Invitations to Reading and Writing
Autor Jack O'Keefe, O. Keefeen Limba Engleză Paperback – 31 oct 1999
7977d-6, 0-13-079774-X, O'KEEFE, Bridging the Gap, 1/e Sparks the readers interest by presenting topical readings that represent current, familiar themes. Personal achievement in education, overcoming racism, the immigrant experience in America, living with disabilities, life in fatherless America, and humor. Those needing to refresh or further their reading and writing skills.
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Specificații
ISBN-13: 9780130797742
ISBN-10: 013079774X
Pagini: 292
Dimensiuni: 179 x 234 x 14 mm
Greutate: 0.41 kg
Ediția:1
Editura: Pearson
Locul publicării:Boston, United States
ISBN-10: 013079774X
Pagini: 292
Dimensiuni: 179 x 234 x 14 mm
Greutate: 0.41 kg
Ediția:1
Editura: Pearson
Locul publicării:Boston, United States
Descriere
A thematic reader with short selections for courses in undergraduate Developmental Writing in the English Department.
Focused on capturing students' interest, this book contains readings that represent familiar, current themes of today's society to which they can relate. Once involved in their own education, the students are further encouraged to develop their skills through example (reading) and practice (writing).
Focused on capturing students' interest, this book contains readings that represent familiar, current themes of today's society to which they can relate. Once involved in their own education, the students are further encouraged to develop their skills through example (reading) and practice (writing).
Cuprins
(NOTE: Most chapters contain Vocabulary, Prereading and Reading Response Journal, Writing from Reading, Collaborative Learning Activity, Writing Tips, and Review sections.)
1. Personal Achievement in Education.
“The Dare,” Roger Hoffman. “I was a Remedial Student” from Mike Rose, Lives on the Boundary. “Laura” from Mike Rose,Lives on the Boundary. “Lillia” from Mike Rose, Lives on the Boundary. “Schools may have problems but they begin at home,” Mike Royko. “Dropping Back In,” Fine. “Yes I Can,” Jones. “Words,” Greene.
2. The Immigrant Experience in America.
“Geraldo No Last Name,” Cisneros. From Bronx Primitive, “Jimmy and Death,” Simon. 169A Song Unsung,” student essay by Violet Mielulis. “Should Immigrants be Welcomed or Repudiated,” a student essay by Elvia Martinez. “Do Immigrants Ruin America?” a student essay (name witheld)
3. Living with Disabilities.
“On Being 17, Bright and Unable to Read,” Raymond. “Uncle Willie,” Maya Angelou. Manning, “Thirsty Animal.” “Monika Teaches Me to Walk” by Elia Herrera (student). “Two Words—'I Do'- Speak Volumes about Bob Love,” Greene. “Against All Odds,” Boslough.
4. Laugh So You Don't Cry.
“The Locket,” Soto. “Getting Pucked,” Genz. “Stone Soup,” Kingsoluer. “Are Guys Smart or What?,” Dave Barry.
5. Overcoming Racism.
From Yellow Woman and a Beauty of the Spirit, Silko. From Yellow Woman, Silko (2). “Momma Confronts the Dentist,” Maya Angelou. “Just Walk on By: A Black Man's Power to Alter Public Space,” Brent Staples. William Least Heat Moon and Indian Prejudice. “From the Color of Water: A Black Mans Tribute to His White Mother,” McBride. “The Quiet Riot Next Door,” Kotlowitz. “Offensive Words,” Raspberry. “Memories in Blood,” Cose.
6. Defining Family in Modern America.
“Fathers Provide Bridge Over the River of Goo,” Parker. “Had It Not Been for the Village...”—The story of a successful single mom. Riedel. “The Seal,” Vertreace. “Stone Soup,” Kingsoluer. “Enlist Hollywood in the War on Teen Pregnancy,” Goodman. “Superfluous Dads a Menace to Society,” Raspberry. “Keeper of the Seal,” a poem, Vertreace.
Word Demons.
Mini-Handbook.
Acknowledgments.
Index.
Index by Author.
1. Personal Achievement in Education.
“The Dare,” Roger Hoffman. “I was a Remedial Student” from Mike Rose, Lives on the Boundary. “Laura” from Mike Rose,Lives on the Boundary. “Lillia” from Mike Rose, Lives on the Boundary. “Schools may have problems but they begin at home,” Mike Royko. “Dropping Back In,” Fine. “Yes I Can,” Jones. “Words,” Greene.
2. The Immigrant Experience in America.
“Geraldo No Last Name,” Cisneros. From Bronx Primitive, “Jimmy and Death,” Simon. 169A Song Unsung,” student essay by Violet Mielulis. “Should Immigrants be Welcomed or Repudiated,” a student essay by Elvia Martinez. “Do Immigrants Ruin America?” a student essay (name witheld)
3. Living with Disabilities.
“On Being 17, Bright and Unable to Read,” Raymond. “Uncle Willie,” Maya Angelou. Manning, “Thirsty Animal.” “Monika Teaches Me to Walk” by Elia Herrera (student). “Two Words—'I Do'- Speak Volumes about Bob Love,” Greene. “Against All Odds,” Boslough.
4. Laugh So You Don't Cry.
“The Locket,” Soto. “Getting Pucked,” Genz. “Stone Soup,” Kingsoluer. “Are Guys Smart or What?,” Dave Barry.
5. Overcoming Racism.
From Yellow Woman and a Beauty of the Spirit, Silko. From Yellow Woman, Silko (2). “Momma Confronts the Dentist,” Maya Angelou. “Just Walk on By: A Black Man's Power to Alter Public Space,” Brent Staples. William Least Heat Moon and Indian Prejudice. “From the Color of Water: A Black Mans Tribute to His White Mother,” McBride. “The Quiet Riot Next Door,” Kotlowitz. “Offensive Words,” Raspberry. “Memories in Blood,” Cose.
6. Defining Family in Modern America.
“Fathers Provide Bridge Over the River of Goo,” Parker. “Had It Not Been for the Village...”—The story of a successful single mom. Riedel. “The Seal,” Vertreace. “Stone Soup,” Kingsoluer. “Enlist Hollywood in the War on Teen Pregnancy,” Goodman. “Superfluous Dads a Menace to Society,” Raspberry. “Keeper of the Seal,” a poem, Vertreace.
Word Demons.
Mini-Handbook.
Acknowledgments.
Index.
Index by Author.
Caracteristici
- Thematically arranged readings that relate to the students' own lives—Includes readings on personal achievement in education, overcoming racism, the immigrant experience in America, living with disabilities, life in fatherless America, and humor.
- Presents interesting source material from which students can learn, and can later be used as a foundation for more advanced assignments throughout the course. Ex.___
- Presents interesting source material from which students can learn, and can later be used as a foundation for more advanced assignments throughout the course. Ex.___
- Reading Response Journal in each chapter—Prompts students to predict the reading's content, summarize the reading, and relate it to their own lives.
- Helps students comprehend and react to readings through simple, effective journal work. Ex.___
- Helps students comprehend and react to readings through simple, effective journal work. Ex.___
- Choice of Expressive Writing Topics—Three to five topics in each chapter invite students to write about themselves and their own lives.
- The freedom of choice encourages student's involvement and allows for flexibility when developing writing ideas. Ex.___
- The freedom of choice encourages student's involvement and allows for flexibility when developing writing ideas. Ex.___
- Collaborative Learning Exercises in each chapter—Asks students to work together in developing writing assignments.
- Provides students with feedback during the development of assignments and creates a sense of community in the reading/writing class. Ex.___
- Provides students with feedback during the development of assignments and creates a sense of community in the reading/writing class. Ex.___
- A Mini-Handbook on sentence style—Includes instruction on sentence combining, variety of sentence structure, and the formation of correct sentences.
- Gives simple, clear direction to help students get a handle on the most common sentence problems. Ex.___
- Gives simple, clear direction to help students get a handle on the most common sentence problems. Ex.___