Bøger udgivet af National Council of Teachers of English

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.

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.

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.

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.

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.

The 3rd edition of this invaluable anthology features eight new essays, including six in the new technology section, "Virtual Talk: Composing Beyond the Word." Edited by Victor Villanueva and Kristin L. Arola. For the third edition of Cross-Talk in Comp Theory, Victor Villanueva recruited the expertise of colleague Kristin L. Arola in order to flesh out the discussion on composition and technology. The quick movement of the paradigm--from the personal computer to local-area networks to the rise of social networking--suggests the need to recall the talk and the cross-talk concerning computers and their products for composition. The award-winning Villanueva and his coeditor Arola have dropped nine essays from the second edition, reoriented others into new sections, and added eight new essays, including six in the new technology section, "Virtual Talk: Composing Beyond the Word." Amid these changes, the third edition maintains the historical perspective of previous editions while continuing to provide insights on the relatively new discipline of composition studies. Landmark contributions by major figures such as Donald Murray, Janet Emig, Walter Ong, Sondra Perl, Mike Rose, and Patricia Bizzell remain. They are joined by the works of other trailblazing scholars such as Peter Elbow and Richard Ohmann. This edition also incorporates texts by key names within comp's conversations on technology, including Adam Banks, Cynthia Selfe, and Kathleen Blake Yancey. The result is a collection that continues to provide new and experienced teachers and scholars with indispensable insights into the challenges, controversies, and ever-shifting currents within our rich and ever-evolving field.

Edited by Kristine Hansen and Christine R. Farris, this collection explores various options that students have for "taking care of" the first-year college writing requirement, including AP tests, concurrent enrollment/dual-credit courses, the International Baccalaureate diploma, and early college high schools.The first-year college writing requirement is a time-honored tradition in almost every college and university in the United States. Many high school students seek to fulfill this requirement before entering college through a variety of programs, such as Advanced Placement tests, concurrent enrollment programs, the International Baccalaureate diploma, and early college high schools. The growth of these programs raises a number of questions, including: Is this kind of outsourcing of instruction to noncollege providers of educational services something to be resisted or embraced?, What are the possible benefits and detriments to students, their parents, their teachers, and the educational institutions?, What standards should be met with respect to student readiness, teacher preparation, curricular content, pedagogical strategies, and learning outcomes? How can we create a seamless K-14 educational system that effectively teaches writing to students in the transition from adolescence to adulthood? Contributors to this volume-including high school teachers, professors at community colleges and universities, and administrators at both the secondary and postsecondary levels-explore the complexity of these issues, offer best practices and pitfalls of such a system, establish benchmarks for success, and lay out possible outcomes for a new educational landscape.

Wheeler and Swords show K-6 teachers how to use code-switching and contrastive analysis to help students use prior knowledge to translate vernacular English into Standard English. When African American students write or say "Mama jeep is out of gas" or "The Earth revolve around the sun," many teachers--labeling this usage poor English or bad grammar--assume that their students have problems with possession or don't know how to make subjects and verbs agree. Forty years of linguistic research, however, demonstrates that the student is not making errors in Standard English--the child is writing or speaking correctly in the language patterns of the home and of the community. Building on the linguistic knowledge that children bring to school becomes the focus of this book, which advocates the use of "code-switching" to enable students to add another linguistic code--Standard English--to their linguistic toolbox. Rather than drill the idea of "Standard English" into students by labeling their home language as "wrong," the authors recommend teaching students to recognize the grammatical differences between home speech and school speech so that they are then able to choose the language style most appropriate to the time, place, audience, and communicative purpose. University researcher Rebecca Wheeler and urban elementary teacher Rachel Swords offer a practical, hands-on guide to code-switching, providing teachers with step-by-step instructions and numerous code-switching charts that can be reproduced for classroom use. The success of Wheeler's presentations in urban school districts and the positive results that Swords has observed in her own classroom speak to the effectiveness of the research and of this approach. While the book focuses on language use in the elementary classroom, the procedures and materials introduced can be easily adapted for middle and high school students.

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.

Joanna Dolgin, Kim Kelly, and Sarvenaz Zelkha offer real-world examples, sample student work, step-by-step instructions, and handouts to help teachers incorporate authentic forms of assessment into the middle and high school curriculum. This practical guide is designed to help English language arts teachers incorporate authentic forms of assessment into the middle and high school curriculum. Grounded in the latest theories, Joanna Dolgin, Kim Kelly, and Sarvenaz Zelkha offer real-world examples, sample student work, step-by-step instructions, and handouts to help teachers: Incorporate independent reading and authentic assessments through lessons, handouts, and examples of student work; facilitate a schoolwide end-of-semester roundtable assessment and portfolio presentations for middle and high school students and visitors; and design twelfth-grade assessments that draw on the independent reading and critical writing experiences students have had throughout their academic careers. The book also provides sample curriculum and highlights the assessment tools of three different teachers who have extensive experience teaching sixth through twelfth grade. Tips are offered on developing a yearlong curriculum focused on social, political, and emotional relevancy to students' lives, as well as cultivating the skills needed to succeed on standardized tests.

This collection of essays about audience awareness from professionals in the English, public relations, and writing fields is based on the latest work of scholars Lisa Ede and Andrea Lunsford. This collection builds upon Lisa Ede and Andrea Lunsford's groundbreaking work to examine the rhetorical concept of audience as it relates to twenty-first century teaching and learning. Editors M. Elizabeth Weiser, Brian M. Fehler, and Angela M. González bring together compositionists from the departments of English, communications, public relations, and writing to offer insights that serve as a guide for incorporating audience awareness into the contemporary classroom. Contributors engage in a dialogue with Ede and Lunsford's previously published essays "Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy" and "Representing Audience: 'Successful' Discourse and Disciplinary Critique," as well as their new essay, "Among the Audience: On Audience in an Age of New Literacies," written especially for this collection. Through these engagements, contributors offer insights on audience from divergent perspectives--composition pedagogy, new media studies, service learning and professional writing, diversity, and rhetorical and literary theory--that establish a third category in the addressed/invoked binary, an "audience updated" that takes various professional and cultural forms but is most evidently "audience interacting."