or gift for bibliophiles, librarians, teachers and educators, activists, and rebel readers of all genres! Includes: 52 banned, censored, or challenged book recommendations and the reasons they were banned Room to reflect on each book and how you can relate to it as you complete the challenge Pages for your personal reading log, perfect for sharing on social media or with friends An appendix highlighting the 100 Most Banned and Challenged Books from 2010-2019 and information about how YOU can help fight book banning.

Every writing teacher needs a toolkit of good lesson plans and inspiring assignments. "The College Writing Toolkit: Tried and Tested Ideas for Teaching College Writing" is just such a practical resource, offering practical tools for both new and experienced teachers seeking to expand their professional repertoire. The Toolkit provides a collection of tried and tested methods and techniques for eliciting and working on students' writing in a college or university environment. Contributors from all over the world reflect on best practices for teaching writing and for generating writing assignments that help college or university students to learn and to express themselves with confidence, clarity, and originality and in a range of genres. Each contribution is written in a format specifying the theoretical and conceptual framework of the pedagogical activity, its purpose, audience, and intended outcomes. Contributors also describe the situations in which the activity has been tried, what the results have been, and how the activity has been modified accordingly. An important aspect of the descriptions is the contributors' reflections on the value of the activity and their recommendations for applying it for best results in the same and different types of contexts, such as for different types of institutions and audiences of students. Those who incorporate the practices of the Toolkit in their own teaching can therefore benefit from another practitioner's understanding and experience gained from refining an activity over time to enhance its effectiveness. College and university writing teachers can use and creatively adapt these activities to help their students improve their writing process, use writing as a mode of thought and reflection, master writing genres, and write effectively in their course assignments. The Toolkit is a resource for both novice and experienced writing teachers looking to try something different or new in their classes with a knowledge of a previous context in which it has been successful. By using the practical tools in "The College Writing Toolkit", college/university writing teachers can expand their repertoire while gaining experience that connects them to the practices of others in the field in the ongoing expansion and refinement of the tools of the writing trade.

Developing Writing Skills in Chinese has been devised for post-intermediate students who need to write Chinese in the course of their life, work or study.

Each unit covers a specific style of writing and is reinforced with a rich selection of model texts. All texts are followed by supporting notes examining the formats, styles, grammar structures or special phrases featured. A wide variety of exercises are featured throughout, and each unit concludes with a helpful glossary given in Chinese characters, pinyin and English translations. An answer key is also included in the back of the book.

The following writing styles and genres are covered:

• Personal correspondence greetings and condolences, explanations and apologising, making arrangements and keeping in touch
• Formal writing announcements and adverts, letters of enquiry and application, business correspondence, developing an argument, facts and data
• Narration story narratives, reporting speech, exemplifying and summarising
• Description and comparison outlining people s characters, physical attributes and appearance, places and weather

This new edition has been comprehensively revised and updated throughout. It includes a brand-new chapter on narratives and there is new coverage of digital communication methods such as text messages and emails. An additional English-Chinese glossary is also available for free download at http: //www.routledge.com/books/details/9780415678896/

Developing Writing Skills in Chinese will help students to write coherently, clearly and appropriately in a variety of contexts. It is suitable for both classroom and self-study use.