English Prose And Computer Writing Skills (According to Minimum Uniform Syllabus Prescribed by National Education Policy) PDF Download
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Author: R. Bansal
Publisher: SBPD Publishing House
ISBN:
Category : Study Aids
Languages : en
Pages : 207
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Book Description
English Prose and Computer & Writing Skills has been written in accordance with the latest syllabus prescribed for BA Semester 1 for different universities that have adopted the common unified syllabus under National Education Policy 2020. After reading this book, students will be able to understand the basic poetic and prose devices. They will gain knowledge of literary, cultural and historical contexts of 20th and 21st-century literature in English. Students would be easily able to draft formal emails, prepare CVs, file FIRs, RTIs and complaints. This book is sure to get students acquainted with the art of online writing.
Author: R. Bansal
Publisher: SBPD Publishing House
ISBN:
Category : Study Aids
Languages : en
Pages : 207
Get Book Here
Book Description
English Prose and Computer & Writing Skills has been written in accordance with the latest syllabus prescribed for BA Semester 1 for different universities that have adopted the common unified syllabus under National Education Policy 2020. After reading this book, students will be able to understand the basic poetic and prose devices. They will gain knowledge of literary, cultural and historical contexts of 20th and 21st-century literature in English. Students would be easily able to draft formal emails, prepare CVs, file FIRs, RTIs and complaints. This book is sure to get students acquainted with the art of online writing.
Author: National Council of Teachers of English
Publisher: National Council of Teachers of English (Ncte)
ISBN:
Category : Education
Languages : en
Pages : 146
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Book Description
This book describes standards for the English language arts and defines what K-12 students should know about language and be able to do with language. The book presents the current consensus among literacy teachers and researchers about what students should learn in the English language arts--reading, writing, listening, speaking, viewing, and visually representing. The first chapter of the book (Setting Standards in the English Language Arts) addresses defining the standards and the need for standards. The second chapter (Perspectives Informing the English Language Arts Standards) discusses the content, purpose, development, and context of the standards. The third chapter presents the 12 standards in detail. The fourth chapter (Standards in the Classroom) presents elementary, middle-school, and high-school vignettes which illustrate how the standards might be implemented in the classroom. The book concludes that these standards represent not an end but a beginning--a starting point for discussion and action. A glossary (containing more than 100 terms), a list of participants, a history of the standards project, an overview of standards projects, state and international English language arts standards, a 115-item annotated list of resources for teachers, and a comment form are attached. (RS)
Author: graf Leo Tolstoy
Publisher: Creative Company
ISBN: 9780871919625
Category : Juvenile Fiction
Languages : en
Pages : 32
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Book Description
A king visits a hermit to gain answers to three important questions.
Author: Duane H. Roen
Publisher: National Council of Teachers of English (Ncte)
ISBN:
Category : Education
Languages : en
Pages : 670
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Book Description
This book presents 93 essays that offer guidance, reassurance, and commentary on the many activities leading up to and surrounding classroom instruction in first-year composition. Essays in the book are written by instructors who teach in community colleges, liberal arts colleges, state university systems, and research institutions. The 14 section titles and 2 representative essays from each section are: Section 1, Contexts for Teaching Writing, "The Departmental Perspective" (Roger Gilles) and "Composition, Community, and Curriculum: A Letter to New Composition Teachers" (Geoffrey Chase); Section 2, Seeing the Forest and the Trees of Curriculum, "Teaching in an Idealized Outcomes-Based First-Year Writing Program" (Irvin Peckham) and "Constructing Bridges between High School and College Writing" (Marguerite Helmers); Section 3, Constructing Syllabus Materials, "On Syllabi" (Victor Villanueva) and "Departmental Syllabus: Experience in Writing" (Gregory Clark); Section 4, Constructing Effective Writing Assignments, "Sequencing Writing Projects in Any Composition Class" (Penn State University Composition Program Handbook) and "Autobiography: The Rhetorical Efficacy of Self-Reflection/Articulation" (Bonnie Lenore Kyburz); Section 5, Guiding Students to Construct Reflective Portfolios, "A Writing Portfolio Assignment" (Phyllis Mentzell Ryder) and "Portfolio Requirements for Writing and Discourse" (C. Beth Burch); Section 6, Strategies for Course Management, "Fostering Classroom Civility" (Lynn Langer Meeks, Joyce Kinkead, Keith VanBezooyen, and Erin Edwards) and"Course Management Guidelines" (Rebecca Moore Howard); Section 7, Teaching Invention, "Teaching Invention" (Sharon Crowley) and "Invention Activity" (Theresa Enos); Section 8, Orchestrating Peer-Response Activities, "Approaches to Productive Peer Review" (Fiona Paton) and "Reflection on Peer-Review Practices" (Lisa Cahill); Section 9, Responding to In-Process Work to Promote Revision, "Less Is More in Response to Student Writing" (Clyde Moneyhun) and "One Dimension of Response to Student Writing: How Students Construct Their Critics" (Carol Rutz); Section 10, Responding to and Evaluating Polished Writing, "Developing Rubrics for Instruction and Evaluation" (Chris M. Anson and Deanna P. Dannels) and "What Makes Writing 'Good'?/What Makes a 'Good' Writer?" (Ruth Overman Fischer); Section 11, Teaching Writing with Technology, "Overcoming the Unknown" (Adelheid Thieme) and "Asynchronous Online Teaching" (Donald Wolff); Section 12, Constructing a Teaching Portfolio, "Teaching-Portfolio Potential and Concerns: A Brief Review" (Camille Newton) and "Thinking about Your Teaching Portfolio" (C. Beth Burch); Section 13, Teaching Matters of Grammar, Usage, and Style, "A Cautionary Introduction" (Keith Rhodes) and "And the Question Is This--'What Lessons Can We, as Writers, Take from This Reading for Our Own Writing?'" (Elizabeth Hodges); and Section 14, Teaching Research Skills, "First-Year Composition as an Introduction to Academic Discourse" (M. J. Braun and Sarah Prineas) and "Teaching Research Skills in the First-Year Composition Class" (Mark Gellis). (Most papers contain references.) (RS)
Author: Bruce Horner
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 260
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Book Description
Intended for teachers of basic writing, this book contains a collection of new and updated essays addressing issues surrounding underprepared writers. It maps errors and expectations for basic writing and develops teaching approaches that will be effective in a social and political world. The book considers concepts such as the possibility of eliminating basic writing through "mainstreaming" or other strategies; the relevance of contact zone pedagogies to basic writing; intersections between basic writers and other writers; the continuing distinction between matters of "style" and matters of "content"; feminist and post-colonial critiques of composition work; and the prevalent textual bias of research in composition. After an introduction, essays in the book are (1) "The 'Birth' of 'Basic Writing'" (Bruce Horner); (2) "Conflict and Struggle: The Enemies or Preconditions of Basic Writing?" (Min-Zhan Lu); (3) "Importing 'Science': Neutralizing Basic Writing" (Min-Zhan Lu); (4) "Redefining the Legacy of Mina Shaughnessy: A Critique of the Politics of Linguistic Innocence" (Min-Zhan Lu); (5) "Mapping Errors and Expectations for Basic Writing: From the 'Frontier Field' to 'Border Country'" (Bruce Horner); (6) "Re-Thinking the 'Sociality' of Error: Teaching Editing as Negotiation" (Bruce Horner); and (7) "Professing Multiculturalism: The Politics of Style in the Contact Zone" (Min-Zhan Lu). An afterword ("Some Afterwords: Intersections and Divergences" by Bruce Horner) is attached. Contains approximately 400 references. (CR)
Author: Juliet McCaffery
Publisher: Oxfam
ISBN: 0855985968
Category : Education
Languages : en
Pages : 303
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Book Description
This book will help those who plan and develop literacy initiatives; using case studies from literacy programmes in many countries including Egypt, India, Indonesia, Mali, Nigeria, the Philippines and Uganda, it demonstrates the importance of literacy, its power to improve lives, and the role literacy plays in social and economic development.
Author: Brady Smith
Publisher:
ISBN:
Category : Editing
Languages : en
Pages : 187
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Book Description
"In this eBook, you'll learn the principles of grammar and how to manipulate your words until they're just right. Strengthen your revising and editing skills and become a clear and consistent writer." --
Author:
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 56
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Book Description
Author: Jacques Delors
Publisher: UNESCO
ISBN: 9231034707
Category : Education
Languages : en
Pages : 267
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Book Description
This report proposes more resources be devoted to education, nationally and internationally, and for international cooperation in education with UNESCO as a key player.
Author: William Strunk Jr.
Publisher: Arcturus Publishing
ISBN: 1398833916
Category : Language Arts & Disciplines
Languages : en
Pages : 70
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Book Description
First published in 1918, William Strunk Jr.'s The Elements of Style is a guide to writing in American English. The boolk outlines eight "elementary rules of usage", ten "elementary principles of composition", "a few matters of form", a list of 49 "words and expressions commonly misused", and a list of 57 "words often misspelled". A later edition, enhanced by E B White, was named by Time magazine in 2011 as one of the 100 best and most influential books written in English since 1923.
