The College Writer: A Guide to Thinking, Writing, and Researching

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9780547147826: The College Writer: A Guide to Thinking, Writing, and Researching

Combining streamlined, basic writing instruction with outstanding accessibility, THE COLLEGE WRITER is an all-in-one writing resource for students at any skill level. The clear visual format helps students grasp larger concepts by linking them to pertinent examples. Throughout the text, numerous student and professional writing samples highlight important features of academic writing, from voice to documentation, and offer students models for their own papers. This edition also features new Cross-Curricular Connections that explain how particular modes of writing or types of research relate to a specific discipline in the college curriculum, preparing students for success across the academic spectrum.

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About the Author:

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. 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.

Verne Meyer (Ph.D. University of Minnesota) has spent twenty-five years in the English classroom, first at the high school level and more recently at the college level. He has taught composition and theater at Dordt College in Sioux Center, Iowa. Meyer has received several awards recognizing his excellence as both a classroom teacher and a director of dramatic arts. He is considered an authority on writing across the curriculum and workplace writing, and often gives presentations as a featured speaker at educational conferences.

John Van Rys (Ph.D. Dalhousie University, M.A./B.A. University of Western Ontario) has taught composition, business writing, and literature courses to college students for more than fifteen years, primarily at Dordt College in Sioux Center, Iowa. In the fall of 2005, Van Rys began teaching in the English Department at Redeemer University College in Ancaster, Ontario, where he also is pursuing scholarly work in Canadian literature. For over a decade, 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 information to visual literacy). With Write Source Educational Publishing and Cengage Learning, he has coauthored writing handbooks for students from middle school to college. Van Rys also has coauthored 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 sixteen 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. 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.

Review:

"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."

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