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ACKNOWLEDGMENTS

First and foremost, thanks to our students who test drive and troubleshoot the book’s writing advice. Thanks especially to our wonderful cadre of writing tutors who have developed workshops for students and faculty based on our book.

We continue to be grateful for the support of our publishers over the years. In particular, let us single out our developmental editor, Mary Beth Walden, for her sound advice, patience, and good cheer. Thanks too to Margaret Leslie, Leslie Taggart and to a host of others, past and present: Karl Yambert, Michael Rosenberg, Dickson Musslewhite, John Meyers, Michell Phifer, Karen R. Smith, Julie McBurney, Ellen Shraim, Kevin Loane, and Dan Silverberg (go Sox).

We are very grateful to our faculty colleagues at Muhlenberg who created workshops for our writing tutors on writing in their disciplines and then contributed expanded versions of these materials for the book: Keri Colabroy, Christopher Borick, and Mark Sciutto. Boundless thanks as well to Kelly Cannon, reference librarian extraordinaire, for his expanded contributions on how to think and act like a researcher.

The cross-curricular dimension of this book would be sadly impoverished without the interest and support of an enviable range of colleagues who participate in the writing cohort at our college. They have shared with us examples of good student and professional writing in their fields, writing assignments from their writing-intensive classes, and examples of their own writing: George Benjamin, Linda Bips, Susan Clemens, Ted Conner, Amy Corbin, William “Chip” Gruen, Brian Mello, Marcia Morgan, Jefferson Pooley, Pearl Rosenberg, and Jeremy Teissere. We are also grateful to Katherine Kibblinger Gottschalk of Cornell University for permission to quote her unpublished 4 C’s paper on the correspondence of E.B. White.

Thanks to Kate Christein, Assistant Director of the Writing Center, for keeping everything up and running while we were stuck in front of our computer screens producing this revision. And thanks also to our colleague Linda Bips, with whom we co-direct the Writing Program. We and it would be much less sane without her. Grace Gardella has looked out for us in the English department. And we are grateful for the support provided by the folks at Pistachios—Colleen Hauck, Sidney Stecher, and Eric Serrano.

Deep thanks are due to Eddie Singleton, Scott DeWitt, Wendy Hesford, and their graduate students at the Ohio State University: our annual visits there have nourished our thinking about writing in countless ways. Christine Farris at Indiana University has been a friend of the book from its earliest days, and we cannot imagine sitting down to revise without the trenchant advice she offers us. Thanks too to her colleague, the unsinkable John Schilb and to Ted Leahey, teacher of teachers. And for the many conversations about teaching and writing that have sustained us we thank Richard Louth, Dean Ward, Kenny Marotta, Alec Marsh, Matthew Johnson, Matthew Hollrah, and Miles McCrimmon.

A number of past and present students have also graciously allowed us to use their materials in this edition: Bob Tarby and Anna Whiston for their major contributions, along with Emily Petchler Herstoff, Michelle Bielko, Molly Harper, Melissa Bressler, Sean Heron, Lauren Artiles, Elissa Davidowitz, and Christa Carlstrand.

Finally, for their understanding: our spouses, Mark and Debby, our children, Lesley, Sarah, and Lizzie—and the dogs.

We would also like to thank the many colleagues who reviewed the book; we are grateful for their insight:

Diann Ainsworth, Weatherford College

Jeanette Adkins, Tarrant County College

Derede Arthur, University of California, Santa Cruz

Joan Anderson, California State University–San Marcos

Candace Barrington, Central Connecticut State University

Maria Bates, Pierce College

Karin Becker, Fort Lewis College

Laura Behling, Gustavus Adolphus College

Stephanie Bennett, Monmouth University

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