An informative, hard hitting read about leadership as it relates to customer service policies and procedures. Should be required reading for all management.

A must for businesses who dare to make changes to improve their service and customer realtions and inspire their employees and in turn insure the future success of their companies. As expected Rick Tate is inspiring and along with Heil and Parker has written a winner.

If you are a new teaching assistant or train Teaching Assistants, this is the book for you. Not only will this book motivate you as a teacher, but also it will introduce you to the wonderful field of Composition Studies. This book is a must for anyone interested in the Composition field! The essays can inspire, but will also present a picture of reality for those who are curious about the writing classrooms in colleges and about those who teach these classes

This book will be a great resource to my workplace and our efforts to find a style of management that will take us into the future. Gary Heil seems to have a finger on the pulse of what will work in the workplace today.

As an English graduate student looking forward to a career of teaching, I have read several books on the subject. This particular text is one of the most useful I've seen so far. The articles cover a myriad of teaching approaches and exercises for potential students.

While not forcing one particular philosophy on the reader, articles by authors like Peter Elbow, Douglas B. Park, Lisa Ede and Andrea Lunsford offer different perspectives on different ares of the teaching process. These articles help the reader decide how important "audience" is, and whether literature has a place in a freshman composition course.

Chapters cover such areas as: "Teachers," "Students," "Approaches," "Perspectives," "Composing and Revising," and "Styles," among other things. This book would be incredibly useful for a new teacher, a potential teacher, or even a student interested in further developing his or her own writing skills. The book offers ideas for a teacher to help a student with typical writing roadblocks: how to start, how to get organized, and how to overcome writer's block. An invaluable tool that has helped me not only develop my own philosophy on teaching, but has also helped me in my own writing process.

Like most collections of essays, the quality of this one is mixed, but if you can stomach the sometimes trite personal narratives ("I came from a trailer park and now I teach at a community college full of students from trailer parks!"), you'll ultimately enjoy the insights that some of the book's 21 contributors have to offer. However, the collection is aimed at a specialized audience, particularly college English teachers, so if you haven't spent a significant portion of your life wondering why, with all your education, you have ended up where you are, this book won't make much sense.

The most interesting essays address the problem of social class within academia itself. For example, Olivia Frey writes, "The regard (disregard) for composition and composition teachers has interesting parallels with the daily struggles of workers and laborers, and their status within society at large." Although the sentiment here is nothing incredibly new, the fact that it is stated in print is in itself significant and might disturb many composition instructors (and their administrators) who are in deep denial about where they are and what they do.

At times the collection turns on itself, however, with some contributors appearing to advocate relaxed standards and "dumbing down" theories based solely on the social class of students. As a whole, the book would be more effective if it focused entirely on the problem of social class within the teaching profession, but it's still a great read.

In this anthology college teachers from all walks of life tell us how who they are, where they're from, affects their pedagogy. It's a terrific, ecclectic collection that should be required reading for teaching assistants beginning their careers. May it liberate and enlighten them, and any others who can come to personal history, to class, with an open mind.

The primary concern of Benjamin Quarles in his work The Negro in the American Revolution is to bring greater attention to the Negro as an overlooked role-player during the revolutionary period. Quarles postulates that the American Negroes actually personified the movement for independence through their own desire for freedom, and were moved to action not by loyalty to any particular flag or place, but rather by a freshly awakened hope for personal independence and individual "unalienable rights". It was logical, Quarles suggests, that the Negro would gravitate toward the side that made the best promise of freedom, even if this side was often the British, the very nation that the white colonists were rebelling against under cries of enslavement. Using extensive research and many specific instances to portray the sentiments of Negroes as a whole, Quarles is successfully able to prove this thesis.