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What version or edition is this?
This is the 7th edition with a publication date of 7/23/2012.
What is included with this book?
This version of the best selling college handbook will help students who are assigned to compose or look critically at multimodal texts such as Web sites, video essays, public service announcements, ads, collages, slideshow presentations, and more. This version includes plenty of models that instruct and activities that foster practice. What's more, it pays close attention to the project management, copyright, and delivery issues associated with multimodal work. Understanding and Composing Multimodal Projectsis also available in a packageable, stand-alone booklet (ISBN: 978-1-4576-1779-9). Contact your sales representative firstname.lastname@example.org a copy.
Diana Hacker personally class-tested her handbooks with nearly four thousand students over thirty-five years at Prince George’s Community College in Maryland, where she was a member of the English faculty. Hacker handbooks, built on innovation and on a keen understanding of the challenges facing student writers, are the most widely adopted in America. Hacker handbooks, all published by Bedford/St. Martin’s, include The Bedford Handbook, Eighth Edition (2010); A Writer’s Reference, Seventh Edition (2011); Rules for Writers, Sixth Edition (2008); and A Pocket Style Manual, Fifth Edition (2008).
Nancy Sommers, who has taught composition and directed composition programs for thirty years, now teaches writing and mentors new writing teachers at Harvard’s Graduate School of Education. She led Harvard’s Expository Writing Program for twenty years, directing the first-year writing program and establishing Harvard’s WAC program. A two-time Braddock Award winner, Sommers is well known for her research and publications on student writing. Her articles Revision Strategies of Student and Experienced Writers and Responding to Student Writing are two of the most widely read and anthologized articles in the field of composition. Her recent work involves a longitudinal study of college writing to understand the role writing plays in undergraduate education. Sommers is the lead author on Hacker handbooks, all published by Bedford/St. Martin’s, and is coauthor of Fields of Reading, Ninth Edition (2010).
Table of Contents
|What does it mean to "read" a "text"?|
|What is multimodal composing?|
|Composing hasn't changed|
|Composing has changed|
|Composing in college|
|Composing beyond college|
|What this book offers|
|A toolkit for analyzing and composing multimodal texts|
|Analyzing written words|
|Genre: In what kind of document do the written words appear?|
|Features: What do the words look like?|
|Purpose and audience: What is the purpose of the written words? Who is the intended reader?|
|Meaning: What effect do the words have on the reader?|
|Genre: What kind of sound is it?|
|Features: Examine the pitch, pace, and volume of the sound|
|Purpose and audience: What is sound being used for? Who is the intended listener?|
|Meaning: What effect does sound have on the listener?|
|Analyzing static images|
|Genre: What kind of image is it?|
|Features: Examine the context, perspective, and elements of the image|
|Purpose and audience: What is the image meant to convey? Who is the intended viewer?|
|Meaning: What effect does the image have on the viewer?|
|Analyzing moving images|
|Genre: What kind of moving image is it?|
|Features: Perspective, composition, and editing|
|Purpose and audience: What are the moving images being used for? Who is the intended viewer?|
|Meaning: What effect do the moving images have on the viewer?|
|Analyzing multimodal texts|
|Genre: What kind of multimodal text is it?|
|Features: Which modes are represented? How do they work on their own and with each other?|
|Purpose and audience: What is the composition doing? Whom is it intended to reach?|
|Meaning: What effect does the multimodal composition have on the viewer?|
|Starting your own multimodal project|
|Getting direction from the assignment|
|Considering the So what? question|
|Thinking about time and resources available to you|
|Considering Your Purpose and Audience|
|Prewriting with your purpose in mind|
|Identifying your audience's needs and perspectives|
|Connecting with your audience|
|Planning Your Project|
|Understanding your own composing process|
|Collaborating effectively with others|
|Settling on a main idea|
|Planning support for your main idea.|
|Choosing a genre; deciding on a delivery method|
|Managing Your Project|
|Save all of your files in one place|
|Keep track of all your files|
|Use clear, descriptive names when you save files|
|Keep track of versions when sharing files with others|
|Outlining and Drafting Your Project|
|Choosing the right organizing tool for your multimodal project|
|Drafting to support your main idea|
|Emphasizing Important Information|
|Determining what needs emphasis|
|Choosing a strategy for creating emphasis|
|Revising and Editing Your Multimodal Project|
|Seeking and using feedback|
|Revising and remixing a multimodal composition|
|Editing a multimodal composition|
|Integrating and Documenting Sources|
|Understanding why documenting sources is important|
|Knowing when a citation is needed|
|Determining how to integrate sources in a multimodal composition|
|Figuring out how to document sources in a multimodal composition|
|Presenting or Publishing Your Project|
|Knowing your options for presenting and publishing multimodal works|
|Considering the pros and cons of the spaces available for presenting and publishing multimodal work|
|Making your project accessible and usable|
|Table of Contents provided by Publisher. All Rights Reserved.|