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Writing in the Content Areas.
Do you spend entirely too much time correcting your students' papers? Do your students' essays and term papers take side trips to nowhere? Is their writing riddled with mechanical errors? Do their lab reports and essays lack specificity and clarity? Writing in the Content Areas, Second Edi...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Taylor and Francis,
2013.
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| Edición: | 2nd ed. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Title Page; Copyright Page; Foreword; Table of Contents; Introduction; Part I Steps and Strategies; 1. Guiding Principles for Teachers; Guiding Principles for All Teachers; The Learning Cyde; Writing Is Connected to Reading, Speaking, and Listening; Students Respect the Rigor of Classes That Demand Writing; Explicitly Teach the Form and Tone that You Expect for a Writing Task; Guiding Principles for Including Writing in the Content Areas; You are Not Teaching Writing: You Are Teaching Your Subject; Be Flexible in Your Definition of Writing.
- Content Area Teachers and English Teachers Probably Have Different ExpectationsGuiding Principles for English Teachers; Give Reasons for Language Exchanges; Emphasize the Importance of Adjusting the Language for the Audience; A Paradigm Shift: The Deficit Model vs. the Resource Model; Jumping In; Building a Positive Climate for Writing; Knocking Down the Stumbling Blocks; They Don't Think What They Have to Say Is Important; They Don't Know the Basics; They Are Afraid to Make Mistakes; Summary; 2. Framing and Evaluating the Task; Chapter Overview; Framing the Task; Length: Depth and Breadth.
- DownsizingSharing Office Space; Training the Workforce; Summary; Focus: Controlling Idea; Task: Key Words; Detail: Specifics; Facts and Figures; Quotations; Visuals: The Picture ... Statement; Language Tone: Style; Terminology: Word Bank; Challenge: Consider; Summary; Sampie Writing Tasks: Leaky and Airtight; Level One Thinking; Level Two Thinking; Level Two Topics; Level Three Topics; Connections; The Statement of Intent (Prewriting Reflections); Evaluating the Writing Task; Rubrics and Scoring Guides; Holistic Scoring and Group Grading; Selected-Trait Scoring; Self-Reflective Assessment.
- Prescriptive EvaluationCoping with the Paperwork Load; Student-Teacher-Task: Good to Go; Summary; 3. Support: Making the Case; Chapter Overview; Specifying; Strategy 1: Sharpening; Example 1; Example 2; Generality Words; Teaching through Visuals; Strategy 2: Provide Detail; Prepositions: Words That Give Time and Place; Strategy 3: Facts and Figures; Strategy 4: Names and Places; Justifying; Regarding Spelling; Summary: Support and Specificity; Eight Classroom Practices; 4. Short Statements: In Fifty Words of Less; Chapter Overview; The Brief Bio; Model Brief Bios.
- Action Words of the Brief BioStart with Key Words/Phrases; Connectors; Connotation; Places/Events; Model Place/Event Statements; Action Words of Events; Connectors; Questions about Events; The Contrast Statement; Model Contrast Statements; Why Think About Contrasts; Setting Up the Contrast Statement; Action Words of Contrast; Types of Contrast; The Simple Comparison; Concurrence; lrony and Paradox: Even Though; Using the Semicolon to Express Contrast; Giving Examples; The Cause/Effect Statement; Models; Action Words of Cause/Effect; Sequence Words; Assumptions and Tenets; Models; Summary.