Write Choices: Elements of Nonfiction Storytelling helps writers cultivate their nonfiction storytelling skills by exploring the decisions all writers confront when crafting factual narratives. Sue Hertz focuses on examining the common choices all true storytellers encounter, whether they are writing memoirs, literary journalism, personal essays, or travel essays. And since today's writers are no longer confined to paper, Write Choices also includes digital storytelling options, and advice on how writers can employ technology to enhance their narratives. Key Features Challenging Choices boxes in each chapter highlight how writers have decided to proceed at a particularly difficult juncture in their writing process. Web Choices sections in each chapter detail the decisions involved in creating additional multimedia to complement prose narratives. Try Tim writing exercises throughout the text provide opportunities for readers to apply and explore writing strategies presented in each chapter. Content gleaned from interviews with over 60 nonfiction storytellers exposes readers to established writers and editors representing all styles of nonfiction writing. Book jacket.

Hillary Rodham Clinton’s inside account of the crises, choices, and challenges she faced during her four years as America’s 67th Secretary of State, and how those experiences drive her view of the future. “All of us face hard choices in our lives,” Hillary Rodham Clinton writes at the start of this personal chronicle of years at the center of world events. “Life is about making such choices. Our choices and how we handle them shape the people we become.” In the aftermath of her 2008 presidential run, she expected to return to representing New York in the United States Senate. To her surprise, her former rival for the Democratic Party nomination, newly elected President Barack Obama, asked her to serve in his administration as Secretary of State. This memoir is the story of the four extraordinary and historic years that followed, and the hard choices that she and her colleagues confronted. Secretary Clinton and President Obama had to decide how to repair fractured alliances, wind down two wars, and address a global financial crisis. They faced a rising competitor in China, growing threats from Iran and North Korea, and revolutions across the Middle East. Along the way, they grappled with some of the toughest dilemmas of US foreign policy, especially the decision to send Americans into harm’s way, from Afghanistan to Libya to the hunt for Osama bin Laden. By the end of her tenure, Secretary Clinton had visited 112 countries, traveled nearly one million miles, and gained a truly global perspective on many of the major trends reshaping the landscape of the twenty-first century, from economic inequality to climate change to revolutions in energy, communications, and health. Drawing on conversations with numerous leaders and experts, Secretary Clinton offers her views on what it will take for the United States to compete and thrive in an interdependent world. She makes a passionate case for human rights and the full participation in society of women, youth, and LGBT people. An astute eyewitness to decades of social change, she distinguishes the trendlines from the headlines and describes the progress occurring throughout the world, day after day. Secretary Clinton’s descriptions of diplomatic conversations at the highest levels offer readers a master class in international relations, as does her analysis of how we can best use “smart power” to deliver security and prosperity in a rapidly changing world—one in which America remains the indispensable nation.

Moving beyond ecocomposition, this book galvanizes conversations in ecology and writing not with an eye toward homogenization, but with an agenda of firmly establishing the significance of writing research that intersects with ecology. It looks to establish ecological writing studies not just as a legitimate or important form of writing research, but as paramount to the future of writing studies and writing theory. Complex ecologies, writing studies, and new-media/post-media converge to highlight network theories, systems theories, and posthumanist theories as central in the shaping of writing theory, and this study embraces work in these areas as essential to the development of ecological theories of writing. Contributors address ecological theories of writing by way of diverse and promising avenues, united by the underlying commitment to better understand how ecological methodologies might help better inform our understanding of writing and might provoke new theories of writing. Ecology, Writing Theory, and New Media fuels future theoretical conversations about ecology and writing and will be of interest to those who are interested in theories of writing and the function of writing.

2021 Textbook Excellence Award Winner (College: Humanities, Education, and Social Sciences)In this book Dr. Dannelle D. Stevens offers five key principles that will bolster your knowledge of academic writing, enable you to develop a manageable, sustainable, and even enjoyable writing practice, and, in the process, effectively increase your publication output and promote your academic career.A successful and productive book and journal article author, writing coach, creator of a nationally-recognized, cross-disciplinary faculty writing program, and with a long career as a faculty member and experience as a department chair, Dr. Stevens offers a unique combination of motivation, reflective practices, analytical tools, templates, and advice to set you on the path to being a productive and creative writer. Drawing on her experience as a writer and on her extensive research into the psychology of writing and the craft of scholarly writing, Dr. Stevens starts from the premise that most faculty have never been taught to write and that writers, both experienced and novice, frequently experience anxiety and self-doubt that erode confidence. She begins by guiding readers to understand themselves as writers and discover what has impeded or stimulated them in the past to establish positive new attitudes and sustainable habits.Dr. Stevens provides strategies for setting doable goals, organizing a more productive writing life, and demonstrates the benefits of writing groups, including offering a variety of ways in which you can experiment with collaborative practice. In addition, she offers a series of reflections, exercises, and activities to spark your writing fluency and creativity. Whether developing journal articles, book chapters, book proposals, book reviews, or conference proposals, this book will help you demystify the hidden structures and common patterns in academic writing and help you match your manuscript to the language, structures, and conventions of your discipline--be it in the sciences, social sciences, or humanities. Most importantly, believing that connecting your passions with your work is essential to stimulating your ideas and enthusiasm, this essential guide offers you the knowledge and skills to write more.

Like an increasing number of educators, you recognize that girls and boys approach reading and writing differently, and that boys are lagging behind girls in many assessments of literacy learning. This book does more than describe and explain these differences. It builds on the authors' state of the art research to offer instructional strategies and classroom activities to help both girls and boys develop as readers and writers. This book is for classroom teachers in grades 3 - 8 as well as for reading specialists, instructional leaders and other educators. It provides detailed descriptions of instructional activities, accompanied by reproducible tools and materials; illustrative examples of student work; concise summaries of state-of-the-art research; and ideas for action research projects. The strategies and activities in this book have all been classroom tested with diverse student populations.

The perspectives of children, teachers and professional writers are often absent in the pedagogy of writing. Highly Commended for the UKLA Academic Book Award 2013, Writing Voices: Creating Communities of Writers responds to such silent voices and offers a text which not only stretches across primary and secondary practice, but also gives expression to these voices, making a new and significant contribution to understanding what it means to be a writer. Drawing upon recent research projects undertaken by the authors and others in the international research community, this fascinating text considers the nature of composing and the experience of being a writer. In the process it: explores the role of talk, creativity, autonomy, metacognition, writing as design and the shaping influence of literature and other texts; examines young people’s composing processes and attitudes to writing; considers teachers’ identities as writers and what can be learnt when teachers engage reflectively in writing; shares a range of professional writers’ practices, processes and perspectives; gives prominence to examples of writing from children, teachers, student teachers and professional writers alongside their reflective commentaries. This thought-provoking text offers theoretical insights and practical directions for developing the teaching and learning of writing. It is an invaluable read for all teachers and trainees, as well as teacher educators, researchers and anyone with an interest in the pedagogy of writing.