Bücher veröffentlicht von National Council of Teachers of English

This practical, supportive book begins with an overview of the Common Core State Standards (CCSS), addressing some frequently asked questions and concerns about them. Then, the heart of the book features vignettes of six grade 3-5 classroom teachers from a diverse range of schools, sharing their innovative lesson ideas and showing how they address the CCSS in concert with the deliberate, student-centered teaching and learning choices they already make. Focusing on such oft-taught topics as identifying themes, making and supporting inferences, determining main ideas, and summarizing, these teachers consider how to accommodate students' different learning styles and offer ideas for instruction that crosses multiple disciplinary areas. Featured texts include Because of Winn-Dixie, D'Aulaire's Book of Greek Myths paired with The Lightning Thief, and a classroom blog in which students share their thinking with their classmates. Throughout, Williams and his colleagues stress the importance of formative assessment based on student needs to guide daily instruction, as well as time-tested principles of good teaching expressed in NCTE guidelines and position statements. The third section offers further ideas for integrating the CCSS into your individual teaching, collaborating with colleagues, and becoming-or extending your work as-a teacher advocate.

This book provides insights and resources for teachers, administrators, and policymakers working with the Common Core State Standards (CCSS) by championing a critical perspective and teaching that promote students' development as competent and critical problem solvers.Teachers in this book demonstrate great teaching that builds from knowledge of children and literacy education-addressing standards without being constrained by them. The goal of the book is to provide insights and resources for teachers, administrators, and policymakers working with the Common Core State Standards (CCSS) by championing a critical perspective and teaching that promote students' development as competent and critical problem solvers. Susi Long and colleagues begin with guiding principles for good teaching: starting with the child, developing caring relationships, understanding culturally responsive teaching, assessing to inform instruction, building professional knowledge, and advocating for equity and excellence. From this foundation, the book provides an overview of the CCSS; addresses myths, questions, and concerns; and offers advice and resources. Then the attention turns to nine classroom vignettes that highlight teaching and learning moments, teachers' strategies for negotiating beyond challenges, and connections to NCTE principles and to standards. Finally, the book offers ideas on planning-for teaching, for sustaining professional learning communities, and for supporting teachers' advocacy efforts.

This collection highlights important historical events, current debates, and new questions and critiques in the controversial issue of cultural authenticity in children's literature. Contributors include authors, illustrators, editors, publishers, educators, librarians, and scholars, including Rudine Sims Bishop, Jacqueline Woodson, Susan Guevara, Kathryn Lasky, Henry Louis Gates Jr., Joel Taxel, and Mingshui Cai. Essays address the social responsibility of authors, the role of imagination and experience in writing for young people, cultural sensitivity and values, authenticity of content and images, authorial freedom, and the role of literature in an education that is multicultural.¿A notable feature of the book is the interaction between contributors: writers refer to the texts, ideas, and stances of others in the volume, making it a valuable resource for practicing teachers, prospective teachers, librarians, teacher educators, or anyone who uses literature with young people.

Provides high school teachers with teaching strategies, classroom activities, and student samples for teaching the works of Sherman Alexie.Sherman Alexie is the premiere Native American writer of the twenty-first century. His work-often charismatic, insistent, and opinionated-has earned accolades and awards, including the 2007 National Book Award for Young People's Literature. This volume in NCTE's High School Literature Series examines ways to teach the works of Alexie, including his film Smoke Signals; the short story collection The Lone Ranger and Tonto Fistfight in Heaven; several of Alexie's poems; the novels Reservation Blues and Flight; and the National Book Award winner The Absolutely True Diary of a Part-Time Indian. Coauthors Heather E. Bruce, Anna E. Baldwin, and Christabel Umphrey contextualize Alexie's work in the larger body of works written in English by Native American authors, but they also let Alexie's own voice shine through. As with all volumes in the series, student samples are included, along with a chapter that excerpts selections from pertinent literary criticism to guide teachers in their study of Alexie's work. A companion website provides additional instructional materials, including an introduction to Native American literatures.

Cathy Fleischer, an English professor and mother of teenagers, helps navigate through the sometimes overwhelming messages you hear about adolescents and literacy. Concerned about your teen's reading and writing habits? Confused by media hype surrounding testing and standards--and what that means for your own son or daughter? Wondering what you can do to help your teen be a stronger reader and writer? In today's world, students need to be able to read and write confidently and competently. Parents who are well-informed about issues of literacy can help their teens reach that goal. In Reading and Writing and Teens: A Parent's Guide to Adolescent Literacy, Cathy Fleischer, an English professor and mother of teenagers, helps navigate through the sometimes overwhelming messages you hear about adolescents and literacy. In clear and compelling language, she explains what current research tells us about reading, writing, technology, and standards and testing--and gives specific suggestions for what you can do to help your son or daughter succeed, both in school and outside the classroom. Offering advice from a host of experts in adolescent literacy, this book helps answer real questions from parents across the country about how to best support their teens as readers and writers.

This expanded, updated edition of the classic Reading the Movies contains 80% new material on teaching film, including study guides of 14 new films.William V. Costanzo, author of the classic Reading the Movies, is back with Great Films and How to Teach Them, an updated, expanded edition that contains 80% new material on teaching film, including study guides of 14 new films. Recognizing that the growing worldwide interest in film presents exciting teaching opportunities, Costanzo offers high school and college teachers a relevant way to engage their students through a medium that students know and love. The author combines developments in pedagogy with many aspects of film study-film scholarship, the nature of movies themselves, significant changes in the movie industry, film technology, American culture, globalization, and the connection with literary texts. The first part of the book includes not only updated chapters on standard topics but several new ones as well, intended to prepare readers for movies in the 21st century: adapting fiction to film, how to "read" film, film technology, film history, film as a business, film theory, film genres, representation in film, film in the English class. The second part of the book offers study guides for 14 films, from classics to contemporary international hits. Three appendixes and a glossary of film terms round out the book's many teacher resources. Written in an accessible, straightforward style, Great Films and How to Teach Them makes it possible for novice and experienced instructors to successfully incorporate film into their classrooms. Films featured in the Study Guides: Casablanca, North by Northwest, To Kill a Mockingbird, Zeffirelli's Romeo and Juliet, The Godfather, One Flew over the Cuckoo's Nest, Glory, Mississippi Masala, Schindler's List, The Shawshank Redemption, Run Lola Run, The Matrix, Bend It Like Beckham, and Whale Rider.

High school and college teachers interested in offering units or courses on Native American literature have often had to carve out new teaching strategies because ready resources and guides are scarce.In Reading Native American Literature: A Teacher's Guide, Bruce A. Goebel offers innovative and practical suggestions about how to introduce students to a range of Native American works. Grounded in the idea that studying tribal cultures will enable students to gain deeper insights into Native literatures, each chapter helps teachers recognize what students need to know and then provides them with supporting materials and activities that will lead them to more informed interpretations of the literature.After considering ways in which a study of Native American literature addresses gaps in standard American history textbooks, Goebel discusses the complexity that lies in the language of race. In the following chapters, he offers in-depth study of specific texts, including early Native American poetry, James Welch's Fools Crow, Leslie Marmon Silko's Ceremony, and Sherman Alexie's The Business of Fancydancing. Reproducible copies of traditional, tribally specific poems and stories are linked to the larger texts being studied. In addition to a brief annotated bibliography of resources for teaching Native American literature, the chapters also contain histories, a glossary, and teaching activities.

Rubenstein offers specific, classroom-tested strategies for teaching Raymond Carver's short stories and poems in the high school English classroom. Featuring biographical information, detailed discussion of specific short stories and poems, critical analysis, and innovative activities for teaching literature and writing, Raymond Carver in the Classroom: "A Small, Good Thing" takes you into the world and work of Raymond Carver, the "father of minimalism." Carver's writing presents an honest and moving portrayal of modern American life, with a focus on a blue-collar culture. With his straightforward, stripped-down style, Carver reaches readers of all levels, and his writing inspires thoughtful reflection on what it means to be a human being in contemporary times. This fourth volume in the NCTE High School Literature Series includes an array of activities and assignments that promote powerful student writing, allowing you to encourage visual learners by pairing Carver's poetry and fiction with the study of the works of artists such as Edward Hopper and Maya Lin; help students discover a unique approach to revision by studying Carver's own writing process; demystify poetry by having students read Carver's and write their own, including catalog poems and "LISTEN to Me" poems modeled after Carver's; explore point of view by examining what happens when Carver and his wife, poet and fiction writer Tess Gallagher, tell the same tale from two very different viewpoints; design Fact to Fiction projects that incorporate both memoir and fiction writing and that allow students to collaborate within and between classrooms; develop students' critical thinking skills by having them write reviews of Carver's work; and spur classroom discussion with critical commentary and freewriting. Whether you're new to the work of Raymond Carver or are looking for some fresh ideas for teaching his works, you'll find this concise, practical resource guide a welcome addition to your professional library.

Rocklin explores how performance enriches students' understanding of Shakespeare's plays, with a focus on Taming of the Shrew, Richard III, and Hamlet.How can high school and college teachers help their students get the most out of studying Shakespeare? In Performance Approaches to Teaching Shakespeare, Edward L. Rocklin offers teachers a wide array of concepts and practices to explore with their students' specific performances as well as the performance potentials of a Shakespeare text. Examining drama as both text and performance opens up a range of actions that inexperienced readers can miss when they are limited to reading words on the page. The importance of analyzing and interpreting Shakespeare's works becomes clear when students are encouraged to use their critical thinking skills to imagine and perform these texts. To help teachers incorporate a performance dimension into their literature courses, Rocklin's approach asks students to analyze, cast, rehearse, and perform parts of a play, as well as to observe, respond to, and learn from these performances. The many activities outlined in the book include making editorial choices, studying performance histories, staging scenes, and examining current productions through performance records, film, and video. After explaining the constitutive practices and models for performance, Rocklin provides in-depth lessons, including classroom discussions and activities, student responses, and carefully crafted writing assignments, to illustrate how performance works with three Shakespeare plays: The Taming of the Shrew, Richard III, and Hamlet.

"In this age of 'accountability, ' teachers have been treated as targets of assessment rather than agents of it; assessment is something that is done to teachers, not something they do." And this state of affairs, argue Chris W. Gallagher and Eric D. Turley, must not continue if we want our students to develop the skills that will enable them to succeed in this brave new world of technological and global literacy. Teachers do have a role in writing assessment, the authors suggest, and we have much to gain if we move assessment to the center of our professional practice, especially if we approach writing assessment through an inquiry framework that allows us to collaborate with students, other teachers, and community members to build our own assessment literacy, expertise, and leadership. Based on the IRA-NCTE Standards for the Assessment of Reading and Writing, Revised Edition, this book brings us inside teachers' local contexts--classrooms, schools, and communities--to illustrate how teachers are taking the reins of writing assessment, guiding and improving the writing and literacy practices of their students while simultaneously reflecting on and revising their own instructional practices. As part of NCTE's Principles in Practice imprint, Our Better Judgment shows us what is possible when teachers practice leadership in writing assessment and challenges us to speak out about what our students really need.

Through a mix of history, theory, and story, Anna Plemons explores the fate of the Arts in Corrections (AIC) program at New Folsom Prison in California in order to study prison education in general as well as the disciplinary goals of rhetoric and composition classrooms.When viewed as a microcosm of the broader enterprise, the prison classroom highlights the way that composition and rhetoric as a discipline continues to make use of colonial ways of knowing and being that work against the decolonial intentions of the field. Plemons suggests that a truly decolonial turn in composition cannot be achieved as long as economic logics and rhetorics of individual transformation continue to be the default currency for ascribing value in prison writing programs specifically and in out-of-school writing communities more generally. Indigenous scholarship provides the theoretical basis for Plemons's proposed intervention in the ways it both pushes back against individualized, economic assessments of value and describes design principles for research and pedagogy that are respectful, reciprocal, and relational. Beyond Progress in the Prison Classroom includes narrative selections from the author and current and former AIC participants, inviting readers into the lives of incarcerated authors and demonstrating the effects of relationality on prison-scholars, ultimately upending the misconception that these writers and their teachers exist apart from the web of relations beyond the prison walls. With contributions from incarcerated prison-scholars Ken Blackburn, Bryson L. Cole, Harry B. Grant Jr., Adam Hinds, Hung-Linh "Ronnie" Hoang, Andrew Molino, Michael L. Owens, Wayne Vaka, and Martin Williams.About the CCCC Studies in Writing & Rhetoric (SWR) SeriesIn this series, the methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in various fields that inform composition-including rhetoric, communication, education, discourse analysis, psychology, cultural studies, and literature. Their focuses are similarly diverse-ranging from individual writers and teachers, to classrooms and communities and curricula, to analyses of the social, political, and material contexts of writing and its teaching.

Authors Susan L. Groenke and Lisa Scherff offer suggestions for incorporating YA lit into the high school curriculum.Sales of young adult literature are stronger than ever. When we pay attention to what teens are reading outside of the classroom, we see that young adult novels are the books teens buy with their allowance money, pass around to their friends, and write about in their blogs or at fan fiction sites. These are the books that tell teens their lives matter and their own life stories are important. Authors Susan L. Groenke and Lisa Scherff offer suggestions for incorporating YA lit into the high school curriculum by focusing on a few key questions: Which works of YA literature work better for whole-class instruction and which are more suitable for independent reading and/or small-group activities? What can teachers do with YA lit in whole-class instruction? How can teachers use YA novels to address the needs of diverse readers in mixed-ability classrooms? Each chapter opens with an introduction to and description of a different popular genre or award category of YA lit-science fiction, realistic teen fiction, graphic novels, Pura Belpré award winners, nonfiction texts, poetry, historical YA fiction-and then offers suggestions within that genre for whole-class instruction juxtaposed with a young adult novel more suited for independent reading or small-group activities. Groenke and Scherff present a variety of activities for differentiated instruction for the novel they've chosen for whole-class study, and provide an appendix of titles, by genre, that interest adolescent readers. This book helps English teachers address the different reading needs and strengths adolescents bring to our classrooms. Highlighting some of the best young adult literature published since 2000, this book shows that YA lit is for all students and deserves a more central place in secondary literature instruction.

This book is intended to help middle and secondary school English language arts teachers integrate literature study and composition instruction.Literary analysis and well-honed analytical writing skills are crucial for student success-in English class as well as on writing assessments and in other content area classes. Unfortunately, these skills are often taught separately from one another and students have a hard time making the connections between the two. Drawing on years of real classroom experience, this follow-up to NCTE's immensely popular Writing about Literature (1984) addresses the challenge many teachers face: How can we use writing assignments to deepen students' understanding of literature, while at the same time improve their writing, critical thinking, and analytical skills? A Theory and Research into Practice (TRIP) book, Writing about Literature, 2nd ed., Revised and Updated seeks to answer this question by first providing an overview of the key components of theory and research-including assessment, literary interpretation, composition, sequencing, and activity design-and then offering an extensive selection of practical activities to help students learn how to interpret literature, write compelling arguments, and support those arguments using evidence from the text. Specific activities include Exploring role models from To Kill a Mockingbird and The House on Mango Street, analyzing characters from "Everyday Use" and Huckleberry Finn, and interpreting love themes from Romeo and Juliet and Shakespeare's sonnets. Featuring two dozen reproducible handouts and suggestions for adaptations, all of the activity sequences are designed to be used as a teaching tool-a model for teachers and students to use as they study other texts and types of literature.

Through case studies of individual students and lively portraits of elementary classrooms, editor Diane Stephens and colleagues explore how artful preK-5 teachers come to know their students through assessment and use that knowledge to customize reading instruction. Throughout the book, the educators profiled-classroom teachers, reading specialists, and literacy coaches-work together to take personal and professional responsibility for knowing their students and ensuring that every child becomes a successful reader. The teachers detail the assessment tools they use, how they make sense of the data they collect, and how they use that information to inform instruction. Like the other books in the Literacy Assessment strand of NCTE's Principles in Practice imprint, Reading Assessment is based on the IRA-NCTE Standards for the Assessment of Reading and Writing, Revised Edition, which outlines the elements of high-quality literacy assessment. These educators show us how putting those standards in action creates the conditions under which readers thrive.

The hybrid instructional mode, which combines online and face-to-face learning in a single course, has, according to the National Education Association, the potential to maximize student learning in the twenty-first century. And interest in hybrids is growing-by administrators, by faculty, and by students. But a truly effective hybrid curriculum works only when colleges and universities invest in broad, institutional planning and decision making, as well as strong professional development opportunities for faculty. Making Hybrids Work provides a resource for institutions of higher education to grow and sustain quality hybrid curricula, outlining an institutional framework by focusing on defining and advertising hybrids; developing, supporting, and assessing hybrid programs; and training faculty. To examine the reality rather than the hype of a hybrid curriculum, authors Joanna N. Paull and Jason Allen Snart look at several existing hybrid courses in a variety of disciplines, as well as explore the possibilities and limitations of teaching with technology.Although there is no one easy path to instituting a hybrid curriculum, the authors argue that the hybrid model might well offer a potential "best of both worlds" in its blending of online and face-to-face instruction, but only with a strong foundation of institutional planning and professional support in place.

Jaime Wood offers middle school English language arts teachers material for teaching poetry by Nikki Giovanni, Li-Young Lee, and Pat Mora; the text includes graphic organizers and other resources.Middle school students often find studying poetry to be a fearful and frustrating experience. In this versatile teacher's resource, Jaime R. Wood uses her passion for and knowledge of poetry to help students overcome their fears and to introduce students to a kind of literacy they can get excited about. Because "traditional" poets may seem inaccessible to students, Wood focuses on the poetry of three "living voices"-Nikki Giovanni, Li-Young Lee, and Pat Mora. These poets are not only still living and writing, but they also have cultural backgrounds that parallel many of the lives of our students. Through easy-to-follow lesson plans, Wood uses the work of these contemporary multicultural poets to demonstrate key concepts such as symbolism, personification, characterization, and theme. The lessons have been teacher-tested in middle school classrooms and are designed to encourage students to take ownership of their learning. Wood provides many examples of student writing and graphic organizers, as well as a chapter of further resources. Open Living Voices at any section and jump in. You'll discover a whole new way to teach poetry.

The Lifespan Development of Writing presents the results of a four-year project to synthesize the research on writing development at different ages from multiple, cross-disciplinary perspectives, including psychological, linguistic, sociocultural, and curricular.Although writing begins early in life and can develop well into adulthood, we know too little about how writing develops before, during, and after schooling, as well as too little about how an individual's writing experiences relate to one another developmentally across the lifespan. There is currently no adequate accepted theory of writing development that can inform the design of school curricula and motivate appropriate assessment practices across the years of formal education. The Lifespan Development of Writing is a first step toward understanding how people develop as writers over their lifetimes and presents the results of a four-year project to synthesize the research on writing development. First collectively offering the joint statement "Toward an Understanding of Writing Development across the Lifespan," the authors then focus individually on specific periods of writing development, including early childhood, adolescence, and working adulthood, looked at from different angles. They conclude with a summative understanding of trajectories of writing development and implications for further research, teaching, and policy, including the assertion that writing research "can raise our curricular vision beyond the easily measurable to recognize that writing development is far more than the accretion of easy testable skills, and that successful writing development cannot be defined as movement toward a standard."

This book examines ways of engaging students as they study Harper Lee's novel. Included are collaborative learning, discussion, writing, and inquiry-based projects as well as activities related to the film version of To Kill a Mockingbird.Harper Lee's Pulitzer Prize-winning novel To Kill a Mockingbird is a staple of secondary school curricula nationwide. The novel has never been out of print since its initial publication in 1960 and continues to enjoy both critical and popular success worldwide. To Kill a Mockingbird in the Classroom: Walking in Someone Else's Shoes examines ways of engaging students as they study Lee's novel. Included are collaborative learning, discussion, writing, and inquiry-based projects as well as activities related to the film version of To Kill a Mockingbird. The twelfth book in the NCTE High School Literature Series, this volume features sample student work and excerpts of relevant literary criticism and reviews.

Carol Jago offers ways to teach the works of Judith Ortiz Cofer in the high school English classroom. In an era of increasing emphasis on standardized testing, it can be difficult to add the works of new authors to the high school English curriculum. But what if reading the poetry and fiction of Judith Ortiz Cofer, or the writing of other multicultural authors, "engaged your students in such deep reading and writing that their scores went through the roof?" In this practical guide, Carol Jago argues that the curriculum should embrace all kinds of literature because such a curriculum keeps students both engaged and challenged. The writing of Puerto Rican American poet, essayist, and novelist Judith Ortiz Cofer appeals to students of all ethnicities because it speaks to a universal effort to balance the demands of self, home, and broader culture. This short, readable, and practical guide to teaching her work includes several of Cofer's poems; many examples of student writing, some modeled on Cofer's poetry and some in response to her fiction; guidance on standards-based literary analysis; a rubric for evaluating the reflective essay; and an interview with Cofer by Renée Shea. Writing like Cofer's, which reflects students' lives no matter what their primary culture, draws adolescents into literature and pushes them outside the "zone of minimal effort," as they more willingly develop their reading, writing, and critical thinking skills.

This book develops a new theoretical approach to the study of writing by fusing key aspects of postmodern theory with the empirical sensibilities of composition studies and with that field's long-standing investment in writerly agency. Specifically, Inside the Subject describes the act of writing in terms of the event, a concept for mapping relations between the symbolic and the nonsymbolic. In addition, the book casts writers as both locations and catalysts for these relations. And finally, it develops a theory of identity to describe these relations, and these locations, in more detail than the field currently has at its disposal.

As teachers, we live in a world of standards. From local administration to national education policy, standards permeate every aspect of our teaching lives. In Adolescent Literacy at Risk? The Impact of Standards, Rebecca Sipe offers an in-depth look at the world of standards. Throughout the book, she raises questions that are significant to teachers and administrators who are concerned about the direction the standards movement has taken: What do we mean by standards? Why are there so many standards for literacy and where do they come from? How have standards come to be seen as a formula for curricula rather than a platform for collaboration and planning? In addition to her own stories, Sipe takes us into the world of classroom teachers. These stories demonstrate how innovative educators are able to remain true to best practices in adolescent literacy while working within a standards-based framework. Questioning the ways in which the standards movement has played out in classrooms, school districts, and states, Sipe issues a call for thinking about standards differently. She advocates for supporting and trusting teachers to find ways to make standards support the best of what we do. As part of the Principles in Practice imprint, Adolescent Literacy at Risk? situates itself in research-based understandings gleaned from Adolescent Literacy: An NCTE Policy Research Brief and shows how those understandings connect to the standards movement.

For many students, Noguchi believes, formal study of grammar seems far removed from the daily use of language. He believes that grammar can help students but only with style, not with content or organization, and he suggests presenting students with a "writer's grammar" that specifically addresses the problems that crop up most often or those that society deems most serious.

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.