An Open Language by Mike Rose - First Edition, 2006 from Macmillan Student Store

An Open Language

Selected Writing on Literacy, Learning, and OpportunityFirst Edition ©2006 Mike Rose

An Open Language chronicles the development of one of the most widely-read and influential writers in the fields of composition and education. Rose contextualizes each of the 28 selections in the book with commentary that illuminates the historical, cultural, and personal issues at stake in h...
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ISBN:9780312444747

An Open Language by Mike Rose - First Edition, 2006 from Macmillan Student Store

An Open Language chronicles the development of one of the most widely-read and influential writers in the fields of composition and education. Rose contextualizes each of the 28 selections in the book with commentary that illuminates the historical, cultural, and personal issues at stake in his research and writing. An invaluable resource for graduate students and new scholars, this collection offers unique insight into the process of building a meaningful career — one that makes a difference both in the academy and beyond.

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New to This Edition

"We see unfold in this volume Mike Rose's career as the best kind of public intellectual, an academic who melds thoughtful, rigorous research, an untouchable gift for writing, a bedrock belief in human potential, and a deep desire to make a difference in the world through accessible words and potent action. Make a difference he has, standing head and shoulders above as one of the most respected and beloved of educational researchers. This book is a must-read for new and established scholars alike, illustrating beautifully, frankly, insightfully the composing of a meaningful career as teacher, researcher, poet, editor, writer, friend."
—Glynda Hull, University of California, Berkeley 
 
"At a time when research is becoming more and more predictable, and when it is addressed to increasingly specialized audiences, Mike Rose provides the striking example of a scholar who can think beyond the expected and who has the ambition to write for the nation. He does it with great integrity and great success. It is quite a story."
— David Bartholomae, University of Pittsburgh
 

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Table of Contents

INTRODUCTION

Finding the Work 

Part One THE COGNITION OF COMPOSING, 1980–1985

Introduction

1 Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer’s Block (1980)

2 Two Case Studies from Writer’s Block: The Cognitive Dimension (1984)

APPENDIX A: Writer’s Block Questionnaire
APPENDIX B: Assignment Materials for Stimulated- Recall Study

3 Complexity, Rigor, Evolving Method, and the Puzzle of Writer’s Block: Thoughts on Composing Process Research (1985)

4 Sophisticated, Ineffective Books — The Dismantling of Process in Composition Texts (1981)

5 Speculations on Process Knowledge and the Textbook’s Static Page (1983)

Part Two TEACHING ACADEMIC WRITING, 1979–2001

Introduction

6 From When Faculty Talk about Writing (1979)

7 Remedial Writing Courses: A Critique and a Proposal (1983)

COMMENT ON "REMEDIALWRITING COURSES" BY DAVID PECK AND ELIZABETH HOFFMAN
PETER ELBOW RESPONDS TO "REMEDIATION AS SOCIAL CONSTRUCT"

8 "A Sociology Assignment: The Phases of Culture Shock" from Critical Strategies for Academic Thinking and Writing, with Malcolm Kiniry (1998)

9 A Call for the Teaching of Writing in Graduate Education, with Karen McClafferty (2001) 

Part Three INTEGRATING THE COGNITIVE AND THE SOCIAL: CRITICAL PERSPECTIVES ON WRITING INSTRUCTION, 1985–1991

Introduction

10 The Language of Exclusion: Writing Instruction at the University (1985)
11 Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism (1988)

12 "This Wooden Shack Place": The Logic of an Unconventional Reading, with Glynda Hull (1990)

13 Remediation as Social Construct: Perspectives from an Analysis of Classroom Discourse, with Glynda Hull, Kay Losey Fraser, and Marisa Castellano (1991) 

Part Four SCHOOL AND SOCIETY, 1989–1995

Introduction

14 From "The Politics of Remediation" in Lives on the Boundary: The Struggles and Achievements of America’s Underprepared (1989)

15 From Introduction to Possible Lives: The Promise of Public Education in America (1995)

16 From "Baltimore, Maryland" in Possible Lives: The Promise of Public Education in America (1995) 

Part Five THE MIND AT WORK: RESEARCHING THE EVERYDAY, 1999–2004

Introduction

17 "Our Hands Will Know": The Development of Tactile Diagnostic Skill — Teaching, Learning, and Situated Cognition in a Physical Therapy Program (1999)

18 The Working Life of a Waitress (2001)

19 Words in Action: Rethinking Workplace Literacy (2003)

20 "On Method" from The Mind at Work: Valuing the Intelligence of the American Worker (2004)
Part Six PUBLIC WRITING: STYLE AND PERSUASION, 1989–2005

Introduction

21 What’s Right with Remedy: A College Try (1989)

22 School-Business Ties: The Unexamined Paradox of Past Performance (1990)

23 Education Standards Must Be Reclaimed for Democratic Ends (1991)

24 What We Talk about When We Talk about School (1996)

25 Saving Public Education (1997)

26 Extol Brains as Well as Brawn of the Blue Collar (2004)

27 How Should We Think about Intelligence? (2004)

28 Rags to Riches, Republican Style (2005)

Bibliography

Index

Mike Rose

Mike Rose is a Research Professor in the UCLA Graduate School of Education and Information Studies. He is a member of the National Academy of Education and the recipient of a Guggenheim Fellowship, the Grawemeyer Award in Education, and awards from the Spencer Foundation, the National Council of Teachers of English, the Modern Language Association, and the American Educational Research Association. He also received the Commonwealth Club of California’s Award for Literary Excellence in Nonfiction. His books include Lives on the Boundary: The Struggles and Achievements of America’s Educationally Underprepared, Possible Lives: The Promise of Public Education in America, The Mind at Work: Valuing the Intelligence of the American Worker, Why School?: Reclaiming Education for All of Us, and Back to School: Why Everyone Deserves a Second Chance at Education.