|
|
|
|
| LEADER |
00000cam a2200000Mi 4500 |
| 001 |
EBOOKCENTRAL_ocn999670738 |
| 003 |
OCoLC |
| 005 |
20240329122006.0 |
| 006 |
m o d |
| 007 |
cr |n|---||||| |
| 008 |
170805s2017 nju o 000 0 eng d |
| 040 |
|
|
|a EBLCP
|b eng
|e pn
|c EBLCP
|d IDB
|d OCLCQ
|d MERUC
|d OCLCQ
|d LOA
|d OCLCO
|d K6U
|d OCLCF
|d OCLCO
|d SGP
|d OCLCQ
|d OCLCO
|d OCLCL
|
| 020 |
|
|
|a 9781119364948
|
| 020 |
|
|
|a 1119364949
|
| 029 |
1 |
|
|a AU@
|b 000062368621
|
| 035 |
|
|
|a (OCoLC)999670738
|
| 050 |
|
4 |
|a LB2369
|b .H634 2017eb
|
| 082 |
0 |
4 |
|a 808.0427
|
| 083 |
0 |
|
|a 808.0427
|2 23/nor
|q N-OsHOA
|
| 049 |
|
|
|a UAMI
|
| 100 |
1 |
|
|a Hochman, Judith C.
|
| 245 |
1 |
4 |
|a The Writing Revolution :
|b a Straightforward Program to Help Your Students Write Well and Think Critically.
|
| 260 |
|
|
|a Newark :
|b John Wiley & Sons, Incorporated,
|c 2017.
|
| 300 |
|
|
|a 1 online resource (299 pages)
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a computer
|b c
|2 rdamedia
|
| 338 |
|
|
|a online resource
|b cr
|2 rdacarrier
|
| 588 |
0 |
|
|a Print version record.
|
| 505 |
0 |
|
|a The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades; Contents; Acknowledgments; About the Authors; Foreword; Introduction: How to Lead a Writing Revolution in Your Classroom-and Why You Need One; The Problem: Assigning Writing but Not Teaching It; Beyond Writing: How Writing Instruction Improves Students' Reading, Speaking, and Thinking; A Brief History: The Origins of The Writing Revolution; What Makes The Writing Revolution Revolutionary: Deliberate Practice; The Six TWR Principles.
|
| 505 |
8 |
|
|a Principle 1: Students Need Explicit Instruction in Writing, Beginning in the Early Elementary GradesPrinciple 2: Sentences Are the Building Blocks of All Writing; Principle 3: When Embedded in the Content of the Curriculum, Writing Instruction Is a Powerful Teaching Tool; Principle 4: The Content of the Curriculum Drives the Rigor of the Writing Activities; Principle 5: Grammar Is Best Taught in the Context of Student Writing; Principle 6: The Two Most Important Phases of the Writing Process Are Planning and Revising; How to Use This Book; Key Points to Keep in Mind.
|
| 505 |
8 |
|
|a How This Book Is Organized and What It CoversNotes; Chapter 1: Sentences: The Basic Building Blocks of Writing; Make It Correct: Using Sentence Activities to Teach Grammar and Conventions; What Makes a Sentence a Sentence: Fragments, Scrambled Sentences, and Run-Ons; Start With Speaking: Oral Activities With Fragments; Put It in Writing: Written Activities With Fragments; Find the Fragment: Embedding Fragments in Text; Piece It Together: Unscrambling Scrambled Sentences; Put the Brakes On: Correcting Run-On Sentences; Introduce Some Variety: The Four Basic Sentence Types.
|
| 505 |
8 |
|
|a Getting to Know the Sentence TypesUsing Sentence Types in Writing; What Do You Know? Developing Questions; Worth a Thousand Words: Developing Questions About Pictures; Test Yourself: Developing Questions About Content; Let's Play Jeopardy: Giving Students Answers and Asking for Questions; Conjunctions, Complexity, and Clauses; The Power of Basic Conjunctions: Because, But, and So; How to Say It in Writing: Subordinating Conjunctions; Although We've Never Met . . .: Introducing Your Students to Subordinating Conjunctions; Another Name for a Noun: Appositives.
|
| 505 |
8 |
|
|a Identifying, Matching, and Creating AppositivesPut Them Together: Sentence Combining; A Daily Dose of the Revolution: Using Sentence Activities in the Classroom; Notes; Chapter 2: Sentence Expansion and Note-Taking: Getting Students to Process What They've Read; Bigger and Better: Expanding Sentences to Expand Students' Knowledge and Responses; How to Create a Kernel Sentence; Choosing Your Question Words; Demonstrating How to Expand a Sentence; What Do You See? Using Sentence Expansion to Write Captions for Images; The Power of Note-Taking: Key Words and Phrases, Abbreviations, and Symbols.
|
| 500 |
|
|
|a Make a Note of It: Introducing Students to Note-Taking.
|
| 590 |
|
|
|a ProQuest Ebook Central
|b Ebook Central Academic Complete
|
| 650 |
|
0 |
|a Academic writing.
|
| 650 |
|
0 |
|a Critical thinking.
|
| 650 |
|
6 |
|a Écriture savante.
|
| 650 |
|
6 |
|a Pensée critique.
|
| 650 |
|
7 |
|a Academic writing
|2 fast
|
| 650 |
|
7 |
|a Critical thinking
|2 fast
|
| 700 |
1 |
|
|a Wexler, Natalie.
|
| 758 |
|
|
|i has work:
|a The writing revolution (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCH4xCqd3tPk7wgvMB4BTMd
|4 https://id.oclc.org/worldcat/ontology/hasWork
|
| 776 |
0 |
8 |
|i Print version:
|a Hochman, Judith C.
|t Writing Revolution : A Straightforward Program to Help Your Students Write Well and Think Critically.
|d Newark : John Wiley & Sons, Incorporated, ©2017
|z 9781119364917
|
| 856 |
4 |
0 |
|u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=4931557
|z Texto completo
|
| 938 |
|
|
|a EBL - Ebook Library
|b EBLB
|n EBL4931557
|
| 994 |
|
|
|a 92
|b IZTAP
|
