Writing Arguments: A Rhetoric with Readings, Brief Edition, MLA Update Edition (10th Edition)

CDs and/or Access Cards are not bundled. Minimum wear from consistent use, may have minimal creases; possibly has some highlighting, textual notations and/or underlining, but remains in good condition.

John C. Bean is an emeritus professor of English at Seattle University, where he held the title of “Consulting Professor of Writing and Assessment.”  He has an undergraduate degree from Stanford (1965) and a Ph.D. from the University of Washington (1972).  He is the author of an internationally used book on writing across the curriculum--Engaging Ideas: The Professor’s Guide to Writing, Critical Thinking, and Active Learning in the Classroom, 2nd edition (Jossey-Bass, 2011).  He is also the co-author of the Allyn and Bacon Guide to Writing as well as two other influential composition textbooks–Writing Arguments and Reading Rhetorically.  He has published numerous articles on writing and writing-across-the-curriculum as well as on literary subjects including Shakespeare and Spenser.   His current research interests focus on pedagogical strategies for teaching undergraduate research including quantitative literacy, disciplinary methods of inquiry and argument, and the problem of “transfer of learning” as students move through and across a curriculum.  A concomitant research interest is the development of institutional assessment strategies that promote productive faculty conversations about teaching and learning.  In 2001, he presented a keynote address at the first annual conference of the European Association of Teachers of Academic Writing at the University of Groningen. He has delivered lectures and conducted workshops on writing-across-the-curriculum throughout the United States and Canada as well as for universities in Germany, Bangladesh, Ghana, and Zambia.  In 2010 his article “Messy Problems and Lay Audiences:  Teaching Critical Thinking within the Finance Curriculum” (co-authored with colleagues from finance and economics) won the 2009 McGraw-Hill — Magna Publications Award for the year’s best “scholarly work on teaching and learning.”