NotesFAQContact Us
Search Tips
ERIC Number: ED449502
Record Type: RIE
Publication Date: 2000
Pages: 357
Abstractor: N/A
ISBN: ISBN-0-13-758335-4
Building Essays: A Reader-Centered Writing Guide.
Dorn, David
This book makes clear the connection between classroom writing and everyday writing by identifying common reader-centered writing features fundamental to both genres. It uses a building metaphor, a unique method that views writing as the putting together of ideas piece by piece to form a coherent structure. This process-oriented approach helps students learn how to develop both their writing skills and a composition paper. The book also emphasizes the actual writing process through the use of numerous student examples and practical writing assignments. It includes: a text organization that is conducive to both classroom and distance learning; a section that offers fundamental explanations of the Internet and distance learning; supplementary pages on the World Wide Web that feature links to the types of sites discussed; numerous examples from each major writing concept, including student writing samples; application exercises; questions tied to specific information in the chapter; open-ended questions; and a lively style that is broken down into manageable and practical components. Chapters in the book are: (1) The Writer as Builder; (2) Laying the Foundation; (3) Developing the Structure; (4) Finishing the Exterior; (5) Finishing the Interior; (6) Building Additional Structures; (7) Laying a Foundation for Argument; (8) Building the Public Structure; (9) Maintaining Structural Integrity: Critical Thinking; and (10) Completing the Public Structure. A section on managing the mechanics of documentation and an appendix that provides answers to "brain teasers" are attached. (RS)
Prentice-Hall Order Processing Center, P.O. Box 11071, Des Moines, IA 50336-1071 ($38.80). Tel: 800-643-5506 (Toll Free). Web site:
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A