Reconnecting reading writing (26 resultados)

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Paperback. Condición: Good. REFERENCE GUIDES TO RHETORIC & COMPOSITION, Series Editors, Charles Bazerman, Anis Bawarshi, and Mary Jo Reiff RECONNECTING READING AND WRITING explores the ways in which reading can and should have a strong role in the teaching of writing in college. RECONNECTING READING AND WRITING draws on broad perspectives from history and international work to show how and why reading should be reunited with writing in college and high school classrooms. It presents an overview of relevant research on reading and how it can best be used to support and enhance writing instruction. RECONNECTING READING AND WRITING also examines research in such areas as basic writing, second language learning, and information literacy to integrate reading in writing classrooms, as well as the impact of the new Common Core State Standards in K-12 schools and the digital revolution in the teaching of reading and writing together. RECONNECTING READING AND WRITING also offers practical advice on useful textbooks and appropriate classroom practices and, like other titles in the Reference Guides to Rhetoric and Composition series, includes a glossary, extensive bibliography, and index. Introduced by series editors Charles Bazerman, Mary Jo Reiff, and Anis Bawarshi, RECONNECTING READING AND WRITING includes contributions from editors Alice S. Horning and Elizabeth W. Kraemer, Jennifer Coon, Erik D. Drake, Jimmy Fleming, William Grabe, Cynthia R. Haller, Allison L. Harl, David A. Jolliffe, Kathleen Skomski, and Cui Zhang. ALICE S. HORNING is a professor in the Department of Writing and Rhetoric at Oakland University. Her research focuses on the nature of reading and writing and recent changes to literacy resulting from technological developments. Reconnecting Reading and Writing is her second in the Reference Guides series, following REVISION (2006). ELIZABETH W. KRAEMER is Associate Professor and Coordinator of Instruction in Kresge Library at Oakland University. Her articles have appeared in The Journal of Academic Librarianship, College & Research Libraries, The Reference Librarian, College & Undergraduate Libraries, Information Technology and Libraries, and College & Research Libraries News.…

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Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Scientific Essay from the year 2016 in the subject Pedagogy - Miscellaneous Topics, , course: English, language: English, abstract: This dissertation arises from an attempt to answer questions about whether Moroccan first and second year university students of English as a foreign language (EFL) need extensive reading in order to produce academic texts. Having used two different questionnaires, along with an extensive reading experiment at Mohammed V University, I have been able to analyze and discuss both ethnographic and numerical data obtained from the aforementioned research instruments.The participants in my research were Moroccan university students and professors. Results indicate a myriad of shortcomings in the teaching of reading and writing in Moroccan higher education. Classroom activities demonstrate a lack of students' engagement and interaction, especially in the reading session. Results also show students' willingness and keenness to commence reading extensively because they feel empowered, confident, and fluent over time. Extensive reading (a receptive skill) and academic writing (a productive skill) are both interactive, constructive, and complementary. In extensive reading, students learn to increase their reading speed and comprehension while simultaneously expanding their lexicon, whereas in academic writing they learn to think about the context, audience, and purpose of their piece of writing. In doing so, they learn to write with simplicity, accuracy, clarity, and an analytical eye.For students, these skills are new and they will ipso facto get used to them after they start writing. Development of literacy de facto relies enormously upon effective learning of reading and writing, for students consume knowledge through the former and produce it through the latter. Given this, both extensive reading and academic writing can solidly transform students into future writers, scholars, thinkers, and academics whose intellectual contributions will change the course of our country for the better. Therefore, the pedagogy adopted for the teaching of reading and writing in Moroccan higher education should be reconsidered.…

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Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Scientific Essay from the year 2016 in the subject Pedagogy - Miscellaneous Topics, , course: English, language: English, abstract: This dissertation arises from an attempt to answer questions about whether Moroccan first and second year university students of English as a foreign language (EFL) need extensive reading in order to produce academic texts. Having used two different questionnaires, along with an extensive reading experiment at Mohammed V University, I have been able to analyze and discuss both ethnographic and numerical data obtained from the aforementioned research instruments.The participants in my research were Moroccan university students and professors. Results indicate a myriad of shortcomings in the teaching of reading and writing in Moroccan higher education. Classroom activities demonstrate a lack of students' engagement and interaction, especially in the reading session. Results also show students' willingness and keenness to commence reading extensively because they feel empowered, confident, and fluent over time. Extensive reading (a receptive skill) and academic writing (a productive skill) are both interactive, constructive, and complementary. In extensive reading, students learn to increase their reading speed and comprehension while simultaneously expanding their lexicon, whereas in academic writing they learn to think about the context, audience, and purpose of their piece of writing. In doing so, they learn to write with simplicity, accuracy, clarity, and an analytical eye.For students, these skills are new and they will ipso facto get used to them after they start writing. Development of literacy de facto relies enormously upon effective learning of reading and writing, for students consume knowledge through the former and produce it through the latter. Given this, both extensive reading and academic writing can solidly transform students into future writers, scholars, thinkers, and academics whose intellectual contributions will change the course of our country for the better. Therefore, the pedagogy adopted for the teaching of reading and writing in Moroccan higher education should be reconsidered. 28 pp. Englisch.…

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Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - REFERENCE GUIDES TO RHETORIC & COMPOSITION, Series Editors, Charles Bazerman, Anis Bawarshi, and Mary Jo Reiff | RECONNECTING READING AND WRITING explores the ways in which reading can and should have a strong role in the teaching of writing in college. RECONNECTING READING AND WRITING draws on broad perspectives from history and international work to show how and why reading should be reunited with writing in college and high school classrooms. It presents an overview of relevant research on reading and how it can best be used to support and enhance writing instruction. RECONNECTING READING AND WRITING also examines research in such areas as basic writing, second language learning, and information literacy to integrate reading in writing classrooms, as well as the impact of the new Common Core State Standards in K-12 schools and the digital revolution in the teaching of reading and writing together. RECONNECTING READING AND WRITING also offers practical advice on useful textbooks and appropriate classroom practices and, like other titles in the Reference Guides to Rhetoric and Composition series, includes a glossary, extensive bibliography, and index. Introduced by series editors Charles Bazerman, Mary Jo Reiff, and Anis Bawarshi, RECONNECTING READING AND WRITING includes contributions from editors Alice S. Horning and Elizabeth W. Kraemer, Jennifer Coon, Erik D. Drake, Jimmy Fleming, William Grabe, Cynthia R. Haller, Allison L. Harl, David A. Jolliffe, Kathleen Skomski, and Cui Zhang. | ALICE S. HORNING is a professor in the Department of Writing and Rhetoric at Oakland University. Her research focuses on the nature of reading and writing and recent changes to literacy resulting from technological developments. Reconnecting Reading and Writing is her second in the Reference Guides series, following REVISION (2006). ELIZABETH W. KRAEMER is Associate Professor and Coordinator of Instruction in Kresge Library at Oakland University. Her articles have appeared in The Journal of Academic Librarianship, College & Research Libraries, The Reference Librarian, College & Undergraduate Libraries, Information Technology and Libraries, and College & Research Libraries News.…

Taschenbuch. Condición: Neu. Reconnecting Extensive Reading and Academic Writing in the Moroccan EFL Classroom | Housseine Bachiri | Taschenbuch | 28 S. | Englisch | 2016 | GRIN Verlag | EAN 9783668242616 | Verantwortliche Person für die EU: GRIN Publishing GmbH, Waltherstr. 23, 80337 München, info[at]grin[dot]com | Anbieter: preigu Print on Demand. …

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. KlappentextREFERENCE GUIDES TO RHETORIC &amp COMPOSITION, Series Editors, Charles Bazerman, Anis Bawarshi, and Mary Jo Reiff | RECONNECTING READING AND WRITING explores the ways in which reading can and should have a strong role in the .…

Taschenbuch. Condición: Neu. Reconnecting Reading and Writing | Alice S. Horning (u. a.) | Taschenbuch | Kartoniert / Broschiert | Englisch | 2013 | Parlor Press | EAN 9781602354593 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand. …