How to Tell a War Story, Annotated Bibliography Example

Christensen, K.M. “Thinking About Thinking: A Discussion of the Development of Cognition and Language.” The American School Board Journal 85 (1995): 22-25.

The author explores on the way that a teacher can maximize cognitive and language growth in children. In this article, Christensen reviews current research on language and cognitive development and makes a strong and a convincing case. The author recommends that research be applied to education of young children in language and cognitive development.

Gilbert, Pam. “From Voice to Text: Reconsidering Writing and Reading in the English Classroom.” English Education 23.4 (1991): 195-211. Print.

The author explores the concept of “voice” and points out the need to move away from the search of voice in readings. His argument is based on the “social and critical literacy”, which according to him should be dealt with through a move toward different textual understanding. In the end the author recommends theories of language as a social practice to be used in teaching. Although her ideal differs from those who belief in a dormant voice in writings, her perspective is interesting.

Greene, Stuart. “Mining Texts in Reading to Write.” Journal of Advanced Composition 12.1 (1992): 151-67. Print.

The author of the article base his work on the assumption that reading and writing inform each other, particularly in mater of rhetoric constructs. In the article the author introduces the concept of mining texts for rhetoric situations when reading, with a sense of authorships. According to the author, language, structure and context are some of the text that can be mined and are all useful depending on the writer’s goal. The article agrees with Doung Bent ideals about reading as invention.

Murray, Donald M. Read to Write: A Writing Process Reader. Fort Worth: Holt, Rinehart, and Winston, 2007. Print.

The book “Read to write” explores the way writers read other writings and particularly the way writer read them. The author presents the view of drafting and revising. He focuses on the way a piece of writing evolves as the writer criticizes their work. In addition, read to writes presents examples of professional writing and display the writer’s comments on their works. The book thus allows the reader to learn the art of reading and writing as exemplified by famous writers.

Newell, George E. “The Effects of Between-Draft Responses on Students’ Writing and Reasoning About Literature.” Written Communication 11.3 (1994): 311-47. Print.

The article focuses on the main benefits of teacher’s response on student papers. The author argues that when teacher’s comments are reflected as questions to the student, they can lead to deeper understanding. One of the main finding of the newel study is that teacher’s response that prompted student to work from their initial draft brought about more final paper than response that lead away from the initial draft.