Bøger udgivet af National Council of Teachers of English (Ncte)

Well-known scholars in the field explore the important qualities and functions of English studies' constituent disciplines--Ellen Barton on linguistics and discourse analysis, Janice Lauer on rhetoric and composition, Katharine Haake on creative writing, Richard Taylor on literature and literary criticism, Amy Elias on critical theory and cultural studies, and Robert Yagelski on English education--and the productive differences and similarities among them that define English studies' continuing importance. Faculty and students in both undergraduate and graduate courses will find the volume an invaluable overview of an increasingly fragmented field, as will department administrators who are responsible for evaluating the contributions of diverse faculty members but whose academic training may be specific to one discipline. Each chapter of English Studies is an argument for the value--the right to equal status--of each individual discipline among all English studies disciplines, yet the book is also an argument for disciplinary integration.

Macbeth, a story of ambition, terror, and conscience, speaks to our students and our era. Through differentiated instruction, Lyn Fairchild Hawks offers ways to engage students with different readiness levels and interests in this timeless tale of fear and courage, order and chaos, guilt and remorselessness. The book offers a wide range of exciting lesson ideas to challenge your learners and make Shakespeare relevant and meaningful to today's high school students. Including:Key scenes to teachBig ideas and essential questionsFilm analysis activitiesClose reading assignmentsPerformance activitiesPreassessments and summative assessments. Macbeth can come alive for all students through independent reading options linked by theme, activities and projects mirroring professional roles, and relevance "hooks" to meet students' interests. Also included are a unit calendar, DIY tips for lesson design, and a companion website with more than forty ready-to-use handouts.

Rethinking Reading in College argues for more systematic attention to the role of reading comprehension in college, as a necessary step in addressing the inequities in student achievement that otherwise increase over time.Synthesizing theory from literacy scholars with strategies derived from classroom inquiry projects, and through a critique of the philosophy behind the Common Core State Standards, Arlene Fish Wilner examines the needs of college-bound high school students and interrogates the nature of "remediation" in college. Arguing that when supported by rhetorical-reading assignments, students in all first-year writing classes can and should explore complex and enduring texts. Addressing both composition and reading across the curriculum, Wilner demonstrates how faculty in all disciplines and at all curricular levels can improve student outcomes by first deliberately inhabiting the persona of novices, rethinking their assumptions about what students know and can do as apprentices in a field.She also illustrates the limitations of the literary vs. nonliterary text binary through a study of the demands posed by To Kill a Mockingbird, a novel commonly taught in both high school and college. An outline for a two-semester first-year general education course and examples of writing-to-read assignments from a range of disciplines are adaptable across subject areas and institutions.

Rhetorics of Overcoming addresses the in/accessibility of writing classroom and writing center practices for disabled and nondisabled student writers, exploring how rhetorics of overcoming-the idea that disabled students must overcome their disabilities in order to be successful-manifest in writing studies scholarship and practices. Allison Harper Hitt argues that rewriting rhetorics of overcoming as narratives of "coming over" is one way to overcome ableist pedagogical standards. Whereas rhetorics of overcoming rely on medical-model processes of diagnosis, disclosure, cure, and overcoming for individual students, coming over involves valuing disability and difference and challenging systemic issues of physical and pedagogical inaccessibility. Hitt calls for developing understandings of disability and difference that move beyond accommodation models in which students are diagnosed and remediated, instead working collaboratively-with instructors, administrators, consultants, and students themselves-to craft multimodal, universally designed writing pedagogies that meet students' access needs.

Walking in Shakespeare's Shoes proposes and explores a practical, historical, and culturally-relevant approach to teaching Shakespeare, situating the plays and sonnets in a tumultuous early modern world. Organized by play, each chapter illuminates the versatility of the approach through examples of how early modern primary sources can be incorporated partially or fully into any pedagogical approach to Shakespeare. Realistic accounts of how diverse students engage with Romeo and Juliet, Hamlet, Macbeth, and A Midsummer Night's Dream, the four most commonly taught plays in middle and high schools today, are the centerpiece of the book. Two chapters on the sonnets and Shakespeare Book Clubs share practical techniques for working with several texts to explore how religion, politics, family, and cultural norms permeated his writing. Class discussions and student work provide evidence for the value of the approach.