Regular marked price: $14.95Discount Price: $10.17
Cost Savings: $4.78 (32%)Price fluctuation possible.
How soon does it ship: Normal ship time within one day
Shipping? Absolutely FREE if you qualify for Super Saver Shipping.
Type of bind: Paperback
Dewey Decimal Number: 808.042
EAN num: 9780062720405
ISBN number: 0062720406
Label: Collins
Manufacturer: Collins
Quantity: 1
Page Count: 272
Printing Date: September 15, 1993
Publishing house: Collins
Release Date: June 04, 1993
Sale Popularity Level: 327017
Studio: Collins
Other books you might be interested in perusing:
Editor's Notes and Comments:
Product Description:
This is an essential book for everyone who wants to write clearly about any subject and use writing as a means of learning.
User popularity level:
Rated by buyers 
-
Zinsser's book is both an anthology and a narrative about his experience with the concept of "writing across the curriculum." He recounts how good writing in other fields helped break down his misconception that certain subjects were, at best boring, or at worst, unlearnable. He posits that writing is the best way for students to engage with material--any material.
Through carefully selected reading examples and personal examples, Zinsser engages with the natural world, art, physics, music, chemistry, mathematics, anthropology, etc...the world of learning becomes limitless and accessible. Zinsser defines three "R"s for writing: No matter the subject, good writing will have Resonance, Relevancy and Responsibility (Accountability).
Rated by buyers 
-
The book is funny at times, and recounts a few interesting anectdotes. It seems dated to me though, as its purpose is to argue for the inclusion of writing instruction accross all subjects in the introductory undergaduate curriculum. This is no longer a novel idea, and many liberal arts colleges and universities already do this. Furthermore, Zinsser's argument is purely anectdotal, and focusses on demonstrating that professors, especially in the sciences, can indeed implement writing components in their courses. Zinsser does not do much to analyze the effects of these efforts, to see if previously bad writers improved, or that the writing assignments actually helped increase either understanding of, or curiosity in, a given subject.
The book is *not* a guide on how to write, or on how, specifically, one can structure one's research and writing to best learn one's subject matter. Zinsser illustrates only the most basic principles (be specific, avoid excessive jargon).
Rated by buyers 
-
I read this book for both its subject matter and the bibliography. Zinsser leads the reader to good writing in the literature of mathematics physics and chemistry and more from disciplines thought of as other than suitable for writerfs. Zinsser shows by example that writing is not the sole domain of the humanities but across the spectrum of disciplines. He builds the case for writing across the curriculum, providing good models from fields as diverse as chemistry to music. Here is an engaging way to learn for all of us. There is an exciting literature to be written of mathematics, physics, chemistry and biochemistry. In the words of William Zinsser, gIf writing is learned by imitation, I want every learner to imitate the best.h Writing to Learn names some of the giants from a variety of disciplines and shows the way by referencing their work.
As more than a million copies of this book have been sold and its being issued on its 25th anniversary, Washington would do well to mandate purchase of Writing to Learn by politicians, teachers and other agitators claiming more tax dollars for education, and send them away with the missive: READ AND APPLY NO FUNDING SUPPLIED. William Zinsser has given us a brilliant and practical; low-tech and real learning philosophy for the classroom and beyond.
Rated by buyers -
For those who have read _On Writing Well_, the classic guide to writing better--meaning: clearer--prose, an excellent follow-up is this book, entitled _Writing to Learn: How to Write--and Think--Clearly About any Subject at All_. With such a title little needs to be said regarding the book's purpose and content. (It focuses on a variety of subjects, from philosophy all the way to chemistry, and shows how each can be written about in clear prose _for the benefit of the writer_.)
I got the book after listening to a course by Leonard Peikoff on the philosophy of education. In it, he states that writing should be an integral part of every subject, so much so that there should be one grade based on _what_ the student knows and another based on _how_ he expresses that knowledge in writing. When I bought it, I wanted to see how this would play out in real life, were it ever enacted. Also, to be honest, I was just a tad bit skeptical that it could be used effectively with such subjects as mathematics and chemistry.
What I learned from reading the book was that writing about a variety of subjects is not only possible but of inestimable help to the student--not to mention the teacher too, as it makes their job of evaluating the status of each child's education much easier. There were many insightful comments in the book and a few precious gems of wisdom. On the topic of obscurity, for instance, Zinsser writes:
"Obscurity being one of the deadly sins, anyone might suppose that serious people would labor mightily to avoid it in their writing. But to suppose this is to overlook another force of nature that almost equals entropy as a drag on life's momentum. That force is snobbery. Yes, gentle reader (as the Victorian novelists put it when they had to deal with the darker traits), it pains me to say that there are writers who actually want to be obscure. Their principle habitat is Academia, though they can be spotted without the aid of binoculars wherever intellectuals flock. Not for them the short words and active verbs and concrete details of ordinary speech; they believe that a simple style is the sign of a simple mind. Actually a simple style is the result of harder thinking and harder work than they are willing or able to do."
Unfortunately, such witty observations do not occupy every page of the book. There are times when teaching children long-division is looked down upon because we now have calculators, others where Zinnser argues that the "creative process" is some sort of mystical mystery. And yet, with all the good attributes of this book--including a host of smartly chosen essays--these faults that I so unmercifully find can be, if not overlooked, at least seen in their proper context.
That context is not unlike one where a few small dents appear after close inspection on a good-looking sportscar. The errors may detract a little from its over-all value, but not by much (they do not, for instance, change the fact that what you are getting is worth a lot). And thus my recommendation to you, with both, would be--and is--similar: do not let any minor faults distract you, but rather place them in an appropriate context so that you can unapologetically enjoy the value that they give. With this book especially I can assure you that your investment will be wisely made and handsomely rewarded.
Rated by buyers -
William Zinsser has lived an illustrious life as a working writer, editor, and teacher. He draws from this extensive experience and writes to encourage the teaching of writing accross the curriculum, as well as to allay fears of writing and of subjects we don't have an aptitude for.
Zinsser provides thorough and stunning examples of good writing from diverse disciplines, sprinkled with his own insightful commentary about what makes it good.
Buy this book if only for the catalog of excellant examples of the writing of notable thinkers like Thomas Lewis, Albert Einstein, Steven Gould, and many more.
Zinser includes excellant stories of how writing in any subject area encourages clear reasoning and thinking and concise expression in reader and writer alike. Students who write learn more and know why they do. Encourage your students to do so.
Find other books like this one:
