Autobiographical writing is redefining the meaning of narrative, as the recent explosion of memoirs by writers such as Frank McCourt, Mary Karr, Dave Eggers, and Kathryn Harrison suggests. But what's involved in bringing these narratives into the classroom-in creative writing, cultural studies, women's and ethnic studies, and social science and literature courses? How may instructors engage the philosophical, historical, social, and theoretical contexts of the emerging field of autobiography studies? DIDICATED TOveronicaarg
The Instructor's Manual includes brief guidelines for using the book, answers to the chapter activities in the book, a Pretest and a Posttest for the entire book, Mastery Tests for each chapter, as well as answers for these tests.
This book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities. The researchers present a detailed framework to describe these goals from the perspectives of the students as well as their instructors. The goals are analyzed for groups of students from particular backgrounds internationally, for changes over time, and in relation to the ESL and academic courses.
This instructor's edition of a vocabulary textbook for college students, who read at the fifth to eighth grade level, features 25 chapters and teaches 250 basic words. The first and third chapters in each unit contain word-part practices. The second and fourth chapters in each unit contain synonym-antonym practices. The book's last chapter in each unit contains an analogy practice, review, and test. Also included is an answer key, a section on dictionary use, and a word list. The student edition is identical to the instructor's edition except that answers are not provided.
