MARC Record from Harvard University

LEADER: 07308cam 2200493 i 4500
005 20180808174547.7
008 170403s2017 ilua b 001 0 eng
001 99153772467003941
010 $a 2016055603
019 $a993109522$a1035762121
020 $a9780814110638$q(paperback)$0(uri) http://www.isbnsearch.org/isbn/9780814110638
020 $a0814110630$q(paperback)$0(uri) http://www.isbnsearch.org/isbn/0814110630
035 $a(OCoLC)981500953$0(uri) http://www.worldcat.org/oclc/981500953
040 $aDLC$beng$erda$cDLC$dOCLCO$dOCLCF$dOQP$dBTCTA$dYDX$dYDX$dOCLCQ$dOCLCO$dCSAIL$dCHK$dCTU
042 $apcc
050 00 $aPE1404$b.D3875 2017
082 00 $a428.4071/1$223
245 00 $aDeep reading :$bteaching reading in the writing classroom /$cedited by : Patrick Sullivan, Howard Tinberg, Sheridan Blau.
246 30 $aTeaching reading in the writing classroom
264 1 $aUrbana, Illinois :$bNational Council of Teachers of English,$c[2017]
300 $axxvii, 386 pages ;$c23 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references and index.
505 00 $gI.$tThe Nature of the Problem.$g1.$t"Learning to Read as Continuing Education" Revisited : An Active Decade, but Much Remains to Be Done /$rDavid A. Jolliffe --$g2.$tFrom Twilight to The Satanic Verses : Unexpected Discoveries about Reading and Writing in the High School Classroom /$rSam Morris --$g3.$tDevice. Display. Read : The Design of Reading and Writing and the Difference Display Makes /$rKathleen Blake Yancey, Jacob W. Craig, Matthew Davis, Michael Spooner --$g4.$tWhy Read? : A Defense of Reading and the Humanities in a STEM-Centric Era /$rJason Courtmanche --$gII.$tListening to Students.$g5.$tThe Unschooled Writer /$rMeredith Ross --$t"Faithfully Clinched" : A Response to "The Unschooled Writer" /$rJohn Pekins --$g6.$tSeeing the Differences : Writing in History (and Elsewhere) /$rEvan Pretzlaff --$tShaping the Lenses : A Response to "Seeing the Differences : Writing in History (and Elsewhere)" /$rLinda Adler-Kassner --$g7.$tDevelopment and Duality /$rTaryn "Summer" Walls --$tWriting with Courage : A Response to "Development and Duality" /$rRonald F. Lunsford --$gIII.$tPractical Strategies for Teaching Deep Reading in the Writing Classroom.$g8.$t"Deep Reading" as a Threshold Concept in Composition Studies /$rPatrick Sullivan --$g9.$tGetting Our Students Ready for College and Career : It Doesn't Have to Be Greek to Us /$rKelly Cecchini --$g10.$tPreparing College-Level Readers to Define Reading as More Than Mastery /$rEllen C. Carillo --$g11.$tUnleashing Students' Capacity through Acceleration /$rKatie Hern --$g12.$tWriting Centers Are Also Reading Centers: How Could They Not Be? /$rMuriel Harris --$g13.$tWhen Writers Encounter Reading in a Community College First-Year Composition Course /$rHoward Tinberg --$g14.$tHow the Teaching of Literature in College Writing Classes Might Rescue Reading as It Never Has Before /$rSheridan Blau --$g15.$tBuilding Mental Maps: Implications from Research on Reading in the STEM Disciplines /$rRebecca S. Nowacek, Heather G. James --$g16.$tUnruly Reading /$rMariolina Rizzi Salvatori and Patricia Donahue --$gIV.$tLetters to Students about Reading.$g17.$tAn Open Letter to High School Students about Reading /$rPatrick Sullivan --$g18.$tKick Back, Slide Down, and Enjoy the Cruise, or Slow Reading Is Like Low Riding /$rAlfredo Celedon Lujan --$tAfterword /$rAlice S. Horning.
520 $a"Arguing that college-level reading must be theorized as foundationally linked to any understanding of college-level writing, editors Patrick Sullivan, Howard Tinberg, and Sheridan Blau continue the conversation begun in What Is ́College-Level ́ Writing? (2006) and What Is ́College-Level ́ Writing? Volume 2: Assignments, Readings, and Student Writing Samples (2010). Measurements of reading abilities show a decline nationwide among most cohorts of students, so the need for writing teachers to thoughtfully address the subject of reading, especially in grades 6–14, has become increasingly urgent. Curriculum and state standards often reflect an impoverished and reductive understanding of reading that views readers as passive recipients of information, fueling the widespread use of standardized tests to measure proficiency in English literacy, and ignoring decades of reading scholarship that positions readers in more complex relationships with the texts they read"--Publisher's website.
650 0 $aReading (Higher education)$0(uri) http://id.loc.gov/authorities/subjects/sh85111680$0(uri) http://id.worldcat.org/fast/fst01090728
650 0 $aEnglish language$xRhetoric$xStudy and teaching (Higher)$0(uri) http://id.loc.gov/authorities/subjects/sh2009124990$0(uri) http://id.worldcat.org/fast/fst00911616
650 0 $aAcademic writing$xStudy and teaching (Higher)$0(uri) http://id.worldcat.org/fast/fst00795109$0(uri) http://id.loc.gov/authorities/subjects/sh93009381
650 0 $aReading comprehension$xStudy and teaching (Higher)$0(uri) http://id.loc.gov/authorities/subjects/sh85111686$0(uri) http://id.worldcat.org/fast/fst01090792
650 0 $aCollege reading improvement programs.$0(uri) http://id.worldcat.org/fast/fst00867918$0(uri) http://id.loc.gov/authorities/subjects/sh98005593
650 7 $aAcademic writing$xStudy and teaching (Higher)$2fast$0(OCoLC)fst00795109$0(uri) http://id.worldcat.org/fast/fst00795109$0(uri) http://id.loc.gov/authorities/subjects/sh93009381
650 7 $aCollege reading improvement programs$2fast$0(OCoLC)fst00867918$0(uri) http://id.worldcat.org/fast/fst00867918$0(uri) http://id.loc.gov/authorities/subjects/sh98005593
650 7 $aEnglish language$xRhetoric$xStudy and teaching (Higher)$2fast$0(OCoLC)fst00911616$0(uri) http://id.loc.gov/authorities/subjects/sh2009124990$0(uri) http://id.worldcat.org/fast/fst00911616
650 7 $aReading comprehension$xStudy and teaching (Higher)$2fast$0(OCoLC)fst01090792$0(uri) http://id.loc.gov/authorities/subjects/sh85111686$0(uri) http://id.worldcat.org/fast/fst01090792
650 7 $aReading (Higher education)$2fast$0(OCoLC)fst01090728$0(uri) http://id.loc.gov/authorities/subjects/sh85111680$0(uri) http://id.worldcat.org/fast/fst01090728
700 1 $aSullivan, Patrick,$d1956-$eeditor.$0(uri) http://id.loc.gov/authorities/names/n2006051816$0(uri) http://viaf.org/viaf/sourceID/LC|n2006051816
700 1 $aTinberg, Howard B.,$d1953-$eeditor.$0(uri) http://id.loc.gov/authorities/names/n97001014$0(uri) http://viaf.org/viaf/sourceID/LC|n97001014
700 1 $aBlau, Sheridan D.$eeditor.$0(uri) http://id.loc.gov/authorities/names/nr94043680$0(uri) http://viaf.org/viaf/sourceID/LC|nr94043680
710 2 $aNational Council of Teachers of English,$epublisher,$esponsor.$0(uri) http://id.loc.gov/authorities/names/n79023195$0(uri) http://viaf.org/viaf/sourceID/LC|n79023195
776 08 $iOnline version:$tDeep reading.$dUrbana, Illinois : National Council of Teachers of English, [2017]$z9780814110645$w(DLC) 2017016252
852 0 $bWID$cHD$hPE1404$i.D3875 2017$8222299825830003941
876 $8222299825830003941$q0$jTRANSIT$70$mHD$yBOOK$p32044147023394$cHD$0232299825820003941$h01$nPE1404 .D3875 2017$bWID$lWID