The Edge is a series of workshops designed to work seamlessly with Writing Today. It provides scaffolded learning to first-year composition students, which is especially beneficial for students in corequisite courses.
About the Author: About our authors Richard Johnson-Sheehan is a Professor of Rhetoric and Composition at Purdue University. There, he has directed the Introductory Composition program and served as the Director of the Purdue Writing Lab and the Purdue OWL. He teaches a variety of courses in composition, professional writing, medical writing, environmental writing, and writing program administration, as well as classical rhetoric and the rhetoric of science. He has also published widely in these areas.
Johnson-Sheehan's books on writing include Argument Today, coauthored by Charles Paine; Technical Communication Today, now in its fifth edition; and Writing Proposals, now in its second edition. He was awarded the 2008 Fellow of the Association of Teachers of Technical Writing. In 2017, he was awarded the J.R. Gould Award for Excellence in Teaching by the Society for Technical Communication.
Charles Paine is a Professor of English at the University of New Mexico, where he directs the Core Writing and the Rhetoric and Writing programs. He teaches first-year composition and courses in writing pedagogy, the history of rhetoric and composition, and many other areas. His published books span a variety of topics in rhetoric and composition, including The Resistant Writer (a history of composition studies), Teaching with Student Texts (a coedited collection of essays on teaching writing), and Argument Today (an argument-based textbook).
An active member of the Council of Writing Program Administrators (WPA), he has served on its Executive Board and as coleader of the WPA Summer Conference Workshop. He cofounded and coordinates the Consortium for the Study of Writing in College, a joint effort of the National Survey of Student Engagement and the Council of Writing Program Administrators. The Consortium conducts general research into the ways that undergraduate writing can lead to enhanced learning, engagement, and other gains related to student success.
