How to Write Anything supports students wherever they are in their writing process. Designed to be clear and simple, the Guide lays out focused advice for writing common academic and real-world genres, while the Reference covers the range of writing skills that students needs as they work across genres and disciplines. Genre-based readings — including narratives, reports, arguments, evaluations, proposals and rhetorical, causal, and literary analyses — are sure to engage students and inspire ideas. The result is everything you need to teach composition in a flexible, highly visual guide, reference and reader. This new edition gives students more support for academic writing, more help choosing and working with genres, and more emphasis on multimodal composing. Read the preface. Order E-Library for How to Write Anything, Second Edition packaged with:
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JOHN J. RUSZKIEWICZ is a professor at the University of Texas at Austin where he has taught literature, rhetoric, and writing for more than thirty years. A winner of the President’s Associates Teaching Excellence Award, he was instrumental in creating the Department of Rhetoric and Writing in 1993 and directed the unit from 2001-05. He has also served as president of the Conference of College Teachers of English (CCTE) of Texas. For Bedford/St. Martin's, he is also the co-author, with Andrea A. Lunsford, of The Presence of Others, Fifth Edition, and Everything's an Argument, Fifth Edition.
JAY DOLMAGE is an Assistant Professor of English at the University of Waterloo, acting Chair of the NCTE Committee on Disability Issues in College Composition, and a member of the NCTE Public Language Awards Committee. His award-winning research on rhetoric and the teaching of writing has appeared in many journals and anthologies, including College English, CCC, Rhetoric Review, JAC, Prose Studies, and Disability Studies Quarterly. He is also co-editor of the professional resources Disability and the Teaching of Writing (Bedford/St.Martin’s 2008) and The Bedford Bibliographer (2010).
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