{"product_id":"the-elusive-sentence-9781475823387","title":"The Elusive Sentence","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAcross our nation, many within our educational system complain that America's children cannot write well. Hatfield and Young assert that the problem lies at the foundation of our pedagogy for writing, that most elementary writing curricula lack rudimentary instruction at the sentence level. The authors introduce a sentence-level writing intervention that explicitly defines the elements found in great sentences. This intervention forms the foundational framework for writing skills acquisition, helping teachers, students, and writers of all ages to understand how to craft well-written sentences and paragraphs. Research supports that the most effective instruction is skills-based and multisensory; therefore, Hatfield and Young also introduce a cognitively differentiated writing model, which uses arts-integrated instruction to enhance learning and memory for other content areas. This writing model is based on best practice and this sentence-level intervention serves as a precursor for mast\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA landmark book for teachers, parents and writers of all ages!  The practical approach of The Elusive Sentence provides explicit instruction strategies that systematically define sentence structure and style with clarity and precision.  With a focus on differentiation, the integration of music, and sheltered instruction, the authors provide a sound structure to support Common Core State Standards. -- Colette M. Zea, Assistant Superintendent, Moreland School District, San Jose, CA\u003cbr\u003eWhen great—but old—ideas are overlooked because of a fascination with the newest progressive pedagogy, it requires both careful and determined research to unearth, dust off, and re-present them to the education world. In The Elusive Sentence, Hatfield \u0026amp; Young have done exactly that for the teaching of writing, and just in time, too, as basic composition skills decline to new lows countrywide! Teachers (and teachers of teachers) will find these ideas not only refreshing in their common sense but truly effective. -- Andrew Pudewa, Director, Institute for Excellence in Writing\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction    Part 1: Language Objective: Sentence-Level Writing Intervention   Why should we teach sentence level writing?   Chapter 1\t\tThe Problem: Inverted Writing Pedagogy  Chapter 2\t\tThe Solution: Sentence-Level Writing  Chapter 3\t\tSentence-Level Writing Intervention  \t\t\t\tElementary Writing Pedagogy  Chapter 4\t\tLinguistic \u0026amp; Musical Syntax \t\t\t\tAudiation Theory for Music\/Writing   How do we teach sentence-level writing?    Chapter 5\t\tIngham-Webster-Pudewa Method \t\t\t\tDress-Ups \t\t\t\tSample Writing Matrix \t\t\t\tSentence Openers \u0026amp; Decorations \t\t\t\tPhrase \u0026amp; Clause Manipulation Diagram  \t\t\t\tBasic Report\/Essay Model \t\t\t\tCritique Model \u0026amp; Super Essay Model \t\t\t\tScaffolding Common Core State Standards for Writing  Chapter 6\t\tWriters: Middle School, High School, College, \u0026amp; Beyond \t\t\t\tAdvanced Stylistic Techniques  Chapter 7\t\tSheltered Instruction for Writing        Part 2: Content Objective: Cognitively Differentiated Learning   What is cognitively differentiated learning?   Chapter 8\t\tCognitively Differentiated Learning   Why should we teach academic content through arts-integrated experiences?   Chapter 9\t\tRationale: Teaching through the Arts \t\t\t\tArt \u0026amp; Cognition  Chapter 10\t\tArts-Integrated Learning  \t\t\t\tRehearsal Effect  \t\t\t\tElaboration Effect  \t\t\t\tGeneration Effect  \t\t\t\tEnactment Effect \t\t\t\tProduction Effect  \t\t\t\tEffort After Meaning Effect  \t\t\t\tEmotional Arousal Effect  \t\t\t\tPicture Superiority Effect   Chapter 11\t\tArts-Integrated Instruction \u0026amp; Cognition \t\t\t\tWriting: Cognitive \u0026amp; Physical Skills \t\t\t\tCognitively Differentiated Teaching \u0026amp; Learning \t\t\t\tTeaching \u0026amp; Learning Relationship \t\t\t\tCognitively Differentiated Writing Model   Why should we teach academic content through song? \t\t\t\t  Chapter 12\t\tSong as a Teaching Tool  \t\t\t\tBalanced Learning through Horizontal Differentiation   Chapter 13\t\tOperational Definitions  \t\t\t\tRationale: Teaching Content through Song  Chapter 14\t\tInherited Dissociated Philosophy \t\t\t\tHistorical Background of Mnemonic Learning \t\t\t\t\t\t\t\t Chapter 15\t\tNeuroscience of Music \u0026amp; Memory \t\t\t\tMemory \u0026amp; Music \t\t\t\tMusic \u0026amp; Mnemonics \t\t\t\tMnemonics \u0026amp; Diverse Learners \t\t\t\tAssumptions \u0026amp; Final Thoughts on Mnemonic Song  Chapter 16\t\tMethod \u0026amp; Practice: Putting It All Together \t\t\t\tCognitively Differentiated Writing Wheel \t\t\t\tSample Weekly Outline  \t\t\t\tPictures of Writing Journals   Chapter 17\t\tBest Practice for Writing Instruction  Chapter 18\t\tTraining Teachers for the New Millennium  \t\t\t\tThe Hippocratic Oath for Educators   Chapter 19\t\tFinal Reflection   Appendix A\t\tArts-Integrated Resources   Appendix B\t\tWriting Matrix  Appendix C\t\tComposition Checksheet  Appendix D \t\tSample Syllabus for College Course  Appendix E\t\tWebster’s Formulas\/Chants for Written Communication  References","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":51040199278935,"sku":"9781475823387","price":56.7,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781475823387.jpg?v=1750946024","url":"https:\/\/bookcurl.com\/products\/the-elusive-sentence-9781475823387","provider":"Book Curl","version":"1.0","type":"link"}