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ED305483.Pdf DOCUMENT RESUME ED 305 483 CE 052 213 AUTHOR Glustrom, Merrill TITLE Annotated Bibliography of Writing Materials for Use by GED Instructors In Preparation for the GED Writing Sample. INSTITUTION Yavapai Coll., Prescott, Ariz. SPONS AGENCY Arizona State Dept. of Education, Phoenix. Div. of Adult Education. PUB DATE 37 NOTE 176p. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC08 plus Postage. DESCRIPTORS AAdult Education; Annotated Bibliographies; *High School Equivalency Programs; Testing; Tests; *Textbooks; Textbook Selection; Writing (Composition); *Writing Exercises; *Writing Instruction IDENTIFIERS 310 Project; *General Educational Development Tests ABSTRACT This bibliography is divided into three sections. Section I, Review of General Educational Development (GED) Publisher Composition Texts, reviews extensively the texts published by Cambridge, Contemporary, Scott Foresman, and Steck-Vaughn to enable the instructor to choose a primary text. The reviews tell the exact instructional sequence of the texts, their strengths and weaknesses in relation to various instructional goals, and their recommended use. GED texts are also recommended as supplements to the primary text. Addresses are provided for each publisher. Section II, Review of N, GED Publisher Composition Texts, offers texts to enhance instruction. The annotation included with each title relates the areas of focus, strengths, and parts of the book suitable for use with students. Annotations indicate level (Pre-GED, GED, and Advanced GED) and tell where the instruction of the texts is focused--presentence, sentence, paragraph, multiparagraph, or essay. Especially helpful parts of the text are underlined, and bibliographic information is provided. Section III, Example Exercises, provides examples of the types of exercises found in the non-GED publisher texts. It is divided into two parts: prewriting/drafting and revising. Author(s), title, publisher, date, and pagination are provided for each text in the first two sections. (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. **********************************************************************:: Pr% CO -4* tr% Pr% La ANNOTATED BIBLIOGRAPHY OF WRITING MATERIALSFOR USE BY GED INSTRUCTORS IN PREPARATIONFOR THE GED WRITINGSAMPLE Dr. Merrill Glustrom 310 SPECIALDEMONSTRATION PROJECT YAVAPAI COLLEGE 1987 U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCETHIS Ott of Esucat.onat Reseach and ,trptowe-ant MATERIAL HAS BEENGRANTED BY ED CATIONAL RESOURCES INFORMATION CENTER tERIC, Th,s document has been lebtogw.edas tece+e0 hot* the POMO?, Or otgantzatton otgnattng Istlrot changes sate been made to rnotove teptoguctton ana'dy TO THE EDUCATIONAL Pomt56t voew Or 00f6,005Stated In tneSdOCu RESOURCES ment do not neCeSSatTy revosent ott.c.at INFORMATION CENTER OERIbos,ton,WWcy (ERIC)." A Special DemonstrationProject funded under Public Law 91-230, Section 310 of The Adult EducationAct as Amended. CONTENTS Page Foreword 1 Section I. Review of GED PublisherComposition Texts 6 A. Cambridge 7 B. Contemporary C. 19 Scott Foresman 33 e D. Steck-Vaughn 42 Section II. Review of Non-GEDPublisher Composition Texts 47 Section III. Example Exercises 83 FOREWORD With the GED Writing Sample portion rapidly approaching,we GED instructors are facing the uncomfortable prospect ofbecoming teachers of writing. With expertise ingrammar, we instructors have prepared students forthe English section of years. the GED for However, writing at thesentence, paragraph, andessay levels takes vastly differentskills. In fact, many writing experts believe grammar notonly doesn't helpone to be a better writer, but, to thecontrary, is a hindrance. Thus, we instructors are faced withthe unsettling task oflearning something new in a field inwhich up to nowwe were experts. But teaching writing neednot be onerous-- it need not be an unwelcome addition to our job. Writing offers anopportunity and a challenge. In its essence, writing isthinking and clear writing results from clear thinking; you can counton it. For years we have heard the complaintthat all GED teachers teach for the test and do do is not teach the thinking skillsso necessary to survive in a complex,changing society. time it is understood that At the same even'if we tried to teachthinking skills, it would be frustratingbecause students,ever in a rush, will almost always opt fortest preparation asan expedient. The GED Writing Sample promisesto change this dreary formula. There are no shortcutsto clear writing. Only by learning the basics of clear thinking will students exhibit the writingskills necessary to do well on the GED WritingSample. Our opportunity and our challenge is touse the GED Writing Sample to teach thinking skills. So don't be afraid of becominga teacher of writing; it has the potentialto add a new and tremendously rewarding dimension toyour job. Here are some things youcan do to become skilled, confident teachers cf writing: 1) Understand the component skillsthat make for good writing and learn howto communicate this knowledge to students; 2) Know what the best booksare on writing instruction and be able touse those books in the classroom or learningcenter; 3) Become a writer yourself-- in other words, "practice, practice, practice." While this annotated bibliographyis designed to helpyou with the first two goals, we suggest that if you do not achievethe third, you will not be successful. The process approach to 1 4 writing is very clearon this point. "The content to le taught and the method of teaching itare, in essence, one: writing itself." The annotated bibliography isdivided into three sections, each designed to help youprepare for the GED Writing Sample. The following paragraphs explain what eachsection is about: Section I: The "Review of GED PublisherComposition Texts" differs significantly from SectionII, the "Review of Non-GED Publisher Composition Texts." We know that in mostcases you will want to use a GED publishertext as your primary guide. Therefore, these texts are extensivelyreviewed. The reviews will let you know the exactinstructional sequence of the texts, their strengths and weaknessesin relation to various instructional goals, and their recommendeduse. You can use the review to compare texts and pickout a primary text to meet your students' needs. You will also learn which GED texts are best used as supplementsto the primary text. In addition to letting you know whichbooks are r,,-:ommended for use in writing instruction,the "Review of C Publisher Composition Texts" serves the secondgoal of the bibliography as well: to let you know the component skillsthat make for good writing. We chose materials to present anddiscuss in "The GED Publisher Review" not onlybecause they were revealing about the strengths of eachbook, but as importantly because they revealed keycomponents of good writing instruction. If you read each review carefully,you will discover a wealth of materialon the writing process, material that can help you to becomea skilled writing teacher. Section II: The "Review of Non-GED PublisherComposition Texts" is not offered asan alternative to the traditional GED publishers. Texts written with the GED WritingSample in mind, and with the GED studentas the audience, are and will continue to be the best bet. Rather, the "Review of Non-GED Publisher Composition Texts" offersways to enhance your instruction. Here's how: 1. The annotation which is included with each title lets you know theareas of focus, the strengths, and what partsof the books might be used withyour students. 2. The annotations are leveledas Pre-GED, GED, and Advanced-GED. Pre-GED books are best used with students who test from 6-8 gradelev(_ on assessments. GED level is for students who test from 9-12 grade level. Advanced-GED is 2 414 written at a college developmental level,and while too advancedfor the averageGED student, neverthelesshas good materialto supplement instructionor are good touse with GED students who plan to go on to college. We reviewed quite a numberof writing textsthat were above thiE level mainstream college texts but did not includethem in the bibliography because theywere judged to be too advanced foruse with GED students. 3. The annotations tellyou where the instruction of thetexts is focused. The following descriptorsare used: a) Pre-sentence-- focus on grammar, spelling and punctuation. b) Sentence -- focuson complete sentence versuscomma splices and run-ons. Also on style-- how the sentence reads, including sentencevariety and sentence combining. c) Paragraph-- focus on the paragraph unit: topic sentence, supporting detail, andsummary sentence. d) Multi-paragraph-- focus on the thesis statement, support for thesis, converting support statements into topic sentences for use in support paragraphs. Drafting the introductcry paragraph to tell the reader what will be covered in thepaper, middle paragraphsto support the thesis, transitions, and the closing paragraph to restate the thesis 3 6 statement and summarize the support for the thesis. ( Example of multi-paragraph: The GED Writing Sample.) e) Essay -- same focusas multi-paragraph but covering more sophisticated topics and support mechanisms. By using these guides,you can tailor parts of the Non-GED publishertexts to individual student learning needs. 4. Parts of the textswe found to be especially helpfulare underlined to facilitate your effort toseparate the "wheat from the chaff."
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