Close Reading and Writing From Sources by Douglas Fisher, Nancy Frey

By Douglas Fisher, Nancy Frey

Study new how one can support heart and highschool scholars improve the behavior essential to learn heavily, take reliable notes, then research what they've got learn from a number of assets and synthesize info into potent dialogue and, eventually, good writing.

The overseas analyzing organization is the world's most excellent association of literacy pros. Our titles advertise examining by means of delivering specialist improvement to always improve the standard of literacy guide and research.

Research-based, classroom-tested, and peer-reviewed, IRA titles are one of the very best quality instruments that support literacy pros do their jobs greater.

a few of the many parts we post in comprise:

-Comprehension
-Response To Intervention/Struggling Readers
-Early Literacy
-Adolescent Literacy
-Assessment
-Literacy Coaching
-Research And coverage

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Additional resources for Close Reading and Writing From Sources

Sample text

Eisenhower Library; National Archives and Records Administration. 2 Eisenhower’s Draft Statement in Event of the Operation’s Failure Eisenhower’s draft message in case D-Day invasion failed: June 5, 1944 Our landings in the Cherbourg have failed to gain a satisfactory foothold and I have withdrawn the troops. My decision to attack at this time and place was based upon the best information available. The troops, the air and the Navy did all that Bravery and devotion to duty could do. If any blame or fault attaches to the attempt it is mine alone.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4.

They just don’t care,” said a third. Doug wanted teachers to commit to working with students and one another to build a positive school culture. He used an ethos appeal first, describing two successful students who had turned their academic lives around in a culture of caring (evidence). He moved on to a logos appeal, citing the research on increased student dropout rates among those with failing grades in the first months of high school (evidence). Using a pathos appeal, he reminded them of their commitment to education and asked them why they had chosen teaching as a profession (evidence).

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