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The Allyn & Bacon Guide to Writing, Brief Edition, is a paperback volume that contains all of the content of The Allyn & Bacon Guide to Writing with the exception of Part Six, A Guide to Editing. The most successful college rhetoric published in over a decade, The Allyn & Bacon Guide to Writing offers the most progressive and teachable introduction now available to academic and personal writing. The guide offers engaging instruction in rhetoric and composition, a flexible sequence of comprehensive writing assignments, numerous examples of student and professional writing, and thorough guides to research and editing. Solidly grounded in current theory and research, yet eminently practical and teachable, The Allyn & Bacon Guide to Writing has set the new standard for freshman composition courses in writing, reading, and critical thinking and inquiry. Part One, A Rhetoric for College Writers, provides a conceptual framework for The Allyn & Bacon Guide to Writing by showing how inquiring writers pose problems, pursue them through discussion and exploratory writing, and solve them as they compose and revise. chapters arranged according to the purposes for writing. Each chapter guides students through the process of generating and exploring ideas, composing and drafting and revising and editing. Concluding each chapter are Guidelines for Peer Reviewers, which sum up the important features in the assignments and facilitate detailed, helpful peer reviews. Part Three, A Guide to Composing and Revising, comprises four self-contained chapters of nuts-and-bolts strategies for composing and revising. A Guide to Research, Part Four, helps students learn to conduct research and incorporate sources into their own writing, and includes a state-of-the-art chapter on electronic writing and research. Part Five, A Guide to Special Writing Occasions, gives students helpful advice on writing reflective self-evaluations and on writing essay exams.
The widely used STEM education book, updated Teaching and Learning STEM: A Practical Guide covers teaching and learning issues unique to teaching in the science, technology, engineering, and math (STEM) disciplines. Secondary and postsecondary instructors in STEM areas need to master specific skills, such as teaching problem-solving, which are not regularly addressed in other teaching and learning books. This book fills the gap, addressing, topics like learning objectives, course design, choosing a text, effective instruction, active learning, teaching with technology, and assessment—all from a STEM perspective. You’ll also gain the knowledge to implement learner-centered instruction, which has been shown to improve learning outcomes across disciplines. For this edition, chapters have been updated to reflect recent cognitive science and empirical educational research findings that inform STEM pedagogy. You’ll also find a new section on actively engaging students in synchronous and asynchronous online courses, and content has been substantially revised to reflect recent developments in instructional technology and online course development and delivery. Plan and deliver lessons that actively engage students—in person or online Assess students’ progress and help ensure retention of all concepts learned Help students develop skills in problem-solving, self-directed learning, critical thinking, teamwork, and communication Meet the learning needs of STEM students with diverse backgrounds and identities The strategies presented in Teaching and Learning STEM don’t require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be a marked improvement in your teaching and your students’ learning.
Invention in Rhetoric and Composition examines issues that have surrounded historical and contemporary theories and pedagogies of rhetorical invention, citing a wide array of positions on these issues in both primary rhetorical texts and secondary interpretations. It presents theoretical disagreements over the nature, purpose, and epistemology of invention and pedagogical debates over such issues as the relative importance of art, talent, imitation, and practice in teaching discourse. After a discussion of treatments of invention from the Sophists to the nineteenth century, Invention in Rhetoric and Composition introduces a range of early twentieth-century multidisciplinary theories and calls for invention's awakening in the field of English studies. It then showcases inventional theories and pedagogies that have emerged in the field of Rhetoric and Composition over the last four decades, including the ensuing research, critiques, and implementations of this inventional work. As a reference guide, the text offers a glossary of terms, an annotated bibliography of selected texts, and an extensive bibliography. Janice M. Lauer is Professor of English, Emerita at Purdue University, where she was the Reece McGee Distinguished Professor of English. In 1998, she received the College Composition and Communication Conference's Exemplar Award. Her publications include Four Worlds of Writing: Inquiry and Action in Context, Composition Research: Empirical Designs, and New Perspectives on Rhetorical Invention, as well as essays on rhetorical invention, disciplinarity, writing as inquiry, composition pedagogy, historical rhetoric, and empirical research.
For centuries, India has been known for its politico-religious structures, which have developed casteism and discrimination. Gender-based oppressions have been prominent features of the patriarchal culture in India – both obvious and subtle forms of gender inequity. Multiple rites, customs, traditions and protocols reflect gender discrimination, and in most cases show gender oppression. The subordination of women visible in Indian context can be referred in historic shift from matrilineal structure to bramhinical patriarchy. The body politics and allied symbolism about gender has been rooted in the deceiving collusion and integrated function of political and religious entrepreneurs. Jata (or matted hairs) have been a symbol used by the patriarchal oppressors for a number of sexual, social and gender oppressions. Multifarious oppressions have been created by developing superstitious religious belief systems and hijacking social communication. Through fatalistic sentimentalism of irrational beliefs, progress of rational social communication has been suppressed. The existence of oppressive Devdasi and Jata tradition signifies deep-rooted psychosocial control by the oppressors. Jata Nirmulan Abhiyaan (Matted Hair Removal Movement) has been a scientific movement rooted in rational thinking about beliefs and traditions. The collective act of removing the oppressive symbol of Jata is essential to value of human rights and gender rights. The negative social, psychological, health and development implications of matted hairs need collective attention for remedial actions. At the same time, it is essential to understand the politico-religious traditions , belief systems which rules the psyche of society to act on it
The Will to Kill: Making Sense of Senseless Murder is an academic, yet engrossing, exploration of extraordinary and seemingly inexplicable cases of homicide - not to sensationalize them, but because these are the cases that inform public opinion and policy.
The current trend toward machine-scoring of student work, Ericsson and Haswell argue, has created an emerging issue with implications for higher education across the disciplines, but with particular importance for those in English departments and in administration. The academic community has been silent on the issue—some would say excluded from it—while the commercial entities who develop essay-scoring software have been very active. Machine Scoring of Student Essays is the first volume to seriously consider the educational mechanisms and consequences of this trend, and it offers important discussions from some of the leading scholars in writing assessment. Reading and evaluating student writing is a time-consuming process, yet it is a vital part of both student placement and coursework at post-secondary institutions. In recent years, commercial computer-evaluation programs have been developed to score student essays in both of these contexts. Two-year colleges have been especially drawn to these programs, but four-year institutions are moving to them as well, because of the cost-savings they promise. Unfortunately, to a large extent, the programs have been written, and institutions are installing them, without attention to their instructional validity or adequacy. Since the education software companies are moving so rapidly into what they perceive as a promising new market, a wider discussion of machine-scoring is vital if scholars hope to influence development and/or implementation of the programs being created. What is needed, then, is a critical resource to help teachers and administrators evaluate programs they might be considering, and to more fully envision the instructional consequences of adopting them. And this is the resource that Ericsson and Haswell are providing here.