Thursday, July 19, 2018

John Langan has taught reading and writing at Alantic College near Atlantic City, New Jersey,

About The Author
John Langan has taught reading and writing at Alantic College near Atlantic City, New Jersey, over twenty years. The author of a popular series of for subjects, he enjoys the challenge of developing college textbooks on both materials that teach skills in an especially clear and lively way. Before teaching, he earned advanced degrees in writing at Rutgers University and in reading at Glassboro State College. He also spent a year writing fiction that, he says, "is now at the back of a drawer waiting to be discovered and acclaimed posthumously While in school, he supported himself by working as a truck driver, machinist battery assembler, hospital attendant, and apple packer. He presenty lives with his wife, Judith Nadell, near Philadelphia. Among his everyday pleasures are running, working on his Macintosh computer and watching Philadelphia sports teams on TV. He also loves to read: newspapers at breakfast, magazines at lunch and a chapter or two of a recent book preferably an at night.

English skills will help students learn and apply the basic principles of effective composition as well as master important skills of grammar, punctuation and usage. It is a nuts-and-bolts book based on a number of assumptions or beliefs about the writing process:
* First of all, English Skills assumes that four principles in particular are keys to effective writing: unity, support, coherence, and sentence skills. These four principles are highlighted on the inside front cover and reinforced throughout the book. Part One focuses on the first three principles; Part Five fully treats sentence skills. The rest of the book shows how the four principles apply in different types of paragraph development (Part Two), in several paragraph essays (Part Three), and in specialized types of writing (Part Four). The success of previous editions of English Skills supports the belief that these four principles are easily grasped, remembered, and followed by students.
* The book also reflects a belief that, in addition to these four principles, there are other important factors in writing effectively. The second chapter discusses prewriting, rewriting, and editing. Besides encouraging students to see writing as a process, the chapter also asks students to examine their attitude toward writing, to write on what they know about or can learn about, to consider keeping a writing journal, and to make outlining a part of the writing process.
* English Skills assumes that the best way to begin writing is with personal experience. After students have learned to support a point by providing material from their own experience, they are ready to develop an idea by drawing on their own reasoning abilities and on information in notes, articles, and books. In Parts Two and Three, students are asked to write on both experiential and objective topics. Part Four offers guidance in many practical writing situations exam essays, summaries, reports, the job application letter, and the research paper.
* The book also assumes that beginning writers are more likely to learn compo tion skills through lively.engaging, and realistic models than through materials mote from the common experiences that are part of everyday life.For xample, when a writer argues that proms should be banned, or catalogs ways to harass an instructor, or talks about why some teenagers take drugs, students will be more apt to remember and follow the writing principles that are involved.A related assumption is that students are especially interested in and challenged by the writing of their peers.After reading vigorous papers composed by other students and understanding the power that good writing can have, students will be more encouraged to aim for similar honesty, realism, and detail in their own work.
*Another premise of English Skills is that mastery of the paragraph should precedework on the several-paragraph essay Thus Part One illustrates the basic principles of composition using paragraph models, and the assignments in Part Two aim at developing the ability to support ideas within a variety of paragraph forms.The essential principles of paragraph writing are then applied to the several-paragraph essays in Part Three.
* Other parts of the book reflect additional beliefs about the needs an English text should address. Part Four includes skills that will help variety of writing situations. Among the skills covered are writing reports and summaries, using the library, and writing and documenting a research paper. Also, the grammar, punctuation, and usage skills that make up Part Five are explained clearly and directly, without unnecessary technical terms. Here, as elsewhere, abundant exercise material is provided, especially for the mistakes that are most likely to interfere with clear communication.
* A final assumption is that, since no two people will use an English text in exactly the same way, the material should be organized in a highly accessible manner. Because each of the five parts of the book deals with a distinct area of writing, instructors can turn quickly and easily to the skills they want to present. At the same time, ideas for sequencing material are provided by three boxes titled "Some Suggestions on What to Do Next these boxes appear at the ends of the opening chapters. And a detailed syllabus is provided in the Instructor's Manual.
NOTES ON THE SIXTH EDITION
With pleasure and gratitude. I have watched the audience for English Skills expand each year. Instructors continue to say that the four bases really do help students learn to write effectively. And they continue to comment that students find the activities and model passages especially interesting and worthwhile.
Here is an overview of what is new in the sixth edition:
*  In "Important Factors in Writing" in Part One, the section on the student's attitude toward writing has been expanded with a new activity. Students will be better able to recognize and deal with the fact that their attitude is an important part of learning to write well.
* The material on outlining in Part One has been enlarged with two new activities; another activity has been revised as well.
* A section on word processing is now included as one of the key factors in writing in Part One.
*In response to a number of requests, the material on revising, editing, and proofreading in Part One has been revised and enlarged.
* A series of class-tested new activities in "The First and Second Steps in Writing" will help students better understand the nature of specific details and how to generate and use such details. As writing teachers know, learning to write concretely is a key step for students to master in becoming effective writers. A new exercise has been added on topic sentences as well.
* A new reading selection. Full Circle now closes Part Three. This account of how an author's sexual attitudes have changed has inspired vigorous re a sponses from students.
* In Part Four, the section on the library has been updated to reflect more accurately the resources in today's libraries.
* A number of changes have been made in the sentence-skills materials in Part Five. For example, materials have been updated, and there are more multicultural names. An introductory project on fragments has been replaced. the chapters on run-ons subject-verb agreement have been expanded.
* Finally, throughout the book, a number of model paragraphs have been r placed with topics of more current interest. New subjects include changes in today's families, apartment hunting, culture dealing with verbal abuse conflict. benefits of multicultural club, day versus evening students, and adult children at home.
SUPPLEMENTS
The Instructor's Edition of the book consists of the student text followed by an Instructor's Guide featuring hints to the instructor, a model syllabus, and answers for all the activities and tests in the text. The Instructor's Manual and Test Bank includes the material in the Instructor's Guide along with thirty supplementary IBM and and Also available is a computer disk of mastery tests (in both Macintosh formats) along with Allwrite! a high-interest, interactive grammar tutorial program on CD-ROM. These supplements are available from the local McGraw-Hill representative or by writing to the College English Editor, The McGraw Hill Companies, Inc., 1221 Avenue of the Americas, New York. NY 10020.
ACKNOWLEDGMENTS
Reviewers who have provided assistance include Carlo Annese, Bergen Community College: Barbara Colavecchio. Community College of Rhode Island: Nancy sent ocinege: Charles ommunity College Fisher. Rock valley College: Karen Gleeman. Normandale Community College Marie Mississippi Gulf Coast Community College: Mary Joan Hoff. Valencia Community College: Gloria John Catonsville Community College Alice Lyon. Community College Rhode Island: Lorraine Marttin. Herkimer County Community College. Nancy McKinley. Laramie County Community Col- kiarre Papagan Land Fairfax Community Colleges Zira Piltch, Iona College: Debbie hropoek. Brookhaven College: Ed Sams Gavilan College: Sharon Shapiro. Naugatuck Valley Community College; Aan Pope Stone, Santa Monica College; and Paige Wilson, Pasidena City College,
I am also grateful for the talented support of my McGraw-Hill editors Tim julet and Peggy Rehberger and for the superb editing work of Susan Gamer. thank Janet M Goldstein for her help in preparing the Instructor's Manual. Finally, i arm grateful to the many students 1 have had over the years, The vitality and the specialmess of their lives are amply demonstrated on many pages of this text.
John Langan

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