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.
Should teenagers have jobs while they’re in high school? Doesn’t working distract them from schoolwork, cause long-term problem behaviors, and precipitate a “precocious” transition to adulthood?
This report from a remarkable longitudinal study of 1,000 students, followed from the beginning of high school through their mid-twenties, answers, resoundingly, no. Examining a broad range of teenagers, Jeylan Mortimer concludes that high school students who work even as much as half-time are in fact better off in many ways than students who don’t have jobs at all. Having part-time jobs can increase confidence and time management skills, promote vocational exploration, and enhance subsequent academic success. The wider social circle of adults they meet through their jobs can also buffer strains at home, and some of what young people learn on the job—not least, responsibility and confidence—gives them an advantage in later work life.
Working Test: X-Word Grammar and Writing Activities for Students features 86 X-Word Grammar reading and writing exercises divided into five parts of increasing complexity. Deaf, second-language, and other students experiencing difficulty with English composition can perform these exercises as homework or as in-class activities. Through these exercises, they can master English grammar, improve their facility with language constructions, and meet the challenges of becoming better writers.
After teaching developmental writing to deaf students for may years, Sue Livingston found that students who can read and analyze written texts become better writers. They achieve their improvement by reading, then writing about what they have read. Livingston has embodied her successful approach in Working Text: Teaching Deaf and Second-Language Students to Be Better Writers.
In this straightforward instructional book, Livingston first explains what is involved and why her methods work with deaf students, second-language students, and other students who need to improve their writing ability. Upon this foundation, Working Text delineates how to teach students to write through reading and writing exercises. These exercises have been carefully crafted using the X-Word Grammar approach to help students discover common language constructions that they can apply to their own writing. As the students progress, their understanding of the elements of good writing will grow.
Working Text also includes all of the exercises and appendices featured in the Working Test: X-Word Grammar and Writing Activities for Students workbook, both in print and on on a special CD. The answers for the exercises are included as well, as are sample quizzes, and the CD can be used in the classroom for interactive lessons in conjunction with the student workbook. Working Text: Teaching Deaf and Second-Language Students to Be Better Writers, in concert with its companion student workbook, will help deaf, second-language, and other students develop into markedly better, more confident writers.
Strategies for engaging key stakeholders—evaluators, researchers, and designers—to discuss frameworks for promoting collaborative change.
Collaborative Change Research, Evaluation, and Design (CCRED) is a framework and collection of participatory practices that engage people and the systems around them to drive community outcomes. This framework emerged out of the recognition that deep participation (or engagement) is frequently missing in collaborative impact approaches. When collaborative change is implemented effectively, community members are viewed as valuable owners and experts instead of being seen as disinterested or unqualified partners.
CCRED is a social action process with dual goals of collective empowerment and the deepening of social knowledge. Executed successfully, CCRED has the potential to increase the rigor, reach, and relevance of research, evaluation, and design translated to meaningful action. Written in an easily accessible, narrative style, Working Together for Change, the fourth volume in the Interdisciplinary Community Engaged Research for Health series edited by Farrah Jacquez and Lela Svedin brings together evaluators, researchers, and designers to describe collaborative change by describing their own work in the space.
The companion to Working with Water engages students in hands-on exploration. It highlights historical processes and encourages multiple learning styles.
"Water, water, everywhere . . ." Working with Water, the latest in the popular New Badger History series, teaches young readers about the many ways water has shaped Wisconsin’s history, from glaciers to stewardship. It touches on geography and hydrography; transportation networks of Indians and fur traders; the Erie Canal; shipwrecks, lighthouses, shipping, and shipbuilding; fishing, ricing, "pearling" (clamming), and cranberry cultivation; lumbering, milling, and papermaking; recreation, resorts, tourism, and environmentalism.
The companion Teacher’s Guide and Student Materials engages students in hands-on exploration. It highlights historical processes and encourages multiple learning styles.
Now available in a new second edition, Working World: Careers in International Education, Exchange, and Development offers an engaging guide for cause-oriented people dedicated to begin or enhance careers in the now burgeoning fields of international affairs. Mueller and Overmann expand their original dialogue between a career veteran and a young professional to address issues that recognize the meteoric rise of social media and dramatic geopolitical events. They explore how the idea of an international career has shifted: nearly every industry taking on more and more international dimensions, while international skills—linguistic ability, intercultural management, and sensitivity—become ever more highly prized by potential employers.
This second edition of Working World offers ten new and four significantly updated profiles as well as new and expanded concepts that include work-life balance, the importance of informational interviews, moving on, and key building blocks for international careers.Like the award-winning first edition, Working World is a rare and valuable resource to students and graduates interested in careers in international affairs, mid-career professionals who want to make a career change or shift, as well as guidance counselors and career center specialists at universities.
An unheralded union battle offers new insight into identity politics
In 1991, Columbia University’s one thousand clerical workers launched a successful campaign for justice in their workplace. This diverse union-two-thirds black and Latina, three-fourths women-was committed to creating an inclusive movement organization and to fighting for all kinds of justice. How could they address the many race and gender injustices members faced, avoid schism, and maintain the unity needed to win? Sharon Kurtz, an experienced union activist and former clerical worker herself, was welcomed into the union and pursued these questions. Using this case study and secondary studies of sister clerical unions at Yale and Harvard, she examines the challenges and potential of identity politics in labor movements.
With the Columbia strike as a point of departure, Kurtz argues that identity politics are valuable for mobilizing groups, but often exclude members and their experiences of oppression. However, Kurtz believes that identity politics should not be abandoned as a component in building movements, but should be reframed-as multi-identity politics. In the end she shows an approach to organizing with great potential impact not only for labor unions but for any social movement.
In Wounded Lions, acclaimed sport historian and longtime Penn State professor Ronald A. Smith heavily draws from university archives to answer the How? and Why? at the heart of the scandal. The Sandusky case was far from the first example of illegal behavior related to the football program or the university's attempts to suppress news of it. As Smith shows, decades of infighting among administrators, alumni, trustees, faculty, and coaches established policies intended to protect the university, and the football team considered synonymous with its name, at all costs. If the habits predated Paterno, they also became sanctified during his tenure. Smith names names to show how abuses of power warped the "Penn State Way" even with hires like women's basketball coach Rene Portland, who allegedly practiced sexual bias against players for decades. Smith also details a system that concealed Sandusky's horrific acts just as deftly as it whitewashed years of rules violations, coaching malfeasance, and player crime while Paterno set records and raised hundreds of millions of dollars for the university.
A myth-shattering account of misplaced priorities, Wounded Lions charts the intertwined history of an elite university, its storied sports program, and the worst scandal in collegiate athletic history.
Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks.
The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident.
A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators.
Noting a lack of sustained and productive dialogue about race in university writing center scholarship, the editors of this volume have created a rich resource for writing center tutors, administrators, and scholars. Motivated by a scholarly interest in race and whiteness studies, and by an ethical commitment to anti-racism work, contributors address a series of related questions: How does institutionalized racism in American education shape the culture of literacy and language education in the writing center? How does racism operate in the discourses of writing center scholarship/lore, and how may writing centers be unwittingly complicit in racist practices? How can they meaningfully operationalize anti-racist work? How do they persevere through the difficulty and messiness of negotiating race and racism in their daily practice? The conscientious, nuanced attention to race in this volume is meant to model what it means to be bold in engagement with these hard questions and to spur the kind of sustained, productive, multi-vocal, and challenging dialogue that, with a few significant exceptions, has been absent from the field.
Psychoanalysis and writing instruction have much to offer each other, asserts Mark Bracher. In this book, Bracher examines the intersection between these two fields and proposes pedagogical uses of psychoanalytic technique for writing instruction.
Psychoanalysis reveals that the writing process is profoundly affected by factors that current theories have largely neglected—forces such as enjoyment, desire, fantasy, and anxiety, which, moreover, are often unconscious. Articulating an approach based on the work of Jacques Lacan, Bracher shows how a psychoanalytic perspective can offer useful insights into the nature of the writing process, the sources of writing problems, and the dynamics of writing instruction. He further demonstrates that writing instruction constitutes the most favorable venue outside of individual psychoanalytic treatment for pursuing psychoanalytic research and practice. Like psychoanalytic treatment proper, writing instruction can function as a way of reducing psychological conflict and as a means of pursuing psychoanalytic research into the workings of the mind. Empirical studies and personal testimonies have demonstrated the psychological (and even the physical) benefits of writing about personal conflict in an academic setting; such benefits promise to be enhanced and consolidated through the application of psychoanalytic principles to the teaching of writing.
“To understand the ways students learn to write, we must go beyond the small and all too often marginalized component of the curriculum that treats writing explicitly and look at the broader, though largely tacit traditions students encounter in the whole curriculum,” explains David R. Russell, in the introduction to this singular study. The updated edition provides a comprehensive history of writing instruction outside general composition courses in American secondary and higher education, from the founding public secondary schools and research universities in the 1870s, through the spread of the writing-across-the-curriculum movement in the 1980s, through the WAC efforts in contemporary curriculums.
Winner, CCCC Outstanding Book Award
Until recently, American composition scholars have studied writing instruction mainly within the borders of their own nation, rarely considering English composition in the global context in which writing in English is increasingly taught. Writing in the Devil’s Tongue challenges this anachronistic approach by examining the history of English composition instruction in an East Asian country. Author Xiaoye You offers scholars a chance to observe how a nation changed from monolingual writing practices to bilingual writing instruction in a school setting.
You makes extensive use of archival sources to help trace bilingual writing instruction in China back to 1862, when English was first taught in government schools. Treating the Chinese pursuit of modernity as the overarching theme, he explores how the entry of Anglo-American rhetoric and composition challenged and altered the traditional monolithic practice of teaching Chinese writing in the Confucian spirit. The author focuses on four aspects of this history: the Chinese negotiation with Anglo-American rhetoric, their search for innovative approaches to instruction, students’ situated use of English writing, and local scholarship in English composition.
Unlike previous composition histories, which have tended to focus on institutional, disciplinary, and pedagogical issues, Writing in the Devil’s Tongue brings students back to center stage by featuring several passages written by them in each chapter. These passages not only showcase rhetorical and linguistic features of their writings but also serve as representative anecdotes that reveal the complex ways in which students, responding to their situations, performed multivalent, intercultural discourses. In addition, You moves out of the classroom and into the historical, cultural, and political contexts that shaped both Chinese writing and composing practices and the pedagogies that were adopted to teach English to Chinese in China. Teachers, students, and scholars reading this book will learn a great deal about the political and cultural impact that teaching English composition has had in China and about the ways in which Chinese writing and composition continues to be shaped by rich and diverse cultural traditions and political discourses.
In showcasing the Chinese struggle with teaching and practicing bilingual composition, Writing in the Devil’s Tongue alerts American writing scholars and teachers to an outdated English monolingual mentality and urges them to modify their rhetorical assumptions, pedagogical approaches, and writing practices in the age of globalization.
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.2001 CCCC Outstanding Book Award
The vast majority of academic books are written from the scholar’s position, even those that primarily concern teaching. Writing/Teaching, on the other hand, is a book about teaching written from the position of the teacher. As the title suggests, Kameen’s book is split into two halves—yet both, in different ways and through different discourses, are derived from his work in the classroom, and his own struggle with issues and problems all teachers of writing must face.
The first half is a series of essays originating from a graduate seminar Kameen team-taught with professor and poet Toi Derricotte in 1994. Included are essays Kameen wrote, a selection of pieces written by other members of the group, and a reflective “postscript.” These essays combine personal narrative, reflective meditation, and critical inquiry—all used as discourse to depict and examine the process of teaching.
The second half of the book contains essays on Plato’s dialogues—primarily Phaedrus and Protagoras—as a means to interrogate the position of teacher through the lens of the most famous of Western pedagogues—Socrates. Here, Socrates is used as a tool to examine and critique both Kameen’s own teacherly identity and, in a wider sense, the set of cultural forces that pre-figure the available positions for both “teacher” and “student” in contemporary education.
What unites both halves is the way Kameen approaches each—the “personal” and the “scholarly”—from his position as teacher. The texts presented provide the occasion for a complex and nuanced meditation on the classroom as a legitimate arena for the production of knowledge and research. Sure to be timely and controversial, Writing/Teaching will enter into the debate on whether to reconfigure the relationship between research and teaching currently taking place among teachers of composition, cultural studies, and rhetoric. Compelling reading for teachers or those contemplating a career in the profession.
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