Ian Bruce proposes a new model of genre-based approaches to academic writing, and analyses the ways in which this can be implemented in pedagogy and curriculum design. The focus of this book is the use of genre-based approaches to teaching academic writing. Genre-based courses enable second language learners to integrate their linguistic, organisational and contextual knowledge in a variety of different tasks. The book reviews pedagogical approaches to genre through English for Specific Purposes and Systemic Functional Linguistics to present a synthesis of the current research being undertaken in the field. From this theoretical base, Ian Bruce proposes a new model of genre-based approaches to academic writing, and analyses the ways in which this can be implemented in pedagogy and curriculum design. "Academic Writing and Genre" is a cutting-edge monograph which will be essential reading for researchers in applied linguistics.

Key to Writing Greek provides model translations for all the exercise sentences and continuous passages that appear in the authors Writing Greek, published simultaneously with this Key.Writing Greek: http: //www.internationalpubmarket.com/Books/BookDetail.aspx?productID=237101

Integrating grammar and composition, this comprehensive new edition guides the advanced student through progressively more complex types of writing by organizing the grammar lessons on a functionalist basis around the needs of composition. This innovative approach to teaching Spanish grammar and composition promotes systematic language development and enables students to strengthen their expressive and editing skills in the language in order to write more effectively and more confidently. Refined by years of classroom testing and analysis of the problems students encounter, this bestselling textbook has been substantially rewritten and incorporates current research in composition, pedagogy, second-language acquisition, and linguistics. Expanded self-correcting exercises are also available online, making "Gramatica para la" composition one of the most valuable textbooks available for advanced students of Spanish. This title focuses on work in six level-appropriate types of composition: description, synopsis, personal narrative, creative narrative, exposition, and argumentation. It is based on ACTFL guidelines for students progressing from intermediate to advanced levels of proficiency. It covers syntax, dictionary skills, problematic word distinctions, and rhetorical features of discourse structure. It contains exercises on grammar practice, working with sentences and paragraphs, guided essays, and free composition. New to the second Edition: each lesson has been clearly divided into two distinct parts - presentation (material that students prepare before class) and Application (the activities they do in class or as homework); and, practices individuals have been expanded and recreated as self-checking exercises that provide immediate feedback and scoring. These practices are available for free online at our associated website. It includes images from William Bull's "Visual Grammar of Spanish" help with distinctions that seem difficult. It contains an Instructor's Manual - available for free online - reviews teaching and grading methodology for writing-intensive courses, offers suggestions for syllabus organization and for teaching each lesson, and provides additional exercises and activities. To download this free PDF, visit our associated website. Free website created by authors contains self-checking exercises at our associated website.

While the grading of student writing is of central concern to composition studies and to teaching, the process has not been clearly defined. The act of assigning a grade raises such issues as how teachers read student writing, whether form and content are of equal concern, what the purpose of grading is, and whether grading should take place at all. The vagueness of grading points to the complexity of the topic, which encompasses such matters as student peer review, psychometrics, student-teacher conferences, portfolios, collaborative learning, and English-as-a-Second-Language. Because of the centrality of grading and its complexity, the topic has generated a large body of literature. This reference book is a helpful guide to the vast and sometimes bewildering body of research on the grading of student writing. The volume includes entries for more than 1300 books and articles on grading published between 1970 and 1996. Each entry includes an annotation that summarizes the work and its importance. The entries are grouped in several broad chapters, with most chapters containing numerous subsections. Thus the book covers such topics as holistic grading, portfolio assessment, collaborative approaches to assessment, essay tests, creative writing, whole language, standardized tests, and student progress. The entries are arranged alphabetically within each subsection, and the author and subject indexes allow the user to access information quickly.

One of the greatest challenges for instructors in religious studies is the task of explaining why, in colleges and universities, the truth claims of religions are not accepted or even investigated, but instead a disinterested, secular approach is taken. Most instructors prefer not to address the issue directly, leaving their students to work out for themselves the difference between religious studies and the study of religion. Those who remain confused inevitably submit essays that reveal more about their religious upbringing than their ability to analyze a phenomenon objectively. A Guide to Writing Academic Essays in Religious Studies eases the transition for undergraduate students by explaining what they need to know about writing research essays pertaining to religion. Topics include methodological and theoretical presuppositions of religious studies, types of research essays, locating appropriate scholarly literature, developing a thesis, the essentials of essay form and content, quotations, forms of documentation, avoiding plagiarism, gender-inclusive language, layout, style, conciseness, rewriting and proofreading, approaching ancient texts, and how to recognize and avoid bad scholarship. This guide is indispensable for students new to religious studies.

"The Writing Circle" explores classroom writing groups as a powerful structure for giving students the support and guidance they need. Based on a common structure found in the writing world outside of school, these groups provide an ideal way for students to learn from each other. Under the teacher's guidance, young writers can work together on all aspects of the writing process--sharing drafts of writing, responding to each other's works-in-progress, and building confidence in themselves as writers.

The writing process is dynamic; writers move from one stage to the other and back again doing two--or three or more--things at once. Students become more energized when they tap into this dynamic process and interact with peers. Writing circles have the added bonus of giving teachers lots of opportunities to observe, advise, learn, teach, and take part in writing circle discussions.

This comprehensive resource includes everything needed to support writing circles in the classroom. Sample lessons outline specific learning goals and offer suggestions for student and teacher roles. Many of these lessons require that the teacher guide the writing circles, step-by-step, through activities, but the groups gradually gain their own momentum as students become more independent, skilled, and confident writers.

This volume explores a number of themes of current interest to those engaged in researching and teaching academic genres: the social and cultural context of academic writing; differences between the academic and non-academic text; the analysis of particular text types; variation within and across disciplines; and applications of theory in the teaching of writing. The contributors include many of today's most influential scholars in the area of academic literacy, working in a wide variety of tertiary academic contexts in Britain, Finland, Hong Kong, Zimbabwe, Australia and the United States. The implications will be of relevance to all those engaged in teaching academic writing to both native and non-native English speaking students in tertiary education around the world.

Academic Writing is emerging as a distinct subject for teaching and research in higher education in the UK and elsewhere. Teaching Academic Writing in UK Higher Education introduces this growing field and provides a resource for university teachers, researchers and administrators interested in developing students' writing.

Original Writing:
* provides students with the practical skills they need to write confidently and effectively for different purposes and audiences
* examines the conventions and styles of different types of original writing, such as writing to entertain, writing to inform and writing to persuade
* looks at a wide range of examples of successful writing, including extracts from The Office, Health Education leaflets, Kerrang! and students' own work
* includes a guide to planning and writing commentaries
* explores problematic areas and includes advice from experts in a range of areas, from radio to song writing.

Written by an experienced teacher, author and AS and A2 Level examiner, Original Writing is an essential resource for students of AS and A2 Level.

This pragmatic text helps students master the craft of copy editing - including both the editing skills and the people skills essential to professional success. Experienced newspaper copy editor and professor John Russial covers the fundamentals and more: how to edit for grammar, punctuation, usage, and style; attend to broader issues of fairness and focus; develop strong headlines and other display elements; and work collaboratively with reporters, other editors, and designers. Special attention is given to the copy editor's role as critical thinker and coach as well as resident wordsmith. Throughout, proven editing strategies are explained and numerous concrete examples and practical tips offered.

"The most marvelously practical and engaging approach to come along in decades. It goes beyond the basics to take up very practical techniques that are terribly useful but not covered in most textbooks. All of us want our students to think critically and creatively ? this book shows us how to teach them to do just that. A superb text."
David R. Russell, Professor of English
Iowa State University, Ames, IA

Words and images can harmonize to clarify meaning in a variety of texts. This interdisciplinary work presents practitioners, researchers, creative artists, and teachers discussing how we process and develop meaning from words and images. This study is especially important for writers and designers working in electronic communication environments, where the marriage of words and images challenges traditional training.

Ranging from theory to practice, chapters examine both cognitive issues and aesthetic concerns. This book explores topics such as: DEGREESL DEGREESDBLHuman processing of images and text DEGREESDBLThe roles of written language in project development in the arts DEGREESDBLUses of images and visual thinking by writers DEGREESDBLHow the ways in which words and images convey meaning can be both different and complementary DEGREESLProfessionals, teachers, and students will be understand more effective uses of text and visual displays, and today's writer or designer will learn to clarify complex ideas by controlling the intersections of words and images.

The definitive guide to writing for publication (and more)!

Successfully translating thoughts and ideas into the printed word can seem daunting to even the most experienced educator. Step-by-step, author and scholar Allan A. Glatthorn guides education professionals through the basics of the writing process, empowering them with the tools to create and enhance their own professional submissions and writings. The down-to-earth, conversational tone helps to effectively convey and outline specific writing strategies for contributions to research journals, articles, op-ed pieces, manuscripts, literature reviews, theses, funding proposals, internal organizational writing.

Key features include:

• Finding a topic
• Correctly identifying your audience
• Choosing the appropriate forum
• Revising and editing
• Working with editors and publishers
• Maximizing use of the Internet and other technological tools 

Allan A. Glatthorn has taught writing for more than 25 years, and is a Distinguished Research Professor Emeritus at East Carolina University. During his prolific 55-year teaching career, he has written more than 50 texts on writing and more than 30 professional books. In Publish or Perish?The Educator?s Imperative, he shares his wealth of knowledge and experience about professional publishing and the writing process, in hopes that his work will help you achieve your own goals and imperatives.

Writing assessment programs help place entering and mid-career students in composition courses at the appropriate level, monitor the progress of those students, and assist in placing them in writing courses throughout their undergraduate careers. These same universities also have writing instruction programs, which might include writing centers, writing-across-the-curriculum initiatives, and freshman and advanced composition programs. At many institutions, though, writing assessment is not necessarily considered fundamental to writing instruction, and there is little communication between the assessment program and the composition program. This book demonstrates that writing assessment and instruction programs may be successfully integrated.

The contributors analyze the development of the writing assessment and instruction program at Washington State University, which is nationally recognized for its success. In doing so, they provide guidance to other institutions planning to develop similar integrated programs. The volume argues that writing assessment and instruction should inform and influence each other; that they should evolve together; and that they should be developed locally. By tracing the success of the WSU program, the authors directly challenge the use of national packaged assessment programs, such as standardized placement tests.

Are you guilty of e-mail "trigger finger"? Do you constantly "cc" people you never even see? What are today's rules for conducting business over the Internet? Now, The Elements of Style meets "the Miss Manners of memos" in the ultimate writing guide for the digital age.

In an era when written communication in the workplace is more crucial than ever, at a time when many professionals all but completely eschew face-to-face dealings, E-writing is poised to become the new bible of business writing. Accessible and inviting, this Web-savvy "how-to" book promises to transform anxious e-mail hacks and mediocre memo writers into eloquent electronic scribes in no time at all.

Inside, you will learn how to:

• combat counterproductive e-mail habits
  
• write authoritatively and persuasively, with a clear message that generates quick action
  
• handle e-mail and letter correspondence efficiently and effectively
  
• select an appropriate style for the audience you're addressing
  
• heighten your professional image, self-confidence, and career prospects.
  

Practicing what she preaches, award-winning communicator and bestselling author Dianna Booher writes in a refreshingly straightforward style and has organized E-writing to make on-the-spot referencing a snap. Keep it handy; refer to it often -- and your online mailbox will never be the same again.

This concise guide offers Wolf's writing techniques from his Free River Press workshops across the country. Rooted in the oral tradition, Wolf's methods include storytelling, visualization, spontaneous prose composition, and sketching. Besides strategies for individual writers, the book will include group activities, exercises and samples by workshop participants.

This new collection of essays bring together the best of Elbow's writing since the publication of Embracing Contraries in 1987. The volume includes sections on voice, the experience of writing, teaching, and evaluation. Implicit throughout is Elbow's commitment to humanizing the profession, and his continued emphasis on the importance of binary thinking and nonadversarial argument. The result is a compendium of a master teacher's thoughts on the relation between good pedagogy and good writing; it is sure to be of interest to all professional teachers of writing, and will be a valuable book for use in graduate composition courses.

Click here for an updated 2nd Edition. Enjoy Writing Your Science Thesis or Dissertation! is a complete guide to good dissertation and thesis writing. It is written in an accessible style with cartoons and real-life anecdotes to liven up the text. It outlines the rules and conventions of scientific writing - particularly for dissertations and theses - and gives the reader practical advice about planning, writing, editing, presenting, and submitting a successful dissertation or thesis. Enjoy Writing Your Science Thesis or Dissertation! can be used as either a guide from day one of the degree course or as a quick reference life-jacket when deadlines are looming.

Today's business prose has to be done yesterday. And it has to cut through gigabytes of other information. Can your memos and marketing material compete? do you spend so much time agonizing over words that you have no time for other work?With Words at Work you can make your writing faster, more foreceful, and more fun. Susan Benjamin's six-step process can turn your next business documnet into the best you've ever written. Learn to: Raise a "writing umbrella" to make your message memorable; exorcise the demons of past criticism and bad advice; strengthen your style at a glance with "no-read" editing.Words at Work gives you quick-and-easy recipes for the most important letters, reports, and proposals. It steers you around the potholes of punctuation, usage, and grammar. Soon all your business documents, from press releases to e-mail, will reflect your best work--and leave you enough time to do that work!

Does traditional argument still have a place in the composition classroom? How can the process of argument be used productively by students? In this edited volume, some of the leading composition scholars today consider the ways in which argumentation as an approach to teaching writing remains valuable, in spite of the postmodern theories of composition that have challenged its relevance. First, the contributors "revisit" and explain the traditional approaches to argument--enthymeme, evidence, Toulmian, Rogerian, and classical rhetoric--and show why they are more relevant today than ever. They then "redefine" argument by connecting it with theoretical movements that have been adverse to it--feminism, narratology, and reflexive reading. As a result, the book unites apparently conflicting approaches into a new definition of argument that emphasizes inquiry over discord and understanding over entrenched difference. Argument Revisited, Argument Redefined enables compositions scholars and teachers to incorporate argumentative inquiry more effectively into the classroom, and demonstrates that argument as a genre and as a process can still serve students well. This unparalleled volume will be of use to professors and researchers in written communication, rhetoric, linguistics and communication.

The stories we tell about ourselves are guided by cultural patterns and enduring elements. The current interest in mythology has made evident how the classic hero's journey represents a theme not only common to all the world's myths, but also our own lives today. The Gift of Stories offers a clear concise basis for understanding the nature and potential of sharing our stories. It provides specific, practical, instructional details for telling our own stories and gives the necessary guidelines for assisting others in telling their life stories. Its basic framework enables individuals with little experience to begin writing about the really important aspects of their lives and understanding how and why the universal elements of the stories we tell contribute to our continuing growth.

"How to Edit Technical DocumentS" is the most concise and clearly presented discussion of the editor's role and responsibilities to the writer, the reader, and the publishing process--including changes that result from technological advances in editing. The authors describe the demands of communicating complicated information, in print and on screen, without diminishing the expressive power of language. As a result, users learn the skills necessary to become contributing members of any organization that requires informed and imaginative editors.

This book is a history composed of histories. Its particular focus is the way in which computers entered and changed the field of composition studies, a field that defines itself both as a research community and as a community of teachers. This may have a somewhat sinister suggestion that technology alone has agency, but this history (made of histories) is not principally about computers. It is about people-the teachers and scholars who have adapted the computer to their personal and professional purposes. From the authors' perspectives, change in technology drives changes in the ways we live and work, and we, agents to a degree in control of our own lives, use technology to achieve our human purposes. REVIEW: . . . This book reminds those of us now using computers to teach writing where we have been, and it brings those who are just entering the field up to date. More important, it will inform administrators, curriculum specialists, and others responsible for implementing the future uses of technology in writing instruction. - Computers and Composition