Crafted by a close colleague of David Rosenwasser and Jill Stephen's with extensive experience with Writing Analytically, Instructor's Manual, offers chapter by chapter teaching tips and solid instructions for applying the book's outstanding heuristics to students' reading, thinking and writing. The manual also offers tips on syllabus planning and advice for trouble-shooting research project assignments. Although the manual is primarily directed toward instructors of composition, it also addresses instructors using the text for other disciplines.
Writing Analytically treats writing as a tool of thought, offering prompts that lead you through the process of analysis and synthesis and help you to generate original, well-developed ideas. The authors of this brief, popular rhetoric believe that learning to write well requires learning to use your writing as a tool to think well. In the new edition, materials are better integrated, more contextualized, and--when possible--condensed. Each student text is packaged with a free Cengage Essential Reference Card to the MLA HANDBOOK, Eighth Edition.
The popular, brief rhetoric that treats writing as thinking, WRITING ANALYTICALLY, International Edition, offers a series of prompts that lead you through the process of analysis and synthesis and help you to generate original and well-developed ideas. The book’s overall point is that learning to write well means learning to use writing as a way of thinking well. To that end, the strategies of this book describe thinking skills that employ writing. As you will see, this book treats writing as a tool of thought--a means of undertaking sustained acts of inquiry and reflection.
Language is complex. Written or spoken, the complexity of language makes the medium the versatile tool we need but also creates the potential for a wide variety of misunderstandings and mistakes. Whether we are attempting to understand a piece of fiction or writing a text to make our thoughts comprehensible to others, the complexity of language is both necessary and fraught. That said, the inevitable pitfalls don’t mean we need to sacrifice precision or accuracy. This guide is a step by step process that offers hands-on methods for accurate analysis and precise essay construction. Chapter one deals with a variety of methods by which to approach stories and novels such that your analysis is structured on carefully constructed, logical progression founded on the primary text rather than on hunches and guesswork, and chapter two offers infrastructures and scaffolding on which any essay can be structured. The structures included in chapter two are not a template and thus do not limit style or content; rather, they are based on a series of tasks that must be completed for an argument to be convincing. As such, the tasks offer a kind of map through the process of essay writing that always indicates your next step. Contrary to accepted mythologies about analyzing fiction and writing essays, neither is a guessing game, and this text can help you remove the guesswork from your own process.
A rhetoric that treats writing as thinking, WRITING ANALYTICALLY offers a sequence of specific prompts that teach students across the curriculum how to use writing to arrive at ideas.
This volume offers concrete answers to the question of how we can use imagery to enrich the teaching of reading and writing. The chapters are organized according to two guiding principles. First, each addresses specific aspects of the inextricable integration of imagery and language in the teaching of reading and writing. Imagery is not privileged over language; the fusion of the two is emphasized. Second, each focuses on a particular kind of imagery--mental, graphic, or verbal--describing teaching/learning strategies based on the deployment of that kind of imagery in the classroom. There is currently a renewed acknowledgment of the importance of imagery in meaning. The rapid spread of the World Wide Web, computer interfacing, and virtual reality further highlights the need to attend to the influence of imagery in a networked world. In response to these shifts in scholarly and cultural perspectives, NCTE has established a committee on visual literacy, and an emphasis on visual literacy has been incorporated into the IRA/NCTE Standards for the English Language Arts. This book contributes significantly toward filling the need for explicit and specific theory-based methods teachers can use to integrate imagery into their pedagogy. Accessible and lively chapters include classroom activities and student-generated examples. Language and Image in the Reading-Writing Classroom is an excellent text for preservice and in-service pedagogy courses and an important resource for practicing teachers, researchers, and professionals in the field.
"This book will make the case for multiple, diverse kinds of analysis to be taught in the high school English classroom. In addition to showing what written analysis looks like "in the wild," the authors will provide readers with a framework of fundamental analytical skills for instruction. Importantly, Marchetti and O'Dell will advocate for framing analytical writing around students' (of all levels and abilities) passions and expertise. And just as they do in their previous Heinemann book, Writing with Mentors, they will share resources for bringing many different kinds of analytical writing into the classroom"--
In Writing with Mentors, high school teachers Allison Marchetti and Rebekah O'Dell prove that the key to cultivating productive, resourceful writers-writers who can see value and purpose for writing beyond school-is using dynamic, hot-off-the-press mentor texts. In this practical guide, they provide savvy strategies for:--finding and storing fresh new mentor texts, from trusted traditional sources to the social mediums of the day --grouping mentor texts in clusters that show a diverse range of topics, styles, and approaches --teaching with lessons that demonstrate the enormous potential of mentor texts at every stage of the writing process.
