by
Soliday, Mary, author.
Call Number
808.0420711 22
Publication Date
2011
Summary
From the Back Cover: In Everyday Genres: Writing Assignments across the Disciplines, Mary Soliday calls on genre theory-which proposes that writing cannot be separated from social situation-to analyze the common assignments given to writing students in the college classroom, and to investigate how new writers and expert readers respond to a variety of types of coursework in different fields. This in-depth study of writing pedagogy looks at the many challenges facing both instructors and students in college composition classes, and offers a thorough and refreshing exploration of writing experience, ability, and rhetorical situation. Packed with useful information and insight, Everyday Genres is an essential volume for both students and teachers seeking to expand their understanding of the nature of writing.
Format:
Electronic Resources
Relevance:
0.0593
by
Sejnost, Roberta.
Call Number
372.6 22
Publication Date
2007
Summary
This invaluable guide offers step-by-step, research-based strategies that will help you increase your students' reading comprehension, strengthen writing skills, and build vocabulary across content areas.
Format:
Electronic Resources
Relevance:
0.0579
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by
Sejnost, Roberta.
Call Number
428.00712 22
Publication Date
2010
Summary
This resource offers specific strategies teachers may use to incorporate reading, writing, and critical thinking throughout content instruction to increase learning.
Format:
Electronic Resources
Relevance:
0.0553
by
Urquhart, Vicki, 1950-
Call Number
808.042071 22
Publication Date
2005
Summary
Annotation Most educators intuitively understand the critical relationship between thinking and writing: writing allows us to express what we think, but the very act of writing spurs a process of exploration that changes our thinking and helps us learn. Teaching Writing in the Content Areas examines nearly 30 years of research to identify how teachers can incorporate writing instruction that helps students master the course content and improve their overall achievement. Building on the recommendations of the National Commission on Writing, authors Vicki Urquhart and Monette McIver introduce four critical issues teachers should address when they include writing in their content courses: Creating a positive environment for the feedback and guidance students need at various stages, including prewriting, drafting, revising, and editing Monitoring and assessing how much students are learning through their writing Choosing computer programs that best enhance the writing process Strengthening their knowledge of course content and their own writing skills The authors also provide 35 classroom strategies, practices, and handouts that teachers can easily use in most subject areas or grade levels. From prewriting guides and worksheets to instructional guidance and analysis, the strategies offer realistic options to help teachers tailor writing assignments and instruction to the needs of each class. Teaching Writing in the Content Areas is more than a primer for teaching the mechanics of writing; it is a research-based guide to regularly engage students in writing that pushes them to express themselves clearly, to explore new ideas, and to become critical thinkers.
Format:
Electronic Resources
Relevance:
0.0541
by
Fisher, Douglas, 1965-
Call Number
428.0071 22
Publication Date
2008
Summary
A guide to fostering academic discourse in classrooms regardless of subject area, with a focus on English language learners at all levels.
Format:
Electronic Resources
Relevance:
0.0469
by
Wheeler-Toppen, Jodi.
Call Number
507.12 23
Publication Date
2011
Format:
Electronic Resources
Relevance:
0.0455
by
Fang, Zhihui.
Call Number
372.35 22
Publication Date
2010
Summary
Offers effective strategies that can be implemented immediately for science teachers of students in Grades 3-8. Provides ideas, aligned with national science education standards, for incorporating language analysis and science literature into inquiry-based science classrooms.
Format:
Electronic Resources
Relevance:
0.0419
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