For as long as writing has been taught, the subject has always been approached from the perspective of polite society. The central questions were all writer-based: What can, must, ought the writer to do? What cannot, must not, ought not the writer to do? Mistakes were corrected; awkwardness was chastised; bloat was deflated. We were urged to avoid (the passive) and contain (the number of words in a sentence). But far less often were we told how to go about building a sentence; and almost never were we told why all this advice was supposed to work. The whole perspective was wrong: Instead of looking at the writer, we should have been looking at the far more important person where writing is concerned-the reader. George Gopen's radical new take on the language, his Reader Expectation Approach, explains how readers go about the act of reading. If we knew how readers make sense of a text, then we could tell the writers, who in turn could then structure their sentences to control most of the reader's interpretive process. The core of Gopen's new approach, and the reason it is a radical change, is a single discovery: Readers of English know where in the structure of a sentence or a paragraph to look for the arrival of certain kinds of crucial information. What's going on in a sentence? Whose story is it? How does it connect to the sentences that surround it? Which words should be read with the greatest emphasis, because they are the stars of that sentence's show? All of these questions are answered primarily by location: Readers know "where" in a sentence to look for "what." If writers know about these locations, then writers can fill them with the appropriate information and become completely accessible to their readers. Gopen's longer books explain all this in detail; in this volume, he sets out the essences and high points of his discoveries in tweet-length, almost proverb-like distillations. "Gopen's Reader Expectation Approach to the English Language" is part of the THiNKaha series, whose slim and handy books contain 140 well-thought-out AhaMessages. Increase your influence by picking up the Aha Amplifier to easily share George's quotes on Twitter, Facebook, LinkedIn, and Google+.

This composition guide for students teaches writing from the perspective of readers. Rather than laying out grammatical rules, the text focuses on how readers make decisions concerning what a given sentence or paragraph means. This approach is intended to help students realize what they already intu.

Head back to school with the bestselling picture book classic! The perennial classroom read-aloud favorite for students and teachers, reminding us we all get the jitters sometimes. A perfect new school year pick for kindergarteners, 1st, 2nd, and 3rd graders who are feeling nervous or anxious about starting their first day. Sarah Jane Hartwell has that sinking feeling in the pit of her stomach—she's nervous and doesn't want to start a new school year. She doesn't know anybody, and nobody knows her. It will be awful. She just knows it. With a little convicing from Mr. Hartwell, Sarah Jane reluctantly heads to class. Shy at first, she's quickly befriended by Mrs. Burton and is reminded that everyone at school gets the jitters sometimes. A beloved and bestselling back to school staple, Sarah Jane's relatable story and its surprise ending will delight seasoned students and new faces alike who are anxious about their first day. • Includes a Certificate of Courage for First Day Completion and a First Day Memories Sheet!

This instructor resource approaches the teaching of writing by focusing on readers' expectations, explaining the perceptive patterns that readers follow in their interpretive process. Examining reader expectations, this text argues that the structural location of a word is often more important than word choice in a reader's interpretation of a piece of writing. Expectations shows how readers gather contextual clues based not on what specific words mean, but on where those words appear in the structure of a sentence or paragraph. It then discusses how to bring these intuitive processes to conscious thought, allowing students to understand and control how readers perceive their writing.

This book describes the living-room artifacts, clothing styles, and intellectual proclivities of American classes from top to bottom.