Bücher veröffentlicht von National Council of Teachers of English

NCTE's Assembly for the Teaching of English Grammar provides this much-needed resource for K-college teachers who wonder what to do about grammar-how to teach it, how to apply it, how to learn what they themselves were never taught. Grammar Alive! offers teachers ways to negotiate the often conflicting goals of testing, confident writing, the culturally inclusive classroom, and the teaching of Standard English while also honoring other varieties of English. This hands-on approach to grammar in the classroom includes numerous examples and practical vignettes describing real teachers' real classroom experiences with specific grammar lessons-including ESL issues-as well as a review of grammar basics.

Leslie Seawright describes the journey of a police report as it travels through the criminal justice system. Tracing the path of a police report from writer, to supervisor, to prosecutor, to defense lawyer, to judge, this study exposes the way in which power, agency, and authority circulate and accrue between writers and readers. The chained literacy event, created as a report moves through the system, is highlighted and its hierarchical nature examined. The book ultimately addresses the constraints of the police report genre and seeks to expose the complex and multifaceted rhetorical situation of report writing. Due to her position as a police officer's wife, Seawright was granted access to perspectives and realities of police writing typically reserved for those inside the police profession. Seawright obtained candid interviews and perspectives from police officers and supervisors, lawyers and judges. This book analyzes the writing and reading process of the officer writing the report and the report's subsequent readers. Interlaced throughout the book are micro-chapters that offer glimpses into the day-to-day job of police officers. These vignettes, combined with Seawright's description of her own life as wife and scholar, present a compelling picture of the complexity of police writing. This study challenges the idea that arhetorical and objective documents are possible to create in many organizations.

Synthesizes theory and research about genres and provides secondary-level teachers with practical classroom applications.Contemporary genre theory is probably not what you learned in college. Its dynamic focus on writing as a social activity in response to a particular situation makes it a powerful tool for teaching practical skills and preparing students to write beyond the classroom. Although genre is often viewed as simply a method for labeling different types of writing, Deborah Dean argues that exploring genre theory can help teachers energize their classroom practices. Genre Theory synthesizes theory and research about genres and provides applications that help teachers artfully address the challenges of teaching high school writing. Knowledge of genre theory helps teachers challenge assumptions that good writing is always the same, make important connections between reading and writing, eliminate the writing product/process dichotomy, outline ways to write appropriately for any situation, supply keys to understanding the unique requirements of testing situations, and offer a sound foundation for multimedia instruction. Because genre theory connects writing and life, Dean's applications provide detailed suggestions for class projects-such as examining want ads, reading fairy tales, and critiquing introductions-that build on students' lived experience with genres. These wide-ranging activities can be modified for a broad variety of grade levels and student interests.

Through a blend of African American cultural theory and literacy and rhetorical studies highlighting the intellectual and pedagogical traditions of African American people, Rhea Estelle Lathan argues that African Americans have literacy traditions that represent specific, culturally influenced ways of being in the world. She introduces gospel literacy, a theoretical framework analogous to gospel music within which to consider how the literacy activities of the Civil Rights Movement illuminate a continual interchange between secular and religious ideologies. Lathan demonstrates how gospel literacy is deeply grounded in an African American tradition of refusing to accept the assumptions underlying European American thought and institutions, including the oppression of African American people and the denial of full citizenship rights. Lathan's critical historical analysis draws on oral histories, personal interviews, and archival data, allowing her to theorize about African American literacy practices, meanings, and values while demonstrating the symbiotic relationship between literacy and the Civil Rights Movement. Central to her research are local participants who contributed to the success of citizenship education, and she illuminates in particular how African American women used critical intellectualism and individual creative literacy strategies to aid in the struggle for basic human rights.

Editors Letizia Guglielmo and Sergio C. Figueiredo and their contributors share the experiences of first-generation immigrant scholars in rhetoric, composition, and communication and how those experiences shape individual academic identity and, in turn, the teaching of writing and rhetoric.With stories of migrants, refugees, and immigrants constantly in the news, this collection of personal narratives from first-generation immigrant scholars in rhetoric, composition, and communication is a welcome antidote to the polemics about who deserves to live in the United States and why.As literacy scholar Kate Vieira states in the foreword, this book "tells better, more fully human, more intellectually rigorous stories." Sharing their experiences and how those experiences shape both individual academic identity and the teaching of writing and rhetoric, Letizia Guglielmo and Sergio C. Figueiredo and their contributors use the personal as a starting point for advancing collective and institutional change through active theories of social justice. As they extend current and ongoing conversations within the field, contributors consider:How these experiences shape their individual literacies and understanding of literacyHow their literacy experiences lie at the intersections of gender, race, class, and public policyHow these experiences often provide the motivation to pursue an academic career in rhetoric, composition, and communication.In addition to exploring how literacy is always complex, situational, and influenced by multiple and diverse identities, individual essays narrate the ways in which teacher-scholars negotiate multiple identities and liminal spaces while often navigating insider-outsider status as students, teachers, and professionals.

In the dialogical classroom, students use writing to explore who they are becoming and how they relate to the larger culture around them. Dialogical writing combines academic and personal writing; allows writers to bring multiple voices to the work; Involves thought, reflection, and engagement across time and space; and creates opportunities for substantive and ongoing meaning making. How can we, as teachers, carve out space in our literacy classrooms for a more dialogical approach to writing? Focusing on adolescent learners, Bob Fecho argues that teachers need to develop writing experiences that are reflective across time in order to foster even deeper explorations of subject matter, and he creates an ongoing conversation between classroom practice, theory, and research to show how each informs the others. Drawing on NCTE Beliefs about the Teaching of Writing, this book illustrates the empowerment that can result from dialogical writing even as it examines the complications of implementing this approach in the classroom. ¿In this book, you will discover how to fashion a dialogical writing program that meets your and your students' needs. Fecho helps you get there by providing a window into the classrooms of middle and high school teachers who are engaged in a dialogue with their practices. You'll see how these teachers enact practice in different contexts, and you'll hear them explain the essentials of their teaching as they demonstrate how dialogical classrooms depend on context and are forever in a state of becoming. The dialogical classroom: often messy, complex, thoughtful, and inspired, but most of all, full of potential.

Edited by James Bucky Carter, this collection of essays by classroom teachers demonstrates how to pair graphic novels with classic literature (including both canonical and YA lit) in ways that enrich students' understanding of both and that thoroughly engage them in literacy.As teachers, we're always looking for new ways to help our students engage with texts. James Bucky Carter and the contributors to this collection have found an effective approach: use graphic novels! Carter and his contributors tap into the growing popularity of graphic novels in this one-of-a-kind guidebook. Each chapter presents practical suggestions for the classroom as it pairs a graphic novel with a more traditional text or examines connections between multiple sources. Some of the pairings include: The Scarlet Letter and Katherine Arnoldi's The Amazing "True" Story of a Teenage Single Mom; Oliver Twist and Will Eisner's Fagin the Jew; young adult literature and Marjane Satrapi's Persepolis; Dante's Inferno and an X-Men story; Classic fantasies (Peter Pan, The Wizard of Oz, and Alice in Wonderland) and Farel Dalrymple's Pop Gun War; traditional and graphic novel versions of Beowulf. These creative pairings open up a double world of possibilities-in words and images-to all kinds of learners, from reluctant readers and English language learners to gifted students and those who are critically exploring relevant social issues. A valuable appendix recommends additional graphic novels for use in middle and high school classrooms. Packed with great ideas for integrating graphic novels into the curriculum, this collection of creative and effective teaching strategies will help you and your students join the fun.

Institutional, organized expressions of male coming-of-age encourage Americans to believe that emergent masculinity is an enduring natural phenomenon and an essential component of American identity, and that the outcomes of the transformation process from boy to man have important consequences for the United States as a nation. Leigh Ann Jones explores performances of developing young male identity in case studies from twentieth- and twenty-first-century federal and civic organizations that recruit boys and young men using appeals to American national identity, often coding these appeals as character building. Examining documents from the Boy Scouts of America during the Progressive Era, the Sigma Chi college fraternity in the 1960s, and the US Army's "Army of One" recruiting campaign in the early 2000s, Jones explicates rhetorical strategies that position the young male figure as a source of enduring national identification and as a citizen who is the product of a distinct trajectory of development and transformation. These strategies emerge from an intense interest among community leaders in the psychology of boys and are characterized by language that directs and shapes boys' consciousness of themselves as males, tying that consciousness to an American identity. Applying Kenneth Burke's concept of rhetoric as identification, particularly his understanding of constitutive rhetoric, Jones outlines a framework for understanding how such organizations for boys have endured, along with their myths about masculinity, in spite of the ways in which these stories are troubled by economics, gender, race, and sexuality.

McCann, Johannessen, Kahn, and Flanagan guide high school teachers in developing skills in promoting and facilitating authentic discussion in the English language arts classroom.Experienced teachers know-and new teachers quickly learn-how challenging it is to spark and sustain effective classroom discussions. How can we avoid asking leading questions that make students try to read our minds for a "correct" answer? How can we foster meaningful, focused conversation that produces deeper insights into a specific work or topic? Talking in Class guides readers in developing skills that promote and facilitate authentic discussion within the English language arts classroom. Speaking from their own classroom experience, the authors introduce some basic considerations for planning, managing, and evaluating large-group and small-group discussions. Examples of both instructional activities and classroom practices illustrate the ways that discussion prepares students for subsequent learning, specifically in connection to writing and to the reading and interpretation of literature. The authors also explore how discussion can connect many phases and components of the curriculum; promote and support inquiry and critical thinking; incorporate current, popular technologies, such as blogs and discussion boards; and connect students to issues that are important to them and to the broader world of thinkers.

Winner of the 2015 CCCC Outstanding Book AwardAs our field of composition studies invites students to compose with new media and multimedia, we need to ask about other possibilities for communication, representation, and making knowledge--including possibilities that may exceed those of the letter, the text based, the composed. In this provocative look at how composition incorporates new forms of media into actual classrooms, Jonathan Alexander and Jacqueline Rhodes argue persuasively that composition's embrace of new media and multimedia often makes those media serve the rhetorical ends of writing and composition, as opposed to exploring the rhetorical capabilities of those media. Practical employment of new media often ignores their rich contexts, which contain examples of the distinct logics and different affordances of those media, wasting the very characteristics that make them most effective and potentially revolutionary for pedagogy. On Multimodality: New Media in Composition Studies urges composition scholars and teachers to become aware of the rich histories and rhetorical capabilities of new media so that students' work with those media is enlivened and made substantive.

Golden provides a lively, practical guide enabling teachers to feel comfortable and confident about using film in new and different ways. The book makes direct links between film and literary study by addressing reading strategies (e.g., predicting, responding, questioning, and storyboarding) and key aspects of textual analysis (e.g., characterization, point of view, irony, and connections between directorial and authorial choices). More than 30 films are used as examples to explain key terminology and cinematic effects. Teachers are encouraged to harness students' interest in film in order to help them engage critically with a range of media, including visual and printed texts. Appendixes include a glossary of film terms, blank activity charts, and an annotated resource list.

Delia DeCourcy, Lyn Fairchild, and Robin Follet offer a differentiated approach to teaching Shakespeare's Romeo and Juliet, including lesson plans focused on key scenes, close reader handouts geared toward different levels of readiness, and scaffolded reading activities.Romeo and Juliet is one of the most-taught plays of Shakespeare, yet teachers are always looking for new and effective ways to make the material engaging and adaptable for all students-from those struggling to read to those able to analyze complicated sonnets. By using the concept of differentiated instruction, authors Delia DeCourcy, Lyn Fairchild, and Robin Follet provide a practical, easy-to-use guide for teaching the play that addresses a wide range of student readiness levels, interests, and learning styles. This differentiated approach helps students develop a deep understanding of Romeo and Juliet through activities such as cinematic interpretation, creative writing, dramatic interpretation, and Socratic discussion. An entire curriculum for teaching the play, the book features lesson plans focused on key scenes; scaffolded reading activities that address the different needs of novice, on-target, and advanced learners; quizzes, mini-lessons, and compacting guidelines; and close reader handouts geared toward different levels of readiness.

Although the works of William Shakespeare are universally taught in high schools, many students have a similar reaction when confronted with the difficult task of reading Shakespeare for the first time. In Reading Shakespeare with Young Adults, Mary Ellen Dakin seeks to help teachers better understand not just how to teach the Bard's work, but also why. By celebrating the collaborative reading of Shakespeare's plays, Dakin explores different methods for getting students engaged-and excited-about the texts as they learn to construct meaning from Shakespeare's sixteenth-century language and connect it to their twenty-first-century lives. Filled with teacher-tested classroom activities, this book draws on often-taught plays, including Hamlet, Romeo and Juliet, Macbeth, Julius Caesar, and A Midsummer Night's Dream. The ideas and strategies presented here are designed to be used with any of the Bard's plays and are intended to help all populations of students-mainstream, minority, bilingual, advanced, at-risk.