Foreword by Joseph R. Duffy, PhD, BC-ANCDS. Preface.Acknowledgments. Chapter 1. Writing and Learning Are Complementary Activities. Chapter 2. The Introduction. Chapter 3. The Method. Chapter 4. The Results. Chapter 5. Constructing Data Tables. Chapter 6. Constructing Data Graphs. Chapter 7. The Discussion. Chapter 8. The Title. Chapter 9. The Abstract. Chapter 10. Literature Reviews. Chapter 11. Content Editing. Chapter 12. Copy Editing. Chapter 13. Getting Published. Chapter 14. The Writing Process. Index.
Robert H. Brookshire, PhD, CCC-SLP, Fellow-ASHA (deceased), was the Director of the Speech Pathology Section at the Minneapolis VA Medical Center and a Professor in the Communication Disorders Department at the University of Minnesota. He loved working with students, teaching undergraduate and graduate courses and guiding them through their graduate research. His textbook, Introduction to Neurogenic Communication Disorders, first published in 1970, has been the most widely used textbook in this field for almost 30 years. Writing was one of his primary interests and he enjoyed training his many graduate students in the art of clear, concise writing. He also served as Associate Editor for several professional journals, reviewed innumerable research articles, and was Editor of the Clinical Aphasiology Conference Proceedings (1975-1987). He received a Lifetime Achievement Award from the Academy of Neurologic Communication Disorders and Sciences in 1993. ===========================================================================================================Shelley B. Brundage, PhD, CCC-SLP, BCS-F, Fellow-ASHA is an Associate Professor in the Speech and Hearing Science department at George Washington University (GWU) in Washington DC. She joined the GWU faculty in 2003 after teaching for 10 years at St Cloud State University in Minnesota. She enjoys teaching graduate courses and a Writing in the Disciplines research course for undergraduate majors. Dr. Brundage has served as thesis advisor for 17 master's students; she enjoys mentoring students through the research and writing process. Dr. Brundage currently serves as an associate editor for fluency for the American Journal of Speech-Language Pathology. Dr. Brundage's research expertise is in stuttering and scholarship of teaching and learning (SoTL), developing and evaluating virtual technologies to improve treatment outcomes in stuttering and to provide authentic learning environments for student learning. Her research also addresses the linguistic, social, and emotional variables that influence stuttering; she is particularly interested in bilingual children who stutter. Her research has been funded by the National Institutes of Health through the Small Business Technology Transfer and R01 programs and she has active collaborations with researchers around the world.