Very large in size, some numbering millions of people though small compared with larger industrialized societies. Some cities exist, in which trade and manufacturing are concentrated. Major inequalities exist among different classes.
A Summary and Assertion in Response to a Reading Having thought through the information appearing elsewhere in this guide, an instructor is ready to decide which assignments to choose for the semester.
As the Working with Writing Assignments page indicates, he or she should choose assignments that create a progression for students and that help them to fulfill an inquiry associated with the issues raised in the non-fiction text or texts and with what it means to be a writer working to make effective rhetorical decisions.
The information on this page and on the following pages should help an instructor decide what set of assignments will help students to achieve these aims, reach the course goals, and realize the values related to the curricular assumptions.
Overview of the Summary and Assertion in Response Assignment An essay summarizing a reading and responding to what an author says is a very common assignment for students at IUPUI as an informal survey of assignments by the University Writing Center reveals.
A summary and assertion in response assignment can appear at any point in the semester depending on how an instructor has chosen to set up the course, but one particularly useful place is after students have completed reading part or all of the non-fiction book for the class, or a set of readings from a reader assigned by the instructor.
They will find it natural to work with the response aspect of the assignment to express what they are thinking. For instructors, one advantage in teaching an essay like this is it allows for a careful focus on how students are reading and making sense of texts.
However, instructors ought to be aware that students sometimes see this assignment as an opportunity to merely express a view rather than a reasoned argument to use the term in its broadest sense. What the assignment should help them to work on is developing a reasoned view that is supported with a thesis and verifiable sources coming from the non-fiction text, or in the case of a closed-research assignment, class readings rather than outside sources they find on their own—see the page Closed Closed Rather Than Open Research in W As the the Using Critical Thinking in English-W page of this curriculum guide indicates, progress on this ability can be slow sometimes, but with support, students should be able to make reasonable gains with this aspect of critical thinking.
Reading and Preparing to Write in Response to the Assignemnt The related activities of reading, writing and thinking at the college level should be covered while working with students on a summary and response paper.
As plans are made to work with this paper, an instructor will need to decide if students will work with 1 a narrowed aspect of the nonfiction book being used such as a single chapter or the preface or 2 an article or essay related to some issue raised in the nonfiction book.
Summary is an important skill this assignment teaches and thus makes it valuable as an early assignment in the course. Teaching and Working with Effective Reading Skills During the stage when the reading is being discussed, invite students to discuss their reading processes. This discussion can be a particularly useful conversation for instructors, helping them to learn how much their students are reading, and what strategies they use while reading.
Ask them to connect those processes to different genres and to differing authorial purposes. They could be asked, for example, how they read a horror novel vs.
They could be asked how they read for a multiple choice test vs. An especially helpful discussion can be to talk with students about the range of reading required of college students, especially given what they have experienced thus far.
As you have this discussion with them, emphasize the need to engage in active, not passive, reading. Use short support essays such as newspaper editorials to practice active reading skills.
Another strategy to help students with their reading is to have them keep double-entry notes of their reading. The way this works is to have them divide a piece of notebook paper with a line down the middle of the page.
The top part of the left side of the line can be labeled "Summary of what the reading says," and the right side can be labeled, "What I think. Notes of this sort prove valuable when students go back to summarize and begin to articulate a response. Students can also be asked to follow the recommendations on pages in The McGraw-Hill Guide 2ndin the "Reading Rhetorically" chapter in The Allyn and Bacon Guide to Writing 7th beginning on page 82or pages in The Norton Field Guide 3rdwhich cover active reading and annotating.
With these sections in mind, they can be asked to mark their books as they read, looking for important points to underline and making comments or raising questions in the margins. In addition, they can follow the advice on pages in The Allyn and Bacon Guide to Writing, or pages in The Norton Field Guide, and write a series of "What it says" and "What is does" statements, which can help them to see how the main points of a reading develop over time, and the role each paragraph plays in representing what is being communicated by the whole text.
A fourth strategy is to have students read "with the grain" of a chosen text, working closely with its thesis and seeing how its main points and supporting details strategically help the writer achieve what he or she wants to achieve.
Talking Before Writing Devote class time to discussion that helps students "see" the range of issues they can write about after informing themselves of those issues via careful reading. What passages did they respond to when they read against the grain, for example?
What parts seem to mesh? Use sample essays to "show" rather than "tell" students how a response to a reading is structured, developed, and supported.
Students often believe that creating text is an inspired act, that writing just happens, and that writers have scant control over what form their texts take. Writers must be intentional as they plan, draft, and revise. In Lives on the Boundary, for example, Rose offers the reasons that prompted him to write a "personal book" xi-xxii.
In Chapters 14 and 15, he examines his personal connections to McCandless in even greater detail.The Norton Field Guide to Writing with Handbook (Second Edition with MLA Up · Paperback out of 5 stars - The Norton Field Guide to Writing with Handbook (Second Edition with MLA Up.
The Norton Field Guide to Writing, with Handbook (Third Edition) by Bullock, Richard, Weinberg, Francine and a great selection of similar Used, New and Collectible Books available now at initiativeblog.com Jan 22, · Best Answer: The 3rd edition of The Norton Field Guide to Writing with Readings has new chapters on academic writing, choosing genres, and writing online.
Also, the majority of readings are entirely new. Here you can see the comparison of very detailed summaries for 2nd edition and 3rd edition and also see Status: Resolved. DOWNLOAD NORTON FIELD GUIDE TO WRITING ANSWER KEY norton field guide to pdf The Norton Field Guide to Writing with Readings and Handbook (Fourth High School Edition) Fourth High School Edition The Norton Field Guide to Writing with Readings and Writing a Literacy Narrative Narratives are stories, and we read and tell them for many .
The Norton Field Guide to Writing’s Tips for Using It Implied reference If a pronoun does not refer clearly to a specific word, rewrite the sentence to . the norton field guide to writing ww norton amp company norton field guide to writing norton field guide to writing 3rd Norton Field Guide To Writing Answer Key download the norton field guide to writing with norton field guide third edition norton field guide exercises norton field guide readings norton nature writing college edition.