The schooner Bowdoin was designed and built in 1921 in Maine under the direction of naval officer and explorer Donald MacMillan. She is the only American schooner built specifically for Arctic exploration, and has sailed above the Arctic circle 29 times. Though named for Bowdoin College, the Bowdoin is owned by the Maine Maritime Academy, where it is used in the sail training program. The Bowdoin is the official sailing vessel of the state of Maine and is a registered national landmark. Author Kathryn Beales explores the first one hundred years of the Bowdoin's life at sea, covering its inception as a vessel that could withstand the rigors of Arctic exploration, fascinating stories of it many trips north, its commissioning by the U.S. Navy during World War II-and its subsequent decommissioning and sale as a hulk-its restoration to sailing status in 1968, and its final home at Maine Maritime. The vessel continues to sail and make exploratory trips to the Arctic. Her last open-sea voyage was to Nova Scotia in 2014.

The purpose of Thinking through Writing is to prove thinking skills are taught best through writing. All parts of the brain and all types of learning styles are used in writing activities, simultaneously instructing thinking skills. This book provides an example of a writing course, illustrating how thinking and writing converge, and is addressed to college instructors, although it would be useful for instructors on any educational level. The premise of the book is based on aesthetics, promoting curiosity and influencing thinking in the learner. Four proactive elements of thinking skills instruction: Preparation, Exploratory Writing, Formal Writing and Independent Writing, guide the process. The elements, examples, and guidelines for planning learner centered instruction and positive assessment practice increased student engagement through writing activities, applicable in all content areas.

Thinking through Writing demonstrates that thinking skills are taught best through writing. All parts of the brain and all types of learning styles are used in writing activities, simultaneously developing thinking skills. These skills are invaluable in linking student experience and new information, incorporating content knowledge and exploring ideas and solutions. This book provides an example of a writing course, illustrating how thinking and writing converge, and is addressed to college instructors, although it would be useful for instructors on any educational level. The elements, examples, and guidelines for planning learner-centered instruction and positive assessment practice increase student engagement through writing activities, applicable in all content areas.