Writing and Literature in the Secondary SchoolEdward J. Gordon Holt, Rinehart and Winston, 1965 - 295 ページ |
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102 ページ
... speaking are complementary elements of " simple " primary communication , and I repeat that I call it simple because of product , not process . Language is so complex and yet so com- monplace that we cannot overemphasize the need of ...
... speaking are complementary elements of " simple " primary communication , and I repeat that I call it simple because of product , not process . Language is so complex and yet so com- monplace that we cannot overemphasize the need of ...
132 ページ
... speak for itself . He has avoided step- ping into the action with some kind of comment to the effect that " George was always a boor when he had had too much to drink " because he sees perfectly well that the events he is relating make ...
... speak for itself . He has avoided step- ping into the action with some kind of comment to the effect that " George was always a boor when he had had too much to drink " because he sees perfectly well that the events he is relating make ...
160 ページ
... speak of the theme ( the most abstractive and assertive kind of meaning which the poem has ) , and we wish to distinguish this from its realiza- tion or more concrete definition in various expressive features conceived as denser , more ...
... speak of the theme ( the most abstractive and assertive kind of meaning which the poem has ) , and we wish to distinguish this from its realiza- tion or more concrete definition in various expressive features conceived as denser , more ...
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