- Clear, concise writing instruction that keeps students on task- Complete handbook of grammar usage and mechanics- Enhanced emphasis on rhetoric, including guidelines and models- More diversity and currency in reading topics- Revised chapter on oral and multimedia presentations- Web site building tips and strategies
"synopsis" may belong to another edition of this title.
Randall VanderMey (Ph.D. University of Iowa, M.F.A. Iowa Writers' Workshop, M.A. University of Pennsylvania) is an associate professor in the Department of English at Westmont College in Santa Barbara, California. He also has taught composition, literature, and technical writing at Iowa State University, Dordt College, and the University of Iowa. He is a contributing editor and creative consultant for Write Source. Dr. VanderMey has received numerous fellowships, grants, and awards for his teaching and poetry. He has published two books of poems, GROWING SOUL: A SONG CYCLE, GOD TALK, and CHARM SCHOOL: FIVE WOMEN OF THE ODYSSEY, as well as a commissioned biography, MERIZON: THE GREAT JOURNEY.
Dr. Verne Meyer is an educator and businessperson. For nine years, he taught English in high schools in Michigan and Wisconsin; and for 15 years, he taught dramatic literature, theatre history, and composition at Dordt College in Iowa. In 1977, with Pat Sebranek, Dr. Meyer cofounded Write Source Educational Publishing House, now a subsidiary of Houghton Mifflin Harcourt Supplemental. A graduate of Calvin College (B.A.), Marquette University (M.A.), and the University of Minnesota (Ph.D.), he has co-authored a number of texts for college students, including THE COLLEGE WRITER, THE COLLEGE WRITER'S HANDBOOK, COMP, THE BUSINESS WRITER, and WRITE FOR WORK. For students in grades 8 through 12, he co-authored WRITERS INC, SCHOOL TO WORK, WRITE FOR COLLEGE, and a number of Write Source textbooks. For businesspeople, he co-authored WRITE FOR BUSINESS and EFFECTIVE EMAIL MADE EZ. Dr. Meyer is currently a contributing editor for Write Source and UpWrite Press. He is also a featured speaker in the School Improvement Network's instructional videos, Writing Across the Curriculum.
Dr. John Van Rys (Ph.D. Dalhousie University, M.A./B.A. University of Western Ontario) has taught composition, business writing, creative writing, and literature courses to college students for more than 25 years at Dordt College in Sioux Center, Iowa. He has been teaching as a full professor in the English Department at Redeemer University College in Hamilton, Ontario, since 2005, where he also pursues scholarly work in Canadian literature. For over 20 years, he has worked on writing-across-the-curriculum theory and practice, on connections between workplace and academic writing, and on strategies for strengthening varied literacies in students (from reading to research to visual literacy). With Write Source Educational Publishing and Cengage Learning, he has co-authored writing handbooks for students from middle school to college. Dr. Van Rys also has co-authored an award-winning business-writing handbook for workplace professionals, WRITE FOR BUSINESS, with UpWrite Press.
Patrick Sebranek (M.A. University of Wisconsin, LaCrosse) taught English, speech, and multimedia classes for 16 years at Union Grove High School in Wisconsin. During that time, he served as the English department chair and worked on several district-wide projects, including a writing-across-the-curriculum program and a K-12 writing sequence. He has studied the works of James Moffett, Ken Macrorie, Linda Reif, Nancie Atwell, and many other contemporary educators dealing with writing and learning. Mr. Sebranek is an author and editorial director for the Write Source Educational Publishing House and works closely with teachers and educators on all new and revised handbooks and sourcebooks.
"This textbook has met the needs of my students. It provides instruction beyond what I provide in the classroom and is a solid reference tool for following courses. The textbook speaks to all level of students. . . . I was so pleased that there is a chapter on critical thinking. This is the first chapter that I assign and again one of the last chapters. It applies throughout the entire semester and carries throughout the next semester. . . . [The Special Forms of Writing chapters] are a terrific addition to the textbook and are helpful to students within this course and the following courses."
"The consistency of this format is very beneficial to students. Many of our students are double and triple risk students. We rely heavily on study skills and textbook facilitation skills. The format of this book supports the tools that we share. . . . [T]he design enhances usability. . . . The multicultural readings are a strength. I appreciate this balance and believe that it is important for students to read both professional and student models."
"Ultimately, a textbook MUST be something my students want to use and use willingly. If they find it difficult, disorganized or unfriendly in any way, the textbook will be useless to me. The text must augment and support my classroom discussions. The College Writer was very helpful to me. . . . I like the variety of the text and the way it presents the material. I need to have a text that covers instruction in both writing about literature and research. . . . I like most of it and, most importantly, find it reader friendly. My students utilized the text and were not intimidated by it. The material is easy to absorb and the layout of the information is pleasing. Most of the material appeals to all our students, both young and old and multicultural, as we have quite a range of ages and ethnicities represented in our classes."
"I like the summary points at the end of each chapter, the ease with which information is presented, the presentation of points, and the topics covered. . . . [T]he text is written in a manner that students can grasp, and material tends to be presented in manageable portions and in a logical order."
"Overall, students like the text, and they can find more of the information that they are looking for. After the course is over, students often respond that they want to keep the text because they think it will be useful in other classes--and they are right. Students find most of the essays engaging and interesting."
"About this title" may belong to another edition of this title.
Book Description Houghton Mifflin, 2006. Paperback. Book Condition: New. Bookseller Inventory # P110618742530