The Harper Handbook of College Composition PDF Download
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Author: George Steward Wykoff
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 554
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Book Description
Author: George Steward Wykoff
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 554
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Book Description
Author: McGraw-Hill Education
Publisher: McGraw-Hill Education
ISBN: 9780028172989
Category : Juvenile Nonfiction
Languages : en
Pages : 508
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Book Description
Student edition for grammar and composition.
Author: William P. DeFeo
Publisher: BrownWalker Press
ISBN: 1599426374
Category : Language Arts & Disciplines
Languages : en
Pages : 248
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Book Description
This second edition of Fundamental College Composition: A Grammar and Style Guide (FCC: AGSG), contains nine new chapters designed to further assist college students in their journey to become clear and precise writers of English. College classrooms--even college level English courses themselves--often overlook the teaching of fundamental writing. Consequently, students may acquire content knowledge, but often lack the language skills necessary to either demonstrate or apply that knowledge. College-level study exposes students to ideas that are complex. A cursory study of grammar and the rules of basic language arts give students the tools they need to express complex ideas clearly and persuasively. FCC: AGSG provides systematic lessons that progressively build the students' understanding of the clarity and efficacy of language. Acquiring knowledge certainly deserves possession of the language skills to express it. Without those skills, education does not meet its primary objective. FCC: AGSG was written to assure exposure to those skills. REVIEWS and WORDS of PRAISE This book is a great guide for student writers. It concisely and clearly presents useful style and grammar techniques. I assign it in all my writing classes, and my students swear by it. I even used it as a reference when I wrote my first textbook. Anyone who uses this book will become a better writer. ---Thomas A. Miller, J.D., Associate Professor, Justice and Law Administration, Western Connecticut State University, co-author of Business Law: Foundations for the 21st Century Fundamental College Composition provides a concise and accessible explanation of grammar components and importance. DeFeo’s prose is fluid and an excellent style example for writers to model. All writers should memorize this quote from the text, "Electronic, immediate, thoughtless communication has tainted the substructures of academic, formal written communication." ---Deanna Schaab, Adjunct Professor, Western Connecticut State University. This is a textbook aimed at improving the language skills of its readers. Written with humor and a broad vocabulary, it entertains as it educates. It will give today's students a deeper understanding of the basic rules and structure of the English language and improve skills that are often overlooked during their academic careers. Anyone looking to improve their language skills whether in an academic setting, the workplace, or one's personal life will benefit from reading this text. --Roseanne Shea, J.D., Professor, Attorney at Law, Legal Reference Librarian at the Haas Library, Western Connecticut State University, Danbury Fundamental College Composition has accomplished the near impossible--it has made writing instruction for the college student accessible and easy to understand. The book's concise and informative 12 chapters will be a welcome addition to the undergraduate curriculum of any post-secondary institution. The content reflects the author's many years of teaching writing to students and highlights what he considers the main pitfalls in student writing. To that end Professor DeFeo's longest chapter, “Punctuation”, identifies a key villain to poor composition. The book removes the mystery that adorns most pedagogical approaches to college level writing instruction and sets a path for student improvement of this most critical of communication skills. --Terrence P. Dwyer, J.D., Professor, Western Connecticut State University. Author of Legal Issues in Homeland Security – U.S. Supreme Court Cases, Commentary, and Questions (2014, Loose Leaf Law Publications, Inc.) Professor DeFeo's Fundamental College Composition is an invaluable tool for the college student, academic, executive, and anyone else who needs to improve their writing skills. As his Foreword reveals, DeFeo's text is laced with subtle humor and moments of delightful insight. All of us need help with writing, at least occasionally. This highly accessible book will nourish the careful and determined reader who puts forth the effort to learn. --Peter Weston Wood, author of To Swallow a Toad (1987, Donald I. Fine, Inc.). Guest columnist, The New York Times, The Jersey City Journal In the first edition of Fundamental College Composition William DeFeo provided undergraduate students with a concise but thorough exposition on the habits and tools of being a good writer. Professor DeFeo has now expanded on what is going to become a classic of college writing instruction. Seven new chapters and a prior chapter expanded into two updated individual chapters add to this engaging and straight-forward approach to establishing solid writing skills. As he did in the First Edition with his chapter “Punctuation,” Professor DeFeo in this new edition has added an important chapter on “Verb Tenses and Moods.” This is another culprit of poor composition that has perpetually plagued the college writer. After reading Professor DeFeo’s expanded Second Edition to Fundamental College Composition there can be no excuse for failing to present clear and flowing syntax. --Terrence P. Dwyer, J.D., Professor, Western Connecticut State University, columnist and author
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: John Cunyus Hodges
Publisher:
ISBN: 9780155072824
Category : English language
Languages : en
Pages : 0
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Book Description
Author: Edwin Campbell Woolley
Publisher: Boston, New York [etc.] D. C. Heath [c1928]
ISBN:
Category : English language
Languages : en
Pages : 424
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Book Description
Author: David Skwire
Publisher: Pearson Higher Ed
ISBN: 0321926137
Category : Literary Criticism
Languages : en
Pages : 723
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Book Description
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. This classic rhetoric/ reader/ research guide/ handbook offers the reader a complete course in writing in the rhetorical modes in one comprehensive volume. Includes critical reading/writing; research, readings that serve as models for good writing.
Author: Robert Connors
Publisher: University of Pittsburgh Pre
ISBN: 0822971828
Category : Education
Languages : en
Pages : 385
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Book Description
Connors provides a history of composition and its pedagogical approaches to form, genre, and correctness. He shows where many of the today's practices and assumptions about writing come from, and he translates what our techniques and theories of teaching have said over time about our attitudes toward students, language and life. Connors locates the beginning of a new rhetorical tradition in the mid-nineteenth century, and from there, he discusses the theoretical and pedagogical innovations of the last two centuries as the result of historical forces, social needs, and cultural shifts. This important book proves that American composition-rhetoric is a genuine, rhetorical tradition with its own evolving theria and praxis. As such it is an essential reference for all teachers of English and students of American education.
Author: Norman Foerster
Publisher: Paper Tiger, Incorporated
ISBN: 9781889439150
Category : Language Arts & Disciplines
Languages : en
Pages : 0
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Author: Meryl Siegal
Publisher: University of Michigan Press
ISBN: 0472129007
Category : Education
Languages : en
Pages : 328
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Book Description
Community colleges in the United States are the first point of entry for many students to a higher education, a career, and a new start. They continue to be a place of personal and, ultimately, societal transformation. And first-year composition courses have become sites of contestation. This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate’s degree. Chapters focusing on pedagogy and policy are integrated within cohesively themed parts: (1) refining pedagogy; (2) teaching toward acceleration; (3) considering programmatic change; and (4) exploring curriculum through research and policy. The volume concludes with the editors’ reflections regarding future work; a glossary and reflection questions are included. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students’ lives on a daily basis.
