Writing and Literature in the Secondary SchoolEdward J. Gordon Holt, Rinehart and Winston, 1965 - 295 ページ |
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127 ページ
... situation by means of under- statement . He avoids the very real temptation to go into ir- relevant and unnecessary detail , and yet the story is by no means vague or disorganized . We know , if we read carefully , what has happened ...
... situation by means of under- statement . He avoids the very real temptation to go into ir- relevant and unnecessary detail , and yet the story is by no means vague or disorganized . We know , if we read carefully , what has happened ...
132 ページ
... situation ; though by the end of the tale we are well aware that this particular boy and this particular girl are not meant for each other , the author is not merely content with pointing this out . Rather he asks us to understand what ...
... situation ; though by the end of the tale we are well aware that this particular boy and this particular girl are not meant for each other , the author is not merely content with pointing this out . Rather he asks us to understand what ...
153 ページ
Edward J. Gordon. one situation , he has as many themes as he has friends whom he thinks he understands . Of course , in this situation , Tom would do this - but what would Dick do , or George , or Harry ? If you can get your student to ...
Edward J. Gordon. one situation , he has as many themes as he has friends whom he thinks he understands . Of course , in this situation , Tom would do this - but what would Dick do , or George , or Harry ? If you can get your student to ...
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