Teaching Mindful Writers introduces new writing teachers to a learning cycle that will help students become self-directed writers through planning, practicing, revising, and reflecting. Focusing on the art and science of instructing self-directed writers through major writing tasks, Brian Jackson helps teachers prepare students to engage purposefully in any writing task by developing the habits of mind and cognitive strategies of the mindful writer.

Relying on the most recent research in writing studies and learning theory, Jackson gives new teachers practical advice about setting up writing tasks, using daily writing, leading class discussions, providing feedback, joining teaching communities, and other essential tools that should be in every writing teacher’s toolbox. Teaching Mindful Writers is a timely, fresh perspective on teaching students to be self-directed writers.

Writing and recording are key cultural activities that allow humans to communicate across time and space. Whereas Old World writing evolved into the alphabetic system that is now employed around the world, the indigenous peoples in the Americas autonomously developed alternative systems that conveyed knowledge in a tangible medium. New World systems range from the hieroglyphic script of the Maya, to the figural and iconic pictographies of the Aztecs, Mixtecs, and Zapotecs in Mexico and the Moche in Peru, to the abstract knotted khipus of the Andes. Like Old World writing, these systems represented a cultural category that was fundamental to the workings of their societies, one that was heavily impregnated with cultural value.

The fifteen contributors to Their Way of Writing: Scripts, Signs, and Pictographies in Pre-Columbian America consider substantive and theoretical issues concerning writing and signing systems in the ancient Americas. They present the latest thinking about these graphic and tactile systems of communication. Their variety of perspectives and their advances in decipherment and understanding constitute a major contribution not only to our understanding of Pre-Columbian and indigenous American cultures but also to our comparative and global understanding of writing and literacy.

The African Hebrew Israelites of Jerusalem are often dismissed as a fringe cult for their beliefs that African Americans are descendants of the ancient Israelites and that veganism leads to immortality. But John L. Jackson questions what “fringe” means in a world where cultural practices of every stripe circulate freely on the Internet. In this poignant and sophisticated examination of the limits of ethnography, the reader is invited into the visionary, sometimes vexing world of the AHIJ. Jackson challenges what Clifford Geertz called the “thick description” of anthropological research through a multidisciplinary investigation of how the AHIJ use media and technology to define their public image in the twenty-first century.

Moving far beyond the “modest witness” of nineteenth-century scientific discourse or the “thick descriptions” of twentieth-century anthropology, Jackson insists that Geertzian thickness is an impossibility, especially in a world where the anthropologist’s subject is a self-aware subject—one who crafts his own autoethnography while critically consuming the ethnographer’s offerings. Thin Description takes as its topic a group situated along the fault lines of several diasporas—African, American, Jewish—and provides an anthropological account of how race, religion, and ethnographic representation must be understood anew in the twenty-first century lest we reenact old mistakes in the study of black humanity.

To Advanced Proficiency and Beyond: Theory and Methods for Developing Superior Second Language Ability addresses an important issue in Second Language Acquisition—how to help learners progress from Intermediate and Advanced proficiency to Superior and beyond. Due to the pressures of globalization, American society encounters an ever-increasing demand for speakers with advanced language abilities. This volume makes available cutting edge research on working memory and cognition and empirical studies of effective teaching. In addition it can serve as a practical handbook for seasoned and pre-professional instructors alike. The bringing together of the latest in second language acquisition theory, decades of empirical research, and practical classroom application makes for an unprecedented volume examining the achievement of Superior-level foreign language proficiency.