What Is Good Writing?
There was a time when good writing would be defined simply by adverting to a few literary classics. That kind of strategy is less helpful these days, when so many different styles and voices clamor for attention. What Is Good Writing? sets the terms for a contemporary debate on writing achievement by drawing on empirical research in linguistics and the other cognitive sciences that shed light on the development of fluency in language generally. The utility of defining good writing as fluent writing in this sense – on a par with the typical fluency in speech attained by normal adults – is demonstrated by the progress it permits in evaluating the success of current writing programs in school and university, which for the most part have proved unable to deliver writing assessments that are both valid and reliable. What Is Good Writing? indicates an alternative approach that rests on a more scientific footing and shows why reading is key and why standard composition programs are so often seen to fail.
About the Author
Geoffrey J. Huck teaches in the Writing Department at York University in Toronto. He is coauthor of Ideology and Linguistic Theory: Noam Chomsky and the Deep Structure Debates and coeditor of Syntax and Semantics 20: Discontinuous Constituency. He also writes mystery novels under the pen name Morty Guggenmoose.
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Fresh and innovative, READING FOR RESULTS 12th EDITION has been heavily revised to reflect the latest research and align even more closely with the Common Core Standards. A new, research-based approach to identifying main ideas shows students how skilled readers use key-word repetition and reference to decide where and how to focus their attention. A host of new textbook selections combined with think-aloud instructions guide students through reading and understanding the discipline-specific patterns that organize textbook writing. Instructors also now enjoy more instructional flexibility than ever before with a new 12-chapter sequence. If it seems appropriate, students can develop their skills solely in paragraphs, moving on to longer selections when they’re ready. But if they are up to the challenge, they can move seamlessly back and forth between shorter and longer selections. Up-to-date in both content and research, READING FOR RESULTS 12e retains its step-by-step sequence, clear explanations and lively readings while taking into account the reading theory developed by cognitive scientist Walter Kintsch, who stresses that reading is less about the sentences on the page and more about what the reader brings to and takes away from that page.
EVERGREEN, International Edition combines carefully crafted instruction, high-interest readings and student models, and plentiful practice exercises, to provide the most effective paragraph-to-essay-level Developmental Writing text on the market. The Ninth Edition includes expanded and revised coverage of writing essays, including an additional essay chapter and numerous additional student models. Photos enhance high-interest readings and promote critical viewing as well as critical thinking and clear writing.
Now with engaging National Geographic images, the new edition of the Great Writing series helps students write better sentences, paragraphs, and essays. The new Foundations level meets the needs of low-level learners through practice in basic grammar, vocabulary, and spelling, while all levels feature clear explanations, student writing models, and meaningful practice opportunities. The new edition of the Great Writing series is the perfect writing solution for all learners from beginning to advanced.
COLLEGE READING: THE SCIENCE AND STRATEGIES OF EXPERT READERS approaches reading from a thinking skills perspective by explaining how we think, learn, and read. This expert group of authors credibly incorporates widely proven brain research and learning theory into a user-friendly dynamic reading textbook aimed at diverse learners. The bridge from the scientific research to the classroom is carefully crafted so that not only will students learn to read more efficiently, but they will also learn how to learn more efficiently. By explaining the brain science of reading, COLLEGE READING empowers students with the knowledge that they can change their brain into a more effective reading brain. COLLEGE READING teaches students how to read by providing interactive learning and reading opportunities–Making Connections, Brain Connections, Activities, Practice with a Reading Passage, Post Test, and Brain Strength Options–so that students are discovering, understanding, and remembering essential reading skills they can apply to their future coursework. All students can be naturally motivated, expert readers and learners with COLLEGE READING.
About the Author
Janet N. Zadina, Ph.D is an Adjunct Assistant Professor at Tulane University School of Medicine, Department of Neurology. She is a cognitive neuroscientist and former community college instructor of reading and English. She has conducted award-winning research on the neurobiology of dyslexia. She is an internationally known speaker on brain research and instruction and author of several books and articles in the fields of science and education. Her background as a teacher and reading specialist, along with her neuroimaging of dyslexia experience in the lab, serves her in her passionate devotion to developmental reading students. She sees reading instruction through the eyes of a teacher and a scientist. Because research shows that students who learn about their brain become higher achievers than those who don’t, she is passionate about the importance of educating students as well as teachers about the brain. She is the 2011 winner of the Society for Neuroscience Science Educator Award given to “an outstanding neuroscientist who has made a significant impact in informing the public about neuroscience.” She is also a CLADEA Fellow, which recognized her lifetime achievement in helping college developmental students. She is a member of Society for Neuroscience, Neurobiology of Language Society, National Association for Developmental Education, and College Reading and Learning Association.
Rita Smilkstein, Ph.D, has spoken nationally and internationally on brain-compatible education and the Natural Human Learning Process (NHLP). She has taught in middle school through graduate school, including 26 years in the Humanities Division at North Seattle Community College. Currently she is Professor Emerita, North Seattle Community College, and invited faculty in Secondary Education at Western Washington University’s Woodring College of Education, Everett Campus. She has received many teaching awards, including the National Institute for Staff and Organizational Development’s Excellence Award, 1991, 1995; the College Reading and Learning Association’s highest honor, the Robert Griffin Award, 2005; Induction as a Fellow of the Council of Learning Assistance and Developmental Education Associations, 2006, the highest honor in the field of Developmental Education. Her B.A. was in English at the State University of Iowa; her M.A. in English was at Michigan State University; and her Ph.D. in Educational Psychology was at the University of Washington. Her book We’re Born to Learn: Using the Brain’s Natural Learning Process to Create Curriculum (Corwin Press, 2003, 2nd ed., 2011) won the Delta Kappa Gamma International Society’s Educator’s Award of the Year, 2004. A second edition of her book Tools for Writing: Using the Natural Human Learning Process was published by Many Kites Press, 2011. She also frequently gives presentations at national conferences of educational organizations such as the College Reading and Learning Association and the National Association of Developmental Education.
Deborah B. Daiek, Ph.D. serves as the Associate Dean for Learning Support Services, Schoolcraft College, Livonia, Michigan. She oversees the College’s Library, Collegiate Skills Reading Department, English as a Second Language courses, the Education Transfer Program, and the Learning Assistance Center (LAC) which houses tutoring, Peer Assisted Learning, Writing Fellows, Student-Athlete Support System, and University Bound. Under her direction, Schoolcraft’s LAC was the recipient of the John Champaign Memorial Award for an Outstanding Developmental Education Program. She provides new faculty orientation workshops on ways to engage students in the learning process. She holds a Bachelor of Arts degree cum laude as well as an MA in Adult Learning, both from Western Michigan University. Additionally she holds a doctorate from Wayne State University in Instructional Technology, with an emphasis on cognition. She is twice the Past President of MDEC, the Michigan Chapter of NADE, and remains actively involved. In 1998 she was given the Outstanding Developmental Educator Award. She is a member of NADE and CRLA as well. She co-chaired NADE’s Brain Compatible Education SPIN, and received NADE’s Administrator for Outstanding Support of Developmental Education Award. She served as Treasurer and President for the North Central Reading Association (NCRA).
Nancy M. Anter, MAT, MA is an educational consultant and freelance writer with over 20 years of experience in the field of developmental education. She has taught reading and writing at the high school, community college, and university level, and has offered national and local workshops and seminars on learning theory and composition. She coordinated the learning center at Wayne State University. Her work involved instruction for student athletes, ESL students, and the general university population as well as individual students preparing for graduate level exams. Because she witnessed student success at both ends of the academic spectrum, developmental level to graduate level, she understands the importance of starting instruction where students are comfortable and gradually leading them to higher levels. She holds a B.A. in English from the University of Michigan and two M.A.s from Wayne State University — one in English education and the other in English, with an emphasis in composition theory. Her publications include articles in the Learning Assistance Digest and American College Personnel Association. She currently sits on the Board of Directors for Pregnancy Aid and is a member of MDEC, the Michigan chapter of NADE.