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Teaching Writing to Adult Literacy Students from Harlem and the Bronx

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Title: Teaching Writing to Adult Literacy Students from Harlem and the Bronx
Language: English
Authors: Pugh, David
Source: Adult Literacy Education. Fall 2021 3(3):35-40.
Availability: ProLiteracy. 101 Wyoming Street, Syracuse, NY 13204. Tel: 888-528-2224; Tel: 315-214-2400; Fax: 315-422-6369; e-mail: info@proliteracy.org; Web site: https://proliteracy.org/
Peer Reviewed: Y
Page Count: 6
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
High Schools
High School Equivalency Programs
Secondary Education
Descriptors: Writing Instruction, Adult Literacy, Adult Students, Equivalency Tests, High School Equivalency Programs, Minority Group Students, Writing Assignments
Geographic Terms: New York (New York)
Assessment and Survey Identifiers: General Educational Development Tests
ISSN: 2642-3669
Abstract: This article describes strategies used by the author in intermediate level reading, writing and social studies-history GED classes in Harlem and the Bronx. Since four out of five of the New York State TASC exams are based on reading, I assign extensive reading and discussion, as well as strategies for answering multiple-choice questions. In addition to a textbook, I make copies of readings that emphasize the students' history--beginning with Columbus to African slavery--and current issues in their communities.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1335606
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1335606
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  Data: Teaching Writing to Adult Literacy Students from Harlem and the Bronx
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  Data: <searchLink fieldCode="SO" term="%22Adult+Literacy+Education%22"><i>Adult Literacy Education</i></searchLink>. Fall 2021 3(3):35-40.
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  Data: ProLiteracy. 101 Wyoming Street, Syracuse, NY 13204. Tel: 888-528-2224; Tel: 315-214-2400; Fax: 315-422-6369; e-mail: info@proliteracy.org; Web site: https://proliteracy.org/
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Literacy%22">Adult Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Students%22">Adult Students</searchLink><br /><searchLink fieldCode="DE" term="%22Equivalency+Tests%22">Equivalency Tests</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Equivalency+Programs%22">High School Equivalency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Assignments%22">Writing Assignments</searchLink>
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  Data: This article describes strategies used by the author in intermediate level reading, writing and social studies-history GED classes in Harlem and the Bronx. Since four out of five of the New York State TASC exams are based on reading, I assign extensive reading and discussion, as well as strategies for answering multiple-choice questions. In addition to a textbook, I make copies of readings that emphasize the students' history--beginning with Columbus to African slavery--and current issues in their communities.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 35
    Subjects:
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Adult Literacy
        Type: general
      – SubjectFull: Adult Students
        Type: general
      – SubjectFull: Equivalency Tests
        Type: general
      – SubjectFull: High School Equivalency Programs
        Type: general
      – SubjectFull: Minority Group Students
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      – SubjectFull: Writing Assignments
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      – SubjectFull: New York (New York)
        Type: general
      – SubjectFull: General Educational Development Tests
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    Titles:
      – TitleFull: Teaching Writing to Adult Literacy Students from Harlem and the Bronx
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              Type: published
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