Writing and Literature in the Secondary SchoolEdward J. Gordon Holt, Rinehart and Winston, 1965 - 295 ページ |
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... fact what this means , as we evaluate student writing , is that we try to encourage students to use dialogue as a means of artistic expression while we try to discourage their use of scene painting and description . Theoretically , of ...
... fact what this means , as we evaluate student writing , is that we try to encourage students to use dialogue as a means of artistic expression while we try to discourage their use of scene painting and description . Theoretically , of ...
149 ページ
... facts . He should realize that the poem or the novel , to be effective , must be just as firmly based as the editorial or the sermon upon unity , coherence , and emphasis that there is a unity of impression as valid as the unity of fact ...
... facts . He should realize that the poem or the novel , to be effective , must be just as firmly based as the editorial or the sermon upon unity , coherence , and emphasis that there is a unity of impression as valid as the unity of fact ...
238 ページ
... fact , for the city of Verona , with its hot , harsh sunlight which raises tempers to the boiling point ; for the streets where yokels like Sampson and Gregory ape their masters and start riots merely because they like quarreling ; for ...
... fact , for the city of Verona , with its hot , harsh sunlight which raises tempers to the boiling point ; for the streets where yokels like Sampson and Gregory ape their masters and start riots merely because they like quarreling ; for ...
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