Teaching Developmental Writing by Susan Naomi Bernstein - Fourth Edition, 2013 from Macmillan Student Store
star icon

FREE shipping.

Teaching Developmental Writing

Fourth  Edition©2013 Susan Naomi Bernstein

About

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.

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

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.