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TO THE INSTRUCTOR

The eleventh edition of The Bedford Guide for College Writers gives students all the tools they need to succeed as writers, especially in the rapidly changing times in which we now live and write. Whether their writing class meets on campus or online, students benefit from qualities integral to The Bedford Guide’s enduring success—clear and succinct instruction, thorough coverage with a flexible organization, and frequent opportunities for active learning, engaging students with what is presented. The eleventh edition extends active learning into the realm of reflection, offering students more opportunities to build deeper awareness of their own writing processes. All aspects of this new edition of The Bedford Guide are designed with one overarching goal: to help students to become the confident, resourceful, and independent writers they will need to be.

Several key interrelated ideas have shaped this book from the beginning. First, students learn best by doing. The Bedford Guide therefore includes an exceptional number of opportunities for practice and self-assessment. Throughout the book, we intersperse class-tested Learning by Doing activities and assignments in a helpful rhythm with concise instruction and models of writing. Students have frequent opportunities to apply what they’ve learned and become comfortable with each step in the process as they go along.

Second, we intend The Bedford Guide for College Writers to be an effective, engaging text that gives students everything they need to write well—all in one flexible book. Written and developed as four books in one, it offers a process-oriented rhetoric, a provocative thematic reader, an up-to-date research manual, and a comprehensive handbook. The Bedford Guide gives students all the tools they need to succeed as writers.

Most importantly, the focus of the book is building transferable skills. Recognizing that the college composition course may be one of a student’s last classes with in-depth writing instruction, we’ve made every effort to ensure that The Bedford Guide develops writers capable of meeting future challenges. To this end, the book offers supportive, step-by-step guidance; Why Writing Matters features; a full chapter on Strategies for Writing in Future Courses; and varied, end-of-chapter Additional Writing Assignments. These and other features prepare students to apply what they’ve learned in other courses and in the workplace, meeting whatever rhetorical challenges lie ahead, in college and in life.

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Built on these cornerstone concepts, the tremendous success of The Bedford Guide has been gratifying. Especially gratifying has been the way that this book has continued to evolve over time. New ideas on teaching and writing and excellent suggestions from users of the book improve and enrich each edition. In addition to incorporating the many new features and topics, the eleventh edition expands on popular features, offering many new class-tested Learning by Doing activities and new Take Action charts on focusing a research question, evaluating sources, avoiding plagiarism, and improving word use. These changes and others throughout the book do even more to involve students in their own development as writers.

Everything You Need

The eleventh edition continues to offer four coordinated composition books integrated into one convenient text—all of them now even better resources for students. The Bedford Guide is also available in a brief version, containing the rhetoric and reader, and as a PDF e-book.

The eleventh edition is also available in LaunchPad, Macmillan Learning’s online course space. Here, you’ll find pre-built units corresponding to the book chapters that you can customize or assign out-of-the box. In addition to a full interactive e-book, the LaunchPad includes multimodal readings, additional Learning by Doing activities, automatically scored reading comprehension quizzes for the readings in Books 1 and 2, and automatically scored chapter review quizzes that are part of the new Reviewing and Reflecting feature in Parts Two and Three in Book 1. The LaunchPad also includes downloadable lecture slides.

A Writer’s Guide

This uniquely accessible—yet thorough—process-oriented rhetoric helps students become better writers, regardless of their skill level. Addressing all the assignments and topics typically covered in a first-year writing course, it is divided into four parts.

Part One, A College Writer’s Processes, introduces students to the interconnected processes of writing (Chapter 1), reading (Chapter 2), and critical thinking (Chapter 3). In the eleventh edition, Chapter 3 now introduces students to metacognition and reflection and includes a sample student self-reflection responding to a midterm reflection prompt. This new section prepares students for the many new opportunites for reflection they’ll encounter throughout the book.

In Part Two, A Writer’s Situations, nine core chapters—each including two sample readings (one by a student)—guide students step-by-step through a full range of common first-year writing assignments. The rhetorical situations in Part Two include recalling an experience (Chapter 4), observing a scene (Chapter 5), interviewing a subject (Chapter 6), comparing and contrasting (Chapter 7), explaining causes and effects (Chapter 8), taking a stand (Chapter 9), proposing a solution (Chapter 10), evaluating and reviewing (Chapter 11), and supporting a position with sources (Chapter 12). If followed sequentially, these chapters lead students through the types of rigorous analytical writing that will comprise most of their college writing. Rearranged and selected chapters readily support a course emphasizing argument, source-based writing, or other rhetorical or thematic approaches.

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Part Three, Other Writing Situations, offers helpful strategies and examples to focus students’ efforts in five special rhetorical situations: responding to literature (Chapter 13), responding to visual representations (Chapter 14), writing online (Chapter 15), writing and presenting under pressure (Chapter 16), and writing in the workplace (Chapter 17).

Part Four, A Writer’s Strategies, is a convenient resource for approaching different writing processes. The first chapter, Strategies: A Case Study (Chapter 18), follows a student as she develops and revises her “recalling an experience” paper through multiple drafts. It also includes her self-reflective portfolio letter. The next five chapters explain and further illustrate stages of common writing processes: generating ideas (Chapter 19), stating a thesis and planning (Chapter 20), drafting (Chapter 21), developing (Chapter 22), and revising and editing (Chapter 23). Marginal annotations in the earlier parts of the book guide students to these chapters, which collectively serve as a writer’s toolbox. The part ends with Chapter 24, Strategies for Writing in Future Courses. This revised, more sharply focused chapter includes guidelines for writing in a variety of disciplines including nursing and business and features a new sample psychology assignment and student response.

A Writer’s Reader

A Writer’s Reader is a thematic reader, unique in a book of this kind. The reader offers 24 selections in all—half of them new—arranged around five themes that provide a meaningful context for students, giving them something to write about. The themes are Family (Chapter 25), Gender (Chapter 26), Popular Culture (Chapter 27), Language (Chapter 28), and The Good Life (Chapter 29). This last distinctive theme considers what different people value as components of a life well lived. Apparatus that encourages critical thinking and writing accompanies each reading. A rhetorical table of contents shows how selections correlate with A Writer’s Guide and the writing situations assigned there. A biographical headnote and a brief prereading tip or question introduce each reading. Each selection is followed by questions on meaning, writing strategies, critical reading, vocabulary, and connections to other selections; journal prompts; and suggested writing assignments, one personal and the other analytical. These questions lead students from reading carefully for both thematic and rhetorical elements to applying new strategies and insights in their own writing.

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A Writer’s Research Manual

A Writer’s Research Manual is a remarkably comprehensive guide to source-based writing, detailing all the essential steps for print, electronic, and field research. Updated and reorganized to prepare students who may be completing smaller research segments in place of or in addition to a longer research paper, this manual covers defining the research project (Chapter 30), finding sources (Chapter 31), evaluating sources (Chapter 32), working with sources (Chapter 33), integrating sources (Chapter 34), and writing the research paper (Chapter 35). The eleventh edition includes new assignments on creating research proposals, source evaluations, and an annotated bibliography, as well as a new section on popular versus scholarly sources, expanded coverage of working with Internet sources, and new Source Navigators, Take Action charts, and Learning by Doing activities. Chapters 36 and 37 include extensive coverage of MLA and APA documentation, with ninety-eight MLA-style models reflecting the 2016 MLA update and over seventy APA-style models. In the appendices, a Quick Research Guide conveniently—and briefly—reviews how to find, evaluate, integrate, cite, and document sources. Here also, a Quick Format Guide illustrates academic document design.

A Writer’s Handbook

A comprehensive handbook clearly explains grammar, style, and usage topics and contains guidelines for multilingual writers. The eleventh edition Handbook features a fresh new design, opens with a Learning by Doing activity that introduces students to error logs, and includes a new chapter covering basic grammar (Chapter 38). It also includes nearly fifty exercise sets for practice in and out of class. Answers to half the questions in most sets are provided at the end of the Handbook so that students can check their understanding. Beyond the coverage in the Handbook, a Quick Editing Guide in the appendices gives special attention to the most troublesome grammar and editing problems.

New to the Eleventh Edition

The eleventh edition gives students even more opportunities for learning by doing and developing transferable skills. Through innovative activities, assignments, visuals, readings, and examples of students’ work, this new edition prepares students for writing challenges in college and beyond. New readings and visuals engage students in contemporary issues, and activities reflect classroom experiences, advances from the always developing field of composition, and the insightful suggestions of many helpful reviewers.

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Focus on Reflection

Emphasis on Reflection as a Critical Thinking Process. Throughout the eleventh edition, we’ve created a framework to help students reflect on their progress as writers and to develop a deeper awareness of their processes that they can carry with them as they move into future courses and the workplace. A new section in Chapter 3, Critical Thinking Processes, sets the stage for this focus, introducing students to the concepts of metacognition and reflection and explaining their value to writers. The chapter also includes a sample student reflection with questions for analysis, as well as a series of reflection prompts to which students can return as they complete assignments in the text.

Reviewing and Reflecting Activities. Each chapter in Part Two, A Writer’s Situations, and Part Three, Other Writing Situations, now concludes with a new Reviewing and Reflecting feature that lives both in the book and in LaunchPad. The Reviewing portion assesses students’ comprehension of key concepts in the chapter through short-answer questions. In LaunchPad, these questions are supplemented by a series of automatically graded questions. The Reflecting portion of the feature prompts students to assess their experience completing assignments in the chapter and to extend that assessment to hypothetical writing situations they may face in the future.

Many New Class-Tested Learning by Doing Activities, with an Emphasis on Reflection. Nearly a third of the Learning by Doing activities in the book and LaunchPad are new, and all new activities have been class-tested. One-fifth of the activities focus on reflection—a greater percentage than before. New activities encourage students to reflect on everything from their writing spaces, to grades and feedback in prior courses, to their preparation for writing in various disciplines.

Error Log Coverage in the Handbook. The eleventh edition’s emphasis on reflection extends to A Writer’s Handbook, which now opens with a Learning by Doing activity that helps students design an error log to help them better identify and improve upon trouble spots in their writing.

Guidance on Writing in Future Courses

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Chapter 24 has been refocused on writing for future courses and provides specific guidance on writing in the sciences, nursing, the arts, business, education, history, and psychology. The chapter includes a new sample critical thinking assignment for a developmental psychology course, and a student’s response, with questions for analysis.

Timely New Readings and a New Chapter on Language in A Writer’s Reader

Half the readings in A Writer’s Reader are new in the eleventh edition, including essays by well-known authors such as David Brooks and Judith Ortiz Cofer. The readings reflect a wide range of perspectives, since students come to the composition class varying in age, work background, comfort with technology, life situations, and other factors. The reader also includes a new chapter on language, including old favorites such as Amy Tan and Richard Rodriguez, alongside new selections about today’s trending topics. Jenny Jarvie critiques the efficacy of trigger warnings, while Ann Friedman examines the gender inequality in media attention to speech patterns. Throughout The Bedford Guide, the readings encourage students to see familiar topics from new angles and to use critical thinking skills to gain insight and understanding.

A Reframed Research Manual

In the eleventh edition, A Writer’s Research Manual (Book 3) offers more guidance to students who need to complete smaller research projects in place of or in addition to a traditional long research paper, including assignments on proposals, source evaluations, and annotated bibliographies. It also includes more guidance on working with Internet sources and distinguishing popular and academic sources, as well as new Take Action charts on focusing a research question, evaluating sources, and avoiding plagiarism. The MLA models in Chapter 36 reflect the guidances released in the Modern Language Association’s 2016 update.

Basic Grammar Coverage in A Writer’s Handbook

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Book 4, A Writer’s Handbook, now helpfully opens with the basics, covering parts of speech; subjects; verbs, objects, and complements; clauses and phrases; and sentence structures. The Handbook has also been redesigned to be more user-friendly than ever.

More Assessment Opportunities in LaunchPad

The new Reviewing and Reflecting feature found in Parts Two and Three of Book 1 extends to LaunchPad, where students can further test their comprehension of key chapter concepts with automatically scored comprehension questions. Every professional reading selection in the text is now accompanied by an automatically scored reading comprehension quiz to help students deepen their understanding of the material and to help instructors efficiently assess their work. You’ll also have access to Exercise Central, a bank of searchable and customizable grammar, punctuation, style, writing, and research exercises. Finally, the LaunchPad for the eleventh edition includes a variety of new LearningCurve adaptive quizzing activities covering everything from argument, to source documentation, to additional grammar and usage topics.

Get the Most Out of Your Course with The Bedford Guide for College Writers

Bedford/St. Martin’s offers resources and format choices that help you and your students get even more out of your book and course. To learn more about or to order any of the following products, contact your Bedford/St. Martin’s sales representative, e-mail sales support (sales_support@bfwpub.com), or visit the Web site at macmillanlearning.com.

Choose from Alternative Formats of The Bedford Guide for College Writers

Bedford/St. Martin’s offers a range of affordable formats, allowing students to choose the one that works best for them. For details, visit macmillanlearning.com.

LaunchPad for The Bedford Guide for College Writers: Where Students Learn

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LaunchPad provides engaging content and new ways to get the most out of your book. Get an interactive e-book combined with useful, highly relevant materials in a fully customizable course space; then assign and mix our resources with yours. Pre-built units in the LaunchPad combine e-book pages that match the print book page-for-page with autoscored assessment, multimodal reading selections, LearningCurve adaptive quizzing activities, and more.

To get the most out of your book, order LaunchPad for The Bedford Guide for College Writers packaged with the print book. (LaunchPad for The Bedford Guide for College Writers can also be purchased on its own.) An activation code is required. To order LaunchPad with The Bedford Guide for College Writers with Reader, Research Manual, and Handbook (hardcover), use ISBN 978-1-319-08120-1. To order LaunchPad with The Bedford Guide for College Writers with Reader, Research Manual, and Handbook (paperback), use ISBN 978-1-319-08123-2. To order LaunchPad with The Bedford Guide for College Writers with Reader, use ISBN 978-1-319-08116-4.

LaunchPad Solo for Readers and Writers

LaunchPad Solo for Readers and Writers allows students to work on whatever they need help with the most. At home or in class, students learn at their own pace, with instruction tailored to each student’s unique needs. For more on using LaunchPad Solo for Readers and Writers, as well as ordering information, go to our online catalog or contact your nearest sales rep.

WriterKey

Draft differently. Comment easily. See revision at work. Built around best practices for feedback and revision, WriterKey puts student writers at the center of your course. Robust review tools allow you to quickly comment on assignments—using voice or text—and link to a flexible rubric and comment library all from one screen. Students use the same tools to reflect, ask for feedback on specific areas, and review each other’s work. Powerful analytics, tied to instructor comments, show writers’ strengths and areas for improvement. A side-by-side view of drafts lets students revise their work while they apply teacher and reviewer feedback. After revised drafts are submitted, instructors can compare drafts and view analytic data to see revision in action.

To log in, go to https://ml.writerkey.com.

Instructor Resources

You have a lot to do in your course. Bedford/St. Martin’s wants to make it easy for you to find the support you need—and to get it quickly.

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Practical Suggestions for Teaching with The Bedford Guide for College Writers. The instructor’s manual, by Dana Waters, Shirley Morahan, and Sylvia A. Holladay, is available as a PDF that can be downloaded from the Bedford/St. Martin’s online catalog at macmillanlearning.com. In addition to chapter overviews and teaching tips, it includes sample syllabi, suggested answers to questions, notes on assignments, classroom activities, and more.

Join Our Community! The Macmillan English Community is now Bedford/St. Martin’s home for professional resources, featuring Bedford Bits, our popular blog site offering new ideas for the composition classroom and composition teachers. Connect and converse with a growing team of Bedford authors and top scholars who blog on Bits: Andrea Lunsford, Nancy Sommers, Steve Bernhardt, Traci Gardner, Barclay Barrios, Doug Downs, Susan Bernstein, Elizabeth Wardle, Jack Solomon, Elizabeth Losh, Jonathan Alexander, and Donna Winchell.

In addition, you’ll find an expanding collection of additional resources that support your teaching.

Visit community.macmillan.com to join the conversation with your fellow teachers.

Thanks and Appreciation

Many individuals contributed significantly to the eleventh edition of The Bedford Guide for College Writers, and we extend our sincerest thanks to all of them.

Editorial Advisory Board

As we began to prepare the eleventh edition, we assembled an editorial advisory board to respond to the many significant changes we planned and to share ideas about how to make the book more useful to both students and teachers. These dedicated instructors responded thoroughly and insightfully to new features of the text and LaunchPad, answered innumerable questions, and suggested many ideas, activities, and assignments. They also submitted student papers and in ways large and small helped to shape the new and revised sections of the eleventh edition. We are extremely grateful to each one of them:

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Other Colleagues

We also extend our gratitude to instructors across the country who took time and care to review this edition, to participate in a focus group, to send us their students’ work, and to share excellent suggestions gleaned from their experience. For this we thank

We also want to acknowledge the tremendous and enduring help provided by reviewers of previous editions. Their expert ideas and suggestions live on in the pages of this edition:

Mary Ellen Ackerman, Alice B. Adams, Rosemary R. Adams, Jacob Agatucci, Ted Allder, Patricia Allen, Jennifer Aly, Steve Amidon, David Auchter, Mary Baken, Laura Ballard, Renee Bangerter, Stuart Barbier, Marci Bartolotta, Norman Bates, Barry Batorsky, Shannon Beasley, Randolph A. Beckham, Pamela J. Behrens, Carmine J. Bell, Kay Berg, Sean Bernard, Tanya Boler, Jan Bone, Jeannie Boniecki, Debbie Boyd, Crystal Brothe, Barbara Brown, Karen Davis Brown, Ty Buckman, Rita Buscher-Weeks, Joan Campbell, Sarah Canfield-Fuller, Terri Carine, Tom Casey, Laura Caudill, Sandra L. Cavender, Steve Cirrone, Susan Romayne Clark, Laurie Lopez Coleman, Ted Contreras, Nancy Cook, Connie Corbett-Whittier, Jane Corbly, Monica Cox, Carolyn Craft, Sheilah Craft, Donna Craine, Mary Cullen, P. R. Dansby, Fred D’Astoli, Ed Davis, Andrea Deacon, Patricia Ann Delamar, Sharon Derry, John Dethloff, Marcia Dinneen, Dale Dittmer, Helen Duclos, Irene Duprey-Gutierrez, Corinna Evett, Carol Luers Eyman, Kimberly Fangman, Rosary Fazende-Jones, Patrick Finn, Dwedor Ford, Leora Freedman, Julie Freeman, Lisa J. Friedrich-Harris, LaDonna Friesen, Sandy Fuhr, Jan Fulwiler, Pamela Garvey, Mary Ann Gauthier, Michael Gavin, Caroline Gebhard, Olga Geissler, Barbara Gleason, Robert Gmerlin, Aaron Goldweber, Daniel Gonzales, Sherry F. Gott, Anissa Graham, Daniel V. Gribbin, Robert Grindy, Letizia Guglielmo, Joyce Hall, Russell Hall, Jefferson Hancock, Alyssa Harad, Johnnie Hargrove, M. Suzanne Harper, Alexis Hart, Judy Hatcher, Elaine Hays, Stephen B. Heller, Virginia Scott Hendrickson, Marlene Hess, Diana Hicks, Marita Hinton, Tom Hodges, Susanna Hoeness-Krupsaw, Jane Holwerda, Peter Huk, Patricia Hunt, Sarah Hutton, Karen Keaton Jackson, Diane Jakacki, Elizabeth Jarok, Barbara Jensen, Greg Jewell, Jean L. Johnson, Ted Johnston, Andrew Jones, Anne D. Jordan, M. L. Kayser, Cynthia Kellogg, Dimitri Keriotis, Saiyeda Khatun, Kate Kiefer, Yoon Sik Kim, Karla Saari Kitalong, Kaye Kolkmann, Fred A. Koslowski III, Brandy Kreisler, Sandra Lakey, Lynn Lampert, Norman Lanquist, Ellen Leonard, Colleen Lloyd, Denise Longsworth, John Lusk, Stephen Ma, Susan Peck MacDonald, Jennifer Madej, Janice Mandile, Phil Martin, Todd McCann, Gerald McCarthy, Miles S. McCrimmon, Jackie McGrath, Linda McHenry, Eileen Medeiros, Jenna Merritt, Elizabeth Metzger, Eric Meyer, Heather Michael, Mike Michaud, Libby Miles, Anthony C. Miller Sr., Lanell Mogab, Sandra Moore, Cleatta Morris, Robert Morse, Julie A. Myatt, Sheryl A. Mylan, Clement Ndulute, Jerry Nelson, Annie Nguyen, Kimme Nuckles, Peggy J. Oliver, Laura Osborne, Brit Osgood-Treston, Roy Kenneth Pace II, Mike Palmquist, Geraldine C. Pelegano, Zachary Perkinson, Susan Perry, Laurel S. Peterson, Mary F. Pflugshaupt, Marianne G. Pindar, John F. Pleimann, Kenneth E. Poitras, Michael Punches, Patrice Quarg, Jeanie Page Randall, Betty Ray, Joan Reteshka, Mark Reynolds, Kira Roark, Peggy Roche, Dawn Rodrigues, Amy Rosenbluth, Samantha Ruckman, Ann Westmoreland Runsick, Karin Russell, Joyce Russo, Sheryl Ruszkiewicz, Laura Saunders, Wendy Schmidt, Nancy J. Schneider, Janis Schulte, Susan Schurman, Patricia C. Schwindt, Sara E. Selby, Herbert Shapiro, Andrea Shaw, Laurie Sherman, Candice Simmons, Suzanne Skipper, Elizabeth Smart, Ognjen Smiljanic, Allison Smith, Patrick Smith, David Sorrells, Ann Spencer-Livingstone, Lori Spillane, Scott R. Stankey, Leroy Sterling, Dean Stover, Ellen Straw, Monnette Sturgill, Ronald Sudol, Tammy Sugarman, Darlene Summers, David Tammer, William G. Thomas, Daphne Thompson, Anthony Vannella, Janice M. Vierk, Dave Waddell, Christopher Walker, Laurie Walker, Lori Weber, Bridgette Weir, Carol Westcamp, Patricia South White, Susan Whitlow, Jim Wilcox, Carmiele Wilkerson, Laura Wind, Mary Zacharias, and Valerie P. Zimbaro.

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Contributors

The eleventh edition could not have been completed without the help of numerous individuals. Special thanks go to Beth Castrodale and Michelle McSweeney, whose thoughtful recommendations and endless diligence played a vital role in shaping the text and Practical Suggestions, and to Dana Waters for once again making a key contribution to Practical Suggestions. Jill Dahlman (University of Nevada–Reno) and Piper Selden (University of Hawaii at Manoa) contributed a host of dynamic new Learning by Doing activities and thoroughly reshaped Chapter 24, introducing guidance on writing in various disciplines and other key improvements. Jimidene Murphey (Wharton County Junior College) ably developed the reading comprehension quizzes and the lecture slides available in LaunchPad. Wendy Perkins developed apparatus for new reading selections. Hisayo Tokura-Gallo (Gaston College) contributed the new developmental psychology assignment in Chapter 24 and recommended student Samantha Christopher’s response paper for inclusion there. We thank all of them for contributing their time and expertise to this edition.

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Student Writers

We offer sincere thanks to all the students who have challenged us over the years to find better ways to help them learn. In particular, we’d like to thank those who granted us permission to use their essays in the eleventh edition. Focused as this textbook is on student writing, we consider it essential to provide effective sample essays by students. New to the eleventh edition is the writing of Samantha Christopher. Earlier editions, as well as this one, have included the writings of Richard Anson, Cristina Berrios, Linn Bourgeau, Betsy Buffo, Jonathan Burns, Andrew Dillon Bustin, Anne Cahill, Joseph Cauteruccio Jr., Yun Yung Choi, Heather Church, David Ian Cohn, Heather Colbenson, Olof Eriksson, Elizabeth Erion, Alea Eyre, Marjorie Lee Garretson, Jacob Griffin, Sarah E. Goers, Stephanie Hawkins, Alley Julseth, Cindy Keeler, Heidi Kessler, Shannon Kintner, Melissa Lamberth, Emily Lavery, Jenny Lidington, Abigail Marchand, Schyler Martin, Daniel Matthews, Angela Mendy, Jennifer Miller, Susanna Olsen, Shari O’Malley, Candace Rardon, Benjamin Reitz, Lorena A. Ryan-Hines, Lindsey Schendel, Erin Schmitt, Robert G. Schreiner, Rachel Steinhaus, Lacey Taylor, Joshua Tefft, Maria Thompson, Leah Threats, Joel Torres, Lillian Tsu, Donna Waite, Arthur Wasilewski, Christopher Williams, and Carrie Williamson.

Editorial

We wish to thank Vice President Editorial for the Humanities Edwin Hill; Senior Publisher for Composition Leasa Burton; Editorial Director Karen Henry; and Executive Editor Molly Parke for their continuing support of this title. Development Editor Regina Tavani brought fresh eyes and great insight to this edition, encouraging lively innovation while patiently coordinating text, design, and images. Associate Editor Rachel Childs skilfully developed A Writer’s Reader and lent her insight to other parts of the book. Senior Editor Adam Whitehurst provided invaluable input on the development of new content for LaunchPad. Editorial Assistant Julia Domenicucci ably and efficiently helped with the many details, large and small, that went into the eleventh edition’s development.

Many thanks and heartfelt appreciation also go to Senior Production Editor Deborah Baker, who, with an exacting eye, great patience, and good humor, shepherded the book through production. Under Deb’s care, the production process could not have gone more smoothly. Mary Lou Wilshaw-Watts deftly copyedited the text. Melissa Skepko-Masi played a vital role in coordinating the development of the book’s LaunchPad. Michael Granger and Michelle Camisa helped immensely with “big picture” issues on the print and digital production fronts, respectively. John Callahan created the lovely redesign of the book’s cover. Emily Rowin skillfully coordinated the marketing of the book and offered much good advice based on feedback from the field. We thank Hilary Newman, Kalina Ingham, Martha Friedman, Elaine Kosta, and Krystyna Borgen for coordinating and clearing permissions. Anna Palchik provided expert guidance on the redesign of the Handbook and other text elements, which was adeptly executed by Lisa Buckley.

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Marcia Muth is especially grateful to the School of Education and Human Development at the University of Colorado Denver for sponsoring her writing workshops. She also thanks CU Online for its many creative suggestions about online instruction, especially those presented at Web Camp and in The CU Online Handbook: Teach Differently: Create and Collaborate. Special appreciation also goes to Mary Finley, University Library at California State University Northridge, and Rodney Muth, University of Colorado Denver, for ongoing expert advice. Finally, we once again thank our friends and families for their unwavering patience, understanding, and encouragement.