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Author: Mary Jo Fresch
Publisher: National Council of Teachers of English (Ncte)
ISBN:
Category : Education
Languages : en
Pages : 164
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Book Description
Picture books aren't just for little kids. They are powerful and engaging texts that can help all middle school students succeed in language arts, math, science, social studies, and the arts. Picture books appeal to students of all readiness levels, interests, and learning styles. Featuring descriptions and activities for fifty exceptional titles, Mary Jo Fresch and Peggy Harkins offer a wealth of ideas for harnessing the power of picture books to improve reading and writing in the content areas. The authors provide a synopsis of each title along with discipline-specific and cross-curricular activities that illustrate how picture books can be used to supplement--and sometimes even replace--traditional textbooks. They also offer title suggestions that create a "text set" of supporting resources. By incorporating picture books into the classroom, teachers across the disciplines can introduce new topics into their curriculum, help students develop nonfiction literacy skills, provide authentic and meaningful cultural perspectives, and help meet a wide range of learning needs.
Author: Mary Jo Fresch
Publisher: National Council of Teachers of English (Ncte)
ISBN:
Category : Education
Languages : en
Pages : 164
Get Book
Book Description
Picture books aren't just for little kids. They are powerful and engaging texts that can help all middle school students succeed in language arts, math, science, social studies, and the arts. Picture books appeal to students of all readiness levels, interests, and learning styles. Featuring descriptions and activities for fifty exceptional titles, Mary Jo Fresch and Peggy Harkins offer a wealth of ideas for harnessing the power of picture books to improve reading and writing in the content areas. The authors provide a synopsis of each title along with discipline-specific and cross-curricular activities that illustrate how picture books can be used to supplement--and sometimes even replace--traditional textbooks. They also offer title suggestions that create a "text set" of supporting resources. By incorporating picture books into the classroom, teachers across the disciplines can introduce new topics into their curriculum, help students develop nonfiction literacy skills, provide authentic and meaningful cultural perspectives, and help meet a wide range of learning needs.
Author: Anthony Grafton
Publisher: Harvard University Press
ISBN: 0674254120
Category : History
Languages : en
Pages : 300
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Book Description
Describing an era of exploration during the Renaissance that went far beyond geographic bounds, this book shows how the evidence of the New World shook the foundations of the old, upsetting the authority of the ancient texts that had guided Europeans so far afield. What Anthony Grafton recounts is a war of ideas fought by mariners, scientists, publishers, and rulers over a period of 150 years. In colorful vignettes, published debates, and copious illustrations, we see these men and their contemporaries trying to make sense of their discoveries as they sometimes confirm, sometimes contest, and finally displace traditional notions of the world beyond Europe.
Author: Sue Peterson
Publisher: Pearson Education ESL
ISBN: 9780132314862
Category : English language
Languages : en
Pages : 0
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Book Description
The Writing Power series is unlike most other writing textbooks. Rather than focusing on one area of writing, such as fluency, language use, academic writing, or social writing, the series includes all of them to give students practical skills for writing in many different situations. Each book contains four separate parts that concentrate on four important aspects of writing proficiency. The structure is flexible, allowing the teacher to assign work from different sections of the book concurrently to target the students' greatest needs. To support and supplement in-class practice, there is the Writing Power blog. Teachers can log on to set up a private class blog, where students can post writing assignments and communicate wiht classmates in a fun online environment.
Author: James Collins
Publisher: Cambridge University Press
ISBN: 9780521596619
Category : Language Arts & Disciplines
Languages : en
Pages : 244
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Book Description
Table of contents
Author: Hella Eckardt
Publisher: Cambridge University Press
ISBN: 1108418058
Category : History
Languages : en
Pages : 293
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Book Description
This book focuses on the material practice of ancient literacy through a contextual examination of Roman writing equipment.
Author: Jim Cummins
Publisher: Trentham Books Limited
ISBN: 9781858564784
Category : Education
Languages : en
Pages : 0
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Book Description
Jim Cummins is Professor and Canada Research Chair in the Curriculum, Teaching and Learning department at the Ontario Institute for Studies in Education.
Author: Evelyn Arizpe
Publisher: Routledge
ISBN: 1317615476
Category : Education
Languages : en
Pages : 140
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Book Description
We are fascinated by text and we are fascinated by reading. Is this because we are in a time of textual change? Given that young people always seem to be in the vanguard of technological change, questions about what and how they read are the subject of intense debate. Children as Readers in Children’s Literature explores these questions by looking at the literature that is written for children and young people to see what it tells us about them as readers. The contributors to this book are a group of distinguished children’s literature scholars, literacy and media specialists who contemplate the multiple images of children as readers and how they reflect the power and purpose of texts and literacy. Contributors to this wide-ranging text consider: How books shape the readers we become Cognitive and affective responses to representation of books and reading The relationship between love-stories and reading as a cultural activity Reading as ‘Protection and Enlightenment’ Picturebooks as stage sets for acts of reading Readers’ perceptions of a writer This portrayal of books and reading also reveals adults’ beliefs about childhood and literacy and how they are changing. It is a theme of crucial significance in the shaping of future generations of readers given these beliefs influence not only ideas about the teaching of literature but also about the role of digital technologies. This text is a must-read for any individual interested in the importance of keeping literature alive through reading.
Author: Robert E. Scholes
Publisher: Yale University Press
ISBN: 0300037260
Category : Literary Criticism
Languages : en
Pages : 190
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Book Description
"Robert Scholes has written an enviable book on the uses and abuses of literary theory in the teaching of literature. One of [his] most forceful points...is that 'literary theory' is not something a teacher may either 'use' or not use, for teaching itself is an unavoidably theoretical activity."--Gerald Graff, Novel "Scholes' emphasis in Textual Power is indicated by the book's subtitle. After a provocative analysis of disciplinary values and departmental tendencies...[he] proposes that 'we must stop "teaching literature" and start studying texts'...His book is essential for college libraries."--R.C. Gebhardt, Choice "There is no issue more current, more relevant to the present scene, than the problem of pedagogy and its relation to contemporary theory. Textual Power is an important, provocative, and above all useful contribution to this discussion."--Gregory L. Ulmer Robert Scholes, author of Structuralism in Literature and Semiotics and Interpretation among other books, is Alumni-Alumnae University Professor of English and Comparative Literature at Brown University.
Author: Zhu Guohua
Publisher: Taylor & Francis
ISBN: 1000879453
Category : Literary Criticism
Languages : en
Pages : 382
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Book Description
With references to the theoretical framework of Michel Foucault and Pierre Bourdieu, this book offers a critical investigation into such epic issues as the end of art and the inherent laws of literature’s evolution, while conflating the two into one major argumentation. The book proceeds from Hegel's claim of "the end of art" to tackle the universal yet essential problem of literature: its legitimacy in a sociological sense. It invests Bourdieu’s sociological terms -- power, capital, habitus, field, etc. into the study of literature and art while taking on other theoretical enquiries, particularly the Marxist exploration into ideology, as well as aspects of economics and communication studies. This book will be a valuable resource for students and scholars of the sociology of literature, cultural studies, and those with specific interests in Chinese literature, literary and art theory.
Author: Yi-tsi Mei Feuerwerker
Publisher: Stanford University Press
ISBN: 0804765197
Category : Literary Criticism
Languages : en
Pages : 333
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Book Description
The division between the scholar-gentry class and the “people” was an enduring theme of the traditional Chinese agrarian-bureaucratic state. Twentieth-century elites recast this as a division between intellectuals and peasants and made the confrontation between the writing/intellectual self and the peasant “other” a central concern of literature. The author argues that, in the process, they created the “peasantry,” the downtrodden rural masses represented as proper objects of political action and shifting ideological agendas. Throughout this transition, language or discourse has been not only a weapon of struggle but the center of controversy and contention. Because of this primacy of language, the author’s main approach is the close reading or, rather, re-reading of significant narrative fictions from four literary generations to demonstrate how historical, ideological, and cultural issues are absorbed, articulated, and debated within the text. Three chapters each focus on one representative author. The fiction of Lu Xun (1881-1936), which initiated the literary preoccupation with the victimized peasant, is also about the identity crisis of the intellectual. Zhao Shuli (1906-1970), upheld by the Communist Party as a model “peasant writer,” tragically exemplifies in his career the inherent contradictions of such an assigned role. In the post-Mao era, Gao Xiaosheng (1928—) uses the ironic play of language to present a more ambiguous peasant while deflating intellectual pretensions. The chapter on the last of the four “generations” examines several texts by Mo Yan (1956—), Han Shaogong (1952—), and Wang Anyi (1954—) as examples of “root-searching” fiction from the mid-1980’s. While reaching back into the past, this fiction is paradoxically also experimental in technique: the encounter with the peasant leads to questions about the self-construction of the intellectual and the nature of narrative representation itself. Throughout, the focus is on texts in which some sort of representation or stand-in of the writer/intellectual self is present—as character, as witness, as center of consciousness, or as first-person or obtrusive narrator. Each story catches the writer in a self-reflective mode, the confrontation with the peasant “other” providing a theater for acting out varying dramas of identity, power, ideology, political engagement, and self-representation.
