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Detalles bibliogr�ficos

T�tulo: A Writer's Resource (comb-version) Student Edition
Editor: McGraw-Hill Education
Fecha de publicaci�n: 2015
Idioma: Ingl�s
ISBN 10: 0078036186
ISBN 13: 9780078036187
Encuadernaci�n: Spiral-bound
Edici�n: 5� Edici�n o Posterior
Estado: Good

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Sinopsis

Contextualizing Reading engages students personally, actively, and critically through an integrated print and digital program designed to prepare them for college―and lifelong―reading.

Here’s how: Eight scaffolded modules help students move from guided to independent reading with selections that are personal and relevant to their lives. Each module is arranged from least to most challenging in terms of reading level and includes pre- and post-reading activities that encourage students to think critically, to summarize, and to synthesize what they have learned. By helping students move from practicing to applying, the modules meet a program’s goals of making students independent readers. Modules also promote vocabulary enhancement through the integration of vocabulary exercises. In addition to the scaffolded modules, integration of metacognitive strategies, and Connect Reading, Contextualizing Reading provides instruction to strengthen comprehension and critical reading skills. Contextualizing Reading uses authentic material allowing students to unlock textbook content across academic disciplines.

Based on developmental education and literacy research and with a tested pedagogical system to scaffold student learning, McGraw-Hill’s Contextualizing Reading helps students in upperlevel reading courses become critical readers and active participants in their own learning as they move from guided to independent reading and gain confidence in their skills. Contextualization of reading skills and strategies within freshman experience content is the cornerstone of this textbook. Its unique two-part organization helps to support this approach by containing instructional chapters focusing on a single academic discipline, and theme-based reading selection modules in the second part center around a high-interest topic or theme often addressed in freshman experience topics.

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Elaine P. Maimon is President of Governors State University in the south suburbs of Chicago, where she is also Professor of English. Previously she was Chancellor of the University of Alaska Anchorage, Provost (Chief Campus Officer) at Arizona State University West, and Vice President of Arizona State University as a whole. In the 1970s, she initiated and then directed the Beaver College writing-across-the-curriculum program, one of the first WAC programs in the nation. A founding Executive Board member of the National Council of Writing Program Administrators (WPA), she has directed national institutes to improve the teaching of writing and to disseminate the principles of writing across the curriculum. With a PhD in English from the University of Pennsylvania, where she later helped to create the Writing Across the University (WATU) program, she has also taught and served as an academic administrator at Haverford College, Brown University, and Queens College.

Janice Haney Peritz is an Associate Professor of English who has taught college writing for more than thirty years, first at Stanford University, where she received her PhD in 1978, and then at the University of Texas at Austin; Beaver College; and Queens College, City University of New York. From 1989 to 2002, she directed the Composition Program at Queens College, where in 1996, she also initiated the colleges writing-across-the-curriculum program and the English Departments involvement with the Epiphany Project and cyber-composition. She also worked with a group of CUNY colleagues to develop The Write Site, an online learning center, and more recently directed the CUNY Honors College at Queens College for three years. Currently, she is back in the English Department doing what she loves most: research, writing, and full-time classroom teaching of writing, literature, and culture.

Kathleen Blake Yancey is the Kellogg W. Hunt Professor of English and Director of the Graduate Program in Rhetoric and Composition at Florida State University. Past President of the Council of Writing Program Administrators (WPA) and Past Chair of the Conference on College Composition and Communication (CCCC), she is President of the National Council of Teachers of English (NCTE). In addition, she co-directs the Inter/National Coalition on Electronic Portfolio Research. She has directed several institutes focused on electronic portfolios and on service learning and reflection, and with her colleagues in English Education, she is working on developing a program in new literacies. Previously, she has taught at UNC Charlotte and at Clemson University, where she directed the Pearce Center for Professional Communication and created the Class of 1941 Studio for Student Communication, both of which are dedicated to supporting communication across the curriculum.

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