The St. Martin's Guide to Writing
ISBN: 9780312536121 | 0312536127
Edition: 9thFormat: Hardcover
Publisher: Bedford/St. Martin's
Pub. Date: 1/26/2010
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The best-selling college rhetoric for nearly 25 years, The St. Martin’s Guide has achieved an unparalleled record of success by providing practical innovations for the ever-changing composition course. Comprehensive yet flexible, The Guide’s acclaimed step by step guides to each type of writing offer sure fire invention strategies to get students started, combined with thorough advice on critical reading, working with sources, and careful revision.
Axelrod and Cooper’s class tested guidance on visual rhetoric, online t... MORE
The new edition has been re-engineered to reflect and build on the actual writing processes of students and does even more to prepare them for the writing they will do in other college courses.
Preface for Instructors
Preface for Students
Chapter 1: Introduction: Thinking about Writing
Why Writing is Important
Writing Influences the Way You Think
Writing Helps You Learn
Writing Fosters Personal Development
Writing Connects You to Others
Writing Promotes Success in College and at Work
How Writing Is Learned
Learning to Write by ... MORE
Learning Writing Strategies
Using the Guides to Writing
Thinking Critically
PART ONE: WRITING ACTIVITIES
Chapter 2: Remembering an Event
A Collaborative Activity: Practice Rembering an Event
Reading Remembered Event Essays
Basic Features
Purpose and Audience
Readings
Jean Brandt, "Calling Home" (annotated student essay)
Annie Dillard, "An American Childhood"
*Trey Ellis, "When The Walls Came Tumbling Down"
*Saira Shah, "Longing to Belong"
Beyond the Traditional Essay: Remembering an Event
Guide to Writing
The Writing Assignment
Starting Points: Remembering an Event
Invention and Research
Choosing an Event to Write About
Ways In: Constructing a Well-Told Story
Creating a Dominant Impression
Testing Your Choice
A Collaborative Activity: Testing Your Choice
Exploring Memorabilia
Ways In: Reflecting on the Event’s Autobiographical Significance
Defining Your Purpose and Audience
Considering Your Thesis
Planning And Drafting
Refining Your Purpose and Setting Goals
Outlining Your Draft
Drafting
Working with Sources: Quoting, Paraphrasing, Summarizing Critical Reading Guide
Revising
Troubleshooting Your Draft
Thinking about Document Design: Integrating Visuals
Editing and Proofreading
Using Commas after Introductory Elements
Using the Past Perfect
Correcting Fused Sentences
A Writer at Work
Jean Brandt’s Essay from Invention to Revision
Invention
The First Draft
Critical Reading and Revision
Thinking Critically about What You Have Learned
Reflecting on Your Writing Process
Considering the Social Dimensions: Autobiography and Self- Discovery
Chapter 3: Writing Profiles
A Collaborative Activity: Practice Conducting an Interview
Reading Profiles
Basic Features
Purpose and Audience
Readings
Brian Cable, "The Last Stop" (annotated student essay)
John T. Edge, "I’m Not Leaving Until I Eat This Thing"
*Susan Orlean, "Show Dog"
Amanda Coyne, "The Long Good-Bye"
Beyond the Traditional Essay: Writing Profiles
Guide to Writing
The Writing Assignment
Starting Points: Writing a Profile
Invention and Research
Choosing a Subject to Profile
Ways In: Finalizing Your Choice
Exploring Your Preconceptions
Testing Your Choice
A Collaborative Activity: Testing Your Choice
Setting Up a Tentative Schedule
Ways In: Collecting Information from Field Research
Ways In: Reflecting on Your Purpose and the Profile’s Perspective
Considering Your Thesis
Designing Your Document
Planning And Drafting
Refining Your Purpose and Setting Goals
Outlining Your Draft
Drafting
Working with Sources: Integrating Quotations from Your Interviews Critical Reading Guide
Revising
Troubleshooting Your Draft
Thinking about Document Design: Creating Web-Based Essays Editing and Proofreading
Checking the Punctuation of Quotations
A Common ESL Problem: Adjective Order
A Writer at Work
Brian Cable’s Interview Notes and Write-Up
The Interview Notes
The Interview Write-Up
Thinking Critically about What You Have Learned
Reflecting on Your Writing Process
Considering the Social Dimensions: Entertaining Readers, or Showing the Whole Picture?
Chapter 4: Explaining a Concept
A Collaborative Activity: Practice Explaining a Concept
Reading Concept Explanations
Basic Features
Purpose and Audience
Readings
Linh Kieu Ngo, "Cannibalism: It Still Exists" (annotated student essay)
Anastasia Toufexis, "Love: The Right Chemistry"
Richard A. Friedman, "Born to Be Happy"
*Jeffrey Kluger, "What Makes Us Moral"
Beyond the Traditional Essay: Explaining a Concept
Guide to Writing
The Writing Assignment
STARTING POINTS: Explaining a Concept
Invention and Research
Choosing a Concept to Write About
Ways In: Gaining an Overview of a Concept
Ways In: Focusing the Concept
Testing Your Choice
A Collaborative Activity: Testing Your Choice
Doing In-Depth Research on Your Focused Concept
Considering Explanatory Strategies
Designing Your Document
Defining Your Purpose for Your Readers
Formulating a Tentative Thesis Statement
Planning And Drafting
Refining Your Purpose and Setting Goals
Outlining Your Draft
Drafting
Working with Sources: Using Descriptive Verbs to Introduce Information
Critical Reading Guide
Revising
Troubleshooting Your Draft
Thinking about Document Design: Designing Surveys and Presenting Results
Editing and Proofreading
Using Punctuation with Adjective Clauses
Using Commas with Interrupting Phrases
A Writer at Work
Linh Kieu Ngo’s Use of Sources
Thinking Critically about What You Have Learned
Reflecting on Your Writing Process
Considering the Social Dimensions: Concept Explanations and the Nature of Knowledge
Chapter 5: Finding Common Ground
A Collaborative Activity: Practice Finding Common Ground
Reading Essays that Seek Common Ground
Basic Features
Purpose and Audience
Readings
*Jeremy Bernard, "Lost Innocence" (annotated student essay)
*Melissa Mae, "Laying Claim to a Higher Morality" (student essay) Athena Alexander, "No Child Left Behind: ‘Historic Initiative’ or ‘Just an Empty Promise’?" (student essay)
Beyond the Traditional Essay: Finding Common Ground
Guide to Writing
The Writing Assignment
STARTING POINTS: Finding Common Ground
Invention and Research
Choosing a Set of Argument Essays to Write About
Testing Your Choice
A Collaborative Activity: Testing Your Choice
Analyzing the Essays
Thinking about Your Readers
Exploring Points of Agreement and Disagreement
Researching the Issue
Designing Your Document
Defining Your Purpose for Your Readers
Formulating a Tentative Thesis Statement
Planning And Drafting
Refining Your Purpose and Setting Goals
Outlining Your Draft
Drafting
Working with Sources: Weaving Quoted Material into Your Own Sentences
Critical Reading Guide
Revising
Troubleshooting Your Draft
Thinking about Document Design: Helping Readers Visualize a Solution
Editing and Proofreading
Using Commas around Interrupting Phrases
Correcting Vague Pronoun Reference
A Writer at Work
Melissa Mae’s Analysis
Annotating and Charting Annotations
Mirko Bagaric and Julie Clarke, "A Case for Torture" Kermit D. Johnson, "Inhuman Behavior"
Thinking Critically about What You Have Learned
Reflecting on Your Writing Process
Considering the Social Dimensions: Being Fair and Impartial
Appendix: Two Debates
Debate 1: Torture
*Ross Douthat, "Thinking about Torture"
*Glenn Greenwald, "Committing War Crimes for the ‘Right’ Reasons"
*Maryann Cusimano Love, "An End to Torture"
Debate 2: Same-Sex Marriage
*La Shawn Barber, "Interracial Marriage: A Slippery Slope?"
*Anna Quindlen, "The Loving Decision"
*National Review, "The Future of Marriage"
*Andrew Sullivan, "The Right’s Contempt for Gay Lives"
Chapter 6: Arguing a Position
A Collaborative Activity: Practice Arguing a Position
Reading Essays Arguing a Position
Basic Features
Purpose and Audience
Readings
Jessica Statsky, "Children Need to Play, Not Compete" (annotated student essay)
Richard Estrada, "Sticks and Stones and Sports Team Names"
Amitai Etzioni, "Eating at McDonald’s"
*Amy Goldwasser, "What’s the Matter with Kids Today?"
Beyond the Traditional Essay: Arguing a Position
Guide to Writing
The Writing Assignment
Starting Points: Arguing a Position
Invention and Research
Choosing an Issue to Write About
Ways In: Bringing the Issue and Your Audience into Focus
Framing the Issue for Your Readers
Testing Your Choice
A Collaborative Activity: Testing Your Choice
Ways In: Developing Your Argument and Counterargument
Researching Your Argument
Designing Your Document
Defining Your Purpose for Your Readers
Formulating a Tentative Thesis Statement
Planning And Drafting
Refining Your Purpose and Setting Goals
Outlining Your Draft
Drafting
Working with Sources: Fairly and Accurately Quoting Opposing Positions
Critical Reading Guide
Revising
Troubleshooting Your Draft
Thinking about Document Design: Adding Visuals
Editing and Proofreading
Using Commas before Coordinating Conjunctions
Using Punctuation with Conjunctive Adverbs
A Common ESL Problem: Subtle Differences in Meaning
A Writer at Work
Jessica Statsky’s Response to Opposing Positions
Listing Reasons for the Opposing Position
Accommodating a Plausible Reason
Refuting an Implausible Reason
Thinking Critically about What You Have Learned
Reflecting on Your Writing Process
Considering the Social Dimensions: Suppressing Dissent
Chapter 7: Proposing a Solution
A Collaborative Activity: Practice Proposing a Solution to a Problem
Reading Essays Proposing a Solution
Basic Features
Purpose and Audience
Readings
Patrick O’Malley, "More Testing, More Learning" (annotated student essay)
Karen Kornbluh, "Win-Win Flexibility"
Matt Miller, "A New Deal for Teachers"
*Robert Kuttner, "Good Jobs for Americans Who Help Americans"
Beyond the Traditional Essay: Proposing a Solution
Guide to Writing
The Writing Assignment
STARTING POINTS: Proposing a Solution
Invention and Research
Choosing a Problem to Write About
Ways In: Bringing the Problem and Your Audience into Focus
Ways In: Finding a Solution
Ways In: Exploring Your Tentative Solution
Testing Your Choice
A Collaborative Activity: Testing Your Choice
Ways In: Counterarguing Alternative Solutions
Researching Your Proposal
Designing Your Document
Defining Your Purpose for Your Readers
Formulating a Tentative Thesis Statement
Planning And Drafting
Refining Your Purpose and Setting Goals
Outlining Your Draft
Drafting
Working with Sources: Establishing the Problem’s Existence and Seriousness
Critical Reading Guide
Revising
Troubleshooting Your Draft
Thinking about Document Design: Following Formatting Conventions Editing and Proofreading
Avoiding Ambiguous Use of This and That
Revising Sentences that Lack an Agent
A Writer at Work
Patrick O’Malley’s Revision Process
Thinking Critically about What You Have Learned
Reflecting on Your Writing Process
Considering the Social Dimensions: The Frustrations of Effecting Real Change
Chapter 8: Justifying an Evaluation
A Collaborative Activity: Practice Evaluating a Subject
Reading Essays That Justify an Evaluation
Basic Features
Purpose and Audience
Readings
Wendy Kim, "Grading Professors" (annotated student essay)
*Ann Hulbert, "Juno and the Culture Wars"
Christine Romano, "’Children Need to Play, Not Compete,’ by Jessica Statsky: An Evaluation" (student essay)
*Christine Rosen, "The Myth of Multitasking"
Beyond the Traditional Essay: Justifying an Evaluation
Guide to Writing
The Writing Assignment
STARTING POINTS: Justifying an Evaluation
Invention and Research
Choosing a Subject to Write About
Ways In: Bringing the Subject and Your Audience into Focus
Testing Your Choice
A Collaborative Activity: Testing Your Choice
Ways In: Developing Your Argument and Counterargument
Researching Your Argument
Designing Your Document
Defining Your Purpose for Your Readers
Formulating a Tentative Thesis Statement
Planning And Drafting
Refining Your Purpose and Setting Goals
Outlining Your Draft
Drafting
Working with Sources: Using Summary to Support Your Evaluative Argument
Critical Reading Guide
Revising
Troubleshooting Your Draft
Thinking about Document Design: Using Images to Support an Argument
Editing and Proofreading
Making Complete, Correct Comparisons
Combining Sentences
A Writer at Work
Christine Romano’s Counterargument of Objections
Thinking Critically about What You Have Learned
Reflecting on Your Writing Process
Considering the Social Dimensions: Evaluators’ Hidden Assumptions
Chapter 9: Speculating about Causes
A Collaborative Activity: Practice Speculating about Causes
Reading Essays That Speculate about Causes
Basic Features
Purpose and Audience
Readings
Sheila McClain, "Fitness Culture: A Growing Trend in America" (annotated student essay)
Stephen King, "Why We Crave Horror Movies"
Erica Goode, "The Gorge-Yourself Environment"
*Jeremy Hsu, "The Secrets of Storytelling: Why We Love a Good Yarn"
Beyond the Traditional Essay: Speculating about Causes
Guide to Writing
The Writing Assignment
STARTING POINTs: Speculating about Causes
Invention and Research
Considering Subjects and Their Possible Causes
Exploring What You Know and Need to Find Out about Your Subject
Analyzing Your Readers
Testing Your Choice
A Collaborative Activity: Testing Your Choice
Ways In: Developing Your Argument
Designing Your Document
Defining Your Purpose for Your Readers
Formulating a Tentative Thesis Statement
Planning And Drafting
Refining Your Purpose and Setting Goals
Outlining Your Draft
Drafting
Working with Sources: Citing a Variety of Sources to Support Your Causal Speculations
Critical Reading Guide
Revising
Troubleshooting Your Draft
Thinking about Document Design: Adding Graphs and Photos
Editing and Proofreading
Checking Your Use of Numbers
Checking for Reason Is Because Constructions
A Writer at Work
Sheila McClain’s Analysis of Causes
Thinking Critically about What You Have Learned
Reflecting on Your Writing Process
Considering the Social Dimensions: Causal Speculation and the Power of Authority and Ideology
Chapter 10: Analyzing Stories
[chapter introduction]
A Collaborative Activity: Practice Analyzing a Story
Reading Essays That Analyze Stories
Basic Features
Purpose and Audience
Readings
Sally Crane, "Gazing into the Darkness" (annotated student essay)
David Ratinov, "From Innocence to Insight: ‘Araby’ as an Initiation Story" (student essay)
Beyond the Traditional Essay: Analyzing Stories
Guide to Writing
The Writing Assignment
Starting Points: Analyzing Stories
Invention and Research
Finding a Story to Write About
Analyzing the Story
Ways In: Developing Your Analysis
Testing Your Choice
A Collaborative Activity: Testing Your Choice
Formulating a Tentative Thesis Statement
Researching Your Story
Designing Your Document
Planning And Drafting
Refining Your Purpose and Setting Goals
Outlining Your Draft
Drafting
Working with Sources: Quoting from the Story to Support Your Analysis
Critical Reading Guide
Revising
Troubleshooting Your Draft
Editing and Proofreading
Using Parallel Structure
Using Ellipsis Marks Correctly
A Writer at Work
David Ratinov’s Invention Work
Annotating
Examining Patterns in the Story
Listing Ideas
Thinking Critically about What You Have Learned
Reflecting on Your Writing Process
Considering the Social Dimensions: Writing for a Specialized Audience
An Anthology of Short Stories
Kate Chopin, "The Story of an Hour"
James Joyce, "Araby"
William Carlos Williams, "The Use of Force"
*Sherman Alexie, "A Good Story"
PART II. CRITICAL THINKING STRATEGIES
Chapter 11: A Catalog of Invention Strategies
Chapter 11: A Catalog of Invention Strategies
Mapping
Clustering
Listing
Outlining
Writing
Cubing
Dialoguing
Dramatizing
Keeping a Journal
Looping
Questioning
Quick Drafting
Chapter 12: A Catalog of Reading Strategies
Annotating
Martin Luther King Jr., An Annotated Sample from "Letter from Birmingham Jail"
Taking Inventory
Outlining
Paraphrasing
Summarizing
Synthesizing
Contextualizing
Exploring the Significance of Figurative Language
Looking for Patterns of Opposition
Reflecting on Challenges to Your Beliefs and Values
Evaluating the Logic of an Argument
Testing for Appropriateness
Testing for Believability
Testing for Consistency and Completeness
Recognizing Emotional Manipulation
Judging the Writer’s Credibility
Testing for Knowledge
Testing for Common Ground
Testing for Fairness
PART III. WRITING STRATEGIES
Chapter 13: Cueing the Reader
PART III. WRITING STRATEGIES
Chapter 13: Cueing the Reader
Orienting Statements
Thesis Statements
Forecasting Statements
Paragraphing
Paragraph Cues
Topic Sentence Strategies
Cohesive Devices
Pronoun Reference
Word Repetition
Synonyms
Sentence Structure Repetition
Collocation
Transitions
Logical Relationships
Temporal Relationships
Spatial Relationships
Headings and Subheadings
Heading Systems and Levels
Headings and Genres
Frequency and Placement of Headings
Chapter 14: Narrating
Narrating Strategies
Calendar and Clock Time
Temporal Transitions
Verb Tense
Specific Narrative Action
Dialogue
Narrating a Process
Explanatory Process Narratives
Instructional Process Narratives
Chapter 15: Describing
Naming
Detailing
Comparing
Using Sensory Description
The Sense of Sight
The Sense of Hearing
The Sense of Smell
The Sense of Touch
The Sense of Taste
Creating a Dominant Impression
Chapter 16: Defining
Sentence Definitions
Extended Definitions
Historical Definitions
Stipulative Definitions
Chapter 17: Classifying
Organizing Classification
Illustrating Classification
Maintaining Clarity and Coherence
Chapter 18: Comparing and Contrasting
Two Ways of Comparing and Contrasting
Analogy
Chapter 19: Arguing
Asserting a Thesis
Arguable Assertions
Clear and Precise Wording
Appropriate Qualification
Giving Reasons and Support
Examples
Statistics
Authorities
Anecdotes
Textual Evidence
Counterarguing
Acknowledging Readers’ Concerns
Accommodating Readers’ Concerns
Refuting Readers’ Objections
Logical Fallacies
*Chapter 20: Analyzing Visuals
Criteria for Analyzing Visuals
A Sample Analysis
Chapter 21: Designing Documents
The Impact of Document Design
Considering Context, Audience, and Purpose
Elements of Document Design
Font Style and Size
Headings and Body Text
Numbered and Bulleted Lists
Colors
White Space
Adding Visuals
Choose Appropriate Visuals and Design the Visuals with Their Final Use in Mind
Number and Title Your Visuals
Label the Parts of Your Visuals and Include Descriptive Captions
Cite Your Visual Sources
Integrate the Visuals into the Text
Use Common Sense When Creating Visuals on a Computer
Sample Documents
Memos
Letters
E-mail
Résumés
Job-Application Letters
Lab Reports
Web Pages
PART IV. RESEARCH STRATEGIES
Chapter 22: Field Research
Observations
Chapter 22: Field Research
Observations
Planning the Visit
Observing and Taking Notes
Reflecting on Your Observations
Writing Up Your Notes
Preparing for Follow-Up Visits
Interviews
Planning and Setting Up the Interview
Taking Notes during the Interview
Reflecting on the Interview
Writing Up Your Notes
Questionnaires
Focusing Your Study
Writing Questions
Designing the Questionnaire
Testing the Questionnaire
Administering the Questionnaire
Writing Up the Results
Chapter 23: Library and Internet Research
Orienting Yourself to the Library
Taking a Tour
Consulting Librarians
Getting Started
Knowing Your Research Task
Finding Out What Your Library Offers
Consulting Encyclopedias
Consulting Bibliographies
Keeping Track of Your Research
Keeping a Working Bibliography
Taking Notes
Finding Library Sources
General Search Strategies
Finding Books: Using the Online Library Catalog
Finding Articles
Finding Government and Statistical Information
Finding Other Library Sources
Determining the Most Promising Sources
Using the Web for Research
Finding the Best Information Online
Using E-mail and Online Communities for Research
Evaluating Sources
Selecting Relevant Sources
Identifying Bias
Chapter 24: Using Sources
Acknowledging Sources
Avoiding Plagiarism
Quoting, Paraphrasing, and Summarizing
Deciding Whether to Quote, Paraphrase, or Summarize
Quoting
Integrating Quotations
Introducing Quotations
Punctuating within Quotations
Avoiding Grammatical Tangles
Paraphrasing and Summarizing
Documenting Sources
The MLA System of Documentation
The APA System of Documentation
Some Sample Research Papers
An Annotated Research Paper
*Chapter 25: Annotated Bibliographies and Literature Reviews
Annotated Bibliographies and Literature Reviews: An Overview
Basic Features
Purpose and Audience
Annotated Bibliographies
Different Types of Annotation
Writing an Annotated Bibliography
Literature Reviews
PART V. WRITING FOR ASSESSMENT
Chapter 26: Essay Examinations
Chapter 26: Essay Examinations
Preparing for an Exam
Reading the Exam Carefully
Some Typical Essay Exam Questions
Define or Identify
Explain the Importance or Signifiance
Apply Concepts
Comment on a Quotation
Compare and Contrast
Synthesize Information from Various Sources
Analyze Causes
Criticize or Evaluate
Planning Your Answer
Writing Your Answer
Model Answers to Some Typical Essay Exam Questions
Short Answers
Paragraph-Length Answers
Long Answers
Chapter 27: Writing Portfolios
The Purposes of a Writing Portfolio
Assembling a Portfolio for Your Composition Course
Selecting Work
Reflecting on Your Work and Your Learning
Organizing the Portfolio
PART VI. WRITING AND SPEAKING TO WIDER AUDIENCES
Chapter 28: Oral Presentations
Chapter 28: Oral Presentations
Be Ready
Understand the Kind of Oral Presentation Your Have Been Asked to Give
Assess Your Audience and Purpose
Determine How Much Information Your Can Present in the Allotted Time
Use Cues to Orient Listeners
Prepare Effective and Appropriate Visuals
Verify That You Will Have the Correct Equipment and Supplies
Rehearse Your Presentation
Deliver the Oral Presentation Professionally
End Your Presentation Graciously
Chapter 29: Working with Others
Working with Others on Your Individual Writing Projects
Working with Others on Joint Writing Projects
Chapter 30: Writing in Your Community
Using Your Service Experience as Source Material
Finding a Topic
Gathering Sources
Writing about Your Service Experience
Writing for Your Service Organization
HANDBOOK
Introduction
Keeping a Record of Your Own Errors
S Sentence Boundaries
Comma Splices
Fused Sentences
Sentence Fragments
G Grammatical Sentences
Pronoun Reference
Pronoun Agreement
Relative Pronouns
Pronoun Case
Verbs
Subject-Verb Agreement
Adjectives and Adverbs
E Effective Sentences
Missing Words
Shifts
Noun Agreement
Modifiers
Mixed Constructions
Integrated Quotations, Questions, and Thoughts
Parallelism
Coordination and Subordination
W Word Choice
Concise Sentences
Exact Words
Appropriate Words
P Punctuation
Commas
Unnecessary Commas
Semicolons
Colons
Dashes
Quotation Marks
Apostrophes
Parentheses
Brackets
Ellipsis Marks
Slashes
Periods
Question Marks
Exclamation Points
M Mechanics
Hyphens
Capitalization
Spacing
Numbers
Underlining (Italics)
Abbreviations
Titles and Headings
Special Design Features
Spelling
L ESL Troublespots
Articles
Verbs
Prepositions
Omitted or Repeated Words
Adjective Order
Participles
R Review of Sentence Structure
Basic Sentence Structure
Basic Sentence Elements
GL Glossary of Frequently Misused Words Author and Title Index
Subject Index
Index for ESL Writers
Subject Index
Index for ESL Writers
* new to this edition
RISE B. AXELROD is director of English composition and McSweeney Professor of Rhetoric and Teaching Excellence at the University of California, Riverside. She has previously been professor of English at California State University, San Bernardino, director of the College Expository Program at the University of Colorado, Boulder, and assistant director of the Third College Composition Program at the University of California, San Bernardino.
CHARLES R. COOPER is an emeritus professor in the department of literature at the University of California, San Diego, where he served as coordinator of the Third College Composition Program, Dimensions of Culture Program, and Campus Writing Programs. He has also been co-director of the San Diego Writing Project, one of the National Writing Project Centers. He is coeditor, with Lee Odell, of Evaluating Writing and Research on Composing: Points of Departure.
Together, they have coauthored Axelrod and Cooper’s Concise Guide to Writing and, with Allison Warriner, Reading Critically, Writing Well (Bedford/St. Martin’s).
CHARLES R. COOPER is an emeritus professor in the department of literature at the University of California, San Diego, where he served as coordinator of the Third College Composition Program, Dimensions of Culture Program, and Campus Writing Programs. He has also been co-director of the San Diego Writing Project, one of the National Writing Project Centers. He is coeditor, with Lee Odell, of Evaluating Writing and Research on Composing: Points of Departure.
Together, they have coauthored Axelrod and Cooper’s Concise Guide to Writing and, with Allison Warriner, Reading Critically, Writing Well (Bedford/St. Martin’s).
