Language and image in the reading-writing classroom : teaching vision /
edited by Kristie S. Fleckenstein, Linda T. Calendrillo, Demetrice A. Worley.
- Mahwah, N.J. : L. Erlbaum Associates, 2002.
- xviii, 244 p. : ill. ; 24 cm.
Includes bibliographical references and indexes.
Contents: K.S. Fleckenstein, Introduction: Teaching Vision: The Importance of Imagery in Reading and Writing. Part I:Provenance: Authorizing the Image. K.S. Fleckenstein, Inviting Imagery Into Our Classrooms. C.L. Hobbs, Learning From the Past: Verbal and Visual Literacy in Early Modern Rhetoric and Writing Pedagogy. Part II:Mental Vision. T.P. Guezzar, Mental Imagery and Literature: Centers and Vectors in Students' Visual and Verbal Responses. D. Innocenti, The Mind's Eye View: Teaching Students How to Sensualize Language. S.A. Mylan, Sight and Insight: Mental Imagery and Visual Thinking in the Composition Classroom. C. Worthman, The World Through Different Eyes: Mental Imagery, Writing, and the Reconceptualization of the Self and Others. Part III:Graphic Vision. E.H. Hobson, Teaching the Language I/My Students See. R.F. Fox, Images Across Cultures: Exploring Advertising in the Diverse Classroom. G. Hecimovich, Technologizing the Word: William Blake and the Composition of Hypertext. R.M. Smith, Technology, Symbol, and Discourse: Writing Within the Information Overload. Part IV:Verbal Vision. M.P. Sheridan-Rabideau, Calling All RadioGirls: Talking to a New Image. C. Friend, Seeing Ourselves as Others See Us: The Maternalization of Teaching in Everyday Talk. D.A. Worley, Textual Vision: Moving Beyond "Same/Other" in Reading African-American Literature. N. Teich, "Spots of Time"--Writerly and Readerly Imaging With William Wordsworth and Basho. L.T. Calendrillo, Conclusion: Afterimage: Resources for Imagery Study.