Bøger udgivet af National Council of Teachers of English

Cross-Talk in Comp Theory is a collection of pivotal texts that mark the rebirth of a field, composition studies, beginning with the rise of the process movement. It has been thrice revised to account for shortfalls and changing conversations. The second edition paid increased attention to the significance of gender, the rise in voices of people of color, and the move toward technology. The third edition deepened the conversation on technology and multimodal composing, while keeping most of what had been successful in prior editions of the collection.In this latest edition, we recognize that discussions of discourse have become commonplace. Meanwhile, issues of social justice-who we teach, how we teach, and who "we" are-have become much more prescient in our composition classrooms, as elsewhere. And, as technology evolves, so too do our discussions of the role of technology and multimodality in our classrooms. This important text:Maintains the historical perspective of previous editions;Provides critical insights into the ever-changing discipline of composition studies; andCenters composition scholars and instructors on the challenges and opportunities brought about by changes in today's students and world.Whether you're new to teaching composition or a long-time composition instructor, evolving alongside a rapidly changing field requires awareness of where the field has been, where it stands, and where it's going, to be of sound service to today's composition students.

This book is written for K-5 educators who are interested in cultivating young writers by designing and facilitating writing instruction that begins with the resources that students bring to the classrooms from their families, homes, and communities. This kind of asset-based and individualized instruction is designed to meet the unique writing needs of each young writer. K-5 educators teaching in shifting contexts encounter an array of challenges daily, from restrictive language policies and mandates to heightened accountability measures that often dictate the design of their writing time and instruction. This book focuses on elementary school teachers working with young writers in varying educational contexts, including dual language, bilingual, and English Only contexts, and in particular students who come from culturally and linguistically diverse settings. Part of the Principles in Practice series. Part of the Principles in Practice series, this book also includes a robust list of resources for writing teachers, as well as helpful insights for:Getting multilingual students writing beyond the classroom wallsDesigning a writing community that works for all your learnersUsing writing conferences as a social practiceInviting the use of all linguistic, cultural, and experiential resources

The digital era presents countless opportunities to read, write, and interpret young adult literature through a contemporary lens. Building upon NCTE's 2018 Preparing Teachers with Knowledge of Children's and Young Adult Literature position statement, the authors of this book spotlight how teachers and students can use digital tools and technologies to re-read, re-write, and restory young adult literature today. This book offers:Teaching approaches to integrate shifts in textuality in the ELA classroom;Helpful resources for using participatory digital networks in classrooms; andStrategies for restorying text selection with an eye toward multimodality, digital access, cultural diversity, and social justice.The authors propose digital young adult literature and digital young adult culture as conceptual tools from which teachers can learn effective digital restorying practices. The result is young adult literature instruction that is more engaging and just.

This collection of activities for the composition classroom includes dozens of practical, useful, successful, and accessible exercises that have been developed and implemented by writing instructors from all over the country. Editors Michal Reznizki and David T. Coad have assembled a collection of tried-and-proven teaching activities to help both novice and experienced teachers plan, prepare, and implement writing instruction in college. As two educators who have been teaching writing in the field for more than a decade, they have created the resource they wished they had.The book addresses many elements that are at the core of teaching first-year composition, providing engaging and inspiring ways to teach:RhetoricComposing and revisingArgument and synthesisVisual and social mediaReading skillsFoundational researchGrammar and languageIt also provides ways to think outside of the curriculum to engage students in active learning that goes beyond the class syllabus. By focusing on and emphasizing pedagogical practices, this book strengthens and brings to the forefront the practical to transform how students learn from, interact with, and experience first-year composition instruction.

This practical book brings together coauthors Troy Hicks and Jill Runstrom with the voices of ten additional educators (Grades 4-9) to explore applications of NCTE's Beliefs for Integrating Technology into the English Language Arts Classroom position statement in real classrooms. It follows a year in the life of Runstrom's ninth-grade English classroom amidst the COVID-19 pandemic, along with the many changes that remote learning necessitated. With specific lesson ideas and examples of student work, the book brings the entire Beliefs statement to life while also foregrounding the primary goal that we should consider "literacies before technologies," creating rich opportunities for reading and writing, enhanced with digital tools. Part of the Principles in Practice imprint, this book includes chapters and vignettes that explore:How remote technologies can enhance in brick-and-mortar ELA instructionLessons and technologies for close and critical reading for literary analysisRecommendations for teaching writing to inform and argueConsiderations for remote and hybrid learningThe authors' insights and recommendations will help you use technology to enhance your ELA teaching across remote, hybrid, and in-person settings.

Sharon Mitchler argues for a reconfiguration of critical pedagogy to empower and engage American literature students at rural community colleges. She constructs an intersectional pedagogy that draws on feminist pedagogy, critical pedagogy, and conceptualizations of rural places and builds on the work of various other scholars. This approach addresses the multiple positions of power and marginalization rural students occupy, often concurrently. Critical rural pedagogy actively seeks to engage rural students to bring their lived experiences to college, and not only to individual classrooms, but to other forms of higher education, as community college students transfer on to university settings. The book includes activities and examples to model classroom practice. Drawing on her experiences in her American literature survey course at Centralia College, a small, rural, community college, Mitchler: Offers an insightful and effective response to lack of engagement and empowerment of rural students in the English classroom.Outlines a variation of critical pedagogy that explicitly addresses the multiple, concurrent positions of power and marginalization that rural students may occupy.Empowers instructors to enact scaffolding that empowers rural students to enter conversations about classroom texts in ways that connect to rural life.Provides sample activities and written assignments that model critical rural pedagogy in the American literature classroom.

This collection of original essays was occasioned first by the 2020 Conference on College Composition and Communication (CCCC) Annual Convention, and then, later, by the cancellation of it. As originally planned, Documentarians (attendees in a newly created role) would share their experiences of the CCCC Convention. After the meeting was canceled because of the COVID-19 pandemic, the collection became a means for the Documentarians to share a common experience in this uncommon time.As the volume editors write, "Expect to have some of the tales resonate with your experiences and others to depict a process of sensemaking that might not align with your own. Some of the tales, and the learning they depict, are still in process-they're still happening. All of this is to say that this collection of Documentarian Tales might challenge your sensibilities . . . it might not fall together quite how you expect or even how you hope it may. But really-given its mission, its diverse sites of origin and diverse authorship-how could it? We ask you to take a moment, read, and listen to each other." The essays in this collection relate the shared experience of disruption in our work lives-which, as it turns out, also teaches us how deeply the terms of our work are implicated in our experiences of home, family, and everyday routines.

When principles guide our teaching, we can better understand our teaching purposes, make decisions about approaches and content, vet ideas supplied by others, and grow as teachers of writing. In Growing Writers, veteran teacher educator Anne Elrod Whitney explores how the principles defined in NCTE's Professional Knowledge for the Teaching of Writing position statement can support high school writers and teachers of writing because they undergird our practice through knowledge and a conscious search for meaning in our writing activities.As part of the Writing in Today's Classrooms strand of the Principles in Practice imprint, the book includes snapshots from high school teachers working in a variety of settings who illustrate how their own principled classroom practices have helped both them and their students to grow, whether they are writing for advocacy, learning the importance of revision, experimenting with new audiences, or embracing the vulnerability and the power of writing.The principles come alive through the author's analysis and friendly discussion and the contributing teachers' everyday practices. Whitney's compassionate support and encouragement of active, ongoing learning is supplemented by further-reading lists and an annotated bibliography of both print and digital texts to accompany us on our journeys to ever greater effectiveness as writers and teachers of writing.

This book represents a deep and nuanced treatment of a student population that makes up an increasingly robust segment of higher education. As costs rise and dual credit and concurrent enrollment programs ramp up, understanding how those students navigate the cultural and bureaucratic transition between areas of the system gives valuable insight to readers.- Holly Hassel, North Dakota State UniversityThis book combines historical and mixed-methods research, writing with student and faculty colleagues, and personal reflection to urge, document, and enact more transfer-conducive writing ecologies. Examining the last century of community college-university relations in composition studies, it asserts that two-year college faculty and students have long been important but marginalized participants in disciplinary and professional spaces. That marginalization perpetuates class- and race-based inequities in educational outcomes. Countering such inequities requires reimagining disciplinary relations, both nationally and locally.Transfer in an Urban Writing Ecology presents findings from research into transfer student writing experiences at the University of Utah and narrates the first five years of program development with Salt Lake Community College faculty and students, discussing the emergent, and sometimes unexpected, effects of these collaborations. The book offers the authors' experiences as an extended, imperfect case study of how reimagining local disciplinary relations can use writing and rhetoric studies to challenge pervasive academic hierarchies, counter structural inequities, and expand educational opportunities for students. Additionally, this book:addresses the relative absence of two-year colleges and their faculty and students in disciplinaryhistoriography and studies of writing knowledge transfer;articulates disciplinary responsibilities for contributing to what critical higher educationresearchers call transfer receptive culture;offers precedent for faculty at two- and four-year institutions looking to foster more transferconducivewriting ecologies; andpresents a range of student- and faculty-authored perspectives on principles for partnership thathave emerged from inter-institutional collaborations in the Salt Lake Valley.

An expansive look at the discipline of writing studies, with a focus on serving and supporting first-year writing students and instructors at open access institutions.There is a huge gap between perceptions of the field of writing studies and the material realities of those who teach in it. Materiality and Writing Studies: Aligning Labor, Scholarship, and Teaching argues for the centering of the field's research and service on first-year writing, particularly the "new majority" of college students (who are more diverse than ever before) and those who teach them.The book features the voices of first-year writing instructors at a two-year, open-access, multi-campus institution whose students are consistently underrepresented in discussions of the discipline. Drawing from a study of 78 two-year college student writers and an analysis of nearly two decades of issues of the major journals in the field of writing studies, Holly Hassel and Cassandra Phillips sketch out a reimagined vision for writing studies that roots the scholarship, research, and service in the discipline squarely within the changing material realities of contemporary college writing instruction.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.

In this sequel to English Studies: An Introduction to the Discipline(s), editor Bruce McComiskey and contributors from a range of disciplines propose seven principles to reimagine English studies for increased relevance in an increasingly diverse and globalized world.While social values outside of academia are changing from nationalism to globalization, much of English studies remains entrenched in nationalist discourses. From literature and theory to linguistics, writing, and rhetoric, English Studies Reimagined argues that English studies must shift from a limited national orientation to a more global and cosmopolitan one in order to remain culturally and academically relevant to students today.McComiskey introduces seven principles to reimagine English Studies for increased relevance: Conceive the discipline as a processSeek differenceExpand what counts as literaturePromote adaptive practicesValue technologyEmbrace collaborationTake a public turnEach chapter explores a different discipline within English studies from the perspective of difference: linguistics by Jacquelyn Rahman, rhetoric and composition by Victor Villanueva, creative writing by Sarah Sandman, literature and literary criticism by Richard C. Taylor, critical theory and cultural studies by Jeffrey J. Williams, and English education by Tonya B. Perry. All play vital and distinct but interrelated roles in this proposed shift toward a globally oriented English studies.

Salt of the Earth is an autoethnography and cultural rhetorics case study that examines white supremacy in the author's hometown of Grand Saline, Texas, a community long marred by its racist culture. Scholar and filmmaker James Chase Sanchez investigates the rhetoric of white supremacy by exploring three unique rhetorical processes-identity construction, storytelling, and silencing-as they relate to an umbrella act: the rhetoric of preservation. Ultimately, Sanchez argues that (1) we need to better understand the productions of white supremacy as a complex rhetorical act, and (2) in order to create a more well-rounded view of cultural rhetorics as a subfield, we need more analyses of the way cultures of the oppressor survive and thrive.

Does grammar instruction have to elicit moans and groans from students and teachers alike? Only when it's taught the old-fashioned way: as a series of rules to follow and errors to "fix" that have little or no connection to practical application or real-world writing.Teacher, researcher, and consultant Amy Benjamin challenges the idea of "skill and drill" grammar in this lively, engaging, and immensely practical guide. Her enlightened view of grammar is grounded in linguistics and teaches us how to make informed decisions about teaching grammar-how to move beyond fixing surface errors to teaching how grammar can be used as the building blocks of sentences to create meaning.In addition to Benjamin's sage advice, you'll find the voice of Tom Oliva-an experienced teacher inexperienced in teaching grammar-who writes a teacher's journal chronicling how the concepts in this book can work in a real classroom. The perspectives of Benjamin and Oliva combine to provide a full picture of what grammar instruction can be: an exciting and accessible way to take advantage of students' natural exuberance about language.Although she does not advocate for teaching to the test, Benjamin acknowledges the pressures students face when taking high-stakes tests such as the SAT and ACT. Included is a chapter on how to improve students' editing skills to help prepare them for the short-answer portion of these tests.By using sentence patterns, mapping, visuals, and manipulatives, Benjamin and Oliva present an approach to grammar instruction that is suitable for a variety of student populations.

"Using teacher-friendly language and classroom examples, Deborah Dean helps answer the frequently asked questions high school teachers have about teaching writing, sifting through the most recent and reliable research and providing accessible recommendations"--

In A Symphony of Possibilities, experts in their fields explore arts-based pedagogies for secondary teachers of English language arts. In an educational environment that privileges scripted curricula and intensive preparation for high-stakes tests, the arts offer a more hands-on approach to learning and problem solving, challenging students to approach course material in personal and interactive ways.This book goes a long way toward answering the question, what is the role of the arts for English teachers?Experts in their fields explore in detail arts-based pedagogies for secondary teachers of English language arts, focusing on drama, music, poetry, public art, and visual art and sharing proven methods of instruction. Through the arts, we see teachers and researchers who explore and expand on comprehension, memory, issues of identity, and culturally relevant pedagogies, and we see students excited by their active learning.Editors Katherine J. Macro and Michelle Zoss and their contributors provide creative approaches that help teachers accommodate the diversity of their students and their needs, as well as move their students into innovative and thoughtful learning spaces.

A 2008 survey of Writing Across the Curriculum (WAC) programs found that nearly half of those identified in a 1987 survey no longer existed twenty years later, pointing to a need for an approach to WAC administration that leads to programs that persist over time. In Sustainable WAC, current or former WAC program directors Michelle Cox, Jeffrey R. Galin, and Dan Melzer introduce a theoretical framework for WAC program development that takes into account the diverse contexts of today's institutions of higher education, aids WAC program directors in thinking strategically as they develop programs, and integrates a focus on program sustainability.Informed by theories that illuminate transformative change within systems-complexity, systems, social network, resilience, and sustainable development theories-and illustrated with vignettes by WAC directors across the country, this book lays out principles, strategies, and tactics to help WAC program directors launch, relaunch, or reinvigorate programs within the complicated systems of today's colleges and universities.Acknowledging that every WAC program grows out of a specific institutional context and grassroots movement, this book is a must-read for everyone currently involved in a WAC program or interested in exploring the possibility of one at their college or university.

Heather Lattimer draws on Literacies of Disciplines: An NCTE Policy Research Brief and stories from high school classrooms to illustrate how we can learn to recognize the unique languages and literacy structures represented by various disciplines and then help our students both navigate within individual disciplines and travel among them. Lattimer explores instructional practices grounded in real-world contexts that provide students with opportunities to approximate the kinds of reading, writing, listening, and speaking that occur in the world beyond school.