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Before Shaughnessy: Basic Writing at Yale and Harvard, 1920-1960

Author(s): Kelly Ritter

Kelly Ritter uses materials from the archives at Harvard and Yale and contemporary theories of writing instruction to reconsider the definition of basic writing and basic writers within a socio-historical context.

Level(s): College

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Bootstraps: From an American Academic of Color

Author(s): Victor Villanueva

Bootstraps details the life of an American of Puerto Rican extraction from his childhood in New York City to an academic post at a university. Villanueva ponders his experiences in light of the history of rhetoric, the English Only movement, current socio- and psycholinguistic theory, and the writings of Gramsci and Freire, among others.

Level(s): College

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Border Talk: Writing and Knowing in the Two-Year College

Author(s): Howard B. Tinberg

Set in the "border" that the two-year college occupies between high schools and universities and between academia and the workplace, teachers address many of the unique concerns facing two-year college faculty.

Level(s): College

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"But Will It Work with Real Students?" Scenarios for Teaching Secondary English Language Arts

Author(s): Janet Alsup, Jonathan Bush

Pedagogical narratives written by secondary teachers and thoughtful responses to these narratives by experienced teachers and teacher educators form the heart of this text.

Level(s): Middle, Secondary, College

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Changing Classroom Practices: Resources for Literary and Cultural Studies

Editor(s): David B. Downing

While English studies has sponsored considerable and clearly important theoretical debate among literary and cultural critics about the sociopolitical significance of teaching, that debate has produced relatively few concrete, well-developed models for what our reconfigured literary and cultural studies classrooms might look like. These 14 essays offer just such models.

Level(s): College

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Co-authoring in the Classroom: Creating an Environment for Effective Collaboration

Author(s): Helen Dale

Co-Authoring in the Classroom argues for the inclusion of co-authoring in writing instruction and provides theoretical and research background to support the value of this strategy.

Level(s): Secondary, College

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Collision Course: Conflict, Negotiation, and Learning in College Composition

Author(s): Russel K. Durst

Durst proposes a pedagogy of "reflective instrumentalism," an approach that accepts students' pragmatic reasons for studying composition but then attempts to add a critical, socially aware dimension to that careerist orientation.

Level(s): College

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Communion of Friendship, A: Literacy, Spiritual Practice, and Women in Recovery

Author(s): Beth Daniell

Daniell tells the story of a group of women who are, or have been married to alcoholics and who use reading and writing in their search for spiritual growth.

Level(s): College

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Composing Processes of Twelfth Graders, The

Author(s): Janet Emig

Janet Emig reports on a case study in which eight twelfth graders were asked to give autobiographies of their writing experiences and to compose aloud in the presence of the investigator. Based on her findings, she suggests changes in the way composition is taught and the way teachers are trained to teach it.

Level(s): General

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Composition and Sustainability: Teaching for a Threatened Generation

Author(s): Derek Owens

Derek Owens argues that, in light of worsening environmental crises and accelerating social injustices, we need to use sustainability as a way to structure courses and curricula, and that composition studies, with its inherent cross-disciplinarity and its unique function in students’ academic lives, can play a key role in giving sustainability a central place in students’ thinking and in the curriculum as a whole.

Level(s): College

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