Reprint of the original, first published in 1883.

`This is a very practical "how to" book, written for students on counselling skills courses. It is intended to help them through the various problems faced by people returning to education, perhaps after a long gap.... how useful this book could be to students who [are] confused by the increasingly academic requirements of counselling training courses... I would recommend this book as a companion for anyone who is starting a course with little or no experience of academic expectations. It is written in a friendly and reassuring style′ - Counselling, The Journal of the British Association for Counselling This book provides a comprehensive overview of the tasks and the processes of learning and writing required on counselling training courses and in the practice of counselling. The authors cover the entire period of training, from choosing a course to the early stages of professional practice. The first part of the book discusses learning skills, methods and approaches, looking at, for example, the context for learning, motivation and experiential learning. Part Two focuses on course requirements, the form of written assignments - how to complete them and the difficulties that can be encountered - as well as the basics of writing, including language, form and style. The final part looks at the involvement of practising counsellors in continued learning and the kinds of writing that they may develop throughout their careers.

Through a range of exciting activities, this two-level series draws on students' world knowledge, beliefs, and personal experiences to teach various aspects of the writing process. The first level of this two-level writing text draws on students' world knowledge, beliefs, and perceptions to teach organization and other aspects of the writing process.

Focusing on narrative, expository, and persuasive writing and poetry, this guide provides strategies and tools to facilitate writing development for English learners in Grades 2–8.

This book focuses on the writing process in the self-study of teaching and teacher education practices. It addresses writing as an area in which teacher educators can develop their skills and represents how to write in ways that are compatible with self-study's orientations towards the inquiry, both personal and on practice. The book examines effective self-study writing with chapters written by experienced self-study practitioners. In addition to considering elements of writing as a method for the self-study of practice, it delves into the cognitive processes of real writers making explicit their writing practices. Practical suggestions are connected to the lived experiences of self-study practitioners making sense of their field through the process of writing. This book will be of interest to doctoral and novice self-study writers, and experienced authors seeking to develop their practice. It demonstrates that writing as a method of inquiry in self-study and beyond can be learned, modeled and taught.