The affirmation of individual creativity in writing is what sets this book apart from other process-oriented rhetorics. Conversational in tone, the book's third edition boasts a writer-to-writer perspective that will put students at ease. The book "walks" students through the main elements of writing from discovery and research to revising and editing. At the same time, it allows for many detours in its 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 expectations. The book examines the different, yet overlapping stages of writing. It 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. It also offers these new features to keep students and teachers up to date: new Web-based research information; the most recent Modern Language Association guidelines; increased coverage of visual elements of texts; more on approaches to writing "alternative" pieces; and a look at the role of creative nonfiction in an academic setting. The book includes examples of the best of undergraduate writing for inspiration, student statements about their writing problems for reassurance, and guidelines for writing groups, portfolios, publishing class books and Web pages, writing essay examinations, and punctuation.

Only a few hundred schools across the United States have research programs. Although some of the schools with programs are magnet schools or highly advantaged schools, many ordinary schools have successful programs. Every school is capable of at least a modest program for those students who want to work on independent research projects.This practical book provides a school district with a comprehensive guide on how to establish an independent research program. Use this book as your step-by -step guide to creating an independent research program and preparing your students to enter the national independent research competitions. Although the curriculum described in this book is based on the objectives of various national competitions, the students are not in a competitive classroom environment. Instead, the competition rules are used to create a working atmosphere that resembles the professional world.
Krieger takes you from selling the idea of the program to educators, students, and the community through critical curriculum and methodology for the teacher, to finally entering national research competitions and continuing your program.

Synopsis
'From page one the appeal of the book is evident in the jargon free, user friendly text. I would not hesitate to recommend it to other students whatever stage of their doctorate they have reached.' - Educate Journal Whether you undertaking a taught doctorate, or a course of study leading to a PhD, this book offers complete, up-to-date guidance and discussion on all aspects of successful doctoral work. The five experienced authors give advice on every stage in the process of completing a doctorate, from helping you to engage in critical reflection to better understand your own research biases, to useful guidelines on preparing for, and surviving, the viva. Combining general discussion with practical advice, this book is an essential companion to your research. Topics include: Preparing for a doctorate Embarking on your Research Adapting to life as a student Working with a supervisor Reading critically Conceptualising your research Thinking about methodologies and approaches Producing a thesis Preparing for and taking the viva Disseminating your research.

Synopsis
"Academic Writing and Publishing" will show academics (mainly in the social sciences) how to write and publish research articles. Its aim is to supply examples and brief discussions of recent work in all aspects of the area in short, sharp chapters. It should serve as a handbook for postgraduates and lecturers new to publishing. The book is written in a readable and lively personal style. The advice given is direct and based on up to date research that goes beyond that given in current textbooks.

Education and educational research, according to the current fashion, are supposed to be concerned with ‘what works’, to the exclusion of all other considerations. All over the world, and particularly in the English-speaking countries, governments look for means of improving ‘student achievement’ as measured by standardized test scores. Although such improvements are often to be welcomed, they do not answer all significant questions about what constitutes good education. Also the research on which they are based is not the only legitimate way to do educational research. Social research, and therefore educational research, cannot ignore the distinctive nature of what it studies: a social activity where questions of meaning and value cannot be eliminated, and where interpretation and judgment play a crucial role.

In this book distinguished philosophers and historians of education from 6 countries focus on the problematical nature of the search for ‘what works’ in educational contexts, in practice as well as in theory. Beginning with specific problems, they move on to more general and theoretical considerations, seeking to go beyond over-simple ideas about cause and effect and the rhetoric of performativity that currently has educational thinking in its grip.