This work describes and analyzes the authors' study of collaborative technical writing in an institutional setting - that of a group of nurses composing the writing of a hospital-based nursing project. This study seeks to provide the context for the authors to draw conclusions on: writing in a collaborative group; the role of discourse in constructing the social dynamics of community groups; and on institutional authorship for virtual audiences.

This work describes and analyzes the authors' study of collaborative technical writing in an institutional setting - that of a group of nurses composing the writing of a hospital-based nursing project. This study seeks to provide the context for the authors to draw conclusions on: writing in a collaborative group; the role of discourse in constructing the social dynamics of community groups; and on institutional authorship for virtual audiences.

Legacy: A Step-by-Step Guide to Writing Personal History is animated by the belief that every life has value and knowledge for others. A personal history is a gift to share. It can restore the connection between generations. What did another time feel like, what did you do to pass the time - or to survive - and how did you feel about your choices? The small joys, triumphs, and turning points in a life have special meaning when shared with those who know the writer and who themselves are trying to respond appropriately when life graces them with blessings or seems to come up against a brick wall. Through supportive coaching, stimulating questions, shared memories, and evocative photographs, the process of producing a personal history becomes intriguing and engaging. With Legacy the possibilities expand, and our present and future find nourishment and knowledge in the past.

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.

Writing-Across-the-Curriculum is a popular and effective means of teaching writing to undergraduates and preparing them to write in specific academic disciplines. It assumes that the ultimate responsibility for teaching this writing resides with faculty in the disciplines. This professional reference provides practical information to librarians who wish to know more about Writing-Across-the-Curriculum and to instructors in writing-intensive courses who wish to know more about using library resources.

The first part of the book defines Writing-Across-the- Curriculum and places the movement within the larger context of composition theory. In the second part, the research process and process writing are described and compared, and specific assignments are suggested. Included is a chapter presenting a model for a writing-intensive course taught by a librarian. The third part advises instructors on how to use the library effectively in teaching, and advises librarians on how to reform library instruction. The fourth part contains case studies of effective collaborations between librarians, instructors, and writing programs.

This book is aimed at researchers who need to write clear and understandable manuscripts in English. Today, English is the official language of international conferences and most important publications in science and technology are written in English. Therefore, learning how to write in English has become part of the researcher's task. The book begins by discussing constructs of the English language such as sentence structure and word use. It then proceeds to discuss the style and convention used in scientific publications. This book is written at such a level that the reader should not have to resort to a dictionary. It includes many examples and exercises to clarify the rules and guidelines presented. Topics covered in this book include word choice - how to avoid redundancy; sentence and paragraph structure; the planning of a manuscript - format, nomenclature and style; how to present attractive figures and tables; references; how to prepare a manuscript for publication; submission to a journal and checking of proofs; and some standard abbreviations and symbols.

"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.

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.

The key to the classic "Greek Prose Composition" which has been in use throughout the world for over100 years. It features brief lesson overviews followed by English to Greek composition exercises. In the Appendix the student will find useful tables of verb stems, prepositions and particles. The book is suitable for both beginners and intermediate learners.

How to Write a Philosophy Paper is a handbook which provides students with a ready arsenal of analytical and compositional techniques. It is intended for undergraduate students in any type of philosophy course and is written and organized in a user-friendly manner. The first half includes discussions of the nature of philosophy and a variety of basic and essential techniques of philosophical enquiry and argumentation. The second half takes the student step-by-step through the writing process, from choosing a suitable topic, to developing his or her thought, to preparation of the final draft. Includes an index and bibliographical material.

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

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

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.

Writing about Business and Industry brings together timeless essays and readings that exemplify excellence in writing about the history, theory, and practice of business. Beverly Schneller, coeditor of Writing about Science, has gathered the works of an extraordinary range of talented minds--Adam Smith, Lewis and Clark, George Orwell, Henry Ford, Beatrice Webb, as well as many others--to instruct and encourage those seeking to become polished writers in business, technical, economic, and related fields. These colorful selections bring specialized composition to life for the student, showing how different styles work for different fields, and enlivening the learning process. Students will hone their writing skills while discovering the Walla Walla River, visiting Wales, pondering the inherent nature of competition, or examining the status of women in the workplace. From Max Weber to contemporary journalism, the historical development of business thought and practice unfolds for the student. For courses in business and technical writing, as well as writing for the social sciences, this engaging collection provides an opportunity to uncover the often surprising possibilities of technical and business prose.

Exploring research and pedagogy on second language writing, this volume focuses on issues concerning policy decisions affecting foreign students.

France presents a comprehensive critique of composition theory and pedagogy from a leftist perspective. He contests the notion that composition courses have no content and are only skills courses, devoid of intellectual suppositions and cultural premises. Writing instructors should therefore focus on teaching students how to retextualize contemporary cultural practices and become proficient in dissenting from as well as affirming the status quo. Each chapter extends the argument for a critical composition practice from theory into explicit, detailed narratives of composition techniques and analysis. Issues covered are the implicit ideology and curricular function of composition, the definition of a materialist rhetoric, the place of feminism in the writing classroom, the interrogation of dominant ideology in business and professional writing courses, the critique of knowledge making in the context of social-epistemic pedagogy, and the historical and rhetorical relations of religion to persuasion.

Designed for student of Russians at A Level and beyond, this book first provides guidance on the basics of writing Russian and then goes on to give practical assistance in writing essays and projects in Russian on a range of topics - ranging from climate to organized crime - included in area studies courses on post-Soviet Russia. Each topic is divided into sections on vocabulary, phraseology and useful background information adaptable for self-teaching and for oral conversation classes. Exercises are included on specific grammar points and related vocabulary, all Russian texts included as information source and as models for adaptation are translated, and an English-Russian vocabulary is provided.

Exhaustively illustrated and broad in scope, Editing Technical Writing is a comprehensive textbook and reference for students of technical editing and communication. It is also a training manual for working professionals in business and government who must revise documents to communicate technical information clearly and effectively.

It examines the broad role of the editor from the collaborative writing of a document through proofreading and on to production. It also looks at different documents and the different styles of editing required for these. All in all this an essential manual and reference for the technical editor and should enable them to vastly improve their editing skills.

Advancing the application of Carl Rogers' ideas, this book presents new theoretical and practical views of Rogerian influences on rhetorical theory, the teaching of writing, and pragmatic discourse. Practically, the contributors focus on the dynamics of Rogerian communication in real-world contexts, extending Rogers' person-centered principles into classroom interactions, peer response groups, and other collaborations. Theoretically, discussions situate Rogerian principles within the contexts of persuasive and dialogical rhetoric, and of psychoanalytic and philosophical intersubjectivity. Also included are transcripts of an interview with Rogers, and a forum discussion epitomizing Rogerian principles in action.

Whether a proposal is a solicitation for funds, a project bid, or an internal call for action, the techniques for creating it are the same. Because of this, there has long been a need for a general but comprehensive work on the subject of proposal writing that is well-written and easy to follow. This book takes a thorough look at what makes these documents work and the steps involved in putting together a winning proposal--from in-house memos to voluminous bids for government contracts. The authors explain exactly what an effective proposal is and what it should do. They even discuss how to prepare for the oral presentations that are often required in the final evaluation process. Nearly 50 examples of sample documents, abstracts, tables of contents, formats, and headings complement their clear and concise text.

Advancing the application of Carl Rogers' ideas, this book presents new theoretical and practical views of Rogerian influences on rhetorical theory, the teaching of writing, and pragmatic discourse. Practically, the contributors focus on the dynamics of Rogerian communication in real-world contexts, extending Rogers' person-centered principles into classroom interactions, peer response groups, and other collaborations. Theoretically, discussions situate Rogerian principles within the contexts of persuasive and dialogical rhetoric, and of psychoanalytic and philosophical intersubjectivity. Also included are transcripts of an interview with Rogers, and a forum discussion epitomizing Rogerian principles in action.

In this volume, nine commissioned essays introduce the non-specialist to the rapidly evolving field of composition studies, discussing the nature of the field, the relationship between composition and rhetoric and between theory and practice, the history of the discipline, its bibliographic sources and problems, its methods of research, teaching writing, and the politics of the profession. A concluding personal essay describes a life in the profession. Written by prominent authorities, these essays describe current developments in the field, outline the major issues, and suggest needed research. Most essays provide a brief bibligraphy of further readings. This important book gives students and teachers an invaluable overview of composition studies, a vital field of English and literacy education.

This book completes the Written Standard Chinese series. It resumes from the end of Book Three and is designed to bring the student to the 1300 character recognition level, in both traditional and simplified forms. After Book Four, the student will be prepared to start reading Chinese newspapers, periodicals, or literature.

Researchers seem to have made little progress toward better understanding the nature and importance of individual differences. The authors present a paradigm to explain such differences so that researchers will be better able to study the wide variety of approaches that students employ. The volume synthesizes and expands the large body of research on individual differences, and shows how personality theory can explain the kinds of individual differences found in writing processes, written products, teaching styles, and other areas. The authors discuss how personality theory can be used to help students develop their writing skills in a process more suited to their personality type, and demonstrate how teachers' responses to student writing is to some extent a reflection of their personality type.

This book continues the Written Standard Chinese series. It resumes from the end of Book Three and is designed to build vocabulary and bring the student past the 1000 character recognition level. Its content focuses on Chinese history and culture, as well as certain aspects of Sino-Western cultural interaction. It uses both traditional and simplified forms, and pinyin romanization.