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Composing Social Identity In Written Language


Author : Donald L. Rubin
language : en
Publisher: Routledge
Release Date : 2013-09-13


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First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

Methods For Teaching Foreign Languages


Author : Joan Kelly Hall
language : en
Publisher: Prentice Hall
Release Date : 2001


Download Methods For Teaching Foreign Languages written by Joan Kelly Hall and has been published by Prentice Hall this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Education categories.


For undergraduate or graduate level foreign language methods courses in Teacher Preparation. Also appropriate for junior high and high school teachers of modern foreign languages. Exclusive in its socio-cultural approach to language learning, this comprehensive text builds on the National Communication Standards for foreign language learning. Its goal is to equip students with the necessary knowledge and skills to establish and maintain effective classroom communities of foreign language learners. To accomplish this, the author incorporates the latest research and theoretical insight regarding communication and communicative development with practical application. The result is a complete, effective approach to designing curriculum, instruction, and assessment for foreign languages.

Lost And Found In Translation


Author : Martha J. Cutter
language : en
Publisher: The University of North Carolina Press
Release Date : 2005


Download Lost And Found In Translation written by Martha J. Cutter and has been published by The University of North Carolina Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Language Arts & Disciplines categories.


Starting with Salman Rushdie's assertion that even though something is always lost in translation, something can always be gained, Martha Cutter examines the trope of translation in twenty English-language novels and autobiographies by contemporary ethnic American writers. She argues that these works advocate a politics of language diversity--a literary and social agenda that validates the multiplicity of ethnic cultures and tongues in the United States. Cutter studies works by Asian American, Native American, African American, and Mexican American authors. She argues that translation between cultures, languages, and dialects creates a new language that, in its diversity, constitutes the true heritage of the United States. Through the metaphor of translation, Cutter demonstrates, writers such as Maxine Hong Kingston, Sherman Alexie, Toni Morrison, and Richard Rodriguez establish a place within American society for the many languages spoken by multiethnic and multicultural individuals. Cutter concludes with an analysis of contemporary debates over language policy, such as English-only legislation, the recognition of Ebonics, and the growing acceptance of bilingualism. The focus on translation by so many multiethnic writers, she contends, offers hope in our postmodern culture for a new condition in which creatively fused languages renovate the communications of the dominant society and create new kinds of identity for multicultural individuals.

Teaching Writing In The African American Classroom


Author : Julie Sweetland
language : en
Publisher:
Release Date : 2006


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This study evaluates the outcomes of a ten-week elementary language arts curriculum designed to improve the writing achievement and experiences of children who speak African American Vernacular English (AAVE). The curriculum integrated sociolinguistic research with contemporary language arts pedagogy, using multicultural children's literature to teach about regional and social language variation, and incorporating dialect-based grammar instruction (contrastive analysis) into the writing process. Six upper-elementary teachers in an urban school district in Ohio participated in a workshop on sociolinguistic diversity and subsequently implemented the curriculum with 76 students. Student outcomes were compared with two groups of students in the same school district: three classes (41 students) that participated in a partial intervention and four classes (58 students) that received no intervention.

Improving Writing


Author : Susan Davis Lenski
language : en
Publisher: Kendall Hunt Publishing Company
Release Date : 2000


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Delivering College Composition


Author : Kathleen Blake Yancey
language : en
Publisher: Greenwood International
Release Date : 2006


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The problems of boys in schools, especially in reading and writing, have been the focus of statistical data, but rarely does research point out how literacy educators can combat those problems.

Alternatives To Grading Student Writing


Author : Stephen Tchudi
language : en
Publisher: National Council of Teachers
Release Date : 1997-01-01


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The result of an investigation into the grading writing by the National Council of Teachers of English Committee on Alternatives to Grading Student Writing, this collection of essays offers the writing teacher several innovative and interesting options. Following an introduction by the editor (chair of the Committee), in which he delineates the field of possibilities, the essays and their authors are, as follows: (1) "It's Broken--Fix It!" (Liesel K. O'Hagan); (2) "Growth-Biased Assessing of Writers--A More Democratic Choice" (Marie Wilson Nelson); (3) "Writing Students Need Coaches, Not Judges" (Lynn Holaday); (4) "Response: A Promising Beginning for Learning to Grade Student Writing" (Carol Beeghly Bencich); (5) "Can You Be Black and Write and Right?" (Elaine B. Richardson); (6) "Alternative Assessment of Second-Language Writing: A Developmental Model" (Janis Massa); (7) "Scribliolink: Inviting Parents To Respond to Their Children's Writing" (Joyce C. Fine); (8) "Student Attitudes toward Grades and Evaluation on Writing" (Jean S. Ketter and Judith W. Hunter); (9) "Writing at Reading: How a Junior Year in England Changes Student Writers" (Mary B. Guthrow); (10) "Assessment through Collaborative Critique" (Sarah Robbins and others); (11) "What Grades Do for Us, and How To Do without Them" (Marcy Bauman); (12) "Seeing How Good We Can Get It" (Kelly Chandler and Amy Muentener); (13) "Grading on Merit and Achievement: Where Quality Meets Quantity" (Stephen Adkison and Stephen Tchudi); (14) "Total Quality: A Farewell to Grades" (Charles McDonnell); (15) "Using a Multidimensional Scoring Guide: A Win-Win Situation" (Gail M. Young); (16) "Students Using Evaluation in Their Writing Process" (Jacob S. Blumner and Francis Fritz); (17) "Unlocking Outcome-Based Education through the Writing Process" (Rick Pribyl); (18) "Portfolio Assessment as an Alternative to Grading Student Writing" (Kathleen Jones); and (19) "Issues To Consider When Scoring Student Portfolios" (Anne Wescott Dodd). Faculty workshops in alternatives to grading student writing were: "Developing Intrinsic Motivation for Students' Writing" (Immaculate Kizza); "Weighing and Choosing Alternatives" (Stephen Tchudi); "Contract Grades: An Agreement between Students and Their Teachers" (Lynda S. Radican); and "Using Rubrics and Holistic Scoring of Writing" (Jean S. Ketter); "Alternative Assessment Methods across the Disciplines" (Pamela B. Childers); and "Communicating with Parents and the Public" (Marilyn M. Cooper). Individual chapters contain references. (NKA)