ERIC Number: ED384849
Record Type: RIE
Publication Date: 1995
Reference Count: N/A
Read and Respond: A Text/Anthology. Third Edition.
Swinton, Janet R.; Agopsowicz, William J.
Retaining the feature from earlier editions that student comprehension is assessed through the writing of summaries rather than from objective test questions, this book, a combination text and anthology, is designed to improve students' reading and writing skills. New features for the third edition of this book include a new chapter on studying textbook material, new models in part 1 to aid classroom instruction in finding the topic, main idea, and major details of an article; more instruction and models on brainstorming and writing paragraphs and essays in response to articles; an anthology section with many articles on topics representing various cultural viewpoints; and an appendix featuring expanded instruction on summarizing narrative essays and new instruction on improving vocabulary. The first part of the book consists of six chapters, each containing instruction, models, and exercises. Chapters in the first part are: (1) Discovering the Topic; (2) Locating the Main Idea; (3) Locating the Major Details; (4) Writing a Summary; (5) Writing a Response; and (6) Reading Textbooks. The second part of the book contains 33 articles, most from the popular press and chosen by students, grouped in 5 sections according to theme (Learning Strategies, Health and Fitness, Parenting/Family, the Sexes, and Cultural Viewpoints). Appendixes discuss learning new vocabulary and the characteristics of narrative and expository prose. (RS)
Descriptors: Anthologies, Higher Education, Reader Response, Reading Improvement, Reading Skills, Reading Strategies, Student Evaluation, Study Skills, Writing Improvement, Writing Skills
Roxbury Publishing Company, P.O. Box 491044, Los Angeles, CA 90049-9044 ($24.95 plus shipping/handling).
Publication Type: Guides - Classroom - Teacher; Guides - Classroom - Learner
Education Level: N/A
Audience: Practitioners; Students; Teachers
Authoring Institution: N/A