Afbeelding 1 van 2
Teaching Arguments : Rhetorical Comprehension, Critique, and Response by...
Objectstaat:
Prijs:
US $20,00
OngeveerEUR 18,41
- Nu kopenTeaching Arguments : Rhetorical Comprehension, Critique, and Response by...
Beste voorstel:
Verzendkosten:
Bevindt zich in: Burlington, North Carolina, Verenigde Staten
Levering:
Geschatte levering tussen za, 8 jun en ma, 10 jun tot 43230
Retourbeleid:
30 dagen om te retourneren. Koper betaalt voor retourzending. Details bekijken- voor meer informatie over retourzendingen
Betalingen:
Winkel met vertrouwen
Verkopergegevens
- 100% positive feedback
Ingeschreven als zakelijke verkoper
De verkoper neemt de volledige verantwoordelijkheid voor deze aanbieding.
eBay-objectnummer:176005590216
Specificaties
- Objectstaat
- ISBN
- 9781571109996
- Subject Area
- Education, Language Arts & Disciplines
- Publication Name
- Teaching Arguments : Rhetorical Comprehension, Critique, and Response
- Item Length
- 9.2 in
- Publisher
- Stenhouse Publishers
- Subject
- Professional Development, Rhetoric, Elementary, Teaching Methods & Materials / Language Arts
- Publication Year
- 2015
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Item Height
- 0.7 in
- Item Width
- 7.4 in
- Item Weight
- 20.8 Oz
- Number of Pages
- 288 Pages
Over dit product
Product Information
No matter where students' lives lead after graduation, one of the most essential tools we can teach them is how to comprehend, analyze, and respond to arguments. Students need to know how writers' and speakers' choices are shaped by elements of the rhetorical situation, including audience, occasion, and purpose. In Teaching Arguments: Rhetorical Comprehension, Critique, and Response , Jennifer Fletcher provides teachers with engaging classroom activities, writing prompts, graphic organizers, and student samples to help students at all levels read, write, listen, speak, and think rhetorically. Fletcher believes that, with appropriate scaffolding and encouragement, all students can learn a rhetorical approach to argument and gain access to rigorous academic content. Teaching Arguments opens the door and helps them pay closer attention to the acts of meaning around them, to notice persuasive strategies that might not be apparent at first glance. When we analyze and develop arguments, we have to consider more than just the printed words on the page. We have to evaluate multiple perspectives; the tension between belief and doubt; the interplay of reason, character, and emotion; the dynamics of occasion, audience, and purpose; and how our own identities shape what we read and write. Rhetoric teaches us how to do these things. Teaching Arguments will help students learn to move beyond a superficial response to texts so they can analyze and craft sophisticated, persuasive arguments--a major cornerstone for being not just college-and career-ready but ready for the challenges of the world.
Product Identifiers
Publisher
Stenhouse Publishers
ISBN-10
1571109994
ISBN-13
9781571109996
eBay Product ID (ePID)
204163221
Product Key Features
Publication Name
Teaching Arguments : Rhetorical Comprehension, Critique, and Response
Format
Trade Paperback
Language
English
Subject
Professional Development, Rhetoric, Elementary, Teaching Methods & Materials / Language Arts
Publication Year
2015
Type
Textbook
Subject Area
Education, Language Arts & Disciplines
Number of Pages
288 Pages
Dimensions
Item Length
9.2 in
Item Height
0.7 in
Item Width
7.4 in
Item Weight
20.8 Oz
Additional Product Features
LCCN
2014-032440
Lc Classification Number
P301.5.P47f54 2015
Grade from
Kindergarten
Grade to
Twelfth Grade
Reviews
I first met Jennifer Fletcher when she joined our ERWC Task Force as a high school representative. At the time she was Chair of English at Buena Park High School, but she was working on a Ph.D. at UC Riverside (and raising two kids!). Soon she surprised us by taking an English Education position at CSU Monterey Bay. Jennifer has an amazing resume: high school teaching, chairing a department, scholarship, and publications. She is quite agile in moving from theory to practice. And she lives and breathes ERWC. So it was no surprise to me when she published this wonderful and timely book, Teaching Arguments: Rhetorical Comprehension, Critique, and Response . The book synthesizes concepts from classical rhetoric, modern rhetoric, Common Core State Standards, and Jennifer's teaching experience and wisdom. It manages to be both academic and personal, with practical teaching strategies on every page. As Jennifer herself says in the introduction: This book is about opening doors to deeper learning for all our students through a rhetorical approach to arguments--an approach based on situational awareness and responsiveness instead of rules and formulas. Throughout the chapters, you'll find detailed examples of activities, such as the rhetorical prcis, descriptive outlining, and the doubting and believing game, that show students how to move beyond a superficial response to texts (xiv). A bit later she offers a justification for teaching rhetorically: Rhetoric targets the conventions and processes of high academic literacy, including the sophisticated responsiveness to context that characterizes college and workplace writing. Writing rhetorically means writing with attention to argument, purpose, audience, authority, and style demanded by academic texts (xv). The first chapter is about "open-minded" inquiry. It begins with activities for closely attending to the features of a text, even a visual text such as a painting. Then Peter Elbow's "believing game" is introduced (the "doubting game" will appear in the next chapter) along with checklist questions for facilitating the activity. This is demonstrated through a detailed analysis of an op-ed by David Brooks, followed by a section on "Discovering the Question at Issue" which is built around the Ciceronian concept of stasis. Stasis theory is presented with lots of examples and sample questions, making it clear how it might be used with students. Though the theories deployed span centuries, everything is tied together by the focus on the classroom and the students and by the author's personal experience. Subsequent chapters discuss critical approaches to text, modern application of the ancient Greek concept of Kairos (timeliness and appropriateness), audience, purpose, and the three appeals- ethos, pathos and logos . The chapter on the appeals is especially useful because it goes deep into each appeal rather than engaging in the checklist sort of approach that many teachers fall into. Every rhetorical concept is described, contextualized, demonstrated, and explained, often with charts, handouts and other activities that can be used directly in class, with more available in the appendix. The final chapter is called "Aristotle's Guide to Becoming a 'Good' Student," but it is really Jennifer's guide. It focuses on habit, identity, confidence, self-perception, performance, insiders versus outsiders, modeling, mentoring, teachable moments, imitation, and flow. Obviously these concepts go far beyond Aristotle. Reading this book is like accompanying the author on a personal intellectual journey through rhetoric and teaching, a journey on which you learn, grow, and pick up handouts that you can use on Monday morning. I recommend it highly. Teaching Text Rhetorically Oct 2016 , The book synthesizes concepts from classical rhetoric, modern rhetoric, Common Core State Standards, and Jennifer's teaching experience and wisdom. It manages to be both academic and personal, with practical teaching strategies on every page...Reading this book is like accompanying the author on a personal intellectual journey through rhetoric and teaching, a journey on which you learn, grow, and pick up handouts that you can use on Monday morning. I recommend it highly. Teaching Text Rhetorically Oct 2016, I first met Jennifer Fletcher when she joined our ERWC Task Force as a high school representative. At the time she was Chair of English at Buena Park High School, but she was working on a Ph.D. at UC Riverside (and raising two kids!). Soon she surprised us by taking an English Education position at CSU Monterey Bay. Jennifer has an amazing resume: high school teaching, chairing a department, scholarship, and publications. She is quite agile in moving from theory to practice. And she lives and breathes ERWC. So it was no surprise to me when she published this wonderful and timely book, Teaching Arguments: Rhetorical Comprehension, Critique, and Response . The book synthesizes concepts from classical rhetoric, modern rhetoric, Common Core State Standards, and Jennifer's teaching experience and wisdom. It manages to be both academic and personal, with practical teaching strategies on every page. As Jennifer herself says in the introduction: This book is about opening doors to deeper learning for all our students through a rhetorical approach to arguments--an approach based on situational awareness and responsiveness instead of rules and formulas. Throughout the chapters, you'll find detailed examples of activities, such as the rhetorical précis, descriptive outlining, and the doubting and believing game, that show students how to move beyond a superficial response to texts (xiv). A bit later she offers a justification for teaching rhetorically: Rhetoric targets the conventions and processes of high academic literacy, including the sophisticated responsiveness to context that characterizes college and workplace writing. Writing rhetorically means writing with attention to argument, purpose, audience, authority, and style demanded by academic texts (xv). The first chapter is about "open-minded" inquiry. It begins with activities for closely attending to the features of a text, even a visual text such as a painting. Then Peter Elbow's "believing game" is introduced (the "doubting game" will appear in the next chapter) along with checklist questions for facilitating the activity. This is demonstrated through a detailed analysis of an op-ed by David Brooks, followed by a section on "Discovering the Question at Issue" which is built around the Ciceronian concept of stasis. Stasis theory is presented with lots of examples and sample questions, making it clear how it might be used with students. Though the theories deployed span centuries, everything is tied together by the focus on the classroom and the students and by the author's personal experience. Subsequent chapters discuss critical approaches to text, modern application of the ancient Greek concept of Kairos (timeliness and appropriateness), audience, purpose, and the three appeals- ethos, pathos and logos . The chapter on the appeals is especially useful because it goes deep into each appeal rather than engaging in the checklist sort of approach that many teachers fall into. Every rhetorical concept is described, contextualized, demonstrated, and explained, often with charts, handouts and other activities that can be used directly in class, with more available in the appendix. The final chapter is called "Aristotle's Guide to Becoming a 'Good' Student," but it is really Jennifer's guide. It focuses on habit, identity, confidence, self-perception, performance, insiders versus outsiders, modeling, mentoring, teachable moments, imitation, and flow. Obviously these concepts go far beyond Aristotle. Reading this book is like accompanying the author on a personal intellectual journey through rhetoric and teaching, a journey on which you learn, grow, and pick up handouts that you can use on Monday morning. I recommend it highly. Teaching Text Rhetorically Oct 2016, I first met Jennifer Fletcher when she joined our ERWC Task Force as a high school representative. At the time she was Chair of English at Buena Park High School, but she was working on a Ph.D. at UC Riverside (and raising two kids!). Soon she surprised us by taking an English Education position at CSU Monterey Bay. Jennifer has an amazing resume: high school teaching, chairing a department, scholarship, and publications. She is quite agile in moving from theory to practice. And she lives and breathes ERWC. So it was no surprise to me when she published this wonderful and timely book, Teaching Arguments: Rhetorical Comprehension, Critique, and Response . The book synthesizes concepts from classical rhetoric, modern rhetoric, Common Core State Standards, and Jennifer's teaching experience and wisdom. It manages to be both academic and personal, with practical teaching strategies on every page. As Jennifer herself says in the introduction: This book is about opening doors to deeper learning for all our students through a rhetorical approach to arguments--an approach based on situational awareness and responsiveness instead of rules and formulas. Throughout the chapters, you'll find detailed examples of activities, such as the rhetorical prcis, descriptive outlining, and the doubting and believing game, that show students how to move beyond a superficial response to texts (xiv). A bit later she offers a justification for teaching rhetorically: Rhetoric targets the conventions and processes of high academic literacy, including the sophisticated responsiveness to context that characterizes college and workplace writing. Writing rhetorically means writing with attention to argument, purpose, audience, authority, and style demanded by academic texts (xv). The first chapter is about "open-minded" inquiry. It begins with activities for closely attending to the features of a text, even a visual text such as a painting. Then Peter Elbow's "believing game" is introduced (the "doubting game" will appear in the next chapter) along with checklist questions for facilitating the activity. This is demonstrated through a detailed analysis of an op-ed by David Brooks, followed by a section on "Discovering the Question at Issue" which is built around the Ciceronian concept of stasis. Stasis theory is presented with lots of examples and sample questions, making it clear how it might be used with students. Though the theories deployed span centuries, everything is tied together by the focus on the classroom and the students and by the author's personal experience. Subsequent chapters discuss critical approaches to text, modern application of the ancient Greek concept of Kairos (timeliness and appropriateness), audience, purpose, and the three appeals- ethos, pathos and logos . The chapter on the appeals is especially useful because it goes deep into each appeal rather than engaging in the checklist sort of approach that many teachers fall into. Every rhetorical concept is described, contextualized, demonstrated, and explained, often with charts, handouts and other activities that can be used directly in class, with more available in the appendix. The final chapter is called "Aristotle's Guide to Becoming a 'Good' Student," but it is really Jennifer's guide. It focuses on habit, identity, confidence, self-perception, performance, insiders versus outsiders, modeling, mentoring, teachable moments, imitation, and flow. Obviously these concepts go far beyond Aristotle. Reading this book is like accompanying the author on a personal intellectual journey through rhetoric and teaching, a journey on which you learn, grow, and pick up handouts that you can use on Monday morning. I recommend it highly. Teaching Text Rhetorically Oct 2016
Copyright Date
2015
Target Audience
Scholarly & Professional
Dewey Decimal
808
Dewey Edition
23
Illustrated
Yes
Objectbeschrijving van de verkoper
Informatie van zakelijke verkoper
A&M Discount, LLC
Michel Richard
1125 Aycock Ave
27215 Burlington, NC
United States
Ik verklaar dat al mijn verkoopactiviteiten zullen voldoen aan alle wet- en regelgeving van de EU.
De verkoper neemt de volledige verantwoordelijkheid voor deze aanbieding.
eBay-objectnummer:176005590216
Verzending en verwerking
Objectlocatie:
Burlington, North Carolina, Verenigde Staten
Wordt verzonden naar:
Albanië, Andorra, Australië, België, Bermuda, Bosnië en Herzegovina, Bulgarije, Canada, Cyprus, Denemarken, Duitsland, Estland, Fiji, Finland, Frankrijk, Gibraltar, Griekenland, Groenland, Hongarije, IJsland, Ierland, Italië, Kiribati, Kroatië, Letland, Liechtenstein, Litouwen, Luxemburg, Macedonië, Malta, Mexico, Moldavië, Monaco, Montenegro, Nauru, Nederland, Nieuw-Zeeland, Noorwegen, Oostenrijk, Papoea-Nieuw-Guinea, Polen, Portugal, Roemenië, San Marino, Servië, Slovenië, Slowakije, Solomoneilanden, Spanje, Tonga, Tsjechië, Vanuatu, Vaticaanstad, Verenigd Koninkrijk, Verenigde Staten, Wallis en Futuna, Westelijk Samoa, Zweden, Zwitserland
Uitgesloten:
Afghanistan, Afrika, Armenië, Azerbeidzjan, Bangladesh, Barbados, Bhutan, China, Frans-Guyana, Frans-Polynesië, Georgië, Guadeloupe, India, Japan, Kazachstan, Kirgizië, Libië, Maldiven, Martinique, Midden-Amerika en de Caraïben, Midden-Oosten, Mongolië, Nepal, Nieuw-Caledonië, Oekraïne, Oezbekistan, Pakistan, Russische Federatie, Réunion, Sri Lanka, Tadzjikistan, Turkmenistan, Venezuela, Zuid-Amerika, Zuid-Korea, Zuidoost-Azië
| Verzending en verwerking | Tot | Service | Levering*Zie opmerkingen over levering |
|---|---|---|---|
| US $4,87 (ongeveer EUR 4,48) | Verenigde Staten | Voordelige verzending (USPS Media MailTM) | Geschatte levering tussen za, 8 jun en ma, 10 jun tot 43230 |
| Verwerkingstijd |
|---|
| Wordt doorgaans binnen 1 werkdag na ontvangst van betaling verzonden. |
| Belasting |
|---|
| Verkoper berekent btw in |
Btw voor objectnr.176005590216
Btw voor objectnr.176005590216
Verkoper berekent btw op objecten die naar de volgende staten worden verzonden:
| Staat/provincie | Btw-tarief |
|---|
Retourbeleid
| Nadat u het object hebt ontvangen, kunt u contact opnemen met de verkoper binnen | Terugbetaling wordt verstrekt als | Kosten voor retourzending |
|---|---|---|
| 30 dagen | Geld terug | Koper betaalt voor retourzending |
De koper is verantwoordelijk voor de kosten van de retourzending.
| Details retourbeleid |
|---|
| Retourzendingen geaccepteerd |
Betalingsgegevens
Betalingsmethoden
Ingeschreven als zakelijke verkoper
Feedback verkoper (3.645)
l***o (730)- Feedback gegeven door koper.
Afgelopen maand
Geverifieerde aankoop
Excellent. Thank you.
y***r (3716)- Feedback gegeven door koper.
Afgelopen maand
Geverifieerde aankoop
as described, fast ship....thanks!
o***9 (1)- Feedback gegeven door koper.
Afgelopen maand
Geverifieerde aankoop
Super fast shipping, in perfect condition.
Dit is een privé-aanbieding en uw identiteit wordt alleen bekendgemaakt aan de verkoper.