Writing that Works: A guide for tertiary students (3e) : 9781442553729

Writing that Works: A guide for tertiary students (3e)

Published by
Pearson New Zealand
Available on demand
Title type

Writing that Works: A guide for tertiary students is about good writing and how to produce it. The book is intended for all tertiary students – as well as those who are about to begin their tertiary education – and teachers of writing and other subjects. The text is written in a simple and engaging style.

The first chapter introduces the authors’ theory of writing. Subsequent chapters systematically discuss the various processes that writing involves and how to achieve the appropriate style for a range of purposes. Formal reports, literature reviews, essays, expectations about assignments, and writing for digital media are among topics explored. The importance of understanding what readers expect to find in specific types of written text is emphasised, as is the need to reflect critically on your own writing.

Throughout, examples of writing by students on topical New Zealand subjects and of students’ commentary on their own writing are used to illustrate important points.

Key themes include: 

  •  identifing your readers and assessing your purpose for writing;
  • making use of stylistic options for different purposes and types of written text;
  • analysing assignment topics and structuring convincing discussion and argument based on evidence;
  • projecting yourself as an authoritative writer, fully in control of your medium;
  • making your voice heard in an academic setting through your writing;
  • understanding and mastering some of the mechanics of writing in the English language.
Table of contents
  1. Theoretical background
  2. Contexts and processes
  3. Writing to critique 
  4. Writing to inform
  5. Essays
  6. Writing with authority
New to this edition
  • Explanation of the authors’ theoretical position within recent significant developments in writing studies
  • Discussion of computer technologies and their influences on student assignment writing
  • Greater emphasis on the value of summarising and prioritisation skills for academic writing
  • Extended discussion of peer review and self-directed assessment of the processes and products of your writing
Author biography

Rosemary De Luca
Rosemary is a senior lecturer in the Faculty of Education, University of Waikato. She obtained her PhD from the University of Waikato in communication and ethics, and has more than thirty years’ experience in teaching writing. A current research interest is the value of summarising to indicate competence in text comprehension and writing ability, and students’ assessment of their own writing.

Alison Annals
Alison is a senior tutor at the University of Waikato, who has taught in writing programmes at secondary and tertiary levels, and has a particular interest in processes of writing and structures of argument.