Writing and Literature in the Secondary SchoolEdward J. Gordon Holt, Rinehart and Winston, 1965 - 295 ページ |
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... detail . I told him to throw out the first 500 words , and begin at the precise , specific moment of struggle . He must have understood , for his second version began : " Let's go park . " " What ! Again ? " This , of course , was just ...
... detail . I told him to throw out the first 500 words , and begin at the precise , specific moment of struggle . He must have understood , for his second version began : " Let's go park . " " What ! Again ? " This , of course , was just ...
106 ページ
... detail , and students were given two hours for the writing . Carefully trained readers used an elaborate manual to grade analytically , giving separate grades on a nine - point scale for mechanics , style , organization , reasoning ...
... detail , and students were given two hours for the writing . Carefully trained readers used an elaborate manual to grade analytically , giving separate grades on a nine - point scale for mechanics , style , organization , reasoning ...
207 ページ
... detail and to suggest some ways in which the more usual diffi- culties in attaining them may be handled . I shall tentatively dis- tinguish between the expressive and the conventional dimensions of any poem's metrical patternings . The ...
... detail and to suggest some ways in which the more usual diffi- culties in attaining them may be handled . I shall tentatively dis- tinguish between the expressive and the conventional dimensions of any poem's metrical patternings . The ...
目次
Introduction | 3 |
a committee | 18 |
The Subject Matter of Writing Hart Leavitt | 33 |
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answer appears assignment become begin believe better called character comes completely composition context course criticism deal death describe detail discussion effect English essay example experience express fact feeling final girls give given grade hand human idea important interesting kind language least literary literature lives look lovers matter meaning metaphor mind move nature never novel once organization paragraph perhaps person play poem poet poetry possible practice present problem produce question reader reason result seems sense sentence simple situation sound speak specific story student style suggest sure symbol talking teacher teaching tell theme thing thought tion truth turn understand Whitman whole words writing written young