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Teaching Writing in the Twenty-First Century
by Beth L. Hewett Tiffany Bourelle Scott WarnockTeaching Writing in the Twenty-First Century is a comprehensive introduction to writing instruction in an increasingly digital world. It provides both a theoretical background and detailed practical guidance to writing instructors faced with novel and ever-changing digital learning technologies, new approaches to access needs and usability design, increasing student diversity, and the multiliteracies of reading, alphabetic writing, and multimodal composition. A companion volume, Administering Writing Programs in the Twenty-First Century, considers the role of administrators in addressing these issues.Covering all aspects of teaching online, various composition genres, and the technologies available to teachers, Teaching Writing in the Twenty-First Century addresses composing processes and approaches; designing and scaffolding assignments; providing response, feedback, and evaluation; communicating effectively; and supporting students. These strategic and practical ideas are prefaced by a history of the relation between composition and rhetoric and a guide to diversity, inclusion, and access. The volume ends with a chapter on envisioning the future of composition.
Teaching Writing, Rhetoric, and Reason at the Globalizing University (Routledge Research in Writing Studies)
by Robert SamuelsThis timely intervention into composition studies presents a case for the need to teach all students a shared system of communication and logic based on the modern globalizing ideals of universality, neutrality, and empiricism. Based on a series of close readings of contemporary writing by Stanley Fish, Asao Inoue, Doug Downs and Elizabeth Wardle, Richard Rorty, Slavoj Zizek, and Steven Pinker, this book critiques recent arguments that traditional approaches to teaching writing, grammar, and argumentation foster marginalization, oppression, and the restriction of student agency. Instead, it argues that the best way to educate and empower a diverse global student body is to promote a mode of academic discourse dedicated to the impartial judgment of empirical facts communicated in an open and clear manner. It provides a critical analysis of core topics in composition studies, including the teaching of grammar; notions of objectivity and neutrality; empiricism and pragmatism; identity politics; and postmodernism. Aimed at graduate students and junior instructors in rhetoric and composition, as well as more seasoned scholars and program administrators, this polemical book provides an accessible staging of key debates that all writing instructors must grapple with.
Teaching Writing through the Immigrant Story
by Heather Ostman Howard Tinberg Danizete MartínezTeaching Writing through the Immigrant Story explores the intersection between immigration and pedagogy via the narrative form. Embedded in the contexts of both student writing and student reading of literature chapters by scholars from four-year and two-year colleges and universities across the country, this book engages the topic of immigration within writing and literature courses as the site for extending, critiquing, and challenging assumptions about justice and equity while deepening students’ sense of ethics and humanity. Each of the chapters recognizes the prevalence of immigrant students in writing classrooms across the United States—including foreign-born, first- and second-generation Americans, and more—and the myriad opportunities and challenges those students present to their instructors. These contributors have seen the validity in the stories and experiences these students bring to the classroom—evidence of their lifetimes of complex learning in both academic and nonacademic settings. Like thousands of college-level instructors in the United States, they have immigrant stories of their own. The immigrant “narrative” offers a unique framework for knowledge production in which students and teachers may learn from each other, in which the ordinary power dynamic of teacher and students begins to shift, to enable empathy to emerge and to provide space for an authentic kind of pedagogy. By engaging writing and literature teachers within and outside the classroom, Teaching Writing through the Immigrant Story speaks to the immigrant narrative as a viable frame for teaching writing—an opportunity for building and articulating knowledge through academic discourse. The book creates a platform for immigration as a writing and literary theme, a framework for critical thinking, and a foundation for significant social change and advocacy. Contributors: Tuli Chatterji, Katie Daily, Libby Garland, Silvia Giagnoni, Sibylle Gruber, John Havard, Timothy Henderson, Brennan Herring, Lilian Mina, Rachel Pate, Emily Schnee, Elizabeth Stone
Teaching Writing to Visual, Auditory, and Kinesthetic Learners
by Donovan R. WallingThis resource offers differentiated teaching techniques and sample lessons for writing and thinking skills that emphasize fluency, artistry, walkabout strategies, pattern and rhythm, and more!
Teaching Young Adult Literature: Developing Students as World Citizens
by Thomas W. Bean Judithann Dunkerly-Bean Helen J. HarperTeaching Young Adult Literature: Developing Students As World Citizens (by Thomas W. Bean, Judith Dunkerly-Bean, and Helen Harper) is a middle and secondary school methods text that introduces pre-service teachers in teacher credential programs and in-service teachers pursuing a Masters degree in Education to the field of young adult literature for use in contemporary contexts. The text introduces teachers to current research on adolescent life and literacy; the new and expanding genres of young adult literature; teaching approaches and practical strategies for using young adult literature in English and Language Arts secondary classrooms and in Content Area Subjects (e.g. History); and ongoing social, political and pedagogical issues of English and Language Arts classrooms in relation to contemporary young adult literature.
Teaching Young Adult Literature (Options for Teaching #50)
by Mike Cadden, Karen Coats, and Roberta Seelinger TritesThanks to the success of franchises such as The Hunger Games and Twilight, young adult literature has reached a new level of prominence and popularity. Teens and adults alike are drawn to the genre's coming-of-age themes, fast pacing, and vivid emotional portrayals. The essays in this volume suggest ways high school and college instructors can incorporate YA texts into courses in literature, education, library science, and general education.The first group of essays explores key issues in YA literature, situates works in cultural contexts, and addresses questions of text selection and censorship. The second section discusses a range of genres within YA literature, including both realistic and speculative fiction as well as verse narratives, comics, and film. The final section offers ideas for assignments, including interdisciplinary and digital projects, in a variety of courses.
Teaching Young Learners in a Superdiverse World: Multimodal Approaches and Perspectives (Routledge Research in Education #190)
by Heather Lotherington Cheryl PaigeThis book documents a collaborative action research project in one school where researchers and practitioners worked together to develop multimodal literacies and pedagogies for diverse, multilingual elementary classrooms. Following chronologically from Lotherington’s Pedagogy of Multiliteracies (2011), this volume picks up after teachers and researchers have learned how to work efficiently as a learning community to offer project-based learning approaches. This edited collection relates how teachers and students of different grade levels, language backgrounds, and abilities developed a shared agenda and created a framework for effective and inclusive practices. Contributors demonstrate that collaboration, creative pedagogical solutions and innovative project-based learning are all essential parts of learning and teaching socially appropriate and responsive literacies in a multimodal, superdiverse world.
Teaching Young Multilingual Learners: Key Issues and New Insights (Elements in Language Teaching)
by Luciana C. Oliveira Loren JonesThis Element provides an overview of research focusing on language teaching practices for young multilingual learners in primary classrooms in English-speaking contexts. The term 'young multilingual learner' refers to primary school children, with ages ranging from approximately 5 to 12 years old at various English language proficiency levels. Pedagogy-informed research studies conducted in K-5 classrooms are used to develop research-informed pedagogies for young multilingual learners in primary classrooms. The authors use the notion of culturally sustaining teaching practices to provide examples from pedagogy-informed research studies. The focus on early (K-3) and intermediate (4-5) grades provides a range of illustrations of such practices. The Element concludes with implications for teacher education and the preparation of teachers of young multilingual learners.
Teaching Your Child to Read: A Parent's Guide to Encouraging a Love of Reading
by Jessica Wang Lu JunIs your young child often disinterested in the books you bring home for them? Do you wish they would develop a love for reading that they could take into middle school and beyond? Some children love reading, requesting the same books over and over again and giggling with delight each time, while others simply despise sitting down for story time. What makes the difference in these two types of children? No child is born knowing how to read, so where does their interest come from? How do you encourage it? Like eating and drinking, reading is a daily necessity for every child. Parents should consciously guide and conform to their children&’s interest in reading with appropriate reading materials whenever possible. Books should take priority over watching television and playing video games. Professional and systematic training can help children start to love reading, maintain good reading habits, and improve their reading ability.Teaching Your Child to Read is a guide book for parents looking to get their children, ages 3 to 6, interested in reading. It explains how to help children cultivate reading ability step by step, as well as answers the questions of Why should I? and How do I? when it comes to specific exercises. Tools parents will learn to use in their efforts include:interval questioningobject comparingemotional contrastingplot mappingand more!
The Teachings of Master Wuzhu: Zen and Religion of No-Religion (Translations from the Asian Classics)
by Wendi AdamekThe Record of the Dharma-Jewel Through the Generations (Lidai fabao ji) is a little-known Chan/Zen Buddhist text of the eighth century, rediscovered in 1900 at the Silk Road oasis of Dunhuang. The only remaining artifact of the Bao Tang Chan school of Sichuan, the text provides a fascinating sectarian history of Chinese Buddhism intended to showcase the iconoclastic teachings of Bao Tang founder Chan Master Wuzhu (714–774). Wendi Adamek not only brings Master Wuzhu's experimental community to life but also situates his paradigm-shifting teachings within the history of Buddhist thought. Having published the first translation of the Lidai fabao ji in a Western language, she revises and presents it here for wide readership.Written by disciples of Master Wuzhu, the Lidai fabao ji is one of the earliest attempts to implement a "religion of no-religion," doing away with ritual and devotionalism in favor of "formless practice." Master Wuzhu also challenged the distinctions between lay and ordained worshippers and male and female practitioners. The Lidai fabao ji captures his radical teachings through his reinterpretation of the Chinese practices of merit, repentance, precepts, and Dharma transmission. These aspects of traditional Buddhism continue to be topics of debate in contemporary practice groups, making the Lidai fabao ji a vital document of the struggles, compromises, and insights of an earlier era. Adamek's volume opens with a vivid introduction animating Master Wuzhu's cultural environment and comparing his teachings to other Buddhist and historical sources.
Teahouse of the Almighty
by Patricia SmithA National Poetry Series winner, chosen by Edward Sanders."What power. Smith's poetry is all poetry. And visceral. Her poems get under the skin of their subjects. Their passion and empathy, their real worldliness, are blockbuster."--Marvin Bell"I was weeping for the beauty of poetry when I reached the end of the final poem."--Edward Sanders, National Poetry Series judgeFrom Lollapalooza to Carnegie Hall, Patricia Smith has taken the stage as this nation's premier performance poet. Featured in the film Slamnation and on the HBO series Def Poetry Jam, Smith is back with her first book in over a decade--a National Poetry Series winner weaving passionate, bluesy narratives into an empowering, finely tuned cele-bration of poetry's liberating power.
Team Talk
by Julian WalkerHave you ever wondered why we talk about a handicap in sport, why boxing is so named, or whether a dumbbell ever rang? It was during the nineteenth century that hitherto local games with relaxed and varying rules were formalized. During this process terminologies developed to refer to these new standardized sports, borrowing, modifying and redefining words from all walks of life in sometimes strange and unexpected ways. Considering such subjects as why sport shares so many words with the fields of hunting and conflict, and how English sports terms have been both adopted from and given to other languages, this book looks at how words have come into the field of sport and how they have developed and changed.
Team Teachers in Japan: Beliefs, Identities, and Emotions (Routledge Research in Language Education)
by Takaaki HiratsukaThis book provides insights into the professional and personal lives of local language teachers and foreign language teachers who conduct team-taught lessons together. It does this by using the Japanese context as an illustrative example. It re-explores in this context the professional experiences and personal positionings of Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs), as well as their team-teaching practices in Japan. This edited book is innovative in that 14 original empirical studies offer a comprehensive overview of the day-to-day professional experiences and realities of these team teachers in Japan, with its focus on their cognitive, ideological, and affective components. This is a multifaceted exploration into team teachers in their gestalt—who they are to themselves and in relation to their students, colleagues, community members, and crucially to their teaching partners. This book therefore offers several empirical and practical applications for future endeavors involving team teachers and those who engage with them—including their key stakeholders, such as researchers on them, their teacher educators, local boards of education, governments, and language learners from around the world.
Team Teaching and Team Learning in the Language Classroom: Collaboration for innovation in ELT (Routledge Research in Language Education)
by Akira Tajino Tim Stewart David DalskyThis book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of ‘team’ to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.
Team Writing
by Joanna WolfeBuilt around real group interactions, Team Writing is a flexible, hybrid resource that pairs videos with a brief print book. Based on research revealing major problems at all stages of peer group work, the book shows how written communication can help technical writing students contribute to team projects in a meaningful way -- and provides strategies for dealing with the breakdowns that can derail a project's success. Numerous examples highlight the kind of written communication that helps teams thrive. Short, Web-based videos depict student teams in action, going beyond the textbook to show what real collaboration looks and sounds like.
Teams Work Together (Reach Into Phonics Ser.)
by Will Jimmerson Joanna Korba Deborah J. ShortNIMAC-sourced textbook
Teardrops of Time: Buddhist Aesthetics in the Poetry of Angkarn Kallayanapong
by Arnika FuhrmannFocusing on one of the most significant poets of the twentieth century, Angkarn Kallayanapong (1926–2012), this book makes a unique contribution to understandings of non-Western literary modernity. Arnika Fuhrmann investigates how the Thai poet adapts Buddhist understandings of time to create a modern Asian aesthetic imaginary. While Angkarn's poetry conjures the image of an early modern Thai cosmopolitanism, it also pioneers a poetics reflective of present-day globalization. The result is an experiment in Buddhist cosmopolitan aesthetic modernity. Teardrops of Time contextualizes the poet's work in the literary history and cultural politics of his time, tracing the transformation of a modern Thai cultural and political imaginary through the political history of the country's authoritarian governance since the late 1950s and the exigencies of an increasingly globalized economy since the 1980s. As Angkarn's work aligns itself with contemporaneous global trends in poetry, the book reads it alongside the work of Paul Celan and Allen Ginsberg.
Tears of Rage: The Racial Interface of Modern American Fiction-Faulkner, Wright, Pynchon, Morrison (Southern Literary Studies)
by Dan Rather Shelly BrivicIn this provocative study, Shelly Brivic presents the history of the twentieth-century American novel as a continuous narrative dialogue between white and black voices. Exploring four of the most renowned and challenging works written between 1930 and 1990 -- William Faulkner's Absalom, Absalom!, Richard Wright's Native Son, Thomas Pynchon's V., and Toni Morrison's Beloved -- Brivic traces how these works progress through the interaction of white and black perspectives toward confronting the calamity of slavery and its reverberating aftermath and continuing legacy. Brivic shows how one novel leads ineluctably to the next and how the four works in a sense form one continuous narrative: with Faulkner's attack on the racial system in Absalom, Absalom! in the 1930s, a literary space opened for Wright's devastating novel of protest. Through the character of Bigger Thomas, Wright's Native Son exposes a virtually incurable division in American ideologies, which leads to the multiplying perspectives of postmodernism in Pynchon's V. Arriving at the crest of the civil rights movement, V. questions Western systems of control, laying a foundation for a world outside the white one, and so providing a basis for the African view of reality presented in Morrison's Beloved. The emergence of African consciousness in American literature exemplified across these works has had, and continues to have, Brivic concludes, the potential not only to redress ongoing injustices but to bring about a new conception of the American universe and its laws of reality. Striking in both the selection of novels and the connections Brivic draws among them, Tears of Rage advances understanding of the destructive nature of racism and the possibilities for overcoming its effects through literature.
The Tears of the Black Man (Global African Voices Ser.)
by Alain Mabanckou&“[An] intellectually dense collection . . . Mabanckou&’s challenging perspective on African identity today is as enlightening as it is provocative.&” —Publishers Weekly In The Tears of the Black Man, award-winning author Alain Mabanckou explores what it means to be black in the world today. Mabanckou confronts the long and entangled history of Africa, France, and the United States as it has been shaped by slavery, colonialism, and their legacy today. Without ignoring the injustices and prejudice still facing blacks, he distances himself from resentment and victimhood, arguing that focusing too intenselyon the crimes of the past is limiting. Instead, it is time to ask: Now what? Embracing the challenges faced by ethnic minority communities today, The Tears of the Black Man looks to the future, choosing to believe that the history of Africa has yet to be written and seeking a path toward affirmation and reconciliation.Praise for Alain Mabanckou and his works &“Mabanckou counts as one of the most successful voices of young African literature.&” —Internationales Literaturfestival Berlin &“Africa&’s Samuel Beckett . . . one of the continent&’s greatest living writers.&” —The Guardian &“One of the most compelling books you&’ll read in any language this year.&” —Rolling Stone
The Tears of the Black Man (Global African Voices)
by Alain Mabanckou Dominic ThomasIn The Tears of the Black Man, award-winning author Alain Mabanckou explores what it means to be black in the world today. Mabanckou confronts the long and entangled history of Africa, France, and the United States as it has been shaped by slavery, colonialism, and their legacy today. Without ignoring the injustices and prejudice still facing blacks, he distances himself from resentment and victimhood, arguing that focusing too intensely on the crimes of the past is limiting. Instead, it is time to ask: Now what? Embracing the challenges faced by ethnic minority communities today, The Tears of the Black Man looks to the future, choosing to believe that the history of Africa has yet to be written and seeking a path toward affirmation and reconciliation.
TEAS 6 Test Prep Flash Cards: Vocabulary Essentials (Exambusters TEAS 6 Workbook #5 of 5)
by Ace Inc.<P><P><i>Advisory: Bookshare has learned that this book offers only partial accessibility. We have kept it in the collection because it is useful for some of our members. Benetech is actively working on projects to improve accessibility issues such as these.</i><P><P> 350 frequently tested words every college graduate should know. Perfect for anyone who wants to enrich their vocabulary! Improve your reading comprehension and conversation. Includes sample sentence, part of speech, pronunciation, succinct, easy-to-remember definition, and common synonyms and antonyms. <P><P>Exambusters TEAS 6 Prep Workbooks provide comprehensive, fundamental TEAS V review--one fact at a time--to prepare students to take practice TEAS V tests. Each TEAS V study guide focuses on one specific subject area covered on the TEAS V exams. From 300 to 600 questions and answers, each volume in the TEAS V series is a quick and easy, focused read. Reviewing TEAS V flash cards is the first step toward more confident TEAS V preparation and ultimately, higher TEAS V exam scores!
Tech Giants, Artificial Intelligence, and the Future of Journalism (Routledge Research in Journalism)
by Jason Paul WhittakerThis book examines the impact of the "Big Five" technology companies – Apple, Alphabet/Google, Amazon, Facebook and Microsoft – on journalism and the media industries. It looks at the current role of algorithms and artificial intelligence in curating how we consume media and their increasing influence on the production of the news. Exploring the changes that the technology industry and automation have made in the past decade to the production, distribution and consumption of news globally, the book considers what happens to journalism once it is produced and enters the media ecosystems of the internet tech giants – and the impact of social media and AI on such things as fake news in the post-truth age. The audience for this book are students and researchers working in the field of digital media, and journalism studies or media studies more generally. It will also be useful to those who are looking for extended case studies of the role taken by tech giants such as Facebook and Google in the fake news scandal, or the role of Jeff Bezos in transforming The Washington Post. The Open Access version of this book, available at https://doi.org/10.4324/9781351013758, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Tech Terms: What Every Telecommunications and Digital Media Professional Should Know
by Jeff RutenbeckAn avalanche of acronyms, terms-of-art, buzz words, and short-hand phraseology confronts today's busy communications professionals. Now in its 3rd edition, Tech Terms is an invaluable learning tool to help grasp key aspects of the television and video, PC hardware and software markets, multimedia authoring tools, and the exploding wireless Internet and mobile telecomputing worlds. With more than 1000 terms described in four sentences or less, Tech Terms is perfect the perfect desk reference.
The Techne of Giving: Cinema and the Generous Form of Life
by Timothy C. CampbellOver the last five years, corporations and individuals have given more money, more often, to charitable organizations than ever before. What could possibly be the downside to inhabiting a golden age of gift-giving? That question lies at the heart of Timothy Campbell’s account of contemporary giving and its social forms. In a milieu where gift-giving dominates, nearly everything given and received becomes the subject of a calculus—gifts from God, from benefactors, from those who have. Is there another way to conceive of generosity? What would giving and receiving without gifts look like? A lucid and imaginative intervention in both European philosophy and film theory, The Techne of Giving investigates how we hold the objects of daily life—indeed, how we hold ourselves—in relation to neoliberal forms of gift-giving. Even as instrumentalism permeates giving, Campbell articulates a resistant techne locatable in forms of generosity that fail to coincide with biopower’s assertion that the only gifts that count are those given and received. Moving between visual studies, Winnicottian psychoanalysis, Foucauldian biopower, and apparatus theory, Campbell makes a case for how to give and receive without giving gifts. In the conversation between political philosophy and classic Italian films by Visconti, Rossellini, and Antonioni, the potential emerges of a generous form of life that can cross between the visible and invisible, the fated and the free.