Writing is a varied critical and imaginative process, not a
rigid adherence to a set of conventions. Based on that premise, the
third edition of "College Writing," like its previous editions,
continually exhorts students to find and celebrate their own
voices. In fact, it is this affirmation of individual creativity
that sets College Writing apart from other process-oriented
Lively and conversational in tone, the third edition boasts a
writer-to-writer perspective that will put students at ease.
"College Writing" walks students through the main elements of
writing, from discovery and research to revising and editing. At
the same time, author Toby Fulwiler allows for many detours in his
step-by-step approach, with frequent reminders that everyone's
processes are unique and that establishing and maintaining a
personal voice can be achieved while meeting conventional academic
Fulwiler examines the different, yet overlapping stages of
writing. He addresses rhetorical issues of audience, purpose, and
voice, as well as the details of field, library, and Internet
research, with particular attention to evaluating sources. He also
offers these new features to keep students and teachers up to
new Web-based research information the most recent MLA guidelines
increased coverage of visual elements of texts more on approaches
to writing "alternative" pieces a look at the role of creative
nonfiction in an academic setting
With frequent examples of the best of undergraduate writing for
inspiration, the inclusion of student statements about their
writing problems for reassurance, and appended guides to
portfolios, punctuation, and publishing for reference, "College
Writing," Third Edition, is a student's best companion for starting
the writing process right.
Since 1983, Toby Fulwiler has directed the writing program at
the University of Vermont, where he teaches writing and literature
courses. Author of "Teaching with Writing" (1987) and coauthor of
"The Letter Book "(2000), both published by Boynton/Cook, he has
also coedited numerous publications, including "When Writing
Teachers Teach Literature: Bringing Writing to Reading" (1996),
"Programs That Work: Models and Methods for Writing Across the
Curriculum" (1990), and "The Journal Book" (1987), all published by
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