Based on the premise that literature liberates thinking, and argument disciplines it. This anthology features a critical thinking, analytical approach that readers in turn will apply to their own thought and writing processes. It introduces and explains the tools of argument, and presents reading selections centered on four enduring themes-- Individuality and Community, Nature and Place, Family and Identity, and Power and Responsibility. For those interested in literature, composition, and argumentative writing.
Based on the premise that literature liberates thinking, and argument disciplines it, this anthology features a critical thinking/ analytical approach that readers in turn will apply to their own thought and writing processes. Introduces and explains the tools of argument, Presents reading selections centered on four enduring themes: Individuality and Community, Nature and Place, Family and Identity, and Power and Responsibility.For those interested in literature, composition, and argumentative writing.
Featuring the smallest trim size and page count of any comparable anthology, this appealing new three-genre collection encourages students to experience the pleasures of reading literature. A Little Literature: Reading, Writing, and Argument offers a compact and economical alternative to bulky anthologies. Despite the brevity of this compilation, a judicious mix of classic and contemporary selections--from Sophocles and Shakespeare to Amy Tan and Tobias Wolff--offers ample reading choices for instructors and students. Concise, yet complete, editorial apparatus provides guidance on reading, writing, and, most particularly, developing arguments about literature. All elements come together to create an engaging and accessible anthology that students will truly enjoy.
Offers teaching strategies and resources to instruct sixth- through twelfth-graders on how to prepare and write strong arguments and evaluate the arguments of others, providing step-by-step guidance on arguments of fact, judgment, and policy, and including advice to help students understand how judgments get made in the real world, how to develop and support criteria for an argument, and related topics.
At once kind and hilarious, this compilation of the Nobel Prize-winning poet’s advice to writers is illustrated with her own marvelous collages In this witty “how-to” guide, Wislawa Szymborska has nothing but sympathy for the labors of would-be writers generally: “I myself started out with rotten poetry and stories,” she confesses in this collection of pieces culled from the advice she gave—anonymously—for many years in the well-known Polish journal Literary Life. She returns time and again to the mundane business of writing poetry properly, that is to say, painstakingly and sparingly. “I sigh to be a poet,” Miss A. P. from Bialogard exclaims. “I groan to be an editor,” Szymborska responds. Szymborska stubbornly insists on poetry’s “prosaic side”: “Let’s take the wings off and try writing on foot, shall we?” This delightful compilation, translated by the peerless Clare Cavanagh, will delight readers and writers alike. Perhaps you could learn to love in prose.
Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students’ development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials. Book Features: Integrates literacy and inquiry with core U.S. history topics. Emphasizes argumentative writing, a key requirement of the Common Core. Offers explicit guidance for instruction with classroom-ready materials. Provides primary sources for differentiated instruction. Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers. Models how to transition over time from more explicit instruction to teacher coaching and greater student independence. “The tools this book provides—from graphic organizers, to lesson plans, to the accompanying documents—demystify the writing process and offer a sequenced path toward attaining proficiency.” —From the Foreword by Sam Wineburg, co-author of Reading Like a Historian “Assuming literate practice to be at the core of history learning and historical practice, the authors provide actual units of history instruction that can be immediately applied to classroom teaching. These units make visible how a cognitive apprenticeship approach enhances history and historical literacy learning and ensure a supported transition to teaching history in accordance with Common Core State Standards.” —Elizabeth Moje, Arthur F. Thurnau Professor, School of Education, University of Michigan “The C3 Framework for Social Studies State Standards and the Common Core State Standards challenge students to investigate complex ideas, think critically, and apply knowledge in real world settings. This extraordinary book provides tried-and-true practical tools and step-by-step directions for social studies to meet these goals and prepare students for college, career, and civic life in the 21st century.” —Michelle M. Herczog, president, National Council for the Social Studies
Close reading is the most essential skill that literature students continue to develop across the full length of their studies. This book is the ideal guide to the practice, providing a methodology that can be used for poetry, novels, drama, and beyond. Using classic works of literature, such as Hamlet and The Great Gatsby as case studies, David Greenham presents a unique, contextual approach to close reading, while addressing key questions such as: What is close reading? What is the importance of the relationships between words? How can close reading enhance reading pleasure? Is there a method of close reading that works for all literary genres? How can close reading unlock complexity? How does the practice of close reading relate to other theoretical and critical approaches? Close Reading: The Basics is formulated to bring together reading pleasure and analytic techniques that will engage the student of literature and enhance their reading experience.
Before 1840 there was little prestige attached to the writing of novels, and most English novelists were women. By the turn of the 20th century, 'men of letters' acclaimed novels as a form of great literature, and most successful novelists were men. Here, Gaye Tuchman examines how men redefined this form of literary expression.
