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Providing you with a quick set of writing rules to follow, this tried and tested guide uses a unique and easy to follow grid-based system. Packed with advice on understanding (big and little) common errors made in academic writing, it helps you identify patterns in your own writing and demonstrates how to reshape or re-evaluate them - and raise your writing game in any academic context.

InAmbient Rhetoric,Thomas Rickert seeks to dissolve the boundaries of the rhetorical tradition and its basic dichotomy of subject and object. With the advent of new technologies, new media, and the dispersion of human agency through external information sources, rhetoric can no longer remain tied to the autonomy of human will and cognition as the sole determinants in the discursive act.Rickert develops the concept of ambience in order to engage all of the elements that comprise the ecologies in which we exist. Culling from Martin Heidegger's hermeneutical phenomenology inBeing and Time,Rickert finds the basis for ambience in Heidegger's assertion that humans do not exist in a vacuum; there is a constant and fluid relation to the material, informational, and emotional spaces in which they dwell. Hence, humans are not the exclusive actors in the rhetorical equation; agency can be found in innumerable things, objects, and spaces. As Rickert asserts, it is only after we become attuned to these influences that rhetoric can make a first step toward sufficiency.Rickert also recalls the foundational Greek philosophical concepts ofkairos(time),chora(space/place), andperiechon(surroundings) and cites their repurposing by modern and postmodern thinkers as \"informational scaffolding\" for how we reason, feel, and act. He discusses contemporary theory in cognitive science, rhetoric, and object-oriented philosophy to expand his argument for the essentiality of ambience to the field of rhetoric. Rickert then examines works of ambient music that incorporate natural and artificial sound, spaces, and technologies, finding them to be exemplary of a more fully resonant and experiential media.In his preface, Rickert compares ambience to the fermenting of wine-how its distinctive flavor can be traced to innumerable factors, including sun, soil, water, region, and grape variety. The environment and company with whom it's consumed further enhance the taste experience. And so it should be with rhetoric-to be considered among all of its influences. As Rickert demonstrates, the larger world that we inhabit (and that inhabits us) must be fully embraced if we are to advance as beings and rhetors within it.

This book is the perfect no-nonsense guide for excelling at every step of the novel-writing process, from setting goals, researching, and drafting to giving and receiving critiques, polishing prose, and seeking publication.

Writing begins before students even pick up a pencil, but there are many reasons to stop and rejoice between the idea and the finished project. By helping students celebrate each stage of the writing process and applauding success, we help our students persevere through what can be an extended and challenging process.

\"Every writer knows that as rewarding as the creative process is, it can often be a bumpy road. Have hope and keep at it! Designed to kick-start creativity, this handsome handbook from the executive director of National Novel Writing Month gathers a wide range of insights and advice for writers at any stage of their career. From tips about how to finally start that story to helpful ideas about what to do when the words just aren't quite coming out right, Pep Talks for Writers provides motivation, encouragement, and helpful exercises for writers of all stripes\"-- Provided by publisher.

Artificial intelligence (AI) has garnered considerable interest in the field of language education in recent times; however, limited research has focused on the role of AI in the specific context of register knowledge learning during English language writing. This study aims to address this research gap by examining the impact of ChatGPT, an AI-powered chatbot, on the acquisition of register knowledge across various writing tasks. The research design employed a one-case shot pre-experimental design, with 11 voluntary participants selected through convenience sampling. Preliminary results indicate that students found ChatGPT beneficial for acquiring formal register knowledge but perceived it as unnecessary for informal writing. Additionally, the effectiveness of ChatGPT in teaching neutral register was questioned by the participants. This research contributes to the existing literature by shedding new light on the effects of AI-generated chatbots in register learning during the writing process, offering insights into their potential as learning assistants. Further investigation is warranted to explore the broader implications and applications of AI in language learning contexts.

From two leading scholars in the field comes this landmark assessment of the shifting terrain of feminist rhetorical practices in recent decades. Jacqueline Jones Royster and Gesa E. Kirsch contend the field of rhetorical studies is being transformed through the work of feminist rhetoricians who have brought about notable changes in who the subjects of rhetorical study can be, how their practices can be critiqued, and how the effectiveness and value of the inquiry frameworks can be articulated. To contextualize a new and changed landscape for narratives in the history of rhetoric, Royster and Kirsch present four critical terms of engagement—critical imagination, strategic contemplation, social circulation, and globalization—as the foundation for a new analytical model for understanding, interpreting, and evaluating feminist rhetorical inquiry and the study and teaching of rhetoric in general. This model draws directly on the wealth of knowledge and understanding gained from feminist rhetorical practices, especially sensitivity toward meaningfully and respectfully rendering the work, lives, cultures, and traditions of historical and contemporary women in rhetorical scholarship. Proposing ambitious new standards for viewing and valuing excellence in feminist rhetorical practice, Royster and Kirsch advocate an ethos of respect and humility in the analysis of communities and specific rhetorical performances neglected in rhetorical history, recasting rhetorical studies as a global phenomenon rather than a western one. They also reflect on their own personal and professional development as researchers as they highlight innovative feminist research over the past thirty years to articulate how feminist work is changing the field and pointing to the active participation of women in various discourse arenas and to the practices and genres they use. Valuable to new and established scholars of rhetoric, Feminist Rhetorical Practice: New Horizons for Rhetoric, Composition, and Literacy Studies is essential for understanding the theoretical, methodological, and ethical impacts of feminist rhetorical studies on the wider field.

Explores the vast array of opportunities that technology provides the Creative Writing teacher, ranging from effective online workshop models to methods that blur the boundaries of genre. From social media tools such as Twitter and Facebook to more advanced software like Inform 7, the book investigates the benefits and potential challenges these technologies present instructors in the classroom.--Provided by publisher.

Many studies in the current literature have explored various aspects of writing skill, including factors influencing the writing process, writing skill development, motivation to write, and effective writing methods. This study aims to explore the factors that contribute to writing skill proficiency. Based on the literature review, the factors investigated in this study encompassed writing attitude, writing self-efficacy, and metacognitive awareness of writing strategies. This study adopted a correlational approach to determine the role played by attitude, self-efficacy, and metacognitive strategy awareness in writing skills. The study group of the research comprises 265 7th grade students from Atatürk Secondary School, Mehmet Emin Yurdakul Secondary School, and Nasreddin Hoca Secondary School in the Yenimahalle district of Ankara province. Data collection involved the use of the Attitude Towards Writing Scale, Writing Self-Efficacy Scale, Metacognitive Writing Strategies Awareness Scale, and narrative texts composed by students. Student texts were evaluated using a Writing Skill Rubric. Data analysis was performed using Microsoft Excel, and the statistical software SPSS 26.0. The Pearson Product-Moment Correlation Coefficient (PPMCC) was employed to assess the relationships between study variables, while simple, and multiple linear regression analysis were used to determine the predictive impact of independent variables on the dependent variable. The findings of this study indicate a positive correlation between attitude, self-efficacy, metacognitive writing strategy awareness, and students’ writing skills. Additionally self-efficacy, and attitude were found to be predictors of students’ writing skills, whereas metacognitive writing strategy awareness did not demonstrate a significant predictive effect. Based on the study outcomes, several recommendations have been proposed for researchers. Güncel literatürdeki birçok çalışma; yazma sürecini etkileyen faktörler, yazma becerisinin gelişimi, yazma motivasyonu ve etkili yazma yöntemleri de dâhil olmak üzere yazma becerisinin çeşitli yönlerini araştırmaktadır. Bu çalışmada yazma becerisini açıklayan faktörlerin incelenmesi amaçlanmıştır. Literatür taramasına dayanarak çalışmada araştırılan faktörler; yazma tutumu, yazma öz-yeterliği ve üstbilişsel yazma stratejileri farkındalığıdır. Çalışmada, yazma becerisinde tutum, öz-yeterlik ve üstbilişsel strateji farkındalığının oynadığı rolü belirlemek amacıyla ilişkisel bir yaklaşım benimsenmiştir. Araştırmanın çalışma grubu; Ankara ili Yenimahalle ilçesinde bulunun Atatürk Ortaokulu, Mehmet Emin Yurdakul Ortaokulu ve Nasreddin Hoca Ortaokullarında 7. sınıfta öğrenim gören 265 öğrenciden oluşmaktadır. Veri toplama aracı olarak Yazmaya Yönelik Tutum Ölçeği, Yazma Öz-Yeterlikleri Ölçeği, Üstbilişsel Yazma Stratejileri Farkındalık Ölçeği ve öğrencilerin yazdıkları hikâye edici metinler kullanılmıştır. Öğrenci metinleri, Yazma Becerisi Dereceli Puanlama Anahtarı kullanılarak değerlendirilmiştir. Verilerin analizinde Microsoft Excel ve SPSS 26.0 istatistik programı kullanılmıştır. Çalışma değişkenleri arasındaki ilişkiler Pearson Momentler Çarpımı Korelasyon Katsayısı (PPMCC) ile analiz edilmiş, bağımsız değişkenlerin bağımlı değişken üzerindeki yordayıcı etkisini belirlemek için basit doğrusal regresyon analizi ve çoklu doğrusal regresyon analizi kullanılmıştır. Çalışma sonuçları; tutum, öz-yeterlik ve üstbilişsel yazma stratejileri farkındalığı ile öğrencilerin yazma becerisi arasında olumlu bir ilişkinin olduğunu göstermiştir. Ayrıca öz-yeterlik ve tutumun öğrencilerin yazma becerisinin yordayıcıları olduğu; üstbilişsel yazma stratejileri farkındalığının ise anlamlı bir yordayıcı etkiye sahip olmadığı bulunmuştur. Çalışmanın sonuçlarına dayalı olarak araştırmacılara yönelik bazı önerilerde bulunulmuştur.