Teaching Developmental Writing
Background ReadingsFourth Edition ©2013
The new edition of this comprehensive volume includes thirty-one professional readings that offer a balance of historical, theoretical, and practical scholarship for developmental writing instructors. Chapters in the book have been organized into four main categories that explore major issues in bas...
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The new edition of this comprehensive volume includes thirty-one professional readings that offer a balance of historical, theoretical, and practical scholarship for developmental writing instructors. Chapters in the book have been organized into four main categories that explore major issues in basic writing, including Perspectives from the Field, Literacy and Literacies, Engaging Difference, and Collaboration, Assessment, and Change. Recent scholarship reflects current issues and voices in the field, while classic scholars such as Mina Shaughnessy and June Jordan offer insight into the foundations of basic writing, making this a diverse collection of practical insight for instructors both in and outside the classroom.
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Table of Contents
Preface
Introduction
Alternative Table of Contents
1. Transitions from High School to Higher Education, from Community to College
2. Diversity and Democracy
3. Classroom Practices – Practical Pedagogies
4. Questions and Conundrums for Research and Administration
PART ONE: BASIC WRITING: PERSEPCTIVES FROM THE FIELD
Chapter 1: Basic Writing: Teachers’ Perspectives
Mina Shaughnessy, Some Needed Research on Writing
Adrienne Rich, Teaching Language in Open Admissions
Mike Rose, Remediation at a Crossroads
Chapter 2: Basic Writing: Students’ Perspectives
Jane Maher, Raw Material
Marc Lamont Hill, Wounded Healing: Forming a Storytelling Community in Hip-Hop Lit
Justin Hudson, The Brick Tower
PART TWO: Literacy and Literacies
Chapter 3: Processes of Writing and Research
Susan Naomi Bernstein, Basic Writing: In Search of a New Map
Jonikka Charlton, Seeing is Believing: Writing Studies with "Basic Writing" Students
Chapter 4: Intersected Literacies: Reading, Writing, and Critical Thinking
Deborah M. Sánchez and Eric J. Paulson, Critical Language Awareness and Learners in College Transitional English
David A. Jolliffe and Allison Harl, Texts of Our Institutional Lives: Studying the "Reading Transition" from High School to College: What Are Our Students Reading and Why?
Chapter 5: Teaching and Learning with New Literacies
Valerie Kinloch, Harlem, Art, and Literacy and Documenting "Harlem Is Art"/ "Harlem As Art"
Shannon Carter, The Way Literacy Lives
Marisa A. Klages and J. Elizabeth Clark, New Worlds of Errors and Expectations: Basic Writers and Digital Assumptions
Chapter 6: Learning Academic English: Approaches to Grammar and Style
Leif Fearn and Nancy Farnan, When Is a Verb? Using Functional Grammar to Teach Writing
Laura R. Micciche, Making a Case for Rhetorical Grammar
PART THREE: ENGAGING DIFFERENCE
Chapter 7: Classic Perspectives on Multicultural Teaching and Learning
Gloria Anzaldúa, How to Tame a Wild Tongue
June Jordan, Nobody Mean More to Me Than You and the Future Life of Willie Jordan
bell hooks, Embracing Change: Teaching in a Multicultural World
Chapter 8: Transforming Pedagogies
Valerie Purdie-Vaughns, Geoffery L. Cohen, Julio Garcia, Rachel Sumner, Jonathan C. Cook, and Nancy Apfel, Improving Minority Academic Performance: How a Values-Affirmation Intervention Works
Amy E. Winans, Cultivating Racial Literacy in White Segregated Settings: Emotions as Site of Ethical Engagement and Inquiry
Chapter 9: Learning Differences
Lennard Davis, From The Rule of Normalcy
Patrick L. Bruch, Interpreting and Implementing Universal Design in Basic Writing
Chapter 10: English Language Learners
Gloria M. Rodriguez and Lisceth Cruz, The Transition to College of English Learner and Undocumented Immigrant Students: Resource and Policy Implications
Martha Clark Cummings, "Someday This Pain Will Be Useful to You": Self-Disclosure and Lesbian and Gay Identity in the ESL Writing Classroom
Christina Ortmeier-Hooper, English May Be My Second Language, But I’m Not ESL
PART FOUR: COLLABORATION, ASSESSMENT, AND CHANGE
Chapter 11: Writing Centers
Brad Hughes, Paula Gillespie, and Harvey Kail, What They Take with Them: Findings from the Peer Writing Tutor Alumni Research Project
International Writing Centers Association, Position Statement on Two-Year College Writing Centers
Anne Ellen Geller, Michele Eodice, Frankie Condon, Meg Carroll, and Elizabeth H. Boquet, Antiracism Work and Writing Center Practice: Appendix
Chapter 12: Access, Placement, Assessment, and Retention: Models and Challenges
George Otte and Rebecca Williams Mlynarczyk, Assessment
Peter Adams, Sarah Gearhart, Robert Miller, and Anne Roberts, The Accelerated Learning Program: Throwing Open the Gates
Gregory R. Glau, Stretch at 10: A Progress Report on Arizona State University’s Stretch Program
Resources for Teaching and Research
Keeping Journals and Building a Course Archive
Writing Conference Proposals and Articles
Teaching, Advocacy, and Action
Writing Studies: Creating Syllabi from Teaching Developmental Writing
Additional Considerations
Authors
Susan Naomi Bernstein
Susan Naomi Bernstein’s most recent book is Teaching Developmental Writing, Fourth Edition. She has published in Journal of Basic Writing, Modern Language Studies, and elsewhere, and has an essay forthcoming in Reflections: A Journal of Public Rhetoric, Writing, and Service Learning. Susan currently is a lecturer at Arizona State University in Tempe, and co-coordinates the Stretch Writing Program. This year she is teaching a section of Stretch at an American Indian Community in central Arizona, as well as a new practicum course in teaching Basic Writing.
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