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Breaking Boundaries (00 Edition)by Carole Comfort
Synopses & ReviewsPlease note that used books may not include additional media (study guides, CDs, DVDs, solutions manuals, etc.) as described in the publisher comments.
Breaking Boundaries offers an important and significant alternative to most other developmental reading/writing books by providing instruction, readings, and activities that more closely resemble “college-level” work. Rather than offering one- to two-paragraph readings and worksheet drills, it features longer readings, more varied readings (multi- cultural, multi-disciplinary, multi-genre), specific strategies for becoming stronger readers, direct instruction in the writing process, and an array of post- reading writing assignments that are not solely based on personal experiences. Writing samples (journals and drafts of essays) guide readers through the steps in the writing process--showing clearly how reading, critical thinking, and writing are intertwined. The readings are drawn from non-fiction and fiction, from classic, modern, and contemporary, and include a variety of multicultural and multigender perspectives representing women, men, African Americans, Native Americans, Latinos, and Euro-Americans. They explore seven themes focusing on issues and controversies of contemporary importance: Equal Education for All: Is Education Fair to Everyone? The Power of Language. Defining Literacy: Whose Agenda Hits the Mark? Reading People's Stories: Why Should We Care? Women's Bodies: Women's Lives. Fiction Writers: Do These Stories Reflect or Define Society and Culture? Ways of Telling: Does Gender Shape Reality? A comprehensive chapter provides hands-on activities demystifies the process of using computers to draft essays. For anyone needing basic instruction or remedial work in anticipation of reading and writing successfully at the baccalaureate level.
Table of Contents
Note to Students.
Note to Instructors.
I. READING, THINKING, WRITING AND REVISION: THE INTERTWINED PARTS OF THE WRITING PROCESS.
1. Acts of Reading: Making Meaning from Texts.
Reading Strategies. Making Sense of Reading. Reading as a Process. Reading Speed. Visualizing. Reading and Writing Connections. Reading with and Against the Grain.
2. Moving from Reading to Writing: Reader's Journals.
Sample Reader's Journal Entries.
3. Drafting an Essay.
The Body of an Essay. Beginnings and Endings. Revising and Editing. Student Essays.
II. WRITING AND WORD PROCESSING.
4. Reading, Writing and Word Processing.
Introduction. The Dark Side of Computer Assisted Writing. Time to Exercise. Exercises for Generating Ideas. Exercises for Shaping Ideas. Exercises for Drafting. Exercises for Revision. Exercises for Editing. Miscellaneous Debris. The Internet. When All is Said and Done.
III. THE READINGS.
PAULA GUNN ALLEN, Where I Come From Is Like This. MAYA ANGELOU, Graduation. GLORIA ANZALDÚA, How to Tame a Wild Tongue. MARGARET ATWOOD, Rape Fantasies. BLACK ELK (as told through John G. Neihardt), Grandmother's Land. MICHAEL DORRIS, The Broken Cord. FREDERICK DOUGLASS, The Pathway from Slavery to Freedom. GABRIEL GARCÍA MAÁRQUEZ, The Handsomest Drowned Man in the World: A Tale for Children. SUSAN GLASPELL, Trifles. ERNEST HEMINGWAY, Hills Like White Elephants. E.D. HIRSCH, JR., The Decline of Teaching Cultural Literacy. BELL HOOKS, keeping close to home: class and education. HARRIET JACOBS, Flight and a Safe Retreat. MAXINE HONG KINGSTON, No Name Woman. JOHNATHAN KOZOL, The Savage Inequalities of Public Education in New York. NANCY MAIRS, Carnal Acts. BARBARA MELLIX, From Outside, In. RICHARD RODRIGUEZ, Aria. LYNN SMITH, Minorities: Alienation and Failure in Academia.
IV. THEMATIC WRITING ASSIGNMENTS.
Section I: Equal Education: Is Education Fair to Everyone?
JONATHAN KOZOL, “Savage Inequalities of Public Education in New York”. LYNN SMITH, “Minorities: Alienation and Failure in Academia”. MAYA ANGELOU, “Graduation”. BELL HOOKS, “keeping close to home: class and education”.
Section II: The Power of Language.
RICHARD RODRIGUEZ, “Aria”. BELL HOOKS, “keeping close to home: class and education”. BARBARA MELLIX, “From Outside, In”. GLORIA ANZADÚA, “How to Tame a Wild Tongue”.
Section III: Defining Literacy: Whose Agenda Hits the Mark?
RICHARD RODRIGUEZ, “Aria”. BELL HOOKS, “keeping close to home: class and education”. FREDERICK DOUGLASS, “The Pathway from Slavery to Freedom”. E.D. HIRSCH, JR., “The Decline of Teaching Cultural Literacy”.
Section IV: Reading People's Stories: Why Should We Care?
NANCY MAIRS, “Carnal Acts”. HARRIET JACOBS, “Flight and a Safe Retreat”. BLACK ELK (as told through John G. Neihardt), “Grandmother's Land”. FREDERICK DOUGLASS, “The Pathway from Slavery to Freedom”.
Section V: Women's Bodies: Women's Lives.
MAXINE HONG KINGSTON, “No Name Woman”. HARRIET JACOBS, “Flight and a Safe Retreat”. NANCY MAIRS, “Carnal Acts”. PAULA GUNN ALLEN, “Where I Come From Is Like This”. MICHAEL DORRIS, “The Broken Cord”.
Section VI: Fiction Writers: Do These Stories Reflect or Define Society and Culture?
MARGARET ATWOOD, “Rape Fantasies”. GABRIEL GARCÍA MÁRQUEZ, “The Handsomest Drowned Man in the World”. SUSAN GLASPELL, “Trifles”. ERNEST HEMINGWAY, “Hills Like White Elephants”.
Section VII: Ways of Telling: Does Gender Shape Reality?
RICHARD RODRIGUEZ, “Aria”; and GLORIA ANZALDÚA, “How to Tame a Wild Tongue”. FREDERICK DOUGLASS, “The Pathway from Slaver to Freedom”; and BELL HOOKS, “keeping close to home: class education”.
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