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The Ch'I-Lin Purse : A Collection of Ancient Chinese Stories

The Ch'I-Lin Purse : A Collection of Ancient Chinese Stories

by Linda Fang, Jeanne M. Lee (Illustrator)

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This collection of Chinese folk tales includes clever characters who often help strangers. Each story shows how one person's kindness can change another person's life forever.


This collection of Chinese folk tales includes clever characters who often help strangers. Each story shows how one person's kindness can change another person's life forever.

Editorial Reviews

Publishers Weekly - Publisher's Weekly
PW found these nine tales derived from classic Chinese operas and novels (often involving several twists of fate or reversals of fortune) "nimbly told" with "strong ambiance." Ages 8-up. (Sept.)
Children's Literature - Susan Hoyle Fournier
A professional storyteller, Fang has collected nine stories that were told to her as a young child. Taken from different periods in Chinese history, each story reflects the values and customs of each particular time period and governing dynasty. The stories chronicle the adventures of many characters including two brides who marry on the same day, a carp fish who changes herself into a woman, and a woman who is raised as a boy. Each celebrates the ultimate goodness of the human spirit. The soft black and white illustrations are a beautiful compliment to each of the stories. This collection would bean excellent addition to a world history curriculum as well as an aide in teaching the art of storytelling.

Product Details

Hampton Brown Co Inc
Publication date:

Meet the Author

Professor of Education Arizona State University Dr. David Moore taught high school social students and reading in Arizona public schools before entering college teaching. He currently teaches secondary school teacher preparation courses in adolescent literacy. He co-chaired the International Reading Association's Commission on Adolescent Literacy and is actively involved with several professional associations. His twenty-five year publication record balances research reports, professional articles, book chapters, and books. Noteworthy publications include the International Reading Association position statement on adolescent literacy and the Handbook of the Reading Research chapter on secondary school reading. Recent books include Teaching Adolescents Who Struggle with Reading (2nd ed.) and Principled Practices for Adolescent Literacy.

Dr. Short is a division director at the Center for Applied Linguistics (CAL) in Washington, D.C. She has worked as a teacher, trainer, researcher, and curriculum/materials developer. Her work at CAL has concentrated on the integration of language learning with content-area instruction. Through several national projects, she has conducted research and provided professional development and technical assistance to local and state education agencies across the United States. She directed the ESL Standards and Assessment Project for TESOL and co-developed the SIOP model for sheltered instruction.

Professor, College of Education Temple University Dr. Michael Smith joined the ranks of college teachers after eleven years of teaching high school English. He has won awards for his teaching at both the high school and college levels. His research focuses on how experienced readers read and talk about texts, as well as what motivates adolescents' reading and writing both in and out of school. He has written eight books and monographs, including "Reading Don't Fix No Chevys": Literacy in the Lives of Young Men, for which he and his co-author received the 2003 David H. Russell Award for Distinguished Research in the Teaching of English. His writing has appeared in such journals as Communication Education, English Journal, Journal of Adolescent & Adult Literacy, Journal of Educational Research, Journal of Literacy Research, and Research in the Teaching of English.

Associate Professor, Literacy Education Northern Illinois University Dr. Alfred Tatum began his career as an eighth-grade teacher, later becoming a reading specialist and discovering the power of texts to reshape the life outcomes of struggling readers. His current research focuses on the literacy development of African American adolescent males, and he provides teacher professional development to urban middle and high schools. He serves on the National Advisory Reading Committee of the National Assessment of Educational Progress (NAEP) and is active in a number of literacy organizations. In addition to his book Teaching Reading to Black Adolescent Males: Closing the Achievement Gap, he has published in journals such as Reading Research Quarterly, Journal of Adolescent & Adult Literacy, Educational Leadership, Journal of College Reading and Learning, and Principal Leadership.

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