2020 FALL/ WINTER CATALOG
NEW AND BESTSELLING BOOKS JOURNALS
MEMBERSHIP
EVENTS
NEW TITLES There’s something for
Dear Reader, Teaching and living in a pandemic is no easy task. Especially now, we need each other, and we need the resources that enrich our teaching and interactions with students—wherever we’re teaching.
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Within these pages you will see new resources created by NCTE and our community. We have 9 new publications, including new books on vocabulary, nonfiction writing, teaching living poets, reading comprehension in college, and a revised and updated edition of a popular title on secondary writing. You’ll also find a new quick-reference guide—addressing the early grades poetry experience— with more QRGs to follow soon. Complementing our publications are NCTE’s growing online professional learning resources, free to all members. One event alone is worth the $50 annual membership fee! Consider joining us for our weekly Member Gatherings, Conversations with . . . , and Build Your Stack events and posts introducing you to new fiction and nonfiction titles. We’d also love to have you join us for our special online events connecting authors with teachers around titles, teaching, and more. Stay current with NCTE’s events by visiting ncte.org/events. Despite our current circumstances, learning and collaborating don’t stop, so if you haven’t yet registered for NCTE’s first Virtual Annual Convention in November 2020, consider the rich lineup of speakers and perspectives. One registration fee entitles you to attend all events within the Convention, including all 76 live sessions, and to access content for 60 days! Visit convention.ncte.org. We’d also be honored to have you share this catalog with colleagues, request additional copies, or visit the virtual catalog at ncte.org/catalog. And we especially love to hear from you about how important the NCTE professional community is to you and your work! Warmly, Emily Kirkpatrick Executive Director
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FROM NCTE everyone on this list!
TURN THE PAGE CONTENTS Membership 2 2020-2021 Events / Build Your Stack
3
Quick-Reference Guides
4–6
Principles in Practice Imprint (PIP)
7–14
Culture & Identity
15
ReadWriteThink 15 Grammar 16–17 PAGE 18
Writing 18–24 Composition 25–26 Reading & Literature Content Area Literacy
27–28 29
Literature 30 YA Literature & Literacy NCTE High School Literature Series
31–32 33
Shakespeare 34 Poetry 35–36 PAGE 27
Language & Literacy Media & Digital Literacy
37–38 39
Professional Learning & Support
40–41
CCCC Studies in Writing & Rhetoric Series
42–44
NCTE Journals
45–46
Author/Editor Index
47
Title Index
48
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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, researchbased 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. To learn more about the NCTE Quick-Reference Guides, visit https://ncte.org/resources/quick-reference-guides/
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All individual QRGs are $10.39 member/$12.99 nonmember. 25-packs: $233.78 member/$292.28 nonmember
NEW
Teaching Poetry Experiences for Readers and Writers in the K–2 Classroom
Teaching Secondary Writing Deborah Dean
Maria Walther
Chris Proctor and Antero Garcia
ISBN 9780814186039
ISBN 9780814186305
Building ELA Classroom Culture through Gaming
ISBN 9780814186734
Teaching Grammar in the Secondary Classroom
Teaching Children’s Literature: Critical Inquiry to Foster Equity
Teaching Voice in Secondary Writing Susanne Rubenstein
Teaching Guided Writing: Scaffolding for Success
Deborah Dean
Detra Price-Dennis
ISBN 9780814186015
Lori Oczkus
ISBN 9780814186275
ISBN 9780814186299
ISBN 9780814186282
“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
To Order: phone 1-877-369-6283 | fax 217-328-9645 | catalog.ncte.org | customerservice@ncte.org 5
QUICK-REFERENCE GUIDES 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
Jan Burkins and Kim Yaris
Jan Burkins and Kim Yaris
ISBN 9780814186114
ISBN 9780814186138
ISBN 9780814186176
Next Generation Independent Reading in the Elementary Classroom
Next Generation Scaffolding and GRR
Teaching Reading Art Lessons
Unit Design in the ELA Classroom
Jan Burkins and Kim Yaris
Jan Burkins and Kim Yaris
Peter Smagorinsky
ISBN 9780814186206
ISBN 9780814186237
ISBN 9780814186022
Jan Burkins and Kim Yaris ISBN 9780814186152
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Conferring with Readers
Literacy Instruction for Students Living with Trauma
Teaching Reading with YA Literature
Nancy Akhavan
Jennifer Buehler
Kari Yates and Christina Nosek
ISBN 9780814186091
ISBN 9780814186008
ISBN 9780814186251
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PRINCIPLES IN PRACTICE IMPRINT
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. 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 Imprint Editor: Cathy Fleischer
Already Readers and Writers Honoring Students’ Rights to Read and Write in the Middle Grade Classroom
NEW
Jennifer Ochoa, editor Veteran middle school teacher Jennifer Ochoa wants to help all middle school educators encourage their students to build literate lives that extend beyond the classroom. To that end, she brings together the experiences and activities of middle school teachers and teacher leaders, children’s author Ellen Oh, children’s literature scholar Kristin McIllhaga, and censorship expert Millie Davis to examine current middle school literacy practices that support students’ rights to read and write. Using NCTE position statements—The Students Right to Read and NCTE Beliefs about the Students’ Right to Write—as foundational guiding documents, Ochoa and her colleagues make the case that even in today’s standards-driven environment, authentic reading and writing practices can create literacy-rich middle school classrooms. 172 pp. | 2020 | Grades 6–8 | ISBN 9780814101155 $23.96 member/$29.99 nonmember ebook: ISBN 9780814101179
In the Pursuit of Justice Students’ Rights to Read and Write in Elementary School Mariana Souto-Manning, editor Promoting equitable, inclusive, and plural understandings of literacy, Mariana SoutoManning and eight New York City public school teachers explore how elementary teachers can welcome into their classrooms the voices, values, language practices, stories, and experiences of their students who have been minoritized by dominant curricula, cultivating reading and writing experiences that showcase children’s varied skills and rich practices. Readers are invited to enter classrooms where teachers have engaged with the principles detailed in two NCTE position statements—NCTE Beliefs about the Students’ Right to Write and The Students’ Right to Read—as a right, in the pursuit of justice. Collectively, their experiences show that when teachers view the communities their students come from as assets to and in school, children not only thrive academically, but they also gain confidence in themselves as learners and develop a critical consciousness. Together, stepping into their power, they seek to right historical and contemporary wrongs as they commit to changing the world. 128 pp. | 2020 | Grades K–5 | ISBN 9780814148204 $23.96 member/$29.99 nonmember ebook: ISBN 9780814148211
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PRINCIPLES IN PRACTICE IMPRINT
Adventurous Thinking Fostering Students’ Rights to Read and Write in Secondary ELA Classrooms 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
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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 Variz, Redondo Union High School 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
Writing Instruction in the Culturally Relevant Classroom Maisha T. Winn and Latrise P. Johnson 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
Writing Can Change Everything Middle Level Kids Writing Themselves into the World Shelbie Witte, editor Identifying writing as central to what makes us human, editor and teacher educator Shelbie Witte has gathered a diverse group of middle school teacher-writers who open widely the doors of their classrooms to share their approaches to mentoring, modeling, and facilitating middle level writers as they explore their places within our world. Early adolescents might be physically and emotionally in flux, but they are also multidimensional, multitalented creatures of curiosity, always pushing the boundaries of discovery and possibility. The seven educators whose classrooms are showcased in this book know that being a writer is being part of the world, and they lead their students toward the understanding that writing makes a difference, both in their own lives and in the broader world. Writing Can Change Everything invites all of us to consider how the principles outlined in NCTE’s Professional Knowledge for the Teaching of Writing position statement weave throughout the best practices on display as students write through creative self-expression, narrative, inquiry, and project-based learning. 118 pp. | 2020 | Grades 6–8 | ISBN 9780814174876 $22.36 member/$27.99 nonmember ebook: ISBN 9780814174883
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PRINCIPLES IN PRACTICE IMPRINT Writing in the Dialogical Classroom Students and Teachers Responding to the Texts of Their Lives 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
Adolescent Literacy and the Teaching of Reading
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
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
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Beyond Standardized Truth Improving Teaching and Learning through Inquiry-Based Reading Assessment Scott Filkins The Common Core State Standards call for students to read and comprehend increasingly complex texts as they move through middle and high school. But how to support students as they develop the necessary skills, habits, and stances to grow as readers? Scott Filkins addresses these issues as he unpacks his own history with assessment. 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 to a wider range of stakeholders and offers a vision of assessment as an expression of care for the students in our charge. 133 pp. | 2012 | Grades 9–12 | ISBN 9780814102916 $23.96 member/$29.99 nonmember
Reading Assessment
Going Public with Assessment
Artful Teachers, Successful Students
A Community Practice Approach
Diane Stephens, editor
Kathryn Mitchell Pierce and Rosario Ordoñez-Jasis
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
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
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PRINCIPLES IN PRACTICE IMPRINT 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
Real-World Literacies 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!” —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.
Rethinking the “Adolescent” in Adolescent Literacy 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?
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.
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.
159 pp. | 2014 | Grades 9–12 | ISBN 9780814139431 $23.96 member/$29.99 nonmember ebook: ISBN 9780814139448
139 pp. | 2014 | Grades 9–12 | ISBN 9780814112199 $23.96 member/$29.99 nonmember ebook: ISBN 9780814112182
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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
Adolescents and Digital Literacies Learning Alongside Our Students Sara Kajder This book isn’t about technology. It’s about the teaching practices that technology enables, addressing the ways in which teachers and students work together to navigate continuous change and what it means to read, write, view, listen, and communicate in the twenty-first century. Sara Kajder, a nationally recognized expert on technology and literacy, recognizes that students are reading and writing every day in their “real lives.” Drawing on ideas found in Adolescent Literacy: An NCTE Policy Research Brief, Kajder offers solutions for connecting these activities with the literacy practices required by classroom curricula. Through extensive interviews and classroom experiences, Kajder offers examples of both students and teachers who have successfully integrated technology to enrich literacy learning. 119 pp. | 2010 | Grades 9–12 | ISBN 9780814152997 $22.36 member/$27.99 nonmember
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
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
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PRINCIPLES IN PRACTICE IMPRINT 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 14
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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
CULTURE & IDENTITY Toward Culturally Sustaining Teaching Early Childhood Educators Honor Children with Practices for Equity and Change Kindel Turner Nash, Crystal Polite Glover, and Bilal Polson, editors Demonstrating equitable strategies that move toward culturally sustaining teaching such as translanguaging, explorations of children’s literature, alternative modes of literacy assessment, photography and arts integration, student-driven poetry units, and more, this book shares the stories of four teacher-teacher dyads who worked together across university-school contexts to study, generate, and evaluate culturally relevant literacy practices in early childhood classrooms. Highlighting the voices and roles of children, families, community members, and teachers of Color, this book suggests new ways for teachers to build and sustain relationships that are relevant and offers solutions for challenges that arise. The narratives in this collection model how to create positive and mutually beneficial dynamics among teachers, children, and their families and communities. NCTE-Routledge Research Series 168 pp. | 2020 | Grades PreK–2 | ISBN 9780815363774 $47.95 member/nonmember
Transforming Literacy Education for LongTerm English Learners Recognizing Brilliance in the Undervalued Maneka Deanna Brooks Grounded in research on bilingualism and adolescent literacy, this book provides a much-needed insight into the dayto-day needs of students identified as long-term English language learners (LTELs). LTELs are adolescents primarily or solely educated in the US and yet remain identified as “learning English” in secondary school. Challenging the deficit perspective often applied to their experiences of language learning, Brooks counters incorrect characterizations of LTELs and sheds light on students’ strengths to argue that effective literacy education requires looking beyond policy classifications that are often used to guide educational decisions. By combining research, theory, and practice, this book offers a comprehensive analysis of literacy pedagogy to facilitate teacher learning and includes practical takeaways and implications for classroom practice and professional development. Offering a pathway for transforming literacy education for students identified as LTELs, chapters discuss reframing the education of LTELs, academic reading in the classroom, and the bilingualism of students who are labeled LTELs. NCTE-Routledge Research Series 112 pp. | 2020 | Grades 9–College | ISBN 9781138558113 $44.95 member/nonmember
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GRAMMAR
Grammar to Get Things Done
More Grammar to Get Things Done
A Practical Guide for Teachers Anchored in Real-World Usage
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
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 rulefollowing 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-as-power into their own classrooms. Routledge and NCTE 232 pp. | 2016 | Grades K–12 | ISBN 9781138683709 $27.95 member/$34.95 nonmember
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Darren Crovitz and Michelle D. Devereaux
168 pp. | 2019 | Grades K–12 | ISBN 9780367194819 $28.95 member/$35.95 nonmember
Engaging Grammar
Grammar Alive!
Practical Advice for Real Classrooms
A Guide for Teachers
Amy Benjamin, with Tom Oliva
Brock Haussamen, with Amy Benjamin, Martha Kolln, Rebecca S. Wheeler, and members of NCTE’s Assembly for the Teaching of English Grammar
Foreword by Martha Kolln 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.
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
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 Available November 2020
NEW
Nonfiction Writers Dig Deep 50 Award-Winning Children’s Book Authors Share the Secret of Engaging Writing Melissa Stewart, editor In Nonfiction Writers Dig Deep, some of today’s most celebrated writers for children share essays that describe a critical part of the informational writing process that is often left out of classroom instruction. To craft engaging nonfiction, professional writers choose topics that fascinate them and explore concepts and themes that reflect their passions, personalities, beliefs, and experiences in the world. By scrutinizing the information they collect to make their own personal meaning, they create distinctive books that delight as well as inform. In addition to essays from mentor authors, the book includes a wide range of tips, tools, teaching strategies, and activity ideas from editor Melissa Stewart to help students (1) choose a topic, (2) focus that topic by identifying a core idea, theme, or concept, and (3) analyze their research to find a personal connection. By adding a piece of themselves to their drafts, students will learn to craft rich, unique prose. 190 pp. | 2020 | Grades K–12 | ISBN 9780814133521 $27.96 member/$34.99 nonmember ebook: ISBN 9780814133545
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
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Available February 2021
NEW
What Works in Writing Instruction Research and Practice, Second Edition Deborah Dean “What works?” As teachers, it’s a question we often ask ourselves about teaching writing, and it often summarizes other, more specific questions we have: ● What contributes to an effective climate for writing? ● What practices and structures best support effective writing
instruction? ● What classroom content helps writers develop? ● What tasks are most beneficial for writers learning to write? ● What choices should I make as a teacher to best help my students?
Using teacher-friendly language and classroom examples, Deborah Dean helps answer these questions; she looks closely at instructional practices supported by a broad range of research and weaves them together into accessible recommendations that can inspire teachers to find what works for their own classrooms and students. Initially based on the Carnegie Institute’s influential Writing Next report, this second edition of What Works in Writing Instruction looks at more types of research that have been conducted in the decade since the publication of that first research report. The new research rounds out its list of recommended practices and is designed to help teachers apply the findings to their unique classroom environments. We all must find the right mix of practices and tasks for our own students, and this book offers the best of what is currently known about effective writing instruction to help teachers help students develop as writers. 170 pp. | 2021 | Grades 7–12 | ISBN 9780814156810 $23.96 member/$29.99 nonmember ebook: ISBN 9780814156827
The Reader Response Notebook Teaching toward Agency, Autonomy, and Accountability Ted Kesler The reader response notebook (RRN) is a tried-and-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. 155 pp. | 2018 | Grades K–8 | ISBN 9780814138403 $23.96 member/$29.99 nonmember ebook: ISBN 9780814138410
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WRITING
K–12 Available January 2021
NEW
A Place to Write Getting Your Students out of the Classroom and into the World Rob Montgomery and Amanda Montgomery A Place to Write is both a rationale for moving students out of the classroom to write in real-world spaces and a how-to guide to help teachers develop their own placebased writing activities. Each chapter explores opportunities for writing in a different real-world setting such as museums, public places, and natural places by providing a range of practical classroom activities in a variety of commonly taught genres. Each activity is accompanied by considerations for teachers who may want to forge interdisciplinary connections and/or add authentic audiences to their students’ work. Rob and Amanda Montgomery also suggest adaptations and scaffolding for students with special needs and English language learners. A Place to Write provides a comprehensive view of how place-based writing can be incorporated for a range of classroom purposes. While this includes environmental advocacy, the book also encompasses issues of equity and social justice, school safety, and culture and identity, as well as including accessible ideas for teaching common genres such as personal narrative, argumentation, and authentic forms of inquiry. 240 pp. | 2021 | Grades K–12 | ISBN 9780814135457 $30.36 member/$37.99 nonmember ebook: ISBN 9780814135464
Continuing the Journey 2 Becoming a Better Teacher of Authentic Writing 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 real-world 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
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English Language Learners in Literacy Workshops Marsha Riddle Buly 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). 129 pp. | 2011 | Grades K–8 | ISBN 9780814122884 $23.96 member/$29.99 nonmember
The Writing Workshop Working through the Hard Parts (And They’re All Hard Parts) Katie Wood Ray, with Lester L. Laminack 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
Writing about Literature, 2nd ed.
Wondrous Words Writers and Writing in the Elementary Classroom
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
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. 317 pp. | 1999 | Grades K–6 | ISBN 9780814158166 $30.36 member/$37.99 nonmember
104 pp. | 2009 | Grades 9–12 | ISBN 9780814132111 $19.96 member/$24.99 nonmember
Learning to Write for Readers Using Brain-Based Strategies 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
Genre Theory Teaching, Writing, and Being 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
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 “College-Level” 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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WRITING Speak for Yourself Writing with Voice Susanne Rubenstein 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. 143 pp. | 2018 | Grades 9–12 | ISBN 9780814146149 $23.96 member/$29.99 nonmember ebook: ISBN 9780814146156
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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Sustainable WAC A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs Michelle Cox, Jeffrey R. Galin, and Dan Melzer 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. 272 pp. | 2018 | College | ISBN 9780814149522 $30.36 member/$37.99 nonmember ebook: ISBN 9780814149546
Teaching Writing Online 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.” —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 ● Resource chapter and appendix with sample teaching
materials 235 pp. | 2009 | College | ISBN 9780814152539 $30.36 member/$37.99 nonmember
Mobile Technologies and the Writing Classroom Resources for Teachers Claire Lutkewitte, editor
Writing Together Ten Weeks Teaching and Studenting in an Online Writing Course Scott Warnock and Diana Gasiewski As more and more college writing instructors are asked to teach online courses, the need for practical, day-to-day 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. 267 pp. | 2018 | College | ISBN 9780814159231 $30.36 member/$37.99 nonmember ebook: ISBN 9780814159248
Making Hybrids Work An Institutional Framework for Blending Online and Face-to-Face Instruction in Higher Education Joanna N. Paull and Jason Allen Snart
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.
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.
234 pp. | 2016 | College | ISBN 9780814131961 $30.36 member/$37.99 nonmember ebook: ISBN 9780814131978
227 pp. | 2016 | College | ISBN 9780814130537 $27.96 member/$34.99 nonmember ebook: ISBN 9780814130544
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WRITING Designing Writing Assignments
Lesson Plans for Teaching Writing
Traci Gardner
Chris Jennings Dixon, editor
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 resourcestretched 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.
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. 249 pp. | 2007 | Grades 8–College | ISBN 9780814108857 $30.36 member/$37.99 nonmember
109 pp. | 2008 | Grades 9–College | ISBN 9780814110850 $19.96 member/$24.99 nonmember
ONLINE LEARNING
Looking for some inspiration? Spend time learning from thoughtful NCTE members, authors, and experts, all from the comfort of your home. Online professional learning resources are designed to be engaging and practical across a variety of context and roles, including such timely topics as Easing Your Transition to Teaching Writing Online. You deserve a differentiated experience just as much as your students do.
www.ncte.org/online-learning
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COMPOSITION
Immigrant Scholars in Rhetoric, Composition, and Communication
Cross-Talk in Comp Theory A Reader, Third Edition
Memoirs of a First Generation
Victor Villanueva and Kristin L. Arola, editors
Letizia Guglielmo and Sergio C. Figueiredo, 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 quick movement of the paradigm—from the personal computer to local-area networks to the rise of social networking—suggests the need to recall the talk and the crosstalk concerning computers and their products for composition.
This collection of essays shares the experiences of firstgeneration 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. 195 pp. | 2019 | College | ISBN 9780814117392 $27.96 member/$34.99 nonmember ebook: ISBN 9780814117408
The award-winning Villanueva and his coeditor Arola have dropped nine essays from the second edition, reoriented others into new sections, and added eight new essays, including six in the new technology section, “Virtual Talk: Composing beyond the Word.” Amid these changes, 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 and Richard Ohmann. This edition also incorporates texts by key names within comp’s conversations on technology, including Adam Banks, Cynthia Selfe, and Kathleen Blake Yancey. The result is a collection that continues to provide new and experienced teachers and scholars with indispensable insights into the challenges, controversies, and ever-shifting currents within our rich and ever-evolving field. 899 pp. | 2011 | College | ISBN 9780814109779 $39.96 member/$49.99 nonmember
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COMPOSITION Just Theory An Alternative History of the Western Tradition David B. Downing Just Theory offers an alternative history of critical theory in the context of the birth and transformation of the Western philosophical tradition. But rather than providing a summary survey, it situates the production of theoretical texts within the geopolitical economy of just two pivotal cultural turns: Cultural Turn 1 (roughly 450–350 BCE) looks at the Platonic revolution, during which a new philosophic, universalist, and literate discourse emerged from what had long been an oral culture; Cultural Turn 2 (roughly 1770–1870) investigates the Romantic revolution and its nineteenth-century aftermath up to the Paris Commune. While focusing on the quest for social justice, David B. Downing situates the two cultural turns within deep time: Cultural Turn 1 gave birth to the Western philosophical tradition during the Holocene; Cultural Turn 2 witnessed the beginnings of the shift to the Anthropocene when the Industrial Revolution and the fossil fuel age began to alter our complex biospheres and geospheres. As described in the epilogue, the aftereffects of Western metaphysics have dramatically shaped our twenty-first-century world, especially for teachers and scholars in English and the humanities. 459 pp. | 2019 | College | ISBN 9780814125304 $39.96 member/$49.99 nonmember ebook: ISBN 9780814125328
Bootstraps
Strategies for Teaching First-Year Composition
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 socioand psycholinguistic theory, and the writings of Gramsci and Freire, among others. David H. Russell Award for Distinguished Research in the Teaching of English 151 pp. | 1993 | College | ISBN 9780814103777 $23.96 member/$29.99 nonmember
Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, and Eric Waggoner, editors This book offers guidance, reassurance, and thoughtful commentary on the many activities leading up to and surrounding teaching firstyear 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
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READING & LITERATURE Rethinking Reading in College
NEW
An Across-the-Curriculum Approach Arlene Fish Wilner
Synthesizing theory from literacy scholars with strategies derived from classroom inquiry projects, Rethinking Reading in College argues for more—and more systematic— attention to the role of reading comprehension in college as a necessary step in addressing the inequities in student achievement. Through a critique of the philosophy behind the Common Core State Standards, Wilner examines the needs of college-bound high school students and interrogates the nature of “remediation” in college, arguing that when supported by rhetorical-reading assignments, students in all first-year writing classes can and should explore complex and enduring texts. Addressing both composition and reading across the curriculum, Wilner demonstrates how faculty in all disciplines and at all curricular levels can improve student outcomes by first deliberately inhabiting the persona of novices, rethinking their assumptions about what students know and can do. She also illustrates the limitations of the literary vs. nonliterary text binary through a study of the demands posed by To Kill a Mockingbird, a novel commonly taught in both high school and college. An outline for a two-semester firstyear general education course and examples of writing-to-read assignments from a range of disciplines are adaptable across subject areas and institutions. 237 pp. | 2020 | Grades 11–College | ISBN 9780814141229 $30.36 member/$37.99 nonmember ebook: ISBN 9780814141236 Available November 2020
Deep Reading 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 meaning-making 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.
NEW
Empowering Students’ Knowledge of Vocabulary Learning How Language Works, Grades 3–5 Mary Jo Fresch and David L. Harrison
2019 Conference on College Composition and Communication (CCCC) Outstanding Book Award in the Edited Collection category
With this fun and practical book, grades 3–5 teachers have at hand both the research and the day-today practical activities that support a fascinating approach for empowering their students’ vocabulary. Upper elementary students will develop a deeper understanding of how the English language works, enrich their vocabularies, and improve their reading and writing skills through the information and lessons provided by veteran educators Fresch and Harrison. Six chapters present definitions and playful examples (in poetry and prose) to teach antonyms, synonyms, acronyms (and many more “nyms”), similes, metaphors, idioms, shades of meaning, and word origins. Practical lessons and activities will engage students in joyful practice. A final chapter offers insights into language choices by eight well-known children’s poets and authors, including two former US Young People’s Poets Laureate—Kenn Nesbitt and Margarita Engle—and world-renowned Jane Yolen.
386 pp. | 2017 | Grades 9–College | ISBN 9780814110638 $31.96 member/$39.99 nonmember ebook: ISBN 9780814110645
166 pp. | 2020 | Grades 3–5 | ISBN 9780814113370 $23.96 member/$29.99 nonmember ebook: ISBN 9780814113387
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READING & LITERATURE Continuing the Journey Becoming a Better Teacher of Literature and Informational Texts 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
Literary Terms 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
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Literacy Engagement through Peritextual Analysis 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
Teaching Phonics in Context David Hornsby and Lorraine Wilson 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. 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
CONTENT AREA LITERACY Making Curriculum Pop
Reading Challenging Texts
Developing Literacies in All Content Areas
Layering Literacies through the Arts
Pam Goble and Ryan R. Goble
James S. Chisholm and Kathryn F. Whitmore
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 full-color reproducible student forms. Free Spirit Publishing and NCTE 213 pp. | 2016 | Grades 6–12 | ISBN 9781631980619 $39.99 member/nonmember
Reading for Learning Using Discipline-Based Texts to Build Content Knowledge Heather Lattimer This book addresses headon 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 disciplinespecific 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
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
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
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LITERATURE Workshopping the Canon Mary E. Styslinger
“Workshopping the Canon has made me have so many ‘Aha Moments.’ If you are an ELAR teacher, you should read this!” —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. 197 pp. | 2017 | Grades 7–12 | ISBN 9780814158470 $27.96 member/$34.99 nonmember ebook: ISBN 9780814158494
Engaging American Novels Lessons from the Classroom Joseph O. Milner and Carol A. Pope, editors 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
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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. Contributors include Rudine Sims Bishop, © Susan Guevara 2000 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
YA LITERATURE & LITERACY A Symphony of Possibilities A Handbook for Arts Integration in Secondary English Language Arts 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
Teaching YA Lit through Differentiated Instruction Susan L. Groenke and Lisa Scherff 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.
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
177 pp. | 2010 | Grades 9–12 | ISBN 9780814133705 $27.96 member/$34.99 nonmember
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YA LITERATURE & LITERACY Say Yes to Pears Food Literacy in and beyond the English Classroom 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 place- and community-based program focused on creative and critical thought and action. 179 pp. | 2019 | Grades 9–12 | ISBN 9780814142417 $27.96 member/$34.99 nonmember ebook: ISBN 9780814142424
Developing Contemporary Literacies through Sports 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
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Teaching Climate Change to Adolescents Reading, Writing, and Making a Difference 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
NCTE HIGH SCHOOL LITERATURE SERIES
All HSLS titles: $15.96 member/$19.99 nonmember
The Incarceration of Japanese Americans in the 1940s
OTHER TITLES IN THIS SERIES INCLUDE:
Literature for the High School Classroom
Alice Walker in the 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.
“Living by the Word” Carol Jago
73 pp. | 2000 | Grades 9–12 ISBN 9780814101148
Sherman Alexie in the Classroom
161 pp. | 2018 | Grades 9–12 | ISBN 9780814122983 ebook: ISBN 9780814123003
“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
The Great Gatsby in the Classroom
Raymond Carver in the Classroom
Searching for the American Dream David Dowling 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. 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.
“A Small, Good Thing” Susanne Rubenstein
119 pp. | 2005 | Grades 9–12 ISBN 9780814138311
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 Bring on the Bard 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. 244 pp. | 2019 | Grades 9–12 | ISBN 9780814103821 $27.96 member/$34.99 nonmember ebook: ISBN 9780814103838
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. 179 pp. | 2012 | Grades 9–12 | ISBN 9780814139073 $27.96 member/$34.99 nonmember ebook: ISBN 9780814139080
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Reading Shakespeare with Young Adults 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
Teaching Romeo and Juliet A Differentiated Approach 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
POETRY Available February 2021
Teach Living Poets
Lightning Paths
NEW
75 Poetry Writing Exercises
Lindsay Illich and Melissa Alter Smith Teach Living Poets opens up the flourishing world of contemporary poetry to secondary teachers, giving advice on discovering new poets and reading contemporary poetry, as well as sharing sample lessons, writing prompts, and ways to become an engaged member of a professional learning community. This approach offers rich opportunities for students to improve critical reading and writing, opportunities for self-expression and social-emotional learning, and perhaps the most desirable outcome, the opportunity to fall in love with language and discover (or renew) their love of reading. The many poems included in Teach Living Poets are representative of the diverse poets writing today. 200 pp. | 2021 | Grades 7–12 | ISBN 9780814152614 $27.96 member/$34.99 nonmember ebook ISBN: 9780814152621
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
See the entire CONTINUING THE JOURNEY series!
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POETRY 360 Degrees of Text
Teaching Poetry in High School
Using Poetry to Teach Close Reading and Powerful Writing
Albert B. Somers
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
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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
Wordplaygrounds Reading, Writing, and Performing Poetry in the English Classroom 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
For more NCTE poetry resources, visit http://www2.ncte.org/resources/poetry/
LANGUAGE & LITERACY Making Middle School Cultivating Critical Literacy and Interdisciplinary Learning in Maker Spaces Steve Fulton and Cynthia D. Urbanski Making Middle School is the story of eighth-grade English teacher Steve Fulton and science teacher Tiffany Green’s explorations of the intersections between critical literacy and science through maker spaces alongside their students. Steve and Tiffany, with thinking partner Cindy Urbanski, use the idea of make to center student learning in their classrooms as well as to democratize learning, back-loading English and science standards while front-loading the current focus on STEAM. Making— following one’s own desire to create—is based on principles of connected learning, where students work in community to challenge themselves, to be creative, and to wonder about their world. Making represents a pathway directed by the learner and allowed to unfold organically, without a scripted route or destination. By looking up close at the real work of teachers and students, Fulton and Urbanski illustrate the rich and real applications of a make-based approach in today’s middle school classrooms. 128 pp. | 2020 | Grades 6–8 | ISBN 9780814130667 $22.36 member/$27.99 nonmember ebook: ISBN 9780814130674
Continuing the Journey 3 Becoming a Better Teacherof 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 technology-enabled
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.
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
181 pp. | 2019 | Grades 9–12 | ISBN 9780814108642 $27.96 member/$34.99 nonmember ebook: ISBN 9780814108659
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LANGUAGE & LITERACY Linguistic Justice Black Language, Literacy, Identity, and Pedagogy April Baker-Bell Bringing together theory, research, and practice to dismantle anti-Black linguistic racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. NCTE-Routledge Research Series 128 pp. | 2020 | Grades K–12 | ISBN 9781138551022 $44.95 member/nonmember
Code-Switching
Code-Meshing as World English
Teaching Standard English in Urban Classrooms
Pedagogy, Policy, Performance
Rebecca S. Wheeler and Rachel Swords
Vershawn Ashanti Young and Aja Y. Martinez, editors
Foreword by John R. Rickford
The original essays in this collection offer various perspectives on why codemeshing—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.”
Code-Switching focuses on building on the linguistic knowledge that children bring to school and advocates the use of “code-switching” to enable students to add another linguistic code—Standard English—to their linguistic toolbox. Rather than drill the idea of “Standard English” into students by labeling their home language as “wrong,” the authors offer strategies for teaching students to recognize the grammatical differences between home speech and school speech so that they are then able to choose the language style most appropriate to the time, place, audience, and communicative purpose. Theory and Research Into Practice (TRIP) series
298 pp. | 2011 | College | ISBN 9780814107003 $30.36 member/$37.99 nonmember
197 pp. | 2006 | Grades K–8 | ISBN 9780814107027 $27.96 member/$34.99 nonmember
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 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.
Building Literacy Connections with Graphic Novels 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
Reading in the Dark Using Film as a Tool in the English Classroom 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
Reading in the Reel World Teaching Documentaries and Other Nonfiction Texts 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
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PROFESSIONAL LEARNING & SUPPORT
Degree of Change The MA in English Studies Margaret M. Strain and Rebecca C. Potter, editors
Letting Go How to Give Your Students Control over Their Learning in the English Classroom
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 stand-alone 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 steppingstones 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.
Meg Donhauser, Cathy Stutzman, and Heather Hersey
282 pp. | 2016 | College | ISBN 9780814110799 $30.36 member/$37.99 nonmember ebook: ISBN 9780814110805
196 pp. | 2018 | Grades 9–12 | ISBN 9780814128046 $27.96 member/$34.99 nonmember ebook: ISBN 9780814128060
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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.
Building the English Classroom
English Studies
Foundations, Support, Success
An Introduction to the Discipline(s)
Bruce M. Penniman
Bruce McComiskey, editor
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.
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.
253 pp. | 2009 | Grades 9–12 | ISBN 9780814103869 $30.36 member/$37.99 nonmember
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 supports research exploring how writing and rhetoric are currently and have been historically taught, practiced, and circulated within communities—in colleges, workplaces, or neighborhoods; in local, national, digital, or international contexts. SWR projects represent the multifarious identities of teachers, administrators, and researchers involved in writing and rhetoric, addressing the cultural, social, political, and material realities that define their work. SWR is dedicated to the use of digital technologies that ensure its publications are accessible and available to a national and international audience. Series Editor: Steve Parks https://cccc.ncte.org/cccc/swr Available February 2021
Writing Accomplices with Student Immigrant Rights Organizers
NEW
Glenn Hutchinson This book argues for a pedagogical shift in centering the public writing classroom more on students’ work as organizers and rhetoricians. Instead of focusing only on community partnerships, the writing classroom can foreground the work of student organizers and how they can better inform the field’s teaching practices. Each chapter focuses on students’ rhetorical skills through petitions, op-eds, and campaigns to stop deportations. Writing Accomplices with Student Immigrant Rights Organizers emphasizes teachers’ responsibility to act in solidarity with immigrant students, and such work points to a new role for the writing teacher in changing anti-immigrant and white supremacist laws and policies. 200 pp. | 2021 | College | ISBN 9780814150500 $27.96 member/$34.99 nonmember ebook: ISBN 9780814158524
Beyond Progress in the Prison Classroom Options and Opportunities Anna Plemons 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. 185 pp. | 2019 | College | ISBN 9780814134658 $27.96 member/$34.99 nonmember ebook: ISBN 9780814134665
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OTHER TITLES IN THIS SERIES: 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
On Multimodality
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 $27.96 member/$34.99 nonmember ebook: ISBN 9780814141496
Redesigning Composition for Multilingual Realities
Jay Jordan 165 pp. | 2012 | College ISBN 9780814139660 $23.96 member/$29.99 nonmember ebook: ISBN 9780814139691
Counterstory The Rhetoric and Writing of Critical Race Theory Aja Y. Martinez Humanities scholar Aja Y. Martinez makes a compelling case for counterstory as methodology in rhetoric and writing studies through the well-established framework of critical race theory (CRT), reviewing first the counterstory work of Richard Delgado, Derrick Bell, and Patricia J. Williams, whom she terms counterstory exemplars. Arguing that counterstory provides opportunities for marginalized voices to contribute to conversations about dominant ideology, Martinez applies racial and feminist rhetorical criticism to the rich histories and theories established through counterstory genres, all the while demonstrating how CRT theories and methods can inform teaching, research, and writing/publishing of counterstory. 201 pp. | 2020 | College | ISBN 9780814108789 $27.96 member/$34.99 nonmember ebook: ISBN 9780814108796
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. Rhetorics elsewhere and otherwise emerge across a spectrum, from geo- and body politics of knowledge and understanding to local histories emerging from colonial peripheries. 242 pp. | 2019 | College | ISBN 9780814141410 $27.96 member/$34.99 nonmember ebook: ISBN 9780814141427
Writing Programs, Veterans Studies, and the Post-9/11 University A Field Guide D. Alexis Hart and Roger Thompson D. Alexis Hart and Roger Thompson offer rich academic inquiry into the idea of “the veteran” as well as into ways that veteran culture has been fostered or challenged in writing classrooms, in writing centers, and in college communities more generally. Presenting a more nuanced approach to understanding “the veteran” leads not only to more useful research, but also to more wide-ranging and significant scholarship and community engagement. Such an approach recognizes veterans as assets to the college campus, encourages institutions to customize their veterans programs and courses, and leads to more thoughtful engagement with veterans in the writing classroom. 178 pp. | 2020 | College | ISBN 9780814175057 $27.96 member/$34.99 nonmember ebook: ISBN 9780814175064
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. This framework also positions WPAs of color to build relationships with allies and create contexts for students and faculty to imagine rhetorics that speak truth to oppressive and divisive ideologies within and beyond the academy, but especially within writing programs. 167 pp. | 2019 | College | ISBN 9780814103371 $23.96 member/$29.99 nonmember ebook: ISBN 9780814103388
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CCCC STUDIES IN WRITING & RHETORIC SERIES Genre of Power
Translanguaging outside the Academy Negotiating Rhetoric and Healthcare in the Spanish Caribbean Rachel Bloom-Pojar Bloom-Pojar draws from an ethnographic study of a summer health program in the Dominican Republic to examine what exactly rhetorical translanguaging might look like, arguing for a rhetorical approach that accounts for stigma, race, and institutional constraints. 157 pp. | 2018 | College | ISBN 9780814139929 $23.96 member/$29.99 nonmember ebook: ISBN 9780814139936
Police Report Writers and Readers in the Justice System Leslie Seawright The issues of how police officers write reports and how others read those reports have critical implications for people engaged in rhetoric, literacy studies, and critical pedagogy. Seawright describes the journey of a police report as it travels through the criminal justice system from writer, to supervisor, to prosecutor, to defense lawyer, to judge. This study exposes the way in which power, agency, and authority circulate and accrue between writers and readers. The chained literacy event, created as a report moves through the system, is highlighted and its hierarchical nature examined. The book ultimately addresses the constraints of the police report genre and seeks to expose the complex and multifaceted rhetorical situation of report writing. 121 pp. | 2017 | College | ISBN 9780814118429 $22.36 member/ $27.99 nonmember ebook: ISBN 9780814118436
OTHER TITLES IN THIS SERIES INCLUDE: Collaborative Learning as Democratic Practice
OTHER TITLES IN THIS SERIES INCLUDE: Reframing the Relational
A History Mara Holt 163 pp. | 2018 | College | ISBN 9780814107300 $23.96 member/$29.99 nonmember ebook: ISBN 978081407317
A Pedagogical Ethic for Cross-Curricular Literacy Work Sandra L. Tarabochia
Inside the Subject
Public Pedagogy in Composition Studies
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
The Desire for Literacy
Writing in the Lives of Adult Learners Lauren Rosenberg 185 pp. | 2015 | College | ISBN 9780814110812 $27.96 member/$34.99 nonmember ebook: ISBN 9780814110829
Toward a New Rhetoric of Difference Stephanie Kerschbaum 2015 CCCC Advancement of Knowledge Award 187 pp. | 2014 | College | ISBN 9780814154953 $27.96 member/$34.99 nonmember ebook: ISBN 9780814154915
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209 pp. | 2017 | College | ISBN 9780814139783 $27.96 member/$34.99 nonmember ebook: ISBN 9780814139790
Ashley J. Holmes
201 pp. | 2016 | College | ISBN 9780814138007 $27.96 member/$34.99 nonmember ebook: ISBN 9780814138014
Freedom Writing
African American Civil Rights Literacy Activism, 1955–1967 Rhea Estelle Lathan 143 pp. | 2015 | College | ISBN 9780814117880 $23.96 member/$29.99 nonmember ebook: ISBN 9780814117897
After Pedagogy
The Experience of Teaching Paul Lynch 171 pp. | 2013 | College | ISBN 9780814100875 $27.96 member/$34.99 nonmember ebook: ISBN 9780814100882
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
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, The Ohio State University, Columbus; 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: Melanie Shoffner, James Madison University, Harrisonburg, VA
Talking Points Talking Points—published by LLA, Literacies and Languages for All, 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, K–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, Georgia Institute of Technology, Atlanta
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: Malea Powell, Michigan State University, East Lansing
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 studies in the two-year college. 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; Incoming Editor: Darin Jensen, Des Moines Area Community College, IA
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 6 Alexander, Jonathan 42 Alfred, Rita Renjitham 8 Alvarez, Steven 14 Applebee, Arthur N. 22 Appleman, Deborah 10 Arola, Kristin L. 25 Baca, Damián 43 Baker-Bell, April 38 Baldwin, Anna E. 33 Bass, William L. II 13 Bazerman, Charles 22 Beach, Richard 32 Benjamin, Amy 17 Berninger, Virginia W. 22 Best, Stephen 12 Blackburn, Mollie V. 8 Blau, Sheridan 21, 27 Bloom-Pojar, Rachel 44 Brandt, Deborah 22 Brooks, Maneka Deanna 15 Brooks, Wanda 45 Brown, Alan 32 Bruce, Heather E. 33 Buckley, Eileen Murphy 36 Buehler, Jennifer 6, 12, 31 Buly, Marsha Riddle 20 Burkins, Jan 6 Campano, Gerald 46 Carter, James Bucky 39 Chisholm, James S. 29 Christel, Mary T. 34 Christenbury, Leila 20, 28, 37 Costanzo, William V. 39 Cox, Michelle 22 Craig, Collin Lamont 43 Crovitz, Darren 16 Crow, John T. 21 Dakin, Mary Ellen 34 Dean, Deborah 5, 6, 18, 19, 21 DeCourcy, Delia 34 Denstaedt, Linda 12 Devereaux, Michelle D. 16 Dixon, Chris Jennings 24 Donhauser, Meg 40 Dowling, David 33 Downing, David B. 26 Dunning, Stephen 36 Emert, Toby 45 Endo, Rachel 33 Fairchild, Lyn 34 Fecho, Bob 10 Figueiredo, Sergio C. 25 Filkins, Scott 11 Follet, Robin 34 Fox, Dana L. 30
Franzen, Joseph 32 Fresch, Mary Jo 27, 29 Fulton, Steve 37 Galin, Jeffrey R. 22 Garcia, Antero 5 García, Romeo 43 Gardner, Traci 24 Gasiewski, Diana 23 Gibbons, Louel C. 33 Gilliland, Betsy 14 Gilmore, Barry 33 Glover, Crystal Polite 15 Goble, Pam 29 Goble, Ryan R. 29 Golden, John 39 Graham, Hannah 8 Graham, Steve 22 Groenke, Susan L. 31 Gross, Melissa 28 Guglielmo, Letizia 25 Harkins, Peggy 29 Harrison, David L. 27 Hart, D. Alexis 43 Hassel, Holly 46 Haussamen, Brock 17 Hawks, Lyn Fairchild 34 Hermsen, Terry 29 Hersey, Heather 40 Hicks, Troy 13 Holmes, Ashley J. 44 Holt, Mara 44 Hornsby, David 28 Hutchinson, Glenn 42 Ianetta, Melissa 46 Illich, Lindsay 35 Jago, Carol 33 Jeffery, Jill V. 22 Jensen, Darin 46 Johannessen, Larry R. 21 Johnson, Latrise P. 9 Jones, Leigh Ann 42 Jordan, Jay 42 Kahn, Elizabeth A. 21, 37 Kajder, Sara 13, 45 Kaplan, Alexander 33 Kerschbaum, Stephanie 44 Kesler, Ted 14, 18 Kolln, Martha 17 Laminack, Lester L. 20 Latham, Don 28 Lathan, Rhea Estelle 44 Lattimer, Heather 12, 29 Lewis, Mark A. 12 Lindblom, Ken 20, 28, 37 Long, Kevin 34 Lutkewitte, Claire 23
Lynch, Paul 44 Macro, Katherine J. 31 Martinez, Aja Y. 38, 43 Matsuda, Paul Kei 22 McCann, Thomas M. 37 McComiskey, Bruce 41 McElroy, Stephen J. 42 McNair, Jonda 45 Melzer, Dan 22 Miller, Susan K. 26 Milner, Joseph O. 30 Montgomery, Amanda 20 Montgomery, Rob 20 Moon, Brian 28 Murphy, Sandra 22 Nash, Kindel Turner 15 Nosek, Christina 6 O’Connor, John S. 36 Ochoa, Jennifer 7 Oczkus, Lori 5 Oliva, Tom 17 Ordoñez-Jasis, Rosario 11 Ortmeier-Hooper, Christina 14 Orzulak, Melinda J. McBee 14 Pantoja, Veronica 26 Paugh, Patricia C. 45 Paull, Joanna N. 23 Pella, Shannon 14 Penniman, Bruce M. 41 Perryman-Clark, Staci M. 43 Peters, Brent 32 Petrone, Robert 12 Pierce, Kathryn Mitchell 11 Plemons, Anna 42 Polson, Bilal 15 Pope, Carol A. 30 Potter, Rebecca C. 40 Powell, Malea 46 Price-Dennis, Detra 5 Proctor, Chris 5 Ray, Katie Wood 20, 21 Redd, Teresa M. 38 Rhodes, Jacqueline 42 Rodesiler, Luke 32 Rodríguez, R. Joseph 45 Roen, Duane 26 Roop, Laura Jane 12 Rosenberg, Lauren 44 Rousculp, Tiffany 42 Rowe, Deborah Wells 22 Rubenstein, Susanne 6, 22, 33 Sánchez, Raúl 44 Sanden, Sherry 45 Sarigianides, Sophia Tatiana 12 Scherff, Lisa 31 Schillinger, Trace 13
Schleppegrell, Mary 22 Seawright, Leslie 44 Share, Jeff 32 Shea, Renée H. 33 Shoffner, Melanie 45 Short, Kathy G. 30 Sibberson, Franki 13 Simos, Elaine 46 Smagorinsky, Peter 6 Smith, Melissa Alter 35 Snart, Jason Allen 23 Somers, Albert B. 36 Souto-Manning, Mariana 7 Stafford, William 36 Stephens, Diane 11 Stewart, Melissa 18 Stock, Andrew 13 Stock, Patricia Lambert 13 Stornaiuolo, Amy 46 Strain, Margaret M. 40 Stutzman, Cathy 40 Styslinger, Mary E. 30 Sullivan, Patrick M. 21, 27 Swords, Rachel 38 Tarabochia, Sandra L. 44 Thomas, Ebony Elizabeth 46 Thompson, Roger 43 Tinberg, Howard 21, 27 Turner, Kristen Hawley 13 Umphrey, Christabel 33 Urbanski, Cynthia D. 37 Van Sluys, Katie 10 Vaughn, Kyle 35 Villanueva, Victor 25, 26 Waggoner, Eric 26 Walter, Carolyn Calhoun 21, 37 Walther, Maria 5 Warnock, Scott 23 Webb, Allen 32 Webb, Karen Schuster 38 Wheeler, Rebecca S. 17, 38 Whitmore, Kathryn F. 29 Wilchek, Deborah L. 33 Wilcox, Kristen Campbell 22 Williams, Carmaletta M. 33 Wilner, Arlene Fish 27 Wilson, Lorraine 28 Winn, Maisha T. 8, 9 Wissman, Kelly 45 Witte, Shelbie 9, 28, 45 Yancey, Kathleen Blake 42 Yaris, Kim 6 Yates, Kari 6 Yena, Lauren 26 Young, Vershawn Ashanti 38 Zoss, Michelle 31
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TITLE INDEX 360 Degrees of Text 36 Adolescent Literacy and the Teaching of Reading 10 Adolescents and Digital Literacies 13 Adventurous Thinking 8 After Pedagogy 44 Alice Walker in the Classroom 33 Already Readers and Writers 7 Amy Tan in the Classroom 33 Assembling Composition 42 Becoming Writers in the Elementary Classroom 10 Beyond Progress in the Prison Classroom 42 Beyond Standardized Truth 11 Beyond “Teaching to the Test” 14 Black Perspectives in Writing Program Administration 43 Bootstraps 26 Bring on the Bard 34 Building Literacy Connections with Graphic Novels 39 Building ELA Classroom Culture through Gaming (QRG) 5 Building the English Classroom 41 Code-Meshing as World English 38 Code-Switching 38 Collaborative Learning as Democratic Practice 44 College Composition and Communication 46 College English 46 Community Literacies en Confianza 14 Conferring with Readers (QRG) 6 Connected Reading 13 Continuing the Journey 28 Continuing the Journey 2 20 Continuing the Journey 3 37 Counterstory 43 Cross-Talk in Comp Theory, 3rd ed. 25 Deep Reading 27 Degree of Change 40 Designing Writing Assignments 24 The Desire for Literacy 44 Developing Contemporary Literacies through Sports 32 Digital Reading 13 Discussion Pathways to Literacy Learning 37 Doing and Making Authentic Literacies 12 Empowering Students’ Knowledge of Vocabulary 27 Engaging American Novels 30 Engaging Grammar 17 English Education 45 English Journal 45 English Language Learners in Literacy Workshops 20 English Leadership Quarterly 46 English Studies 41 Entering the Conversations 13 Freedom Writing 44 From Boys to Men 42 Genre of Power 44 Genre Theory 21 Getting the Knack 36 Going Public with Assessment 11 Grammar Alive! 17
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Grammar to Get Things Done Great Films and How to Teach Them The Great Gatsby in the Classroom Immigrant Scholars in Rhetoric, Composition, and Communication The Incarceration of Japanese Americans in the 1940s Inside the Subject In the Pursuit of Justice Judith Ortiz Cofer in the Classroom Just Theory Langston Hughes in the Classroom Language Arts Learning to Write for Readers Lesson Plans for Teaching Writing Letting Go The Lifespan Development of Writing Lightning Paths Linguistic Justice Literacy Engagement through Peritextual Analysis Literacy Instruction for Students Living with Trauma (QRG) Literary Terms Making Curriculum Pop Making Hybrids Work Making Middle School Mobile Technologies and the Writing Classroom More Grammar to Get Things Done Next Generation Guided Reading (QRG) Next Generation Independent Reading (QRG) Next Generation Read Aloud (QRG) Next Generation Scaffolding & Gradual Release of Responsibility (QRG) Next Generation Shared Reading (QRG) Nikki Giovanni in the Classroom Nonfiction Writers Dig Deep On Multimodality A Place to Write Poetry of Place The Power of Picture Books Public Pedagogy in Composition Studies Raymond Carver in the Classroom The Reader Response Notebook Reading Assessment Reading Challenging Texts Reading for Learning Reading in the Dark Reading in the Reel World Reading Shakespeare Film First Reading Shakespeare with Young Adults Real-World Literacies Redesigning Composition for Multilingual Realities Reframing the Relational Research in the Teaching of English Restorative Justice in the English Language Arts Classroom Rethinking Reading in College Rethinking the “Adolescent” in Adolescent Literacy Rhetoric of Respect Rhetorics Elsewhere and Otherwise
16 39 33 25 33 44 7 33 26 33 45 21 24 40 22 35 38 28 6 28 29 23 37 23 16 6 6 6 6 6 33 18 42 20 29 29 44 33 19 11 29 29 39 39 34 34 12 42 44 46 8 27 12 42 43
Sandra Cisneros in the Classroom 33 Say Yes to Pears 32 Sherman Alexie in the Classroom 33 Speak for Yourself 22 Stories Matter 30 Strategic Writing, 2nd ed. 18 Strategies for Teaching First-Year Composition 26 Sustainable WAC 22 A Symphony of Possibilities 31 Talking Points 45 Teach Living Poets 35 A Teacher’s Introduction to African American English 38 Teaching Children’s Literature: Critical Inquiry to Foster Equity (QRG) 5 Teaching Climate Change to Adolescents 32 Teaching English in the Two-Year College 46 Teaching Grammar in the Secondary Classroom (QRG) 5 Teaching Guided Writing: Scaffolding for Success (QRG) 5 Teaching Julius Caesar 34 Teaching Phonics in Context 28 Teaching Poetry Experiences for Readers and Writers in the K–2 Classroom (QRG) 5 Teaching Poetry in High School 36 Teaching Reading Art Lessons (QRG) 6 Teaching Reading with YA Literature (QRG) 6 Teaching Reading with YA Literature 12, 31 Teaching Romeo and Juliet 34 Teaching Secondary Writing (QRG) 6 Teaching Voice in Secondary Writing (QRG) 6 Teaching Writing Online 23 Teaching YA Lit through Differentiated Instruction 31 Tim O’Brien in the Classroom 33 To Kill a Mockingbird in the Classroom 33 Toward a New Rhetoric of Difference 44 Toward Culturally Sustaining Teaching 15 Transforming Literacy Education for Long-Term English Learners 15 Translanguaging outside the Academy 44 Understanding Language 14 Unit Design in the ELA Classroom (QRG) 6 Voices from the Middle 45 What Is “College-Level” Writing? Vol. 2 21 What Works in Writing Instruction, 2nd ed. 19 Wondrous Words 21 Wordplaygrounds 36 Workshopping the Canon 30 Writing about Literature, 2nd ed. 21 Writing Accomplices with Student Immigrant Rights Organizers 42 Writing across Culture and Language 14 Writing Can Change Everything 9 Writing Instruction in the Culturally Relevant Classroom 9 Writing in the Dialogical Classroom 10 Writing Programs, Veterans Studies, and the Post-9/11 University 43 Writing Together 23 The Writing Workshop 20 Zora Neale Hurston in the Classroom 33
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2020 VIRTUAL ANNUAL CONVENTION To register: convention.ncte.org
