- Table View
- List View
Reading and Writing Sourcebook, Grade 10
by Robert Pavlik Richard G. RamseyWe often ask others to repeat things we don't hear clearly. Often the same thing happens when we read. We don't understand everything the first time through. That's one reason why it helps to read with a pen in hand, marking lines of text, circling words, underlining phrases, and asking questions in the margins. It's easy to do, and it will help you understand more of what you read.
Reading and Writing a Screenplay: Fiction, Documentary and New Media
by Isabelle RaynauldReading and Writing a Screenplay takes you on a journey through the many possible ways of writing, reading and imagining fiction and documentary projects for cinema, television and new media. It explores the critical role of a script as a document to be written and read with both future readers and the future film it will be giving life to in mind. The book explores the screenplay and the screenwriting process by approaching the film script in three different ways: how it is written, how it is read and how it can be rewritten. Combining contemporary screenwriting practices with historical and academic context, Isabelle Raynauld provides key analytical tools and reading strategies for conceptualizing and scripting projects based on the impact different writing styles can have on readers, with various examples ranging from early cinema to new media and new platforms throughout. This title offers an alternative, thought-provoking and inspiring approach to reading and writing a screenplay that is ideal for directors, producers, actors, students, aspiring screenwriters and readers interested in understanding how an effective screenplay is created.
Reading and Writing about Literature (Fourth Edition): A Portable Guide
by Janet E. Gardner Joanne DiazFar less expensive than comparable guides, Reading and Writing about Literature: A Portable Guide is an ideal supplement for writing courses where literature anthologies and individual literary works that lack writing instruction are assigned. This brief guide introduces strategies for reading literature, explains the writing process and common writing assignments for literature courses, provides instruction in writing about fiction, poetry, and drama, and includes coverage of writing a research paper as well as sections on literary criticism and theory. This volume in the popular Bedford/St. Martin's series of Portable Anthologies and Guides offers a trademark combination of high quality and great value.
Reading and Writing about Literature with 2021 MLA Update: A Portable Guide
by Janet E. Gardner Joanne DiazThis ebook has been updated to provide you with the latest guidance on documenting sources in MLA style and follows the guidelines set forth in the MLA Handbook, 9th edition (April 2021).Reading and Writing about Literature provides the essentials of reading and writing about literature in a brief and very affordable package.
Reading and Writing for Civic Literacy: The Critical Citizen's Guide to Argumentative Rhetoric, Brief Edition (Cultural Politics and the Promise of Democracy)
by Donald Lazere Anne-Marie WomackThis rhetoric-and-reader textbook teaches college students to develop critical reading, writing, and thinking skills for self-defense in the contentious arena of American civic rhetoric. This edition is substantially updated for an era of renewed tensions over race, gender, and economic inequality—all compounded by the escalating decibel level and polarization of public rhetoric. Readings include civil rights advocate Michelle Alexander on "the new Jim Crow," recent reconsiderations of socialism versus capitalism, Naomi Wolf’s and Christine Hoff Sommers’ opposing views on "the beauty myth," a section on the rhetoric of war, and debates on identity politics, abortion, and student debt. Designed for first-year or more advanced composition and critical thinking courses, the book trains students in a wealth of techniques to locate fallacies and other weaknesses in argumentation in their prose and the writings of others. Exercises also help students understand the ideological positions and rhetorical patterns that underlie opposing views, from Ann Coulter to Bernie Sanders. Widely debated issues of whether objectivity is possible and whether there is a liberal or conservative bias in news and entertainment media, as well as in education itself, are foregrounded as topics for rhetorical analysis.
Reading and Writing from Literature: AP Version (3rd edition)
by John E. SchwiebertDesigned for use in literature courses that are also writing courses, Reading and Writing from Literature offers a fresh new approach to reading and writing in those classes. The book invokes a "conversation" model of reading and writing that empowers students to interact proactively and constructively with all texts, both literary and their own. Reading and Writing from Literature presents reading as the primary resource for writing. Rather than only writing about literature, student users of this book write from literature; they use texts to produce texts. Being personally and culturally diverse, students are encouraged to identify and use those aspects of a text that interest them most as starting points for composing. Throughout the book, the guiding assumption is that, by creating, students also become stronger readers of the literature of past and present.
Reading and Writing in Elementary Classrooms: Research Based K-4 Instruction (5th Edition)
by David W. Moore Patricia M. Cunningham Sharon Arthur Moore James W. CunninghamThis K-4 text follows the style of the successful Cunningham/Allington franchise. It is very practical with tons of activities and grounded on solid research. With new chapters on Fluency, Assessment, and a new organization this text offers the most current insight on thinking processes, on reading and writing as language, and on the importance of the affective domain.
Reading and Writing in Preschool: Teaching the Essentials (Best Practices in Action)
by Dorothy S. Strickland Renée M. CasbergueThis book describes effective, engaging ways to build young children's print concepts and alphabetic knowledge, which are crucial for both reading and writing development. Presenting shared reading, shared writing, and targeted instructional activities, each chapter features helpful classroom vignettes, a section debunking myths about preschool literacy, and Ideas for Discussion, Reflection, and Action. Strategies are provided for creating print-rich classroom and home environments and differentiating instruction for diverse students, including English language learners. The book also discusses how to assess preschoolers' reading and writing progress. Reproducible checklists and parent handouts can be downloaded and printed in a convenient 8 1/2" x 11" size.
Reading and the First World War: Readers, Texts, Archives (New Directions in Book History)
by Shafquat Towheed Edmund G. C. KingRanging from soldiers reading newspapers at the front to authors' responses to the war, this book sheds new light on the reading habits and preferences of men and women, combatants and civilians, during the First World War. This is the first study of the conflict from the perspective of readers.
Reading and the First World War: Readers, Texts, Archives (New Directions in Book History)
by Edmund King Shafquat TowheedRanging from soldiers reading newspapers at the front to authors' responses to the war, this book sheds new light on the reading habits and preferences of men and women, combatants and civilians, during the First World War. This is the first study of the conflict from the perspective of readers.
Reading and the History of Race in the Renaissance
by Elizabeth SpillerElizabeth Spiller studies how early modern attitudes towards race were connected to assumptions about the relationship between the act of reading and the nature of physical identity. As reading was understood to happen in and to the body, what you read could change who you were. In a culture in which learning about the world and its human boundaries came increasingly through reading, one place where histories of race and histories of books intersect is in the minds and bodies of readers. Bringing together ethnic studies, book history and historical phenomenology, this book provides a detailed case study of printed romances and works by Montalvo, Heliodorus, Amyot, Ariosto, Tasso, Cervantes, Munday, Burton, Sidney and Wroth. Reading and the History of Race traces ways in which print culture and the reading practices it encouraged, contributed to shifting understandings of racial and ethnic identity.
Reading and the Making of Time in the Eighteenth Century
by Christina LuptonHow did eighteenth-century readers find and make time to read?Books have always posed a problem of time for readers. Becoming widely available in the eighteenth century—when working hours increased and lighter and quicker forms of reading (newspapers, magazines, broadsheets) surged in popularity—the material form of the codex book invited readers to situate themselves creatively in time. Drawing on letters, diaries, reading logs, and a range of eighteenth- and early nineteenth-century novels, Christina Lupton’s Reading and the Making of Time in the Eighteenth Century concretely describes how book-readers of the past carved up, expanded, and anticipated time.Placing canonical works by Elizabeth Inchbald, Henry Fielding, Amelia Opie, and Samuel Richardson alongside those of lesser-known authors and readers, Lupton approaches books as objects that are good at attracting particular forms of attention and paths of return. In contrast to the digital interfaces of our own moment and the ephemeral newspapers and pamphlets read in the 1700s, books are rarely seen as shaping or keeping modern time. However, as Lupton demonstrates, books are often put down and picked up, they are leafed through as well as read sequentially, and they are handed on as objects designed to bridge temporal distances. In showing how discourse itself engages with these material practices, Lupton argues that reading is something to be studied textually as well as historically.Applying modern theorists such as Niklas Luhmann, Bruno Latour, and Bernard Stiegler, Lupton offers a rare phenomenological approach to the study of a concrete historical field. This compelling book stands out for the combination of archival research, smart theoretical inquiry, and autobiographical reflection it brings into play.
Reading and the Victorians (The Nineteenth Century Series)
by Juliet JohnWhat did reading mean to the Victorians? This question is the key point of departure for Reading and the Victorians, an examination of the era when reading underwent a swifter and more radical transformation than at any other moment in history. With book production handed over to the machines and mass education boosting literacy to unprecedented levels, the norms of modern reading were being established. Essays examine the impact of tallow candles on Victorian reading, the reading practices encouraged by Mudie's Select Library and feminist periodicals, the relationship between author and reader as reflected in manuscript revisions and corrections, the experience of reading women's diaries, models of literacy in Our Mutual Friend, the implications of reading marks in Victorian texts, how computer technology has assisted the study of nineteenth-century reading practices, how Gladstone read his personal library, and what contemporary non-academic readers might owe to Victorian ideals of reading and community. Reading forms a genuine meeting place for historians, literary scholars, theorists, librarians, and historians of the book, and this diverse collection examines nineteenth-century reading in all its personal, historical, literary, and material contexts, while also asking fundamental questions about how we read the Victorians' reading in the present day.
Reading as the Angels Read: Speculation and Politics in Dante's 'Banquet'
by Maria Luisa ArdizzoneAn uncompleted manuscript that combines lyric poetry and prose commentary, the Banquet (or Convivio) is one of Dante Alighieri's most important and least understood philosophical texts. As Maria Luisa Ardizzone shows, its language and logic are deeply connected to medieval culture and the philosophical debates of the thirteenth and early fourteenth centuries.In Reading as the Angels Read, Ardizzone reconstructs the cultural and socio-political background that provided the motivation for the Banquet and offers a bold new reading of this ambitious work. Drawing on a deep knowledge of Dante's engagement with biblical, Augustinian, Neoplatonic, and Aristotelian philosophy, she suggests that the Banquet is not an encyclopedia of learning as many have claimed, but Dante's attempt to articulate a theory of human happiness in which perfect knowledge is the natural basis for a well-organized political community.
Reading at Scale: Eine Mixed-Methods-Analyse der „Deutschen Novellenschätze“ (Digitale Literaturwissenschaft)
by Katharina HergetDie „Novellenschatz“-Reihe Paul Heyses prägt bis heute das deutsche Novellenverständnis: Begonnen mit dem populären „Deutschen Novellenschatz“ wurde ein Sammlungsvorhaben begründet, das eine dezidiert realistische Literaturgeschichte präsentiert. Zusammen mit seinen Fortsetzungen, dem „Novellenschatz des Auslandes“ und dem „Neuen Deutschen Novellenschatz“ ergibt sich ein Korpus aus insgesamt 213 Novellen, das sowohl den (heutigen) Kanon romantischer und realistischer Novellistik als auch das zeitgenössisch Erfolgreiche und Vielgelesene abbildet. In dem Spannungsfeld von realistischem Epochenbewusstsein und programmatischer Bestenauswahl im Angesicht von Massenliteratur erforscht die Studie die „Novellenschatz“-Sammlungen als ‚Arbeit am Kanon‘ – als nicht-narrative Form der Literaturgeschichtsschreibung. Im Mixed-Methods-Verfahren werden hierzu Operationalisierungen verschiedener Skalierungsebenen angewendet, um die Sammlungen und die ihr inhärenten Strukturen zu erfassen: Von hermeneutischen Lektüren über ein Leseexperiment zur heutigen Rezeption realistischer Novellistik hin zu Anwendungen der digitalen Literaturwissenschaft.
Reading at a Crossroads?: Disjunctures and Continuities in Current Conceptions and Practices
by Penny Thompson Rand J. Spiro Michael DeSchryver Michelle Schira Hagerman Paul M. MorsinkThe Internet is transforming the experience of reading and learning-through-reading. Is this transformation effecting a radical change in reading processes as readers synthesize understandings from fragments across multiple texts? Or, conversely, is the Internet merely a new place to use the same reading skills and processes developed through experience with traditional print-based media? Are the changes in reading processes a matter of degree, or are they fundamentally new? And if so, how must reading theory, research, and instruction adjust? This volume brings together distinguished experts from the fields of reading research, teacher education, educational psychology, cognitive science, rhetoric and composition, digital humanities, and educational technology to address these questions. Every question is not answered in every chapter. How could they be? But every contributor has many thoughtful things to say about a subset of these important questions. Together, they add up to a comprehensive response to the issues the field faces as it approaches what may well be—or not —a crossroads. A website devoted to extending discussion around the book in creative (and disjunctive) ways [readingatacrossroads.net] moves it beyond the printed page.
Reading between the Lines: Perspectives on Foreign Language Literacy
by Peter Charles PatrikisThis book presents a collection of new and stimulating approaches to reading in a foreign language. The contributors to the volume all place reading at the heart of learning a foreign language and entering a foreign culture, and they consider issues and methods of language education from such diverse perspectives as cognitive theory, applied linguistics, technology as hermeneutic, history, literary, theory, and cross-cultural analysis. The contributors--teachers of French, German, Greek, Japanese, and Spanish--call for language teachers and theorists to refocus on the importance of reading skills. Emphasizing the process of reading as analyzing and understanding another culture, they document various practical methods, including the use of computer technology for enhancing language learning and fostering cross-cultural understanding.
Reading by Design: The Visual Interface of the English Renaissance Book (G - Reference, Information and Interdisciplinary Subjects)
by Pauline ReidRenaissance readers perceived the print book as both a thing and a medium - a thing that could be broken or reassembled, and a visual medium that had the power to reflect, transform, or deceive. At the same historical moment that print books remediated the visual and material structures of manuscript and oral rhetoric, the relationship between vision and perception was fundamentally called into question. Investigating this crisis of perception, Pauline Reid argues that the visual crisis that suffuses early modern English thought also imbricates sixteenth and seventeenth century print materials. These vision troubles in turn influenced how early modern books and readers interacted. Platonic, Aristotelian, and empirical models of sight vied with one another in a culture where vision had a tenuous relationship to external reality. Through situating early modern books’ design elements, such as woodcuts, engravings, page borders, and layouts, as important rhetorical components of the text, Reading by Design articulates how the early modern book responded to epistemological crises of perception and competing theories of sight.
Reading by Starlight: Postmodern Science Fiction (Popular Fictions Series)
by Damien BroderickReading by Starlight explores the characteristics in the writing, marketing and reception of science fiction which distinguish it as a genre.Damien Broderick explores the postmodern self-referentiality of the sci-fi narrative, its intricate coded language and discursive `encyclopaedia'. He shows how, for perfect understanding, sci-fi readers must learn the codes of these imaginary worlds and vocabularies, all the time picking up references to texts by other writers.Reading by Starlight includes close readings of paradigmatic cyberpunk texts and writings by SF novelists and theorists including Isaac Asimov, Arthur C. Clarke, Brian Aldiss, Patrick Parrinder, Kim Stanley Robinson, John Varley, Roger Zelazny, William Gibson, Fredric Jameson and Samuel R. Delaney.
Reading by Touch
by Susanna MillarThe perceptual, linguistic and cognitive processes involved in sighted reading have been widely studied, but the use of touch raises new issues. Drawing on her research with novice and fluent braille readers, Susanna Millar examines how people initially process braille and how skill with sounds, words, meaning and spelling patterns influence processing. The main focus is on braille, but findings on the "Moon" script, vibrotactile devices, maps and icons are also considered in the context of their practical implications and access to computer technology.
Reading for Academic Success, Grades 2-6: Differentiated Strategies for Struggling, Average, and Advanced Readers
by Harvey F. Silver Richard W. Strong Matthew J. PeriniExamines seven critical areas that can develop average or struggling readers into thoughtful, high-achieving A+ readers who can comprehend, analyze, and summarize different kinds of texts.
Reading for Academic Success: Powerful Strategies for Struggling, Average, and Advanced Readers, Grades 7-12
by Harvey F. Silver Richard W. Strong Matthew J. Perini Gregory M. TuculescuThrough specific examples, real-life scenarios, and diagrams, this book vividly conveys the most fundamental and effective tactics for boosting reading proficiency while enhancing student and teacher performance.
Reading for Christian Schools 5
by Bju StaffA book that helps students build their reading and thinking skills by use of literature materials provided.
Reading for Detail Reading Comprehension Book Reading: Level 3.5 - 5.0
by EdupressWelcome to the Edupress Reading for Detail Reading Comprehension Book. This resource is an effective tool for instruction, practice, and evaluation of student understanding. It includes ideas on how to introduce reading for detail to students, as well as activities to help teach and practice the concept.
Reading for Information in Elementary School: Content Literacy Strategies to Build Comprehension
by Douglas Fisher Nancy FreyReading for Information in Elementary School: Content Literacy Strategies to Build Comprehension was written to give k-5 teachers the tools they need to lay an educational groundwork that promotes students’ success with informational text from the early grades. Packed with research-based, classroom-proven strategies, the book follows a before, during, and after reading format that models the most effective approach to reading for information, focusing on the processes required to develop content literacy. You’ll meet the teachers, sit in on their lessons, witness their students’ responses, and come away from this book with a model for teaching your students to read successfully for information and a handbook of proven strategies to implement.