Offers teachers examples, exercises, theory, and follow-up questions to direct the focus of writing practice to emphasize meaning and true understanding.
"synopsis" may belong to another edition of this title.
William Strong directs the Utah Writing Project at Utah State University, where he teaches courses in writing, English education, and content-area literacy. Besides authoring many articles and teaching resources on sentence combining and writing, he is the consulting author in composition for Writer's Choice (Glencoe/McGraw-Hill, 2001) and series consultant for English Matters! (Grolier, 2000).
"About this title" may belong to another edition of this title.
Seller: World of Books (was SecondSale), Montgomery, IL, U.S.A.
Paperback. Condition: Good. Good coaching, William Strong explains, enables writers, whatever their skill level, to pay attention to language and trust their meaning-making instincts. Coaching is the central activity in the 'game' of teaching (a pursuit with lifelong challenges), and it's an activity that can have a lifetime effect on language learners. This book presents a coaching approach to instruction in written language - an approach that is eclectic, pragmatic, synthetic. It centers on finding balance - ways of working smarter, not harder - and thus reducing the risk of burnout in teaching. Balance implies wellness, strength, and flexibility. In pursuing balance, Strong invites teachers to consider - or revisit - practical activities, tasks, and methods for exercising language and coaching writing. The chapters are intended as resources - not as curriculum sequences. In the first chapter, Strong discusses his work with basic writers and tells how he came to field test and use sentence-combining exercises. In Chapter 2, he provides a research-based rationale for given-language activities and illustrates many activities for connecting such work to instruction in writing and literature. And in Chapter 3, he explores the tricky issue of error in written language, outlines ideas for securing student involvement, and offers useful methods for teaching proofreading. Other chapters cover everything from paragraphing and voice lessons to strategies for peer-response groups, rubrics, self-assessment, and successfully managing the paper load. Seller Inventory # 00057629822
Seller: ZBK Books, Carlstadt, NJ, U.S.A.
Condition: very_good. Fast & Free Shipping â" Very Good condition book with a firm cover and clean pages. Shows normal use and some light wear or limited notes markings. A solid, nice copy to enjoy. Seller Inventory # ZWV.0867095075.VG
Seller: -OnTimeBooks-, Phoenix, AZ, U.S.A.
Condition: very_good. Gently read. May have name of previous ownership, or ex-library edition. Binding tight; spine straight and smooth, with no creasing; covers clean and crisp. Minimal signs of handling or shelving. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships USPS Media Mail. Seller Inventory # OTV.0867095075.VG
Seller: World of Books Inc, Montgomery, IL, U.S.A.
Paperback. Condition: Good. Good coaching, William Strong explains, enables writers, whatever their skill level, to pay attention to language and trust their meaning-making instincts. Coaching is the central activity in the 'game' of teaching (a pursuit with lifelong challenges), and it's an activity that can have a lifetime effect on language learners. This book presents a coaching approach to instruction in written language - an approach that is eclectic, pragmatic, synthetic. It centers on finding balance - ways of working smarter, not harder - and thus reducing the risk of burnout in teaching. Balance implies wellness, strength, and flexibility. In pursuing balance, Strong invites teachers to consider - or revisit - practical activities, tasks, and methods for exercising language and coaching writing. The chapters are intended as resources - not as curriculum sequences. In the first chapter, Strong discusses his work with basic writers and tells how he came to field test and use sentence-combining exercises. In Chapter 2, he provides a research-based rationale for given-language activities and illustrates many activities for connecting such work to instruction in writing and literature. And in Chapter 3, he explores the tricky issue of error in written language, outlines ideas for securing student involvement, and offers useful methods for teaching proofreading. Other chapters cover everything from paragraphing and voice lessons to strategies for peer-response groups, rubrics, self-assessment, and successfully managing the paper load. Seller Inventory # CIN0867095075G
Seller: ThriftBooks-Atlanta, AUSTELL, GA, U.S.A.
Paperback. Condition: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less. Seller Inventory # G0867095075I3N00
Seller: Better World Books: West, Reno, NV, U.S.A.
Condition: Very Good. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good. Seller Inventory # 10853126-6
Seller: YESIBOOKSTORE, MIAMI, FL, U.S.A.
paperback. Condition: As New. Seller Inventory # 0867095075-VB
Seller: BennettBooksLtd, Los Angeles, CA, U.S.A.
paperback. Condition: New. In shrink wrap. Looks like an interesting title! Seller Inventory # Q-0867095075