Bridging the Multimodal Gap

Of course, multimodal writing is more than adding a picture here or some color ... What do writers and their audiences gain from the inclusion of images or ...

Author: Santosh Khadka

Publisher: University Press of Colorado

ISBN: 9781607327974

Category: Language Arts & Disciplines

Page: 302

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Bridging the Multimodal Gap addresses multimodality scholarship and its use in the composition classroom. Despite scholars’ interest in their students’ multiple literacies, multimodal composition is far from the norm in most writing classes. Essays explore how multimodality can be implemented in courses and narrow the gap between those who regularly engage in this instruction and those who are still considering its scholarly and pedagogical value. After an introductory section reviewing the theory literature, chapters present research on implementing multimodal composition in diverse contexts. Contributors address starter subjects like using comics, blogs, or multimodal journals; more ambitious topics such as multimodal assignments in online instruction or digital story telling; and complex issues like assessment, transfer, and rhetorical awareness. Bridging the Multimodal Gap translates theory into practice and will encourage teachers, including WPAs, TAs, and contingent faculty, to experiment with multiple modes of communication in their projects. Contributors: Sara P. Alvarez, Steven Alvarez, Michael Baumann, Joel Bloch, Aaron Block, Jessie C. Borgman, Andrew Bourelle, Tiffany Bourelle, Kara Mae Brown, Jennifer J. Buckner, Angela Clark-Oates, Michelle Day, Susan DeRosa, Dànielle Nicole DeVoss, Stephen Ferruci, Layne M. P. Gordon, Bruce Horner, Matthew Irwin, Elizabeth Kleinfeld, Ashanka Kumari, Laura Sceniak Matravers, Jessica S. B. Newman, Mark Pedretti, Adam Perzynski, Breanne Potter, Caitlin E. Ray, Areti Sakellaris, Khirsten L. Scott, Rebecca Thorndike-Breeze, Jon Udelson, Shane A. Wood, Rick Wysocki, Kathleen Blake Yancey

Exploring Multimodal Composition and Digital Writing

Collaborative writers need to be interviewed and their collaborative processes recorded to try to get at what commonalities exist when multimodal writers ...

Author: Ferdig, Richard E.

Publisher: IGI Global

ISBN: 9781466643468

Category: Language Arts & Disciplines

Page: 352

View: 449

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While traditional writing is typically understood as a language based on the combination of words, phrases, and sentences to communicate meaning, modern technologies have led educators to reevaluate the notion that writing is restricted to this definition. Exploring Multimodal Composition and Digital Writing investigates the use of digital technologies to create multi-media documents that utilize video, audio, and web-based elements to further written communication beyond what can be accomplished by words alone. Educators, scholars, researchers, and professionals will use this critical resource to explore theoretical and empirical developments in the creation of digital and multimodal documents throughout the education system.

Language in Multimodal Writing Processes and Performance

From the writing process data, I found that L2 writers spent a smaller amount of time and effort on constructing visual texts than language, especially in the middle of the text construction processes.

Author: Jung Min Lim

Publisher:

ISBN: 9798645450649

Category: Electronic dissertations

Page: 177

View: 735

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In this sequential mixed methods research project, I first investigated learners' needs of multimodal writing in the higher education setting and then examined adult L2 writers' multimodal writing performances and processes, and their task perceptions. For the first study, a qualitative needs analysis, I conducted individual semi-structured interviews with 7 instructors of undergraduate courses in different disciplines to explore how they implement and perceive multimodal course assignments. Additionally, I collected 161 course syllabi data from which I identified 104 multimodal tasks. Triangulating two data sources, I found three themes that emerged from the two data sources: (1) goals and instruction of multimodal writing: disciplinary versus creative expression; (2) linguistic mode in multimodal texts: written and spoken words; and (3) tasks of multimodal writing: individual versus collaborative work. Based on the needs analysis, I developed a timed multimodal writing task that is to construct a narrated slide presentation. I utilized this task as one of the instruments in the subsequent phase.In the second study, adopting a convergent parallel mixed methods design, I investigated L2 learners' multimodal writing performances and processes and their perceptions toward the multimodal writing task. Thirty-one adult Korean learners of English intermediate- to high- proficiency individually completed a multimodal writing task (i.e., a timed argumentative narrated presentation task) and a monomodal writing task (i.e., a timed argumentative essay task) while their on-screen writing behaviors were screen recorded. After the multimodal writing task, each writer completed a stimulated recall interview in their first language (Korean) watching a video of one's own writing processes. They all completed task perception and background questionnaires. Writing process data-on-screen writing processes and stimulated recalls- were qualitatively analyzed using an inductive approach. In terms of task performances, five experienced academic English instructors evaluated the multimodal writing performances in terms of the overall quality, visualization quality, and language; and three of them also rated the monomodal performances using an analytic rubric.Findings from the performance data revealed that multimodal text quality is strongly associated with language performance, but another dimension of nonlinguistic performance also contributes to the overall text quality. More specifically, the multimodal performance data fit a regression model that explains 83% of the variance of multimodal text quality with language scores (s = .62) and visualization scores (s = .45). Furthermore, the language scores of participants' multimodal writing performance showed significant positive correlations to all subscores and total score of monomodal writing performances with moderate to strong effect sizes; however, none of the scores of monomodal writing task performances were correlated with the visualization score of the multimodal writing task performances. From the writing process data, I found that L2 writers spent a smaller amount of time and effort on constructing visual texts than language, especially in the middle of the text construction processes. When focusing on language, they spent considerable time on selecting and upgrading words for scripts and evaluating information they found from the Internet and their own texts-constructed-so-far. Results from the task perception data showed that the multimodal task was was perceived to be more complex, difficult and interesting than the monomodal task. I discuss implications for L2 writing research and pedagogy focusing on how to understand multimodal tasks as language tasks for learners whose goal is to improve language.

Teaching Writing

The multimodal writing process: Changing processes in contemporary classrooms. Language and Education, 25(1), 49–64. Edwards-Groves, C. (2012).

Author: Tessa Daffern

Publisher: Routledge

ISBN: 9781000247794

Category: Education

Page: 352

View: 376

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In the 21st century, writing is more important than at any other time in human history. Yet much of the emphasis in schooling has been on reading, and after the early years, writing skills have been given less attention. Internationally, too many children are leaving school without the writing skills they need to succeed in life. The evidence indicates that students rarely develop proficiency as writers without effective teacher instruction. Teaching Writing offers a comprehensive approach for the middle years of schooling, when the groundwork should be laid for the demanding writing tasks of senior school and the workplace. Teaching Writing outlines evidence-based principles of writing instruction for upper primary students and young adolescents. It presents strategies that are ready for adoption or adaptation, and exemplars to assist with designing and implementing writing lessons across the middle years of school. It addresses writing from a multimodal perspective while also highlighting the importance of teaching linguistic aspects of text design such as sentence structure, vocabulary and spelling as foundations for meaning-making. Contributors argue that students need to continue to develop their skills in both handwriting and keyboarding. Examples of the teaching of writing across disciplines are presented through a range of vignettes. Strategies for assessing student writing and for supporting students with diverse needs are also explored. With contributions from leading literacy educators, Teaching Writing is an invaluable resource for primary, secondary and pre-service teachers.

Digital Reading and Writing in Composition Studies

The Multimodal Writing Process: Changing Practices in Contemporary Classrooms.” Language and Education, vol. 25, no. 1, 2011, pp. 49–64. Haas, Christina.

Author: Mary R. Lamb

Publisher: Routledge

ISBN: 9781351052924

Category: Language Arts & Disciplines

Page: 240

View: 454

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As digital reading has become more productive and active, the lines between reading and writing become more blurred. This book offers both an exploration of collaborative reading and pedagogical strategies for teaching reading and writing that reflect the realities of digital literacies. This edited scholarly collection offers strategies for teaching reading and writing that highlight the possibilities, opportunities, and complexities of digital literacies. Part 1 explores reading and writing that happen digitally and offers frameworks for thinking about this process. Part 2 focuses on strategies for the classroom by applying reading theories, design principles, and rhetorical concepts to instruction. Part 3 introduces various disciplinary implications for this blended approach to writing instruction. What is emerging is new theories and practices of reading in both print and digital spaces—theories that account for how diverse student readers encounter and engage digital texts. This collection contributes to this work by offering strategies for sustaining reading and cultivating writing in this landscape of changing digital literacies. The book is essential for the professional development of beginning teachers, who will appreciate the historical and bibliographic overview as well as classroom strategies, and for busy veteran teachers, who will gain updated knowledge and a renewed commitment to teaching an array of literacy skills. It will be ideal for graduate seminars in composition theory and pedagogy, both undergraduate and graduate; and teacher education courses, and will be key reading for scholars in rhetoric and composition interested in composition history, assessment, communication studies, and literature pedagogy.

Multimodality in Writing

The examples provided clearly demonstrate the complex and multimodal nature of writing. Hill argues that early spatial and aesthetic framing devices are ...

Author: Arlene Archer

Publisher: BRILL

ISBN: 9789004297197

Category: Language Arts & Disciplines

Page: 332

View: 782

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This volume offers the readers a diversity of insight into how multimodality works in texts, and the effects different modes have on generating and understanding meaning.

Using Tension as a Resource

THRESHOLD CONCEPTS AND 21ST-CENTURY WRITING Nearly twenty years into the 21st ... Even proficient digital and multimodal writers need to evolve their ...

Author: Heidi L. Hallman

Publisher: Rowman & Littlefield

ISBN: 9781475845495

Category: Education

Page: 210

View: 733

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This book focuses on the tensions that emerge in teaching the English language arts methods course within teacher education programs. It features chapters that grapple with the historical legacies of influence on methods/pedagogy as well as contemporary challenges in teaching methods courses alongside field experiences.

Teaching and Evaluating Writing in the Age of Computers and High Stakes Testing

Becauseit is possible toscorethese focused writing activitiesand offer feedback to students via software, atruly effective system for multimodal writing ...

Author: Carl Whithaus

Publisher: Routledge

ISBN: 9781317441427

Category: Education

Page: 202

View: 903

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This book takes on a daunting task: How do writing teachers continue to work toward preparing students for academic and real-world communication situations, while faced with the increasing use of standardized high-stakes testing? Teachers need both the technical ability to deal with this reality and the ideological means to critique the information technologies and assessment methods that are transforming the writing classroom. Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing serves this dual need by offering a theoretical framework, actual case studies, and practical methods for evaluating student writing. By examining issues in writing assessment--ranging from the development of electronic portfolios to the impact of state-wide, standards-based assessment methods on secondary and post-secondary courses--this book discovers four situated techniques of authentic assessment that are already in use at a number of locales throughout the United States. These techniques stress: *interacting with students as communicators using synchronous and asynchronous environments; *describing the processes and products of student learning rather than enumerating deficits; *situating pedagogy and evaluation within systems that incorporate rather than exclude local variables; and *distributing assessment among diverse audiences. By advocating for a flexible system of communication-based assessment in computer-mediated writing instruction, this book validates teachers' and students' experiences with writing and also acknowledges the real-world weight of the new writing components on the SAT and ACT, as well as on state-mandated standardized writing and proficiency exams.

Handbook of Research on Digital Tools for Writing Instruction in K 12 Settings

How do new digital tools influence reading and writing? What is the role of audio, visuals, spatial representations, or language in multimodal digital text?

Author: Anderson, Rebecca S.

Publisher: IGI Global

ISBN: 9781466659834

Category: Education

Page: 684

View: 933

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More emphasis is being placed on writing instruction in K-12 schools than ever before. With the growing number of digital tools in the classroom, it is important that K-12 teachers learn how to use these tools to effectively teach writing in all content areas. The Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings will provide research about how students use digital tools to write, both in and out of school settings, as well as discuss issues and concerns related to the use of these learning methods. This publication is beneficial to educators, professionals, and researchers working in the field of K-12 and teacher education.

Second Language Writing in Elementary Classrooms

Student meaning making was influenced by the talk constructed around the multimodal text. Similarly, Fisher's (2010) study of young writers highlighted the ...

Author: Luciana de Oliveira

Publisher: Springer

ISBN: 9781137530981

Category: Education

Page: 192

View: 387

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Second Language Writing in Elementary Classrooms focuses on L2 writing in elementary classrooms. It features chapters that highlight research in elementary classrooms focused on the writing development of multilingual children, and research in teacher education to prepare elementary teachers to teach L2 writing and address L2 writers' needs.

Multimodal Assessment in Action

A chief struggle most writing teachers face is how to evaluate the multimodal texts their students produce, texts that are inherently diverse.

Author: Kathleen M. Baldwin

Publisher:

ISBN: OCLC:964629923

Category:

Page:

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As the Framework for Success in Postsecondary Writing illustrates, writing teachers at all educational levels can no longer ignore multimodality and the challenges that come with incorporating multimodal writing - texts composed using a combination of sound, images, video, etc. - into the classroom (NCTE, Framework). A chief struggle most writing teachers face is how to evaluate the multimodal texts their students produce, texts that are inherently diverse. In answer to the calls of scholars such as Yancey, Herrington, and Moran for research exploring multimodal assessment in situated classroom practice, my dissertation examines what K-16 writing teachers are and should be valuing in multimodal compositions and why. By investigating what practitioners and theorists value in new media texts, we can better align our multimodal assessment theories and practices to support effective instruction and assessment of multimodal writing. My study brings together theory and practice to provide guidance for writing teachers to navigate the challenges of multimodal assessment. My findings culminate in a multimodal assessment heuristic based in "design" that allows for the evaluation of not only the product, but also the situated composing practices of writers (Purdy). First inspired by my analysis of the multimodal assessment scholarship, then validated by both my analysis of the assignment sheets and interviews, my design-based assessment model provides a flexible, theoretically-grounded approach to multimodal assessment that reflects what this study suggests writing teacher-scholars most value in their students' new media texts. My design-based multimodal assessment model integrates the three primary theoretical orientations that most influence multimodal assessment: multiliteracies/multimodality, rhetoric and composition, and new media. It forefronts the importance of valuing students' situated composing processes and highlights multimodality's goal of developing writer's metacognitive awareness and sense of agency. A design-based approach to multimodal assessment emphasizes materially aware composing practices that introduce students to new composing technologies and the principles of graphic design, while not overemphasizing the technology itself. And it places rhetorical savvy as the primary objective. Finally, a design-based approach to multimodal assessment helps break down the dichotomy between print-based and digital texts, pushing writing teachers to embrace the notion that all texts are multimodal.

Participatory Literacy Practices for P 12 Classrooms in the Digital Age

The writing that I did as a student is so different than the writing my ... More specifically, to come to understand writing as a set of multimodal, ...

Author: Mitchell, Jessica S.

Publisher: IGI Global

ISBN: 9781799800026

Category: Education

Page: 286

View: 280

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The ability to effectively communicate in a globalized world shapes the economic, social, and democratic implications for the future of P-12 students. Digitally mediated communication in an inclusive classroom increases a student’s familiarity and comfortability with multiple types of media used in a wider technological culture. However, there is a need for research that explores the larger context and methodologies of participatory literacy in a digital educational space. Participatory Literacy Practices for P-12 Classrooms in the Digital Age is an essential collection of innovative research on the methods and applications of integrating digital content into a learning environment to support inclusive classroom designs. While highlighting topics such as game-based learning, coding education, and multimodal narratives, this book is ideally designed for practicing instructors, pre-service teachers, professional development coordinators, instructional facilitators, curriculum designers, academicians, and researchers seeking interdisciplinary coverage on how participatory literacies enhance a student’s ability to both contribute to the class and engage in opportunities beyond the classroom.

Best Practices in Writing Instruction Third Edition

The multimodal writing of a guide, or any text in which different expressive tools can produce an important message, can effectively contribute to making ...

Author: Steve Graham

Publisher: Guilford Publications

ISBN: 9781462537969

Category: Education

Page: 416

View: 264

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Well established as a definitive text--and now revised and updated with eight new chapters--this book translates cutting-edge research into effective guidelines for teaching writing in grades K–12. Illustrated with vivid classroom examples, the book identifies the components of a complete, high-quality writing program. Leading experts provide strategies for teaching narrative and argumentative writing; using digital tools; helping students improve specific skills, from handwriting and spelling to sentence construction; teaching evaluation and revision; connecting reading and writing instruction; teaching vulnerable populations; using assessment to inform instruction; and more. New to This Edition *Chapters on new topics: setting up the writing classroom and writing from informational source material. *New chapters on core topics: narrative writing, handwriting and spelling, planning, assessment, special-needs learners, and English learners. *Increased attention to reading–writing connections and using digital tools. *Incorporates the latest research and instructional procedures. See also Handbook of Writing Research, Second Edition, edited by Charles A. MacArthur, Steve Graham, and Jill Fitzgerald, which provides a comprehensive overview of writing research that informs good practice.

Identity and Leadership in Virtual Communities Establishing Credibility and Influence

The best analogy I can come up with for my own role so far as the multimodal writing this fall is rather like Robert Preston's Harold Hill in The Music Man ...

Author: Hickey, Dona J.

Publisher: IGI Global

ISBN: 9781466651517

Category: Social Science

Page: 321

View: 857

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The presence and ubiquity of the internet continues to transform the way in which we identify ourselves and others both online and offline. The development of virtual communities permits users to create an online identity to interact with and influence one another in ways that vary greatly from face-to-face interaction. Identity and Leadership in Virtual Communities: Establishing Credibility and Influence explores the notion of establishing an identity online, managing it like a brand, and using it with particular members of a community. Bringing together a range of voices exemplifying how participants in online communities influence one another, this book serves as an essential reference for academicians, researchers, students, and professionals, including bloggers, software designers, and entrepreneurs seeking to build and manage their engagement online.

The SAGE Handbook of Writing Development

WRITING AS SEMIOTIC ACTIVITY Multimodal composing Almost all researchers observing young children's authoring have commented on their tendencies to combine ...

Author: Roger Beard

Publisher: SAGE

ISBN: 9781848600386

Category: Education

Page: 616

View: 860

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Writing development is currently the focus of substantial international debate because it is the aspect of literacy education that has been least responsive to central government and state reforms. Teaching approaches in writing have been slower to change than those in teaching reading and pupil attainment in writing has increased at a much more modest rate than pupil attainment in reading. This handbook critically examines research and theoretical issues that impact on writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.

Creating Inclusive Writing Environments in the K 12 Classroom

... clarify targets as well as levels of development for those who appreciate a pathway to follow as they grow through the multimodal writing process.

Author: Angela Stockman

Publisher: CRC Press

ISBN: 9781000174939

Category: Education

Page: 248

View: 960

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Timely and accessible, this book offers tangible strategies that will help teachers plan and sustain writing workshop experiences that are responsive to the needs of their specific students. Angela Stockman helps teachers understand why some writers may fail to meet their expectations and how to help all writers reach their fullest potential. Organized in three parts, this book reframes common narratives about resistant writers, empowers teachers to design, lead and refine their workshop, and provides a toolkit to do so. The appendices and eResources included provide teachers with instructions for mini-lessons and learning targets that support multimodal composition, perfect for pre-service and in-service teachers.

Handbook of Research on Integrating Digital Technology With Literacy Pedagogies

In seeing the multimodal writing of which the students were capable and allowing the context of her classroom to be renegotiated with the students, ...

Author: Sullivan, Pamela M.

Publisher: IGI Global

ISBN: 9781799802471

Category: Education

Page: 636

View: 766

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The allure and marketplace power of digital technologies continues to hold sway over the field of education with billions spent annually on technology in the United States alone. Literacy instruction at all levels is influenced by these evolving and ever-changing tools. While this opens the door to innovations in literacy curricula, it also adds a pedagogical responsibility to operate within a well-developed conceptual framework to ensure instruction is complemented or augmented by technology and does not become secondary to it. The Handbook of Research on Integrating Digital Technology With Literacy Pedagogies is a comprehensive research publication that considers the integration of digital technologies in all levels of literacy instruction and prepares the reader for inevitable technological advancements and changes. Covering a wide range of topics such as augmented reality, literacy, and online games, this book is essential for educators, administrators, IT specialists, curriculum developers, instructional designers, teaching professionals, academicians, researchers, education stakeholders, and students.

Multimodal Composing

Strategies for Twenty-First-Century Writing Consultations Lindsay A. Sabatino, ... when working with multimodal writers: figure-ground, grouping, and color.

Author: Lindsay A. Sabatino

Publisher: University Press of Colorado

ISBN: 9781607328469

Category: Language Arts & Disciplines

Page: 238

View: 721

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Multimodal Composing provides strategies for writing center directors and consultants working with writers whose texts are visual, technological, creative, and performative—texts they may be unaccustomed to reading, producing, or tutoring. This book is a focused conversation on how rhetorical, design, and multimodal principles inform consultation strategies, especially when working with genres that are less familiar or traditional. Multimodal Composing explores the relationship between rhetorical choices, design thinking, accessibility, and technological awareness in the writing center. Each chapter deepens consultants’ understanding of multimodal composing by introducing them to important features and practices in a variety of multimodal texts. The chapters’ activities provide consultants with an experience that familiarizes them with design thinking and multimodal projects, and a companion website (www.multimodalwritingcenter.org) offers access to additional resources that are difficult to reproduce in print (and includes updated links to resources and tools). Multimodal projects are becoming the norm across disciplines, and writers expect consultants to have a working knowledge of how to answer their questions. Multimodal Composing introduces consultants to key elements in design, technology, audio, and visual media and explains how these elements relate to the rhetorical and expressive nature of written, visual, and spoken communication. Peer, graduate student, professional tutors and writing center directors will benefit from the activities and strategies presented in this guide. Contributors: Patrick Anderson, Shawn Apostel, Jarrod Barben, Brandy Ball Blake, Sarah Blazer, Brenta Blevins, Russell Carpenter, Florence Davies, Kate Flom Derrick, Lauri Dietz, Clint Gardner, Karen J. Head, Alyse Knorr, Jarret Krone, Sohui Lee, Joe McCormick, Courtnie Morin, Alice Johnston Myatt, Molly Schoen, James C. W. Truman

Rhetoric and Writing Studies in the New Century

... Composition in a New Key,” and explorations of visual and multimodal writing by Jody Shipka, Cynthia Selfe, and Wendy Hesford, among others.

Author: Cheryl Glenn

Publisher: SIU Press

ISBN: 9780809335671

Category: Language Arts & Disciplines

Page: 312

View: 128

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"This collection of essays investigates the historiography of rhetoric, global perspectives on rhetoric, and the teaching of writing and rhetoric, offering diverse viewpoints. Addressing four major areas of research in rhetoric and writing studies, contributors consider authorship and audience, discuss the context and material conditions in which students compose, cover the politics of the field and the value of a rhetorical education, and reflect on contemporary trends in canon diversification. Providing both retrospective and prospective assessments, Rhetoric and Writing Studies in the New Century offers original research by important figures in the field" -- From the publisher.