Reviser S Toolbox

The book is designed to help writing teachers in grades 2-12 teach revision and editing. Includes reproducible lessons and posters.

"You mean I have to change my writing?" Georgia Heard frequently hears this question from students. With Revision Toolbox, Second Edition, you'll lead students to see that revision is a natural part of narrative and nonfiction writing. Heard writes that students need to be able to bring the tools of revision to writing the way a carpenter comes equipped for a job with a toolbox. So she shares three revision toolboxes--structure, words, and voice--each with dozens of teaching ideas and strategies. They'll help writers: re-envision revision as an engaging process, not as a punishment; craft a piece along the way instead of editing only at the end; learn and apply revision strategies for work in any genre; and reread their writing with specific revision goals in mind. This second edition brings Heard's lessons and strategies--new and familiar--into the Common Core era with a focus on narrative, informational, and opinion genres. She also includes tools for targeted instruction such as strategic conferences, reproducible planning templates for narrative and essays, and reproducible revision checklists.

Effective communication is the most powerful tool a manager can use. This is especially true for project managers who are tasked with coordinating the efforts of every project member as well as maintaining an open dialog with senior executives. Helping professionals achieve a high-level of communications expertise is the goal of this second edition book and CD-ROM package. The book explains how to energize projects, create momentum, and achieve success by talking and listening to staff members. Moreover, it teaches how to effectively communicate project status and requirements to executive management. The valuable CD-ROM supplies the “tools” to do the job right… ready-to-use documents, forms, reports, and project templates that help ensure effective, clear, and consistent communication. This second edition also includes new changes from A Guide to the Project Management Body of Knowledge (PMBOK), Fifth Edition, as well as new material on evolving tools such as social media. As new technology has found its way to the marketplace, simple approaches from years gone by are modified for cloud-sharing tools, social media, and other considerations.

"This book is a really practical, hands-on guide packed with a wealth of advice on strategies and "things to try" reflecting the authors′ extensive experience. If you want to make effective, inclusive dyslexia-friendly classrooms a reality rather than an aspiration, this book is for you." - Dr John P. Rack, Head of Research and Development, Dyslexia Action In this toolkit the authors provide you with the foundations for making your setting and your teaching style dyslexia-friendly. There is a general overview of the principles and practices required, and what the dyslexia-aware teacher needs to bear in mind. Chapters cover: understanding learners with dyslexia dyslexia and phonics dyslexia and English as an Additional Language dyslexia and mathematics dyslexia and science dyslexia and creativity Each chapter includes visual chapter overviews, tried and tested strategies for the classroom and the whole school, using technology to help learners, case studies from practice, children′s voices and sources of further information. The book offers you ideas and advice, and will ensure you feel confident you are doing the right things to help overcome barriers to learning. Barbara Pavey is a lecturer in Higher Education, training dyslexia specialists in the North of England. Margaret Meehan is Coordinator of Specialist Tuition at Swansea University. Sarah Davis is an Early Years Leading Teacher working in North Yorkshire.

How is foreign policy in the United States really crafted? In America's Foreign Policy Toolkit, Charles A. Stevenson identifies what the key foreign policy tools are, which are best for which tasks, and what factors constrain or push how they're used, bringing fresh insight into the challenges facing national security decisionmakers. Engagingly written with examples drawn from "behind the scenes," Stevenson brings depth and dimension to the institutions and processes of foreign policy. This brief text looks first at the historical context and then in turn at the tools available to the president and congress, and to the shared budgetary tools. The following section surveys each of the diplomatic, economic, military, intelligence, homeland security, and international institutions instruments. The book concludes by considering the limitations of the U.S. toolkit. Each chapter ends with a case study that connects the theory of the toolkit with the realities of decisionmaking.

Revision is essential to writing. This unique volume reviews the primary findings of key studies of revision, re-examines data on the relevance of personality type preferences for understanding revising, explores the text features writers tend to focus on when they rework a text, reviews the teaching advice given in books on revising by teachers and writers, and presents detailed case studies both in academia and the workplace.

Groundwater resources are facing increasing pressure from consuming and contaminating activities. There is a growing awareness that the quantitative and qualitative preservation of groundwater resources is a global need, not only to safeguard their future use for public supply and irrigation, but also to protect those ecosystems that depend partial

Revision Revisited LINDA ALLAL* & LUCILE CHANQUOY** *University ofGeneva, SWitzerland, **UniversityofNantes, France Revision is a fundamental component of the writing process. So fundamental that for some specialists writing is largely a matter of revising, or as Murray (1978) stated, "Writing is rewriting..." (p. 85). Experience with writing does not, however, automatically translate into increased skill in revision. Learning to revise is a lengthy, complex endeavor. Beginning writers do little revision spontaneously and even experienced writers encounter difficulties in attempting to improve the quality of their texts (Fitzgerald, 1987). Although revision has been extensively dealt with in the writing and learning-to write literature, this book proposes to "revisit" theory and research in this area through a series of new contributions. The introduction begins with an overview of what revision encompasses. It then examines two parallel interrogations that under lie the chapters assembled here, namely: (1) What are the implications of research on cognitive processes for instruction in revision? (2) What are the questions raised by instructional research for the investigation of cognitive processes of revision? A final section presents the chapters of this book.