Achieve Writer's Help for Lunsford (1-Term Access; Multi-Course)

Third Edition ©2020 Andrea A. Lunsford

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For any kind of writing, all kinds of help.

Writing well is critical to college success. Students are assigned to write in multiple courses, in multiple genres, and for a wide range of purposes and audiences. They need a resource that will be with them through it all. Achieve for Writer’s Help - Lunsford is a powerful online resource developed to meet the writing and research needs of students across disciplines. With trusted content from the widely used Lunsford handbooks, Writer’s Help takes students through first-year writing and beyond.

Achieve for Writer’s Help puts student writing at the center of your course and keeps revision at the core, with a dedicated composition space that guides students through draft, review, source check, and revision steps. Let Achieve do the heavy lifting for you with powerful analytics, pre-built assignments and diagnostics, and adaptive quizzing that make student improvement of writing skills both visible and measurable. Our tools have been built for and with writing instructors to be intuitive and effective so you can Achieve more.

Features

Trusted content. Trusted and class-tested content, based on the teaching and scholarship of Andrea Lunsford, helps college writers meet the demands of academic writing in a wide range of disciplines. For students, the advice and models are easy to find and easy to understand; and teachers value trustworthy instruction that’s easy to apply.

Comprehensive coverage of writing, research and documentation, grammar and style, and design topics helps students answer all of their writing questions and broaden their rhetorical awareness.
A thorough introduction to academic and professional writing includes detailed coverage of critical thinking, argument, and critical reading--especially critical reading of digital and multimodal texts.
Advice on adapting rhetorical moves from informal to formal writing and from academic to public writing helps students recognize and build on literacies and habits they already have.
The Top Twenty, based on Andrea Lunsford’s research with thousands of pieces of writing by first-year students, offers a way for students to focus their editing efforts.
Clear explanations and authentic examples ensure that students can understand the advice and put it to use in their own writing.
Coverage of writing in the disciplines makes it easy for students to transfer skills and habits from composition to the writing they do in other academic courses and beyond.

Adaptive exercises that engage students. Achieve for Writer’s Help includes LearningCurve, game-like online quizzing that adjusts difficulty level as students progress, helping them focus on skills they need to learn. Convenient links to e-book pages provide support as students work through grammar and writing topics, including topics for multilingual writers.

Easy to assign and easy to manage separate sections or courses. Instructors using Achieve for Writer’s Help can easily assign reading or activities with clear due dates and expectations. Recording grades and tracking progress—by student or by class—are simple with Achieve for Writer's Help. Writer's Help also lets instructors create copies of a course, so they don't have to start from scratch each semester or for each section.

New to This Edition

A digital experience co-designed with you and for you Achieve for Writer’s Help provides teachers of writing deeper visibility into their students’ writing processes so that they can target feedback to help student writers grow and develop across drafts, across assignments, and across courses. Informed by learning science and hundreds of class tests and interviews with students and instructors, Achieve for Writer’s Help is simple to use, powered by superior content, and accessible wherever writers are.

Writing tools that empower writers and teachers

A flexible assignment building tool allows instructors to assign ready-made writing prompts, customize the prompts provided, or create their own assignments. Publisher-provided assignments for common types of writing--argument, analysis, researched essay, annotated bibliography, and narrative--include prompts, rubrics, reflection questions, and suggested goals to achieve as students draft.
Instructor feedback tools. Powerful commenting tools allow instructors to focus their feedback on success criteria and efficiently mark patterns of error. Feedback links to e-book content to provide students with point-of-need support within the context of their own writing.
A clear assignment journey that involves response, reflection, and revision leads to a concrete action plan for each student writer and fosters independent learning.

The Revision Plan lets students take ownership of revision planning by helping them turn feedback into strategies to strengthen their writing. Revision planning creates accountability for students and provides instructors with additional insight into how well students understand the feedback they’ve received on their writing.
Reflection Instructors can choose and customize reflection prompts. Students can communicate their confidence in their writing and articulate the choices they’re making as writers, increasing their rhetorical awareness and promoting the
transfer of skills from draft to draft. Instructors can choose and customize reflection prompts.

Peer review tools, tied to clear and specific goals, help writers build a vocabulary about writing and become critical readers of both their own work and that of their peers.
Reporting and Insights highlight student engagement, provide opportunities for intervention, and visualize trends in student progress from assignment to assignment. Instructors can easily track what students do with instructor and peer feedback and can use reflection data to understand students’ sentiments about their work in the course.

Diagnostics and study plans
Achieve for Writer’s Help allows instructors to assign diagnostic pre-tests that generate study plans for students based on areas where they need the most improvement. Students will also take a post-test so that they can track their improvement. Instructors can monitor student progress at all stages of the study plan. They can analyze results by roster or by individual student, and they can compare pre- and post-test scores through an intuitive dashboard.

Achieve Writer's Help for Lunsford (1-Term Access; Multi-Course)

Andrea A. Lunsford

Achieve

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Achieve Writer's Help for Lunsford (1-Term Access; Multi-Course)

Third Edition 2020

Andrea A. Lunsford

Welcome to Achieve for Writer's Help - Lunsford
About Achieve for Writer's Help - Lunsford
Using Achieve for Writer's Help in your writing course
Instructor resources for Achieve for Writer's Help

Diagnostic and Study Plans
Diagnostic and Study Plan for Sentence Grammar
Diagnostic and Study Plan for Style, Punctuation, and Mechanics
Diagnostic and Study Plan for Reading Skills
Diagnostic and Study Plan for Reading Strategies

Writing Assignments
Annotated bibliography
Argument essay
Narrative essay
Researched argument
Rhetorical analysis essay

The Top Twenty: Troubleshooting Your Writing

Writing Processes
Expectations for College Writing
Rhetorical Situations
Prewriting
Planning and Drafting
Developing Paragraphs
Designing for Print and Digital Writing
Reviewing and Revising
Editing and Proofreading
Reflecting to Learn
Working with Others

Critical Thinking and Argument
Reading Critically
Analyzing Arguments
Constructing Arguments

Academic, Professional, and Public Writing
Academic Work in Any Discipline
Writing for the Humanities
Writing for the Social Sciences
Writing for the Natural and Applied Sciences
Writing for Business
Essay Examinations
Presentations
Communicating in Other Media
Portfolios
Writing to Make Something Happen in the World

Research
Preparing for a Research Project
Conducting Research
Evaluating Sources
Planning Quotations, Paraphrases, and Summaries
Integrating Sources
Acknowledging Sources and Avoiding Plagiarism
Writing a Research Project
Documenting sources: MLA Style
Documenting sources: APA Style
Documenting sources: Chicago Style
Documenting sources: CSE Style

Language
Writing across Cultures
Language That Builds Common Ground
Language Variety
Word Choice
Dictionaries and Vocabulary Building
Spelling
Sentence Grammar
Parts of Speech
Parts of Sentences
Nouns and Noun Phrases
Verbs
Pronouns
Adjectives and Adverbs
Prepositions and Prepositional Phrases

Style and Clarity
Concise Writing
Coordination and Subordination
Sentence Variety
Memorable Prose
Confusing Shifts
Parallelism
Comma Splices and Fused Sentences
Fragments
Modifier Placement
Consistent and Complete Structures

Punctuation and Mechanics
Commas
Semicolons
End Punctuation
Apostrophes
Quotation Marks
Other Punctuation Marks
Capital Letters
Abbreviations and Numbers
Italics
Hyphens

Glossaries

Achieve Writer's Help for Lunsford (1-Term Access; Multi-Course)

Third Edition 2020

Andrea A. Lunsford

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Andrea A. Lunsford

Andrea Lunsford, Louise Hewlett Nixon Professor of English emerita and former Director of the Program in Writing and Rhetoric at Stanford University, joined the Stanford faculty in 2000. Prior to this appointment, she was Distinguished Professor of English at The Ohio State University (1986-2000) and, before that, Associate Professor and Director of Writing at the University of British Columbia (1977-86) and Associate Professor of English at Hillsborough Community College. A frequent member of the faculty of the Bread Loaf School of English, Andrea earned her B.A. and M.A. degrees from the University of Florida and completed her Ph.D. in English at The Ohio State University (1977). She holds honorary degrees from Middlebury College and The University of Ôrebro.

Andrea's scholarly interests include the contributions of women and people of color to rhetorical history, theory, and practice; collaboration and collaborative writing, comics/graphic narratives; translanguaging and style, and technologies of writing. She has written or coauthored many books, including Essays on Classical Rhetoric and Modern Discourse; Singular Texts/Plural Authors: Perspectives on Collaborative Writing; and Reclaiming Rhetorica: Women in the History of Rhetoric, as well as numerous chapters and articles. For Bedford/St. Martin’s, she is the author of The St. Martin's Handbook, The Everyday Writer, and EasyWriter; the co-author (with John Ruszkiewicz) of Everything’s an Argument and (with John Ruszkiewicz and Keith Walters) of Everything’s an Argument with Readings; and the co-author (with Lisa Ede) of Writing Together: Collaboration in Theory and Practice. She is also a regular contributor to the Bits teaching blog on Bedford/St. Martin’s English Community site.

Andrea has given presentations and workshops on the changing nature and scope of writing and critical language awareness at scores of North American universities, served as Chair of the Conference on College Composition and Communication, as Chair of the Modern Language Association Division on Writing, and as a member of the MLA Executive Council. In her spare time, she serves on the Board of La Casa Roja’s Next Generation Leadership Network, as Chair of the Kronos Quartet Performing Arts Association--and works diligently if not particularly well in her communal organic garden.

Stephen A. Bernhardt

Stephen A. Bernhardt is Professor of English and the Andrew B. Kirkpatrick Chair in Writing at the University of Delaware, where he teaches composition, grammar, and technical writing. His professional interests include computers in composition/distance education, writing across the curriculum, professional and technical communication, and visual rhetoric. He has also taught at New Mexico State University and at Southern Illinois University. The author of many journal articles and technical reports, Bernhardt is also the author of Writing at Work (1997) and coeditor of Expanding Literacies: English Teaching and the New Workplace (1998). Bernhardt designed the research plan and reworked content for Writer's Help.