Growing Writers: Principles for High School Writers and Their Teachers (Principles in Practice)

Anne Elrod Whitney

National Council of Teachers of English (NCTE)

Special Issues, Volume 1: Critical Media Literacy: Bringing Lives to Texts

Rob Montgomery

Amanda Montgomery

Already Readers and Writers: Honoring Students' Rights to Read and Write in the Middle Grade Classroom (Principles in Practice)

Heather Anderson

In the Pursuit of Justice: Students’ Rights to Read and Write in Elementary School (Principles in Practice)

Benelly Alvarez

Counterstory: The Rhetoric and Writing of Critical Race Theory (Studies in Writing and Rhetoric)

Aja Y. Martinez

Let's face it: in this age of exploding literacies, all teachers of literature should be teachers of reading. Reading is interpreting; interpreting is reading, which is why it's more crucial than ever to ensure that our students are able to make meaning as they read. But do we know how to integrate best practices in reading instruction into our classrooms? In _Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature_, 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. As part of NCTE's Principles in Practice imprint, the book draws on research-based understandings emerging from Adolescent Literacy: An NCTE Policy Research Brief, woven together with practical lessons that will enrich the reading experiences of all students. 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?

Adolescent Literacy and the Teaching of Reading (Principles in Practice)

Literature & Fiction

Appleman, Deborah

History & Criticism

Writing across Culture and Language: Inclusive Strategies for Working with ELL Writers in the ELA Classroom (Principles in Practice)

Christina Ortmeier-Cooper

Drawing from the work of high school teachers across the country, Adventurous Thinking illustrates how advocating for students' rights to read and write can be revolutionary work. Ours is a conflicted time: the #BlackLivesMatter and #MeToo movements, for instance, run parallel with increasingly hostile attitudes toward immigrants and prescriptive K-12 curricula, including calls to censor texts. Teachers who fight to give their students the tools and opportunities to read about and write on topics of their choice and express ideas that may be controversial are, in editor Mollie V. Blackburn's words, "revolutionary artists, and their teaching is revolutionary art." 
 The teacher chapters focus on high school English language arts classes that engaged with topics such as immigration, linguistic diversity, religious diversity, the #BlackLivesMatter movement, interrogating privilege, LGBTQ people, and people with physical disabilities and mental illness. Following these accounts is an interview with Angie Thomas, author of The Hate U Give, 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, as they get taken up in the book and might get taken up in the classrooms of readers. 
 The book is grounded in foundational principles from NCTE's position statements The Students' Right to Read and NCTE Beliefs about the Students' Right to Write that underlie these contributors' practices, principles that add up to one committed declaration: Literacy is every student's right. Principles in Practice imprint

Adventurous Thinking: Fostering Students' Rights to Read and Write in Secondary ELA Classrooms (Principles in Practice)

Mollie V. Blackburn

Essays & Correspondence

Literacies Before Technologies: Making Digital Tools Matter for Middle Grades Learners (Principles in Practice Technology in the Classroom)

Reference

Hicks, Troy

Runstrom, Jill

Words, Language & Grammar

For a long time, composition's pedagogical conversation has been defined by its theoretical disagreements. Is learning a cognitive process or a social one? Is the self expressed or distributed? Can writing be understood as a process, or is any process too messy to be understood? These debates have finally run out of steam, argues Paul Lynch, leaving composition in a "postpedagogical" moment, a moment when the field no longer believes that pedagogical theories can account for the complexities of teaching. _After Pedagogy_ extends the postpedagogical conversation by turning to the experience of teaching itself. Through the work of John Dewey, _After Pedagogy_ argues that experience offers an arena in which theory and practice can coexist. Most important, experience can fashion the teachable moments of postpedagogical practice into resources for further growth. "We cannot know what precisely the student will do with what we have offered," says Lynch, "but we can think with the student about the experience of the offer itself." By turning what students and teachers know about writing into an area of intellectual inquiry, a philosophy of experience can make teaching sustainable after pedagogy. CCCC/NCTE Studies in Writing &amp; Rhetoric (SWR) Series.

After Pedagogy: The Experience of Teaching (Studies in Writing and Rhetoric)

Lynch, Paul

Writing, Research & Publishing Guides

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Books by National Council of Teachers of English (NCTE)