George Gopen
Pearson Education
e druk, 2004
9780205296170
Expectations
Teaching Writing from the Reader's Perspective
Specificaties
Paperback, blz.
|
Engels
Pearson Education |
e druk, 2004
ISBN13: 9780205296170
Rubricering
Levertijd ongeveer 8 werkdagen
Samenvatting
This instructor resource approaches the teaching of writing by focusing on readers' expectations, explaining the perceptive patterns that readers follow in their interpretive process.
Examining reader expectations, this text argues that the structural location of a word is often more important than word choice in a reader's interpretation of a piece of writing. Expectations shows how readers gather contextual clues based not on what specific words mean, but on where those words appear in the structure of a sentence or paragraph. It then discusses how to bring these intuitive processes to conscious thought, allowing students to understand and control how readers perceive their writing.
Specificaties
ISBN13:9780205296170
Taal:Engels
Bindwijze:Paperback
Uitgever:Pearson Education
Hoofdrubriek:Woordenboeken en taal
Inhoudsopgave
<p> I. A READER EXPECTATION APPROACH TO WRITING. </p> <div style="margin-left: 0.2in;"> 1. The Problems of Interpretation and the Efficacy of Reader Expectation Theory. </div> <br> <div style="margin-left: 0.2in;"> 2. Action and Agency. </div> <br> <p> </p> <div style="margin-left: 0.4in;"> Single Actions. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> A String of Actions. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Agency. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> A Few Pedagogical Hints Reviewed. </div> <p></p> <div style="margin-left: 0.2in;"> 3. Subject-Verb-Complement Separations. </div> <br> <div style="margin-left: 0.2in;"> 4. Beginnings and Endings: The Topic and Stress Positions. </div> <br> <p> </p> <div style="margin-left: 0.4in;"> Structure, Substance, Context, and Some Helpful Boxes. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Whose Story? </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> The Topic Position. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> The Stress Position. </div> <p></p> <div style="margin-left: 0.2in;"> 5. Using Topic/Stress to Control Development Within the Paragraph. </div> <br> <p> </p> <div style="margin-left: 0.4in;"> Overcoming Splat Prose. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Style and the Consistency of Choice. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Using Topic/Stress to Solve Typical Student Writing Problems. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> The Multiple Uses of the Stress Position. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Topic Changing and Topic Stringing. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Exerting Control Over Revision Through Topic Stringing. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Seeking Control Over Reader Response. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> The Toll Booth Syndrome. </div> <p></p> <div style="margin-left: 0.2in;"> 6. Paragraphs: Issues, Points, and Purposes. </div> <br> <p> </p> <div style="margin-left: 0.4in;"> Procrustean Problems in Teaching the Paragraph. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Issue. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Point. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Point Placement and Paragraph Types. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> A Typology of Paragraphs? </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Purpose. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> The Writer's Power to Shape and Change Reader Expectations Concerning Paragraph Structure. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Pointless Paragraphs. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Connections Between Paragraphs. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> A Note on Whole Documents. </div> <p></p> <p> II. PEDAGOGY. </p> <div style="margin-left: 0.2in;"> 7. Learning and Teaching the Reader Expectation Approach. </div> <br> <p> </p> <div style="margin-left: 0.4in;"> Learning to Teach Writing from the Perspective of Reader Expectations. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Supplementary Techniques and Related Concerns. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> The Most Common Student Objections to REA. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> An Example. </div> <p></p> <div style="margin-left: 0.2in;"> 8. “I Knew That.” </div> <br> <p> </p> <div style="margin-left: 0.4in;"> Two Typical Responses. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Herbert Spencer's “Philosophy of Style.” </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Where Are the Linguists When We Need Them? </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> The Prague School of Linguistics and Functional Sentence Perspective. </div> <p></p> <p> </p> <div style="margin-left: 0.4in;"> Thrusts and Parries. </div> <p></p> <p> III. APPENDICES. </p> <div style="margin-left: 0.2in;"> Appendix A. A Structural Definition of Rhetoric. </div> <br> <div style="margin-left: 0.2in;"> Appendix B. A Backwards Look at Error Avoidance. </div> <br> <div style="margin-left: 0.2in;"> Appendix C. Reader/Listener Expectations from the Past. </div> <br> <div style="margin-left: 0.2in;"> Appendix D. Bibliography of Works Cited. </div> <br>