2019 NCTE Fall Publication Catalog by National Council of Teachers of English

NC TE 2019 FALL/WINTER CATALOG

2018 FALL NEW AND BESTSELLING BOOKS

JOURNALS NCTE_2019_Fall_CatalogCvrs.indd 1

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 EVENTS MEMBERSHIPCATALOG 9/6/19 4:57 PM

NEW TITLES F There’s something for everyone on this list!

WELCOME TO NCTE! The next best thing to learning from our colleagues in person is learning from them on the page. At NCTE we’re fortunate to be home to an impressive array of authors who bring their real-world experiences, observations, research, and insights to our peer-reviewed books and journals. Whether you teach preK, elementary, middle school, high school, or college, the start of the school year leaves little time to dig for excellent resources. That’s why we’ve done the digging for you. This catalog highlights our newest releases and bestsellers.

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You deserve to learn from the best. When you invest in these texts, you’re choosing to learn from trusted experts in our field. Looking forward, if you’d like to meet many of these authors in person, we hope you’ll join us in Baltimore, Maryland, November 21-24 for the NCTE Annual Convention. Wishing you a fall filled with curiosity and learning! Emily Kirkpatrick Executive Director PAGE 13

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TURN THE PAGE

S FROM NCTE

CONTENTS Membership 2 NCTE Meetings

Quick-Reference Guides

4–5

Principles in Practice Imprint (PIP)

6–11

ELL 12 Grammar 13 Writing 14–18 ReadWriteThink 18 Writing/Composition 19 PAGE 25

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Composition 20–21 Reading & Literature

Content Area Literacy

Literature 24 YA Literature & Literacy

25–26

NCTE High School Literature Series

Shakespeare 28 Poetry 29–30

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Language & Literacy

Media & Digital Literacy

Professional Learning & Support

33–34

CCCC Studies in Writing & Rhetoric Series

35–36

NCTE Journals

37–38

Author/Editor Index

Title Index

NCTE Events Calendar

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Inside Back Cover

Find Your People photos: Marvin Young

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We are the professional home for teachers of English and language arts. NCTE’s myriad groups offer vibrant gathering places for different facets of our community. The Conference on English Leadership (CEL) is a collaborative, dynamic, discussion-based forum for literacy leaders. Since 1949, the Conference on College Composition and Communication (CCCC) has been the world’s largest professional organization for researching and teaching composition, from writing to new media. The Two-Year College English Association (TYCA) unites teachers committed to the teaching and study of English in the two-year college and provides a national voice for the two-year college in postsecondary education. Get to know these groups better at one of their upcoming events!

CEL Annual Convention

Creating Opportunities: Leadership to Ignite Movements and Momentum November 24-26, 2019 | Baltimore, MD http://www2.ncte.org/groups/cel/

CCCC Annual Convention

Considering Our Commonplaces March 25–28, 2020 | Milwaukee, WI https://cccc.ncte.org/cccc/conv

TYCA National Conference

Transforming Our Profession for a Sustainable Future March 25, 2020 | Milwaukee, WI http://www2.ncte.org/groups/tyca/2020-tyca-conference/

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QUICK-REFERENCE GUIDES

NCTE’s Quick-Reference Guides! Written and curated by some of the leading authors and voices in literacy education, these engaging and easy-access tri-fold guides offer brief, research-based definitions, strategies, tips, activities, and more to address many of the core topics in English and language arts classrooms. With professional learning time harder and harder to come by, the guides offer great prompts for individual instruction as well as jumping-off points for deeper group discussions. Exceptional for both K–12 teachers and college students, the guides are both laminated for protection from stain and wear, and three-hole-punched for easy binder storage and access.

Buy in 25-Packs and Save an Additional 10%! You can purchase NCTE quick-reference guides individually or save an additional 10% by purchasing 25-packs for workshops and professional learning groups.

“Teachers will treasure these guides!” —Laura Robb, author

“What a great idea for teacher professional learning!” —Sherry Sanden, Interim Associate Director & Associate Professor, Illinois State University, School of Teaching & Learning

“Great for new teachers and will serve as refreshers for teachers whose practice has grown stagnant.” —Meg Donhauser, Hunterdon Central Regional HS (NJ)

“What a lovely, concise, and focused resource collection. This is going to be a wonderful resource!” —Lester L. Laminack, author

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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All individual QRGs are $10.39 member/$12.99 nonmember. 25-packs: $233.78 member/$292.28 nonmember

Next Generation Read Aloud in the Elementary Classroom

Next Generation Shared Reading in the Elementary Classroom

Next Generation Guided Reading in the Elementary Classroom

Jan Burkins and Kim Yaris

Next Generation Independent Reading in the Elementary Classroom

ISBN 9780814186114

ISBN 9780814186138

ISBN 9780814186176

Jan Burkins and Kim Yaris ISBN 9780814186152

Next Generation Scaffolding and GRR

Teaching Reading Art Lessons

Literacy Instruction for Students Living with Trauma

Teaching Reading with YA Literature

Jan Burkins and Kim Yaris

Nancy Akhavan

Jennifer Buehler

ISBN 9780814186206

ISBN 9780814186237

ISBN 9780814186091

ISBN 9780814186008

Teaching Secondary Writing

Teaching Voice in Secondary Writing

Unit Design in the ELA Classroom

Conferring with Readers

Deborah Dean

Susanne Rubenstein

Peter Smagorinsky

Kari Yates and Christina Nosek

ISBN 9780814186039

ISBN 9780814186015

ISBN 9780814186022

ISBN 9780814186251

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | customerservice@ncte.org 5

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PRINCIPLES IN PRACTICE IMPRINT Adventurous Thinking Fostering Students’ Rights to Read and Write in Secondary ELA Classrooms

Books in the Principles in Practice imprint offer teachers concrete illustrations of effective classroom practices based in NCTE research briefs and policy statements. Each book discusses the research on a specific topic, links the research to an NCTE brief or policy statement, and then demonstrates how those principles come alive in practice: by showcasing actual classroom practices that demonstrate the policies in action; by talking about research in practical, teacher-friendly language; and by offering teachers possibilities for rethinking their own practices in light of the ideas presented in the books. Books within the imprint are grouped in strands, with each strand focused on a significant topic of interest. Imprint Editor: Cathy Fleischer Strands: Adolescent Literacy Writing in Today’s Classrooms Literacy Assessment Literacies of the Disciplines Reading in Today’s Classrooms Teaching English Language Learners Students’ Rights to Read and Write

Beyond Standardized Truth

Mollie V. Blackburn, editor Focusing on high school English language arts classes, Adventurous Thinking draws from the work of seven teachers from across the country to illustrate how advocating for students’ rights to read and write can be revolutionary work. Focal topics include immigration, linguistic diversity, religious diversity, the Black Lives Matter movement, interrogating privilege, LGBTQ people, and people with physical disabilities and mental illness. Following these teachers’ accounts is an interview with Angie Thomas, author of The Hate U Give and On the Come Up, and an essay by Millie Davis, former director of NCTE’s Intellectual Freedom Center. The closing essay reflects on provocative curriculum and pedagogy, criticality, community, and connections. 136 pp. | 2019 | Grades 9–12 | ISBN 9780814100714 $23.96 member/$29.99 nonmember ebook: ISBN 9780814100721

Going Public with Assessment

Improving Teaching and Learning through Inquiry-Based Reading Assessment

A Community Practice Approach Kathryn Mitchell Pierce and Rosario Ordoñez-Jasis

Scott Filkins

“The classroom vignettes are so powerful, and the accessible commentary helps teachers see their work through a different lens!” —Kathryn Mitchell Pierce, Assistant Professor of Literacy, School of Education, Saint Louis University The CCSS call for students to read and comprehend increasingly complex texts through middle and high school. But how to support students as they develop the necessary skills, habits, and stances to grow as readers? Filkins showcases his colleagues’ use of an inquiry framework, including the various tools and documentation methods that help them inquire into their students’ habits and thoughts as readers, use formative assessment to fuel the gradual release of responsibility framework, and use reading assessment as a means of professional reflection. Finally, he challenges us to broaden the conversation about assessment and offers a vision of assessment as an expression of care for the students. 133 pp. | 2012 | Grades 9–12 | ISBN 9780814102916 $23.96 member/$29.99 nonmember ebook: ISBN 9780814102886 6

Veteran educators Pierce and Ordoñez-Jasis share classroom vignettes, strategies, and resources for “going public” with literacy assessment through teacher collaboration with colleagues, families, and the community. Drawing from the IRA–NCTE Standards for the Assessment of Reading and Writing, Revised Edition, and their own extensive experience, the authors have compiled a set of collaborative assessment principles, as well as a model for teacher professional development around assessment, to guide teachers from assessment theory to practical implementation in the classroom. Teachers have up-close and personal experiences with how assessments impact their students. Their critical expertise is strengthened by the experiences and expertise of others invested in the success of our students—colleagues, families, communities, and students themselves. 153 pp. | 2018 | Grades K–12 | ISBN 9780814118634 $23.96 member/$29.99 nonmember ebook: ISBN 9780814118658

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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Restorative Justice in the English Language Arts Classroom Maisha T. Winn, Hannah Graham, and Rita Renjitham Alfred

“A transformative book. If this book is on your to-read list, move it to the top!” —Jessica Ann (Twitter: @ Varizey) The authors—two teacher educators and a restorative justice practitioner—provide concrete and specific examples of how English teachers can think and plan using a restorative justice lens to address issues of student disconnection and alienation; adult and youth well-being in schools; and inequity and racial justice through writing, reading, speaking, and action. They examine the intersection of restorative justice and education with a focus on restorative justice processes that are used to promote inclusivity and ownership, and demonstrate how teachers can use their curricular powers with a restorative justice framework in mind to empower the literacy classroom as a space for addressing inequalities across domains. 126 pp. | 2019 | Grades 6–12 | ISBN 9780814141014 $23.96 member/$29.99 nonmember ebook: ISBN 9780814141021

Adolescent Literacy and the Teaching of Reading Lessons for Teachers of Literature Deborah Appleman Deborah Appleman dismantles the traditional divide between secondary teachers of literature and teachers of reading and offers a variety of practical ways to teach reading within the context of literature classrooms. Using real-world examples from diverse secondary classrooms, Appleman helps literature teachers find answers to the questions they have about teaching reading: ● How can I help students negotiate the complex texts that

they will encounter both in and out of the classroom? ● What are the best ways to engage whole classes in a

variety of texts, both literary and nonliterary? ● What does it mean to be a struggling reader and how can

I support these students? ● How can I inspire and motivate the male readers in my

classes? 117 pp. | 2010 | Grades 9–12 | ISBN 9780814100561 $22.36 member/$27.99 nonmember ebook: ISBN 9780814100585

Reading Assessment Artful Teachers, Successful Students Diane Stephens, editor Through case studies of individual students and lively portraits of elementary classrooms, editor Diane Stephens and colleagues explore how artful preK–5 teachers come to know their students through assessment and use that knowledge to customize reading instruction. Throughout the book, the educators profiled—classroom teachers, reading specialists, and literacy coaches—work together to take personal and professional responsibility for knowing their students and ensuring that every child becomes a successful reader. The teachers profiled detail the assessment tools they use, how they make sense of the data they collect, and how they use that information to inform instruction. Like the other books in the Literacy Assessment strand of NCTE’s Principles in Practice imprint, Reading Assessment is based on the IRA–NCTE Standards for the Assessment of Reading and Writing, Revised Edition, which outlines the elements of high-quality literacy assessment. These educators show us how putting those standards in action creates the conditions under which readers thrive. 173 pp. | 2013 | Grades PreK–5 | ISBN 9780814130773 $23.96 member/$29.99 nonmember ebook: ISBN 9780814130766

Teaching Reading with YA Literature Complex Texts, Complex Lives Jennifer Buehler To meet the needs of all students as readers, we have to offer books they can—and want to—read. Buehler explores the three core elements of a young adult pedagogy with proven success in practice: (1) a classroom that cultivates a reading community; (2) a teacher who serves as book matchmaker and guide; and (3) tasks that foster complexity, agency, and autonomy in teen readers. With a supporting explication of NCTE’s policy research brief Reading Instruction for All Students and lively vignettes of teachers and students reading with passion and purpose, this book is designed to help teachers develop their own version of YA pedagogy and a vision for teaching YA lit in the middle and secondary classroom. 173 pp. | 2016 | Grades 7–12 | ISBN 9780814157268 $23.96 member/$29.99 nonmember ebook: ISBN 9780814157275

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | customerservice@ncte.org 7

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PRINCIPLES IN PRACTICE IMPRINT Writing Instruction in the Culturally Relevant Classroom

Writing in the Dialogical Classroom

Maisha T. Winn and Latrise P. Johnson

Students and Teachers Responding to the Texts of Their Lives

Winn and Johnson support an approach to writing instruction that can help all students succeed, and especially those who have been underserved in US classrooms. Through portraits of four high school teachers, they show how to create an environment for effective learning and teaching in diverse classrooms, answering questions such as: ● How can I honor students’ backgrounds and experiences

to help them become better writers? ● How can I teach in a culturally responsive way if I don’t

share cultural identities with my students? ● How can I move beyond a “heroes and holidays”

approach to culturally relevant pedagogy? ● How can I draw on what I already know about good

writing instruction to make my classes more culturally relevant? 101 pp. | 2011 | Grades 9–12 | ISBN 9780814158562 $19.96 member/$24.99 nonmember

Our Better Judgment

Bob Fecho Dialogical writing (1) combines academic and personal writing; (2) allows writers to bring multiple voices to the work; (3) involves thought, reflection, and engagement across time and space; and (4) creates opportunities for substantive and ongoing meaning making as students explore who they are and how they relate to the larger culture. Drawing on NCTE Beliefs about the Teaching of Writing, Bob Fecho provides a window into the classrooms of middle and high school teachers who are engaged in a dialogue with their practices. Hear these teachers explain the essentials of their teaching as they demonstrate how dialogical classrooms depend on context and are forever in a state of becoming. This book illustrates the empowerment that can result from dialogical writing as it examines the complexity of implementing this approach in the classroom. 119 pp. | 2011 | Grades 7–12 | ISBN 9780814113578 $22.36 member/$27.99 nonmember ebook: ISBN 9780814158555

Becoming Writers in the Elementary Classroom

Teacher Leadership for Writing Assessment Chris W. Gallagher and Eric D. Turley “In this age of ‘accountability,’ teachers have been treated as targets of assessment rather than agents of it; assessment is something that is done to teachers, not something they do.” Teachers do have a role in writing assessment, the authors suggest, and we have much to gain if we move assessment to the center of our professional practice, especially if we approach writing assessment through an inquiry framework that allows us to build our own assessment literacy, expertise, and leadership. Based on the IRA–NCTE Standards for the Assessment of Reading and Writing, Revised Edition, this book brings us inside teachers’ local contexts—classrooms, schools, and communities—to illustrate how teachers are taking the reins of writing assessment, guiding and improving the writing and literacy practices of their students while simultaneously reflecting on and revising their own instructional practices. 115 pp. | 2012 | Grades 9–12 | ISBN 9780814134764 $22.36 member/$27.99 nonmember

Visions and Decisions Katie Van Sluys This book illustrates how teachers of elementary-age writers bring their beliefs about teaching and learning to life—through the visions they hold for writers, writing, and the world, as well as through the decisions they make every day in their classrooms. Katie Van Sluys demonstrates how to (re)claim aspects of our professional practice to ensure that young people have the opportunity to become competent, constantly growing writers who use writing to think, communicate, and pose as well as solve problems. Using NCTE Beliefs about the Teaching of Writing, Van Sluys invites us to articulate our own beliefs as we explore why and what we write, how we write and how we teach, how we assess progress, and how we advocate for the practices we believe in. 145 pp. | 2011 | Grades K–5 | ISBN 9780814102770 $23.96 member/$29.99 nonmember

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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Connected Reading Teaching Adolescent Readers in a Digital World Kristen Hawley Turner and Troy Hicks Having ready access to digital tools and texts doesn’t mean that middle and high school students are automatically thoughtful, adept readers. So how can we help adolescents become critical readers in a digital age? Using NCTE’s policy research brief Reading Instruction for All Students as both guide and sounding board, experienced teacher-researchers Kristen Hawley Turner and Troy Hicks report on interviews and survey data from visits with hundreds of teens, which led to the development of their model of Connected Reading: “Digital tools, used mindfully, enable connections. Digital reading is connected reading.” Turner and Hicks offer practical tips by highlighting classroom practices that engage students in reading and thinking with both print and digital texts, thus encouraging reading instruction that reaches all students. 179 pp. | 2015 | Grades 7–12 | ISBN 9780814108376 $27.96 member/$34.99 nonmember ebook: ISBN 9780814108383

Digital Reading What’s Essential in Grades 3–8 William L. Bass II and Franki Sibberson Many of our young students come to school with vast experience in the digital world but too often use digital tools in limited ways because they view technology as merely another form of entertainment. Educators William L. Bass II and Franki Sibberson believe we need to redefine reading to include digital reading and texts, learn how to support digital reading in the classroom, and embed digital tools throughout the elementary and middle school curriculum. Bass, a technology coordinator, and Sibberson, a third-grade teacher, explore the experiences readers must have in order to navigate the digital texts they will encounter, as well as the kinds of lessons we must develop to enhance those experiences. Drawing on the NCTE policy research brief Reading Instruction for All Students, they lead from experience—both theirs and that of other classroom teachers. 122 pp. | 2015 | Grades 3–8 | ISBN 9780814111574 $22.36 member/$27.99 nonmember ebook: ISBN 9780814111581

ONLINE LEARNING

Looking for some inspiration? Spend time learning from thoughtful NCTE members, authors, and experts, all from the comfort of your own home. Online professional learning resources are designed to be engaging and practical across a variety of contexts and roles. You deserve a differentiated experience just as much as your students do.

www.ncte.org/online-learning

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PRINCIPLES IN PRACTICE IMPRINT Real-World Literacies

Rethinking the “Adolescent” in Adolescent Literacy

Disciplinary Teaching in the High School Classroom Heather Lattimer

“Real-World Literacies is a really amazing resource! Great connections, great resources, and great advice for teachers and schools! “

Sophia Tatiana Sarigianides, Robert Petrone, and Mark A. Lewis At the heart of this book is a call to English language arts teachers to examine the very assumptions of adolescence they may be operating from in order to reimagine new possibilities for engaging students with the English curriculum. Relying on a sociocultural view of adolescence established by scholars in critical youth studies, the book focuses on classrooms from diverse contexts to explain adolescence as a construct and how this perspective of youth can encourage educators to reenvision literacy instruction and learning. Working from and looking beyond Adolescent Literacy: An NCTE Policy Research Brief, the authors explore the “myth” of adolescence and the possibility of a curriculum that positions youth as experts and knowledgeable advocates fully engaged in their own learning. 105 pp. | 2017 | Grades 6–12 | ISBN 9780814141137 $19.96 member/$24.99 nonmember ebook: ISBN 9780814141144

Doing and Making Authentic Literacies Linda Denstaedt, Laura Jane Roop, and Stephen Best Too many students don’t see themselves as “doers” and “makers” of authentic work in any of the disciplines of high school, so they make no connection between high school coursework and their future lives and work. But what if we took advantage of our students’ tremendous potential by designing environments in which they can unleash, develop, and publicly share their talents? This book features educators in construction trades, English, math, and multidisciplinary teams who have created empowering disciplinary classrooms and projects that allow students to gain new identities as makers and doers. Building on foundational work in authentic literacies, the authors center their examples in a continuum of disciplinary literacy learning, demonstrating how it can be used to look at and reconfigure lessons, units, courses, and programs. 139 pp. | 2014 | Grades 9–12 | ISBN 9780814112199 $23.96 member/$29.99 nonmember ebook: ISBN 9780814112182

—Jeffrey Austin, Department Chair/ Writing Center Director, Skyline High School, Ann Arbor, MI. Our highly technological and connected world needs people capable of creative, innovative, and imaginative thinking that crosses disciplines. Why are so many educators pressured to fall back on a standardized, test-driven, single-subject approach to instruction? Heather Lattimer draws on Literacies of Disciplines: An NCTE Policy Research Brief and stories from high school classrooms to illustrate how we can learn to recognize the unique languages and literacy structures represented by various disciplines and then help our students both navigate within individual disciplines and travel among them. Through rich classroom examples, explanations of theory and practice in teacher-friendly language, guiding questions to support discussion and classroom application, and annotated lists of resources, Lattimer reframes the conversation toward true disciplinary literacy. 159 pp. | 2014 | Grades 9–12 | ISBN 9780814139431 $23.96 member/$29.99 nonmember ebook: ISBN 9780814139448

Entering the Conversations Practicing Literacy in the Disciplines Patricia Lambert Stock, Trace Schillinger, and Andrew Stock The authors of Entering the Conversations invite us into their classrooms and professional development workshops to see how students at all levels of instruction can learn both the subject matter and the discipline-specific practices for reading and writing about that subject matter. In this book, we see the engagement and enthusiasm of students caught up in their roles as knowledge makers. As emerging field-based specialists, these students address real-world issues such as the reintroduction of wolves to US ecosystems and how to shape attitudes toward social revolution, demonstrating the value of having students read and write information-rich texts in multiple genres and media. 109 pp. | 2014 | Grades 5–8 | ISBN 9780814115633 $19.96 member/$24.99 nonmember ebook: ISBN 9780814115657

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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K–12 Writing across Culture and Language Inclusive Strategies for Working with ELL Writers in the ELA Classroom Christina Ortmeier-Hooper Ortmeier-Hooper challenges deficit models of ELL and multilingual writers and offers techniques to help teachers identify their students’ strengths and develop inclusive research-based writing practices that are helpful to all students. Her approach, aligned with specific writing instruction recommendations outlined in the NCTE Position Paper on the Role of English Teachers in Educating English Language Learners (ELLs), connects theory to classroom application, with a focus on writing instruction, response, and assessment for ELL and multilingual students. Through rich examples of these writers and their writing practices, along with “best practices” input from classroom teachers, this book provides accessible explanations of second language writing theory and pedagogy in teacher-friendly language, concrete suggestions for the classroom, guiding questions to support discussion, and an annotated list of resources. 155 pp. | 2017 | Grades 9–12 | ISBN 9780814158531 $23.96 member/$29.99 nonmember ebook: ISBN 9780814158548

Beyond “Teaching to the Test” Rethinking Accountability and Assessment for English Language Learners Betsy Gilliland and Shannon Pella Speaking directly to teachers who work closely with English language learners, Gilliland and Pella examine essential questions in this age of accountability: What kind of accountability measures truly demonstrate multilingual students’ learning? How do these measures reflect the planning and teaching that teachers do to help their students grow? The authors take readers into the classrooms of middle and high school teachers to illustrate accountability practices that exemplify the principles outlined in the NCTE Position Paper on the Role of English Teachers in Educating English Language Learners (ELLs). The authors explain teaching for accountability, formative and summative assessment, and preparation for high-stakes testing, as well as provide suggestions for teaching, guiding questions for discussion, and resource recommendations. 167 pp. | 2017 | Grades 6–12 | ISBN 9780814102947 $23.96 member/$29.99 nonmember ebook: ISBN 9780814102954

Community Literacies en Confianza Learning from Bilingual After-School Programs Steven Alvarez Most teachers of English language learners are not adequately prepared to meet the challenges of working with this growing demographic of K–12 students. Alvarez argues that teachers’ greatest resources are the students themselves, with both a facility in their home language and ties to their home communities. He highlights the importance of building mutual trust, or confianza, between students, schools, and communities, both inside and outside of the classroom. After-school programs focused on English learners offer a way for parents, teachers, and volunteers to collectively navigate school systems and the English language, share stories, and develop facility in reading and writing across languages. Alvarez offers ideas for approaching, engaging, and partnering with students’ communities to design culturally sustaining pedagogies that productively use the literacy abilities students bring to schools. 107 pp. | 2017 | Grades PreK–12 | ISBN 9780814107867 $19.96 member/$24.99 nonmember ebook: ISBN 9780814107874

Understanding Language Supporting ELL Students in Responsive ELA Classrooms Melinda J. McBee Orzulak Engaging with critical questions such as “What counts as language?” and “How can I know when a student is struggling with language?,” Melinda J. McBee Orzulak explores how mainstream ELA teachers might begin to understand language in new ways to benefit both English language learner and non-ELL students learning in the same classroom. Offering supportive teaching resources and ways to notice and understand the strengths of ELL students, she outlines strategies for respectful and rigorous instruction for all students as we consider our own cultural and linguistic expectations. She also addresses responses to common curricular challenges such as (1) structuring positive environments for students as both learners and adolescents; (2) providing a language focus in our teaching; and (3) assessing the range of literacies our ELL students possess. 159 pp. | 2017 | Grades 6–12 | ISBN 9780814155646 $23.96 member/$29.99 nonmember ebook: ISBN 9780814155653

To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | customerservice@ncte.org 11

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ELL English Language Learners in Literacy Workshops

Language Learners in the English Classroom

Marsha Riddle Buly

Douglas Fisher, Carol Rothenberg, and Nancy Frey

Many mainstream classroom teachers haven’t had the opportunity to develop strategies to effectively teach the growing number of language learners in our schools. And language specialists aren’t always familiar with the instructional and management frameworks that work well for mainstream teachers. Marsha Riddle Buly, a mainstream classroom teacher who became a reading specialist and then a specialist in bilingual/ ELL education, shows how reading, writing, and language workshops can be used to help language learners in mainstream K–8 classrooms. Riddle Buly outlines literacy workshop formats and offers clear explanations of how workshops align with the research on effective instruction of language learners, including the Sheltered Instruction Observation Protocol (SIOP).

Foreword by David Freeman Across the nation, schools are in the midst of comprehensive reform efforts aimed at improving the achievement of all students. This book guides English teachers in designing purposeful and powerful lessons that accelerate the achievement of students who are learning English. The authors describe the unique challenges for English language learners and provide practical, research-based strategies that will help your students meet those challenges. Focus chapters clearly define and illustrate how to integrate teaching of vocabulary, grammar, fluency, and comprehension into the grade-level content of middle and high school English classrooms. 181 pp. | 2007 | Grades 7–12 | ISBN 9780814127049 $27.96 member/$34.99 nonmember

129 pp. | 2011 | Grades K–8 | ISBN 9780814122884 $23.96 member/$29.99 nonmember

See the entire CONTINUING THE JOURNEY series!

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NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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GRAMMAR AVAILABLE OCTOBER 2019

NEW

More Grammar to Get Things Done Daily Lessons for Teaching Grammar in Context Darren Crovitz and Michelle D. Devereaux Complementing Crovitz and Devereaux’s successful Grammar to Get Things Done, this book demystifies grammar in context and offers day-by-day guides for teaching ten grammar concepts, giving teachers a model and vocabulary for discussing grammar in real ways with their students. Through applied practice in real-world contexts, the authors explain how to develop students’ mastery of grammar and answer difficult questions about usage, demonstrating how grammar acts as a tool for specific purposes in students’ lives. Accessibly written and organized, the book provides ten adaptable activity guides for each concept, illustrating instruction from a use-based perspective. Middle and high school preservice and inservice English teachers will gain confidence in their own grammar knowledge and learn how to teach grammar in ways that are uniquely accessible and purposeful for students. Routledge and NCTE. 168 pp. | 2019 | Grades K–12 | ISBN 9780367194819 $28.95 member/$35.95 nonmember

Grammar to Get Things Done A Practical Guide for Teachers Anchored in Real-World Usage Darren Crovitz and Michelle D. Devereaux Grammar to Get Things Done offers a fresh lens on grammar and grammar instruction, designed for middle and secondary preservice and inservice English teachers. It shows how form, function, and use can help teachers move away from decontextualized grammar instruction (such as worksheets and exercises emphasizing rule-following and memorizing conventional definitions) and begin considering grammar in applied contexts of everyday use. Modules (organized by units) succinctly explain common grammatical concepts. These modules help English teachers gain confidence in their own understanding while positioning grammar instruction as an opportunity to discuss, analyze, and produce language for real purposes in the world. An important feature of the text is attention to both the history of and current attitudes about grammar through a sociocultural lens, with ideas for teachers to bring discussions of language-aspower into their own classrooms. Routledge and NCTE. 232 pages | 2016 | Grades K–12 | ISBN 9781138683709 $27.95 member/$34.95 nonmember

Engaging Grammar Practical Advice for Real Classrooms Amy Benjamin, with Tom Oliva Foreword by Martha Kolln

Grammar Alive! A Guide for Teachers Brock Haussamen, with Amy Benjamin, Martha Kolln, Rebecca S. Wheeler, and members of NCTE’s Assembly for the Teaching of English Grammar NCTE’s Assembly for the Teaching of English Grammar provides this much-needed resource for K– college teachers who wonder what to do about grammar—how to teach it, how to apply it, how to learn what they themselves were never taught. Grammar Alive! offers teachers ways to negotiate the often conflicting goals of testing, confident writing, the culturally inclusive classroom, and the teaching of Standard English while also honoring other varieties of English. 121 pp. | 2003 | Grades K–College | ISBN 9780814118726 $22.36 member/$27.99 nonmember

Amy Benjamin challenges the idea of “skill and drill” grammar in this lively, engaging, and immensely practical guide. Her enlightened view of grammar is grounded in linguistics and teaches us how to make informed decisions about teaching grammar—how to move beyond fixing surface errors to teaching how grammar can be used as the building blocks of sentences to create meaning. In addition to Benjamin’s sage advice, you’ll find the voice of Tom Oliva—an experienced teacher inexperienced in teaching grammar—who chronicles how the concepts in this book can work in a real classroom. The perspectives of Benjamin and Oliva combine to provide a full picture of what grammar instruction can be: an exciting and accessible way to take advantage of students’ natural exuberance about language. Although she does not advocate for teaching to the test, Benjamin acknowledges the pressures students face when taking high-stakes tests such as the SAT and ACT. Included is a chapter on how to improve students’ editing skills to help prepare them for the short-answer portion of these tests. 159 pp. | 2007 | Grades 7–12 | ISBN 9780814123386 $23.96 member/$29.99 nonmember

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WRITING The Reader Response Notebook

The Writing Workshop Working through the Hard Parts (And They’re All Hard Parts)

Teaching toward Agency, Autonomy, and Accountability

Katie Wood Ray, with Lester L. Laminack

Ted Kesler The reader response notebook (RRN) is a triedand-true tool in elementary and middle school classrooms. However, teachers and students often express frustration about this tool. Students’ responses sometimes feel like they’re just going through the motions, with little evidence of deep comprehension. This book breathes new life into RRNs by infusing this work with three key practices: (1) enabling responses to be design work, using a variety of writing tools; (2) expanding what counts as texts, including popular culture texts that are important in students’ lives outside of school; and (3) making the RRN an integral part of a community of practice. Kesler shows how we can teach students toward agency, autonomy, and accountability in their RRN work. Filled with examples of student work and explicit teaching in classrooms, the book shows how students’ creative responses lead to deep comprehension of diverse texts and ultimately develop their literate identities.

Katie Wood Ray offers a practical, comprehensive, and illuminating guide to support both new and experienced teachers. While every aspect of writing workshop is geared to support children learning to write, this kind of teaching is often challenging because what writers really do is engage in a complex, multilayered, slippery process to produce texts. The book confronts the challenge of this teaching head-on. Woven between the chapters on teaching are the voices of published writers, followed by short commentaries from Lester L. Laminack. These voices remind us how writers do what they do, thus lending authenticity to what Katie Wood Ray shows us in the classroom and thoughtfully helping us frame our instruction to match the complex process of writing. 278 pp. | 2001 | Grades 3–8 | ISBN 9780814113172 $30.36 member/$37.99 nonmember

155 pp. | 2018 | Grades K–8 | ISBN 9780814138403 $23.96 member/$29.99 nonmember ebook: ISBN 9780814138410

Learning to Write for Readers Using Brain-Based Strategies

Wondrous Words Writers and Writing in the Elementary Classroom Katie Wood Ray Wondrous Words is a “loud” book, filled with the voices of writers, young and old. Drawing on stories from classrooms, examples of student writing, and illustrations, Katie Wood Ray explains in practical terms the theoretical underpinnings of how elementary and middle school students learn to write from their reading. The author invites readers into her library and offers suggestions on using books by authors including Cynthia Rylant, Debra Frasier, Eve Bunting, and Gary Paulsen to help teach writing. Wondrous Words weaves practice and theory together to provide an important knowledge base for teachers.

John T. Crow Crow first uses nontechnical language and fun classroom demonstrations to explore how proficient readers process written material. He then applies this perspective to specific areas of writing instruction, including analyzing texts and audiences; experimenting with sentences, paragraphs, and essay writing; and helping Standardized English learners acquire academic English. This brain-based approach to writing instruction will help you build from the tremendous storehouse of knowledge students already possess about language to help them learn what they need to know about writing. 157 pp. | 2011 | Grades 7–12 | ISBN 9780814127827 $23.96 member/$29.99 nonmember

317 pp. | 1999 | Grades K–6 | ISBN 9780814158166 $30.36 member/$37.99 nonmember

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K–12 Strategic Writing The Writing Process and Beyond in the Secondary English Classroom, Second Edition Deborah Dean Dean worked with high school teachers to refine, reorganize, and update the material in this book to better support classroom teachers dedicated to teaching not just the process of writing but also the strategies that help students learn to write effectively throughout their lives. Along with engaging and practical classroom activities, this new edition offers (1) lesson plans that differentiate between strategy, activity, and minilesson to show how all three function in a strategic approach; (2) a focus on digital tools and genres; (3) conceptual material in early, short chapters and the teaching ideas, examples of student work, and lesson plans in appendixes; and (4) grouping by types of strategies. Dean also considers students’ out-of-school as well as in-school writing tasks. 208 pp. | 2017 | Grades 9–12 | ISBN 9780814147559 $27.96 member/$34.99 nonmember ebook: ISBN 9780814147573

Designing Writing Assignments Traci Gardner Effective student writing begins with well-designed classroom assignments. In this book, veteran educator Traci Gardner offers practical ways to develop assignments that will allow students to express their creativity and grow as writers and thinkers while still addressing the many demands of resource-stretched classrooms. Gardner uses her classroom experience to provide ideas on how to effectively define a writing task, explore the expectations for a composition activity, and assemble the supporting materials that students need to do their best work. She includes dozens of starting points that you can customize and further develop for your own students. 109 pp. | 2008 | Grades 9–College | ISBN 9780814110850 $19.96 member/$24.99 nonmember

Portfolios in the Writing Classroom An Introduction Kathleen Blake Yancey, editor

Lesson Plans for Teaching Writing Chris Jennings Dixon, editor This collection of lesson plans, grouped around popular categories such as writing process, portfolios, and writing on demand, will help prepare high school and college students for college-level writing. Each lesson follows a standard format that includes purpose of the activity; necessary preparation; required props and materials; process and procedure for implementation; instructional pointers and/or possible pitfalls; and reflections from the teacher that provide “behind the scenes” insights.

Portfolios have invigorated English classrooms around the country to such an extent that they are revolutionizing the teaching and assessment of writing. Here classroom teachers from various backgrounds reflect upon how using portfolios has shaped their own teaching. They discuss ways to introduce portfolios into the classroom, different models and assessment practices for portfolio projects, and new kinds of collaboration among students and teachers. 128 pp. | 1992 | Grades 7–College | ISBN 9780814136454 $15.96 member/$19.96 nonmember

249 pp. | 2007 | Grades 8–College | ISBN 9780814108857 $30.36 member/$37.99 nonmember

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WRITING Speak for Yourself

Catching Tigers in Red Weather

Writing with Voice

Imaginative Writing and Student Choice in High School

Susanne Rubenstein

“A gem! The memoir writing chapter has fantastic low-stakes prompts and mentor text ideas. The whole book is an artful and compelling case for teaching voice.” —Elizabeth Woo, English teacher, Carondelet High School, Concord, CA As writing instruction becomes more standardized and structured, student voices grow silent. Speak for Yourself: Writing with Voice places a new emphasis on voice in the teaching of writing. Armed with the philosophy and concrete teaching ideas offered in this book, teachers can find the courage to speak up in order to create writing classrooms where students take ownership of their work, enjoy what they’re writing, and produce writing that shows depth of thought and originality of expression. This book acknowledges the pressures English teachers face in today’s educational climate, but challenges teachers to rally their expertise and enthusiasm so that student writers develop voice and speak for themselves.

Judith Rowe Michaels Foreword by Tom Romano All good writing is creative. But it’s easy to forget this when writing is used mainly as a tool to assess reading comprehension and writers are judged by how well they conform to prescribed standards of “proficiency.” Teacher-poet Judith Rowe Michaels describes how she refocused her ninth-grade English course to help students explore writing—their own and the assigned literature—as an art form with the same potential for creativity as, say, web design, filmmaking, or music. If you’re looking for ways to motivate your young writers, this book is a doorway into the classroom of a master teacher who invites all of us to rediscover what reading and writing should always do—stretch our imaginations. 194 pp. | 2011 | Grades 9–12 | ISBN 9780814104651 $27.96 member/$34.99 nonmember

This Time It’s Personal

143 pp. | 2018 | Grades 9–12 | ISBN 9780814146149 $23.96 member/$29.99 nonmember ebook: ISBN 9780814146156

Teaching Academic Writing through Creative Nonfiction

Genre Theory

John S. O’Connor

Teaching, Writing, and Being

“A thorough and engaging guide to making creative nonfiction the stuff of great classes.”

Deborah Dean Contemporary genre theory is probably not what you learned in college. Its dynamic focus on writing as a social activity in response to a particular situation makes it a powerful tool for teaching practical skills and preparing students to write beyond the classroom. Although genre is often viewed as simply a method for labeling different types of writing, Deborah Dean argues that exploring genre theory can help teachers energize their classroom practices. Genre Theory synthesizes theory and research about genres and provides applications that help teachers artfully address the challenges of teaching high school writing. Theory and Research Into Practice (TRIP) series. 119 pp. | 2008 | Grades 9–12 | ISBN 9780814118412 $22.36 member/$27.99 nonmember

—Ted C. Fishman, bestselling author, China, Inc. and Shock of Gray

Students often see little connection between their school lives and their “real lives.” Thesis-driven essays often further this disconnect by emphasizing form over content and by depersonalizing the relationship between writer and audience. John S. O’Connor argues that by inviting students to mine their personal experiences, teachers can help students not only understand literature better, but also begin to make story-sense out of their own lives. Rather than allow students to view school passively, as mere consumers of other people’s stories, we need to explicitly invite students into the larger community of storytellers. O’Connor provides a diverse range of writing assignments with authentic audiences—including writer’s autobiography; writing about place; memoirs; op-ed essays; blogs; oral histories—and many vibrant examples of student writing. 227 pp. | 2011 | Grades 9–College | ISBN 9780814154304 $27.96 member/$34.99 nonmember

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Continuing the Journey 2

What Works in Writing Instruction

Becoming a Better Teacher of Authentic Writing

Research and Practices Deborah Dean Through teacher-friendly language and classroom examples, Deborah Dean takes a close look at effective, research-based practices for writing instruction and examines common questions such as:

Ken Lindblom and Leila Christenbury Ken Lindblom and Leila Christenbury return with the second volume in the Continuing the Journey series, this time focusing on authentic writing instruction for the high school classroom. The authors draw on what research has taught them about writing—concepts deeply rooted in personal identity and realworld experience—and why we must teach writing accurately, effectively, and fearlessly. As in the previous volume, the book includes visits to an ideal Teachers’ Lounge, featuring highly experienced colleagues and well-known authors in English teaching. Topics covered include responding to student writing, handling the paper load, and seeking real-world feedback. 180 pp. | 2018 | Grades 9–12 | ISBN 9780814108574 $27.96 member/$34.99 nonmember ebook: ISBN 9780814108598

Writing about Literature, 2nd ed. Revised and Updated Larry R. Johannessen, Elizabeth A. Kahn, and Carolyn Calhoun Walter Drawing on years of real classroom experience, the authors address the challenge many teachers face: how can we use writing assignments to deepen students’ understanding of literature, while at the same time improve their writing, critical thinking, and analytical skills? This book provides an overview of the key components of theory and research—including assessment, literary interpretation, composition, sequencing, and activity design—and then offers practical activities to help students learn how to interpret literature, write compelling arguments, and support those arguments using evidence from the text. Theory and Research Into Practice (TRIP) series. 104 pp. | 2009 | Grades 9–12 | ISBN 9780814132111 $19.96 member/$24.99 nonmember

● How can the writing process become more meaningful

for students? ● What is the best way to use models in the classroom? ● What can targeted strategies, word processing, or

collaboration do for students’ writing? ● How can writing-to-learn develop students’ overall

writing skills? ● How can sentence combining and summarizing benefit

writing? 217 pp. | 2010 | Grades 6–12 | ISBN 9780814152119 $27.96 member/$34.99 nonmember

The Lifespan Development of Writing Charles Bazerman, Arthur N. Applebee, Virginia W. Berninger, Deborah Brandt, Steve Graham, Jill V. Jeffery, Paul Kei Matsuda, Sandra Murphy, Deborah Wells Rowe, Mary Schleppegrell, and Kristen Campbell Wilcox How does writing develop before, during, and after schooling, and how do an individual’s writing experiences relate to one another developmentally across the lifespan? This book is a first step toward understanding how people develop as writers over their lifetimes. The authors present the results of a four-year project to synthesize the research on writing development at different ages from multiple, cross-disciplinary perspectives, including psychological, linguistic, sociocultural, and curricular. First collectively offering the joint statement “Toward an Understanding of Writing Development across the Lifespan,” the authors then focus individually on specific periods of writing development, including early childhood, adolescence, and working adulthood. They conclude with a summative understanding of trajectories of writing development and implications for further research, teaching, and policy. 398 pp. | 2018 | PreK–College | ISBN 9780814128169 $31.96 member/$39.99 nonmember ebook: ISBN 9780814128176

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WRITING Teaching Writing Online

College Credit for Writing in High School

How and Why Scott Warnock

“Using this book is a way for those who have never been ‘inside’ an OW course to experience what that’s like.”

The “Taking Care of” Business Kristine Hansen and Christine R. Farris, editors

—Lisa Dush, Associate Professor of Writing, Rhetoric, and Discourse, DePaul University, Chicago, IL

How can you migrate your tried and true face-to-face teaching practices into an online environment? Warnock explores how to teach an online (or hybrid) writing course by emphasizing the importance of using and managing students’ written communications. Grounded in Warnock’s years of experience in teaching, teacher preparation, online learning, and composition scholarship, this book is designed with usability in mind. Features include: ● How to manage online conversations ● Responding to students ● Organizing course material ● Core guidelines for teaching online

Foreword by David A. Jolliffe Afterword by Douglas Hesse This collection explores various options that students have for “taking care of” the first-year college writing requirement, including AP tests, concurrent enrollment/dual-credit courses, the International Baccalaureate diploma, and early college high schools. Contributors to this volume explore the complexity of these options, offer best practices and pitfalls of such a system, establish benchmarks for success, and lay out possible outcomes for a new educational landscape. 2012 Council of Writing Program Administrators Book Award 314 pp. | 2010 | Grades 9–College | ISBN 9780814107225 $30.36 member/$37.99 nonmember

● Resource chapter and appendix with sample teaching

materials 235 pp. | 2009 | College | ISBN 9780814152539 $30.36 member/$37.99 nonmember

explore

You don’t have to go any further than opening a browser to find outstanding educational, interactive, and engaging resources to foster literacy learning within and beyond the classroom. ReadWriteThink.org delivers powerful tools for teaching reading and language arts in grades K–12, vetted and classroom tested by students and teachers.

Sharpen Your Teaching Skills

High-quality lesson plans aligned to state and national standards Guides on effective teaching strategies Professional resources from NCTE and education partners

Engage Your Students

Online interactive tools that make learning interesting and fun Podcasts highlighting the best titles for children and teens Parent, family, and after-school resources that foster learning beyond the classroom

Be In-the-Know

Your link to engaging reading & language arts resources

Timely resources and calendar activities Quick access to resources by grade and topic Social media channels for up-to-date additions to the site

ReadWriteThink.org is produced by the literacy experts at the National Council of Teachers of English, with contributions from NCTE members.

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WRITING/COMPOSITION Writing Together

Sustainable WAC

Ten Weeks Teaching and Studenting in an Online Writing Course

A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs

Scott Warnock and Diana Gasiewski

Michelle Cox, Jeffrey R. Galin, and Dan Melzer

As more and more college writing instructors are asked to teach online courses, the need for practical, day-today advice about what to expect in these courses and how to conduct them has grown. This book narrates the experience of an asynchronous online writing course (OWC) through the dual perspective of the teacher, Scott, and a student, Diana Gasiewski. They each describe their strategies, activities, approaches, thoughts, and responses as they move week by week through the experience of teaching and taking an OWC. This narrative approach includes details about specific assignments and teaching strategies, and through the experience of the student author, OWC instructors will better understand how students perceive OWCs and navigate through them—and how students manage their lives in the context of distance education.

A 2008 survey of Writing Across the Curriculum (WAC) programs found that nearly half of those identified in a 1987 survey no longer existed twenty years later, pointing to a need for an approach to WAC administration that leads to programs that persist over time. In Sustainable WAC, three current or former WAC program directors introduce a theoretical framework for WAC program development that takes into account the diverse contexts of today’s institutions of higher education, aids WAC program directors in thinking strategically as they develop programs, and integrates a focus on program sustainability. Informed by theories that illuminate transformative change within systems and illustrated with vignettes by WAC directors across the country, this book lays out principles, strategies, and tactics to help WAC program directors launch, relaunch, or reinvigorate programs within the complicated systems of today’s colleges and universities.

267 pp. | 2018 | College | ISBN 9780814159231 $30.36 member/$37.99 nonmember ebook: ISBN 9780814159248

272 pp. | 2018 | College | ISBN 9780814149522 $30.36 member/$37.99 nonmember ebook: ISBN 9780814149546

Mobile Technologies and the Writing Classroom Resources for Teachers Claire Lutkewitte, editor If compositionists wish to be pedagogically relevant, they need to think carefully about how their students read and compose texts and where they do so. More and more young people are choosing to write a variety of texts in a variety of locations because technologies make it possible. This book provides practical resources and assignments for writing instructors who are interested in a pedagogy that makes use of mobile technologies. The contributors explore both writing for and about mobile technologies and writing with mobile technologies. The book offers (1) a starting point for instructors who haven’t yet used mobile technologies in the classroom, (2) fresh ideas to those who have and proof that they are not alone, and (3) a call of reassurance that we can do more with less. 234 pp. | 2016 | College | ISBN 9780814131961 $30.36 member/$37.99 nonmember ebook: ISBN 9780814131978

What Is “College-Level” Writing? Volume 2 Assignments, Readings, and Student Writing Samples Patrick Sullivan, Howard Tinberg, and Sheridan Blau, editors This sequel to What Is “CollegeLevel” Writing? (2006) highlights the practical and the pragmatic aspects of teaching writing. The essays in this collection focus on things all English and writing teachers concern themselves with on a daily basis—assignments, readings, and real student writing. Contributors include students, high school teachers, and college instructors in conversation with one another. Through a pragmatic lens, the volume addresses other important issues related to college-level writing, including assignment design, the use of the five-paragraph essay, and the AP test, as well as issues related to L2/ELL and Generation 1.5 students. 329 pp. | 2010 | Grades 9–College | ISBN 9780814156766 $30.36 member/$37.99 nonmember See also What Is “College-Level” Writing? (ISBN 9780814156742)

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COMPOSITION AVAILABLE NOVEMBER 2019

Immigrant NEW Scholars in Rhetoric, Composition, and Communication Memoirs of a First Generation Letizia Guglielmo and Sergio C. Figueiredo, editors This collection of essays shares the experiences of first-generation immigrant scholars in rhetoric, composition, and communication and how those experiences shape individual academic identity and, in turn, the teaching of writing and rhetoric. In addition to exploring how literacy is always complex, situational, and influenced by multiple and diverse identities, individual essays narrate the ways in which teacher-scholars negotiate multiple identities and liminal spaces, while often navigating insider/outsider status as students, teachers, and professionals. Extending current and ongoing conversations within the field, contributors consider how these experiences shape their individual literacies and understanding of literacy; how their literacy experiences lie at the intersections of gender, race, class, and public policy; and how these experiences often provide the motivation to pursue an academic career in rhetoric, composition, and communication. 197 pp. | 2019 | College | ISBN 9780814117392 $27.96 member/$34.99 nonmember ebook: ISBN 9780814117408

Bootstraps From an American Academic of Color Victor Villanueva, Jr. Bootstraps is an unusual book: at one level it is autobiographical, detailing the life of an American of Puerto Rican extraction from his childhood in New York City to an academic post at a university. At another level, 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.

Just Theory An Alternative History of the Western Tradition David B. Downing Downing offers an alternative history of critical theory in the context of the birth and transformation of the Western philosophical tradition by situating the production of theoretical texts within the geopolitical economy of two pivotal cultural turns: the Platonic revolution, during which a new philosophic, universalist, and literate discourse emerged from what had long been an oral culture, and the Romantic revolution and its nineteenthcentury aftermath up to the Paris Commune. 459 pp. | 2019 | College | ISBN 9780814125304 $39.96 member/$49.99 nonmember ebook: ISBN 9780814125328

Code-Meshing as World English Pedagogy, Policy, Performance Vershawn Ashanti Young and Aja Y. Martinez, editors The original essays in this collection offer various perspectives on why code-meshing—blending minoritized dialects and world Englishes with Standard English—is a better pedagogical alternative than code-switching in the teaching of reading, writing, listening, speaking, and visually representing to diverse learners. Contributors argue that code-meshing leads to lucid, often dynamic prose by people whose first language is something other than English, as well as by native English speakers who speak and write with “accents” and those whose home language or neighborhood dialects are deemed “nonstandard.” 298 pp. | 2011 | College | ISBN 9780814107003 $30.36 member/$37.99 nonmember

David H. Russell Award for Distinguished Research in the Teaching of English 151 pp. | 1993 | College | ISBN 9780814103777 $23.96 member/$29.99 nonmember

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Cross-Talk in Comp Theory

Strategies for Teaching First-Year Composition

A Reader, Third Edition

Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner, editors

Victor Villanueva and Kristin L. Arola, editors For the third edition of Cross-Talk in Comp Theory, Victor Villanueva recruited the expertise of colleague Kristin L. Arola in order to flesh out the discussion on composition and technology. The third edition maintains the historical perspective of previous editions while continuing to provide insights on the relatively new discipline of composition studies. Landmark contributions by major figures such as Donald Murray, Janet Emig, Walter Ong, Sondra Perl, Mike Rose, and Patricia Bizzell remain. They are joined by the works of other trailblazing scholars such as Peter Elbow, Richard Ohmann, Adam Banks, Cynthia Selfe, and Kathleen Blake Yancey.

This book offers guidance, reassurance, and thoughtful commentary on the many activities leading up to and surrounding teaching first-year composition: ● What preparation do I need to teach first-year comp? ● How do I construct a syllabus? ● How do I develop effective writing assignments? ● Why am I teaching writing at all? ● And what’s the place of writing in a university

education? 626 pp. | 2002 | College | ISBN 9780814147498 $39.96 member/$49.99 nonmember

899 pp. | 2011 | College | ISBN 9780814109779 $39.96 member/$49.99 nonmember

FIND YOUR PEOPLE. We are the professional home for teachers of English and language arts.

Sara Bernstein High School Language Arts Teacher Albuquerque High School Albuquerque, New Mexico

ncte.org

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READING & LITERATURE Deep Reading

Literacy Engagement through Peritextual Analysis

Teaching Reading in the Writing Classroom Patrick Sullivan, Howard Tinberg, and Sheridan Blau, editors Measurements of reading abilities show a decline nationwide among most cohorts of students, so the need for writing teachers to thoughtfully address the subject of reading, especially in grades 6–14, has become increasingly urgent. Contributors to this collection— high school teachers, college students who discuss the challenges they faced as readers and writers, and composition scholars—define the challenges to integrating reading into the writing classroom, develop a theory of reading as a specific type of inquiry and meaningmaking activity, and offer practical approaches to teaching deep reading in writing courses that can be put immediately to use in the classroom. The volume concludes with letters written directly to students about the importance of reading, not only in the classroom but also as a richly complex social, cognitive, and affective human activity. 2019 Conference on College Composition and Communication (CCCC) Outstanding Book Award in the Edited Collection category

Shelbie Witte, Don Latham, and Melissa Gross, editors Peritextual analysis teaches readers how to evaluate information and sources using elements that precede or follow the body of the text. A work’s preface, afterword, index, dust jacket, promotional blurbs, and bibliography are only some of the elements that can be used to help readers connect with and understand the main text. Speaking directly to librarians and educators working with K–16 students, this important book outlines the Peritextual Literacy Framework and explains its unique utility as a teaching and thinking tool; defines components such as production elements, promotional elements, navigational elements, intratextual elements, supplemental elements, and documentary elements, offering examples drawn from both print and nonprint texts; presents several case studies showing peritextual analysis in action; and examines how the functions of peritext and the Peritextual Literacy Framework exist within online news articles, film and media packaging, and other nonprint texts. American Library Association and NCTE. 176 pp. | 2018 | Grades K–16 | ISBN 9780838917688 $35.99 member/$44.99 nonmember

386 pp. | 2017 | Grades 9–College | ISBN 9780814110638 $31.96 member/$39.99 nonmember ebook: ISBN 9780814110645

Teaching Phonics in Context David Hornsby and Lorraine Wilson

Literary Terms

Debunking the myth that whole language teachers do not teach phonics, David Hornsby and Lorraine Wilson use classroom vignettes to show just how phonics is taught and learned in literacy-rich classrooms.

A Practical Glossary Brian Moon Literary Terms: A Practical Glossary provides up-to-date definitions, drawing on recent developments in literary theory and emphasizing the role of reading practices in the reproduction of literary meanings. This is an excellent resource for high school teachers interested in strengthening appreciation and understanding of the complexities of literary study. NOTE: Customers outside of the United States and Canada should contact Chalkface Press at www.chalkface.net.au for purchasing information. The NCTE Chalkface Series. 177 pp. | 1999 | Grades 9–12 | ISBN 9780814130087 $27.96 member/$34.99 nonmember

The book is grounded in the belief that reading and writing of connected text takes priority over the traditional teaching of phonics; that teaching and learning of phonics is always contained within, and subordinate to, genuine literacy events; and that children spend more time reading and writing (in which they learn to apply their phonic knowledge) than they do in the actual study of sound–letter relationships. Customers outside of North America should contact Pearson Australia at www.pearson.com.au for purchasing information. 254 pp. | 2010 | Grades K–5 | ISBN 9780814152270 $30.36 member/$37.99 nonmember ebook: ISBN 9780814152287

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CONTENT AREA LITERACY Reading Challenging Texts Layering Literacies through the Arts James S. Chisholm and Kathryn F. Whitmore Bringing together arts-integrated approaches, literacy learning, and classroom-based research, this book explores ways upper elementary, middle, and high school teachers can engage their students physically, cognitively, and emotionally in deep reading of challenging texts. With a focus on teaching about the Holocaust and Anne Frank’s diary—part of the US middle school literary canon— the authors present the concept of layering literacies as an essential means for conceptualizing how seeing the text, being the text, and feeling the text invite adolescents to learn about difficult and uncomfortable literature and subjects in relation to their contemporary lives. Accessible strategies are illustrated and resources are recommended for teachers to draw on as they design artsbased instruction for their students’ learning with challenging texts. Routledge and NCTE. 137 pp. | 2018 | Grades 5–12 | ISBN 9781138058644 $31.95 member/$39.95 nonmember

Reading for Learning Using Discipline-Based Texts to Build Content Knowledge Heather Lattimer This book addresses head-on the reality that teaching reading and teaching content can, and should, go hand in hand to support subject area learning. Drawing on research in human cognition, reading development, and discipline-specific pedagogies, Heather Lattimer provides practical, classroom-tested approaches to helping students access and critically respond to content-based texts, such as selecting texts that enhance student learning, using strategies to help focus student readers before they engage with texts, and supporting comprehension in content areas through discussion and writing. 159 pp. | 2010 | Grades 5–10 | ISBN 9780814108437 $23.96 member/$29.99 nonmember

The Power of Picture Books Using Content Area Literature in Middle School Mary Jo Fresch and Peggy Harkins Picture books aren’t just for little kids. They are powerful and engaging texts that can help all middle school students succeed in language arts, math, science, social studies, and the arts. Picture books appeal to students of all readiness levels, interests, and learning styles. Featuring descriptions and activities for fifty exceptional titles, Mary Jo Fresch and Peggy Harkins offer a wealth of ideas for harnessing the power of picture books to improve reading and writing in the content areas. By incorporating picture books into the classroom, teachers across the disciplines can introduce new topics into their curriculum, help students develop nonfiction literacy skills, provide authentic and meaningful cultural perspectives, and help meet a wide range of learning needs. 147 pp. | 2009 | Grades 5–8 | ISBN 9780814136331 $23.96 member/$29.99 nonmember ebook: ISBN 9780814136317

Making Curriculum Pop Developing Literacies in All Content Areas Pam Goble and Ryan R. Goble From body art to baseball cards, comics to cathedrals, pie charts to power ballads . . . students need help navigating today’s mediarich world. And educators need help teaching today’s new media literacy. To be literate now means being able to read, write, listen, speak, view, and represent across all media—including both print and nonprint texts, such as film, TV, podcasts, websites, visual art, fashion, architecture, landscape, and music. This book offers secondary teachers in all content areas a flexible, interdisciplinary approach to integrate these literacies into their curriculum. Students form cooperative learning groups to evaluate media texts from various perspectives (artist, producer, sociologist, sound mixer, economist, poet, set designer, and more) and show their thinking using unique graphic organizers aligned to the Common Core State Standards. Digital content includes fullcolor reproducible student forms. Free Spirit Publishing and NCTE. 213 pp. | 2016 | Grades 6–12 | ISBN 9781631980619 $39.99 member/$39.99 nonmember

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LITERATURE Workshopping the Canon

Engaging American Novels

Mary E. Styslinger

Lessons from the Classroom

“Workshopping the Canon has made me have so many ‘Aha Moments.’ If you are an ELAR teacher, you should read this!”

Joseph O. Milner and Carol A. Pope, editors

—Shawna Easton, 8th-Grade ELAR teacher, Rogers Middle School, Prosper, TX

Styslinger demonstrates how to partner classic texts with a variety of high-interest genres within a reading and writing workshop structure, aligning the teaching of literature with what we have come to recognize as best practices in the teaching of literacy. Guided by a multitude of teacher voices, student examples, and useful ideas, workshopping teachers explore a unit focus and its essential questions through a variety of reading workshop structures, including read-alouds, independent reading, shared reading, close reading, response engagements, Socratic circles, book clubs, and mini-lessons (e.g., how-to, reading, literary, craft, vocabulary, and critical), as well as writing workshop structures comprising mentor texts, writing plans, mini-lessons, independent writing, conferences, writing circles, and publishing.

Urging students to read novels can be a truly demanding task. But the ability to help students find novels engaging is a mark of an exceptional teacher. This collection focuses on ten frequently taught American novels, both classic and contemporary, that can help promote such engagement: ● Of Mice and Men

● The Bluest Eye

● Out of the Dust

● The Outsiders

● The Great Gatsby

● The Chocolate War

● Bless Me, Ultima ● Adventures of Huckleberry Finn ● Their Eyes Were Watching God ● To Kill a Mockingbird 390 pp. | 2011 | Grades 9–12 | ISBN 9780814113585 $31.96 member/$39.99 nonmember

Continuing the Journey

197 pp. | 2017 | Grades 7–12 | ISBN 9780814158470 $27.96 member/$34.99 nonmember ebook: ISBN 9780814158494

Becoming a Better Teacher of Literature and Informational Texts

The Fiction of Toni Morrison Reading and Writing on Race, Culture, and Identity Jami L. Carlacio, editor This book features classroomtested approaches and pedagogical suggestions for teaching each of Morrison’s novels as well as the fascinating short story “Recitatif.” Each chapter includes questions and suggestions for classroom discussions, projects, and essays that illustrate how students can more fully understand Morrison’s contributions to American culture— particularly the history of racism as well as identity and cultural politics. In addition, The Fiction of Toni Morrison promotes critical thinking by asking students to investigate issues of whiteness, historiography, critical race theory, and narratology. The book concludes with six sample student essays and a useful bibliography. Co-winner of the 2008 Toni Morrison Book Prize for Best Edited Collection 279 pp. | 2007 | College | ISBN 9780814116791 $30.36 member/$37.99 nonmember 24

Leila Christenbury and Ken Lindblom Aimed at accomplished veteran teachers, Continuing the Journey offers practical advice, encouragement, and cutting-edge ideas for today’s English classroom. Coauthors Christenbury and Lindblom, well-known teachers, writers, and former editors of English Journal, are joined in this book by almost two dozen classroom teachers and researchers. Together they present real strategies for real classrooms and offer teachers ideas, insights, and support. Focused on literature and informational texts, this lively book (the first in a series) is a road map to professional renewal and to becoming a better teacher. Topics include: ● Changes in you, your classroom, and your school ● What it means to be a better teacher ● Teaching literary texts and literary nonfiction ● Incorporating the study of informational texts and of

social media in your classroom 196 pp. | 2017 | Grades 9-12 | ISBN 9780814108543 $27.96 member/$34.99 nonmember ebook: ISBN 9780814108550

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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YA LITERATURE & LITERACY A Symphony of Possibilities

Teaching YA Lit through Differentiated Instruction

A Handbook for Arts Integration in Secondary English Language Arts

Susan L. Groenke and Lisa Scherff

Katherine J. Macro and Michelle Zoss, editors A Symphony of Possibilities explores arts-based pedagogies for secondary teachers of English language arts. Drama, music, poetry, public art, and visual art are explored in detail by experts in their fields sharing proven methods of instruction with secondary students and teachers. Each chapter looks at effective teaching methods that incorporate the arts into secondary English classrooms. Through the arts we see teachers and researchers who explore and expand upon comprehension, memory, issues of identity, and culturally relevant pedagogies. The arts challenge students to approach course material in personal and interactive ways. This book provides a resource for teachers who are looking for creative approaches to their teaching that will allow them to move their students into innovative and thoughtful learning spaces. 240 pp. | 2019 | Grades 7–12 | ISBN 9780814149713 $30.36 member/$37.99 nonmember ebook: ISBN 9780814149720

A Master Class in Children’s Literature Trends and Issues in an Evolving Field April Whatley Bedford and Lettie K. Albright, editors This collection discusses contemporary issues in children’s literature and offers suggestions, strategies, and resources for teacher educators, teachers, and librarians. Each chapter focuses on a contemporary issue in children’s literature, providing suggestions, strategies, and resources for implementation and instruction. Chapter authors lay the foundation of children’s literature courses, encourage teachers to broaden their reading worlds, and address challenges and possibilities, such as the impact of new technologies, censorship, bestselling books, and keeping the love of literature alive in today’s high-stakes testing environment. 242 pp. | 2011 | Grades K–8 | ISBN 9780814130827 $30.36 member/$37.99 nonmember

Foreword by Alan Sitomer Authors Susan L. Groenke and Lisa Scherff offer suggestions for incorporating YA lit into the high school curriculum by focusing on a few key questions: ● Which works of YA literature work better for whole-class

instruction and which are more suitable for independent reading and/or small-group activities? ● What can teachers do with YA lit in whole-class

instruction? ● How can teachers use YA novels to address the needs of

diverse readers in mixed-ability classrooms? Each chapter opens with an introduction to and description of a different popular genre or award category of YA lit— science fiction, realistic teen fiction, graphic novels, Pura Belpré Award winners, nonfiction texts, poetry, historical YA fiction—and then offers suggestions within that genre for whole-class instruction juxtaposed with a young adult novel more suited for independent reading or small-group activities. 177 pp. | 2010 | Grades 9–12 | ISBN 9780814133705 $27.96 member/$34.99 nonmember

Stories Matter The Complexity of Cultural Authenticity in Children’s Literature Dana L. Fox and Kathy G. Short, editors This collection highlights important historical events, current debates, and new questions and critiques in the controversial issue of cultural authenticity in children’s literature. © Susan Guevara 2000 Contributors include Rudine Sims Bishop, Jacqueline Woodson, Susan Guevara, Kathryn Lasky, Henry Louis Gates Jr., Joel Taxel, and Mingshui Cai. Essays address the social responsibility of authors, the role of imagination and experience in writing for young people, cultural sensitivity and values, authenticity of content and images, authorial freedom, and the role of literature in an education that is multicultural. 340 pp. | 2003 | Grades K–8 | ISBN 9780814147443 $30.36 member/$37.99 nonmember

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YA LITERATURE & LITERACY Say Yes to Pears

Teaching Climate Change to Adolescents

Food Literacy in and beyond the English Classroom

Reading, Writing, and Making a Difference

Joseph Franzen and Brent Peters

“Joe and Brent’s passion for edible education shines in this amazingly comprehensive book!” —Alice Waters, owner of Chez Panisse Restaurant and founder of the Edible Schoolyard Project

In 2010 Fern Creek High School in Louisville, Kentucky, was labeled failing by the state and had half of its teachers removed. Brent Peters, a former chef and current English teacher, and Joe Franzen, an eccentric urban homesteader and history teacher, were hired to help ignite students’ passion for learning. Say Yes to Pears tells the story of food literacy at Fern Creek High School and about how Food Lit works in the English classroom, beyond the English classroom, and beyond the school day. The book serves as a pedagogical guide on how to construct a placeand community-based program focused on creative and critical thought and action.

Richard Beach, Jeff Share, and Allen Webb This book is THE essential resource for middle and high school English language arts teachers to help their students understand and address the urgent issues and challenges facing life on Earth today. Classroom activities written and used by teachers show students posing questions, engaging in argumentative reading and writing and critical analysis, interpreting portrayals of climate change in literature and media, and adopting advocacy stances to promote change. The book illustrates climate change fitting into existing courses using already available materials and gives teachers tools and teaching ideas to support building this into their own classrooms. Visit the website for this book (http:// climatechangeela.pbworks.com) for additional information and links. All royalties from the sale of this book are donated to Alliance for Climate Education. Routledge and NCTE. 148 pp. | 2017 | Grades 6–12 | ISBN 9781138245259 $27.95 member/$34.95 nonmember

192 pp. | 2019 | Grades 9–12 | ISBN 9780814142417 $27.96 member/$34.99 nonmember ebook: ISBN 9780814142424

Developing Contemporary Literacies through Sports

Teaching Reading with YA Literature Complex Texts, Complex Lives Jennifer Buehler To meet the needs of all students as readers, we have to offer books they can—and want to— read. Buehler explores the three core elements of a young adult pedagogy with proven success in practice: (1) a classroom that cultivates a reading community; (2) a teacher who serves as book matchmaker and guide; and (3) tasks that foster complexity, agency, and autonomy in teen readers. With a supporting explication of NCTE’s policy research brief Reading Instruction for All Students and lively vignettes of teachers and students reading with passion and purpose, this book is designed to help teachers develop their own version of YA pedagogy and a vision for teaching YA lit in the middle and secondary classroom. 173 pp. | 2016 | Grades 7–12 | ISBN 9780814157268 $23.96 member/$29.99 nonmember ebook: ISBN 9780814157275

A Guide for the English Classroom Alan Brown and Luke Rodesiler, editors With seven interrelated sections— facilitating literature study, providing alternatives to traditional novels, teaching writing, engaging students in inquiry and research, fostering media and digital literacies, promoting social justice, and developing out-of-school literacies—this collection of lessons and commentaries from established teachers, teacher educators, scholars, and authors, as well as the companion website, provide numerous resources that support teachers in developing students’ contemporary literacies through sports. Each section includes (1) four lesson plans written by practicing English teachers and teacher educators that focus on a specific topic and/or method of instruction; (2) a brief introduction from a leading scholar in the field of English education; and (3) a closing “author connection” in which contemporary authors of sports-related young adult literature offer reflections on and connections to the ongoing conversations. 253 pp. | 2016 | Grades 6–12 | ISBN 9780814110959 $30.36 member/$37.99 nonmember ebook: ISBN 9780814110966

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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NCTE HIGH SCHOOL LITERATURE SERIES

All HSLS titles: $15.96 member/$19.99 nonmember

The Incarceration of Japanese Americans in the 1940s Literature for the High School Classroom Rachel Endo

“Thank you, NCTE, for publishing this important volume of literature!” —Tricia Ebarvia, cofounder of #DisruptTexts, Berwyn, PA

Endo offers new ways to talk and teach about the incarceration of Japanese Americans in the United States during World War II through the selected works of critically acclaimed Japanese American authors Jeanne Wakatsuki Houston, Lawson Fusao Inada, and Hisaye Yamamoto. 161 pp. | 2018 | Grades 9–12 | ISBN 9780814122983 ebook: ISBN 9780814123003

The Great Gatsby in the Classroom

OTHER TITLES IN THIS SERIES INCLUDE: Alice Walker in the Classroom “Living by the Word” Carol Jago

73 pp. | 2000 | Grades 9–12 ISBN 9780814101148

Sherman Alexie in the Classroom “This is not a silent movie. Our voices will save our lives.” Heather E. Bruce, Anna E. Baldwin, and Christabel Umphrey 146 pp. | 2008 | Grades 9–12 ISBN 9780814144572

Raymond Carver in the Classroom

Searching for the American Dream

“A Small, Good Thing” Susanne Rubenstein

David Dowling

119 pp. | 2005 | Grades 9–12

Veteran high school English teacher David Dowling demonstrates how teachers can help students connect The Great Gatsby to the value systems of the twenty-first century, offering active reading and thinking strategies designed to enhance higher-level thinking and personal responses to fiction.

ISBN 9780814138311

137 pp. | 2006 | Grades 9–12 | ISBN 9780814150986

To Kill a Mockingbird in the Classroom Walking in Someone Else’s Shoes Louel C. Gibbons This book examines ways of engaging students as they study Harper Lee’s novel. Included are collaborative learning, discussion, writing, and inquiry-based projects as well as activities related to the film version of To Kill a Mockingbird.

Amy Tan in the Classroom

“The art of invisible strength” Renée H. Shea and Deborah L. Wilchek 128 pp. | 2005 | Grades 9–12 ISBN 9780814101483

Judith Ortiz Cofer in the Classroom

“A Woman in Front of the Sun” Carol Jago 82 pp. | 2006 | Grades 9–12 ISBN 9780814125359

Sandra Cisneros in the Classroom

121 pp. | 2009 | Grades 9–12 | ISBN 9780814125519

“Do not forget to reach” Carol Jago

Zora Neale Hurston in the Classroom

95 pp. | 2002 | Grades 9–12 ISBN 9780814142318

“With a harp and a sword in my hands” Renée H. Shea and Deborah L. Wilchek The book offers a practical approach using a range of student-centered activities for teaching Hurston’s nonfiction, short stories, and the print and film versions of Their Eyes Were Watching God. 113 pp. | 2009 | Grades 9–12 | ISBN 9780814159750

Langston Hughes in the Classroom “Do Nothin’ till You Hear from Me” Carmaletta M. Williams Williams provides high school teachers with background on Hughes and the Harlem Renaissance as well as help in teaching Hughes’s poetry, short stories, novels, and autobiography.

Nikki Giovanni in the Classroom “The same ol’ danger but a brand new pleasure” Carol Jago 78 pp. | 1999 | Grades 9–12 ISBN 9780814152126

Tim O’Brien in the Classroom “This too is true: Stories can save us” Barry Gilmore and Alexander Kaplan 106 pp. | 2007 | Grades 9–12 ISBN 9780814154663

124 pp. | 2006 | Grades 9–12 | ISBN 9780814125618

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SHAKESPEARE Reading Shakespeare with Young Adults

AVAILABLE NOVEMBER 2019

Bring on the Bard

NEW

Active Drama Approaches for Shakespeare’s Diverse Student Readers Kevin Long and Mary T. Christel As Shakespeare remains a staple of English language arts curricula, evolving standards challenge teachers to put students— not a text—at the center of a reading experience in order to support diverse readers and learners. Active drama approaches position students to engage with a rich text through low-risk speaking and improvisation activities as a part of any ELA classroom. The Folio Technique builds on those activities and introduces students to the clues Shakespeare built into his text that allow actors to efficiently understand their characters’ text, context, and subtext. Teachers can use excerpts from the First Folio of 1623 along with a mass market paperback or digital edition of a play to get closer to Shakespeare’s intentions and to explore the challenges the Bard’s modern editors face. This text offers suggestions for using parallel text, graphic, and abridged editions of Shakespeare’s works as well as activities using “cue scripts” and a variety of viewing experiences.

Mary Ellen Dakin Although the works of William Shakespeare are universally taught in high schools, many students have a similar reaction when confronted with the difficult task of reading Shakespeare for the first time. In Reading Shakespeare with Young Adults, Mary Ellen Dakin seeks to help teachers better understand not just how to teach the Bard’s work, but also why. By celebrating the collaborative reading of Shakespeare’s plays, Dakin explores different methods for getting students engaged in—and excited about—the texts as they learn to construct meaning from Shakespeare’s sixteenth-century language and connect it to their twenty-first-century lives. Filled with teacher-tested classroom activities, this book draws on often-taught plays, including Hamlet, Romeo and Juliet, Macbeth, Julius Caesar, and A Midsummer Night’s Dream. 233 pp. | 2009 | Grades 9–12 | ISBN 9780814139042 $30.36 member/$37.99 nonmember

236 pp. | 2019 | Grades 9–12 | ISBN 9780814103821 $27.96 member/$34.99 nonmember ebook: ISBN 9780814103838

Teaching Romeo and Juliet A Differentiated Approach

Reading Shakespeare Film First Mary Ellen Dakin Foreword by Alan B. Teasley Mary Ellen Dakin asserts that we need to read Shakespeare in triplicate—as the stuff of transformative literature, theater, and film. She guides teachers and students with carefully researched and classroom-tested strategies for crossing over from Shakespeare’s early modern English to modern film and illustrated productions of his plays. Through a wealth of classroom vignettes, lessons, and handouts, we see how the “old” language of Shakespeare is constantly renewed through the “new” language of film.

Delia DeCourcy, Lyn Fairchild, and Robin Follet 308 pp. | 2007 | Grades 7–12 ISBN 9780814101124 $30.36 member/$37.99 nonmember

Teaching Julius Caesar A Differentiated Approach Lyn Fairchild Hawks 219 pp. | 2010 | Grades 7–12 ISBN 9780814151082 $27.96 member/$34.99 nonmember

179 pp. | 2012 | Grades 9–12 | ISBN 9780814139073 $27.96 member/$34.99 nonmember ebook: ISBN 9780814139080

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POETRY Lightning Paths 75 Poetry Writing Exercises Kyle Vaughn Lightning Paths features poetry writing exercises that, while they teach and utilize technique, also focus on and inspire the intuitive and imaginative qualities of poetry. Each exercise features a philosophical introduction that explains the nature of what the exercise aims for, the detailed exercise instructions, and a student example. The exercises themselves are divided into three sections: (1) exercises that focus on different types of imagery and different methods to generate fresh imagery; (2) exercises born out of unusual prompts and ideas aimed at engaging a writer’s experiences beyond poetry in the real world; and (3) exercises related to form or perhaps a reconsideration of what form might be or how it might function. Also included are introductions or essays related to imagery, inspiration, “leaping” poetry, and constrained writing. 121 pp. | 2018 | Grades 9–12 | ISBN 9780814128213 $22.36 member/$27.99 nonmember ebook: ISBN 9780814128237

Poetry of Place Helping Students Write Their Worlds Terry Hermsen This isn’t your typical book about teaching poetry. Sure, you’ll find plenty of information on helping students learn the fundamentals of writing poetry. But you’ll also find creative, innovative ways to engage students—even those students who may be initially resistant to poetry. Poet-in-residence Terry Hermsen has learned how to foster a love of poetry by taking learning out of the classroom—and into students’ real lives. With numerous lessons and activities, Hermsen demonstrates how even the most mundane, everyday items—from “stuff” to food to photographs—can spark the imagination of student poets. Filled with student examples, this book illustrates that poetry doesn’t have to be boring. It can help students develop interpretive and creative thinking skills while helping them better understand the world around them, wherever they may live.

360 Degrees of Text Using Poetry to Teach Close Reading and Powerful Writing Eileen Murphy Buckley Youth culture is rich with poetry, from song lyrics that teens read, listen to, and write, to poetry they perform through slams and open mics. The rich, compact language of poetry both inside and outside the classroom plays a valuable role in bridging the divide between youth culture and academic culture. Whether we call it “critical literacy” or just “making meaning,” being able to read and analyze with precision and judgment empowers all students, not just in their academic courses but in everyday situations that require thoughtful evaluation and response. Through Eileen Murphy Buckley’s 360-degree approach to teaching critical literacy, students investigate texts through a full spectrum of learning modalities, harnessing the excitement of performance, imitation, creative writing, and argument/debate activities to become more powerful thinkers, readers, and writers. Theory and Research Into Practice (TRIP) series. 193 pp. | 2011 | Grades 9–12 | ISBN 9780814160237 $27.96 member/$34.99 nonmember

Getting the Knack 20 Poetry Writing Exercises Stephen Dunning and William Stafford A perennial bestseller and favorite of teachers nationwide, Getting the Knack offers 20 poetry writing exercises in an easy-to-use, winning style. Dunning and Stafford, both widely known poets and educators, offer this delightful manual of ideas for teaching everything from found poems to headline poems to letter poems, acrostic poems, and pantoums. Each exercise covers different types or phases of poetry writing—and is presented with wit, humor, and a nonacademic style that makes it a perfect guide for novice and experienced poets (and teachers!) of all ages. 203 pp. | 1992 | Grades 6–12 | ISBN 9780814118481 $27.96 member/$34.99 nonmember

215 pp. | 2009 | Grades K–12 | ISBN 9780814136089 $27.96 member/$34.99 nonmember

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POETRY Teaching Poetry in High School

Wordplaygrounds Reading, Writing, and Performing Poetry in the English Classroom

Albert B. Somers Albert Somers offers a vast compendium of resources in a highly accessible format. A comprehensive resource for teachers, the book contains more than 40 complete poems and presents practical ideas and myriad ways for teachers and students to discover the joys of poetry. 234 pp. | 1999 | Grades 9–12 | ISBN 9780814152898 $27.96 member/$34.99 nonmember

For more NCTE poetry resources, visit http://www2.ncte.org/resources/poetry/

John S. O’Connor

“Wow, so good! I keep thinking ‘How has this book escaped my notice all these years!’” —Brett Vogelsinger, English teacher, Holicong Middle School, Doylestown, PA

John S. O’Connor offers exciting approaches to teaching poetry in middle school and high school classrooms with more than 25 high-interest activities designed to sharpen students’ writing and self-understanding and heighten their awareness of the world around them. In the process, he demystifies poetry for teachers and students by using students’ own life experiences as the basis for all student writing. Wordplaygrounds shows how students can move beyond the traditional boundaries of English curricula, interpreting poetry through a variety of media, including music, art, and dance—without special talent and training in these areas. 155 pp. | 2004 | Grades 7–12 | ISBN 9780814158197

$23.96 member/$29.99 nonmember

FIND YOUR PEOPLE. We are the professional home for teachers of English and language arts.

Gabriel I. Green Dual-Title PhD student English & African-American/African Diaspora Studies The Pennsylvania State University University Park, PA

ncte.org

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LANGUAGE & LITERACY AVAILABLE NOVEMBER 2019

Continuing the Journey 3

NEW

Becoming a Better Teacher of Language, Speaking, and Listening Ken Lindblom and Leila Christenbury In this third book in the Continuing the Journey series, aimed at veteran teachers yet accessible to highly capable early career teachers, Ken Lindblom and Leila Christenbury explore teaching English language, speaking, and listening. Drawing on contemporary and foundational research to infuse classrooms with substance and energy, the authors focus on authentic assignments with real-world value. As an added benefit, teachers and scholars from across the country add their voices and experiences in the ideal Teachers’ Lounge, providing important and diverse perspectives and advice. Topics in this volume include: • Understanding and teaching language change and attention to culture • Fostering audience-responsive communication • Addressing today’s challenges for in-person and technologyenabled speaking • Encouraging and assessing respectful talk and multimedia communication • Managing heated conversations • Grasping why deep listening may be a lost art, and how we can recover it Packed with classroom-ready approaches, provocative ideas, encouraging insights, as well as the authors’ anecdotes and asides, this book will entertain, educate, and inspire teachers who take seriously the importance of language, speaking, and listening in today’s dynamic world. 200 pp. | 2019 | Grades 9–12 | ISBN 9780814108642 $27.96 member/$34.99 nonmember ebook: ISBN 9780814108659

Literacies, the Arts, and Multimodality Peggy Albers and Jennifer Sanders, editors Art, music, drama, dance, multimedia, digital media, technologies, and film all play a crucial role in helping students cultivate 21stcentury literacy skills. This book introduces K–college educators to current research and instructional practices for including a wider range of experiences that help teachers explore how a curriculum rich in these alternate forms of communication can benefit students personally and academically. 341 pp. | 2010 | K–College | ISBN 9780814132142 $30.96 member/$37.99 nonmember

Discussion Pathways to Literacy Learning Thomas M. McCann, Elizabeth A. Kahn, and Carolyn C. Walter This book examines the function of classroom discussion as an essential element in inquiry and literacy learning, providing examples of classroom discussion activities that have been part of an ongoing partnership between university professors and high school English teachers. The book draws on their research into the effect of discussion on literacy learning and offers examples of activities and guidelines for activities that teachers can use in their own practice. Through real classroom discussions, the authors show how participation in discussions can be pleasurable and meaningful experiences for adolescents, especially when they can choose the focus for their shared inquiry. 156 pp. | 2018 | Grades 9–College | ISBN 9780814112113 $23.96 member/$29.99 nonmember ebook: ISBN 9780814112120

A Teacher’s Introduction to African American English What a Writing Teacher Should Know Teresa M. Redd and Karen Schuster Webb Redd and Webb explain what African American English (AAE) is and the role it may play in students’ mastery of Standard Written English. Designed for writing teachers, this is a concise, coherent, and current source that summarizes the major schools of thought about AAE—without polemics or unnecessary jargon—so that readers can draw their own conclusions about AAE and its influence on teaching and learning. Citing leading scholars in the field, the authors explain how AAE differs from other varieties of English, how it developed, how it might influence students’ ability to write Standard English, and how AAE speakers can learn to write Standard English more effectively. 161 pp. | 2005 | Grades 11–College | ISBN 9780814150078 $23.96 member/$29.99 nonmember

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MEDIA & DIGITAL LITERACY Reading in the Dark

Reading in the Reel World

Using Film as a Tool in the English Classroom

Teaching Documentaries and Other Nonfiction Texts

John Golden John Golden provides a lively, practical guide enabling teachers to feel comfortable and confident about using film in new and different ways. The book makes direct links between film and literary study by addressing reading strategies (e.g., predicting, responding, questioning, and storyboarding) and key aspects of textual analysis (e.g., characterization, point of view, irony, and connections between directorial and authorial choices). More than 30 films are used as examples to explain key terminology and cinematic effects. Teachers are encouraged to harness students’ interest in film in order to help them engage critically with a range of media, including visual and printed texts. Appendixes include a glossary of film terms, blank activity charts, and an annotated resource list. 175 pp. | 2001 | Grades 9–12 | ISBN 9780814138724 $23.96 member/$29.99 nonmember

John Golden Foreword by Alan B. Teasley John Golden offers middle and high school teachers a practical guide for using documentary film in the classroom to improve students’ reading, writing, and thinking skills. With classroom-tested activities, ready-to-copy handouts, and extensive lists of resources, including a glossary of film terminology, an index of documentaries by category, and an annotated list of additional resources, Golden discusses more than 30 films and gives teachers the tools they need to effectively teach nonfiction texts using popular documentaries such as Hoop Dreams, Spellbound, and Super Size Me, as well as lesser known but accessible films such as Girlhood, The Gleaners and I, and The True Meaning of Pictures. 285 pp. | 2006 | Grades 7–12 | ISBN 9780814138755 $30.36 member/$37.99 nonmember

Building Literacy Connections with Graphic Novels

Great Films and How to Teach Them William V. Costanzo This book offers teachers a relevant way to engage their students through a medium that students know and love. The first part of the book explores the business, theory, technology, and history of film and provides background on adapting fiction to film and using film in the English class.

Page by Page, Panel by Panel James Bucky Carter, editor

The second part offers study guides for 14 films: Casablanca, North by Northwest, To Kill a Mockingbird, Zeffirelli’s Romeo and Juliet, The Godfather, One Flew over the Cuckoo’s Nest, Glory, Mississippi Masala, Schindler’s List, The Shawshank Redemption, Run Lola Run, The Matrix, Bend It Like Beckham, and Whale Rider. Three appendixes and a glossary of film terms round out the book’s many teacher resources.

James Bucky Carter and the contributors to this collection have found an effective approach for engaging student learners: use graphic novels! They tap into the growing popularity of graphic novels in this one-of-a-kind guidebook. Each chapter presents practical suggestions for the classroom as it pairs a graphic novel with a more traditional text or examines connections between multiple sources. Packed with great ideas for integrating graphic novels into the curriculum, this collection of creative and effective teaching strategies will help you and your students join the fun.

329 pp. | 2004 | Grades 9–College | ISBN 9780814139097 $30.36 member/$37.99 nonmember

Winner of the inaugural Excellence in Graphica in Education Award 164 pp. | 2007 | Grades 7–12 | ISBN 9780814103920 $23.96 member/$29.99 nonmember

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PROFESSIONAL LEARNING & SUPPORT Letting Go

Making Hybrids Work

How to Give Your Students Control over Their Learning in the English Classroom

An Institutional Framework for Blending Online and Face-to-Face Instruction in Higher Education

Meg Donhauser, Cathy Stutzman, and Heather Hersey

Joanna N. Paull and Jason Allen Snart

This book explores an inquiry approach in which students differentiate their own learning with the space to choose texts, develop questions, and practice skills that are unique to their individual needs. Rooted in the Inquiry Learning Plan (ILP), a flexible tool that allows students to engineer their own goals and create an authentic final assessment, this practical approach provides a clear, customizable experience for teachers looking to shift ownership of learning to the student, whether wholly or in part. The authors—two classroom teachers and a school librarian—discuss strategies to scaffold the inquiry process while addressing the common pitfalls students encounter. Student examples of activities, reflections, and final products provide concrete models of how to use the strategies separately and how they relate. 196 pp. | 2018 | Grades 9–12 | ISBN 9780814128046 $27.96 member/$34.99 nonmember ebook: ISBN 9780814128060

Planning for Inquiry It’s Not an Oxymoron! Diane Parker Foreword by Diane Stephens Planning for Inquiry shows you how to get an inquiry-based curriculum started, how to keep it going, and how to do so while remaining accountable to mandated curricula, standards, and programs. Diane Parker invites you into her classroom to think along with her as she provides an up-close look at the underlying structure of an inquiry-based approach, what such an approach might look like in practice, and how you can make it happen in your own classroom. Supported by a wealth of stories and examples, Parker shares a practical yet nonprescriptive framework for developing curriculum from learners’ questions and authentic classroom events. 107 pp. | 2007 | Grades K–6 | ISBN 9780814135600 $19.96 member/$24.99 nonmember ebook: ISBN 9780814135624

Making Hybrids Work provides a resource for institutions of higher education to grow and sustain quality hybrid courses—those combining online and face-to-face learning— by outlining an institutional framework that focuses on defining and advertising hybrids; developing, supporting, and assessing hybrid programs; and training faculty. To examine the reality rather than the hype of a hybrid curriculum, the authors consider several existing hybrid courses in a variety of disciplines, as well as explore the possibilities and limitations of teaching with technology. Although there is no one easy path to instituting a hybrid curriculum, the authors argue that the hybrid model might well offer a potential “best of both worlds” in its blending of online and face-to-face instruction, but only with a strong foundation of institutional planning and professional support in place. 227 pp. | 2016 | College | ISBN 9780814130537 $27.96 member/$34.99 nonmember ebook: ISBN 9780814130544

Teaching Literacy for Love and Wisdom Being the Book and Being the Change Jeffrey D. Wilhelm and Bruce Novak This powerful book lays out an inspiring new vision for the teaching of English, building on themes central to Wilhelm’s influential “You Gotta BE the Book.” With this work, Wilhelm and Novak call for nothing short of a revolution in our understanding of the aims and methods of the English classroom, showing what English can do for democratic life, inside and outside of classrooms. Why is what English teachers do so often underestimated? How can we teach literature in a way that fully taps into its transformative power? How can we artfully teach all subjects, at all levels, for personal wisdom, democratic community, and social and ecological justice? Copublished by Teachers College Press, NCTE, and the National Writing Project. 253 pp. | 2011 | Grades K–College | ISBN 9780807752364 $27.95 member/$37.95 nonmember

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PROFESSIONAL LEARNING & SUPPORT Degree of Change

Authentic Assessments for the English Classroom

The MA in English Studies Margaret M. Strain and Rebecca C. Potter, editors As the needs of those seeking an MA in English studies have evolved, so too have the degree’s mission and identity. Looking primarily at standalone master’s programs, this volume gathers perspectives from faculty, program directors, and students from across the country to examine the design, delivery, and value of a master’s degree in English, challenging the characterization that MA programs in English serve primarily as stepping-stones to the PhD. Rather, contributors reveal how central the MA is to shaping the purpose and identity of contemporary English studies. This collection provides a substantive discussion that goes beyond questioning the state of English studies—it points to curricular, programmatic, and professional innovations that are transforming the field, calling for new dialogue in higher education about the pivotal role of the MA in English. 282 pp. | 2016 | College | ISBN 9780814110799 $30.36 member/$37.99 nonmember ebook: ISBN 9780814110805

Joanna Dolgin, Kim Kelly, and Sarvenaz Zelkha This practical guide is designed to help English language arts teachers incorporate authentic forms of assessment into the middle and high school curriculum. The authors offer real-world examples, sample student work, step-by-step instructions, and handouts to help teachers: ● Incorporate independent reading and authentic

assessments through lessons, handouts, and examples of student work ● Facilitate a schoolwide end-of-semester roundtable

assessment and portfolio presentations for grades 6–12 students and visitors ● Design grade 12 assessments that draw on the

independent reading and writing experiences students have had throughout their academic careers The book also provides sample curricula and highlights the assessment tools of three teachers who have extensive experience teaching grades 6–12. 141 pp. | 2010 | Grades 6–12 | ISBN 9780814102329 $23.96 member/$29.99 nonmember

Building the English Classroom

English Studies

Foundations, Support, Success

An Introduction to the Discipline(s)

Bruce M. Penniman Bruce M. Penniman draws on his nearly four decades of classroom experiences to offer guidance and support for managing the myriad demands of teaching secondary English. From addressing the numerous subdisciplines within English to making individual accommodations, from dealing with being the primary locus of literacy instruction in the school to everyday organizational strategies, Penniman helps teachers find a way to impose order on what often seems like an overwhelming array of responsibilities. 253 pp. | 2009 | Grades 9–12 | ISBN 9780814103869 $30.36 member/$37.99 nonmember

Bruce McComiskey, editor Well-known scholars in the field explore the important qualities and functions of English studies’ constituent disciplines—Ellen Barton on linguistics and discourse analysis, Janice Lauer on rhetoric and composition, Katharine Haake on creative writing, Richard Taylor on literature and literary criticism, Amy Elias on critical theory and cultural studies, and Robert Yagelski on English education—and the productive differences and similarities among them that define English studies’ continuing importance. This popular course adoption text provides an invaluable overview of an increasingly fragmented field. 339 pp. | 2006 | College | ISBN 9780814115442 $30.36 member/$37.99 nonmember

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CCCC STUDIES IN WRITING & RHETORIC SERIES The CCCC Studies in Writing & Rhetoric series seeks to influence how writing gets taught at the college level. The methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in various fields that inform composition—including rhetoric, communication, education, discourse analysis, psychology, cultural studies, and literature. Their focuses are similarly diverse—ranging from individual writers and teachers, to classrooms and communities and curricula, to analyses of the social, political, and material contexts of writing and its teaching. Series Editor: Steve Parks

Rhetorics Elsewhere and Otherwise Contested Modernities, Decolonial Visions Romeo García and Damián Baca, editors This collection explores decolonial shifts in composition and rhetoric informed by strategies for potentially decolonizing language and literacy practices, writing and rhetorical instruction, and research practices and methods. 242 pp. | 2019 | College | ISBN 9780814141410 $27.96 member/$34.99 nonmember ebook: ISBN 9780814141427

SELECTED TITLES IN THIS SERIES INCLUDE: Translanguaging outside the Academy

Negotiating Rhetoric and Healthcare in the Spanish Caribbean Rachel Bloom-Pojar 157 pp. | 2018 | College ISBN 9780814139929 $23.96 member/$29.99 nonmember ebook: ISBN 9780814139936

Reframing the Relational A Pedagogical Ethic for Cross-Curricular Literacy Work Sandra L. Tarabochia

209 pp. | 2017 | College | ISBN 9780814139783 $27.96 member/$34.99 nonmember ebook: ISBN 9780814139790

Inside the Subject

A Theory of Identity for the Study of Writing Raúl Sánchez 127 pp. | 2017 | College | ISBN 9780814123454 $22.36 member/$27.99 nonmember ebook: ISBN 9780814123478

Public Pedagogy in Composition Studies Ashley J. Holmes

201 pp. | 2016 | College | ISBN 9780814138007 $27.96 member/$34.99 nonmember ebook: ISBN 9780814138014

On Multimodality

Black Perspectives in Writing Program Administration From the Margins to the Center Staci M. Perryman-Clark and Collin Lamont Craig, editors “Essential reading for all writing program administrators. Get your copy ASAP!” —Paula Patch, VP, Council of Writing Program Administrators and Senior Lecturer in English, Elon University, Elon, NC

This collection makes a space for WPAs of color to cultivate antiracist responses within an Afrocentric framework and to enact socially responsible approaches to program building. 167 pp. | 2019 | College | ISBN 9780814103371 $23.96 member/$29.99 nonmember ebook: ISBN 9780814103388

New Media in Composition Studies Jonathan Alexander and Jacqueline Rhodes 2015 CCCC Outstanding Book Award 232 pp. | 2014 | College | ISBN 9780814134122 $27.96 member/$34.99 nonmember ebook: ISBN 9780814134139

Rhetoric of Respect

Recognizing Change at a Community Writing Center Tiffany Rousculp 2016 IWCA Outstanding Book/Major Work Award 200 pp. | 2014 | College | ISBN 9780814141472 ebook: ISBN 9780814141496

The Desire for Literacy

Writing in the Lives of Adult Learners Lauren Rosenberg 185 pp. | 2015 | College | ISBN 9780814110812 ebook: ISBN 9780814110829

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CCCC STUDIES IN WRITING & RHETORIC SERIES AVAILABLE NOVEMBER 2019

Beyond Progress in the Prison Classroom

NEW

Options and Opportunities Anna Plemons When viewed as a microcosm of the broader enterprise, the prison classroom highlights the way that composition and rhetoric as a discipline continues to make use of colonial ways of knowing and of being that work against the decolonial intentions of the field. Plemons suggests that a truly decolonial turn in composition cannot be achieved as long as economic logics and rhetorics of individual transformation continue to be the default currency for ascribing value in prison writing programs specifically and in out-of-school writing communities more generally. Indigenous scholarship provides the theoretical basis for the proposed intervention in the ways that it both pushes back against individualized, economic assessments of value and describes design principles for research and pedagogy that are respectful, reciprocal, and relational. 187 pp. | 2019 | College | ISBN 9780814134658 $27.96 member/$34.99 nonmember ebook: ISBN 9780814134665

Redesigning Composition for Multilingual Realities Jay Jordan

“This is a seriously under-cited book. Besides classroom applications, it has a boatload to add to discussions about multilingual realities and writing centers.” —Ryan McCarty, PhD candidate, Joint Program in English and Education, University of Michigan, Ann Arbor Starting from the premise that “multilingualism is a daily reality for all students—all language users,” Jay Jordan proceeds to both complicate and enrich the responsibilities of the composition classroom as it attempts to accommodate and instruct a diversity of students in the practices of academic writing.

OTHER TITLES IN THIS SERIES INCLUDE: Collaborative Learning as Democratic Practice A History Mara Holt

163 pp. | 2018 | College | ISBN 9780814107300 $23.96 member/$29.99 nonmember ebook: ISBN 978081407317

Genre of Power

Police Report Writers and Readers in the Justice System Leslie Seawright 121 pp. | 2017 | College | ISBN 9780814118429 $22.36 member/$27.99 nonmember ebook: ISBN 9780814118436

Assembling Composition Kathleen Blake Yancey and Stephen J. McElroy, editors

246 pp. | 2017 | College | ISBN 9780814101988 $30.36 member/$37.99 nonmember ebook: ISBN 9780814101995

From Boys to Men

Rhetorics of Emergent American Masculinity Leigh Ann Jones 147 pp. | 2016 | College | ISBN 9780814103753 $23.96 member/$29.99 nonmember ebook: ISBN 9780814103760

Freedom Writing

African American Civil Rights Literacy Activism, 1955–1967 Rhea Estelle Lathan 143 pp. | 2015 | College | ISBN 9780814117880 ebook: ISBN 9780814117897

After Pedagogy

The Experience of Teaching Paul Lynch 208 pp. | 2013 | College | ISBN 9780814100875 ebook: ISBN 9780814100882

165 pp. | 2012 | College | ISBN 9780814139660 $23.96 member/$29.99 nonmember ebook: ISBN 9780814139691

Toward a New Rhetoric of Difference Stephanie Kerschbaum

Kerschbaum provides a detailed analysis of diversity rhetoric and the ways institutions of higher education market diversity in and through student bodies. 2015 CCCC Advancement of Knowledge Award 187 pp. | 2014 | College | ISBN 9780814154953 $27.96 member/$34.99 nonmember ebook: ISBN 9780814154915

NCTE Members Save Up to 20% | Read free sample chapters at catalog.ncte.org

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NCTE JOURNALS YOUR SOURCE FOR CUTTING-EDGE, PEER-REVIEWED ARTICLES Subscriptions: $25.00 member/$75.00 nonmember Green Subscription (electronic-only): $20.00 member/$70.00 nonmember Student/Emeritus Member: $12.50 | Student/Emeritus/Green: $10.00

English Journal Published since 1912, English Journal is NCTE’s award-winning journal of ideas for English language arts teachers in junior and senior high schools and middle schools. It presents information on the teaching of writing and reading, literature, and language, and includes information on how teachers are putting the latest technologies to work in their classrooms. Published September, November, January, March, May, and July Editors: Toby Emert, Agnes Scott College, Decatur, GA, and R. Joseph Rodríguez, California State University, Fresno

Language Arts Language Arts provides a forum for discussions on all aspects of language arts learning and teaching, primarily as they relate to children in pre-kindergarten through the eighth grade. Issues discuss both theory and classroom practice, highlight current research, and review children’s and young adolescent literature, as well as classroom and professional materials of interest to language arts educators. Published September, November, January, March, May, and July Editors: Wanda Brooks, Temple University, Philadelphia, PA; Jonda McNair, Clemson University, Clemson, SC; and Kelly Wissman, University at Albany-SUNY, NY

Voices from the Middle Voices from the Middle publishes original contributions by middle level teachers, students, teacher educators, and researchers in response to specific themes that focus on our discipline, our teaching, and our students. Voices offers middle level teachers innovative and practical ideas for classroom use that are rooted in current research; this is a journal for teachers by teachers. Published September, December, March, and May Editors: Sara Kajder, The University of Georgia, Athens, and Shelbie Witte, Oklahoma State University, Stillwater

English Education English Education is the journal of English Language Arts Teacher Educators (ELATE), formerly the Conference on English Education (CEE), a constituent organization of NCTE. The journal serves teachers who are engaged in the preparation, support, and continuing education of teachers of English language arts/literacy at all levels of instruction. Published October, January, April, and July Editor: Tara Star Johnson, Purdue University, West Lafayette, IN

Talking Points Talking Points—published by WLU, the Whole Language Umbrella, a conference of NCTE—helps promote literacy research and the use of whole language instruction in classrooms. It provides a forum for parents, classroom teachers, and researchers to reflect about literacy and learning. Published semiannually, October and May Editors: Patricia C. Paugh, University of Massachusetts, Boston, and Sherry Sanden, Illinois State University, Normal

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NCTE JOURNALS

English Leadership Quarterly English Leadership Quarterly, a publication of the Conference on English Leadership (CEL), helps department chairs, Kâ&#x20AC;&#x201C;12 supervisors, and other leaders in their role of improving the quality of literacy instruction. ELQ offers short articles on a variety of issues important to decision-makers in English language arts. Published August, October, February, and April; published online only. Editor: Elaine Simos, North High School, Downers Grove, IL

College English College English is the professional journal for the college scholar-teacher. CE publishes articles about literature, rhetoriccomposition, critical theory, creative writing theory and pedagogy, linguistics, literacy, reading theory, pedagogy, and professional issues related to the teaching of English. Issues may also include review essays. Published September, November, January, March, May, and July Editor: Melissa Ianetta, University of Delaware, Newark

College Composition and Communication College Composition and Communication publishes research and scholarship in rhetoric and composition studies that support college teachers in reflecting on and improving their practices in teaching writing. Reflecting the most current scholarship and theory in the field, the journal draws on a broad range of humanistic disciplines and from subfields including technical communication, computers and composition, and writing across the curriculum. Features include review essays of current scholarship and response articles knows as Interchanges. Published September, December, February, and June Editor: Jonathan Alexander, University of California, Irvine; Malea Powell, Michigan State University, East Lansing (incoming editor)

Teaching English in the Two-Year College Teaching English in the Two-Year College, the journal of the Two-Year College English Association (TYCA), is for instructors of English in two-year colleges as well as for teachers of first- and second-year composition in four-year institutions. TETYC publishes theoretical and practical articles on composition, developmental studies, technical and business communication, literature, creative expression, language, and the profession. Published September, December, March, and May Editor: Holly Hassel, North Dakota State University, Fargo

Research in the Teaching of English RTE is a broad-based, multidisciplinary journal composed of original research articles and short scholarly essays on a wide range of topics significant to those concerned with the teaching and learning of languages and literacies around the world, both in and beyond schools and universities. Published August, November, February, and May Editors: Gerald Campano, Amy Stornaiuolo, and Ebony Elizabeth Thomas, all of the University of Pennsylvania, Philadelphia

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AUTHOR/EDITOR INDEX Akhavan, Nancy 5 Albers, Peggy 31 Albright, Lettie K. 25 Alexander, Jonathan 35, 38 Alfred, Rita Renjitham 7 Alvarez, Steven 11 Applebee, Arthur N. 17 Appleman, Deborah 7 Arola, Kristin L. 21 Baca, Damián 35 Baldwin, Anna E. 27 Bass, William L. II 9 Bazerman, Charles 17 Beach, Richard 26 Bedford, April Whatley 25 Benjamin, Amy 13 Berninger, Virginia W. 17 Best, Stephen 10 Blackburn, Mollie V. 6 Blau, Sheridan 19, 22 Bloom-Pojar, Rachel 35 Brandt, Deborah 17 Brooks, Wanda 37 Brown, Alan 26 Bruce, Heather E. 27 Buckley, Eileen Murphy 29 Buehler, Jennifer 5, 7, 26 Buly, Marsha Riddle 12 Burkins, Jan 5 Campano, Gerald 38 Carlacio, Jami L. 24 Carter, James Bucky 32 Chisholm, James S. 23 Christel, Mary T. 28 Christenbury, Leila 17, 24, 31 Costanzo, William V. 32 Cox, Michelle 19 Craig, Collin Lamont 35 Crovitz, Darren 13 Crow, John T. 14 Dakin, Mary Ellen 28 Dean, Deborah 5, 15, 16, 17 DeCourcy, Delia 28 Denstaedt, Linda 10 Devereaux, Michelle D. 13 Dixon, Chris Jennings 15 Dolgin, Joanna 34 Donhauser, Meg 33 Dowling, David 27 Downing, David B. 20 Dunning, Stephen 28 Emert, Toby 37 Endo, Rachel 27 Fairchild, Lyn 28 Farris, Christine R. 18

Fecho, Bob 8 Figueiredo, Sergio C. 20 Filkins, Scott 6 Fisher, Douglas 12 Follet, Robin 28 Fox, Dana L. 25 Franzen, Joseph 26 Fresch, Mary Jo 23 Frey, Nancy 12 Galin, Jeffrey R. 19 Gallagher, Chris W. 8 García, Romeo 35 Gardner, Traci 15 Gasiewski, Diana 19 Gibbons, Louel C. 27 Gilliland, Betsy 11 Gilmore, Barry 27 Goble, Pam 23 Goble, Ryan R. 23 Golden, John 32 Graham, Hannah 7 Graham, Steve 17 Groenke, Susan L. 25 Gross, Melissa 22 Guglielmo, Letizia 20 Hansen, Kristine 18 Harkins, Peggy 23 Hassel, Holly 38 Haussamen, Brock 13 Hawks, Lyn Fairchild 28 Hermsen, Terry 29 Hersey, Heather 33 Hicks, Troy 9 Holmes, Ashley J. 35 Holt, Mara 36 Hornsby, David 22 Ianetta, Melissa 38 Jago, Carol 27 Jeffery, Jill V. 17 Johannessen, Larry R. 17 Johnson, Latrise P. 8 Johnson, Tara Star 37 Jones, Leigh Ann 36 Jordan, Jay 36 Kahn, Elizabeth A. 17, 31 Kajder, Sara 37 Kaplan, Alexander 27 Kelly, Kim 34 Kerschbaum, Stephanie 36 Kesler, Ted 14 Kolln, Martha 13 Laminack, Lester L. 14 Latham, Don 22 Lathan, Rhea Estelle, 36 Lattimer, Heather 10, 23

Lewis, Mark A. 10 Lindblom, Ken 17, 24, 31 Long, Kevin 28 Lutkewitte, Claire 19 Lynch, Paul 36 Macro, Katherine J. 25 Martinez, Aja Y. 20 Matsuda, Paul Kei 17 McCann, Thomas M. 31 McComiskey, Bruce 34 McElroy, Stephen J. 36 McNair, Jonda 37 Melzer, Dan 19 Michaels, Judith Rowe 16 Miller, Susan K. 21 Milner, Joseph O. 24 Moon, Brian 22 Murphy, Sandra 17 Nosek, Christina 5 Novak, Bruce 33 O’Connor, John S. 16, 30 Oliva, Tom 13 Ordoñez-Jasis, Rosario 6 Ortmeier-Hooper, Christina 11 Orzulak, Melinda J. McBee 11 Pantoja, Veronica 21 Parker, Diane 33 Paugh, Patricia C. 37 Paull, Joanna N. 33 Pella, Shannon 11 Penniman, Bruce M. 34 Perryman-Clark, Staci M. 35 Peters, Brent 26 Petrone, Robert 10 Pierce, Kathryn Mitchell 6 Plemons, Anna 36 Pope, Carol A. 24 Potter, Rebecca C. 34 Powell, Malea 38 Ray, Katie Wood 14 Redd, Teresa M. 31 Rhodes, Jacqueline 35 Rodesiler, Luke 26 Rodríguez, R. Joseph 37 Roen, Duane 21 Roop, Laura Jane 10 Rosenberg, Lauren 35 Rothenberg, Carol 12 Rousculp, Tiffany 35 Rowe, Deborah Wells 17 Rubenstein, Susanne 5, 16, 27 Sánchez, Raúl 35 Sanden, Sherry 37 Sanders, Jennifer 31 Sarigianides, Sophia Tatiana 10

Scherff, Lisa 25 Schillinger, Trace 10 Schleppegrell, Mary 17 Seawright, Leslie 36 Share, Jeff 26 Shea, Renée H. 27 Short, Kathy G. 25 Sibberson, Franki 9 Simos, Elaine 38 Smagorinsky, Peter 5 Snart, Jason Allen 33 Somers, Albert B. 30 Stafford, William 29 Stephens, Diane 7 Stock, Andrew 10 Stock, Patricia Lambert 10 Stornaiuolo, Amy 38 Strain, Margaret M. 34 Stutzman, Cathy 33 Styslinger, Mary E. 24 Sullivan, Patrick M. 19, 22 Tarabochia, Sandra L. 35 Thomas, Ebony Elizabeth 38 Tinberg, Howard 19, 22 Turley, Eric D. 8 Turner, Kristen Hawley 9 Umphrey, Christabel 27 Van Sluys, Katie 8 Vaughn, Kyle 29 Villanueva, Victor 20, 21 Waggoner, Eric 21 Walter, Carolyn Calhoun 17, 31 Warnock, Scott 18, 19 Webb, Allen 26 Webb, Karen Schuster 31 Wheeler, Rebecca S. 13 Whitmore, Kathryn F. 23 Wilchek, Deborah L. 27 Wilcox, Kristen Campbell 17 Wilhelm, Jeffrey D. 33 Williams, Carmaletta M. 27 Wilson, Lorraine 22 Winn, Maisha T. 7, 8 Wissman, Kelly 37 Witte, Shelbie 22, 37 Yancey, Kathleen Blake 15, 36 Yaris, Kim 5 Yates, Kari 5 Yena, Lauren 21 Young, Vershawn Ashanti 20 Zelkha, Sarvenaz 34 Zoss, Michelle 25

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TITLE INDEX 360 Degrees of Text 29 Adolescent Literacy and the Teaching of Reading 7 Adventurous Thinking 6 After Pedagogy 36 Alice Walker in the Classroom 27 Amy Tan in the Classroom 27 Assembling Composition 36 Authentic Assessments for the English Classroom 34 Becoming Writers in the Elementary Classroom 8 Beyond Progress in the Prison Classroom 36 Beyond Standardized Truth 6 Beyond “Teaching to the Test” 11 Black Perspectives in Writing Program Administration 35 Bootstraps 20 Bring on the Bard 28 Building Literacy Connections with Graphic Novels 32 Building the English Classroom 34 Catching Tigers in Red Weather 16 Code-Meshing as World English 20 Collaborative Learning as Democratic Practice 36 College Composition and Communication 38 College Credit for Writing in High School 18 College English 38 Community Literacies en Confianza 11 Conferring with Readers (QRG) 5 Connected Reading 9 Continuing the Journey 24 Continuing the Journey 2 17 Continuing the Journey 3 31 Cross-Talk in Comp Theory, 3rd ed. 21 Deep Reading 22 Degree of Change 34 Designing Writing Assignments 15 The Desire for Literacy 35 Developing Contemporary Literacies through Sports 26 Digital Reading 9 Discussion Pathways to Literacy Learning 31 Doing and Making Authentic Literacies 10 Engaging American Novels 24 Engaging Grammar 13 English Education 37 English Journal 37 English Language Learners in Literacy Workshops 12 English Leadership Quarterly 38 English Studies 34 Entering the Conversations 10 The Fiction of Toni Morrison 24 From Boys to Men 36 Freedom Writing 36 Genre of Power 36 Genre Theory 16 Getting the Knack 29

Going Public with Assessment 6 Grammar Alive! 13 Grammar to Get Things Done 13 Great Films and How to Teach Them 32 The Great Gatsby in the Classroom 27 Immigrant Scholars in Rhetoric, Composition, and Communication 20 The Incarceration of Japanese Americans in the 1940s 27 Inside the Subject 35 Judith Ortiz Cofer in the Classroom 27 Just Theory 20 Langston Hughes in the Classroom 27 Language Arts 37 Language Learners in the English Classroom 12 Learning to Write for Readers 14 Lesson Plans for Teaching Writing 15 Letting Go 33 The Lifespan Development of Writing 17 Lightning Paths 29 Literacies, the Arts, and Multimodality 31 Literacy Engagement through Peritextual Analysis 22 Literacy Instruction for Students Living with Trauma (QRG) 5 Literary Terms 22 Making Curriculum Pop 23 Making Hybrids Work 33 A Master Class in Children’s Literature 25 Mobile Technologies and the Writing Classroom 19 More Grammar to Get Things Done 13 Next Generation Guided Reading (QRG) 5 Next Generation Independent Reading (QRG) 5 Next Generation Read Aloud (QRG) 5 Next Generation Scaffolding & Gradual Release of Responsibility (QRG) 5 Next Generation Shared Reading (QRG) 5 Nikki Giovanni in the Classroom 27 On Multimodality 35 Our Better Judgment 8 Planning for Inquiry 33 Poetry of Place 29 Portfolios in the Writing Classroom 15 The Power of Picture Books 23 Public Pedagogy in Composition Studies 35 Raymond Carver in the Classroom 27 The Reader Response Notebook 14 Reading Assessment 7 Reading Challenging Texts 23 Reading for Learning 23 Reading in the Dark 32 Reading in the Reel World 32 Reading Shakespeare Film First 28 Reading Shakespeare with Young Adults 28 Real-World Literacies 10 Redesigning Composition for Multilingual Realities 36

Reframing the Relational 35 Research in the Teaching of English 38 Restorative Justice in the English Language Arts Classroom 7 Rethinking the “Adolescent” in Adolescent Literacy 10 Rhetoric of Respect 35 Rhetorics Elsewhere and Otherwise 35 Sandra Cisneros in the Classroom 27 Say Yes to Pears 26 Sherman Alexie in the Classroom 27 Speak for Yourself 16 Stories Matter 25 Strategic Writing, 2nd ed. 15 Strategies for Teaching First-Year Composition 21 Sustainable WAC 19 A Symphony of Possibilities 25 Talking Points 37 A Teacher’s Introduction to African American English 31 Teaching Climate Change to Adolescents 26 Teaching English in the Two-Year College 38 Teaching Julius Caesar 28 Teaching Literacy for Love and Wisdom 33 Teaching Phonics in Context 22 Teaching Poetry in High School 30 Teaching Reading Art Lessons (QRG) 5 Teaching Reading with YA Literature (QRG) 5 Teaching Reading with YA Literature 7, 26 Teaching Romeo and Juliet 28 Teaching Secondary Writing (QRG) 5 Teaching Voice in Secondary Writing (QRG) 5 Teaching Writing Online 18 Teaching YA Lit through Differentiated Instruction 25 This Time It’s Personal 16 Tim O’Brien in the Classroom 27 To Kill a Mockingbird in the Classroom 27 Toward a New Rhetoric of Difference 36 Translanguaging outside the Academy 35 Understanding Language 11 Unit Design in the ELA Classroom (QRG) 5 Voices from the Middle 37 What Is “College-Level” Writing? Volume 2 19 What Works in Writing Instruction 17 Wondrous Words 14 Wordplaygrounds 30 Workshopping the Canon 24 Writing about Literature, 2nd ed. 17 Writing across Culture and Language 11 Writing Instruction in the Culturally Relevant Classroom 8 Writing in the Dialogical Classroom 8 Writing Together 19 The Writing Workshop 14 Zora Neale Hurston in the Classroom 27

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