Writing and Literature in the Secondary SchoolEdward J. Gordon Holt, Rinehart and Winston, 1965 - 295 ページ |
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... least for the year , possibly for the term , ideally for the day - by - day classes we have to meet . And sometimes we take out time to make some sort of or- ganization of at least one part of the many items we have to deal with in the ...
... least for the year , possibly for the term , ideally for the day - by - day classes we have to meet . And sometimes we take out time to make some sort of or- ganization of at least one part of the many items we have to deal with in the ...
12 ページ
... least most familiar , of expository themes . One practice which I have found useful is to limit the call for such compositions to about every other week , for two reasons . The first is that I use the intervening weeks to call for a ...
... least most familiar , of expository themes . One practice which I have found useful is to limit the call for such compositions to about every other week , for two reasons . The first is that I use the intervening weeks to call for a ...
163 ページ
... least two qualities— it should stand in a middle ground between two kinds of fault . That is , in the first place , it should have in mind an answer that is better than arbitrary or prescriptive . It should not mean in effect merely ...
... least two qualities— it should stand in a middle ground between two kinds of fault . That is , in the first place , it should have in mind an answer that is better than arbitrary or prescriptive . It should not mean in effect merely ...
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