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A new edition of this title is available, ISBN-10: 0321545613 ISBN-13: 9780321545619

 

 

"This book is an absolute must-read for all .NET developers. It gives clear do and don't guidance on how to design class libraries for .NET. It also offers insight into the design and creation of .NET that really helps developers understand the reasons why things are the way they are. This information will aid developers designing their own class libraries and will also allow them to take advantage of the .NET class library more effectively."

--Jeffrey Richter, author/trainer/consultant, Wintellect

"Framework Design Guidelines will help you in two important ways. First, any .NET developer will benefit from a greater understanding of the design principles that govern the .NET Base Class Library. Second, a deeper understanding of these principles will help you to create software that integrates well with the .NET environment. Quite frankly, this book should be on every .NET developer's bookshelf."

--Bill Wagner, founder and consultant, SRT Solutions, author of Effective C#

"Not since Brooks' The Mythical Man Month has the major software maker of its time produced a book so full of relevant advice for the modern software developer. This book has a permanent place on my bookshelf and I consult it frequently."

--George Byrkit, senior software engineer, Genomic Solutions

"This book is a must-read for all architects and software developers thinking about frameworks. The book offers insight into some driving factors behind the design of the .NET Framework. It should be considered mandatory reading for anybody tasked with creating application frameworks."

--Peter Winkler, senior software engineer, Balance Technology Inc.

"Frameworks are valuable but notoriously difficult to construct: Your every decision must be geared towards making them easy to be used correctly and difficult to be used incorrectly. This book takes you through a progression of recommendations that will eliminate many of those downstream 'I wish I'd known that earlier' moments. I wish I'd read it earlier."

--Paul Besly, principal technologist, QA

"Filled with information useful to developers and architects of all levels, this book provides practical guidelines and expert background information to get behind the rules. Framework Design Guidelines takes the already published guidelines to a higher level, and it is needed to write applications that integrate well in the .NET area."

--Cristof Falk, software engineer

Framework Design Guidelines: Conventions, Idioms, and Patterns for Reusable .NET Libraries teaches developers the best practices for designing system frameworks and reusable libraries for use with the Microsoft .NET Framework and WinFX. This book focuses on the design issues that directly affect the programmability of a framework, specifically its publicly accessible APIs.

This book can improve the work of any .NET developer producing code that other developers will use. An added benefit is a collection of annotations to the guidelines by various members of the Microsoft .NET Framework and WinFX teams, which provide a lively discussion of the motives behind the guidelines, along with examples of good reasons for breaking the guidelines.

Microsoft architects Krzysztof Cwalina and Brad Abrams offer guidelines for framework design from the top down. From their long experience and deep insight, you will learn

• The general philosophy of framework design
• Principles and guidelines that are fundamental to overall framework design
• Naming guidelines for the various parts of a framework, such as namespaces, types, and members
• Guidelines for the design of types and members of types
• Issues and guidelines that are important to ensure appropriate extensibilityin your framework
• Guidelines for working with exceptions, the preferred error reporting mechanism in the .NET Framework and WinFX
• Guidelines for extending and using types that commonly appear in frameworks
• Guidelines for and examples of common framework design patterns

Guidelines in this book come in four major forms: Do, Consider, Avoid, and Do not. In general, a Do guideline should almost always be followed, a Consider guideline should generally be followed, an Avoid guideline indicates that something is generally not a good idea, and a Do not guideline indicates something you should almost never do. Every guideline includes a discussion of its applicability, and most guidelines include a code example.

A companion DVD includes the Designing .NET Class Libraries video series, instructional presentations by the authors on design guidelines for developing classes and components that extend the .NET Framework. A sample API specification and other useful resources are also included.

• Sales Rank: #701541 in Books
• Published on: 2005-09-29
• Original language: English
• Number of items: 1
• Dimensions: 9.43" h x 1.17" w x 7.24" l, .0 pounds
• Binding: Hardcover
• 384 pages

From the Back Cover

A new edition of this title is available, ISBN-10: 0321545613 ISBN-13: 9780321545619

 

 

"This book is an absolute must-read for all .NET developers. It gives clear do and don't guidance on how to design class libraries for .NET. It also offers insight into the design and creation of .NET that really helps developers understand the reasons why things are the way they are. This information will aid developers designing their own class libraries and will also allow them to take advantage of the .NET class library more effectively."

--Jeffrey Richter, author/trainer/consultant, Wintellect

"Framework Design Guidelines will help you in two important ways. First, any .NET developer will benefit from a greater understanding of the design principles that govern the .NET Base Class Library. Second, a deeper understanding of these principles will help you to create software that integrates well with the .NET environment. Quite frankly, this book should be on every .NET developer's bookshelf."

--Bill Wagner, founder and consultant, SRT Solutions, author of Effective C#

"Not since Brooks' The Mythical Man Month has the major software maker of its time produced a book so full of relevant advice for the modern software developer. This book has a permanent place on my bookshelf and I consult it frequently."

--George Byrkit, senior software engineer, Genomic Solutions

"This book is a must-read for all architects and software developers thinking about frameworks. The book offers insight into some driving factors behind the design of the .NET Framework. It should be considered mandatory reading for anybody tasked with creating application frameworks."

--Peter Winkler, senior software engineer, Balance Technology Inc.

"Frameworks are valuable but notoriously difficult to construct: Your every decision must be geared towards making them easy to be used correctly and difficult to be used incorrectly. This book takes you through a progression of recommendations that will eliminate many of those downstream 'I wish I'd known that earlier' moments. I wish I'd read it earlier."

--Paul Besly, principal technologist, QA

"Filled with information useful to developers and architects of all levels, this book provides practical guidelines and expert background information to get behind the rules. Framework Design Guidelines takes the already published guidelines to a higher level, and it is needed to write applications that integrate well in the .NET area."

--Cristof Falk, software engineer

Framework Design Guidelines: Conventions, Idioms, and Patterns for Reusable .NET Libraries teaches developers the best practices for designing system frameworks and reusable libraries for use with the Microsoft .NET Framework and WinFX. This book focuses on the design issues that directly affect the programmability of a framework, specifically its publicly accessible APIs.

This book can improve the work of any .NET developer producing code that other developers will use. An added benefit is a collection of annotations to the guidelines by various members of the Microsoft .NET Framework and WinFX teams, which provide a lively discussion of the motives behind the guidelines, along with examples of good reasons for breaking the guidelines.

Microsoft architects Krzysztof Cwalina and Brad Abrams offer guidelines for framework design from the top down. From their long experience and deep insight, you will learn

• The general philosophy of framework design
• Principles and guidelines that are fundamental to overall framework design
• Naming guidelines for the various parts of a framework, such as namespaces, types, and members
• Guidelines for the design of types and members of types
• Issues and guidelines that are important to ensure appropriate extensibilityin your framework
• Guidelines for working with exceptions, the preferred error reporting mechanism in the .NET Framework and WinFX
• Guidelines for extending and using types that commonly appear in frameworks
• Guidelines for and examples of common framework design patterns

Guidelines in this book come in four major forms: Do, Consider, Avoid, and Do not. In general, a Do guideline should almost always be followed, a Consider guideline should generally be followed, an Avoid guideline indicates that something is generally not a good idea, and a Do not guideline indicates something you should almost never do. Every guideline includes a discussion of its applicability, and most guidelines include a code example.

A companion DVD includes the Designing .NET Class Libraries video series, instructional presentations by the authors on design guidelines for developing classes and components that extend the .NET Framework. A sample API specification and other useful resources are also included.

About the Author

Krzysztof Cwalina is a Program Manager on the Common Language Runtime team at Microsoft Corporation. He began his career at Microsoft designing APIs for the first release of the .NET Framework. He has been responsible for several namespaces in the Framework, including System.Collections, System.Diagnostics, System.Messaging, and others. He was also one of the original members of the FxCop team. Currently, he is leading a companywide effort to develop, promote, and apply the design guidelines to the .NET Framework and WinFX. Krzysztof graduated with a B.S. and an M.S. in computer science from the University of Iowa.

Brad Abrams was a founding member of both the Common Language Runtime and .NET Framework teams at Microsoft, where he is currently a Lead Program Manager. Brad has been involved with WinFX and Windows Vista efforts from the beginning. His primary role is to ensure consistency and developer productivity of the .NET Framework through Vista and beyond. His popular blog can be found at http://blogs.msdn.com/BradA/.

Excerpt. © Reprinted by permission. All rights reserved.

This book, Framework Design Guidelines, presents best practices for designing frameworks, which are reusable object-oriented libraries. The guidelines are applicable to frameworks ranging in size and in their scale of reuse:

• Large system frameworks, such as the .NET Framework, usually consisting of thousands of types and used by millions of developers.
• Medium-size reusable layers of large distributed applications
• or extensions to system frameworks, such as the Web Services
• Enhancements.
• Small components shared among several applications; for example, a grid control library.

It is worth noting that this book focuses on design issues that directly affect the programmability of a framework (publicly accessible APIs). As a result, we generally do not cover much in terms of implementation details. Just like a user interface design book doesn't cover the details of how to implement hit testing, this book does not describe how to implement a binary sort, for example. This scope allows us to provide a definitive guide for framework designers instead of being yet another book about programming.

These guidelines were created in the early days of .NET Framework development. They started as a small set of naming and design conventions but have been enhanced, scrutinized, and refined to a point where they are generally considered the canonical way to design frameworks at Microsoft. They carry the experience and cumulative wisdom of thousands of developer hours over three versions of the .NET Framework. We tried to avoid basing the text purely on some idealistic design philosophies, and we think its day-to-day use by development teams at Microsoft has made it an intensely pragmatic book.

The book contains many annotations that explain trade-offs, explain history, amplify, or provide critiquing views on the guidelines. These annotations are written by experienced framework designers, industry experts, and users. They are the stories from the trenches that add color and setting for many of the guidelines presented.

To make them more easily distinguished in text, namespace names, classes, interfaces, methods, properties, and types are set in monospace font. The book assumes basic familiarity with .NET Framework programming. A few guidelines assume familiarity with features introduced in version 2.0 of the Framework. If you are looking for a good introduction to Framework programming, there are some excellent suggestions in the Suggested Reading List at the end of the book.

Guideline Presentation

The guidelines are organized as simple recommendations using Do, Consider, Avoid, and Do not. Each guideline describes either a good or bad practice and all have a consistent presentation. Good practices have a check mark in front of them, and bad practices have an X in front of them. The wording of each guideline also indicates how strong the recommendation is. For example, a Do guideline is one that should always1 be followed (all examples are from this book):

DO name custom attribute classes with the suffix "Attribute."

public class ObsoleteAttribute : Attribute { ... }

On the other hand, Consider guidelines should generally be followed, but if you fully understand the reasoning behind a guideline and have a good reason to not follow it anyway, you should not feel bad about breaking the rules:

CONSIDER defining a struct instead of a class if instances of the type are small and commonly short-lived or are commonly embedded in other objects.

Similarly, Do not guidelines indicate something you should almost never do:

DO NOT assign instances of mutable types to read-only fields.

Less strong, Avoid guidelines indicate that something is generally not a good idea, but there are known cases where breaking the rule makes sense:

AVOID using ICollection or ICollection as a parameter just to access the Count property.

Some more complex guidelines are followed with additional background information, illustrative code samples, and rationale:

DO implement IEquatable on value types. The Object.Equals method on value types causes boxing and its default implementation is not very efficient because it uses reflection. IEquatable.Equals can offer much better performance and can be implemented so it does not cause boxing.

public struct Int32 : IEquatable {
public bool Equals(Int32 other){ ... }
}

Language Choice and Code Examples

One of the goals of the Common Language Runtime is to support a variety of programming languages: those provided by Microsoft, such as C++, VB, and C#, as well as third-party languages such as Eiffel, COBOL, Python, and others. Therefore, this book was written to be applicable to a broad set of languages that can be used to develop and consume modern frameworks. To reinforce the message of multilanguage framework design, we considered writing code examples using several different programming languages. However, we decided against this. We felt that using different languages would help to carry the philosophical message, but it could force readers to learn several new languages, which is not the objective of this book.

We decided to choose a single language that is most likely to be readable to the broadest range of developers. We picked C#, because it is a simple language from the C family of languages (C, C++, Java, and C#), a family with a rich history in framework development.

Choice of language is close to the hearts of many developers, and we offer apologies to those who are uncomfortable with our choice.

About This Book This book offers guidelines for framework design from the top down.

Chapter 1 is a brief introduction to the book, describing the general philosophy of framework design. This is the only chapter without guidelines.

Chapter 2, "Framework Design Fundamentals," offers principles and guidelines that are fundamental to overall framework design.

Chapter 3, "Naming Guidelines," contains naming guidelines for various parts of a framework, such as namespaces, types, members, and common design idioms.

Chapter 4, "Type Design Guidelines," provides guidelines for the general design of types.

Chapter 5,"Member Design," takes it a step further and presents guidelines for the design of members of types. Chapter 6, "Designing for Extensibility," presents issues and guidelines that are important to ensure appropriate extensibility in your framework.

Chapter 7, "Exceptions," presents guidelines for working with exceptions, the preferred error reporting mechanisms.

Chapter 8, "Usage Guidelines," contains guidelines for extending and using types that commonly appear in frameworks.

Chapter 9, "Common Design Patterns," offers guidelines and examples of common framework design patterns.

Appendix A contains a short description of coding conventions used in this book. Appendix B describes a tool called FxCop. The tool can be used to analyze framework binaries for compliance with the guidelines described in this book. A link to the tool is included on the DVD that accompanies this book.

Appendix C is an example of an API specification that framework designers within Microsoft create when designing APIs.

Included with the book is a DVD that contains several hours of video presentations covering topics presented in this book by the authors, a sample API specification, and other useful resources.

1.Always might be a bit too strong a word. There are guidelines that should literally be always followed, but they are extremely rare. On the other hand, you probably need to have a really unusual case for breaking a "Do" guideline and still have it be beneficial to the users of the framework.

Most helpful customer reviews

46 of 50 people found the following review helpful.
Good reference of known material
By Mark Seemann
Depending on your experience with the .NET framework, you may consider the contents of this book as everything from invaluable insights to mildly amusing explanations of a few details of .NET you've always wondered about.

Krzysztof Cwalina and Brad Abrams have worked with designing the public API of the .NET framework from its beginning, and during that process they have compiled a comprehensive guideline for framework design. It is basically this internal guideline they are now publishing as a book.

The text is easy to read and makes for a good reference book. It is littered with more free-form comments from lots of other experts such as Jeffrey Richter, Christopher Brumme, and the occasional comment from Anders Hejlsberg. However, it is mostly reminiscent of a Word document with lots of revision comments liberally sprinkled all over, and I suspect this is how book was made: Take an internal guideline document and polish it off; pass it around to a lot of collegues in Microsoft and ask them to comment on it; incorporate most comments verbatim in the text; and publish.

That said, I still found myself using lots of the little insights in the book in my work in the weeks after having read it. Most of those insights actually came from the free-form comments, so I'm not complaining.

If you use FxCop and are familiar with many of the rules in this tool, most of the guidelines in this book will come as no surprise to you. FxCop was originally a project of Krzysztof's and Brad's designed to automate much of their code review work, so you can learn most of the contents of this book just by using FxCop.

As such, almost all the guidelines in the book are publicly known material, but it's still a well organized reference, and the little extra comments from the authors and lots of other people are what made this book a worthwhile read for me.

I wouldn't consider this book essential reading for .NET developers, but it basically supplements FxCop pretty well.

32 of 34 people found the following review helpful.
Nothing less than wisdom distilled
By Amazon Customer
At Microsoft I work on a development team that has been using the guidelines from this book for nearly 4 years. I am not always a fan of coding standards, thinking they are a necessary evil, often simply arbitrary choices made for consistency.

The Framework Design Guidelines are different. These ensure deep consistency across not just source code, but more importantly the public classes themselves. They include critical, not to be ignored rules on security, cross-language access and localization, as well as the usual good practice type guidelines. But even these "good" practices are always backed with well reasoned argument and examples. As an added bonus FxCop provides a static analysis tool that enforces the guidelines.

Finally, the Framework Design Guidelines provide deep insight into how the .NET Frameworks are designed and used. With the guidelines in mind it is far easier to remember or even guess what classes are provided and how they should be used. This just makes the libraries that much more productive.

Full disclosure: I know Brad and Krzysztof personally, but I would simply remain silent if I didn't think highly of the work.

7 of 7 people found the following review helpful.
Well Worth Its Weight in Gold
By Mohammad Jalloul
The title I chose for this review is no cliché. This book earns each and every penny you spend (or have already spent) on it.

I was deceived into thinking that the book was the work of only Cwalina and Abrams and that it's merely a rehash of FxCop guidelines that we have already known and been using for a while now until I read book and encountered the annotations. To have .NET gods (dare I say) like Richter and Hejlsberg contributing suggestions (whether you already knew them or not) in the same book along with other greats like Mariani, Gunnerson, Chris Sells, and Paul Vick to name just a few is simply a slam dunk.

One myth about the book is that it's only useful for folks building APIs. That is so far away from the truth. This book "should" be read by both .NET architects and developers. The suggestions and tips presented in this book can help you write better and more efficient and re-usable code whether it is for a little program or a class library.

And if all this book material was not enough to quench your thirst, the book comes with a bonus: a DVD containing video presentations and seminars on topics related to the book's material (Rico Mariani's presentation is a must see), a sample "real-life" API specification example for the .NET Framework 2.0's System.Diagnostics.StopWatch class, and a .NET 2.0 tool with source code that can be helpful in code reviewing API classes (even though it still has some minor bugs).

This book contains a wealth of material in so small a book and so easy a read that it won't take you too long to read. If you are like me, you would not be able to let go of it before finishing it.

The only take I have on this book is that it should have been available a long time ago, probably when .NET 1.0 was shipped out (blame Microsoft?). It would have helped prevent all the .NET spaghetti that we still see these days.

If this book ever gets any negative reviews, they would probably come from either someone clueless or from someone utterly jealous. It would be naïve to think of this as just a book. Get it, read it, and you'll see for yourself what I mean.

See all 36 customer reviews...

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• Sales Rank: #571120 in Books
• Published on: 2002-07-08
• Original language: English
• Number of items: 1
• Dimensions: 8.10" h x .80" w x 5.50" l, .41 pounds
• Binding: Paperback
• 176 pages

From the Back Cover
The Seventh Edition builds upon its reputation as the most effective and economical solution to the widest variety of writing problems writers will encounter. This comprehensive guide uses the most effective teaching method there is: showing, not telling. Readers are guided to solve their writing problems almost entirely by means of typical, real-life examples. The authors maintain the brevity of previous editions and explain rhetorical principles in clear, concise language that students can easily understand and quickly implement. Even the longest sections take up only a few pages and each visually attractive page is designed to enhance the user-friendly format of the guide. Further, the content is arranged alphabetically by correction symbol, a feature found in no other handbook. This format gives readers instant access to information relevant to the problem at hand and helps them learn the principles of the English language so they do not repeat the same mistakes. Gives readers immediate answers to specific problems. Offers sufficient information to solve them, yet does so with extreme brevity and clarity. Presents a table of correction symbols that doubles as a table of contents to help students easily find answers. Cross-references a network of logical relationships among subjects that appear under separate headings. Helps develop writing style and addresses ESL problems. For anyone who writes, especially for composition, creative writing, and business and technical writing.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Great
By Veronica Perez
Perfect condition.

7 of 7 people found the following review helpful.
Good for Grammar
By Beth
This book deals primarily with grammar and syntax issues. For that, it is a gem. I bought it thinking it might have some tips for revising plot and characterization, and so was disappointed. It is, however, a lovely resource for writers who struggle with grammar and syntax problems. It is short, sweet, and to the point.

4 of 4 people found the following review helpful.
Every English Teacher Needs This Book!
By A Customer
If every English classroom had copies of this book, Strunk and White, dictionaries and one good encyclopedia, the process of becoming a good writer would be easily streamlined.
Until that time, cross your fingers and get this book!

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^ PDF Ebook Intermediate Algebra, by Margaret L. Lial, John Hornsby, Terry McGinnis

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The Lial series has helped thousands of students succeed in developmental mathematics through its friendly writing style, numerous realistic examples, extensive problem sets, and complete supplements package. In keeping with its proven track record, this revision includes a new open design, more exercises and applications, and additional features to help both students and instructors succeed.

• Sales Rank: #1094105 in Books
• Published on: 2004-04-02
• Original language: English
• Number of items: 1
• Dimensions: 10.24" h x 1.32" w x 8.72" l, 4.11 pounds
• Binding: Hardcover
• 896 pages

About the Author

Marge Lial Marge Lial was always interested in math; it was her favorite subject in the first grade! Marge's intense desire to educate both her students and herself has inspired the writing of numerous best-selling textbooks. Marge, who received Bachelor's and Master's degrees from California State University at Sacramento, is now affiliated with American River College.

Marge is an avid reader and traveler. Her travel experiences often find their way into her books as applications, exercise sets, and feature sets. She is particularly interested in archeology. Trips to various digs and ruin sites have produced some fascinating problems for her textbooks involving such topics as the building of Mayan pyramids and the acoustics of ancient ball courts in the Yucatan.

John Hornsby When John Hornsby enrolled as an undergraduate at Louisiana State University, he was uncertain whether he wanted to study mathematics, education, or journalism. His ultimate decision was to become a teacher, but after twenty-five years of teaching at the high school and university levels and ten years of writing mathematics textbooks, both of his goals have been realized. His love for teaching and for mathematics is evident in his passion for working with students and fellow teachers as well. His specific professional interests are recreational mathematics, mathematics history, and incorporating graphing calculators into the curriculum.

John's personal life is busy as he devotes time to his family (wife Gwen, and sons Chris, Jack, and Josh). He has been a rabid baseball fan all of his life. John's other hobbies include numismatics (the study of coins) and record collecting. He loves the music of the 1960s and has an extensive collection of the recorded works of Frankie Valli and the Four Seasons.

Terry McGinnis - A native Midwesterner, Terry received her Bachelor¿s of Science in Elementary Education (Mathematics concentration) from Iowa State University. She has taught elementary and middle school mathematics, and developed and implemented the curriculum used with her students. Terry has been involved in college mathematics publishing for over 15 years, working with a variety of authors on textbooks in developmental and precalculus mathematics. After working behind the scenes on many of the Lial/Hornsby textbooks and supplements for the past ten years, Terry most recently joined Margaret Lial and John Hornsby as co-author of their developmental mathematics series that includes Introductory Algebra, Intermediate Algebra, and Introductory and Intermediate Algebra, all published by Addison-Wesley. When not working, Terry enjoys spinning at a local health club and walking. She is a devoted parent of two sons, Andrew and Tyler.

Most helpful customer reviews

79 of 80 people found the following review helpful.
Further adventures with algebra...
By FrKurt Messick
This book is currently being used by the community college where I tutor as a book for the internet version of Intermediate Algebra, a course that most of our two-year degree programmes require as part of the mathematics requirement, and one of the most 'popular' courses at the tutor centre. Because this book is used by the internet course, it has to be well crafted to enable students to learn from on their own, and indeed, it seems to pass muster on that account.
The organisation of the book is fairly standard for algebra texts of this level: basic number theory is introduced (which should be a refresher or review from previous basic mathematics or algebra courses), the linear equations and inequalities are introduced, with equations of one variable, some elementary set operations, and the concept of inequalities. The third chapter introduces graphs, with the x-y coordinate axis, two-variable equations introduced. The fourth chapter looks at systems of equations, both in two and three variables, and introduces matrix methodology.
The fifth chapter develops the ideas of exponents, introducing scientific notation and polynomial multiplication and division. This is a prelude to factoring, the subject of chapter six. Trinomial factors, special cases and general approaches are discussed, including the grouping method and trial-and-error.
Chapter seven looks at rational expressions, complex fractions, and applications that build upon the factoring. Chapter eight introduces roots and radicals as a prelude to the quadratic equation in chapter nine. Graphing of functions such as parabolas is developed here.
Chapter ten looks at logarithmic, inverse and exponential functions, leading to analytic geometry topics such as conic sections, nonlinear functions and nonlinear systems in chapter eleven. This include hyperbolas, circles, and ellipses. The final chapter addresses the ideas of series (arithmetic sequences, geometric sequences) and introduces the binomial theorem.
The chapters have group activities at the end of each section that set the mathematics learned in proper 'real world' context. For example, the group activity for chapter eleven on analytic geometry topics deals with finding the paths of natural satellites; other activities include figuring out investments, the progress of disease spreading, the paths of comets, and comparing long-distance charges.
Each chapter comes with a convenient summary, a set of review exercises, and a chapter text. The summaries address key concepts, terms, new symbols introduced, and basic patterns of problems. There are also cumulative review sets after each chapter that address all the previous chapters. The first appendix is an introduction to calculators (there are many types of calculators, so this section is somewhat general, addressing those calculators which use basic algebraic logic in order of operations and other important areas.
The other appendices go into more detail about matrices and determinants (Cramer's Rule) and synthetic division for polynomials, for the ambitious students who wish to understand further.
The text is generally readable and accessible, with colourful pages, well-illustrated graphs and charts as required, and pictures thrown in for good measure and visual interest. The authors employ a six-step method for problem solving (read, assign variables, write equations, solve, state answers, check) at each step in the text. There is a student's solution manual, with detailed solutions to odd-numbered problems (plus others), available; this is where they 'show the work'; the simple answers are found in the back of the book.
This is a good book for classroom and self-study purposes.

9 of 9 people found the following review helpful.
Intermediate Algebra
By Spiderwoman
Lial's book is fabulous for it's logical organization. My students can independently maneuver through this book and locate poignant examples when needed. The questions become appropriately more difficult in small steps to allow students to uncover new concepts gradually and allow them to review problem areas. The answers at the back of the book are practical and helpful and provide confidence to students. Throughout the book are numerous review tests which allow students to review several chapters at once. My students used Beginning Algebra by Lial before using this book. Both of her books are excellent and provide clearly explained concepts and examples.

3 of 3 people found the following review helpful.
MAT 1033
By Ruth
This is an excellent book to prepare you for college algebra. Everything in it is a must have before you move on and it is taught in an expert style in this book. Going through many books through college, I found this to be one of my favorites as far as being able to understand what it's teaching. Buying the SSM with it is a must if your not great at math.

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~ Fee Download American Literature, Volume I (Penguin Academics Series), by William E. Cain

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As part of the Penguin Academic series, American Literature offers a wide range of selections with minimal editorial apparatus at an affordable price.

• Sales Rank: #415917 in Books
• Published on: 2004-02-19
• Original language: English
• Number of items: 1
• Dimensions: 8.30" h x 1.50" w x 5.50" l, 1.99 pounds
• Binding: Paperback
• 1392 pages

Most helpful customer reviews

23 of 26 people found the following review helpful.
Sufficient, but limited.
By Susan Rodriguez
This was the main assigned text for my Early American Literature course in college. I think the best thing that can be said about it is that it is concise and compact, one of my lightest texts that semester, which is a good selling point for some people. After all, most literature course syllabi don't assign the entire anthology, and even this one contains more material than can easily be discussed in one semester.

A minor quibble I have is with the footnotes--they seem to be geared more towards a high school than a college audience. While Cain does a good job of identifying the source of allusions, he also feels the need to define terms such as "score" (as in "four score and seven years") and "Civil War," while occasionally neglecting to engage deeper theoretical issues.

My major concern, however, is that this edition's brevity means that it cuts out material that, arguably, ought to have been included. The most glaring omission, if I counted right: of the 40 writers whose work is represented, only one of them--Thomas Jefferson--was a Southerner. This is particularly disturbing given the time period covered by the book--Columbus to the Civil War. The editor Cain writes, in one of his "Letters to the Reader," that "Southern slaveholders, statesmen, clergymen, professors, and men of letters produced an enormous body of passionate, detailed, perversely complicated proslavery literature...in countless speeches, essays, monographs...many talented, well-educated Southerners labored to prove the rightness of slavery." Why is none of this literature presented in the anthology?

I am, of course, not in favor of slavery. But that is the very point. There is no question of slavery today; while racism still exists, America is not in the least danger of returning to slaveholding. The question "Why did slavery continue so long in America, the country of freedom?" is a real and important mystery for modern students of literature and history. It is a mystery with a complex solution and far-reaching implications. But the modern student, presented only with one side of the issue--the abolitionists' side, the slaves' and freed slaves' side, the victors' side--will never get any farther than simplistic (though frequently true) accusations of hatred and greed.

Let anthologies of American literature reflect the ideals of American democracy: let all voices be heard. Truth, if it is strong enough, will survive; in the meantime, our students may learn discernment.

4 of 4 people found the following review helpful.
Wonderful Read, as both a college student and American citizen
By Kat
Great canon of classic American Literature. Cain provides great context for the literature presented, and includes many unique and influential texts from American history. Cain includes a wonderful selection of Melville short stories, some of which are hard to come across. The text includes writings from authors such as Emerson, Thoreau, Ben Franklin, Margaret Fuller, Hawthorne, Melville, Bartolome De la Casas, Frederick Douglass, Harriot Jacobs, Thomas Jefferson, James Madison, Christopher Colombus, and many more.

I found this volume to be very informative and interesting. I think the footnotes were helpful and appreciate Cain's objectivity and brevity. I read this for college and was surprised by how much I enjoyed it. I believe the texts included in this volume should be read by all Americans and anyone else interested in the literature produced in American History. The texts portray a rich American culture, giving the reader a deep understanding of American history, starting with the American revolution through the Civil War and Transcedentalism. Read writings from Women and African Americans before there were equal rights, or from European explorers and priests about the settlization of America. This text also provides an abundance of literature from classic writers, such as the Scarlet Letter.

0 of 0 people found the following review helpful.
Meh
By CindyMoon
The packaging was horrible. It was wrapped in paper that was ripped open by the time I received it. The book itself was not in great shape. It was dirty and many of the pages were highlighted. I have no choice but to use it because I can not return it at this point since I will be behind in my class.

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The West: Encounters and Transformations takes a new approach to telling the story of Western Civilization. Rather than looking at Western Civilization only as the history of Europe from ancient times to the present, this groundbreaking book examines the changing nature of the West--how the definition of the West has evolved and transformed throughout history. It explores the ways Western civilization has changed as a result of cultural encounters with different beliefs, ideas, technologies, and peoples, both outside the West and within it. Presenting a balanced treatment of political, social, religious, and cultural history, this new text emphasizes the ever-shifting boundaries of the geographic and cultural realm of the West, with special attention given to Eastern Europe and the Muslim world, Africa, Asia, and the Americas.

• Sales Rank: #11751957 in Books
• Published on: 2003-12-11
• Original language: English
• Dimensions: 10.78" h x .65" w x 8.44" l,
• Binding: Paperback
• 496 pages

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! PDF Ebook Crossroads: Creative Writing in Four Genres, by Diane Thiel

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In Crossroads, a wealth of exercises and rich diversity of models address the elements of writing fiction, poetry, creative nonfiction, and drama while developing an individual's writing skills. Clear, concise discussions of particular techniques of creative writing are followed by practice of these individual techniques. Potent, vital models are offered in an extensive anthology of classic and contemporary readings.

• Sales Rank: #547952 in Books
• Published on: 2004-10-16
• Original language: English
• Number of items: 1
• Dimensions: 8.90" h x .90" w x 6.50" l, 1.39 pounds
• Binding: Paperback
• 416 pages

From the Back Cover

In "Crossroads," a wealth of exercises and rich diversity of models address the elements of writing fiction, poetry, creative nonfiction, and drama while developing an individual's writing skills. Clear, concise discussions of particular techniques of creative writing are followed by practice of these individual techniques. Potent, vital models are offered in an extensive anthology of classic and contemporary readings.

About the Author
Diane Thiel is the author of six books of poetry, nonfiction and creative writing pedagogy. She has published hundreds of poems and prose pieces in numerous important publications such as Poetry, The Hudson Review, and Best American Poetry 1999, and her poetry, prose, and translations are re-printed in over 30 major anthologies.

Most helpful customer reviews

8 of 8 people found the following review helpful.
Not too bad
By Alicia C.
The book, itself, is well-written. It is a very good tool for a budding creative writer to refer to, when needed. I do not, however, think it is worth the +/- $60 price tag it carries. I'd pay $25 tops for this book and wouldn't have gotten it if it wasn't required for a class.

3 of 3 people found the following review helpful.
Good book, ridiculous price tag
By Kristine Cook
This book served its purpose for my creative writing course as an undergraduate. The essays were as helpful as any writing book can be, and it's a textbook I've continued to hold onto. I liked the setup of the book, dealing with different different genres, and the exercises were helpful.

That being said, it's barely worth $30, let alone what it gets jacked up to because we can call it a textbook. It's thin and made of average paper. At least I found it worth keeping after what I spent on it.

5 of 6 people found the following review helpful.
Bought for class
By Tara
I bought this book for a Creative Writing class and we haven't even used it yet. The exercises look interesting, so I will probably hold on to it for inspiration even after the semester is over.

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* Ebook College Algebra & Trigonometry, by David I. Schneider, Margaret L. Lial, John Hornsby

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Video lectures for every section of the associated book. Associated books available separately. Titles: College Algebra and Trigonometry, third edition and Precalculus third edition by Lial Hornsby and Schneider.

• Sales Rank: #5973788 in Books
• Published on: 2004-08-01
• Original language: English
• Number of items: 1
• Dimensions: .39" h x .39" w x .39" l, .0 pounds
• Binding: Paperback

Features

• Includes College Algebra and Trigonometry 3rd Edtion Digital Video Tutor
• and Precalculus 3rd edition Digital Video Tutor
• Authors: Lial Hornsby and Schneider
• 2004

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~ Ebook Writing in Political Science (3rd Edition), by Diane E. Schmidt

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This easy-to-use writing guide shows readers how to think, research, and write like a political scientist and includes new coverage of current practices in using electronic databases and Internet sources.

• Sales Rank: #1204727 in Books
• Published on: 2004-08-08
• Original language: English
• Number of items: 1
• Dimensions: 9.20" h x .61" w x 6.32" l, 1.18 pounds
• Binding: Paperback
• 416 pages

From the Inside Flap
PREFACE

As political scientists, we are rarely directly involved in politics; instead, we write about it the same way sports commentators report on baseball games. We theorize and conjecture but rarely play the game. Some of us keep statistics about our players, some of us just provide the color commentary while the players are in the arena, and some of us analyze the actions of the players to see how the winners won and the losers lost. Mostly, we study and learn by observing and providing a reasoned perspective about political activities.

What political scientists do best is write. Part of what this book is about is writing in political science. It is not a formal book of style nor is it a tome on what it means to think critically about politics or to be a political scientist. It is a practical, sometimes irreverent, and usually serious guide to becoming a color commentator, armchair quarterback, or an expert on politics. It is about becoming a professional in political science and communicating with a community of students and scholars of government and policy. In other words, this book is a guide to communicating about political events, about political ideas, about political passions, and about political agendas. It is not just about writing; it is about thinking about politics, reading about politics, and arguing about politics.

There are many reasons why I wrote this book. I noticed early in my teaching career that students in my courses, regardless of their major or class standing or grade point average, exhibited a general confusion about what and how to communicate in political science assignments. My first response was to condemn the public high school system and the English department for not training students to write coherently. But that was too easy. Upon investigation, I found that there was a different approach to writing among political science, English composition, and the hard sciences. Approximately at the same time I discovered the Writing Across the Curriculum approach, I received the best, most instructive assessment of the problem from a retiring English composition professor. She said, "I'm not surprised that your students are having problems. We teach them to write for us. If you want them to write well in political science, teach them to write for political science." That, in a nutshell, is what Writing Across the Curriculum promotes. That, in a nutshell, is what this book is intended to accomplish.

I wrote this book for political science majors and for students who are passing through the discipline as an elected activity. But this guide is more than an abridged writer's guide with explicit references to political science writing assignments. In addition to outlining the standard form for student assignments, the guide provides practical information and advice about criteria used to evaluate student assignments. It provides and uses the vocabulary of the political science discourse community while keeping the directions and formats simple enough to understand and execute without guidance from an instructor. Anyone who can follow a recipe in a cookbook, read an auto repair manual, or use an automatic teller machine at a bank, can follow the instructions in this book and turn out a professional level, high quality manuscript concerning politics.

Unfortunately, this book is not a jump-start for writing and the directions must be followed closely. The advice in this book cannot compensate for poor effort or preparation. Although many parts of this guide mirror sections of general stylebooks and English composition textbooks, it is not a substitute for a comprehensive style guide or a course in composition. This guide stresses the application of general principles of expository writing to common projects and assignments given to students in political science classes. The style and composition sections are designed to enhance and refresh skills already acquired through introductory composition coursework. These sections build on standard writing forms while applying them to the kind of study and investigation conducted in the discipline of political science.

In many ways, this guide is an extended information sheet, not unlike those given to students by their professors. In addition to stating criteria for assignments, it includes gentle reminders about critical thinking, research habits, and general formatting of manuscripts. The guide provides the instruction and examples of political science writing assignments that help students begin and end in the right direction for meeting the instructor's expectations.

More importantly, the guide provides examples, yes, examples of actual student manuscripts written for the sole purpose of getting a grade. None of the student papers were (was) written expressly for the book. Some were written before I ever conceived the idea of writing the book. With a few exceptions, the papers were written by students in my courses and reflect some of the best examples of papers produced by following the format and structure directions for the particular type of writing assignment required in those courses.

In fact, the examples in this guide are some of its most distinguishing and beneficial aspects. Unlike standard guides for writing research papers or even guides to writing in political science, this guide provides, in exhaustive detail, an explanation about the difference between writing an analysis of legislation or an analysis of a public policy and how to write them both. Because it is important for students to see, not just told, that different courses and different subfields in political science have different forms and expectations for written research, there is an example for every exercise and every assignment listed in the book.

Because the book includes both the directions concerning form and examples that exhibit an application of such forms, students will, with or without an instructor's help, be able to choose and narrow a topic, formulate a research agenda, execute a study, write about the findings, and learn something about politics at the same time. The examples in this guide, though very good, are not necessarily the most spectacular work performed concerning the topic or assignment requirements. Those standards are difficult and almost impossible for most people to achieve. No, the examples reflect the efforts of good, hardworking, conscientious students who followed directions, researched their topics earnestly, and produced fine manuscripts which encompass a reasoned perspective on their topics. With the instructor's help, students can use the advice and examples as templates for classroom work. Without the instructor, students may reasonably assume that some approximation of an example related to the course focus will be a good approach.

There is one aspect of this book that may not seem obvious at first that I should explain. The examples in this guide are particularly skewed toward American government, public policy, public law, and public administration. There are several reasons for this. Although I am cross-trained in all these areas, I teach American government and public policy. The examples come from my students because I know their potential. I set the goals, structured the incentives for achieving them, and measured how closely they were achieved. The examples are testimony to the utility of providing the students a clear statement of goals, of expectations, and of standards for assignments. I know these techniques work because they have worked for me at every course level from introductory to graduate classes.

Because the techniques used in this guide are based on a Writing Across the Curriculum perspective, they have also worked for colleagues and students in several subfields, several disciplines, and several institutions who adopted this book in draft form. My book was used to help train Lithuanian masters students in a Masters in Public Administration program, in Lithuania! From freshman to graduate level, from history to anthropology, this guide has been helpful for instructors and students alike. Just like a recipe for cheesecake or barbecue, the application of these techniques varies between users. Instructors put in their own personal touches, accents, and emphasis. In contrast, my students sent copies to friends and siblings and taken the guide along to law or graduate school because of its versatility and straightforward, understandable advice.

Nonetheless, the principles and advice in the guide can be applied to political theory, comparative government, and international relations. Wherever possible and appropriate, I have provided instruction and advice about using the materials in these fields. The topic section has examples of choosing subfield specific topics for all subfields. The section on enhancing comprehension and synthesis as well as the section on handling and processing class materials are standard. The section on conventional papers includes a short discussion of how such papers are used in other subfields. The advice concerning assignments requiring special analytical techniques and assignments in applied political science can be utilized for any institutional level regardless of the country on which or in which it was performed. Finally, the section on managing and preserving achievements for career development is not subfield specific.

Thus, what the guide lacks in discipline breadth, it makes up for in depth and comprehensiveness related to instructing on the discourse, the professional standards, and the method of discovery in political science as a profession. The examples were taken from a cross-section of student writing styles and issues of interest to many students. While each paper exhibits a unique perspective, the thread that ties them together is the salient and controversial nature of each topic. As with any work, some gross errors were made by students and thus corrected. Some typographical errors are my fault. I have never been a good copy editor for my own work. For the most part, the papers clearly reflect the students' efforts. Small mistakes in logic as well as some usage errors were preserved to maintain the personality and spirit of the writers. As teaching tools, they are instructive. As statements on political events, they are interesting and well reasoned. As examples, they set standards that are attainable. This combination makes these student papers assets to the guide and makes the goals of the guide attainable.

For the second edition, I added sections on Internet research, Internet source evaluation, reading tables and graphs, creating tables and graphs, writing editorials, writing case studies, and referencing. The section on Internet research was co-authored by one of my students. Unlike other Internet guides that are written by technicians or scholars in the field, this new section provides practical techniques actually used by students for student research. So much of the advice is written for users who actually enjoy "surfing" the net. I have found that my students prefer direct practical advice for locating information fast. This section provides the minimum information on Internet terminology while focusing the student's attention on efficient Internet use.

I also added an expanded section on research methods and statistical research. Because the Internet provides a dearth of data, and because spreadsheet technology is so user-friendly, I added a section to locating and using data. I included a section on primary research for conducting interviews, creating surveys, and analyzing surveys. Included in this new section is advice on reading and constructing tables, graphs, and figures. I also included a section on finding secondary sources and data on the Internet. I provided Web site addresses and advice for using Web based information.

I also expanded and improved the referencing section. I added a formats for Internet citations both in the text as well as in the bibliography. I also provided comparative formats for MLA, Chicago Manual of Style, and APA styles. For each type of source, I provided an example from each of the three styles.

Finally, I added new material on case study approaches and editorial writing. Editorial writing is a skill that helps students participate in the process after leaving their educational institutions. Further, unlike concept or position papers, the case study approach to the study of politics provides opportunities for students to apply what they learned in class to a specific agency or entity. I included two types of case studies. The first type is an academic case study approach where students learn to evaluate an analysis problems in organizations. The second type is a problem solving case study where the student chooses a particular problem, researches it, and provides an a recommendation for resolving the problem.

In sum, this is not just another writing guide. It is a complete guide for being or becoming a professional in political science. It can be used from freshman to graduate level coursework, from entering a student career to graduating and pursuing a professional career after graduation. It is a style guide, a class handout, a writing manual, an organizing guide, and a resume guide. It is everything students need to begin their research, their writing, and their careers. Enjoy!

ACKNOWLEDGEMENTS

I wish to express my appreciation to the many people who encouraged me and helped me in the preparation of first or second edition of this book, including Bruce Appleby, Bob Lorinskas, Terry Plain, Sari Ramsey, Jerry Hostetler, Amy Andrews, Leila Niehuser, Cecilia Lause, Mark Toews, and Beth McMillin. I am also indebted to my students especially Mary Andrews, Annette Allison, Susan Toomire, and Judith Ferrer, who have been complementary and supportive of my efforts in this second edition to help them develop professionally.

Finally, I am indebted to friends for their unconditional support of this project including Kay Heidbreder, Marji Morgan, Suzy Parker, Teresa Murphy, Cindy McKinney, Cindy McGee, Jim Mallien, Joan Brown, and Bonnie Hallman for their supporting friendship. They have been friends when I needed them. I also want to thank my family, especially my mother Margie Brown for her support and pride in my accomplishments. Last, but not least, I wish to thank sons Casey and Jonathan for being patient during my never ending string of projects and my husband, Alan, for his contributions to the text and his support and understanding when I was too involved in this project to worry about less pressing matters. These people have stayed close to me as I recuperate from life's trauma. These are the people I cherish most and have been my greatest inspiration. Thank you.

Diane E. Schmidt Chico, CA January 2, 2000

From the Back Cover

Among its many features, this text includes:

• NEW! A thorough treatment of how to use the internet for political science research, including citation guidelines and information on evaluating sources
• NEW! Revised and improved citation guidelines for MLA, APA, and Chicago styles

• A thorough description of political inquiry and what it involves
• An easy to use topics selection guide tied to subdisciplines in the field
• Examples of every kind of writing assignment used in the discipline
• Sections addressing common writing problems faced by students
• A chapter explaining the basics of writing letters of introduction, vitaes, and resume

Excerpt. © Reprinted by permission. All rights reserved.
PREFACE

As political scientists, we are rarely directly involved in politics; instead, we write about it the same way sports commentators report on baseball games. We theorize and conjecture but rarely play the game. Some of us keep statistics about our players, some of us just provide the color commentary while the players are in the arena, and some of us analyze the actions of the players to see how the winners won and the losers lost. Mostly, we study and learn by observing and providing a reasoned perspective about political activities.

What political scientists do best is write. Part of what this book is about is writing in political science. It is not a formal book of style nor is it a tome on what it means to think critically about politics or to be a political scientist. It is a practical, sometimes irreverent, and usually serious guide to becoming a color commentator, armchair quarterback, or an expert on politics. It is about becoming a professional in political science and communicating with a community of students and scholars of government and policy. In other words, this book is a guide to communicating about political events, about political ideas, about political passions, and about political agendas. It is not just about writing; it is about thinking about politics, reading about politics, and arguing about politics.

There are many reasons why I wrote this book. I noticed early in my teaching career that students in my courses, regardless of their major or class standing or grade point average, exhibited a general confusion about what and how to communicate in political science assignments. My first response was to condemn the public high school system and the English department for not training students to write coherently. But that was too easy. Upon investigation, I found that there was a different approach to writing among political science, English composition, and the hard sciences. Approximately at the same time I discovered the Writing Across the Curriculum approach, I received the best, most instructive assessment of the problem from a retiring English composition professor. She said, "I'm not surprised that your students are having problems. We teach them to write for us. If you want them to write well in political science, teach them to write for political science." That, in a nutshell, is what Writing Across the Curriculum promotes. That, in a nutshell, is what this book is intended to accomplish.

I wrote this book for political science majors and for students who are passing through the discipline as an elected activity. But this guide is more than an abridged writer's guide with explicit references to political science writing assignments. In addition to outlining the standard form for student assignments, the guide provides practical information and advice about criteria used to evaluate student assignments. It provides and uses the vocabulary of the political science discourse community while keeping the directions and formats simple enough to understand and execute without guidance from an instructor. Anyone who can follow a recipe in a cookbook, read an auto repair manual, or use an automatic teller machine at a bank, can follow the instructions in this book and turn out a professional level, high quality manuscript concerning politics.

Unfortunately, this book is not a jump-start for writing and the directions must be followed closely. The advice in this book cannot compensate for poor effort or preparation. Although many parts of this guide mirror sections of general stylebooks and English composition textbooks, it is not a substitute for a comprehensive style guide or a course in composition. This guide stresses the application of general principles of expository writing to common projects and assignments given to students in political science classes. The style and composition sections are designed to enhance and refresh skills already acquired through introductory composition coursework. These sections build on standard writing forms while applying them to the kind of study and investigation conducted in the discipline of political science.

In many ways, this guide is an extended information sheet, not unlike those given to students by their professors. In addition to stating criteria for assignments, it includes gentle reminders about critical thinking, research habits, and general formatting of manuscripts. The guide provides the instruction and examples of political science writing assignments that help students begin and end in the right direction for meeting the instructor's expectations.

More importantly, the guide provides examples, yes, examples of actual student manuscripts written for the sole purpose of getting a grade. None of the student papers were (was) written expressly for the book. Some were written before I ever conceived the idea of writing the book. With a few exceptions, the papers were written by students in my courses and reflect some of the best examples of papers produced by following the format and structure directions for the particular type of writing assignment required in those courses.

In fact, the examples in this guide are some of its most distinguishing and beneficial aspects. Unlike standard guides for writing research papers or even guides to writing in political science, this guide provides, in exhaustive detail, an explanation about the difference between writing an analysis of legislation or an analysis of a public policy and how to write them both. Because it is important for students to see, not just told, that different courses and different subfields in political science have different forms and expectations for written research, there is an example for every exercise and every assignment listed in the book.

Because the book includes both the directions concerning form and examples that exhibit an application of such forms, students will, with or without an instructor's help, be able to choose and narrow a topic, formulate a research agenda, execute a study, write about the findings, and learn something about politics at the same time. The examples in this guide, though very good, are not necessarily the most spectacular work performed concerning the topic or assignment requirements. Those standards are difficult and almost impossible for most people to achieve. No, the examples reflect the efforts of good, hardworking, conscientious students who followed directions, researched their topics earnestly, and produced fine manuscripts which encompass a reasoned perspective on their topics. With the instructor's help, students can use the advice and examples as templates for classroom work. Without the instructor, students may reasonably assume that some approximation of an example related to the course focus will be a good approach.

There is one aspect of this book that may not seem obvious at first that I should explain. The examples in this guide are particularly skewed toward American government, public policy, public law, and public administration. There are several reasons for this. Although I am cross-trained in all these areas, I teach American government and public policy. The examples come from my students because I know their potential. I set the goals, structured the incentives for achieving them, and measured how closely they were achieved. The examples are testimony to the utility of providing the students a clear statement of goals, of expectations, and of standards for assignments. I know these techniques work because they have worked for me at every course level from introductory to graduate classes.

Because the techniques used in this guide are based on a Writing Across the Curriculum perspective, they have also worked for colleagues and students in several subfields, several disciplines, and several institutions who adopted this book in draft form. My book was used to help train Lithuanian masters students in a Masters in Public Administration program, in Lithuania! From freshman to graduate level, from history to anthropology, this guide has been helpful for instructors and students alike. Just like a recipe for cheesecake or barbecue, the application of these techniques varies between users. Instructors put in their own personal touches, accents, and emphasis. In contrast, my students sent copies to friends and siblings and taken the guide along to law or graduate school because of its versatility and straightforward, understandable advice.

Nonetheless, the principles and advice in the guide can be applied to political theory, comparative government, and international relations. Wherever possible and appropriate, I have provided instruction and advice about using the materials in these fields. The topic section has examples of choosing subfield specific topics for all subfields. The section on enhancing comprehension and synthesis as well as the section on handling and processing class materials are standard. The section on conventional papers includes a short discussion of how such papers are used in other subfields. The advice concerning assignments requiring special analytical techniques and assignments in applied political science can be utilized for any institutional level regardless of the country on which or in which it was performed. Finally, the section on managing and preserving achievements for career development is not subfield specific.

Thus, what the guide lacks in discipline breadth, it makes up for in depth and comprehensiveness related to instructing on the discourse, the professional standards, and the method of discovery in political science as a profession. The examples were taken from a cross-section of student writing styles and issues of interest to many students. While each paper exhibits a unique perspective, the thread that ties them together is the salient and controversial nature of each topic. As with any work, some gross errors were made by students and thus corrected. Some typographical errors are my fault. I have never been a good copy editor for my own work. For the most part, the papers clearly reflect the students' efforts. Small mistakes in logic as well as some usage errors were preserved to maintain the personality and spirit of the writers. As teaching tools, they are instructive. As statements on political events, they are interesting and well reasoned. As examples, they set standards that are attainable. This combination makes these student papers assets to the guide and makes the goals of the guide attainable.

For the second edition, I added sections on Internet research, Internet source evaluation, reading tables and graphs, creating tables and graphs, writing editorials, writing case studies, and referencing. The section on Internet research was co-authored by one of my students. Unlike other Internet guides that are written by technicians or scholars in the field, this new section provides practical techniques actually used by students for student research. So much of the advice is written for users who actually enjoy "surfing" the net. I have found that my students prefer direct practical advice for locating information fast. This section provides the minimum information on Internet terminology while focusing the student's attention on efficient Internet use.

I also added an expanded section on research methods and statistical research. Because the Internet provides a dearth of data, and because spreadsheet technology is so user-friendly, I added a section to locating and using data. I included a section on primary research for conducting interviews, creating surveys, and analyzing surveys. Included in this new section is advice on reading and constructing tables, graphs, and figures. I also included a section on finding secondary sources and data on the Internet. I provided Web site addresses and advice for using Web based information.

I also expanded and improved the referencing section. I added a formats for Internet citations both in the text as well as in the bibliography. I also provided comparative formats for MLA, Chicago Manual of Style, and APA styles. For each type of source, I provided an example from each of the three styles.

Finally, I added new material on case study approaches and editorial writing. Editorial writing is a skill that helps students participate in the process after leaving their educational institutions. Further, unlike concept or position papers, the case study approach to the study of politics provides opportunities for students to apply what they learned in class to a specific agency or entity. I included two types of case studies. The first type is an academic case study approach where students learn to evaluate an analysis problems in organizations. The second type is a problem solving case study where the student chooses a particular problem, researches it, and provides an a recommendation for resolving the problem.

In sum, this is not just another writing guide. It is a complete guide for being or becoming a professional in political science. It can be used from freshman to graduate level coursework, from entering a student career to graduating and pursuing a professional career after graduation. It is a style guide, a class handout, a writing manual, an organizing guide, and a resume guide. It is everything students need to begin their research, their writing, and their careers. Enjoy!

ACKNOWLEDGEMENTS

I wish to express my appreciation to the many people who encouraged me and helped me in the preparation of first or second edition of this book, including Bruce Appleby, Bob Lorinskas, Terry Plain, Sari Ramsey, Jerry Hostetler, Amy Andrews, Leila Niehuser, Cecilia Lause, Mark Toews, and Beth McMillin. I am also indebted to my students especially Mary Andrews, Annette Allison, Susan Toomire, and Judith Ferrer, who have been complementary and supportive of my efforts in this second edition to help them develop professionally.

Finally, I am indebted to friends for their unconditional support of this project including Kay Heidbreder, Marji Morgan, Suzy Parker, Teresa Murphy, Cindy McKinney, Cindy McGee, Jim Mallien, Joan Brown, and Bonnie Hallman for their supporting friendship. They have been friends when I needed them. I also want to thank my family, especially my mother Margie Brown for her support and pride in my accomplishments. Last, but not least, I wish to thank sons Casey and Jonathan for being patient during my never ending string of projects and my husband, Alan, for his contributions to the text and his support and understanding when I was too involved in this project to worry about less pressing matters. These people have stayed close to me as I recuperate from life's trauma. These are the people I cherish most and have been my greatest inspiration. Thank you.

Diane E. Schmidt
Chico, CA
January 2, 2000

Most helpful customer reviews

2 of 3 people found the following review helpful.
Solid Writing Guidance for Political Science Majors
By Elizabeth T. Smith
I've been using this book in my freshman political science seminar for several years and it has many strengths. I especially like the first few chapters on the nature of political inquiry and what it means to think and write critically about politics. Its check list of properties of a good research paper is especially well done. The section on annotated bibliographies is very useful to get students started on papers.

Now for the weaknesses: the chapter on the format and examples of conventional research papers is limited to comparative, analytical and position papers. The formulae given for writing each type of paper doesn't seem especially useful to me. I'd prefer that students formulate a real question, write a literature review and use data to form useful conclusions. The paper formats provided do not do this. I've written my own handouts on paper formatting and structure rather than assign this one.

Despite its limitations, this is a very useful book for undergraduate political science majors. If I was starting out in the field, it is exactly what I'd want to know.

0 of 0 people found the following review helpful.
Very useful, in some respects
By Melissa A. Newberg
I was assigned this book as an undergraduate and quite honestly, didn't give it much of my time. But looking it at it now, while doing my MA, I wish I had! The practical information about writing theses, footnotes/endnotes, and stylistic problems seems especially important for any student. The examples and formats weren't particularly useful to me...I think the space would have been better spent on straight-up research papers instead all the unique ones, like writing policy recommendations and book reviews. Perhaps this will be useful to some students though. All in all, I think it's a great reference to have the shelf and I use it now as a guide to answer any of the basic questions about research that I may have.

0 of 0 people found the following review helpful.
This was a nessiaty for school, I'm sure when ...
By Amazon Customer
This was a nessiaty for school, I'm sure when I use it for my paper it will come in handy.

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