Thinking Through Writing

Anyone who wants to learn how to write, how to think, and how thinking and writing are related will want to read this book.

Author: Susan R. Horton

Publisher: Johns Hopkins University Press

ISBN: 0801827175

Category: Language Arts & Disciplines

Page: 232

View: 901

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Anyone who wants to learn how to write, how to think, and how thinking and writing are related will want to read this book.

Thinking through Writing

When writing independently, active learning discourages plagiarism. Knowledge important to the learner predisposes thinking about what is found through ...

Author: K. A. Beals

Publisher: Rowman & Littlefield

ISBN: 9781475821314

Category: Education

Page: 118

View: 821

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Thinking through Writing demonstrates that thinking skills are taught best through writing. All parts of the brain and all types of learning styles are used in writing activities, simultaneously developing thinking skills. These skills are invaluable in linking student experience and new information, incorporating content knowledge and exploring ideas and solutions. This book provides an example of a writing course, illustrating how thinking and writing converge, and is addressed to college instructors, although it would be useful for instructors on any educational level. The elements, examples, and guidelines for planning learner-centered instruction and positive assessment practice increase student engagement through writing activities, applicable in all content areas.

Why White Rice

This book on writing comes from four community college teachers with different backgrounds and training (with contributions from students, as well) in a collection of voices that speaks directly to students and writers.

Author: Thomas P. Dow

Publisher:

ISBN: 0757582028

Category: Language Arts & Disciplines

Page: 216

View: 986

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Thinking Through Writing

Zhe /a-are A LOOK AT THE FUTURE The English-Language Arts Framework and Model Curriculum Standards for the EnglishLanguage Arts, Grades Nine Through Twelve ...

Author:

Publisher:

ISBN: UCBK:C005687991

Category: Academic achievement

Page: 19

View: 802

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This booklet outlines the California state guidelines for writing which assert that students should be carefully taught to read and compose many types of discourse to prepare them for higher education, the job market, and citizenship in democracy. The booklet summarizes the purposes for which the California Assessment Program (CAP) was developed, i.e., to: (1) set high standards for writing through a wide-range achievement test; (2) guide students through a variety of thinking and writing processes; (3) place particular attention on making good writing instruction available to all students; (4) allow for the monitoring of progress from year to year at school, district, and state levels; (5) require less time for testing a variety of writing types through the use of matrix sampling; (6) expose students to many types of writing situations; and (7) offer state-of-the-art, teacher-developed instructional materials. The booklet describes the types of essays which eighth and twelfth graders are expected to write; the collaborative efforts of the English-Language Arts Assessment Advisory Committee and the CAP Writing Development Team; the process of "prompt" development and selection; the state-of-the-art measurement system; the three-tiered reporting system; the creation of the "Writing Assessment Handbook"; and the future goals of CAPs English-Language Arts Assessment Committee. Two sample student essays are included. (PRA)

Improving Writing and Thinking Through Assessment

THROUGH. WRITING. by Marilee J. Bresciani San Diego State University Evaluating the ability to reflect on the application of theory to practice is often a ...

Author: Teresa L. Flateby

Publisher: IAP

ISBN: 9781607524090

Category: Language Arts & Disciplines

Page: 289

View: 657

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Improving Writing and Thinking through Assessment is designed to help individual faculty and administrators select assessment approaches and measures to maximize their students’ writing and thinking. The book offers useful guidance, through presentation of recommended assessment guidelines and measurement principles in Part 1 and applications from a variety of contributors in Part 2. It addresses a wide range of audiences, including instructors who want to assess and thus foster writing and thinking in their courses, administrators and instructors planning to assess writing and thinking at the program or institutional level, and graduate students interested in improving students’ writing and critical thinking. This book is more guide than a “cookbook.” By providing comprehensive standards and criteria that help individuals or teams develop plans and measures to improve writing and thinking, the book should be helpful for academic and Student Affairs administrators and faculty - as the principles apply equally to all engaged in assessment. Contributors, representing a wide range of educators, illustrate many of the approaches and methods described in the theoretical section of the book using a variety of assessment strategies at both classroom and program levels. Readers will see how different types of institutions, both private and public as well as undergraduate and graduate, have designed assessment strategies and plans to gauge and enhance writing and thinking growth in the classroom and across programs. They candidly describe challenges encountered and solutions they adopted or suggest. These chapters reflect approaches and perspectives from various discourse communities – including writing program administrators, composition faculty, assessment professionals, and individual faculty representing several disciplines. The author argues the urgent need to develop strong writers and thinkers. She discusses challenges and obstacles, but underscores the necessity for more faculty involvement and institutional commitment. This book will help institutions and individual faculty design and implement sound, meaningful assessment strategies to foster effective writing and thinking that will both advance the goals of the institutional mission and meet faculty’s disciplinary objectives and scholarly concerns.

Writing on the Body Thinking Through Gendered Embodiment and Marked Flesh

The compulsory norms of gendered embodiment, their practice and implications, are exposed through the lived experience of four women whose non-normative ...

Author: Kay Inckle

Publisher: Cambridge Scholars Publishing

ISBN: 9781443808729

Category: Social Science

Page: 256

View: 319

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This groundbreaking piece of work establishes a “position of embodiment” as an ethically salient epistemological and empirical strategy for understanding, representing, and experiencing gendered embodiment and marked flesh. Developing an embodied, feminist critique of the sociology of the body, the author integrates this position with some of the most recent developments in qualitative methodologies and creative research practices in order to engage with, and represent, women’s experiences of body-marking. As such, the specific body practices which are addressed, “body modification” and “self-injury,” are refigured in the context of a feminist, embodied position. This position of embodiment not only establishes a holistic, non-dualistic orientation from which to experience and explore gendered embodiment and body-marking practices, but in doing so, also highlights the limitations of normative dualistic, disembodied theories and methods which objectify and distance the very experiences they purport to explain. Overall, this exploration is a provoking, moving and often uncomfortable journey into the imperatives of gendered embodiment, abject corporeality, blood and pain, and the practices which mark the body and evoke and transform the gendered, embodied self. This is a courageous, beautifully written, evocative, and thought provoking book that takes the reader on an intimate journey into the misunderstood world of body marking practices. As part of the journey, Inckle provides a range of insights into the fluid, ambiguous, and complex forms of embodiment experienced by women over time. The reflexive stance she adopts throughout enables the reader to chart her emerging awareness of methodological dilemmas and the inherent tensions she experiences in trying to resolve them in relation to feminist ethical positions. As part of this process, she challenges the norms of knowledge production and dissolves the disciplinary boundaries that frame much of the current debate on embodiment and body marking practices. Inckle 's findings offer a powerful critique of dominant research perspectives that focus on the body and she makes a strong case for the development of a feminist-embodied-sociology in the future. As such, this book will be of immense interest to sociologists and psychologists with an interest in the body and the dynamics of embodiment as well as to scholars seeking to develop their understanding of key methodological issues. Professor Andrew C. Sparkes PhD Exeter University This book is based on one of the best methodological approaches I have come across. Supported by materials from a wide variety of disciplines, it is reflexively argued, and Dr Inckle charts new grounds in her trajectory from feminist methodologies to creative sociology, searching for new ways of producing knowledge and radically broadening the sociological research agenda to include ‘stories that come out of the body’. I particularly like the way Dr Inckle develops feminist research methodologies, critiquing participatory approaches as often difficult to implement, and the fearless, yet highly problematic, positioning of the ‘researching I’ at the centre of the research process. Dr Ronit Lentin, Department of Sociology Trinity College Dublin

Creative Writing for Critical Thinking

This book explores narrative imagination and emotion as resources for learning critical meta-reflection.

Author: Hélène Edberg

Publisher: Springer

ISBN: 9783319654911

Category: Language Arts & Disciplines

Page: 416

View: 562

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This book explores narrative imagination and emotion as resources for learning critical meta-reflection. The author examines the learning trajectories of several students as they engage in learning to think critically through a new approach to creative writing, and details how learning through writing is linked to new discoursal identities which are trialled in the writing process. In doing so, she analyses the processes of expansion and change that result from the negotiations involved in learning through writing. This volume offers a completely new approach to creative writing, including useful practical advice as well as a solid theoretical base. It is sure to appeal to students of creative writing and discourse analysis as well as applied linguistics and language as identity.

The Write Stuff

To purchase MyWritingLab , please visit www.mywritinglab.com or you can purchase a package of the physical text and MyWritingLab by searching for ISBN 10: 0133156486 / ISBN 13: 9780133156485.

Author: Marcie Sims

Publisher: Pearson Education Canada

ISBN: 9780133153491

Category: Language Arts & Disciplines

Page: 640

View: 547

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Note: If you are purchasing an electronic version, MyWritingLab does not come automatically packaged with it. To purchase MyWritingLab , please visit www.mywritinglab.com or you can purchase a package of the physical text and MyWritingLab by searching for ISBN 10: 0133156486 / ISBN 13: 9780133156485. The Write Stuff: Thinking Through Paragraphs is an all-in-one writing text that provides all of the basic information students need to develop their paragraph and short essay skills. Coverage of paragraph writing is complemented by sections devoted to writing from sources, referencing and documentation, and sentence construction as well as a grammar, style, and mechanics handbook. One of the key features of The Write Stuff is its emphasis on building the critical thinking skills students need to analyze information and express their ideas clearly and logically in writing. Chapter One introduces seven critical thinking tools which are then applied to each stage of the writing process as both marginal icons and boxed pedagogical features. Further critical thinking practice is provided for every topic in the form of chapter opening photos and questions, reading reflection and analysis questions, and critical thinking journal prompts.

Expressing Critical Thinking through Disciplinary Texts

thinking. through. writing. 8.0. Introduction. In the opening chapter of this book, I undertook an overview discussion of the concept ofcritical thinking, ...

Author: Ian Bruce

Publisher: Bloomsbury Publishing

ISBN: 9781350127913

Category: Foreign Language Study

Page: 216

View: 568

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Exploring how critical thinking is expressed in writing, this book investigates the specific linguistic elements involved in this process. Ian Bruce takes a genre-based approach to compare the textual expression of critical thinking in samples of academic, professional and journalistic writing, using five studies to examine the similarities and differences in the elements deployed across different genres. Looking at phenomena such as the relations between propositions and words which express the writer's personal attitude, content-organizing patterns, and the role of metaphor, this book highlights the most important contributory factors in the expression of critical thinking. Providing an in-depth exploration of how it is articulated through different types of specialist writing, this book provides a lens to both examine texts and to identify and practice this skill.

Thinking Through Theory

Thinking Through Theory tracks one teacher's encounter with theory for over a decade. It investigates theory arising out of a Russian and eastern European tradition of language study.

Author: James Thomas Zebroski

Publisher: Boynton/Cook

ISBN: UOM:39015032901624

Category: Education

Page: 334

View: 631

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Thinking Through Theory tracks one teacher's encounter with theory for over a decade. It investigates theory arising out of a Russian and eastern European tradition of language study.

The Writing Revolution

This is how I would describe The Writing Revolution.

Author: Judith C. Hochman

Publisher: John Wiley & Sons

ISBN: 9781119364979

Category: Education

Page: 320

View: 854

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"HELP! My Students Can't Write!" Why You Need a Writing Revolution in Your Classroom and How to Lead It. The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback. Insurmountable as the challenges faced by many students may seem, TWR can make a dramatic difference. And the method does more than improve writing skills. It also helps: Boost reading comprehension Improve organizational and study skills Enhance speaking abilities Develop analytical capabilities TWR is as much a method of teaching content as it is a method of teaching writing. There's no separate writing block and no separate writing curriculum. Instead, teachers of all subjects adapt the TWR strategies and activities to their current curriculum and weave them into their content instruction. But perhaps what's most revolutionary about the TWR method is that it takes the mystery out of learning to write well. It breaks the writing process down into manageable chunks and then has students practice the chunks they need, repeatedly, while also learning content.

Thinking Through Style

Martineau's own comments on her writing—which are numerous—tend to downplay its value as anything more than a vehicle for conveying urgent advice.

Author: Michael D. Hurley

Publisher: Oxford University Press

ISBN: 9780198737827

Category: Literary Criticism

Page: 400

View: 908

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What is 'style', and how does it relate to thought in language? It has often been treated as something merely linguistic, independent of thought, ornamental; stylishness for its own sake. Or else it has been said to subserve thought, by mimicking, delineating, or heightening ideas that are already expressed in the words. This ambitious and timely book explores a third, more radical possibility in which style operates as a verbal mode of thinking through. Rather than figure thought as primary and pre-verbal, and language as a secondary delivery system, style is conceived here as having the capacity to clarify or generate thinking. The book's generic focus is on non-fiction prose, and it looks across the long nineteenth century. Leading scholars survey twenty authors to show where writers who have gained reputations as either 'stylists' or as 'thinkers' exploit the interplay between 'the what' and 'the how' of their prose. The study demonstrates how celebrated stylists might, after all, have thoughts worth attending to, and that distinguished thinkers might be enriched for us if we paid more due to their style. More than reversing the conventional categories, this innovative volume shows how 'style' and 'thinking' can be approached as a shared concern. At a moment when, especially in nineteenth-century studies, interest in style is re-emerging, this book revaluates some of the most influential figures of that age, re-imagining the possible alliances, interplays, and generative tensions between thinking, thinkers, style, and stylists.

Thinking Through Project Based Learning

Writing shapes students' thinking and helpsyou interact with that thinking. Do your math students write every day—about mathematics?

Author: Jane Krauss

Publisher: Corwin Press

ISBN: 9781483304489

Category: Education

Page: 216

View: 413

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Everything you need to know to lead effective and engaging project-based learning! This timely and practical book shows how to implement academically-rich classroom projects that teach the all-important skill of inquiry. Teachers will find: A research-driven case for project-based learning, supported by current findings on brain development and connections with Common Core standards Numerous sample projects for every K-12 grade level Strategies for integrating project-based learning within all main subject areas, across disciplines, and with current technology and social media Ideas for involving the community through student field research, special guests, and showcasing student work

Thinking through French Philosophy

... studied Husserl's The Origin of Geometry, Merleau-Ponty is well aware that the genesis of ideal objects—idealization—takes place through writing: books, ...

Author: Leonard Lawlor

Publisher: Indiana University Press

ISBN: 9780253000651

Category: Philosophy

Page: 232

View: 826

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"... no other book undertakes to relate all these French philosophers to each other the way that [Lawlor] does, brilliantly." —François Raffoul For many, Jacques Derrida, Michel Foucault, and Gilles Deleuze represent one of the greatest movements in French philosophy. But these philosophers and their works did not materialize without a philosophical heritage. In Thinking through French Philosophy, Leonard Lawlor shows how the work of Maurice Merleau-Ponty formed an important current in sustaining the development of structuralism and post-structuralism. Seeking the "point of diffraction," or the specific ideas and concepts that link Derrida, Foucault, and Deleuze, Lawlor discovers differences and convergences in these thinkers who worked the same terrain. Major themes include metaphysics, archaeology, language and documentation, expression and interrogation, and the very experience of thinking. Lawlor’s focus on the experience of the question brings out critical differences in immanence and transcendence. This illuminating and provocative book brings new vitality to debates on contemporary French philosophy.

The College Writer A Guide to Thinking Writing and Researching Brief

94 95 96 97 103 109 110 112 113 114 116 118 120 122 124 126 127 128 131 132 Critical Thinking Through Reading, Viewing, and Writing Every day, we.

Author: John Van Rys

Publisher: Cengage Learning

ISBN: 9781337514668

Category: Education

Page: 608

View: 520

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Combining streamlined instruction in the writing process with outstanding accessibility, THE COLLEGE WRITER, BRIEF, is a fully updated three-in-one text -- with a rhetoric, a reader, and a research guide -- for students at any skill level. Throughout the text, numerous student and professional writing samples highlight important features of academic writing -- from voice to documentation -- and offer guidance for students' own papers. The sixth edition features fully refreshed sample essays, stronger instruction in argumentative writing, revamped activities and projects, and citation and documentation updates based on the MLA Handbook, 8th Edition. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

The College Writer A Guide to Thinking Writing and Researching

94 95 96 97 103 109 110 112 113 114 116 118 120 122 124 126 127 128 131 132 Critical Thinking Through Reading, Viewing, and Writing Every day, we.

Author: John Van Rys

Publisher: Cengage Learning

ISBN: 9781337514651

Category: Education

Page: 768

View: 114

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Combining streamlined instruction in the writing process with outstanding accessibility, THE COLLEGE WRITER is a fully updated four-in-one text with a rhetoric, a reader, a research guide, and a handbook for students at any skill level. Throughout the text, numerous student and professional writing samples highlight important features of academic writing -- from voice to documentation -- and offer guidance for students' own papers. The sixth edition features fully refreshed sample essays, stronger instruction in argumentative writing, revamped activities and projects, and citation and documentation updates based on the MLA Handbook, 8th Edition. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

The College Writer A Guide to Thinking Writing and Researching

1 Critical Thinking Through Reading, 6 Editing and Proofreading Viewing, and Writing Critical Thinking Through Reading 4 Responding to a Text 8 Summarizing ...

Author: Randall VanderMey

Publisher: Cengage Learning

ISBN: 9781285974439

Category: Education

Page: 752

View: 861

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Combining streamlined instruction in the writing process with outstanding accessibility, THE COLLEGE WRITER is a fully updated four-in-one book-with a rhetoric, a reader, a research guide, and a handbook-for users at any skill level. Throughout the book, numerous student and professional writing samples highlight important features of academic writing-from voice to documentation-and offer models for users' own papers. The fifth edition features a greater focus on writing across the curriculum, further supported within the research chapters by additional coverage of report writing, primary research, and avoiding plagiarism. Each student text is packaged with a free Cengage Essential Reference Card to the MLA HANDBOOK, Eighth Edition. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.