Showing students that the act of writing is connected to their daily lives, THE COMPOSITION OF EVERYDAY LIFE: A GUIDE TO WRITING, Third Edition, now brings an even stronger emphasis on invention to your writing course as it helps students rediscover concepts, uncover meaning, and rethink the world around them. Emphasizing the invention process throughout, the third edition offers twelve chapters to help students invent ideas more than any text on the market. Its seventy-plus reading selections by both professional and student writers expose readers to a variety of disciplines. The new edition also includes an even more reader-friendly design and now begins with an entire chapter devoted to helping students transition into college-level thinking and writing. A proven text, THE COMPOSITION OF EVERYDAY LIFE: A GUIDE TO WRITING, Third Edition, is noted for its fresh voice, colorful use of images, and the soundness and timeliness of its pedagogical foundation. It breaks down the opposition between the personal spaces of everyday life and the critical discourse of academia. The result is a book offering students and teachers pedagogy for making meaning and generating writing, at the intersection of academic and nonacademic life. With its emphasis on invention, The COMPOSITION OF EVERYDAY LIFE: A GUIDE TO WRITING, Third Edition, gives students excellent preparation for the academic reading and writing activities they may encounter throughout their college experience and well beyond.
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John Mauk has a Ph.D. in rhetoric and writing from Bowling Green State University and a Masters in language and literature from the University of Toledo. Scholarship includes an article on critical geography and composition (COLLEGE ENGLISH, March 2003). Mauk now teaches composition and rhetoric courses at Northwestern Michigan College. In 2007, he served on the NCTE Nominating Committee.
John Metz has a B.A. in English from Slippery Rock University of Pennsylvania (1983) and an M.A. in English from the University of Toledo (1985). He has taught first-year writing for over 20 years and currently teaches at Kent State University at Geauga in Twinsburg, Ohio.
"I like the "fresh language" for discussing rhetorical approaches and composition strategies. For example, instead of the usual references to audience, the authors write about public resonance. That creates a very different regard for writers in deciding how to direct their thesis to readers."
"[The new Chapter 1] will put the students in the correct mindframe for the rest of the semester and break them out of the intro, 3 paragraphs, conclusion trance."
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