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33 Simple Strategies for Faculty
A Week-by-Week Resource for Teaching First-Year and First-Generation Students
Nunn, Lisa M
Rutgers University Press, 2019
Winner of the 2020 Scholarly Contributions to Teaching and Learning Award from the American Sociological Association

Many students struggle with the transition from high school to university life. This is especially true of first-generation college students, who are often unfamiliar with the norms and expectations of academia. College professors usually want to help, but many feel overwhelmed by the prospect of making extra time in their already hectic schedules to meet with these struggling students.

33 Simple Strategies for Faculty is a guidebook filled with practical solutions to this problem. It gives college faculty concrete exercises and tools they can use both inside and outside of the classroom to effectively bolster the academic success and wellbeing of their students. To devise these strategies, educational sociologist Lisa M. Nunn talked with a variety of first-year college students, learning what they find baffling and frustrating about their classes, as well as what they love about their professors’ teaching.
Combining student perspectives with the latest research on bridging the academic achievement gap, she shows how professors can make a difference by spending as little as fifteen minutes a week helping their students acculturate to college life. Whether you are a new faculty member or a tenured professor, you are sure to find 33 Simple Strategies for Faculty to be an invaluable resource.  

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Activity-Based Teaching in the Art Museum
Movement, Embodiment, Emotion
Elliott Kai-Kee
J. Paul Getty Trust, The, 2020
This groundbreaking book explores why and how to encourage physical and sensory engagement with works of art.
An essential resource for museum professionals, teachers, and students, the award winning Teaching in the Art Museum (Getty Publications, 2011) set a new standard in the field of gallery education. This follow-up book blends theory and practice to help educators—from teachers and docents to curators and parents—create meaningful interpretive activities for children and adults.
Written by a team of veteran museum educators, Activity-Based Teaching in the Art Museum offers diverse perspectives on embodiment, emotions, empathy, and mindfulness to inspire imaginative, spontaneous interactions that are firmly grounded in history and theory. The authors begin by surveying the emergence of activity-based teaching in the 1960s and 1970s and move on to articulate a theory of play as the cornerstone of their innovative methodology. The volume is replete with sidebars describing activities facilitated with museum visitors of all ages.

Table of Contents
Part I History
1 The Modern History of Presence and Meaning
A philosophical shift from a language-based understanding of the world to direct, physical interaction with it.
2 A New Age in Museum Education: The 1960s and 1970s
A brief history of some of the innovative museum education programs developed in the United States in the late 1960s and 1970s. The sudden and widespread adoption of nondiscursive gallery activities during this period, especially but not exclusively in programs designed for younger students and school groups, expressed the spirit of the times.
Part II Theory
3 Starts and Stops
Two attempts by American museum educators to articulate a theory for their new, nondiscursive programs: the first deriving from the early work of Project Zero, the Harvard Graduate School of Education program founded by the philosopher Nelson Goodman to study arts learning as a cognitive activity; the second stemming from the work of Viola Spolin, the acclaimed theater educator and coach whose teaching methods, embodied in a series of “theater games,” were detailed in her well-known book Improvisation for the Theater (1963).
4 A Theory of Play in the Museum
A theory of play that posits activities in the museum as forms of play that take place in spaces (or “playgrounds”) temporarily designated as such by educators and their adult visitors or students. Play is defined essentially as movement—both physical and imaginary (metaphorical)—toward and away from, around, and inside and outside the works of art that are foregrounded within those spaces. Gallery activities conceived in this way respond to the possibilities that the objects themselves offer for the visitor to explore and engage with them. The particular movements characterizing an activity are crucially conditioned by the object in question; they constitute a process of discovery and learning conceptually distinct from, but supportive of, traditional dialogue-based modes of museum education, which they supplement rather than supplant.
Part III Aspects of Play
5 Embodiment, Affordances
The idea of embodiment adopted here recognizes that both mind and body are joined in their interactions with things. Investigating works of art thus involves apprehending them physically as well as intellectually—in the sense of responding to the ways in which a particular work allows and even solicits the viewer’s physical grasp of it.
6 Skills
Ways in which objects present themselves to us, as viewers, and what we might do in response as they fit with the bodily skills we have developed over the course of our lives. Such skills might be as simple as getting dressed, washing, or eating; or as specialized as doing one’s hair, dancing, playing an instrument, or acting—all of which may allow us to “grasp” and even feel that we inhabit particular works of art.
7 Movement
Embodied looking is always looking from somewhere. We apprehend objects as we physically move around and in front of them; they reveal themselves differently as we approach them from different viewpoints. Viewers orient themselves spatially to both the surfaces of objects and to the things and spaces depicte4d in or suggested by representational works of art. Activity-based teaching gets visitors and students to move among the objects—away from them, close to them, and even into them.
8 The Senses
Both adult visitors and younger students come to the museum expecting to use their eyes, yet “visual” art appeals to several of the senses at once, though rarely to the same degree. Sculpture, for example, almost always appeals to touch (whether or not that is actually possible or allowed) as well as sight. A painting depicting a scene in which people appear to be talking may induce viewers to not only look but also “listen” to what the figures might be saying.
9 Drawing in the Museum
Looking at art with a pencil in hand amplifies viewers’ ability to imaginatively touch and feel their way across and around an artwork. Contour drawing by its nature requires participants to imagine that they are touching the contours of an object beneath the tips of their pencils. Other types of drawing allow viewers to feel their way around objects through observation and movement.
10 Emotion
Visitors’ emotional responses to art represent a complex process with many components, from physiological to cognitive, and a particular work of art may elicit a wide range of emotional reactions. This chapter describes specific ways in which museum educators can go well beyond merely asking visitors how a work of art makes them feel.
11 Empathy and Intersubjectivity
One aspect of viewers’ emotional responses to art that is often taken for granted, if not neglected altogether: the empathetic connections that human beings make to images of other people. This chapter advocates an approach that prompts viewers to physically engage with the representations of people they see.
12 Mindful Looking
Mindfulness involves awareness and attention, both as a conscious practice and as an attitude that gallery teachers can encourage in museum visitors. This is not solely a matter of cultivating the mind, however; it is also a matter of cultivating the body, since mindfulness is only possible when mind and body are in a state of harmonious, relaxed attentiveness. Mindfulness practice in the art museum actively directs the viewer’s focus on the object itself and insists on returning to it over and over; yet it also balances activity with conscious stillness.

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A Concise History
Jeannie M. Whayne
University of Arkansas Press, 2019

Distilled from Arkansas: A Narrative History, the definitive work on the subject since its original publication in 2002, Arkansas: A Concise History is a succinct one-volume history of the state from the prehistory period to the present. Featuring four historians, each bringing his or her expertise to a range of topics, this volume introduces readers to the major issues that have confronted the state and traces the evolution of those issues across time.

After a brief review of Arkansas’s natural history, readers will learn about the state’s native populations before exploring the colonial and plantation eras, early statehood, Arkansas’s entry into and role in the Civil War, and significant moments in national and global history, including Reconstruction, the Gilded Age, the Progressive Era, the Elaine race massacre, the Great Depression, both world wars, and the Civil Rights Movement. Linking these events together, Arkansas: A Concise History offers both an understanding of the state’s history and a perspective on that history’s implications for the political, economic, and social realities of today.


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A Narrative History
Jeannie M. Whayne
University of Arkansas Press, 2013

Arkansas: A Narrative History is a comprehensive history of the state that has been invaluable to students and the general public since its original publication. Four distinguished scholars cover prehistoric Arkansas, the colonial period, and the nineteenth and twentieth centuries and incorporate the newest historiography to bring the book up to date for 2012.

A new chapter on Arkansas geography, new material on the civil rights movement and the struggle over integration, and an examination of the state’s transition from a colonial economic model to participation in the global political economy are included. Maps are also dramatically enhanced, and supplemental teaching materials are available.

“No less than the first edition, this revision of Arkansas: A Narrative History is a compelling introduction for those who know little about the state and an insightful survey for others who wish to enrich their acquaintance with the Arkansas past.”
—Ben Johnson, from the Foreword


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An Arkansas History for Young People
Fourth Edition
Shay E. Hopper
University of Arkansas Press, 2008
Adopted by the State of Arkansas for 2008 Once again, the State of Arkansas has adopted An Arkansas History for Young People as an official textbook for middle-level and/or junior-high-school Arkansas-history classes. This fourth edition incorporates new research done after extensive consultations with middle-level and junior-high teachers from across the state, curriculum coordinators, literacy coaches, university professors, and students themselves. It includes a multitude of new features and is now full color throughout. This edition has been completely redesigned and now features a modern format and new graphics suitable for many levels of student readers. The completely revised fourth edition includes new unit, chapter, and section divisions as well as five brand-new chapters: an introductory chapter with information on the symbols, flag, and songs of Arkansas; chapter 2, which covers the geography of Arkansas; chapter 3, on state and local government; chapter four, on economics and tourism; and a “modern” chapter on the Arkansas of today and the future, which completes the learning adventure. This edition also has two “special features”: one on the Central High School crisis of 1957 and another on the William J. Clinton Presidential Library. It also has new and interesting features for students like the “Guide to Reading” (at the beginning of each chapter, there is a list of important terms, people, places and events for the student to keep in mind as he or she reads [corresponding to blue vocabulary words in the text, which are define in the margin]), “County Quest,” “I Am an Arkansan,” “Did You Know?” “Only in Arkansas,” “A Day in the Life,” “Chapter Reflection” questions and activities, over forty-five new content maps, and a comprehensive new map atlas.

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The Art of Teaching Speaking
Research and Pedagogy for the ESL/EFL Classroom
Keith S. Folse
University of Michigan Press, 2006
*What elements make a speaking activity successful?
*Which tasks or activities really help build speaking fluency?
*What does the research show regarding speaking activities?
*What mistakes do ESL teachers often make in speaking activity design?

In this highly accessible and practical resource, Keith S. Folse provides a wealth of information to help ESL/EFL teachers design and use speaking tasks that will actually improve students' speaking fluency. The book presents and discusses the relevant research and assessment issues and includes case studies from twenty different settings and classrooms around the world so that readers learn from others about the problems and successes of using various speaking activities.

Teachers will find the chapters on Twenty Successful Activities and Ten Unsuccessful Activities particularly valuable. The successful activities are provided for classroom use and are reproducible. The book also contains five appendixes that explain what teachers need to know about vocabulary, pronunciation, and grammar and how they affect the teaching of speaking. Samples of successful lesson plans and a list of resources useful for teaching speaking are also included.

Keith S. Folse, Ph.D., is Coordinator, TESOL Programs, University of Central Florida (Orlando). He is the author of Vocabulary Myths (University of Michigan Press, 2004) and more than 35 second language textbooks, including texts on grammar, reading, speaking, listening, and writing.

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Art, Sustainability and Learning Communities
Call to Action
Edited by Raphael Vella and Victoria Pavlou
Intellect Books, 2024
Presents a case for strong learning communities that take a clear political stand in favor of socially engaged art pedagogies.

The main aim of Art, Sustainability and Learning Communities is to show how shared spaces for exchange in the fields of art education and continuous professional development can reflect, inspire, and integrate sustainability principles that are becoming crucial in today’s world. The authors propose the idea that coordinated action can lead to a more sustainable future by promoting a sense of community, lifelong learning, and confidence in the possibility of changing current conditions.

Its three parts combine expertise in visual arts education, education for sustainable development, contemporary art practice, and sustainability activism. While Part I focuses on literature in the field and the interrelation of different disciplines, Part II provides concrete examples of professional learning communities and pedagogies that can be used to enrich the field of art education. Finally, Part III presents brief case studies illustrating international projects by contemporary artists, curators, environmentalists, and others, providing educators with several inspirational models of concrete and creative action.

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Arts Education in Action
Collaborative Pedagogies for Social Justice
Edited by Sarah Travis, Jody Stokes-Casey, and Seoyeon Kim
University of Illinois Press, 2020
Arts educators have adopted social justice themes as part of a larger vision of transforming society. Social justice arts education confronts oppression and inequality arising from factors related to race, ethnicity, nationality, religion, class, ability, gender, and sexuality.

This edition of Common Threads investigates the intersection of social justice work with education in the visual arts, music, theatre, dance, and literature. Weaving together resources from a range of University of Illinois Press journals, the editors offer articles on the scholarly inquiry, theory, and practice of social justice arts education. Selections from the past three decades reflect the synergy of the diverse scholars, educators, and artists actively engaged in such projects. Together, the contributors bring awareness to the importance of critically reflective and inclusive pedagogy in arts educational contexts. They also provide pedagogical theory and practical tools for building a social justice orientation through the arts.

Contributors: Joni Boyd Acuff, Seema Bahl, Elizabeth Delacruz, Elizabeth Garber, Elizabeth Gould, Kirstin Hotelling, Tuulikki Laes, Monica Prendergast, Elizabeth Saccá, Alexandra Schulteis, Amritjit Singh, and Stephanie Springgay


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Assessment in the Second Language Writing Classroom
Deborah Crusan
University of Michigan Press, 2010

Assessment in the Second Language Writing Classroom is a teacher and prospective teacher-friendly book, uncomplicated by the language of statistics. The book is for those who teach and assess second language writing in several different contexts: the IEP, the developmental writing classroom, and the sheltered composition classroom. In addition, teachers who experience a mixed population or teach cross-cultural composition will find the book a valuable resource. Other books have thoroughly covered the theoretical aspects of writing assessment, but none have focused as heavily as this book does on pragmatic classroom aspects of writing assessment. Further, no book to date has included an in-depth examination of the machine scoring of writing and its effects on second language writers.

Crusan not only makes a compelling case for becoming knowledgeable about L2 writing assessment but offers the means to do so. Her highly accessible, thought-provoking presentation of the conceptual and practical dimensions of writing assessment, both for the classroom and on a larger scale, promises to engage readers who have previously found the technical detail of other works on assessment off-putting, as well as those who have had no previous exposure to the study of assessment at all.


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Authentic Materials Myths
Applying Second Language Research to Classroom Teaching
Eve Zyzik and Charlene Polio
University of Michigan Press, 2017
The use of authentic materials in language classrooms is sometimes discussed as a reliable way to expose students to the target language, but there is also disagreement regarding what kinds of authentic materials should be used, when they should be used, and how much of the curriculum should revolve around them. This volume in the Myths series explores the research related to the use of authentic materials and the ways that  authentic materials may be used successfully in the classroom. Like others in the Myths series, this book combines research with good pedagogical practices.
The myths examined in this book are:
  • Authentic texts are inaccessible to beginners.
  • Authentic texts cannot be used to teach grammar.
  • Shorter texts are more beneficial for language learners.
  • Activating background knowledge or making a word list is sufficient to prepare students for authentic texts.
  • Authentic texts can be used to teach only listening and reading.
  • Modifying or simplifying authentic texts always helps language learners.
  • For learners to benefit from using authentic texts, the associated tasks must also be authentic.
The Epilogue explores the challenges of using authentic texts in the classroom and calls for more research. 


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Becoming a Historian
An Informal Guide
Edited by Penelope J. Corfield and Tim Hitchcock
University of London Press, 2022
An accessible guide to completing research projects and building a career as a practicing historian.

Writing history is both an art and a craft. This handbook is designed as an instructional guide to support students, independent scholars, and more. Becoming a Historian guides prospective historians on how best to participate in this vibrant community of scholars. This friendly guide will teach readers how to design research projects, how to differentiate between quantitative and qualitative research methodologies, and how to follow a project through to a positive conclusion. Becoming a Historian is also frank about the pains and pleasures of sticking with a long-term project. Finally, this guide explains how to present original research to wider audiences, including the appropriate use of social media, the art of public lecturing, and strategies for publication.

Written by esteemed historians Penelope J. Corfield and Tim Hitchcock, who bring more than forty years of collective experience to the project, Becoming a Historian explodes the myths and systems that can make the world of research seem intimidating. Instead, this guide offers step-by-step advice designed to make it easier to join this community of scholarship.

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Children Draw
A Guide to Why, When and How Children Make Art
Marilyn Js Goodman
Reaktion Books, 2021
Children Draw is a concise, richly illustrated book, aimed at parents, teachers, and caretakers, that explores why children draw and the meaning and value of drawing for youngsters—from toddlers aged two to pre-adolescents aged twelve. Informed by psychology and practical teaching with children, it guides readers through the progressive stages and characteristics of drawing development as children grow and change mentally, physically, socially, emotionally, and creatively. It offers parents tips about encouraging children to express their ideas visually, age-appropriate art materials, workspaces, and different media, as well as suggestions for making an art museum visit more meaningful—not to mention more fun—for both parents and kids. Packed with many delightful examples of children’s art, Children Draw is an essential book for parents interested in their child’s art activities.

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College Writing and Beyond
A New Framework for University Writing Instruction
Anne Beaufort
Utah State University Press, 2007

Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings.

In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it.

Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.


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Coming of Age
Teaching and Learning Popular Music in Academia
Edited by Carlos Rodriguez
Michigan Publishing Services, 2017
As the twenty-first century’s third decade approaches, popular music study has achieved greater scope, depth, and prominence in academic departments of music conservatories than ever before. Musicology, music theory, and music education scholars have recognized the significant role and influence of popular music in contemporary society, and also in their own lives, utilizing their personal insights to broaden disciplinary boundaries while more directly addressing the needs for musical understanding in the communities they serve.

This book is a collection of essays originally presented at Ann Arbor Symposium IV, Teaching and Learning Popular Music, at the University of Michigan. Organized into four sections of similar-themed writings, the essays trace numerous discourses, principles, methods, and prospects for popular music education in academia. Additionally, the book contains several features that are useful for modern-day scholars and their institutions. First, it acknowledges the gradual liquidation of traditional disciplinary boundaries, signaling the likely future dominance of interdisciplinary research and collaborations. Second, it values international perspectives of music teaching and learning. Third, the selected topics, methodologies, and predictions provide a working agenda for the future development and success of popular music teaching and learning.

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Communication, Pedagogy, and the Gospel of Mark
Elizabeth E. Shively
SBL Press, 2016
Reflections on the relationship between research and teaching

Using Mark as a test case, scholars address questions like: How should my research and my approach to the text play out in the classroom? What differences should my academic context and my students' expectations make? How should new approaches and innovations inform interpretation and teaching? This resource enables biblical studies instructors to explore various interpretative approaches and to begin to engage pedagogical issues in our changing world.


  • Ideas that may be adapted for teaching any biblical text
  • Diverse perspectives from nine experts in their fields
  • Essays include tips, ideas, and lesson plans for the classroom

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Controversies in Second Language Writing, Second Edition
Dilemmas and Decisions in Research and Instruction
Christine Pearson Casanave
University of Michigan Press, 2017
In the years since the first edition of Controversies in Second Language Writing was published, there been little to no clear resolution of the controversies Casanave so accessibly and fair-mindedly laid out. In fact, many of them have become far more complex and intertwined with many other 21st century issues that teachers of L2 writing cannot help but be affected by in their classrooms. Therefore, this second edition has set out to address: What issues if any have been resolved? What issues have had lasting power from the past, either because people are resistant to change or because the issues continue to be unresolved ones that writing teachers and scholars need to keep discussing?

The second edition is a thorough revision with all chapters updated to refer to works written since the first edition was published. A few chapters have been added: one devoted to writing in a digital era (Chapter 3); one devoted to the debates about English as a lingua franca, "translingual literacy practices," and other hybrid uses of English that have been ongoing in the last ten years (Chapter 4); and one giving special attention to issues related to writing from sources and plagiarism (Chapter 6).

As with the first edition, the second edition of Controversies is not a book that will teach readers how to do things. Rather, it is a book designed to help readers think and to wrestle with issues in L2 writing that are not easily resolved by how-to prescriptions.

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Creating Playful First Encounters with the Pre-Modern Past
Helen Brookman
Arc Humanities Press, 2023
This collection explores playful ways of fostering creative engagements with the medieval and early modern past and its own literary and artistic products, especially among those new to their study. As scholars and teachers of early English, the contributors cover literary and cultural material from a range of genres within the Old English, Middle English, Tudor, and Stuart periods and collectively delve into a shared interest in facilitating what we might loosely define as “newcomer” or “non-specialist” encounters with the past: initial, exploratory contact in which prior knowledge cannot be assumed, whether involving creative professionals, experts from other disciplines, undergraduate and school students, or members of the public. Considering artworks and installation, theatre and performance and curation practices, case studies offer practice-based examples of learning and engagement which proceed primarily through creative and playful approaches. The case studies are arranged into two broad groups: those which work through performance and theatrical play of various kinds, and those which work through playful practices of production and making. All share a perspective of irreverence, of vivid immersion, and of the possibilities of conjuring with the past.

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Cultural Interactions
Conflict and Cooperation
Frans-Willem Korsten
Amsterdam University Press

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Culture Work
Folklore for the Public Good
Tim Frandy and B. Marcus Cederström
University of Wisconsin Press, 2022
How do culture workers construct public arts and culture projects that are effective and transformative? How do we create public humanities projects of the community, for the community, and with the community? How can culture work make a concrete difference in the quality of life for communities, and lead to the creation of a more just world? Why do the public humanities matter? Culture Work explores these questions through real-world examples of cultural and public humanities projects. The innovative case studies analyzed in the book demonstrate the vast numbers of creative possibilities in culture work today—in all their complexities, challenges, and potentialities.
Thematically arranged chapters embody the interconnected aspects of culture work, from amplifying local voices to galvanizing community from within, from preservation of cultural knowledge to its creative repurposing for a desired future. These inventive projects provide concrete examples and accessible theory grounded in practice, encourage readers to embark on their own public culture work, and create new forward-looking inspiration for community leaders and scholars in the field.

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Digital Pedagogy in Early Modern Studies
Method and Praxis
Edited by Andie Silva and Scott Schofield
Iter Press, 2023
A collection of essays on early modern digital humanities by leading scholars in the field.
This collection of essays focuses on teaching at the intersection of early modern literature, book history, and digital media. It considers how teaching different fields and methods of study can be enhanced and facilitated by digital technologies. The volume provides a snapshot of current thinking on digital pedagogy as practiced by leading scholars in the field and offers a series of models that may be adapted, personalized, and repurposed by future teachers seeking to bring digital methodologies to their classrooms. Supplementary materials for this title are available on the Iter Press website ( see under Books/Supplementary Materials.

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Disrupting Categories, 1050–1250
Rethinking the Humanities through Premodern Texts
Elaine Treharne
Arc Humanities Press, 2024

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Drama in the Language Classroom
What Every ESL Teacher Needs to Know
Carmela Romano Gillette and Deric McNish
University of Michigan Press, 2019
Drama in the Language Classroom weaves together cutting-edge research and practices from the fields of theater and TESOL. After providing an overview of how drama can be used in the language classroom, Carmela Romano Gillette (a TESOL expert) and Deric McNish (an expert in actor training) present a collection of resources teachers need to begin using drama, including practical classroom-tested and evidence-based techniques. They show how theater, performance, and improvisation can help students build confidence, develop a deeper context for speaking, and create authentic opportunities for language use. In addition, they outline the para- and extra-linguistic techniques that can improve expression and meaningful communication. Each section includes sample activities, such as script analysis for improving fluency, and assessment suggestions. Readers do not need to have experience with performance or drama to learn how to incorporate these practices into the ESL classroom. 

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Dynamics Of Folklore
Barre Toelken
Utah State University Press, 1996

One of the most comprehensive and widely praised introductions to folklore ever written. Toelken's discussion of the history and meaning of folklore is delivered in straightforward language, easily understood definitions, and a wealth of insightful and entertaining examples.

Toelken emphasizes dynamism and variety in the vast array of folk expressions he examines, from "the biology of folklore," to occupational and ethnic lore, food ways, holidays, personal experience narratives, ballads, myths, proverbs, jokes, crafts, and others. Chapters are followed by bibliographical essays, and over 100 photographs illustrate the text. This new edition is accessible to all levels of folklore study and an essential text for classroom instruction.


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Everyday Writing Center
A Community of Practice
Anne E. Geller, Michele Eodice, Frankie Condon, Meg Carroll, Elizabeth H. Boquet
Utah State University Press, 2007

The Everyday Writing Center challenges some of the most comfortable traditions in its field, and it does so with a commitment and persuasiveness that one seldom sees in scholarly discussion. The book, at its core, is an argument for a new writing center consciousness--one that makes the most of the writing center's unique, and uniquely fluid, identity.

Writing center specialists live with a liminality that has been acknowledged but not fully explored in the literature. Their disciplinary identity is with the English department, but their mission is cross-disciplinary; their research is pedagogical, but they often report to central administration. Their education is in humanities, but their administrative role demands constant number-crunching. This fluid identity explains why Trickster--an icon of spontaneity, shape-shifting, and the creative potential of chaos--has come to be a favorite cultural figure for the authors of this book.

Adapting Lewis Hyde and others, these authors use Trickster to develop a theme of ordinary disruptions ("the everyday") as a source of provocative learning moments that can liberate both student writers and writing center staff. At the same time, the authors parlay Etienne Wenger's concept of "community of practice" into an ethos for a dynamic, learner-centered pedagogy that is especially well-suited to the peculiar teaching situation of the writing center.

Through Trickster, they question not only accepted approaches to writing center pedagogy, but conventional approaches to race, time, leadership, and collaboration as well. They encourage their field to exploit the creative potential in ordinary events that are normally seen as disruptive or defeating, and they challenge traditions in the field that tend to isolate a writing center director from the department and campus.

Yet all is not random, for the authors anchor this high-risk/high-yield approach in their commitment to a version of Wenger's community of practice. Conceiving of themselves, their colleagues, student writers, and student tutors as co-learners engaged together in a dynamic life of learning, the authors find a way to ground the excess and randomness of the everyday, while advancing an ethic of mutual respect and self-challenge.

Committed to testing a region beyond the edge of convention, the authors of The Everyday Writing Center constantly push themselves and their field toward deeper, more significant research, and more reflective, dynamic teaching.


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Fandom as Classroom Practice
A Teaching Guide
Katherine Anderson Howell
University of Iowa Press, 2018

Providing ways to engage students through their popular culture interests, this collection brings together several essays, across disciplines, to show how fan practices such as writing fan fiction, creating vids, communicating via Tumblr, and participating in film tourism can invite students to invest more of themselves into their education. 

Both scholarship and fandom encourage passionate engagement with texts—rather than passive consumption in isolation— and editor Katherine Anderson Howell and her contributors find that when students are encouraged to partake in a remix classroom that encourages their fan interests, they participate more in their education, are more critical of experts and authorities, and actively shape the discourse themselves. Creating this remix classroom requires thoughtfulness on the instructor’s part, and so the chapters in this volume come from teachers who have carefully constructed such courses, including several invaluable appendices that provide examples of methodologies, course assignments, teaching practices, and classroom setup. Each chapter also includes student responses that offer a sense of what students gained from each course. 

The result is an exciting and entertaining new way to motivate students and teachers alike, and it is sure to be a popular reference guide for instructors teaching classes from high school to graduate levels. 


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First Time Up
An Insider'S Guide For New Composition Teachers
Brock Dethier
Utah State University Press, 2005

"First time up?"—an insider’s friendly question from 1960s counter-culture—perfectly captures the spirit of this book. A short, supportive, practical guide for the first-time college composition instructor, the book is upbeat, wise but friendly, casual but knowledgeable (like the voice that may have introduced you to certain other firsts). With an experiential focus rather than a theoretical one, First Time Up will be a strong addition to the newcomer’s professional library, and a great candidate for the TA practicum reading list.

Dethier, author of The Composition Instructor’s Survival Guide and From Dylan to Donne, directly addresses the common headaches, nightmares, and epiphanies of composition teaching—especially the ones that face the new teacher. And since legions of new college composition teachers are either graduate instructors (TAs) or adjuncts without a formal background in composition studies, he assumes these folks as his primary audience.

Dethier’s voice is casual, but it conveys concern, humor, experience, and reassurance to the first-timer. He addresses all major areas that graduate instructors or new adjuncts in a writing program are sure to face, from career anxiety to thoughts on grading and keeping good classroom records. Dethier’s own eclecticism is well-represented here, but he reviews with considerable deftness the value of contemporary scholarship to first-time writing instructors—many of whom will be impatient with high theory. Throughout the work, he affirms a humane, confident approach to teaching, along with a true affection for college students and for teachers just learning to deal with them.


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Folklore Rules
A Fun, Quick, and Useful Introduction to the Field of Academic Folklore Studies
Utah State University Press, 2013
Folklore Rules is a brief introduction to the foundational concepts in folklore studies for beginning students. Designed to give essential background on the current study of folklore and some of the basic concepts and questions used when analyzing folklore, this short, coherent, and approachable handbook is divided into five chapters: What Is Folklore?; What Do Folklorists Do?; Types of Folklore; Types of Folk Groups; and, finally, What Do I Do Now?

Through these chapters students are guided toward a working understanding of the field, learn basic terms and techniques, and learn to perceive the knowledge base and discourse frame for materials used in folklore courses. Folklore Rules will appeal to instructors and students for a variety of courses, including introductory folklore and comparative studies as well as literature, anthropology, and composition classes that include a folklore component.


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Genre Explained
Frequently Asked Questions and Answers about Genre-Based Instruction
Christine M. Tardy, Nigel A. Caplan & Ann M. Johns
University of Michigan Press, 2023
The idea of teaching writing through genres—rather than, say, through prescriptive forms, templates, and rhetorical modes—is intuitively appealing. Yet many teachers have questions, and they are absolutely right to ask them: What are genres? What is genre-based instruction? What do students write if they don’t write essays? Isn’t it easier to teach and learn five-paragraph essays? What’s the role of language in genre teaching? And many more. These are all excellent questions and ones that new and experienced teachers alike have also struggled with. This book sets out to tackle some of the most common questions that teachers, teacher educators, and administrators may have when moving toward a genre-based teaching approach.  

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Genre-Based Writing
What Every ESL Teacher Needs to Know
Christine M. Tardy
University of Michigan Press, 2019
In Genre-Based Writing, author Christine Tardy defines genre and genre-based writing instruction and the five principles of a genre-based pedagogy. She then explains how to design genre-based writing activities. By discussing the genre-related practices and social and rhetorical aspects of genre, she is able to outline strategies for exploring rhetorical moves and playing with genre form in the classroom. In addition, the book provides general tips for bringing a genre approach into the writing classroom as well as several application activities and specific suggestions for classroom tasks.

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Goal-Driven Lesson Planning for Teaching English to Speakers of Other Languages
Marnie Reed and Christina Michaud
University of Michigan Press, 2010
This book is more than a collection of activities or ready-made lesson plans to add to a teaching repertoire. Instead, Goal-Driven Lesson Planning is intended to empower teachers and help them create a principled framework for their teaching—a framework that will shape the varied activities of the ESL classroom into a coherent teaching and learning partnership. After reading this book, teachers and prospective teachers will be able to articulate their individual teaching philosophies.
Goal-Driven Lesson Planning shows readers how to take any piece from English language materials—an assigned text, a random newspaper article, an ESL activity from a website, etc.—and use it to teach students something about language. Readers are walked through the process of reflecting on their role in diagnosing what that “something” is—what students really need—and planning how to get them there and how to know when they got there in a goal-driven principled manner.
This book has chapters on the theory of setting specific language goals for students; how to analyze learner needs (including an initial diagnostic and needs-analysis); templates to use when planning goal-driven English language lessons; explicit instruction on giving corrective feedback;  how to recognize and assess student progress; and the mechanics and logistics that facilitate the goal-driven language classroom.

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Going North Thinking West
The Intersections of Social Class, Critical Thinking, and Politicized Writing Instruction
Irvin Peckham
Utah State University Press, 2010
A long-time writing program administrator and well-respected iconoclast, Irvin Peckham is strongly identified with progressive ideologies in education. However, in Going North Thinking West, Peckham mounts a serious critique of what is called critical pedagogy—primarily a project of the academic left—in spite of his own sympathies there.
            College composition is fundamentally a middle-class enterprise, and is conducted by middle-class professionals, while student demographics show increasing presence of the working class. In spite of best intentions to ameliorate inequitable social class relationships, says Peckham, critical pedagogies can actually contribute to reproducing those relationships in traditional forms—not only perpetuating social inequities, but pushing working class students toward self-alienation, as well.
            Peckham argues for more clarity on the history of critical thinking, social class structures and teacher identity (especially as these are theorized by Pierre Bourdieu), while he undertakes a critical inquiry of the teaching practices with which even he identifies.
            Going North Thinking West focuses especially on writing teachers who claim a necessary linkage between critical thinking and writing skills; these would include both teachers who promote the fairly a-political position that argumentation is the obvious and necessary form of academic discourse, and more controversial teachers who advocate turning a classroom into a productive site of social transformation.
            Ultimately, Peckham argues for a rereading of Freire (an icon of transformational pedagogy), and for a collaborative investigation of students’ worlds as the first step in a successful writing pedagogy. It is an argument for a pedagogy based on service to students rather than on transforming them.

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History and Philosophy of the Humanities
An Introduction
Michiel Leezenberg
Amsterdam University Press, 2019
The humanities include disciplines as diverse as literary theory, linguistics, history, film studies, theology, and philosophy. Do these various fields of study have anything in common that distinguishes them from, say, physics or sociology? The tripartite division between the natural sciences, the social sciences and the humanities may seem self-evident, but it only arose during the course of the 19th century and is still contested today.History and Philosophy of the Humanities: An Introduction presents a reasoned overview of the conceptual and historical backgrounds of the humanities. In four sections, it discusses:- the most influential views on scientific knowledge from Aristotle to Thomas Kuhn;- the birth of the modern humanities and its relation to the natural and social sciences;- the various methodological schools and conceptual issues in the humanities;- several themes that set the agenda for current debates in the humanities: critiques of modernity; gender, sexuality and identity; and postcolonialism.Thus, it provides students in the humanities with a comprehensive understanding of the backgrounds of their own discipline, its relation to other disciplines, and the state of the art of the humanities at large.

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History and Philosophy of the Humanities
An Introduction
Michiel Leezenberg
Amsterdam University Press, 2018
The humanities include disciplines as diverse as literary theory, linguistics, history, film studies, theology, and philosophy. Do these various fields of study have anything in common, which distinguishes them from e.g. physics or sociology? The tripartite division between the natural sciences, the social sciences and the humanities may seem self-evident, but it has arisen only in the course of the 19th century, and has been contested ever since.History and Philosophy of the Humanities: An Introduction presents a reasoned overview of the conceptual and historical backgrounds of the humanities. In four sections, it discusses:- The most influential views on scientific knowledge from Aristotle to Thomas Kuhn;- The birth of the modern humanities;- The various methodological schools and conceptual issues in the humanities;- Some themes that set the agenda for current debates in the humanities: critiques of modernity; gender, sexuality and identity; and post-colonialism.Thus, it provides students in the various disciplines of the humanities with a comprehensive understanding of the backgrounds of their field, its relation with other disciplines, and the state of the art in the humanities at large. Intended readership: advanced undergraduate and graduate students.

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Identity Papers
Literacy and Power in Higher Education
edited by Bronwyn T. Williams
Utah State University Press, 2006

How do definitions of literacy in the academy, and the pedagogies that reinforce such definitions, influence and shape our identities as teachers, scholars, and students? The contributors gathered here reflect on those moments when the dominant cultural and institutional definitions of our identities conflict with our other identities, shaped by class, race, gender, sexual orientation, location, or other cultural factors.

These writers explore the struggle, identify the sources of conflict, and discuss how they respond personally to such tensions in their scholarship, teaching, and administration. They also illustrate how writing helps them and their students compose alternative identities that may allow the connection of professional identities with internal desires and senses of self. They emphasize how identity comes into play in education and literacy and how institutional and cultural power is reinforced in the pedagogies and values of the writing classroom and writing profession.


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Is William Martinez Not Our Brother?
Twenty Years of the Prison Creative Arts Project
Buzz Alexander
University of Michigan Press, 2010

Praise for the Prison Creative Arts Project:

"I cannot overstate how profoundly my experience with the Prison Creative Arts Project has shaped my life. It began my engagement with prison issues, developed both my passion and my understanding of them, and I continue to draw on both as I seek to contribute to a more rational, humane and just criminal justice system. PCAP prepared me to adapt to any situation, to take risks, to collaborate with people very different from myself in a manner infused with total respect."
---Jesse Jannetta, researcher, Justice Policy Center, the Urban Institute

"PCAP provided me with an emotional education that I would not have received otherwise.  PCAP continually opens the doors to the stark reality of our criminal justice system as well as our society's ability to right the wrongs of that system and provide justice to millions of men, women, and children . . . PCAP showed me the power I, and the individuals around me, have to make a difference."
---Anne Bowles, Policy and Outreach Associate, Institute for Higher Education Policy

"PCAP looks beyond past mistakes and personal shortcomings to find the beauty and creative energies that help to heal the hurts we've done to others. They have not forgotten that we are human too! . . . Their program has given me a way to reach people that I would otherwise never reach. For that, I owe PCAP everything. They are my lifeline that I cling to."
---Bryan Picken, incarcerated artist

Prisons are an invisible, but dominant, part of American society: the United States incarcerates more people than any other nation in the world. In Michigan, the number of prisoners rose from 3,000 in 1970 to more than 50,000 by 2008, a shift that Buzz Alexander witnessed firsthand when he came to teach at the University of Michigan.

Is William Martinez Not Our Brother? describes the University of Michigan's Prison Creative Arts Project (PCAP), a pioneering program founded in 1990 that provides university courses, a nonprofit organization, and a national network for incarcerated youth and adults in Michigan juvenile facilities and prisons.

By giving incarcerated individuals an opportunity to participate in the arts, PCAP enables them to withstand and often overcome the conditions and culture of prison, the policies of an incarcerating state, and the consequences of mass incarceration.

Buzz Alexander is Arthur F. Thurnau Professor of English Language and Literature, College of Literature, Science, and the Arts, at the University of Michigan and was Carnegie National Professor of the Year in 2005.

Cover image: Overcrowded by Ronald Rohn


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Journal Writing in Second Language Education
Christine Pearson Casanave
University of Michigan Press, 2011

Journal writing is not new--journals have been around for centuries. More recently, journals have been viewed as a means of scaffolding reflective teaching and encouraging reflectivity in research processes. As a result, some educators may ask, “What more do we need to know?” Those likely to raise this question are probably not thinking of the explosive growth of reflective writing enabled by social networking on the Web, the blogs and other interactive e-vehicles for reflection on experiences in our literate, “real,” and virtual lives This revisiting of journal writing from a 21st century perspective, informed by relevant earlier literature, is what Christine Pearson Casanave guides readers through in this first book-length treatment of the use of journal writing in the contexts of language learning, pre and in-service teaching, and research.

Casanave has put together existing ideas that haven't been put together before and has done it not as an edited collection, but as a single-authored book. She has done it in a way that will be especially accessible to teachers in language teacher education programs and to practicing teachers and researchers of writing in both second and foreign language settings, and in a way that will inspire all of us to think about, not just do, journal writing.

Those who have never attempted to use journals in their classes and own lives, as well as others who have used it with mixed results, will probably be tempted to try it in at least some of the venues Casanave provides guidance for. Those already committed to journal writing will very likely find in this book new reasons for expanding and enhancing their use of journals.


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Keywords in Creative Writing
Wendy Bishop and David Starkey
Utah State University Press, 2006
Keywords in Creative Writing provides a brief but comprehensive introduction to the field of creative writing through its landmark terms, exploring concerns as abstract as postmodernism and identity politics alongside very practical interests of beginning writers, like contests, agents, and royalties. This approach makes the book ideal for the college classroom, and unique in the field, combining the pragmatic accessibility of popular writer's handbooks, with a wider, more scholarly vision of theory and research.

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Leaping into Dance Literacy through the Language of Dance®
Teresa Heiland
Intellect Books, 2023
An accessible introduction to dance literacy that includes practical examples and sample lesson plans.

This book presents the theory and purpose underpinning the approaches to dance literacy as explored by the Language of Dance community in the United States and the United Kingdom. Through their teacher training programs, the community is changing the face of dance-based dance literacy using the practice of motif notation.

Arts literacy can deepen dance craft and transfer arts knowledge, capacities, and skills to lifelong learning. Dance-based dance literacy practices using notation enhance learners’ flexibility, adaptability, self-direction, initiative, productivity, responsibility, leadership, and cross-cultural skills. This volume ushers in a new era for educating with dance notation that focuses on learners’ engagement by making connections between the learning domains using constructivist and constructionist learning approaches. Based on work by dance educator Ann Hutchinson Guest and expanded upon by her protégés, this is the first book of its kind to bring together theory, praxis, original research outcomes, taxonomies, model lesson plans, learning domain taxonomies of dance, and voices of dance teachers who have explored using dance notation literacy.

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Listening Myths
Applying Second Language Research to Classroom Teaching
Steven Brown
University of Michigan Press, 2011

This volume was conceived as a "best practices" resource for teachers of ESL listening courses in the way that Vocabulary Myths by Keith S. Folse (and Writing Myths by Joy Reid) is one for reading and vocabulary teachers. It was written to help ensure that teachers of listening are not perpetuating the myths of teaching listening.

Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition. Steven Brown is the author of the Active Listening textbook series and is a teacher trainer.

The myths debunked in this book are:

§ Listening is the same as reading.

§ Listening is passive.

§ Listening equals comprehension.

§ Because L1 language ability is effortlessly acquired, L2 listening ability is too.

§ Listening means listening to conversations.

§ Listening is an individual, inside-the-head process.

§ Students should only listen to authentic materials.

§ Listening can’t be taught


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Literacy, Sexuality, Pedagogy
Theory and Practice for Composition Studies
Jonathan Alexander
Utah State University Press, 2008
Despite its centrality to much of contemporary personal and public discourse, sexuality remains infrequently discussed in most composition courses, and in our discipline at large. Moreover, its complicated relationship to discourse, to the very languages we use to describe and define our worlds, is woefully understudied in our discipline. Discourse about sexuality, and the discourse of sexuality, surround us—circulating in the news media, on the Web, in conversations, and in the very languages we use to articulate our interactions with others and our understanding of ourselves. It forms a core set of complex discourses through which we approach, make sense of, and construct a variety of meanings, politics, and identities.
In Literacy, Sexuality, Pedagogy, Jonathan Alexander argues for the development of students' "sexual literacy." Such a literacy is not just concerned with developing fluency with sexuality as a "hot" topic, but with understanding the intimate interconnectedness of sexuality and literacy in Western culture. Using the work of scholars in queer theory, sexuality studies, and the New Literacy Studies, Alexander unpacks what he sees as a crucial--if often overlooked--dimension of literacy: the fundamental ways in which sexuality has become a key component of contemporary literate practice, of the stories we tell about ourselves, our communities, and our political investments.
Alexander then demonstrates through a series of composition exercises and writing assignments how we might develop students' understanding of sexual literacy. Examining discourses of gender, heterosexuality, and marriage allows students (and instructors) a critical opportunity to see how the languages we use to describe ourselves and our communities are saturated with ideologies of sexuality. Understanding how sexuality is constructed and deployed as a way to "make meaning" in our culture gives us a critical tool both to understand some of the fundamental ways in which we know ourselves and to challenge some of the norms that govern our lives. In the process, we become more fluent with the stories that we tell about ourselves and discover how normative notions of sexuality enable (and constrain) narrations of identity, culture, and politics. Such develops not only our understanding of sexuality, but of literacy, as we explore how sexuality is a vital, if vexing, part of the story of who we are.

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Living Folklore, 2nd Edition
An Introduction to the Study of People and Their Traditions
Martha Sims and Martine Stephens
Utah State University Press, 2011

Living Folklore is a comprehensive, straightforward introduction to folklore as it is lived, shared and practiced in contemporary settings. Drawing on examples from diverse American groups and experiences, this text gives the student a strong foundation—from the field's history and major terms to theories and interpretive approaches.

Living Folklore moves beyond genres and classifications, and encourages students who are new to the field to see the study of folklore as a unique approach to understanding people, communities, and day-to-day artistic communication.

This revised edition incorporates new examples, research, and theory along with added discussion of digital and online folklore.


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Living Folklore
Introduction to the Study of People and their Traditions
Martha Sims and Martine Stephens
Utah State University Press, 2005

Living Folklore is a comprehensive, straightforward introduction to folklore as it is lived, shared and practiced in contemporary settings. Drawing on examples from diverse American groups and experiences, this text gives the student a strong foundation—from the field’s history and major terms to theories, interpretive approaches, and fieldwork.

Many teachers of undergraduates find the available folklore textbooks too complex or unwieldy for an introductory level course. It is precisely this criticism that Living Folklore addresses; while comprehensive and rigorous, the book is specifically intended to meet the needs of those students who are just beginning their study of the discipline. Its real strength lies in how it combines carefully articulated foundational concepts with relevant examples and a student-oriented teaching philosophy.


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Local Histories
Reading the Archives of Composition
Patricia Donahue
University of Pittsburgh Press, 2007

In Local Histories, the contributors seek to challenge the widely held belief that the origin of American composition as a distinguishable discipline can be traced to a small number of elite colleges such as Harvard, Yale, and Michigan in the mid- to late nineteenth century. Through extensive archival research at liberal arts colleges, normal schools, historically black colleges, and junior colleges, the contributors ascertain that many of these practices were actually in use prior to this time and were not the sole province of elite universities. Though not discounting the elites' influence, the findings conclude that composition developed in many locales concurrently.

Individual chapters reflect on student responses to curricula, the influence of particular instructors or pedagogies in the context of compositional history, and the difficulties inherent in archival research. What emerges is an original and significant study of the developmental diversity within the discipline of composition that opens the door to further examination of local histories as guideposts to the origins of composition studies.


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Manifesto for the Humanities
Transforming Doctoral Education in Good Enough Times
Sidonie Smith
University of Michigan Press, 2015
After a remarkable career in higher education, Sidonie Smith offers Manifesto for the Humanities as a reflective contribution to the current academic conversation over the place of the Humanities in the 21st century. Her focus is on doctoral education and opportunities she sees for its reform.
Grounding this manifesto in background factors contributing to current “crises” in the humanities, Smith advocates for a 21st century doctoral education responsive to the changing ecology of humanistic scholarship and teaching. She elaborates a more expansive conceptualization of coursework and dissertation, a more robust, engaged public humanities, and a more diverse, collaborative, and networked sociality.

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Meaningful Grading
A Guide for Faculty in the Arts
Hoag Holmgren
West Virginia University Press, 2018

College and university faculty in the arts (visual, studio, language, music, design, and others) regularly grade and assess undergraduate student work but often with little guidance or support. As a result, many arts faculty, especially new faculty, adjunct faculty, and graduate student instructors, feel bewildered and must “reinvent the wheel” when grappling with the challenges and responsibilities of grading and assessing student work.

Meaningful Grading: A Guide for Faculty in the Arts enables faculty to create and implement effective assessment methodologies—research based and field tested—in traditional and online classrooms. In doing so, the book reveals how the daunting challenges of grading in the arts can be turned into opportunities for deeper student learning, increased student engagement, and an enlivened pedagogy.


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Medieval History in the Modern Classroom
Using Project-Based Learning to Engage Today’s Learners
Lane J. Sobehrad
Arc Humanities Press, 2022
Teaching medieval history should engage students in the real work of professional medievalists. However, many undergraduate courses rely on instructional strategies that only engage students in rote retention of medieval "stuff" and unsupported writing assignments. With trends in the USA and elsewhere showing declining undergraduate enrollment in the humanities and an increasing number of questions from university administrators regarding the utility of the liberal arts, historians need to reassess how they teach. Project-based learning (PBL) is one approach that may help medieval history instructors offer coursework that is more engaging for today's undergraduate students and provide administrators a clearer picture of the utility of studying the past. The pedagogy of PBL actively engages students in projects reflective of the real work being done by medievalists, allowing instructors to move beyond the traditional narrative found in many undergraduate survey courses. This book provides an overview of PBL theory, methods for incorporating PBL into an undergraduate medieval history course, instructional strategies, scalable assessment formats, and other resources useful for any history classroom.

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Narrating Their Lives
Examining English Language Teachers' Professional Identities within the Classroom
Edited by Lia Kamhi-Stein
University of Michigan Press, 2013

“…a groundbreaking book that will…engage, inform, and connect with present and future teachers and teacher educators.”                 

---Stephanie Vandrick, Foreword to Narrating Their Lives

The field of TESOL has called attention to the ways that the issues of race and ethnicity, language status and power, and cultural background affect second language learners’ identities and, to some degree, those of teachers. In Narrating Their Lives, Kamhi-Stein examines the process of identity construction of classroom teachers so as to make connections between their personal and professional identities and their instructional practices. To do that, she has selected six autobiographical narratives from teachers who were once part of her TESL 570 (Educational Sociolinguistics) class in the MA TESOL program at California State University, Los Angeles. These six narratives cover a surprisingly wide range of identity issues but also touch on broader instructional themes that are part of teacher education programs.

Because of the reflective nature of the narratives—with the teachers using their stories to better understand how their experiences shape what they do in the classroom—this volume includes provocative chapter-opening and reflective chapter-closing questions. An informative discussion of the autobiographical narrative assignment and the TESL 570 course (including supplemental course readings and assessment criteria) is also included.


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Narratives of Educating for Sustainability in Unsustainable Environments
Jane Haladay
Michigan State University Press, 2017
Through pedagogical narratives, literary analyses, reflective essays, and collaborative dialogues, Narratives of Educating for Sustainability in Unsustainable Environments explores the professional and intellectual tensions of curricula, pedagogies, and personal practices that honor the relationships of interspecies ecologies, reinhabit and reconceive wounded landscapes and wounding institutions, and allow us to reattune ourselves to new yet ancient frameworks for sustainability. For the writers here, fostering sustainability in higher education means focusing on place, creating positive relationships with humans and other beings, and creating administrative structures that will maintain new approaches for the long-term, showing how teaching environmentally is at once intensely site-specific yet powerfully global, deeply personal yet visibly public. Narratives of Educating for Sustainability in Unsustainable Environments confronts the contexts that make environmental pedagogies difficult, the challenges to the well-being of the teacher-scholar, and the corrosive academic structures that compartmentalize knowledge and people. The collection simultaneously offers models for working through and within these challenges to advance understandings and ways of being on local, global, and personal levels that will turn the planetary tide toward effective and shared sustainability.

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Novel Ecologies
Nature Remade and the Illusions of Tech
Allison Carruth
University of Chicago Press

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One on One with Second Language Writers
A Guide for Writing Tutors, Teachers, and Consultants
Dudley W. Reynolds
University of Michigan Press, 2009

One-on-one encounters with writers often contribute more to the development of student writing abilities than any classroom activity because they are personalized and responsive to individual needs. For the encounters to be successful, the writing tutor, teacher, or consultant must be prepared, must be knowledgeable of what it means to write and the factors that make writing more and less effective, and must also know the students.

This guide focuses on what those who conference with second language writers need to know to respond best to students, recognize their needs, and steer conversations in productive directions. One on One with Second Language Writers provides tips about activities that can be adapted to individual contexts, student writing samples that can be analyzed for practice, a glossary, a list of useful resources, and a checklist for conferencing sessions.

The book is appropriate for use in university and secondary school writing or learning centers, teacher training programs for both general composition and ESOL instructors, and as an individual reference tool. The book uses non-technical language where possible, but terminology is introduced where it might be useful when conferencing with students.


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Past and Future Presence
Approaches for Implementing XR Technology in Humanities and Art Education
Lissa Crofton-Sleigh and Brian Beams, editors
Amherst College Press, 2024
While uses and studies of XR technology within STEM-based education have been plentiful in recent years, there has been lesser or even, at times, a lack of coverage for this novel learning tool in the arts and humanities.Past and Future Presence aims to bridge some of that gap by presenting research-based theory and case studies of successful application and implementation of XR technology into postsecondary educational settings, ranging in topics from ancient to modern languages, classical and contemporary art, and reenvisioned historical scenes and events presented in ways never seen before. The studies also contemplate how this novel medium can enhance and supplement learning in classrooms and other formal or informal learning environments. The volume as a whole is intended to demonstrate to educators, scholars, and researchers in higher education the potential value of integrating XR technology into their classrooms and to provide a strong argument for college and university administrators to invest in training and development of new research and content for classrooms inside and outside of STEM. The authors of these chapters come from a diverse range of backgrounds at different stages of their careers, providing a broad crosssection of scholastic work within the humanities and arts. Each chapter offers a different angle or approach to incorporating XR technology into teaching or research within different subject areas. As the volume suggests, this technology also places additional emphasis on the humanity within the humanities, by focusing on increasing connection between users and different cultures, time periods, and perspectives.

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Philadelphia Mural Arts @ 30
Jane Golden
Temple University Press, 2014

The Mural Arts Program of Philadelphia began in 1984 as a summer youth program with modest support from city government. Under the guidance of Jane Golden, however, it gradually grew into one of the largest and most successful public art organizations in the country, garnering support from local corporations, foundations, and individuals to extend the reach and effectiveness of its innovative programs. 


Now three decades later, the Mural Arts Program has created more than 3,800 murals and public art projects that have made lasting imprints in every Philadelphia neighborhood. In the process, Mural Arts has engaged thousands of people of all ages from across the city, helped hundreds of ex-offenders train for new jobs, transformed the face of struggling commercial corridors, and developed funding partners in both public and private sectors. 


While the Mural Arts Program has significantly changed the appearance of the city, it has also demonstrated how participatory public art can empower individuals and promote communal healing around difficult issues. Philadelphia Mural Arts @ 30 is a celebration of and guide to the program's success. Unlike Philadelphia Murals and the Stories They Tell and its sequel, More Philadelphia Murals and the Stories They Tell, Philadelphia Murals @ 30 showcases the results of 21 projects completed since 2009 and features essays by policy makers, curators, scholars, and educators that offer valuable lessons for artists, activists, and communities to emulate.


Philadelphia Mural Arts @ 30 traces the program's history and evolution, acknowledging the challenges and rewards of growth and change while maintaining a core commitment to social, personal, and community transformation.  


Contributors include: Dr. Arthur C. Evans, Jr., Arlene Goldbard, Thora Jacobson, Rick Lowe, Dr. Samantha L. Matlin, Paulette Moore, Jeremy Nowak, Maureen H. O'Connell, Elisabeth Perez Luna, Robin Rice, Dr. Jacob Kraemer Tebes, Elizabeth Thomas, Cynthia Weiss, Howard Zehr, and the editors.


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Producing Excellence
The Making of Virtuosos
Wagner, Izabela
Rutgers University Press, 2015
Driven by a passion for music, for excellence, and for fame, violin soloists are immersed from early childhood in high-pressure competitions, regular public appearances, and arduous daily practice. An in-depth study of nearly one hundred such children, Producing Excellence illuminates the process these young violinists undergo to become elite international soloists.
A musician and a parent of a young violinist, sociologist Izabela Wagner offers an inside look at how her young subjects set out on the long road to becoming a soloist. The remarkable research she conducted—at rehearsals, lessons, and in other educational settings—enabled her to gain deep insight into what distinguishes these talented prodigies and their training. She notes, for instance, the importance of a family culture steeped in the values of the musical world. Indeed, more than half of these students come from a family of professional musicians and were raised in an atmosphere marked by the importance of instrumental practice, the vitality of music as a vocation, and especially the veneration of famous artists. Wagner also highlights the highly structured, rigorous training system of identifying, nurturing, and rewarding talent, even as she underscores the social, economic, and cultural factors that make success in this system possible.
Offering an intimate portrait of the students, their parents, and their instructors, Producing Excellence sheds new light on the development of exceptional musical talent, as well as draw much larger conclusions as to “producing prodigy” in other competition-prone areas, such as sports, sciences, the professions, and other arts. Wagner’s insights make this book valuable for academics interested in the study of occupations, and her clear, lively writing is perfect for general readers curious about the ins and outs of training to be a violin soloist.

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Pronunciation Myths
Applying Second Language Research to Classroom Teaching
Linda Grant with Donna M. Brinton, Tracey Derwing and Murray J. Munro, John Field, Judy Gilbert, John Murphy, Ron Thomson, Beth Zielinski and Lynda Yates
University of Michigan Press, 2014

This volume was conceived as a "best practices" resource for pronunciation and speaking teachers in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. Like others in the Myths series, this book combines research with good pedagogical practices.

The book opens with a Prologue by Linda Grant (author of the Well Said textbook series), which reviews the last four decades of pronunciation teaching, the differences between accent and intelligibility, the rudiments of the English sound system, and other factors related to the ways that pronunciation is learned and taught.

The myths challenged in this book are:

§ Once you’ve been speaking a second language for years, it’s too late to change your pronunciation. (Derwing and Munro)

§ Pronunciation instruction is not appropriate for beginning-level learners. (Zielinski and Yates)

§ Pronunciation teaching has to establish in the minds of language learners a set of distinct consonant and vowel sounds. (Field)

§ Intonation is hard to teach. (Gilbert)

§ Students would make better progress if they just practiced more. (Grant)

§ Accent reduction and pronunciation instruction are the same thing. (Thomson)

§ Teacher training programs provide adequate preparation in how to teach pronunciation (Murphy).

The book concludes with an Epilogue by Donna M. Brinton, who synthesizes some of the best practices explored in the volume.


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Race and Biblical Studies
Antiracism Pedagogy for the Classroom
Tat-siong Benny Liew
SBL Press, 2022

Classrooms as communities are temporary, but the racial effects can be long term.

The biblical studies classroom can be a site of personal and social transformation. To make it a space for positive change, the contributors to this volume question and reevaluate traditional teaching practices and assessment tools that foreground white, Western scholarship in order to offer practical guidance for an antiracist pedagogy. The introduction and fifteen essays provide tools for engaging issues of social context and scriptural authority, nationalism and religious identities, critical race theory, and how race, gender, and class can be addressed empathetically. Contributors Sonja Anderson, Randall C. Bailey, Eric D. Barreto, Denise Kimber Buell, Greg Carey, Haley Gabrielle, Wilda C. Gafney, Julián Andrés González Holguín, Sharon Jacob, Tat-siong Benny Liew, Francisco Lozada Jr., Shelly Matthews, Roger S. Nam, Wongi Park, Jean-Pierre Ruiz, Abraham Smith, and Kay Higuera Smith share their experience creating classrooms that are spaces that enable the production of new knowledge without reproducing a white subject of the geopolitical West.


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Reading Chinese Fortune Cookie
The Making of Chinese American Rhetoric
LuMing Mao
Utah State University Press, 2006

ecent scholarship tends to explain such influences as contributing to language hybridity---an advance over the traditional "deficit model." But Mao suggests that the "hybridity" approach is perhaps too arid or sanitized, missing rich nuances of mutual exchange, resistance, or even subversion. Through his concept of "togetherness in difference, Mao suggests that speakers of hybrid discourse may not be attempting the standard (and failing), but instead may be deliberately importing cultural material to create a distance between themselves and the standard. This practice, over time, becomes a process that transforms English, enriching and enlarging it through the infusion of non-Western discourse features, subverting power structures, and even providing unique humorous touches.

Of interest to scholars in composition, cultural studies, and linguistics as well, Reading Chinese Fortune Cookie leads in an important new direction for both our understanding and our teaching of English.


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Refiguring Prose Style
Possibilities For Writing Pedagogy
edited by T. R. Johnson & Thomas Pace
Utah State University Press, 2005

For about two decades, say Johnson and Pace, the discussion of how to address prose style in teaching college writing has been stuck, with style standing in as a proxy for other stakes in the theory wars.

The traditional argument is evidently still quite persuasive to some—that teaching style is mostly a matter of teaching generic conventions through repetition and practice. Such a position usually presumes the traditional view of composition as essentially a service course, one without content of its own. On the other side, the shortcomings of this argument have been much discussed—that it neglects invention, revision, context, meaning, even truth; that it is not congruent with research; that it ignores 100 years of scholarship establishing composition's intellectual territory beyond "service."

The discussion is stuck there, and all sides have been giving it a rest in recent scholarship. Yet style remains of vital practical interest to the field, because everyone has to teach it one way or another.

A consequence of the impasse is that a theory of style itself has not been well articulated. Johnson and Pace suggest that moving the field toward a better consensus will require establishing style as a clearer subject of inquiry.

Accordingly, this collection takes up a comprehensive study of the subject. Part I explores the recent history of composition studies, the ways it has figured and all but effaced the whole question of prose style. Part II takes to heart Elbow's suggestion that composition and literature, particularly as conceptualized in the context of creative writing courses, have something to learn from each other. Part III sketches practical classroom procedures for heightening students' abilities to engage style, and part IV explores new theoretical frameworks for defining this vital and much neglected territory.

The hope of the essays here—focusing as they do on historical, aesthetic, practical, and theoretical issues—is to awaken composition studies to the possibilities of style, and, in turn, to rejuvenate a great many classrooms.


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Reflection In The Writing Classroom
Kathleen Blake Yancey
Utah State University Press, 1998

Yancey explores reflection as a promising body of practice and inquiry in the writing classroom. Yancey develops a line of research based on concepts of philosopher Donald Schon and others involving the role of deliberative reflection in classroom contexts. Developing the concepts of reflection-in-action, constructive reflection, and reflection-in-presentation, she offers a structure for discussing how reflection operates as students compose individual pieces of writing, as they progress through successive writings, and as they deliberately review a compiled body of their work-a portfolio, for example. Throughout the book, she explores how reflection can enhance student learning along with teacher response to and evaluation of student writing.

Reflection in the Writing Classroom will be a valuable addition to the personal library of faculty currently teaching in or administering a writing program; it is also a natural for graduate students who teach writing courses, for the TA training program, or for the English Education program.


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The Reflexive Teaching Artist
Collected Wisdom from the Drama/Theatre Field
Edited by Kathryn Dawson and Daniel A. Kelin, II
Intellect Books, 2014
Writing from the dual perspectives of artist and educator, Kathryn Dawson and Daniel A. Kelin II raise fundamental questions about the complex functions of the teaching artist in school, community, and professional theater settings. Contributions to the text explore a series of foundational concepts, including intentionality, quality, artistic perspective, assessment, and praxis, all used as a reflective framework to illuminate case studies from a wide range of teaching artist practice.
Readers are also offered questions to guide their practical application, charts to complete, and the editors examine the practice of teaching in, through, and about drama and theater. 

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Reimagining Nabokov
Pedagogies for the 21st Century
José Vergara
Amherst College Press, 2022
In Reimagining Nabokov: Pedagogies for the 21st Century, eleven teachers of Vladimir Nabokov describe how and why they teach this notoriously difficult, even problematic, writer to the next generations of students. Contributors offer fresh perspectives and embrace emergent pedagogical methods, detailing how developments in technology, translation and archival studies, and new interpretative models have helped them to address urgent questions of power, authority, and identity. Practical and insightful, this volume features exciting methods through which to reimagine the literature classroom as one of shared agency between students, instructors, and the authors they read together.

“It is both timely and refreshing to have an influx of teacher-scholars who engage Nabokov from a variety of perspectives… this volume does justice to the breadth of Nabokov’s literary achievements, and it does so with both pedagogical creativity and scholarly integrity."—Dana Dragunoiu, Carleton University

"[A] valuable study for any reader, teacher, scholar, or student of Nabokov. Amongst specific and urgent insights on the potential for digital methods, the relevance of Nabokov for students today, and how to reconcile issues of identity with an author who disavowed history and politics, are much wider and timeless questions of authorial control and the ability to access reality."—Anoushka Alexander-RoseNabokov Online Journal 
Reimagining Nabokov takes a holistic approach to the many stumbling blocks in teaching Nabokov today. Especially intriguing about this volume is that through its essays a fresh picture of Nabokov emerges, not as an authoritarian and paranoid world-creator (an image long entrenched in Nabokov scholarship), but as someone who is tentative, hopeful, socially conscious, compassionate, and traumatized by the experience of exile....Reimagining Nabokov models pedagogical concepts that can be applied to teaching any literary text with a social conscience.—Alisa Ballard Lin, Modern Language Review

Contributions by Galya Diment, Tim Harte, Robyn Jensen, Sara Karpukhin, Yuri Leving, Roman Utkin, José Vergara, Meghan Vicks, Olga Voronina, Lisa Ryoko Wakamiya, and Matthew Walker.

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How To Do Things With Texts
Joseph Harris
Utah State University Press, 2006

"Like all writers, intellectuals need to say something new and say it well. But unlike many other writers, what intellectuals have to say is bound up with the books we are reading . . . and the ideas of the people we are talking with."

What are the moves that an academic writer makes? How does writing as an intellectual change the way we work from sources? In Rewriting, a textbook for the undergraduate classroom, Joseph Harris draws the college writing student away from static ideas of thesis, support, and structure, and toward a more mature and dynamic understanding. Harris wants college writers to think of intellectual writing as an adaptive and social activity, and he offers them a clear set of strategies—a set of moves—for participating in it.


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A Road Course in Early American Literature
Travel and Teaching from Atzlán to Amherst
Thomas Hallock
University of Alabama Press, 2021
A Road Course in Early American Literature: Travel and Teaching from Atzlán to Amherst explores a two-part question: what does travel teach us about literature, and how can reading guide us to a deeper understanding of place and identity? Thomas Hallock charts a teacher’s journey to answering these questions, framing personal experiences around the continued need for a survey course covering early American literature up to the mid-nineteenth century.
Hallock approaches literary study from the overlapping perspectives of pedagogue, scholar, unrepentant tourist, husband, father, friend, and son. Building on Ralph Waldo Emerson’s premise that there is “creative reading as well as creative writing,” Hallock turns to the vibrant and accessible tradition of American travel writing, employing the form of biblio-memoir to bridge the impasse between public and academic discourse and reintroduce the dynamic field of early American literature to wider audiences.
Hallock’s own road course begins and ends at the Lowcountry of Georgia and South Carolina, following a circular structure of reflection. He weaves his journey through a wide swath of American literatures and authors: from Native American and African American oral traditions, to Wheatley and Equiano, through Emerson, Poe, and Dickinson, among others. A series of longer, place-oriented narratives explore familiar and lesser-known literary works from the sixteenth-century invasion of Florida through the Mexican War of 1846–1848 and the American Civil War. Shorter chapters bridge the book’s central themes—the mapping of cognitive and physical space, our personal stake in reading, the tensions that follow earlier acts of erasure, and the impossibility of ever fully shutting out the past.
Exploring complex cultural histories and contemporary landscapes filled with ghosts and new voices, this volume draws inspiration from a tradition of travel, place-oriented, and literature-based works ranging from William Carlos Williams’s In the American Grain and Jack Kerouac’s On the Road to Alice Walker’s In Search of Our Mother’s Gardens, Wendy Lesser’s Why I Read: The Serious Pleasure of Books, and Rebecca Mead’s My Life in Middlemarch.
An accompanying bibliographic essay is periodically updated and available at Hallock’s website:

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The Second Conversation
Interpretive Authority in the Bible Classroom
Ziva R. Hassenfeld
Brandeis University Press, 2024
A teacher reflects on her teaching practice, bringing literacy scholarship into the arena of Jewish education.
In The Second Conversation, university professor Ziva R. Hassenfeld returns to the middle school classroom to study her own seventh grade Bible class. The book explores dilemmas of practice she encountered around interpretive authority in the classroom. She analyzes the questions that came up in her teaching within the context of the most influential religious education scholarship, literacy scholarship, sociocultural theory and literary theory. She highlights the importance of two conversations about interpretive rules within the classroom, the first about the text’s meaning, and the second about competing conventions for determining its meaning. Instructors of any type of literature will benefit from Hassenfeld’s study, which offers rich ideas about when and how teachers enforce a classroom’s way of reading or follow a student’s line of inquiry toward more flexible interpretation.

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Second Language Acquisition Myths
Applying Second Language Research to Classroom Teaching
Steven Brown and Jenifer Larson-Hall
University of Michigan Press, 2012

This volume was conceived as a first book in SLA for advanced undergraduate or introductory master’s courses that include education majors, foreign language education majors, and English majors. It’s also an excellent resource for practicing teachers. 

Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition.  It is not the goal of this book to address every SLA theory or teach research methodology.  It does however address the myths and questions that non-specialist teacher candidates have about language learning.

Steven Brown is the co-author of the introductory applied linguistics textbook Understanding Language Structure, Interaction, and Variation  textbook (and workbook).

The myths challenged in this book are:

§  Children learn languages quickly and easily while adults are ineffective in comparison.

§  A true bilingual is someone who speaks two languages perfectly.

§  You can acquire a language simply through listening or reading.

§  Practice makes perfect.

§  Language students learn (and retain) what they are taught.

§  Language learners always benefit from correction.

§  Individual differences are a major, perhaps the major, factor in SLA.

§  Language acquisition is the individual acquisition of grammar.


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Second Language Writing in Transitional Spaces
Teaching and Learning across Educational Contexts
Lubie Grujicic-Alatriste and Cathryn Crosby Grundleger
University of Michigan Press, 2020
This collection has been written to address the fact that there seems to be little concerted, systematic effort to understand what type of writing is taught across elementary, secondary, and college second language (L2) writing contexts and to understand how it is being taught on this long educational continuum (K–16). This book sets out to contribute to what is perceived as a lack of the full picture on the teaching of L2 writing from K–16. The impetus to look across educational settings, particularly at the places of transitions, stemmed in part from the recent state-wide educational reforms. Given the gap in the L2 research that straddles all educational settings, this volume addresses the need for a closer teacher collaboration and deeper, clearer understanding of writing goals in each of the educational settings and across them on the K–16 continuum.
The chapters examine the writing that English learners are producing because of the Common Core and the writing they are required to do once they reach the college or university, and then consider where the intersections exist—that is, what do educators think English learners ought to be writing across educational levels?
Each chapter describes the educational setting where the researchers were engaged, examines specific issues related to transitions, and offers—where relevant—recommendations for classroom practices, teaching strategies, and instructional materials that may be useful for practicing teachers and all others professionally engaged in educating writers across K–16.

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A Sourcebook for Ancient Greek
Grammar, Poetry, and Prose
John Tomarchio
Catholic University of America Press, 2022
This book was designed for students transitioning from the study of Greek grammar to translation of texts. It was developed in classroom use for classroom use, in the context of an integrated Great Books program in liberal arts and sciences. It is meant for students not only of Classics, but more, for students of Humanities interested in direct engagement of primary sources. Each Greek text offered for translation was chosen for its theoretical interest as well as the interest of its Greek. The selections of Greek literature offered in this Sourcebook are wide-ranging. The indisputable standard of excellence for classicists is of course the Attic dialect of Athens in its glory. However, this Sourcebook is meant for students of liberal arts and sciences whose interests range far more widely. Thus, it does not hesitate to extend not only backward to the archaic Greek of Homer, but also forward to the koine Greek of the Alexandrian and Roman empires. Greek works were chosen for being seminal to Western thinking today, chosen to give students of Western arts and sciences introductions to its Greek sources Naturally, Greek grammar is taught to the newcomer analytically and sequentially, but the continuing student needs to synthesize these distended enumerations of elements and principles. Accordingly, grammatical synopses are not appended as reference tables but placed front and center as objects of study. The grammar tables offer synoptic views of integral parts of Greek grammar to show the form and logic of the whole part of speech or part of a sentence. On the basis of these tables, detailed grammatical notes and commentary appended to Greek selections that follow are tailored for continuing students.

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The Student Actor Prepares
Acting for Life
Gai Jones
Intellect Books, 2014
The Student Actor Prepares is a practical, interactive approach to a student actor’s journey. Each chapter includes acting principles, their importance to the process, and workbook entries for emotional work, script analysis, and applications to the study of theater. Topics cover a brief history of the art of acting and how the study of acting can be an advantage in numerous occupations; an actor’s discovery of emotional work; movement and mime practices for the actor; vocal practices for the actor; solo improvisational study; script analysis for the individual actor; rehearsal tips; monologue work; original solo work; audition information; working with an acting partner or in a production; acting resources; and research topics. 

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The Synergistic Classroom
Interdisciplinary Teaching in the Small College Setting
Corey Campion
Rutgers University Press, 2021
Among the many challenges confronting the liberal arts today is a fundamental disconnect between the curricula that many institutions offer and the training that many students need. Discipline-specific models of teaching and learning can underprepare students for the kinds of interdisciplinary collaboration that employers now expect. Although aware of these expectations and the need for change, many small colleges and universities have struggled to translate interdisciplinarity into programs and curricula that better serve today’s students.

Written by faculty engaged in the design and delivery of interdisciplinary courses, programs, and experiential learning opportunities in the small college setting, The Synergistic Classroom addresses the many ways faculty can leverage their institutions' small size and openness to pedagogical experimentation to overcome the challenges of limited institutional resources and enrollment concerns and better prepare students for life and work in the twenty-first century. Taken together, the contributions in this volume invite reflection on a variety of important issues that attend the work of small college faculty committed to expanding student learning across disciplinary boundaries.

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Task-Based Listening
What Every ESL Teacher Needs to Know
Steven Brown
University of Michigan Press, 2019
Are you looking for activities to use in your listening classes beyond asking students to answer comprehension questions? In Task-Based Listening, author Steven Brown defines task-based listening (TBL) and describes how to build a task-based listening program, how to create a task-based listening lesson, ways to activate vocabulary acquisition and improve grammatical knowledge, and the links between listening and pronunciation. In addition, he covers the ways that metacognitive strategies can assist students when listening, the advantages of extensive listening, and the benefits of interactive listening. Readers will find specific tips and suggestions for using these concepts in the classroom.

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Teaching Actors
Knowledge Transfer in Actor Training
Ross W. Prior
Intellect Books, 2012
Teaching Actors draws on history, literature, and original research conducted across leading drama schools in England and Australia, to offer those involved in actor training a critical framework within which to think about their work. Prior, who brings to this volume more than twenty years of experience as both a teacher and performer in the field, devotes particular attention to the different ways in which teachers and students acquire and share knowledge through practical craft-based experience. The first book-length treatment of how actor trainers work—and understand their work—Teaching Actors will be an invaluable educational resource in an increasingly important area of theater training and research.

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Teaching Artist Handbook, Volume One
Tools, Techniques, and Ideas to Help Any Artist Teach
Nick Jaffe, Becca Barniskis, and Barbara Hackett Cox
University of Chicago Press, 2015
Teaching Artist Handbook is based on the premise that teaching artists have the unique ability to engage students as fellow artists. In their schools and communities, teaching artists put high quality art-making at the center of their practice and open doors to powerful learning across disciplines.
This book is a collection of essays, stories, lists, examples, dialogues, and ideas, all offered with the aim of helping artists create and implement effective teaching based on their own expertise and strengths. The Handbook addresses three core questions: “What will I teach?” “How will I teach it?” and “How will I know if my teaching is working?” It also recognizes that teaching is a dynamic process that requires critical reflection and thoughtful adjustment in order to foster a supportive artistic environment.
Instead of offering rigid formulas, this book is centered on practice—the actual doing and making of teaching artist work. Experience-based and full of heart, the Teaching Artist Handbook will encourage artists of every experience level to create an original and innovative practice that inspires students and the artist.

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Teaching College Writing to Diverse Student Populations
Dana R. Ferris
University of Michigan Press, 2013

Statistical and anecdotal evidence documents that even states with relatively little ethnic or cultural diversity are beginning to notice and ask questions about long-term resident immigrants in their classes. As shifts in student population become more widespread, there is an even greater need for second language specialists, composition specialists, program administrators, and developers in colleges and universities to understand and adapt to the needs of the changing student audience(s).

This book is designed as an introduction to the topic of diverse second language student audiences in U.S. post-secondary education. It is appropriate for those interested in working with students in academic settings, especially those students who are transitioning from secondary to post-secondary education. It provides a coherent synthesis and summary not only of the scope and nature of the changes but of their practical implications for program administration, course design, and classroom instruction, particularly for writing courses. For pre-service teachers and those new(er) to the field of working with L2 student writers, it offers an accessible and focused look at the “audience” issues with many practical suggestions. For teacher-educators and administrators, it offers a resource that can inform their own decision-making.

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Teaching Composition As A Social Process
Bruce McComiskey
Utah State University Press, 2000

Bruce McComiskey is a strong advocate of social approaches to teaching writing. However, he opposes composition teaching that relies on cultural theory for content, because it too often prejudges the ethical character of institutions and reverts unnecessarily to product-centered practices in the classroom. He opposes what he calls the "read-this-essay-and-do-what-the-author-did method of writing instruction: read Roland Barthes's essay 'Toys' and write a similar essay; read John Fiske's essay on TV and critique a show."

McComiskey argues for teaching writing as situated in discourse itself, in the constant flow of texts produced within social relationships and institutions. He urges writing teachers not to neglect the linguistic and rhetorical levels of composing, but rather to strengthen them with attention to the social contexts and ideological investments that pervade both the processes and products of writing.

A work with a sophisticated theory base, and full of examples from McComiskey's own classrooms, Teaching Composition as a Social Process will be valued by experienced and beginning composition teachers alike.


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Teaching Dancing with Ideokinetic Principles
Drid Williams
University of Illinois Press, 2011
In examining ideokinesis and its application to the teaching and practice of dancing, Drid Williams introduces readers to the work of Dr. Lulu Sweigard (1895–1974), a pioneer of ideokinetic principles. Drawing on her experiences during private instructional sessions with Sweigard over a two-year span, Williams discusses methods using imagery for improving body posture and alignment for ease of movement. Central to Williams's own teaching methods is the application of Sweigard's principles and general anatomical instruction, including how she used visual imagery to help prevent bodily injuries and increasing body awareness relative to movement. Williams also emphasizes the differences between kinesthetic (internal) and mirror (external) imagery and shares reactions from professional dancers who were taught using ideokinesis. Williams's account of teaching and practicing ideokinesis is supplemented with essays by Sweigard, William James, and Jean-Georges Noverre on dancing, posture, and habits. Teaching Dancing with Ideokinetic Principles offers an important historical perspective and valuable insights from years of teaching experience into how ideokinesis can shape a larger philosophy of the dance.

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Teaching Difficult Topics
Reflections from the Undergraduate Music Classroom
Olivia R. Lucas and Laura Moore Pruett
University of Michigan Press, 2024
Teaching Difficult Topics provides a series of on-the-ground reflections from college music instructors working in a wide variety of institutional settings about their approaches to inclusive, supportive pedagogy in the music classroom. Although some imagine the music classroom to be an apolitical space, instructors find themselves increasingly in need of resources for incorporating issues of race and ethnicity, gender and sexuality, and historical trauma into their classrooms in ways that support student learning and safeguard their classroom communities.

The teaching reflections in Teaching Difficult Topics examine difficult themes that fall into three primary categories: subjects that instructors sense to be controversial or emotionally challenging to discuss, those that derive from or intersect with real-world events that are difficult to process, and bigger-picture discussions of how music studies often focuses on dominant narratives while overlooking other perspectives. Some chapters offer practical guidance, lesson plans, and teaching materials to enable instructors to build discussions of race, gender, sexuality, and traumatic histories into their own classrooms; others take a more global view, reflecting on the importance and relevance of teaching these difficult topics and on how to respond in the music classroom when external events disrupt daily life.

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Teaching English as a Foreign or Second Language, Second Edition
A Teacher Self-Development and Methodology Guide
Jerry G. Gebhard
University of Michigan Press, 2006
Teaching English as a Foreign or Second Language, Second Edition, is designed for those new to ESL/EFL teaching and for self-motivated teachers who seek to maximize their potential and enhance the learning of their students. This guide provides basic information that ESL/EFL teachers should know before they start teaching and many ideas on how to guide students in the skills of listening, speaking, reading, and writing. It stresses the multifaceted nature of teaching the English language to non-native speakers and is based on the real experiences of teachers.

The second edition of Teaching English as a Foreign or Second Language includes a wider range of examples to coincide with a variety of teaching contexts-from K-12 schools, to university intensive language programs and refugee programs. It is also updated with discussions of technology throughout, and it considers ways in which technology can be used in teaching language skills. Sources for further study are included in each chapter and in the appendixes.


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Teaching English as a Foreign or Second Language, Third Edition
A Self-Development and Methodology Guide
Jerry G. Gebhard
University of Michigan Press, 2017
Like previous editions, the third edition is an ideal teacher development text for pre-service and in-service EFL/ESL teachers, as well as a guide for those who find themselves teaching English overseas but who do not have a master's in TESOL.

This edition has the same three major sections: (1) Self-Development, Exploration, and Settings; (2) Principles of EFL/ESL Teaching; and (3) Teaching Language Skills. New to this edition are:
  • a chapter on digital literacy, technology, and teaching
  • the addition of technology issues as they relate to the teaching of the various skills in Part 3
  • discussions of task-based teaching, student presentations, how corpus linguistics can inform teaching, metacognitive reading strategies, collaborative writing, assessing writing, and the teaching of grammar.
The lists of recommended resources that appear at the end of each chapter have been updated, and all research and pedagogical practices have been revised and updated. 

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Teaching History in the Digital Age
T. Mills Kelly
University of Michigan Press, 2013
Although many humanities scholars have been talking and writing about the transition to the digital age for more than a decade, only in the last few years have we seen a convergence of the factors that make this transition possible: the spread of sufficient infrastructure on campuses, the creation of truly massive databases of humanities content, and a generation of students that has never known a world without easy Internet access.
Teaching History in the Digital Age serves as a guide for practitioners on how to fruitfully employ the transformative changes of digital media in the research, writing, and teaching of history. T. Mills Kelly synthesizes more than two decades of research in digital history, offering practical advice on how to make best use of the results of this synthesis in the classroom and new ways of thinking about pedagogy in the digital humanities.


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Teaching In The Field
Hal Crimmel
University of Utah Press, 2003

Taking students out of the classroom and into a variety of settings, ranging from remote wilderness sites to urban or built environments is now recognized as a valuable means of teaching ecological concepts and environmental values. But field studies are also a way of encouraging explorations across the curriculum, enhancing the teaching of life sciences, literature, and creative writing.

Teaching in the Field is the first volume to specifically survey field studies conducted through colleges and universities. The essays, arranged into three sections, offer rationales, pedagogical strategies, and foundational advice and information that broaden and strengthen the collective knowledge of this increasingly popular means of instruction. The essays present theoretical information within engaging, candid narratives that report on various aspects of field experiences, whether hour-long excursions or month-long trips.

Teachers of environmental studies, of English, composition, and creative writing, and of allied humanities and science disciplines, will find here a wealth of success stories and cautionary tales to guide them in envisioning their own outdoor classrooms.


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Teaching India–Pakistan Relations
Teachers' Attitudes, Practices and Agency
Kusha Anand
University College London, 2023
A study of how the fraught relationship between India and Pakistan is taught to students in both countries.
The rivalry between India and Pakistan began with the British withdrawal from the British Indian Empire in 1947 and the sudden partition of India immediately afterward. Seventy-five years later, it remains powerful. While the countries share a long history and considerable socio-cultural affinity, relations since Partition have been marked by three wars, constant border skirmishes, and a deep distrust that permeates both societies. In each, teaching about those relations is weighted with political and cultural significance, and research shows that curricula have been used deliberately to shape the understanding of new generations.
This book explores the attitudes and pedagogical decision-making of teachers in India and Pakistan when teaching India–Pakistan relations. Situating teachers in the context of reformed textbooks and curriculums in both countries that explicitly advocate critical thinking and social cohesion, Kusha Anand explores how far teachers have enacted these changes in their classrooms. What she finds is that while there is progress towards the stated goals, teachers in both countries face pressures from the interests of school and state, and often miss opportunities to engage with multiple perspectives and stereotypes in their classrooms.

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Teaching Lives
Essays & Stories
Wendy Bishop
Utah State University Press, 1997

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Teaching the Bible
Practical Strategies for Classroom Instruction
Mark Roncace
SBL Press, 2005
While books on pedagogy in a theoretical mode have proliferated in recent years, there have been few that offer practical, specific ideas for teaching particular biblical texts. To address this need, Teaching the Bible, a collection of ideas and activities written by dozens of innovative college and seminary professors, outlines effective classroom strategies—with a focus on active learning—for the new teacher and veteran professor alike. It includes everything from ways to incorporate film, literature, art, and music to classroom writing assignments and exercises for groups and individuals. The book assumes an academic approach to the Bible but represents a wide range of methodological, theological, and ideological perspectives. This volume is an indispensable resource for anyone who teaches classes on the Bible.

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Teaching the Bible through Popular Culture and the Arts
Mark Roncace
SBL Press, 2007
This resource enables biblical studies instructors to facilitate engaging classroom experiences by drawing on the arts and popular culture. It offers brief overviews of hundreds of easily accessible examples of art, film, literature, music, and other media and outlines strategies for incorporating them effectively and concisely in the classroom. Although designed primarily for college and seminary courses on the Bible, the ideas can easily be adapted for classes such as “Theology and Literature” or “Religion and Art” as well as for nonacademic settings. This compilation is an invaluable resource for anyone who teaches the Bible.

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Teaching the Bible with Undergraduates
Jocelyn McWhirter
SBL Press, 2022

Teaching the Bible with Undergraduates offers concrete strategies for Bible instruction in college classrooms. Each essay pays special attention to the needs of tech-savvy students whose sensibilities, aspirations, expectations, and preferred ways of learning may differ significantly from those of their instructors. The volume’s contributors, all biblical scholars and undergraduate instructors, focus on best pedagogical practices using concrete examples while sharing effective strategies. Essays and quick tips treat topics, including general education, reading skills, student identities, experiential learning, and instructional technology. Contributors include Kimberly Bauser McBrien, George Branch-Trevathan, Callie Callon, Lesley DiFransico, Nicholas A. Elder, Timothy A. Gabrielson, Kathleen Gallagher Elkins, Susan E. Haddox, Seth Heringer, John Hilton III, Melanie A. Howard, Christopher M. Jones, Steve Jung, Katherine Low, Timothy Luckritz Marquis, Kara J. Lyons-Pardue, Jocelyn McWhirter, Sylvie T. Raquel, Eric A. Seibert, Hanna Tervanotko, Carl N. Toney, John Van Maaren, and Robby Waddell. This book provides an essential resource not only for instructors at the undergraduate level but also for anyone who teaches biblical studies in the classroom.


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Teaching the History of the Book
Edited by Matteo Pangallo and Emily B. Todd
University of Massachusetts Press, 2023

With original contributions from a diverse range of teachers, scholars, and practitioners in literary studies, history, book arts, library science, language studies, and archives, Teaching the History of the Book is the first collection of its kind dedicated to book history pedagogy. Presenting a variety of methods for teaching book history both as its own subject and as an approach to other material, each chapter describes lessons, courses, and programs centered on the latest and best ways of teaching undergraduate and graduate students.

Expansive and instructive, this volume introduces ways of helping students consider how texts were produced, circulated, and received, with chapters that cover effective ways to organize courses devoted to book history, classroom activities that draw on this subject in other courses, and an overview of selected print and digital tools. Contributors, many of whom are leading figures in the field, utilize their own classroom experiences to bring to life some of the rich possibilities for teaching book history in the twenty-first century.

In addition to the volume editors, contributors include Ryan Cordell, Brigitte Fielder, Barbara Hochman, Leslie Howsam, Matthew Kirschenbaum, Clare Mullaney, Kate Ozment, Leah Price, Jonathan Rose, Jonathan Senchyne, Sarah Wadsworth, and others.


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Technology and the Historian
Transformations in the Digital Age
Adam Crymble
University of Illinois Press, 2021
Charting the evolution of practicing digital history

Historians have seen their field transformed by the digital age. Research agendas, teaching and learning, scholarly communication, the nature of the archive—all have undergone a sea change that in and of itself constitutes a fascinating digital history. Yet technology's role in the field's development remains a glaring blind spot among digital scholars.

Adam Crymble mines private and web archives, social media, and oral histories to show how technology and historians have come together. Using case studies, Crymble merges histories and philosophies of the field, separating issues relevant to historians from activities in the broader digital humanities movement. Key themes include the origin myths of digital historical research; a history of mass digitization of sources; how technology influenced changes in the curriculum; a portrait of the self-learning system that trains historians and the problems with that system; how blogs became a part of outreach and academic writing; and a roadmap for the continuing study of history in the digital era.


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Thinking Like a Historian
Rethinking History Instruction
Nikki Mandell
Wisconsin Historical Society Press, 2008
Thinking Like a Historian: Rethinking History Instruction by Nikki Mandell and Bobbie Malone is a teaching and learning framework that explains the essential elements of history and provides "how to" examples for building historical literacy in classrooms at all grade levels. With practical examples, engaging and effective lessons, and classroom activities that tie to essential questions, Thinking Like a Historian provides a framework to enhance and improve teaching and learning history. We invite you to use Thinking Like a Historian to bring history into your classroom or to re-energize your teaching of this crucial discipline in new ways.

The contributors to Thinking Like a Historian are experienced historians and educators from elementary through university levels. This philosophical and pedagogical guide to history as a discipline uses published standards of the American Historical Association, the Organization of American Historians, the National Council for History Education, the National History Standards and state standards for Wisconsin and California.

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Through the Schoolhouse Door
Folklore, Community, Currriculum
Paddy Bowman and Lynne Hamer
Utah State University Press, 2011

The creative traditions and expressive culture of students' families, neighborhoods, towns, religious communities, and peer groups provide opportunities to extend classrooms, sustain learning beyond school buildings, and better connect students and schools with their communities. Folklorists and educators have long worked together to expand curricula through engagement with local knowledge and informal cultural arts-folk arts in education is a familiar rubric for these programs-but the unrealized potential here, for both the folklore scholar and the teacher, is large. The value folklorists "place on the local, the vernacular, and the aesthetics of daily life does not reverberate" throughout public education, even though, in the words of Paddy Bowman and Lynne Hamer, "connecting young people to family and community members and helping them to develop self-identity are vital to civic well-being and to school success."

Through the Schoolhouse Door offers a collection of experiences from exemplary school programs and the analysis of an expert group of folklorists and educators who are dedicated not only to getting students out the door and into their communities to learn about the folk culture all around them but also to honoring the culture teachers and students bring to the classroom.


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Tools and Tips for Using ELT Materials
A Guide for Teachers
Ruth Epstein and Mary Ormiston
University of Michigan Press, 2007
A vibrant ESL classroom depends on good materials used in creative and resourceful ways. In Tools and Tips for Using ELT Materials, the authors provide a wealth of information on resources for English language teaching materials.

The book begins by addressing basic considerations in selecting and designing materials for classroom use. Textbooks themselves are covered in depth, which is very helpful for teachers choosing or assessing a textbook. An abundance of information is provided on how to use written texts from different genres (including teacher- and student-created texts), teacher-created resources, audio-visual aids, computers and the Internet, and how to provide community and service learning.

This resource aims to help instructors choose the most effective, appropriate, and flexible materials for their students and their programs. Teachers and teachers-in-training will find this to be a practical and comprehensive guide to integrating ELT materials and resources into a curriculum.

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Treatment of Error in Second Language Student Writing, Second Edition
Dana R. Ferris
University of Michigan Press, 2011

Treatment of Error offers a realistic, well-reasoned account of what teachers of multilingual writers need to know about error and how to put what they know to use. As in the first edition, Ferris again persuasively addresses the fundamental error treatment questions that plague novice and expert writing specialists alike: What types of errors should teachers respond to? When should we respond to them? What are the most efficacious ways of responding to them? And ultimately, what role should error treatment play in the teaching of the process of writing?

The second edition improves upon the first by exploring changes in the field since 2002, such as the growing diversity in what is called “L2 writers,” the blurring boundaries between “native” and “non-native” speakers of English, the influence of genre studies and corpus linguistics on the teaching of writing, and the need the move beyond “error” to “second language development” in terms of approaching students and their texts. It also explores what teacher preparation programs need to do to train teachers to treat student error.

The second edition features
 *  an updating of the literature in all chapters
 *  a new chapter on academic language development
 *  a postscript on how to integrate error treatment/language development suggestions in Chapters 4-6 into a writing class syllabus
 * the addition of discussion/analysis questions at the end of each chapter, plus suggested readings, to make the book more useful in pedagogy or teacher development workshops


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Under Construction
edited by Christine Farris & Chris M. Anson
Utah State University Press, 1998

 Few composition scholars two decades ago would have imagined the rate at which their field is now developing, expanding beyond its boundaries, creating new alliances, and locating new sites for research and generation of knowledge. In their introduction to this volume, Farris and Anson argue that, faced with a welter of competing models, compositionists too quickly dichotomize and dismiss.

The contributors to Under Construction, therefore, address themselves to the need for commerce among competing visions of the field. They represent diverse settings and distinct points of view, but their over-riding interest is in promoting a view of the field that values interaction and mutual development above dogmatics and isolation.


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Understanding Culture
A Handbook for Students in the Humanities
Babette Hellemans
Amsterdam University Press, 2017
This pioneering textbook explores the theoretical background of cultural variety, both in past and present. How is it possible to study 'culture' when the topic covers the arts, literature, movies, history, sociology, anthropology and gender studies? Understanding Culture examines the evolution of a concept with varying meanings depending on changing norms. Offering a long-duration analysis of the relationship between culture and nature, this book looks at the origins of studying culture from an international perspective.Using examples from the several scholarly traditions in the practice of studying culture, Understanding Culture is a key introduction to the area. It identifies the history of interpreting culture as a meeting point between the long-standing historical investigation of 'humanism' and 'postmodernism' and is a comprehensive resource for those who wish to further their engagement with culture as both a historical and contemporary phenomenon.

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Using Commonplace Books to Enrich Medieval and Renaissance Courses
Sarah E. Parker
Arc Humanities Press, 2023
This book is a collection of essays offering a wide range of approaches to teaching with commonplace books. In the medieval period and beyond, commonplace books promoted a blend of excerpting, memorization, creative writing, and journaling, making them the analogue equivalent to modern-day digital journaling, bookmarking, and note-taking tools. Covering a variety of methods for introducing students to the medieval and Renaissance reading practice known as commonplacing, this volume provides instructors with concrete guidelines for using commonplace books as a teaching and learning tool. The enclosed essays provide a point of reference for best practices as well as concrete models for teaching and learning with commonplace books, helping instructors develop more student-centred, inclusive curricula.

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Visual Encounters in the Study of Rural Childhoods
Mandrona, April R.
Rutgers University Press, 2018
Visual Encounters in the Study of Rural Childhoods brings together visual studies and childhood studies to explore images of childhood in the study of rurality and rural life. The volume highlights how the voices of children themselves remain central to investigations of rural childhoods. Contributions look at representations and experiences of rural childhoods from both the Global North and Global South (including U.S., Canada, Haiti, India, Sweden, Slovenia, South Africa, Russia, Timor-Leste, and Colombia) and consider visuals ranging from picture books to cell phone video to television. 

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Walking in Art Education
Ecopedagogical and A/r/tographical Encounters.
Edited by Nicole Rallis, Ken Morimoto, Michele Sorensen, Valerie Triggs, and Rita Irwin
Intellect Books, 2024
This edited collection highlights ways that arts-educators address learning with the land through walking practices across spatial, temporal, and cultural differences.

In Walking in Art Education, authors explore walking and a/r/tography in their local contexts. As a result, the book finds that kinship and relationality are significant themes that permeate across a/r/tographic practices focused on ecopedagogy and learning with the land. These walking practices serve as ecopedagogical moments that attune us to human-land and more-than-human relationships, while also moving us past Western-centric understandings of land and place. More than this, the book situates this work in a/r/tographic practices taking up walking as one method for engagement.

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What Error Correction Can(not) Accomplish for Second Language Writers
Dispelling Myths, Discussing Options
Dana R. Ferris
University of Michigan Press, 2018
This book looks at aspects of L2 research that influence error correction, finding that second language acquisition takes time and that second language writers' texts differ from those written by native English speakers. Using this research, Dana R. Ferris dispels the myth that diligent teacher correction and student editing can lead to perfect, error-free texts. In clear and simple terms, Ferris makes six suggestions for things teachers can do in the classroom regarding error correction and provides samples. Other issues regarding the expectations of students and others—such as in timed (high-stakes) situations—as it relates to "perfect" papers are examined. The book closes by addressing the basic principles of developing students' language skills in second language/ESL writing classes.

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What We Are Becoming
Developments in Undergraduate Writing Majors
Greg Giberson and Thomas A. Moriarty
Utah State University Press, 2010
Greg Giberson and Tom Moriarty have collected a rich volume that offers a state-of-the-field look at the question of the undergraduate writing major, a vital issue for compositionists as the discipline continues to evolve. What We Are Becoming provides an indispensable resource for departments and WPAs who are building undergraduate majors.
     Contributors to the volume address a range of vital questions for undergraduate programs, including such issues as the competition for majors within departments, the job market for undergraduates, varying focuses and curricula of such majors, and the formation of them in departments separate from English. Other chapters discuss the importance of flexibility, consider arguments for a rhetorical or civic discourse core for the writing major, address the relationship between rhetoric and composition majors, and review the role of multiliteracies in the major.
     The field of composition has not come to a consensus on the shape, content, or focus of the undergradutate major. But as individual programs develop and refine their curricula, one thing has become clear: we must think about them in ways that go beyond our particular circumstances, theorize them in ways that secure their place on our campuses and in our discipline for years to come. What We Are Becoming is an effort to do just that.

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Words Unbound
Teaching Dante's Inferno in the High School Classroom
Milton Burke
University of Arkansas Press, 2017

Words Unbound draws on Milton Burke’s thirty years of teaching experience to help educators bring Inferno alive for today’s young reader. In a conversational, “colleague-to-colleague” style, Burke shares the interpretations, questions, and exercises he found effective in his high-school classroom, emphasizing group discussion to help students, no matter their religious or philosophical moorings, engage meaningfully with the notoriously difficult text.


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Writing Myths
Applying Second Language Research to Classroom Teaching
Joy Reid with Keith S. Folse, Cynthia M. Schuemann, Pat Byrd and John Bunting, Ken Hyland, Dana Ferris, Susan Conrad, Sharon Cavusgil, Paul Kei Matsuda
University of Michigan Press, 2008

This volume was conceived as a "best practices" resource for writing teachers in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. It was written to help ensure that writing teachers are not perpetuating the myths of teaching writing.

Each author is a practicing teacher who selected his or her "myth" based on classroom experience and expertise. Both the research and pedagogy in this book are based on the newest research in, for example, teacher preparation, EAP and ESP, and corpus linguistics. The myths discussed in this book are:

§         Teaching vocabulary is not the writing teacher's job. (Keith S. Folse)

§         Teaching citation is someone else's job. (Cynthia M. Schuemann)

§         Where grammar is concerned, one size fits all. (Pat Byrd and John Bunting)

§         Academic writing should be assertive and certain. (Ken Hyland)

§         Students must learn to correct all their writing errors. (Dana Ferris)

§         Corpus-based research is too complicated to be useful for writing teachers. (Susan Conrad)

§         Academic writing courses should focus on paragraph and essay development. (Sharon Cavausgil)

§         International and U.S. resident ESL writers cannot be taught in the same class. (Paul Kei Matsuda)

The book concludes with a discussion of students' myths about academic writing and teaching written by Joy Reid.

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