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This edited collection introduces English and literacy educators to
the theoretical, research-based, and practical dimensions of using
digital memetic texts—"memes"—in the classroom. Digital memetic
texts come with new affordances, particularly as avenues for
student creativity, voice, and advocacy. But these texts can also
be put to manipulative, propagandistic, and nefarious purposes,
posing critical challenges to an informed, democratic citizenry.
Grounded in multimodality and critical literacy, this book
investigates the fascinating digital dimension of texts, audiences,
and meaning, and considers how English educators might take up
these conversations in practical ways with students. With authentic
examples from teachers and students, this volume provides a roadmap
to researchers and educators—both pre-service and
in-service—interested in critical and productive uses of these
modern phenomena.
This edited collection introduces English and literacy educators to
the theoretical, research-based, and practical dimensions of using
digital memetic texts—"memes"—in the classroom. Digital memetic
texts come with new affordances, particularly as avenues for
student creativity, voice, and advocacy. But these texts can also
be put to manipulative, propagandistic, and nefarious purposes,
posing critical challenges to an informed, democratic citizenry.
Grounded in multimodality and critical literacy, this book
investigates the fascinating digital dimension of texts, audiences,
and meaning, and considers how English educators might take up
these conversations in practical ways with students. With authentic
examples from teachers and students, this volume provides a roadmap
to researchers and educators—both pre-service and
in-service—interested in critical and productive uses of these
modern phenomena.
* An accessible and reader-friendly book on teaching grammar using
digital tools for pre-service and in-service teachers * Includes 10
fun, creative lesson plans on teaching grammar through digital
literacy * Michelle Devereaux and Darren Crovitz speak and present
on teaching grammar and are stars in the field.
* An accessible and reader-friendly book on teaching grammar using
digital tools for pre-service and in-service teachers * Includes 10
fun, creative lesson plans on teaching grammar through digital
literacy * Michelle Devereaux and Darren Crovitz speak and present
on teaching grammar and are stars in the field.
CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF
ENGLISH Grammar to Get Things Done offers a fresh lens on grammar
and grammar instruction, designed for middle and secondary
pre-service and in-service English teachers. It shows how form,
function, and use can help teachers move away from decontextualized
grammar instruction (such as worksheets and exercises emphasizing
rule-following and memorizing conventional definitions) and begin
considering grammar in applied contexts of everyday use. Modules
(organized by units) succinctly explain common grammatical
concepts. These modules help English teachers gain confidence in
their own understanding while positioning grammar instruction as an
opportunity to discuss, analyze, and produce language for real
purposes in the world. An important feature of the text is
attention to both the history of and current attitudes about
grammar through a sociocultural lens, with ideas for teachers to
bring discussions of language-as-power into their own classrooms.
CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF
ENGLISH Complementing Crovitz and Devereaux's successful Grammar to
Get Things Done, this book demystifies grammar in context and
offers day-by-day guides for teaching ten grammar concepts, giving
teachers a model and vocabulary for discussing grammar in real ways
with their students. Through applied practice in real-world
contexts, the authors explain how to develop students' mastery of
grammar and answer difficult questions about usage, demonstrating
how grammar acts as a tool for specific purposes in students'
lives. Accessibly written and organized, the book provides ten
adaptable activity guides for each concept, illustrating
instruction from a use-based perspective. Middle and high school
preservice and inservice English teachers will gain confidence in
their own grammar knowledge and learn how to teach grammar in ways
that are uniquely accessible and purposeful for students.
CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF
ENGLISH Grammar to Get Things Done offers a fresh lens on grammar
and grammar instruction, designed for middle and secondary
pre-service and in-service English teachers. It shows how form,
function, and use can help teachers move away from decontextualized
grammar instruction (such as worksheets and exercises emphasizing
rule-following and memorizing conventional definitions) and begin
considering grammar in applied contexts of everyday use. Modules
(organized by units) succinctly explain common grammatical
concepts. These modules help English teachers gain confidence in
their own understanding while positioning grammar instruction as an
opportunity to discuss, analyze, and produce language for real
purposes in the world. An important feature of the text is
attention to both the history of and current attitudes about
grammar through a sociocultural lens, with ideas for teachers to
bring discussions of language-as-power into their own classrooms.
CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF
ENGLISH Complementing Crovitz and Devereaux's successful Grammar to
Get Things Done, this book demystifies grammar in context and
offers day-by-day guides for teaching ten grammar concepts, giving
teachers a model and vocabulary for discussing grammar in real ways
with their students. Through applied practice in real-world
contexts, the authors explain how to develop students' mastery of
grammar and answer difficult questions about usage, demonstrating
how grammar acts as a tool for specific purposes in students'
lives. Accessibly written and organized, the book provides ten
adaptable activity guides for each concept, illustrating
instruction from a use-based perspective. Middle and high school
preservice and inservice English teachers will gain confidence in
their own grammar knowledge and learn how to teach grammar in ways
that are uniquely accessible and purposeful for students.
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