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ISBN10: 1266439765 | ISBN13: 9781266439766
Common Places: Integrated Reading and Writing
ISBN10: 1266439765
ISBN13: 9781266439766
By Lisa Hoeffner and Kent Hoeffner
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ISBN10:
1266439765 |
ISBN13: 9781266439766
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- Hardcopy and softcover formats
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ISBN10:
1264863039 |
ISBN13: 9781264863037
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- Unbound loose-leaf version of full text
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ISBN10:
1260105393 |
ISBN13: 9781260105391
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- Integrates in your LMS
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1266676937 |
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* The estimated amount of time this product will be on the market is based on a number of factors, including faculty input to instructional design and the prior revision cycle and updates to academic research-which typically results in a revision cycle ranging from every two to four years for this product. Pricing subject to change at any time.
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Common Places represents a cohesive instructional framework to accelerate college readiness. Teaching reading and writing together requires more than just combining separate reading and writing pedagogies. This innovative text helps students read from a writer's point of view and write with an imagined reader ever present. Students are challenged to develop their abilities by engaging in real-world projects, thus acquiring the literacy skills they need to pass challenging college-level courses.
In addition to accelerating instruction, the pedagogy embeds content designed to foster the emotional intelligence development, metacognition, and problem-solving skills students often lack, yet which are correlated with higher grade point averages and a greater capacity to learn.
Purpose-oriented projects keep students interested and motivated. The handbook puts a strong emphasis on sentence combining and grammar in context.
PART 1 Reading and Writing as Integrated Processes
CHAPTER 1 Preparing for College Reading and Writing
CHAPTER 2 Annotating Texts and Developing Vocabulary
CHAPTER 3 Previewing Texts and Working with Topics
CHAPTER 4 Main Ideas
CHAPTER 5 Support for Main Ideas
CHAPTER 6 Text Purposes and Text Patterns
CHAPTER 7 Organizing, Drafting, and Summarizing
CHAPTER 8 Titles, Introductions, and Conclusions
CHAPTER 9 Inferences and Tone
CHAPTER 10 Revising and Editing
PART 2 Integrated Reading and Writing Projects
CHAPTER 11 Three Integrated Reading and Writing Projects
PART 3 Additional Skills
CHAPTER 12 Using Sources
PART 4 Grammar and Mechanics Handbook
UNIT 1 Parts of Speech
UNIT 2 Grammar
UNIT 3 Punctuation and Mechanics
UNIT 4 Word Choice
PART 5 Thematic Anthology of Readings
THEME Triumphing over Adversity
THEME Self-Segregation
THEME Media Representations
THEME Planning for the Future
Available only in the eBook and McGraw Hill Create™
THEME Food for Thought
THEME Beauty
About the Author
Lisa Hoeffner
Lisa Hoeffner earned a Ph.D. in English with a specialization in rhetoric from the University of Houston. Since 1998, Dr. Hoeffner has served as both professor of English and professor of reading at McLennan Community College in Waco, Texas. In addition to her teaching roles, Dr. Hoeffner focuses on curricular redesign in developmental education. She serves as grant director for a Texas Higher Education Coordinating Board grant awarded for work on improvement and innovation in developmental education. With the advent of integrated reading and writing in Texas, Dr. Hoeffner has provided leadership for colleges across the state that are creating integrated reading and writing (INRW) programs and has provided leadership to public school districts implementing INRW programs as college preparatory classes.
Kent Hoeffner
Kent Hoeffner earned a B.A. from Texas A&M University in College Station; an M.Div. from Golden State Seminary in Mill Valley, California; and a Ph.D. from Southern Seminary in Louisville, Kentucky. He has served at McLennan Community College since 2001, first as the division director for liberal arts and currently as a professor of philosophy. In 2007, Dr. Hoeffner developed McLennan's first online philosophy course, and since then has continued to develop and teach various online courses. Most recently, Dr. Hoeffner renewed his long-standing involvement in academic advising by joining a group of faculty in a grant-funded intensive advising program focused on improving the success of developmental students. He regularly mentors students who need help in the areas of successful academic behaviors, self-advocacy, and the development of college-level reading and writing skills.
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