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ERIC Number: ED306601
Record Type: Non-Journal
Publication Date: 1989-May
Pages: 85
Abstractor: N/A
Expanding the Repertoire: An Anthology of Practical Approaches for the Teaching of Writing (Reading-to-Write Report No. 11). Technical Report No. 30.
McCormick, Kathleen; And Others
This study is the 11th and last report from the Reading-to-Write Project, a collaborative study of students' cognitive processes at one critical point of entry into academic performance. The report consists of an Introduction and seven essays, each of which discusses ways to teach a variety of aspects of reading and writing which have been tried out in classrooms or are the result of experimental research, and each of which begins with a self-analysis technique or assignment that teachers can use to introduce students to new concepts and strategies. Each essay includes samples of student responses, suggests diverse ways in which new concepts can be introduced in the context of students' own responses, provides a rationale for teachers and students explaining how each particular concept is important, and concludes with a list of suggested readings. Essays and their authors include: (1) The Interactive Nature of the Reading Process (Kathleen McCormick); (2) Repertoire: Matching What's in Your Mind to What's in the Text (Margaret J. Kantz); (3) Reading for More Than Information: Helping Students Move Beyond Content Reading (Christina Haas); (4) A Sequence for Interacting Prior Knowledge with Information from Sources (John Ackerman); (5) Reading to Develop a Thesis (Lorraine Higgins); (6) Moving from Sentence-Level to Whole-Text Revision: Helping Writers Focus on the Reader's Needs (Karen A. Schriver); and (7) Images of Academic Discourse: Expanding Our Students' Perceptions (Jennie Nelson). The Reading-to-Write Project references list concludes the document. (RS)
Publication Type: Guides - Classroom - Teacher; Collected Works - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA.