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Fusion: Integrated Reading and Writing, Book 1 2nd Edition

Dave Kemper, Verne Meyer, John Van Rys, Patrick Sebranek

  • Published
  • Previous Editions 2013
  • 560 Pages
Starting At 80.00 See pricing and ISBN options

Overview

FUSION: INTEGRATED READING AND WRITING, Book 1 is a developmental English book for reading and writing at the paragraph level. It connects the reading and writing processes so that they are fully reciprocal and reinforcing, using parallel strategies that guide students in analyzing reading to generate writing. FUSION teaches critical reading strategies in conjunction with the shared writing traits, such as main idea, details, and organization, and teaches the types of writing (including the basics of research) that students will encounter in their future courses. Grammar instruction is integrated in authentic writing, using high-interest professional and student models.

Dave Kemper, University of Wisconsin, Milwaukee

Dave Kemper has been a contributing partner with Write Source since 1986. He has co-authored FUSION 1, FUSION 2, WRITE 1 SENTENCES TO PARAGRAPHS, WRITE 2 PARAGRAPHS TO ESSAYS, and the complete line of Write Source handbooks and writing texts. In addition to his editorial work, Kemper has presented at national writing conventions and conducted writing workshops across the country. Prior to his work with Write Source, Kemper taught literature and writing for 11 years.

Verne Meyer, Write Source, UpWrite Press, and Thoughtful Learning

Dr. Verne Meyer is an educator and businessperson. For nine years, he taught English in high schools in Michigan and Wisconsin; and for 15 years, he taught dramatic literature, theatre history, and composition at Dordt College in Iowa. In 1977, with Pat Sebranek, Dr. Meyer cofounded Write Source Educational Publishing House, now a subsidiary of Houghton Mifflin Harcourt Supplemental. A graduate of Calvin College (B.A.), Marquette University (M.A.), and the University of Minnesota (Ph.D.), he has co-authored a number of texts for college students, including THE COLLEGE WRITER, THE COLLEGE WRITER'S HANDBOOK, COMP, THE BUSINESS WRITER, and WRITE FOR WORK. For students in grades 8 through 12, he co-authored WRITERS INC, SCHOOL TO WORK, WRITE FOR COLLEGE, and a number of Write Source textbooks. For businesspeople, he co-authored WRITE FOR BUSINESS and EFFECTIVE EMAIL MADE EZ. Dr. Meyer is currently a contributing editor for Write Source and UpWrite Press. He is also a featured speaker in the School Improvement Network's instructional videos, Writing Across the Curriculum.

John Van Rys, Redeemer University College

Dr. John Van Rys (Ph.D. Dalhousie University, M.A./B.A. University of Western Ontario) has taught composition, business writing, creative writing, and literature courses to college students for more than 25 years at Dordt College in Sioux Center, Iowa. He has been teaching as a full professor in the English Department at Redeemer University College in Hamilton, Ontario, since 2005, where he also pursues scholarly work in Canadian literature. For over 20 years, he has worked on writing-across-the-curriculum theory and practice, on connections between workplace and academic writing, and on strategies for strengthening varied literacies in students (from reading to research to visual literacy). With Write Source Educational Publishing and Cengage Learning, he has co-authored writing handbooks for students from middle school to college. Dr. Van Rys also has co-authored an award-winning business-writing handbook for workplace professionals, WRITE FOR BUSINESS, with UpWrite Press.

Patrick Sebranek, Write Source, UpWrite Press, and Thoughtful Learning

Patrick Sebranek (M.A. University of Wisconsin, LaCrosse) taught English, speech, and multimedia classes for 16 years at Union Grove High School in Wisconsin. During that time, he served as the English department chair and worked on several district-wide projects, including a writing-across-the-curriculum program and a K-12 writing sequence. He has studied the works of James Moffett, Ken Macrorie, Linda Reif, Nancie Atwell, and many other contemporary educators dealing with writing and learning. Mr. Sebranek is an author and editorial director for the Write Source Educational Publishing House and works closely with teachers and educators on all new and revised handbooks and sourcebooks.
  • The Table of Contents has been restructured to better model the circuitous relationship between reading and writing, based on feedback from instructors who are teaching integrated reading and writing courses.
  • A new Part 8, “Readings for Writing,” offers an additional anthology of readings that can be used to foster critical thinking, discussion, and various writing opportunities. Designed to engage students' interest in a variety of topics, the anthology provides flexibility to assign more practice of reading and writing skills.
  • MindTap™ is a fully online, customizable learning experience built upon the text's content. MindTap combines readings, multimedia, activities, and assessments into a singular Learning Path that guides students through their course. Diagnostic tests, succinct instruction, and engaging assignments powered by Aplia™ reinforce concepts and provide students with the practice they need to build fundamental reading, writing, and grammar skills.
  • Throughout the text, assignments are focused on paragraph-level to ensure that students are building strong foundational reading and writing skills. In the end-of-chapter Enrichment activities, students have the opportunity to challenge themselves and strengthen their skill set with essay-level practice.
  • A new Chapter 2, “Approaches to Reading and Writing,” sets the stage for the reading and writing integration that is applied throughout the book. Now more streamlined, this chapter introduces students to the similarities within the reading and writing processes along with detailed walkthroughs of the processes with models.
  • A new Chapter 3 “Using Reading and Writing Strategies” details common strategies reading and writing require, such as identifying parts of a textbook and chapter elements, annotating, note taking, and summarizing.
  • A new Chapter 4 “Improving Vocabulary” helps students to understand how building a strong vocabulary makes better readers and writers. Using a dictionary, context clues, and word parts to determine unknown word’s meanings, followed by strategies for how to study vocabulary will help students to widen their vocabularies in preparation for college courses.
  • A new Chapter 5 “Critical Thinking and Viewing” introduces students to the levels of Bloom’s taxonomy with strategies and examples and how they can apply the different levels of thinking to both their reading and writing.
  • A new Part 2, “Reading and Writing Paragraphs,” brings additional emphasis to the integration of reading and writing. Chapters 6 thru 9 introduce students to the concepts common between reading and writing-ideas, organization, audience, purpose, and tone-and offer strategies for how to critically read for these traits, as well as how to craft them in students' own writing. Chapter 7 “Organization” focuses on the patterns of organization so students can learn the various ways paragraphs can be organized. Chapter 9 “Reading and Writing Essays” transitions students from reading and writing paragraphs into reading and writing essays with a side-by-side model comparison of how a paragraph can be expanded out into a longer essay. Writing assignments focus on paragraph writing.
  • A new Part 3, “Types of Reading and Writing,” focuses on the kinds of reading and writing assignments students are likely to encounter in their future college courses. The book provides students with strategies for how to read and write narratives, expository texts, and arguments.
  • A new Part 4 “Introduction to Research” provides students with the basics of conducting research, covering topics such as why research is included in writing, finding, evaluating, and citing sources, and the dangers of plagiarism.
  • Integrated reading and writing guidance in every chapter: FUSION's integrated approach is reciprocal and reinforcing. Parallel reading and writing strategies are introduced in Chapter 1, “The Reading-Writing Connection,” Chapter 2, “Approaches to Reading and Writing,” and Chapter 3, “Using Reading and Writing Strategies.”
  • Brief, approachable learning units: Every chapter has several assignments with a clear learning objective and a clear stopping point. This purposeful design allows students to stay focused.
  • Grammar instruction throughout the book: FUSION integrates relevant grammar coverage in the context of students' reading and writing assignments. Additional practice and instruction appears in the book's “Workshop” sections.
  • Pedagogy that emphasizes critical thinking and vocabulary: Purposeful use of learning aids, such as “Consider the Traits” boxes, thought-provoking quotes followed by a “What do you think?” question, and integrated critical thinking activities, reinforces key concepts, promotes skill development, and encourages students to think analytically. Challenging words are defined on-page, and integrated vocabulary exercises provide students practice in defining words.
  • Guided practice: “Review and Enrichment” sections allow students to immediately practice reading and writing skills as they are introduced. “Reading and Reacting” reading samples now provide more background information, prereading questions, vocabulary questions, and prompts for critical thinking.
Part I: READING AND WRITING FOR SUCCESS.
1. The Reading-Writing Connection.
2. Approaches to Reading and Writing.
3. Using Reading and Writing Strategies.
4. Improving Vocabulary.
5. Critical Thinking and Viewing.
Part II: READING AND WRITING PARAGRAPHS.
6. Ideas.
7. Organization.
8. Voice.
9. Reading and Writing Essays.
Part III: TYPES OF READING AND WRITING.
10. Reading and Writing Narratives.
11. Reading and Writing Expository Texts.
12. Reading and Writing Arguments.
Part IV: INTRODUCTION TO RESEARCH.
13. Conducting Research.
Part V: SENTENCE WORKSHOPS.
14. Sentence Basics.
15. Simple, Compound, and Complex Sentences.
16. Agreement.
17. Sentence Problems.
Part VI: WORD WORKSHOPS.
18. Noun.
19. Pronoun.
20. Verb.
21. Adjective and Adverb.
22. Conjunction and Preposition.
Part VII: PUNCTUATION AND MECHANICS WORKSHOPS.
23. Capitalization.
24. Comma.
25. Quotation Marks and Italics.
26. Other Punctuation.
Part VIII: READINGS FOR WRITING.
Glossary.
MindTap
Each MindTap product offers the full, mobile-ready textbook combined with superior and proven learning tools at one affordable price. Students who purchase digital access can add a print option at any time when a print option is available for their course.

This Cengage solution can be seamlessly integrated into most Learning Management Systems (Blackboard, Brightspace by D2L, Canvas, Moodle, and more) but does require a different ISBN for access codes. Please work with your Cengage Learning Consultant to ensure the proper course set up and ordering information. For additional information, please visit the LMS Integration site.

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This Cengage solution can be seamlessly integrated into most Learning Management Systems (Blackboard, Brightspace by D2L, Canvas, Moodle, and more) but does require a different ISBN for access codes. Please work with your Cengage Learning Consultant to ensure the proper course set up and ordering information. For additional information, please visit the LMS Integration site.

Standalone Digital Access — Ultimate Value

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  • Bookstore Wholesale Price $80.00
  • RETAIL $80.00

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“As a reading professor, I appreciate how well FUSION walks students through the writing process in general, and for each writing pattern specifically. It scaffolds my teaching and helps me feel more confident as I move from teaching 'stand alone' reading classes to integrated reading and writing classes.”

“I selected FUSION after seeing an early version and noting that the opening approach was in reading, with several opportunities to write responses and open a solid foundation based on reading/comprehension as a process. I also experienced very dedicated support from my Cengage rep and others who worked with her and with us to make sure that our faculty had resources and information.”