- Table View
- List View
Reading and Teaching (Reflective Teaching and the Social Conditions of Schooling Series)
by Richard Meyer Maryann ManningReading and Teaching raises questions and provides a context for preservice and practicing teachers to understand and to reflect on the complex issues surrounding the teaching of reading in the schools. It presents real teachers in their classrooms, dialogues about that teaching, and exercises for further clarification. The purpose is to help teachers make informed choices about their teaching of reading. The text considers the different types of decisions teachers might make in the teaching of reading and the knowledge upon which they rely in making those decisions—not simply factual information about using certain materials and methods to teach reading, but also knowledge about the mind, the political climate, the broader social and cultural circumstances of their students and schools and the communities in which they teach. Reading and Teaching is designed to engage teachers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Readers are encouraged to interact with the text and to develop their own perspective on the teaching of reading. This is the fifth volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series. *Part I includes four real-life cases of teachers’ experiences in the classroom: “Teaching Reading Via Direct Systematic Instruction”; “A New Teacher Learns About Teaching Reading and Culture”; “A Teacher-Constructed Whole Language Program”; and “Critical Literacy in an Urban Middle School.” Each case is followed by space for readers to write their own reactions and reflections, educators’ dialogue about the case, space for readers’ reactions to the educators’ dialogue, and a summary and additional questions. *Part II presents three public arguments representing different views about the teaching of reading: direct instruction, whole language, and critical literacy.*Part III offers the authors’ own interpretations of the issues raised throughout the text and some suggestions for further reflection. A list of resources is provided. This text is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It can be used in any undergraduate or graduate course that addresses the teaching of reading.
Reading and the First World War: Readers, Texts, Archives (New Directions in Book History)
by Shafquat Towheed Edmund KingRanging from soldiers reading newspapers at the front to authors' responses to the war, this book sheds new light on the reading habits and preferences of men and women, combatants and civilians, during the First World War. This is the first study of the conflict from the perspective of readers.
Reading and the First World War: Readers, Texts, Archives (New Directions in Book History)
by Shafquat Towheed Edmund G. C. KingRanging from soldiers reading newspapers at the front to authors' responses to the war, this book sheds new light on the reading habits and preferences of men and women, combatants and civilians, during the First World War. This is the first study of the conflict from the perspective of readers.
Reading and the History of Race in the Renaissance
by Elizabeth SpillerElizabeth Spiller studies how early modern attitudes towards race were connected to assumptions about the relationship between the act of reading and the nature of physical identity. As reading was understood to happen in and to the body, what you read could change who you were. In a culture in which learning about the world and its human boundaries came increasingly through reading, one place where histories of race and histories of books intersect is in the minds and bodies of readers. Bringing together ethnic studies, book history and historical phenomenology, this book provides a detailed case study of printed romances and works by Montalvo, Heliodorus, Amyot, Ariosto, Tasso, Cervantes, Munday, Burton, Sidney and Wroth. Reading and the History of Race traces ways in which print culture and the reading practices it encouraged, contributed to shifting understandings of racial and ethnic identity.
Reading and the Making of Time in the Eighteenth Century
by Christina LuptonHow did eighteenth-century readers find and make time to read?Books have always posed a problem of time for readers. Becoming widely available in the eighteenth century—when working hours increased and lighter and quicker forms of reading (newspapers, magazines, broadsheets) surged in popularity—the material form of the codex book invited readers to situate themselves creatively in time. Drawing on letters, diaries, reading logs, and a range of eighteenth- and early nineteenth-century novels, Christina Lupton’s Reading and the Making of Time in the Eighteenth Century concretely describes how book-readers of the past carved up, expanded, and anticipated time.Placing canonical works by Elizabeth Inchbald, Henry Fielding, Amelia Opie, and Samuel Richardson alongside those of lesser-known authors and readers, Lupton approaches books as objects that are good at attracting particular forms of attention and paths of return. In contrast to the digital interfaces of our own moment and the ephemeral newspapers and pamphlets read in the 1700s, books are rarely seen as shaping or keeping modern time. However, as Lupton demonstrates, books are often put down and picked up, they are leafed through as well as read sequentially, and they are handed on as objects designed to bridge temporal distances. In showing how discourse itself engages with these material practices, Lupton argues that reading is something to be studied textually as well as historically.Applying modern theorists such as Niklas Luhmann, Bruno Latour, and Bernard Stiegler, Lupton offers a rare phenomenological approach to the study of a concrete historical field. This compelling book stands out for the combination of archival research, smart theoretical inquiry, and autobiographical reflection it brings into play.
Reading and the Victorians (The Nineteenth Century Series)
by Juliet JohnWhat did reading mean to the Victorians? This question is the key point of departure for Reading and the Victorians, an examination of the era when reading underwent a swifter and more radical transformation than at any other moment in history. With book production handed over to the machines and mass education boosting literacy to unprecedented levels, the norms of modern reading were being established. Essays examine the impact of tallow candles on Victorian reading, the reading practices encouraged by Mudie's Select Library and feminist periodicals, the relationship between author and reader as reflected in manuscript revisions and corrections, the experience of reading women's diaries, models of literacy in Our Mutual Friend, the implications of reading marks in Victorian texts, how computer technology has assisted the study of nineteenth-century reading practices, how Gladstone read his personal library, and what contemporary non-academic readers might owe to Victorian ideals of reading and community. Reading forms a genuine meeting place for historians, literary scholars, theorists, librarians, and historians of the book, and this diverse collection examines nineteenth-century reading in all its personal, historical, literary, and material contexts, while also asking fundamental questions about how we read the Victorians' reading in the present day.
Reading and Variant in Petronius: Studies in the French Humanists and their Manuscript Sources (The Royal Society of Canada Special Publications)
by Wade T. RichardsonCritical editions of most classical authors are based on readings transmitted by medieval scholars that can be examined and collated. Modern editions of Petronius, on the other hand, are principally based on printed editions, most of them published in France during the sixteenth century. In this volume T. Wade Richardson considers the use made of the Petronius manuscripts then extant by seven French humanist editors for their various editions, commentaries, and notes.Some of the manuscripts they used may be equated with extant exemplars, which therefore serve as a good check on the quality of their readings. But as much as half of the text rests on the sixteenth-century witness alone. Through a broad and integrated study of the problems of the Petronius text the author attempts to unravel the tangled skein of humanist work on Petronius, to settle some of the old textual puzzles, and to solidify the text and recast the apparatus.Richardson also provides information on the codicology and palaeography of the texts and on the talents and habits of the scholars who created them.
Reading and Writing
by V. S. NaipaulThe esteemed writer prepared this essay of literary autobiography, in which he discusses his personal development as a writer, for the Charles Douglas-Home Memorial Trust.
Reading and Writing
by Ruth Nathan Laura RobbThis is a sourcebook that intends to enhance the readers' reading and writing skills.
Reading and Writing a Screenplay: Fiction, Documentary and New Media
by Isabelle RaynauldReading and Writing a Screenplay takes you on a journey through the many possible ways of writing, reading and imagining fiction and documentary projects for cinema, television and new media. It explores the critical role of a script as a document to be written and read with both future readers and the future film it will be giving life to in mind. The book explores the screenplay and the screenwriting process by approaching the film script in three different ways: how it is written, how it is read and how it can be rewritten. Combining contemporary screenwriting practices with historical and academic context, Isabelle Raynauld provides key analytical tools and reading strategies for conceptualizing and scripting projects based on the impact different writing styles can have on readers, with various examples ranging from early cinema to new media and new platforms throughout. This title offers an alternative, thought-provoking and inspiring approach to reading and writing a screenplay that is ideal for directors, producers, actors, students, aspiring screenwriters and readers interested in understanding how an effective screenplay is created.
Reading and Writing About Contemporary Issues
by Kathleen T. McwhorterReading and Writing About Contemporary Issues offers an integrated approach to reading and writing using a handbook for reference and instruction followed by readings for analysis and writing.
Reading and Writing About Literature: A Portable Guide (Third Edition)
by Janet E. GardnerFar less expensive than comparable guides, Reading and Writing about Literature: A Portable Guide is an ideal supplement for writing courses where literature anthologies and individual literary works that lack writing instruction are assigned. This brief guide introduces strategies for reading literature, explains the writing process and common writing assignments for literature courses, provides instruction in writing about fiction, poetry, and drama, and includes coverage of writing a research paper and of literary criticism and theory. This volume in the popular Bedford/St. Martin's series of Portable Anthologies and Guides offers a trademark combination of high quality and great value.
Reading and Writing about Literature (Fourth Edition): A Portable Guide
by Janet E. Gardner Joanne DiazFar less expensive than comparable guides, Reading and Writing about Literature: A Portable Guide is an ideal supplement for writing courses where literature anthologies and individual literary works that lack writing instruction are assigned. This brief guide introduces strategies for reading literature, explains the writing process and common writing assignments for literature courses, provides instruction in writing about fiction, poetry, and drama, and includes coverage of writing a research paper as well as sections on literary criticism and theory. This volume in the popular Bedford/St. Martin's series of Portable Anthologies and Guides offers a trademark combination of high quality and great value.
Reading and Writing about Literature with 2021 MLA Update: A Portable Guide
by Janet E. Gardner Joanne DiazThis ebook has been updated to provide you with the latest guidance on documenting sources in MLA style and follows the guidelines set forth in the MLA Handbook, 9th edition (April 2021).Reading and Writing about Literature provides the essentials of reading and writing about literature in a brief and very affordable package.
Reading and Writing Across Content Areas
by Roberta L. Sejnost Sharon M. ThieseThis 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.
Reading and Writing Cancer: How Words Heal
by Susan GubarAn important addition to the literature of cancer by an award-winning scholar and memoirist. Elaborating upon her "Living with Cancer" column in the New York Times, Susan Gubar helps patients, caregivers, and the specialists who seek to serve them. In a book both enlightening and practical, she describes how the activities of reading and writing can right some of cancer's wrongs. To stimulate the writing process, she proposes specific exercises, prompts, and models. In discussions of the diary of Fanny Burney, the stories of Leo Tolstoy and Alice Munro, numerous memoirs, novels, paintings, photographs, and blogs, Gubar shows how readers can learn from art that deepens our comprehension of what it means to live or die with the disease. From a writer whose own memoir, Memoir of a Debulked Woman: Enduring Ovarian Cancer, was described by the New York Times Book Review as "moving and instructive...and incredibly brave," this volume opens a path to healing.
Reading and Writing Chinese
by William Mcnaughton Jiageng FanThis is a compete and easy-to-use guide for reading and writing Chinese characters.Used as a standard by students and teachers in learning Chinese for more than three decades, the bestselling Reading & Writing Chinese has been completely revised and updated. Reading & Writing Chinese places at your fingertips the essential 1,725 Chinese characters' up-to-date definitions, derivations, pronunciations, and examples of correct usage by means of cleverly condensed grids. This guide also focuses on Pinyin, which is the official system to transcribe Hanzi, Chinese characters, into Latin script, now universally used in mainland China and Singapore. Traditional characters (still used in Taiwan and Hong Kong) are also included, making this a complete reference.Newly updated and revised, these characters are the ones officially prescribed by the Chinese government for the internationally recognized test of proficiency in Chinese, the Hanyu Shuiping Kaoshi (HSK). Key features of this newly-expanded edition include:The 1,725 most frequently used characters in both Simplified and Traditional formsAll 2,633 characters and 5,000+ compounds required for the HSK ExamMnemonics to help with memorizationStandard Hanyu Pinyin romanizations More mnemonic phrases and etymologies to help you remember the characters An extensive introduction, alphabetical index, and index according to stroke count and stroke order Completely updated/expanded English definitions Convenient quick-reference tables of radicals Updated and revised compounds, plus 25% more vocabulary now offered Codes to assist those who are preparing for the AP exam or the HSK exam
Reading and Writing Chinese
by William Mcnaughton Jiageng FanThis is a complete and easy-to-use guide for reading and writing Chinese characters.Learning written Chinese is an essential part of mastering the Chinese language. Reading & Writing Chinese places at your fingertips the essential 1,725 Chinese characters' up-to-date definitions, derivations, pronunciations, and examples of correct usage by means of cleverly condensed grids.Newly updated and revised, these characters are the ones officially prescribed by the Chinese government for the internationally recognized test of proficiency in Chinese, the Hanyu Shuiping Kaoshi (HSK). The student's ability to read Chinese and write Chinese are reinforced throughout.Key features of this newly-expanded edition include: The 1,725 most frequently used characters in both Simplified and Traditional forms. All 2,633 characters and 5,000+ compounds required for the HSK Exam. Standard Hanyu Pinyin romanizations. More mnemonic phrases and etymologies to help you remember the characters. An extensive introduction, alphabetical index, and index according to stroke count and stroke order. Completely updated/expanded English definitions. Convenient quick-reference tables of radicals. Updated and revised compounds, plus 25% more vocabulary now offered. Codes to assist those who are preparing for the AP exam or the HSK exam.
Reading and Writing During the Dissolution
by Mary C. ErlerIn the years from 1534, when Henry VIII became head of the English church, until the end of Mary Tudor's reign in 1558, the forms of English religious life evolved quickly and in complex ways. At the heart of these changes stood the country's professed religious men and women, whose institutional homes were closed between 1535 and 1540. Records of their reading and writing offer a remarkable view of these turbulent times. The responses to religious change of friars, anchorites, monks and nuns from London and the surrounding regions are shown through chronicles, devotional texts, and letters. What becomes apparent is the variety of positions that English religious men and women took up at the Reformation and the accommodations that had to be made, both spiritual and practical. Of particular interest are the extraordinary letters of Margaret Vernon, head of four nunneries and personal friend of Thomas Cromwell.
Reading and Writing for Civic Literacy: The Critical Citizen's Guide to Argumentative Rhetoric, Brief Edition (Cultural Politics and the Promise of Democracy)
by Donald Lazere Anne-Marie WomackThis rhetoric-and-reader textbook teaches college students to develop critical reading, writing, and thinking skills for self-defense in the contentious arena of American civic rhetoric. This edition is substantially updated for an era of renewed tensions over race, gender, and economic inequality—all compounded by the escalating decibel level and polarization of public rhetoric. Readings include civil rights advocate Michelle Alexander on "the new Jim Crow," recent reconsiderations of socialism versus capitalism, Naomi Wolf’s and Christine Hoff Sommers’ opposing views on "the beauty myth," a section on the rhetoric of war, and debates on identity politics, abortion, and student debt. Designed for first-year or more advanced composition and critical thinking courses, the book trains students in a wealth of techniques to locate fallacies and other weaknesses in argumentation in their prose and the writings of others. Exercises also help students understand the ideological positions and rhetorical patterns that underlie opposing views, from Ann Coulter to Bernie Sanders. Widely debated issues of whether objectivity is possible and whether there is a liberal or conservative bias in news and entertainment media, as well as in education itself, are foregrounded as topics for rhetorical analysis.
Reading and Writing from Literature: AP Version (3rd edition)
by John E. SchwiebertDesigned for use in literature courses that are also writing courses, Reading and Writing from Literature offers a fresh new approach to reading and writing in those classes. The book invokes a "conversation" model of reading and writing that empowers students to interact proactively and constructively with all texts, both literary and their own. Reading and Writing from Literature presents reading as the primary resource for writing. Rather than only writing about literature, student users of this book write from literature; they use texts to produce texts. Being personally and culturally diverse, students are encouraged to identify and use those aspects of a text that interest them most as starting points for composing. Throughout the book, the guiding assumption is that, by creating, students also become stronger readers of the literature of past and present.
Reading and Writing History from Bruni to Windschuttle: Essays in Honour of Gary Ianziti
by Christian Thorsten CallisenFeaturing work by researchers in the fields of early modern studies, Italian studies, ecclesiastical history and historiography, this volume of essays adds to a rich corpus of literature on Renaissance and early modern historiography, bringing a unique approach to several of the problems currently facing the field. Essays fall into three categories: the tensions and challenges of writing history in Renaissance Italy; the importance of intellectual, philosophical and political contexts for the reading and writing of history in renaissance and early modern Europe; and the implications of genre for the reading and writing of history. By collecting essays that cut across a broad cross-section of the disciplines of history and historiography, the book is able to offer solutions, encourage discussion, and engage in ongoing debates that bear direct relevance for our understanding of the origins of modern historical practices. This approach also allows the contributors to engage with critical questions concerning the continued relevance of history for political and social life in the past and in the present.
Reading and Writing in Elementary Classrooms: Research Based K-4 Instruction (5th Edition)
by Patricia M. Cunningham Sharon Arthur Moore James W. Cunningham David W. MooreThis K-4 text follows the style of the successful Cunningham/Allington franchise. It is very practical with tons of activities and grounded on solid research. With new chapters on Fluency, Assessment, and a new organization this text offers the most current insight on thinking processes, on reading and writing as language, and on the importance of the affective domain.
Reading and Writing in Preschool: Teaching the Essentials (Best Practices in Action)
by Dorothy S. Strickland Renée M. CasbergueThis book describes effective, engaging ways to build young children's print concepts and alphabetic knowledge, which are crucial for both reading and writing development. Presenting shared reading, shared writing, and targeted instructional activities, each chapter features helpful classroom vignettes, a section debunking myths about preschool literacy, and Ideas for Discussion, Reflection, and Action. Strategies are provided for creating print-rich classroom and home environments and differentiating instruction for diverse students, including English language learners. The book also discusses how to assess preschoolers' reading and writing progress. Reproducible checklists and parent handouts can be downloaded and printed in a convenient 8 1/2" x 11" size.
Reading and Writing Instruction in the Twenty-First Century: Recovering and Transforming the Pedagogy of Robert Scholes
by Ellen C. CarilloRobert Scholes passed away on December 9, 2016, leaving behind an intellectual legacy focused broadly on textuality. Scholes’s work had a significant impact on a range of fields, including literary studies, composition and rhetoric, education, media studies, and the digital humanities, among others. In Reading and Writing Instruction in the Twenty-First Century contemporary scholars explore and extend the continued relevance of Scholes’s work for those in English and writing studies. In this volume, Scholes’s scholarship is included alongside original essays, providing a resource for those considering everything from the place of the English major in the twenty-first century to best practices for helping students navigate misinformation and disinformation. Reading and Writing Instruction in the Twenty-First Century not only keeps Scholes’s legacy alive but carries it on through a commitment, in Scholes’s (1998) own words, to “offer our students . . . the cultural equipment they are going to need when they leave us.” Contributors: Angela Christie, Paul T. Corrigan, Lynée Lewis Gaillet, Doug Hesse, Alice S. Horning, Emily J. Isaacs, Christopher La Casse, Robert Lestón, Kelsey McNiff, Thomas P. Miller, Jessica Rivera-Mueller, Christian Smith, Kenny Smith