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…mehr
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
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* a. Approaching writing via the situation * b. Using multimodal elements and genre * c. Choosing the best medium * d. The persuasive power of images * e. Online tools for learning * a. Becoming aware of audience * b. Using reading, writing, and speaking to learn about English * c. Tools for multilingual students * a. Reading critically * b. Writing critically * a. Approaching assignments * b. Exploring ideas * c. Developing a working thesis * d. Planning a structure * e. Considering visuals and multimodal elements * a. Using electronic tools for drafting * b. Patterns of organization and visuals * c. Writing paragraphs * d Integrating visuals and multimodal elements * a. Getting comments * b. Using electronic tools for revising * c. Focusing on the situation * d. Testing your thesis * e. Reviewing structure * f. Revising paragraphs * g. Revising visuals and multimodal elements * h. Editing sentences * i. Proofreading carefully * j. Using campus, Internet, community resources * k. One student's revisions * a. Considering audience and purpose * b. Using computer tools * c. Thinking intentionally about design * d. Compiling a print or electronic portfolio STUDENT SAMPLE STUDENT SAMPLE STUDENT SAMPLE * a. Personal essays * b. Lab reports * c. Case studies * d. Essay exams * e. Coauthored projects * a. Tools for creating multimodal texts * b. Analyzing images * c. Web sites * d. Blogs and wikis * a. Writing about a public issue * b. Writing as a consumer * a. Internships * b. Résumés * c. Job application letters * d. Job interviews * e. Writing on the job * a. Primary and secondary research * b. Research and college writing * c. Understanding theresearch assignment * d. Choosing a research question * e. Creating a research plan * a. Using the library * b. Kinds of sources * c. Printed and online reference works * d. Keyword searches * e. Print indexes and online databases * f. Search engines and subject directories * g. Using the library's catalog to find books * h. Government documents * i. Online communication * a. Finding and displaying quantitative data * b. Searching for images * c. Searching for or creating audio clips or videos * a. Print sources * b. Internet sources * c. Evaluating a source's arguments * a. Ethics * b. Archival research * c. Field research * d. Lab research * a. Some definitions * b. Avoiding plagiarism * c. Fair use * a. Working bibliographies * b. Annotated bibliographies * c. Taking notes * d. Paraphrasing, summarizing, quoting, synthesizing * e. Integrating quotations, paraphrases, summaries * MLA Style: In-Text Citations * MLA Style: List of Works Cited * MLA Style: Explanatory Notes and Acknowledgments * MLA Style: Format * SAMPLE RESEARCH PROJECT IN MLA STYLE * APA Style: In-Text Citations * APA Style: References * APA Style: Format * SAMPLE RESEARCH PROJECT IN APA STYLE * Chicago Documentation Style: Elements * SAMPLE FROM A STUDENT RESEARCH PROJECT IN CHICAGO STYLE * CSE Documentation Style * Wordy Sentences * Missing Words * Mixed Constructions * Confusing Shifts * Faulty Parallelism * Misplaced/Dangling Modifiers * Coordination and Subordination * Sentence Variety * Active Verbs * Appropriate Language * Exact Language * The Dictionary and the Thesaurus * Glossary of Usage * 51 Sentence Fragments * Comma Splices and Run-on Sentences * Subject-Verb Agreement * Problems with Verbs * Problems with Pronouns * Problems with Adjectives and Adverbs * Commas * Semicolons * Colons * Apostrophes * Quotation Marks * Other Punctuation Marks * Capitalization * Abbreviations and Symbols * Numbers * Italics (Underlining) * Hyphens * Spelling * Parts of Speech * Parts of Sentences * Phrases and Dependent Clauses * Types of Sentences * Selected Terms from across the Curriculum * Discipline-Specific Resources * Index * Index for Multilingual Writers * Quick Guide to Key Resources * Abbreviations and Symbols for Editing and Proofreading
* a. Approaching writing via the situation * b. Using multimodal elements and genre * c. Choosing the best medium * d. The persuasive power of images * e. Online tools for learning * a. Becoming aware of audience * b. Using reading, writing, and speaking to learn about English * c. Tools for multilingual students * a. Reading critically * b. Writing critically * a. Approaching assignments * b. Exploring ideas * c. Developing a working thesis * d. Planning a structure * e. Considering visuals and multimodal elements * a. Using electronic tools for drafting * b. Patterns of organization and visuals * c. Writing paragraphs * d Integrating visuals and multimodal elements * a. Getting comments * b. Using electronic tools for revising * c. Focusing on the situation * d. Testing your thesis * e. Reviewing structure * f. Revising paragraphs * g. Revising visuals and multimodal elements * h. Editing sentences * i. Proofreading carefully * j. Using campus, Internet, community resources * k. One student's revisions * a. Considering audience and purpose * b. Using computer tools * c. Thinking intentionally about design * d. Compiling a print or electronic portfolio STUDENT SAMPLE STUDENT SAMPLE STUDENT SAMPLE * a. Personal essays * b. Lab reports * c. Case studies * d. Essay exams * e. Coauthored projects * a. Tools for creating multimodal texts * b. Analyzing images * c. Web sites * d. Blogs and wikis * a. Writing about a public issue * b. Writing as a consumer * a. Internships * b. Résumés * c. Job application letters * d. Job interviews * e. Writing on the job * a. Primary and secondary research * b. Research and college writing * c. Understanding theresearch assignment * d. Choosing a research question * e. Creating a research plan * a. Using the library * b. Kinds of sources * c. Printed and online reference works * d. Keyword searches * e. Print indexes and online databases * f. Search engines and subject directories * g. Using the library's catalog to find books * h. Government documents * i. Online communication * a. Finding and displaying quantitative data * b. Searching for images * c. Searching for or creating audio clips or videos * a. Print sources * b. Internet sources * c. Evaluating a source's arguments * a. Ethics * b. Archival research * c. Field research * d. Lab research * a. Some definitions * b. Avoiding plagiarism * c. Fair use * a. Working bibliographies * b. Annotated bibliographies * c. Taking notes * d. Paraphrasing, summarizing, quoting, synthesizing * e. Integrating quotations, paraphrases, summaries * MLA Style: In-Text Citations * MLA Style: List of Works Cited * MLA Style: Explanatory Notes and Acknowledgments * MLA Style: Format * SAMPLE RESEARCH PROJECT IN MLA STYLE * APA Style: In-Text Citations * APA Style: References * APA Style: Format * SAMPLE RESEARCH PROJECT IN APA STYLE * Chicago Documentation Style: Elements * SAMPLE FROM A STUDENT RESEARCH PROJECT IN CHICAGO STYLE * CSE Documentation Style * Wordy Sentences * Missing Words * Mixed Constructions * Confusing Shifts * Faulty Parallelism * Misplaced/Dangling Modifiers * Coordination and Subordination * Sentence Variety * Active Verbs * Appropriate Language * Exact Language * The Dictionary and the Thesaurus * Glossary of Usage * 51 Sentence Fragments * Comma Splices and Run-on Sentences * Subject-Verb Agreement * Problems with Verbs * Problems with Pronouns * Problems with Adjectives and Adverbs * Commas * Semicolons * Colons * Apostrophes * Quotation Marks * Other Punctuation Marks * Capitalization * Abbreviations and Symbols * Numbers * Italics (Underlining) * Hyphens * Spelling * Parts of Speech * Parts of Sentences * Phrases and Dependent Clauses * Types of Sentences * Selected Terms from across the Curriculum * Discipline-Specific Resources * Index * Index for Multilingual Writers * Quick Guide to Key Resources * Abbreviations and Symbols for Editing and Proofreading
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