Rita Eulalie Hatfield, Leta Marie Young

The Elusive Sentence

Recovering the Rudiments of Writing

• Broschiertes Buch

Produktbeschreibung

This writing model is based on best practice and this sentence-level intervention serves as a precursor for mastering the new writing standards for CCSS. It offers novice writers a precise blueprint for what successful writing looks like and clearly defines the elusive sentence.

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Produktdetails

• Verlag: Rowman & Littlefield Publishers
• Seitenzahl: 172
• Erscheinungstermin: 8. Dezember 2015
• Englisch
• Abmessung: 229mm x 152mm x 10mm
• Gewicht: 259g
• ISBN-13: 9781475823394
• ISBN-10: 1475823398
• Artikelnr.: 43210401

Autorenporträt

By Rita Eulalie Hatfield and Leta Marie Young

Inhaltsangabe

Introduction Part 1: Language Objective: Sentence-Level Writing
Intervention Why should we teach sentence level writing? Chapter 1 The
Problem: Inverted Writing Pedagogy Chapter 2 The Solution: Sentence-Level
Writing Chapter 3 Sentence-Level Writing Intervention Elementary Writing
Pedagogy Chapter 4 Linguistic & Musical Syntax Audiation Theory for
Music/Writing How do we teach sentence-level writing? Chapter 5
Ingham-Webster-Pudewa Method Dress-Ups Sample Writing Matrix Sentence
Openers & Decorations Phrase & Clause Manipulation Diagram Basic
Report/Essay Model Critique Model & Super Essay Model Scaffolding Common
Core State Standards for Writing Chapter 6 Writers: Middle School, High
School, College, & Beyond Advanced Stylistic Techniques Chapter 7 Sheltered
Instruction for Writing Part 2: Content Objective: Cognitively
Differentiated Learning What is cognitively differentiated learning?
Chapter 8 Cognitively Differentiated Learning Why should we teach academic
content through arts-integrated experiences? Chapter 9 Rationale: Teaching
through the Arts Art & Cognition Chapter 10 Arts-Integrated Learning
Rehearsal Effect Elaboration Effect Generation Effect Enactment Effect
Production Effect Effort After Meaning Effect Emotional Arousal Effect
Picture Superiority Effect Chapter 11 Arts-Integrated Instruction &
Cognition Writing: Cognitive & Physical Skills Cognitively Differentiated
Teaching & Learning Teaching & Learning Relationship Cognitively
Differentiated Writing Model Why should we teach academic content through
song? Chapter 12 Song as a Teaching Tool Balanced Learning through
Horizontal Differentiation Chapter 13 Operational Definitions Rationale:
Teaching Content through Song Chapter 14 Inherited Dissociated Philosophy
Historical Background of Mnemonic Learning Chapter 15 Neuroscience of Music
& Memory Memory & Music Music & Mnemonics Mnemonics & Diverse Learners
Assumptions & Final Thoughts on Mnemonic Song Chapter 16 Method & Practice:
Putting It All Together Cognitively Differentiated Writing Wheel Sample
Weekly Outline Pictures of Writing Journals Chapter 17 Best Practice for
Writing Instruction Chapter 18 Training Teachers for the New Millennium The
Hippocratic Oath for Educators Chapter 19 Final Reflection Appendix A
Arts-Integrated Resources Appendix B Writing Matrix Appendix C Composition
Checksheet Appendix D Sample Syllabus for College Course Appendix E
Webster's Formulas/Chants for Written Communication References