Schreiben lernen

“Schreiben lernen excellently applies leading trends in the scholarship. By keeping the writing genre-focused and embedded in cultural contexts, students get a highly pragmatic guide to improving their written communication.”—Margit Grieb, University of South Florida

“I have always appreciated that Schreiben lernen is flexible enough to accommodate learners across multiple levels, and the second edition is even more versatile and appealing to the current generation.”—Jennifer William, Purdue University

“Schreiben lernen in its second edition is the primary resource for teaching writing skills at all levels. It highlights the advantages of feedback and continuous improvement over online tools.”—Friedemann Weidauer, coauthor of Impuls Deutsch I and II

“A solid, multifaceted volume suitable for all levels. Appealing topics, diverse texts, adaptable writing process models, helpful writing prompts, and relevant grammar for students. Useful online resources for instructors.”—Debra L. Stoudt, Virginia Tech

“This thoroughly revised and expanded edition has improved upon an already excellent textbook. With rich cultural examples and a pedagogically sound approach, this volume can be utilized in every course.”—Todd Heidt, coauthor of Ekstase und Elend: Deutsche Kulturgeschichte 1900 bis heute
 
“This new edition does not disappoint. The layout remains user‑friendly and especially effective for learners who need visual organizers to navigate often complex information and assignments.”—Gisela Hoecherl‑Alden, Boston University
 
“Schreiben lernen translates new theoretical insights on literacy into an engaging and fun textbook. Embedded in rich and compelling content, students refine writing skills, extend linguistic range, and develop critical intercultural awareness.”—Per Urlaub, Massachusetts Institute of Technology
 
“Schreiben lernen masterfully draws students' attention to linguistic forms and cultural practices and then provides them with the stepping stones to express themselves in multiple genres.”—Beth Kautz, University of Minnesota