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Books > Language & Literature > Language teaching & learning (other than ELT) > Language teaching & learning material & coursework > Readers
This book is at once a guided introduction to Chinese nonfictional
prose and an innovative textbook for the study of classical
Chinese. It is a companion volume to How to Read Chinese Prose: A
Guided Anthology, designed for Chinese-language learners. How to
Read Chinese Prose in Chinese presents more than forty prose works,
either excerpts or in full, from antiquity through the Qing
dynasty. While teaching readers how to appreciate the rich
tradition of Chinese prose in its original form, the book uses
these texts to introduce classical Chinese to advanced learners,
helping them develop reading comprehension and vocabulary. It
offers a systematic guide to classical Chinese grammar and abundant
notes on vocabulary, and features an extensive network of notes,
exercises, and cross-references. The book includes modern
translations of the forty prose works in simplified Chinese,
presented alongside the original texts in traditional Chinese. It
also includes expert commentaries on each text's distinctive
aesthetic qualities as well as historical and cultural contexts.
The book comprises thirty-eight lessons within eight units,
organized chronologically to reflect the emergence of major prose
genres. It is a major contribution to the teaching and study of
classical Chinese language and literature. Audio recordings of all
forty texts are available online free of charge.
Esta edicion aporta el texto mas depurado posible y proporciona en
introduccion, notas, ilustraciones e indices, cuantos elementos
linguisticos e historico-culturales requiere la lectura de la que
es la ultima novela picaresca del Siglo de Oro.
Controversial Books in K-12 Classrooms and Libraries: Challenged,
Censored, and Banned analyzes the history of controversy
surrounding assigned reading in K-12 classrooms and books available
in school libraries. Randy Bobbitt outlines the history of book
banning and controversy in the United States, stemming from 1950s
conservative Cold War values of patriotism and respect for
authority and ramping up through the 1960s and onward as media
coverage and parental intervention into the inner workings of
schools increased. The author claims that sensitive topics,
including sexuality, suicide, and drug use, do not automatically
imply the glorification of deviant behavior, but can be used
constructively to educate students about the reality of life.
Bobbitt argues that in an effort to shield children from the
dangers of controversial issues, parents and administrators are
depriving them of the ability to discover and debate values that
are inconsistent with their own and those around them, teaching
instead that avoidance of different viewpoints is the solution.
Scholars of education, communication, literature, and policy will
find this book especially useful.
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