Appropriate as a primary text for business communication and professional writing, Writers at Work presents key strategie for communicating in a variety of professional settings. The text highlights collaborative learning exercises, invention strategies for business writing, ethical desicion making and scenarios as writing models. The result is a unique applicatrion of cognitive learning theory to professional communication and represents the first social/cognitive rhetoric for business writing.

Writers at Work: Strategies for Communicating in Business and Professional Settings

Flower, Linda

Ackerman, John M.

Literature & Fiction

Wadsworth Publishing

A composition rhetoric with a strong process orientation. Flower's familiar cognitive approach is complemented in this edition by the new attention to the social factors that influence writers.

Problem-Solving Strategies for Writing

Reference

Writing, Research & Publishing Guides

Harcourt College Pub.

This new edition of PROBLEM-SOLVING STRATEGIES FOR WRITING IN COLLEGE AND COMMUNITY, marks a watershed in the evolution and extension of a rhetorical approach to writing. It supports a growing connection between colleges and communities in which students exist, between individuals and the societies they make.

Problem Solving Strategies for Writing in College and Community

Problem-Solving Strategies for Writing [paperback] Flower, Linda [Dec 31, 1989]

Words, Language & Grammar

Harcourt

A composition rhetoric with a strong process orientation.  Flower's familiar cognitive approach is complemented in this edition by the new attention to the social factors that influence writers.

Problem-Solving Strategies for Writing, Second Edition

Harcourt, Brace. Jovanovich

Steps and strategies for the Composing Process including: Explore the Rhetorical Problem, Use Creative Thinking, Know the Needs of Your Reader and more.

Problem-solving strategies for writing

Foreign Language Study & Reference

The Social and Cognitive Studies in Writing and Literacy Series, is devoted to books that bridge research, theory, and practice, exploring social and cognitive processes in writing and expanding our knowledge of literacy as an active constructive process--as students move from high school to college. This descriptive study of reading-to-write examines a critical point in every college student's academic performance: when he or she is faced with the task of reading a source, integrating personal ideas, and creating an individual text with a self-defined purpose. Offering an unusually comprehensive view of this process, the authors chart a group of freshmen as they study and write in their dormitories, recording their "think-aloud" strategies for reading, writing, and revising, their interpretation of the task, and their broader social, cultural, and contextual understanding of college writing. Flower, Stein, and colleagues convincingly conclude that the legacy of schooling in general makes the transition to college difficult and, more important, that the assumptions students hold and the strategies they use in undertaking this task play a significant role in their academic performance. Embracing a broad range of perspectives from rhetoric, composition, literacy research, literary and cultural theory, and cognitive psychology, this rigorous analysis treats reading-to-write as both a cognitive and social process. It will interest researchers and theoreticians in rhetoric and writing, teachers working with students in transition from high school to college, and educators involved in the links between cognition and the social process.

Reading-to-Write: Exploring a Cognitive and Social Process (Social and Cognitive Studies in Writing and Literacy)

McCormick, Kathleen

ACKERMAN, John

Stein, Victoria

Kantz, Margaret J.

Peck, Wayne C.

Oxford University Press

Learning to Rival: A Literate Practice for Intercultural Inquiry

Reading Texts Reading Responding Writing: Reading, Responding, Writing

Waller, M.

Waller, Gary

D.C. Heath & Co.

Learning to Rival tells the inside story of college and high school writers learning to "rival"--to actively seek rival hypotheses and negotiate alternative perspectives on charged questions. It shows how this interdisciplinary literate practice alters with the context of use and how, in learning to rival in school and out, students must often negotiate conflicts not apparent to instructors. This study of the rival hypothesis stance--a powerful literate practice claimed by both humanities and science--initially posed two questions: * how does the rival hypothesis stance define itself as a literate practice as we move across the boundaries of disciplines and genres, of school and community? * how do learners crossing these boundaries interpret and use the family of literate practices, especially in situations that pose problems of intercultural understanding? Over the course of this project with urban teenagers and minority college students, the rival hypothesis stance emerged as a generative and powerful tool for intercultural inquiry, posing in turn a new question: how can the practice of rivaling support the difficult and essential art of intercultural interpretation in education? The authors present the story of a literate practice that moves across communities, as well as the stories of students who are learning to rival across the curriculum. Learning to Rival offers an active, strategic approach to multiculturalism, addressing how people negotiate and use difference to solve problems. In the spirit of John Dewey's experimental way of knowing, it presents a multifaceted approach to literacy research, combining contemporary research methods to show the complexity of rivaling as a literate practice and the way it is understood and used by a variety of writers. As a resource for scholars, teachers, and administrators in writing across the curriculum studies, writing program administration, service learning, and community based projects, as well as literacy, rhetoric, and composition, this volume reveals how learning a new literate practice can force students to encounter and negotiate conflicts. It also provides a model of an intercultural inquiry that uses difference to understand a shared problem.

Learning to Rival: A Literate Practice for Intercultural Inquiry (Rhetoric, Knowledge, and Society Series)

Long, Elenore

Higgins, Lorraine

Routledge

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