Bruce W. Speck – författare

This bibliography lists most of the literature on editing written from 1960 through 1988, with particular focus on those works pertaining to the acquisition and preparation of texts for publication. Recognizing the wide range of functions performed by an editor, Bruce W. Speck accesses information about the editor's involvement in all aspects of the publishing process from initiating contacts with authors and marking manuscripts to discussing production specifications with the printer and creating advertising copy.The entries are arranged alphabetically by author and fall under the headings of general editing, technical editing, and the editing of particular types of documents. Each citation is presented in standard bibliographic form, and the contents of each work summarized briefly using quotations and examples to highlight each book's most salient points. In order to facilitate identification of entries, the list is numbered consecutively with the subject index keyed to the numbered entry instead of the page number. Thoughtful organization and thorough documentation make this manual a handy reference volume for libraries, professional editors, and teachers of editing.

A wealth of literature on the publishing business has appeared in diverse books and journals. This bibliography is a comprehensive guide to the available literature on how to manage the publishing process. Included are citations and annotations for more than 1,200 works related to publishing, with entries arranged in topical chapters to facilitate use.This volume includes works published from 1960 to the early 1990s. Because of rapid changes in technology, works on automation are limited to those published no earlier than 1980. The various works cited discuss all types of publishing, including trade, journal, and scholarly publications. Annotations are extensive, and provide a detailed summary of the work cited so that the reader may readily assess the usefulness of a given title.

Teaching Revising and Editing is devoted to the many facets of the writing, revising, and publication process. It provides a comprehensive overview of the literature over the past 25 years and applies to writing activities in K-12, undergraduate, graduate classrooms, and the workplace. Each listing is annotated, giving readers a great deal of significant information about each source.Over 800 annotated entries for books, articles, reports, bibliographies, and other sources are included. The book is divided into sections on teaching revision and editing in academic and nonacademic settings. Special classroom issues such as teaching learning disabled students, non-native writers, and ESL classes are discussed. And, there are sub-sections on business classes, developmental writing classes, and technical writing courses. The nonacademic sections provide sources that cover revising and editing in the general workplace and writing material for newspaper and magazine submissions. Detailed author and subject indexes will help readers find specific topics of interest.

Peer review is the sometimes controversial practice of subjecting an academic manuscript or project to critique by scholars in the same area of expertise. It is employed widely by journal editors and, to a lesser extent, by book editors, and it is a major factor in the determination of foundation grants. Doubts have been raised about the efficacy and ethics of peer review, but the process has never been systematically studied. Speck has collected and carefully analyzed and annotated 780 sources published from 1960 to the present which would provide the basis for such research. A detailed classified subject index pinpoints specific issues in the author-editor-referee relationship.

While the grading of student writing is of central concern to composition studies and to teaching, the process has not been clearly defined. The act of assigning a grade raises such issues as how teachers read student writing, whether form and content are of equal concern, what the purpose of grading is, and whether grading should take place at all. The vagueness of grading points to the complexity of the topic, which encompasses such matters as student peer review, psychometrics, student-teacher conferences, portfolios, collaborative learning, and English-as-a-Second-Language. Because of the centrality of grading and its complexity, the topic has generated a large body of literature. This reference book is a helpful guide to the vast and sometimes bewildering body of research on the grading of student writing.The volume includes entries for more than 1300 books and articles on grading published between 1970 and 1996. Each entry includes an annotation that summarizes the work and its importance. The entries are grouped in several broad chapters, with most chapters containing numerous subsections. Thus the book covers such topics as holistic grading, portfolio assessment, collaborative approaches to assessment, essay tests, creative writing, whole language, standardized tests, and student progress. The entries are arranged alphabetically within each subsection, and the author and subject indexes allow the user to access information quickly.

Collaborative writing has attracted much attention in the last 25 years, though it eludes clear definition. In its simplest sense, it is writing done by more than one person. But in a broader sense, even a work by one author involves collaboration. The author typically builds on the work of others and revises the writing in response to feedback. This feedback can come from a student's peers or teacher in a classroom setting, it can come from experts and editors who assess a scholar's writing, or it can come from colleagues and clients in the world of business. This bibliography is a guide to research on collaborative writing published from the early 1970s to 1997.Included are nearly 1000 annotated entries for books, articles, reports, bibliographies, and other materials. These entries are clustered in two broad parts, each of which contains numerous topical sections. The first part of the book is devoted to collaborative writing in academic settings and covers such topics as classroom issues, peer review and tutoring, the role of computers and technology, particular types of classes, and ethical and gender concerns. The second looks at collaborative writing in nonacademic settings. Included are works on corporate acculturation, group dynamics, policies and procedures, industry-university collaboration, and technical reports. Entries are arranged alphabetically in each section, and detailed author and subject indexes provide easy access to the material.

Although service-learning programs can have diverse theoretical roots, faculty who engage their students in service-learning may not be be cognizant of alternatives to the one they adopt. This book presents not only a historical perspective, but it also debates the theories and issues surrounding the conflicts inherent in those theories. One theory, based on a philanthropic model, engages students in a commitment to serve others from a sense of gratitude for their own good fortunes or from a desire to give back to communities from which they have benefited. Typically, service-learning programs based on the philanthropic or communitarian models deal with the overt needs of community members. In contrast, the civic model requires deeper analysis of the various political and social issues that may be the cause of social conditions that require the help of the more fortunate. Opponents of the civic theory fear that proponents see the classroom as a forum for advancing particular political agendas, conceivably indoctrinating students to a particular view of social injustices.This book presents the theories and critiques their merits and liabilities, providing insight into the widely divergent curricular applications. It also examines the reasons professors should consider service-learning components in their classes and provides resources for further investigation of both theory and practice.

While the grading of student writing is of central concern to composition studies and to teaching, the process has not been clearly defined. The act of assigning a grade raises such issues as how teachers read student writing, whether form and content are of equal concern, what the purpose of grading is, and whether grading should take place at all. The vagueness of grading points to the complexity of the topic, which encompasses such matters as student peer review, psychometrics, student-teacher conferences, portfolios, collaborative learning, and English-as-a-Second-Language. Because of the centrality of grading and its complexity, the topic has generated a large body of literature.