Posted on October 6, 2020

Everyone’s An Author Free Download

BY: mljones128 / 0 COMMENTS / CATEGORY: Uncategorized

Everyone’s an Author focuses on writing because it really is today with words, images, and sounds, in print and online and encourages students to ascertain the connections between their everyday writing and academic writing. It covers the genres college students got to learn to write―and teaches them to try to so across media.

1. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton and Mary D. Herter Norton first published lectures delivered at the People’s Institute, the course division of New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by celebrated academics from America and abroad. By midcentury, the 2 major pillars of Norton’s publishing program—trade books and college texts—were firmly established. within the 1950s, the Norton family transferred control of the corporate to its employees, and today—with a staff of 4 hundred and a comparable number of trade, college, and professional titles published each year— W. W. Norton & Company stands because the largest and oldest publisher owned wholly by its employees.

The First Edition

In the first edition of this book, we answered that question with an emphatic “yes!” and hoped teachers and students would agree. We’re happy to mention they did, embracing what’s now even more obvious than it had been during the years we spent drafting that first edition: that writers today have important things to say and want—indeed demand—to be heard, which anyone with access to a computer can publish their writing, can actually become an author. So we are thrilled that our book has found an outsized and enthusiastic audience.

As we began work on the second edition, we went back to our title, which has come to possess many levels of meaning for us. Two key words: “author” and “everyone.” Certainly “author” informs our book throughout, from the Introduction that shows students the various ways they’re already authors to the ultimate chapter that gives advice on ways of publishing their writing. Indeed, every chapter within the book assumes that students are capable of making and producing knowledge and of sharing that knowledge with others, of being authors. And that we know that this focus has struck a chord with teachers and students across the country.

In fact, we now meet students who talk comfortably about their role as authors, something we surely didn’t see a decade or maybe five years ago. And then we considered the opposite key word in our title:

“everyone.” And like good rhetoricians, we considered the first audience for this book: our students.

Have We Reached All Of Them?

When they read what we are saying or imply about college students, will they see themselves, their friends, their communities? Will our book interest them? Will the examples and readings we’ve chosen inspire them to write? Have we, in other words, written a book for everyone? We went on to ask ourselves just who this “everyone” is: because it seems, it’s very expansive group, including students in community and two-year colleges.

In historically black colleges and universities, in Hispanic-serving and Tribal colleges, in dual enrollment classes, on regional campuses of huge state universities, privately humanistic discipline schools, in research one university.

Students from many various communities. From all socioeconomic backgrounds, with a good range of abilities and baldness. In short, anyone who has something to say—and that’s EVERYONE. But let’s copy for a flash and ask another question: what led us to pursue this goal of inviting every student to require on the responsibility of authorship? Once we began teaching (we won’t even say what percentage years ago that was), our students wrote traditional academic essays by hand—or sometimes typed them on typewriters. But that was then. Those were the days when writing was something students were assigned, instead of something they did every single day and night. When “text” was a noun, not a verb.

The Writing Scene

When tweets were sounds birds made. When blogs didn’t even exist. The writing scene has changed radically. Now students write, text, tweet, and post to everything from Facebook to Blackboard to

Instagram at home, within the library, on the bus, while walking down the road. Writing is

Ubiquitous—they barely even notice it. What students are learning to write down has changed also. Rather than “essays,” students today engage a variety of genres: position papers, analyses of all kinds, reports, narratives—and more. Additionally, they work across media, embedding images and even audio and video in what they write.

They do research, not only for assigned “research papers” except for just about everything they write. And that they write and research not just to report or analyze but to hitch conversations. With the press of a mouse they will answer a Washington Post blog, publishing their views alongside those of the Post writer. they will create posters for the We Are the 99% Facebook page, post a review of a completely unique on Amazon, contribute to a wiki, submit a poem or story to their college literary magazine, assemble a digital portfolio to use in applying for jobs or internships.

The work of those students speaks clearly to a sea change in literacy and to a serious premise of this book: if you’ve got access to a computer, you’ll publish what you write. Today, everyone are often an author.

Chapter 10

We began to urge a touch of this shift nearly a decade ago. during a 2009 article in Seed magazine, researchers Denis Pelli and Charles Bigelow argue that while “nearly universal literacy may be a defining characteristic of today’s modern civilization, nearly universal authorship will shape tomorrow’s.”

On the genres college students got to write: arguments, analyses, narratives, reports, reviews—a new chapter on proposals and new guidance in visual analysis, literacy narratives, profiles, and literature Reviews. Chapter 10 gives students help “Choosing Genres” when the choice is theirs.  On the necessity for rhetoric. From Chapter 1 on “Thinking Rhetorically” to Chapter 5 on “Writing and Rhetoric as a Field of Study” to the various  prompts throughout the book that help students believe their own rhetorical situations and choices, this book makes them conscious of the importance of rhetoric.