- Acknowledgement
- Chapter
- Utah State University Press
- pp. xi-xii
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- View Citation
- Additional Information
Experienced teachers know that they do not enter their classrooms alone: teaching, like writing, is largely the effect of manifold collaborations with fellow teachers and theorists, with significant texts, and with those who support their instructional activities. Likewise, we want to recognize the many wonderful collaborations that brought this book to publication.
We are enormously grateful to Michael Spooner for trusting in our project. His guidance and generosity encouraged us to take chances as we found our way. We appreciate the help of the publishing staff at Utah State University Press, Robin DuBlanc, Kyle Sessions, and Jessica Carver in preparing our manuscript for publication. We would also like to acknowledge the helpful comments of the anonymous reviewers. Our many contributors energetically discussed their drafts with us over electronic airways, met deadlines, and revised their essays with great goodwill. Finally, our thanks to classroom-based writing tutors everywhere—those who occupy the pages of our book and those we do not know.
