Volumes in Writing Spaces: Readings on Writing offer multiple perspec- tives on a wide-range of topics about writing. In each chapter, authors present their unique views, insights, and strategies for writing by ad- dressing the undergraduate reader directly. Drawing on their own ex- periences, these teachers-as-writers invite students to join in the larger conversation about the craft of writing. Consequently, each essay func- tions as a standalone text that can easily complement other selected readings in writing or writing-intensive courses across the disciplines at any level.

Volumes in Writing Spaces: Readings on Writing offer multiple perspectives on a wide-range of topics about writing, much like the model made famous by Wendy Bishop’s “The Subject Is . . .” series. In each chapter, authors present their unique views, insights, and strategies for writing by addressing the undergraduate reader directly. Drawing on their own experiences, these teachers-as-writers invite students to join in the larger conversation about developing nearly every aspect of craft of writing. Consequently, each essay functions as a standalone text that can easily complement other selected readings in writing or writing-intensive courses across the disciplines at any level. Topics in Volume 1 of the series include academic writing, how to interpret writing assignments, motives for writing, rhetorical analysis, revision, invention, writing centers, argumentation, narrative, reflective writing, Wikipedia, patchwriting, collaboration, and genres.

Volumes in WRITING SPACES: READINGS ON WRITING offer multiple perspectives on a wide-range of topics about writing. In each chapter, authors present their unique views, insights, and strategies for writing by addressing the undergraduate reader directly. Drawing on their own experiences, these teachers-as-writers invite students to join in the larger conversation about the craft of writing. Consequently, each essay functions as a standalone text that can easily complement other selected readings in writing or writing-intensive courses across the disciplines at any level. Volume 2 continues the tradition of the previous volume with topics, such as the rhetorical situation, collaboration, documentation styles, weblogs, invention, writing assignment interpretation, reading critically, information literacy, ethnography, interviewing, argument, document design, and source integration.

Volumes in Writing Spaces: Readings on Writing offer multiple perspectives on a wide range of topics about writing. In each chapter, authors present their unique views, insights, and strategies for writing by addressing the undergraduate reader directly. Drawing on their own experiences, these teachers-as-writers invite students to join in the larger conversation about the craft of writing. Consequently, each essay functions as a standalone text that can easily complement other selected readings in first year writing or writing-intensive courses across the disciplines at any level. Volume 3 continues the tradition of previous volumes with topics such as voice and style in writing, rhetorical appeals, discourse communities, multimodal composing, visual rhetoric, credibility, exigency, working with personal experience in academic writing, globalized writing and rhetoric, constructing scholarly ethos, imitation and style, and rhetorical punctuation.

When you Read Like a Writer (RLW) you work to identify some of the choices the author made so that you can better understand how such choices might arise in your own writing. The idea is to carefully examine the things you read, looking at the writerly techniques in the text in order to decide if you might want to adopt similar (or the same) techniques in your writing. You are reading to learn about writing. Instead of reading for content or to better understand the ideas in the writing (which you will automatically do to some degree anyway), you are trying to understand how the piece of writing was put together by the author and what you can learn about writing by reading a particular text. As you read in this way, you think about how the choices the author made and the techniques that he/she used are influencing your own responses as a reader. What is it about the way this text is written that makes you feel and respond the way you do?

Includes multiple perspectives on a wide range of topics about writing in college. Authors present their unique views, insights, and strategies for writing by addressing the undergraduate reader directly. Designed for first-year composition.

This second edition of Jay David Bolter's classic text expands on the objectives of the original volume, illustrating the relationship of print to new media, and examining how hypertext and other forms of electronic writing refashion or "remediate" the forms and genres of print. Reflecting the dynamic changes in electronic technology since the first edition, this revision incorporates the Web and other current standards of electronic writing. As a text for students in composition, new technologies, information studies, and related areas, this volume provides a unique examination of the computer as a technology for reading and writing.

It has been variously labelled ‘Language Poetry’, ‘Language Writing’, ‘L=A=N=G=U=A=G=E writing’ (after the magazine that ran from 1978 to 1981), and ‘language-centred writing’. It has been placed according to its geographical positions, on East or West coasts; its venues in small magazines, independent presses and performance spaces, and its descent from historical precursors, be they the Objectivists, the composers-by-field of the Black Mountain School, the Russian Constructivists or American modernism à la William Carlos Williams and Gertrude Stein. Indeed, one of the few statements that can be made about it with little qualification is that ‘it’ has both fostered and endured a crisis in representation more or less since it first became visible in the 1970s. In Poetry & Language Writing David Arnold grasps the nettle of Language poetry, reassessing its relationship with surrealism and providing a scholarly, intelligent way of understanding the movement. Poets discussed include Charles Bernstein, Susan Howe, Michael Palmer and Barrett Watten.

Since its initial publication, this highly respected text has provided students with a critical review of the major research paradigms in the social sciences and the logics or strategies of enquiry associated with them. This second edition has been revised and updated.

From the internationally best-selling author of the His Dark Materials trilogy, a spellbinding journey into the secrets of his art--the narratives that have shaped his vision, his experience of writing, and the keys to mastering the art of storytelling. One of the most highly acclaimed and best-selling authors of our time now gives us a book that charts the history of his own enchantment with story--from his own books to those of Blake, Milton, Dickens, and the Brothers Grimm, among others--and delves into the role of story in education, religion, and science. At once personal and wide-ranging, Daemon Voices is both a revelation of the writing mind and the methods of a great contemporary master, and a fascinating exploration of storytelling itself.