Overview

With its friendly, step-by-step format, the third edition of Becoming an Academic Writer by Patricia Goodson helps readers improve their writing by engaging in deep, deliberate, and daily practice. Featuring 50 exercises, this guide is organized so readers can either work through exercises in order, or focus on specific areas.

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9781544356150

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Reviews

The major strength of this text are the exercises. The exercises are practical, doable, and relevant to the new, developing, and experienced writer. They make the often overwhelming task of academic writing, palatable and approachable. -- C. Casey Ozaki I like the way that it sets up students for success if they are patient enough to read carefully and work through the exercises. -- Anne Hardgrove It has a lot of GREAT writing advice that helps students to break through writing blocks, helps them think through their ideas, and helps them write about it in a powerful way. -- Holly Brewer, Burke Professor of American History Students loved it and found it very useful. Everyone I've recommended it to has found it to be useful. -- Brenda C. Barnes, Ph.D. [This text] encourages the development of identity as a writer and writing as a practice, provides several practical tips and guidance for practices that will develop strengths as a writer, [and] maintains an accessible tone. No one will feel that this book is too lofty for them to use it. -- Vanessa Dennen The strength of this text is the practical exercises. -- Lize A.E. Booysen. Gradute School of Leadership and Change The key advice is sound. The collection of other writers' advice is excellent. The author brings together a lot of good advice. I found myself taking notes from chunks of the book for my lecture discussion. -- Joseph Graf It is suitable for a flipped teaching approach, [and emphasizes] internalizing the writing process and developing an identity as a writer. -- Charles Duquette Practical, accessible, useful, empathic -- Dr. Amanda O. Latz

Author Information

Patricia Goodson is professor of health education in the Department of Health & Kinesiology at Texas A&M University (TAMU). She obtained a bachelor’s degree in Linguistics (from Universidade Estadual de Campinas) and a master’s in Philosophy of Education (from Pontifícia Universidade Católica de Campinas) in Brazil; a master’s in General Theological Studies (from Covenant Theological Seminary) and a PhD in Health Education (from the University of Texas at Austin) in the United States. At TAMU, she has taught mostly graduate-level courses such as Health Behavior Theory, Health Research Methods, Health Program Evaluation, Health Education Ethics, and Advanced Health Behavior Theory. In 2007, while acting as associate dean for Graduate Program Development, she created and implemented a college-wide writing support service for graduate students, based on the POWER model described in this book. Currently, as director of the College of Education and Human Development’s Writing Initiative (POWER Services), she offers Basic and Advanced Writing Studios for graduate students in the college, on a regular basis, and occasionally teaches writing workshops for faculty at Texas A&M and other universities. Dr. Goodson has won several department-, college-, and university- level awards for her teaching and research. In 2012 she was awarded the title of Presidential Professor for Teaching Excellence at Texas A&M University—one of the highest teaching awards at that university. Also in 2012, she became the university’s sole nominee for the Piper Professor Award, a state-level recognition for teaching. While she considers mentoring graduate students the most fulfilling part of her career, a couple of research interests vie for her attention. Her research focuses on topics such as sexual health of adults and adolescents, the history of the HIV/AIDS epidemic, and public health genomics. She has published extensively in high-impact journals, has reviewed for several prestigious publications, and has served as book review editor for The Journal of Sex Research. One of her intellectual passions is theory, and her “other” book presents a critique of health education’s current use of theory in both research and practice.

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