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Writing Popular Fiction (PDF)
by Rona RandallPopular fiction includes romance, thrillers and fantasy but this book covers how to write all types of popular fiction. The guide explains how to start out, how to avoid pitfalls in writing and how to get your work published.
Writing Portfolios in the Classroom: Policy and Practice, Promise and Peril
by Robert C. Calfee Pamela PerfumoThis volume presents chapters by researchers, practitioners, and policymakers who study the impact of classroom portfolios in the assessment of writing achievement by elementary and middle grade students. The focus throughout the volume is on the tension between classroom assessment and externally mandated testing. It presents the efforts of researchers, practitioners, and policymakers to understand the impact of classroom portfolios for the assessment of writing achievement by elementary and middle grade students. Under the auspices of the Center for the Study of Writing, the editors conducted a national survey of exemplary portfolio projects, arranged for a series of "video visits," and held several working conferences. The result of this work is a broad-ranging tale: the aspirations of teachers and administrators to move the machinery of schooling in the direction of more authentic and engaging tasks, the puzzlement of students when they realize that the assignments are real and that the teacher may not have a "right answer" in mind, and the tensions between ivory-tower ideas and everyday classroom practice. Divided into four sections, this research volume: * provides a historical perspective, develops the conceptual framework that serves as a background for many activities described throughout, and discusses numerous practical issues that confront today's researchers and practitioners; * views the phenomenon of writing portfolios through a variety of broadview lenses such as teacher enthusiasm, student reflection, assessment tension, the portfolio as metaphor, and the locus of control; * conveys important conceptual issues with a balance toward pragmatics; and * offers unique insights from the perspective of one individual who serves as scholar, researcher, and teacher.
Writing Portfolios in the Classroom: Policy and Practice, Promise and Peril
by Robert Calfee Pamela PerfumoThis volume presents chapters by researchers, practitioners, and policymakers who study the impact of classroom portfolios in the assessment of writing achievement by elementary and middle grade students. The focus throughout the volume is on the tension between classroom assessment and externally mandated testing. It presents the efforts of researchers, practitioners, and policymakers to understand the impact of classroom portfolios for the assessment of writing achievement by elementary and middle grade students. Under the auspices of the Center for the Study of Writing, the editors conducted a national survey of exemplary portfolio projects, arranged for a series of "video visits," and held several working conferences. The result of this work is a broad-ranging tale: the aspirations of teachers and administrators to move the machinery of schooling in the direction of more authentic and engaging tasks, the puzzlement of students when they realize that the assignments are real and that the teacher may not have a "right answer" in mind, and the tensions between ivory-tower ideas and everyday classroom practice. Divided into four sections, this research volume: * provides a historical perspective, develops the conceptual framework that serves as a background for many activities described throughout, and discusses numerous practical issues that confront today's researchers and practitioners; * views the phenomenon of writing portfolios through a variety of broadview lenses such as teacher enthusiasm, student reflection, assessment tension, the portfolio as metaphor, and the locus of control; * conveys important conceptual issues with a balance toward pragmatics; and * offers unique insights from the perspective of one individual who serves as scholar, researcher, and teacher.
Writing Postcommunism: Towards a Literature of the East European Ruins (Palgrave Studies in Modern European Literature)
by D. WilliamsMoving through the elegiac ruins of the Berlin Wall and the Yugoslav disintegration, Writing Postcommunism explores literary evocations of the pervasive disappointment and mourning that have marked the postcommunist twilight.
Writing Postindustrial Places: Technoculture amid the Cornfields (Routledge Studies in Technical Communication, Rhetoric, and Culture)
by Michael J. SalvoExploring the relationship between postindustrial writing and developments in energy production, manufacturing, and agriculture, Michael J. Salvo shows how technological and industrial innovation relies on communicative and organizational suppleness. Through representative case studies, Salvo demonstrates the ways in which technical communicators formulate opportunities that link resources with need. His book is a supple articulation of the opportunities and pitfalls that come with great change.
Writing Postindustrial Places: Technoculture amid the Cornfields (Routledge Studies in Technical Communication, Rhetoric, and Culture)
by Michael J. SalvoExploring the relationship between postindustrial writing and developments in energy production, manufacturing, and agriculture, Michael J. Salvo shows how technological and industrial innovation relies on communicative and organizational suppleness. Through representative case studies, Salvo demonstrates the ways in which technical communicators formulate opportunities that link resources with need. His book is a supple articulation of the opportunities and pitfalls that come with great change.
The Writing Program Administrator's Resource: A Guide To Reflective Institutional Practice
by Stuart C. Brown Theresa Jarnagi EnosThe role of the writing program administrator is one of diverse activities and challenges, and preparation for the position has traditionally come through performing the job itself. As a result, uninitiated WPAs often find themselves struggling to manage the various requirements and demands of the position, and even experienced WPAs often encounter situations on which they need advice. The Writing Program Administrator's Resource has been developed to address the needs of all WPAs, regardless of background or experience. It provides practical, applicable tools to effectively address the differing and sometimes competing roles in which WPAs find themselves. Readers will find an invaluable collection of articles in this volume, addressing fundamental practices and issues encountered by WPAs in their workplace settings and focusing on the hows and whys of writing program administration. With formal preparation and training only now beginning to catch up to the very real needs of the WPA, this volume offers guidance and support from authoritative and experienced sources--educators who have established the definitions and standards of the position; who have run into obstacles and surmounted them; and who have not just survived but thrived in their roles as WPAs. Editors Stuart C. Brown and Theresa Enos contribute their own experience and bring together the voices of their colleagues to delineate the intellectual scope and practices of writing program administration as an emerging discipline. Established and esteemed leaders in the field offer insights, advice, and plans of action for the myriad scenarios encountered in the position, encouraging WPAs and helping them to realize that they often know more than they think they do. This resource is required reading for the new WPA, and an essential reference for all who serve in the WPA role. As a guidebook for WPAs, it is destined to become a fixture on the desk of every educator involved with or interested in administrating writing programs, writing centers, and writing-across-the-curriculum efforts.
The Writing Program Administrator's Resource: A Guide To Reflective Institutional Practice
by Stuart C. Brown Theresa Enos Catherine ChaputThe role of the writing program administrator is one of diverse activities and challenges, and preparation for the position has traditionally come through performing the job itself. As a result, uninitiated WPAs often find themselves struggling to manage the various requirements and demands of the position, and even experienced WPAs often encounter situations on which they need advice. The Writing Program Administrator's Resource has been developed to address the needs of all WPAs, regardless of background or experience. It provides practical, applicable tools to effectively address the differing and sometimes competing roles in which WPAs find themselves. Readers will find an invaluable collection of articles in this volume, addressing fundamental practices and issues encountered by WPAs in their workplace settings and focusing on the hows and whys of writing program administration. With formal preparation and training only now beginning to catch up to the very real needs of the WPA, this volume offers guidance and support from authoritative and experienced sources--educators who have established the definitions and standards of the position; who have run into obstacles and surmounted them; and who have not just survived but thrived in their roles as WPAs. Editors Stuart C. Brown and Theresa Enos contribute their own experience and bring together the voices of their colleagues to delineate the intellectual scope and practices of writing program administration as an emerging discipline. Established and esteemed leaders in the field offer insights, advice, and plans of action for the myriad scenarios encountered in the position, encouraging WPAs and helping them to realize that they often know more than they think they do. This resource is required reading for the new WPA, and an essential reference for all who serve in the WPA role. As a guidebook for WPAs, it is destined to become a fixture on the desk of every educator involved with or interested in administrating writing programs, writing centers, and writing-across-the-curriculum efforts.
Writing Program Architecture: Thirty Cases for Reference and Research
by Jamie White-Farnham and Bryna Siegel FinerWriting Program Architecture offers an unprecedented abundance of information concerning the significant material, logistical, and rhetorical features of writing programs. Presenting the realities of thirty diverse and award-winning programs, contributors to the volume describe reporting lines, funding sources, jurisdictions, curricula, and other critical programmatic matters and provide insight into their program histories, politics, and philosophies. Each chapter opens with a program snapshot that includes summary demographic and historical information and then addresses the profile of the WPA, program conception, population served, funding, assessment, technology, curriculum, and more. The architecture of the book itself makes comparison across programs and contexts easy, not only among the programs described in each chapter but also between the program in any given chapter and the reader’s own program. An online web companion to the book includes access to the primary documents that have been of major importance to the development or sustainability of the program, described in a “Primary Document” section of each chapter. The metaphor of architecture allows us to imagine the constituent parts of a writing program as its foundation, beams, posts, scaffolding—the institutional structures that, alongside its people, anchor a program to the ground and keep it standing. The most extensive resource on program structure available to the field, Writing Program Architecture illuminates structural choices made by leaders of exemplary programs around the United States and provides an authoritative source of standard practice that a WPA might use to articulate programmatic choices to higher administration. Contributors: Susan Naomi Bernstein, Remica Bingham-Risher, Brent Chappelow, Malkiel Choseed, Angela Clark-Oates, Patrick Clauss, Emily W. Cosgrove, Thomas Deans, Bridget Draxler, Leigh Ann Dunning, Greg A. Giberson, Maggie Griffin Taylor, Paula Harrington, Sandra Jamieson, Marshall Kitchens, Michael Knievel, Amy Lannin, Christopher LeCluyse, Sarah Liggett, Deborah Marrott, Mark McBeth, Tim McCormack, John McCormick, Heather McGrew, Heather McKay, Heidi A. McKee, Julianne Newmark, Lori Ostergaard, Joannah Portman-Daley, Jacqueline Preston, James P. Purdy, Ben Rafoth, Dara Regaignon, Nedra Reynolds, Shirley Rose, Bonnie Selting, Stacey Sheriff, Steve Simpson, Patricia Sullivan, Kathleen Tonry, Sanford Tweedie, Meg Van Baalen-Wood, Shevaun Watson, Christy I. Wenger, Lisa Wilkinson, Candace Zepeda
The Writing Public: Participatory Knowledge Production in Enlightenment and Revolutionary France
by Elizabeth Andrews BondInspired by the reading and writing habits of citizens leading up to the French Revolution, The Writing Public is a compelling addition to the long-running debate about the link between the Enlightenment and the political struggle that followed. Elizabeth Andrews Bond scoured France's local newspapers spanning the two decades prior to the Revolution as well as its first three years, shining a light on the letters to the editor. A form of early social media, these letters constituted a lively and ongoing conversation among readers.Bond takes us beyond the glamorous salons of the intelligentsia into the everyday worlds of the craftsmen, clergy, farmers, and women who composed these letters. As a result, we get a fascinating glimpse into who participated in public discourse, what they most wanted to discuss, and how they shaped a climate of opinion. The Writing Public offers a novel examination of how French citizens used the information press to form norms of civic discourse and shape the experience of revolution. The result is a nuanced analysis of knowledge production during the Enlightenment.Thanks to generous funding from The Ohio State University Libraries and its participation in TOME (Toward an Open Monograph Ecosystem), the ebook editions of this book are available as Open Access (OA) volumes, available on the Cornell University Press website and other Open Access repositories.
Writing Puerto Rico: Our Decolonial Moment (New Caribbean Studies)
by Guillermo Rebollo GilThis book is a manifesto-like consideration of the potentialities of radical political thought and action in contemporary Puerto Rico. Framed within the context of the present economic crisis, of austerity measures, PROMESA and mass migration, this book engages recent literary, artistic and activist work on the island in order to highlight the manners in which such work—however precarious, innocuous and/or fleeting—fosters hope among audiences, artists, protesters and onlookers alike for a more egalitarian and just society. Autoethnographically grounded, informal in tone, and with an eye toward intersectionality, this book serves as a unique contribution to the field of Puerto Rican Studies, by offering alternate points of departure for emergent theorizing and intellectual production across academic disciplines.
Writing Pynchon: Strategies in Fictional Analysis
by A. W. McHoul David WillsThis book explores some of the ways in which contemporary literary theory can be used to read fiction. In particular, it focuses on Thomas Pynchon's three novels to date and his collection of early stories. The theories exploited are concentrated in the work of Jacques Derrida.
Writing Queer Identities in Morocco: Abdellah Taïa and Moroccan Committed Literature (Written Culture and Identity)
by Tina Dransfeldt ChristensenThis book explores queer identity in Morocco through the work of author and LGBT activist Abdellah Taïa, who defied the country's anti-homosexuality laws by publicly coming out in 2006. Engaging postcolonial, queer and literary theory, Tina Dransfeldt Christensen examines Taïa's art and activism in the context of the wider debates around sexuality in Morocco.Placing key novels such as Salvation Army and Infidels in dialogue with Moroccan writers including Driss Chraïbi and Abdelkebir Khatibi, she shows how Taïa draws upon a long tradition of politically committed art in Morocco to subvert traditional notions of heteronormativity. By giving space to silenced or otherwise marginalised voices, she shows how his writings offer a powerful critique of discourses of class, authenticity, culture and nationality in Morocco and North Africa.
Writing Queer Identities in Morocco: Abdellah Taïa and Moroccan Committed Literature (Written Culture and Identity)
by Tina Dransfeldt ChristensenThis book explores queer identity in Morocco through the work of author and LGBT activist Abdellah Taïa, who defied the country's anti-homosexuality laws by publicly coming out in 2006. Engaging postcolonial, queer and literary theory, Tina Dransfeldt Christensen examines Taïa's art and activism in the context of the wider debates around sexuality in Morocco.Placing key novels such as Salvation Army and Infidels in dialogue with Moroccan writers including Driss Chraïbi and Abdelkebir Khatibi, she shows how Taïa draws upon a long tradition of politically committed art in Morocco to subvert traditional notions of heteronormativity. By giving space to silenced or otherwise marginalised voices, she shows how his writings offer a powerful critique of discourses of class, authenticity, culture and nationality in Morocco and North Africa.
Writing Race Across the Atlantic World: Medieval to Modern (Signs of Race)
by P. Beidler G. TaylorThis collection of original essays explores the origins of contemporary notions of race in the oceanic interculture of the Atlantic world in the early modern period. In doing so, it breaks down institutional boundaries between 'American' and 'British' literature in this early period, as well as between 'history' and 'literature'. Individual essays address the ways in which categories of 'race' - black brown, red and white, African American and Afro-Caribbean, Spanish and Jewish, English and Celtic, native American and Northern European, creole and mestizo - were constructed or adapted by early modern writers. The collection brings together a top collection of historians and literary critics specializing in early modern Britain and early America.
Writing Rape, Writing Women in Early Modern England: Unbridled Speech (Early Modern Literature in History)
by J. CattyThe word 'rape' today denotes sexual appropriation; yet it originally signified the theft of a woman from her father or husband by abduction or elopement. In the early modern period, its meaning is in transition between these two senses, while rapes and attempted rapes proliferate in literature. This age also sees the emergence of the woman writer, despite a sexual ideology which equates women's writing with promiscuity. Classical myths, however, associate women's story-telling with resistance to rape. This comprehensive study of rape and representation considers a wide range of texts drawn from prose fiction, poetry and drama by male and female writers, both canonical and non-canonical. Combining close attention to detail with an overview of the period, it demonstrates how the representation of gender-relations has exploited the subject of rape, and uses its understanding of this phenomenon to illuminate the issues of sexual and discursive autonomy which figure largely in women's texts of the period.
Writing, Redefined: Broadening Our Ideas of What It Means to Compose
by Shawna CoppolaWhat does it mean to write or to be a writer? In Shawna Coppola's book Writing, Redefined: Broadening Our Ideas of What It Means to Compose, she challenges the reader to expand beyond standard alphabetic writing and consider alternative forms of composition when assigning writing to students. This book empowers teachers to change what counts as writing in schools and classrooms, opening the door to students who may not consider themselves to be writers, but should and can. Inside you'll find alternative, engaging writing assignments that are visual, aural, or multimodal that will involve all students, specifically those: Who prefer to compose using a wider array of forms and modes For whom standard English is not the norm Who have been identified as dyslexic Whose cultural traditions lean heavily towards more aural forms of composition Who are considered struggling writers By finding ways to accommodate all styles of writers, students are free to unleash their creativity and share their story with others. While there is no question composition in written form is important and worth of study, broadening our definition of writing expands an enormous range of possibilities for composing for all students.
Writing, Redefined: Broadening Our Ideas of What It Means to Compose
by Shawna CoppolaWhat does it mean to write or to be a writer? In Shawna Coppola's book Writing, Redefined: Broadening Our Ideas of What It Means to Compose, she challenges the reader to expand beyond standard alphabetic writing and consider alternative forms of composition when assigning writing to students. This book empowers teachers to change what counts as writing in schools and classrooms, opening the door to students who may not consider themselves to be writers, but should and can. Inside you'll find alternative, engaging writing assignments that are visual, aural, or multimodal that will involve all students, specifically those: Who prefer to compose using a wider array of forms and modes For whom standard English is not the norm Who have been identified as dyslexic Whose cultural traditions lean heavily towards more aural forms of composition Who are considered struggling writers By finding ways to accommodate all styles of writers, students are free to unleash their creativity and share their story with others. While there is no question composition in written form is important and worth of study, broadening our definition of writing expands an enormous range of possibilities for composing for all students.
Writing Remains: New Intersections of Archaeology, Literature and Science (Explorations in Science and Literature)
by Gill, Josie / McKenzie, Catriona / Lightfoot, EmmaWriting Remains brings together a wide range of leading archaeologists and literary scholars to explore emerging intersections in archaeological and literary studies. Drawing upon a wide range of literary texts from the nineteenth century to the present, the book offers new approaches to understanding storytelling and narrative in archaeology, and the role of archaeological knowledge in literature and literary criticism. The book's eight chapters explore a wide array of archaeological approaches and methods, including scientific archaeology, identifying intersections with literature and literary studies which are textual, conceptual, spatial, temporal and material. Examining literary authors from Thomas Hardy and Bram Stoker to Sarah Moss and Paul Beatty, scholars from across disciplines are brought into dialogue to consider fictional narrative both as a site of new archaeological knowledge and as a source and object of archaeological investigation.
Writing Remains: New Intersections of Archaeology, Literature and Science (Explorations in Science and Literature)
Writing Remains brings together a wide range of leading archaeologists and literary scholars to explore emerging intersections in archaeological and literary studies. Drawing upon a wide range of literary texts from the nineteenth century to the present, the book offers new approaches to understanding storytelling and narrative in archaeology, and the role of archaeological knowledge in literature and literary criticism. The book's eight chapters explore a wide array of archaeological approaches and methods, including scientific archaeology, identifying intersections with literature and literary studies which are textual, conceptual, spatial, temporal and material. Examining literary authors from Thomas Hardy and Bram Stoker to Sarah Moss and Paul Beatty, scholars from across disciplines are brought into dialogue to consider fictional narrative both as a site of new archaeological knowledge and as a source and object of archaeological investigation.
Writing A Report, 9th Edition: How to prepare, write & present really effective reports
by John BowdenNow in its 9th edition, this extensively revised and updated handbook explains how you can write reports that will be: * Read without unnecessary delay * Understood without undue effort Accepted, and where applicable, acted upon / Divided into three parts, the book looks in detail firstly at the practical side of report writing: * Preparation and planning * Collecting and handling information * Writing and revising / Secondly, at the creative side of report writing: * Achieving a good style and choosing the correct words * Improving the overall appearance of reports / And thirdly at 23 common types of report, including: * Annual reports/ Appraisal reports * Audit reports Minutes/Progress reports * Student project reports/Technical reports / There is also an extensive glossary and a selection of sample reports.
Writing Resistance and the Question of Gender: Charlotte Delbo, Noor Inayat Khan, and Germaine Tillion
by Lara R. CurtisThis book presents the first comparative study of the works of Charlotte Delbo, Noor Inayat Khan, and Germaine Tillion in relation to their vigorous struggles against Nazi aggression during World War II and the Holocaust. It illuminates ways in which their early lives conditioned both their political engagements during wartime and their extraordinary literary creations empowered by what Lara R. Curtis refers to as modes of ‘writing resistance.’ With skillful recourse to a remarkable variety of genres, they offer compelling autobiographical reflections, vivid chronicles of wartime atrocities, eyewitness accounts of victims, and acute perspectives on the political implications of major events. Their sensitive reflections of gendered subjectivity authenticate the myriad voices and visions they capture. In sum, this book highlights the lives and works of three courageous women who were ceaselessly committed to a noble cause during the Holocaust and World War II.
Writing Resistance in Northern Ireland
by Aimée WalshWriting Resistance in Northern Ireland is an examination of feminist republicanism(s) in the north of Ireland between 1975 and 1986. Republican prison protest was rife during this period, and fractures opened up between the feminist and republican movements. Despite their shared objective of self-determination, the two movements did not achieve a natural or total congruence. While it has been argued that there is a disjuncture between feminism and nationalism, this book argues for a new perspective on feminist republicanism(s) in the north and tells the story of a niche collective of republican feminists who came to the fore during the Troubles and sought bodily, political and economic autonomy. The book examines source material including historical narratives, jail-writings, journalism, documentary film and literary texts, and paints a vivid picture of a movement of republican feminist women’s writing concerned with political crisis, gender and the nation. Aimée Walsh uses the plural ‘republicanism(s)’ as a way of encapsulating the varied iterations of nationalist feminism, from militant republicanism in Armagh Gaol to a non-violent literary nationalist feminism. This examination of the interaction between nationalism and gender shows how the study of women’s writing can offer a paradigm shift in the history of the Troubles as seen through a feminist lens.
Writing Resistance in Northern Ireland
by Aimée WalshWriting Resistance in Northern Ireland is an examination of feminist republicanism(s) in the north of Ireland between 1975 and 1986. Republican prison protest was rife during this period, and fractures opened up between the feminist and republican movements. Despite their shared objective of self-determination, the two movements did not achieve a natural or total congruence. While it has been argued that there is a disjuncture between feminism and nationalism, this book argues for a new perspective on feminist republicanism(s) in the north and tells the story of a niche collective of republican feminists who came to the fore during the Troubles and sought bodily, political and economic autonomy. The book examines source material including historical narratives, jail-writings, journalism, documentary film and literary texts, and paints a vivid picture of a movement of republican feminist women’s writing concerned with political crisis, gender and the nation. Aimée Walsh uses the plural ‘republicanism(s)’ as a way of encapsulating the varied iterations of nationalist feminism, from militant republicanism in Armagh Gaol to a non-violent literary nationalist feminism. This examination of the interaction between nationalism and gender shows how the study of women’s writing can offer a paradigm shift in the history of the Troubles as seen through a feminist lens.