“ I really like the simplicity with which concepts are explained. I think it’s easy to read without the addition of a lot of photos, which adds to the weight of the text.”
--Brigid Kelso, George Brown College
“Based on the samples, your textbook has the advantage of offering a section on the different types of argumentation. This enhances the coverage of rhetoric…[and] the introduction of genres as a way to get into the different kinds of writing and the different purposes of the genres is also an advantage.”
--Dat Tran, University of Ottawa
“There are a number of advantages of this new text. It is current, and uses current examples, in both text and graphics. The discussion of rhetorical modes, argumentation styles, and logical fallacies is excellent. And the way the text suggests how various genres can be explored, using these writing tools, seems very sensible and clear.”
--Tim Chamberlain, Camosun College
“I prefer the approach of this text to that of the one I used previously. The focus on Genres rather than Rhetorical Modes is better suited to the way we teach now. I also like the level of the discussion generally. The process sections are clear and thorough, and the academic standards/ expectations are high but achievable.”
“One advantage that these particular chapters have over the text I last used is that they address modern modes of communication, technologies and writing and reading contexts/situations.”
“Interesting story, with a multi-cultural, global focus. Haiti will continue to be current in our consciousness for some time to come. As well, it will be a “fresh” selection – very few, if any, students will have previously encountered this well written short story in other courses.”
--Timothy Chamberlain, Camosun College, review of “A Wall of Fire Rising” by Edwidge Danticat
“And on the whole, I found the [reading] selections to be interesting, accessible for students, and quite appropriate in their length. “
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About the Author
Richard Johnson-Sheehan is a Professor of Rhetoric and Composition at Purdue University. At Purdue, he has directed the Introductory Composition program, and he has mentored new teachers of composition for many years. He teaches a variety of courses in composition, professional writing, and writing program administration, as well as classical rhetoric and the rhetoric of science. He has published widely in these areas. His prior books on writing include Technical Communication Today, now in its fourth edition, and Writing Proposals, now in its second edition. Professor Johnson-Sheehan was awarded 2008 Fellow of the Association of Teachers of Technical Writing and has been an officer in the Council for Writing Program Administrators.
Charles Paine is a Professor of English at the University of New Mexico, where he teaches undergraduate courses in first-year, intermediate, and professional writing as well as graduate courses in writing pedagogy, the history of rhetoric and composition, and other areas. At UNM, he directed the Rhetoric and Writing Program and the First-Year Writing Program. He is an active member of the Council of Writing Program Administrators and currently serves on its Executive Board. He cofounded and coordinates the Consortium for the Study of Writing in College, a joint effort of the National Survey of Student Engagement and the Council of Writing Program Administrators. The Consortium conducts general research into the ways that undergraduate writing can lead to enhanced learning, engagement, and other gains related to student success.
Cathi Shaw is a faculty member in the Departments of Communications and English at Okanagan College. Over the last ten years, she has taught technical, professional, and academic writing at Simon Fraser University, the University of British Columbia, and Okanagan College. Her research focus is on the development of voice and critical thinking in university and college student writers. She is a member of the Canadian Association for the Study of Discourse and Writing and the Canadian Authors Association.
Jordan Stouck is an Instructor of Composition at the University of British Columbia Okanagan. She has taught composition for the past decade at both UBC and the University of Lethbridge, and in 2007–2008 coordinated the University of Lethbridge’s Academic Writing Program. Her publications and presentations have focused on how discourse and language are context-driven. She is an active member of the Canadian Association for the Study of Discourse and Writing and of the Modern Languages Association.
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