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Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Written by leaders in the field of literacy and language arts
Education, this volume defines Dialogic Literary Argumentation,
outlines its key principles, and provides in-depth analysis of
classroom social practices and teacher-student interactions to
illustrate the possibilities of a social perspective for a new
vision of teaching, reading and understanding literature. Dialogic
Literary Argumentation builds on the idea of arguing to learn to
engage teachers and students in using literature to explore what it
means to be human situated in the world at a particular time and
place. Dialogic Literary Argumentation fosters deep and complex
understandings of literature by engaging students in dialogical
social practices that foster dialectical spaces, intertextuality,
and an unpacking of taken-for-granted assumptions about rationality
and personhood. Dialogic Literary Argumentation offers new ways to
engage in argumentation aligned with new ways to read literature in
the high school classroom. Offering theory and analysis to shape
the future use of literature in secondary classrooms, this text
will be great interest to researchers, graduate and postgraduate
students, academics and libraries in the fields of English and
Language Arts Education, Teacher Education, Literacy Studies,
Writing and Composition.
Written by leaders in the field of literacy and language arts
Education, this volume defines Dialogic Literary Argumentation,
outlines its key principles, and provides in-depth analysis of
classroom social practices and teacher-student interactions to
illustrate the possibilities of a social perspective for a new
vision of teaching, reading and understanding literature. Dialogic
Literary Argumentation builds on the idea of arguing to learn to
engage teachers and students in using literature to explore what it
means to be human situated in the world at a particular time and
place. Dialogic Literary Argumentation fosters deep and complex
understandings of literature by engaging students in dialogical
social practices that foster dialectical spaces, intertextuality,
and an unpacking of taken-for-granted assumptions about rationality
and personhood. Dialogic Literary Argumentation offers new ways to
engage in argumentation aligned with new ways to read literature in
the high school classroom. Offering theory and analysis to shape
the future use of literature in secondary classrooms, this text
will be great interest to researchers, graduate and postgraduate
students, academics and libraries in the fields of English and
Language Arts Education, Teacher Education, Literacy Studies,
Writing and Composition.
Focused on the teaching and learning argumentative writing in
grades 9-12, this important contribution to literacy education
research and classroom practice offers a new perspective, a set of
principled practices, and case studies of excellent teaching. The
case studies illustrate teaching and learning argumentative writing
as the construction of knowledge and new understandings about
experiences, ideas, and texts. Six themes key to teaching
argumentative writing as a thoughtful, multi-leveled practice for
deep learning and expression are presented: teaching and learning
argumentative writing as social practice, teachers' epistemological
beliefs about argumentative writing, variations in instructional
chains, instructional conversations in support of argumentative
writing as deep learning and appreciation of multiple perspectives,
contextualized analysis of argumentative writing, and the teaching
and learning of argumentative writing and the construction of
rationalities.
Focused on the teaching and learning argumentative writing in
grades 9-12, this important contribution to literacy education
research and classroom practice offers a new perspective, a set of
principled practices, and case studies of excellent teaching. The
case studies illustrate teaching and learning argumentative writing
as the construction of knowledge and new understandings about
experiences, ideas, and texts. Six themes key to teaching
argumentative writing as a thoughtful, multi-leveled practice for
deep learning and expression are presented: teaching and learning
argumentative writing as social practice, teachers' epistemological
beliefs about argumentative writing, variations in instructional
chains, instructional conversations in support of argumentative
writing as deep learning and appreciation of multiple perspectives,
contextualized analysis of argumentative writing, and the teaching
and learning of argumentative writing and the construction of
rationalities.
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone
This account of Kwahu the Hopi Indian Boy is to be regarded as
something more than a story. It is a true portrayal, so far as
modern ethnological research has disclosed, of life and manners in
a very ancient American community before the coming of white men.
It is believed that its underlying educative value, no less than
its inherent interest, will insure it a hearty welcome in the
elementary grades of the schools.
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