In the late 1970s, instructors at the University of Pittsburgh recognized that students were entering the school unprepared for the rigors of academic life. The university's response was to develop a course offering challenging material -- readings requiring serious attention -- along with a method of reading and rereading that helped students learn to read and think critically and respond in writing. That course proved enormously successful, and its materials and methods were published as Ways of Reading. Often imitated -- but never duplicated -- Ways of Reading has for over twenty years profoundly influenced the teaching of writing. It continues to offer students and instructors a uniquely exciting and challenging approach to first-year composition, integrating reading, writing, and critical thinking with an unparalleled selection of readings and editorial features. Ways of Reading helps students develop the necessary intellectual skills for college-level academic work while engaging them in conversations with key academic and cultural texts. It bridges the gap between contemporary critical theory and composition so that instructors can connect their own scholarly work with their teaching. Adopted and readopted from coast to coast in a wide variety of schools, hundreds of instructors and thousands of students confirm that it works.
- 26 rich, lengthy, and demanding readings (8 new) are by key figures in current cultural and academic debates, including Michel Foucault, Adrienne Rich, John Berger, Mary Louise Pratt, and Edward Said. Many selections work with visual texts, and this edition includes over 100 paintings and photographs. - 18 unique Assignment Sequences (4 new), connect reading, critical thinking, and writing by asking students to read several selections and write several essays on a single subject. Subjects include autobiography, history and ethnography, and reading culture, among others. The assignments build on each other, allowing students to work with a selection, connect one selection to another, and bring the ideas of one writer to bear on another. This work helps them develop crucial skills that will serve them throughout their college careers and beyond. - Innovative editorial apparatus and teaching aids. The book's apparatus helps students to work on what they read through rereading and writing.The outstanding introduction prepares them for the push and shove of academic work. Lengthy headnotes and three kinds of questions help them to deal with the difficult material. An Instructor's Manual (written by Bartholomae and Petrosky) and a Web site with additional assignments offer resources for teaching the book.
The companion text to Occupational Therapy without Borders - Volume 1: learning from the spirit of survivors! In this landmark text writers from around the world discuss a plurality of occupation-based approaches that explicitly acknowledge the full potential of the art and science of occupational therapy. The profession is presented as a political possibilities-based practice, concerned with what matters most to people in real life contexts, generating practice-based evidence to complement evidence-based practice. As these writers demonstrate, occupational therapies are far more than, as some critical views have suggested, a monoculture of practice rooted in Western modernity. Nobel Peace Laureate Desmond Tutu captures the ethos of this book, which essentially calls for engagements in the service of a purpose that is larger than the advancement of our profession's interests: "Your particular approach to advancing our wellbeing and health strikes me as both unique and easily taken for granted. Whilst you value and work with medical understandings, your main aim seems to go beyond these. You seem to enable people to appreciate more consciously how what we do to and with ourselves and others on a daily basis impacts on our individual and collective wellbeing. As occupational therapists you have a significant contribution to make [.] allowing people from all walks of life to contribute meaningfully to the wellbeing of others." Links philosophy with practical examples of engaging people in ordinary occupations of daily life as a means of enabling them to transform their own lives Includes contributions from worldwide leaders in occupational therapy research and practice Describes concrete initiatives in under-served and neglected populations Looks at social and political mechanisms that influence people’s access to useful and meaningful occupation Chapters increase diversity of contributions – geographically, culturally and politically Emphasis on practice, education and research maintains academic credibility A glossary and practical examples in nearly every chapter make text more accessible to students
Studying English Literature and Language is unique in offering both an introduction and a companion for students taking English Literature and Language degrees. Combining the functions of study guide, critical dictionary and text anthology, this is a freshly recast version of the highly acclaimed The English Studies Book. This third edition features: fresh sections on the essential skills and study strategies needed to complete a degree in English—from close reading, research and referencing to full guidelines and tips on essay-writing, participating in seminars, presentations and revision an authoritative guide to the life skills, further study options and career pathways open to graduates of the subject updated introductions to the major theoretical positions and approaches taken by scholars in the field, from earlier twentieth century practical criticism to the latest global and ecological perspectives extensive entries on key terms such as ‘author, ‘genre’, ‘narrative’ and ‘translation’ widely current in debates across language, literature and culture coverage of both local and global varieties of the English language in a range of media and discourses, including news, advertising, text messaging, rap, pop and street art an expansive anthology representing genres and discourses from early elegy and novel to contemporary performance, flash fiction, including writers as diverse as Aphra Behn, Emily Dickinson, J.M. Coetzee, Angela Carter, Russell Hoban, Adrienne Rich and Arundhati Roy a comprehensive, regularly updated companion website supplying further information and activities, sample analyses and a wealth of stimulating and reliable links to further online resources. Studying English Literature and Language is a wide-ranging and invaluable reference for anyone interested in the study of English language, literature and culture.
Issues in the Teaching of Writing To U.S.-Educated Learners of ESL
Author: Linda Harklau
An increasing number of students graduate from U.S. high schools and enter college while still in the process of learning English. This group--the "1.5 generation"--consisting of immigrants and U.S. residents born abroad as well as indigenous language minority groups, is rapidly becoming a major constituency in college writing programs. These students defy the existing categories in most college writing programs, and in the research literature. Experienced in American culture and schooling, they have characteristics and needs distinct from the international students who have been the subject of most research and literature on ESL writing. Furthermore, in studies of mainstream college composition, basic writing, and diversity, these students' status as second-language learners is usually left unaddressed or even misconstrued as underpreparation. Nevertheless, research and pedagogical writings have yet to take up the particular issues entailed in teaching composition to this student population. The intent in this volume is to bridge this gap and to initiate a dialogue on the linguistic, cultural, and ethical issues that attend teaching college writing to U.S.-educated linguistically diverse students. This book is the first to address explicitly issues in the instruction of "1.5 generation" college writers. From urban New York City to midwestern land grant universities to the Pacific Rim, experienced educators and researchers discuss a variety of contexts, populations, programs, and perspectives. The 12 chapters in this collection, authored by prominent authorities in non-native language writing, are research based and conceptual, providing a research-based survey of who the students are, their backgrounds and needs, and how they are placed and instructed in a variety of settings. The authors frame issues, raise questions, and provide portraits of language minority students and the classrooms and programs that serve them. Together, the pieces paint the landscape of college writing instruction for 1.5 generation students and explore the issues faced by ESL and college writing programs in providing appropriate writing instruction to second-language learners arriving from U.S. high schools. This book serves not only to articulate an issue and set an agenda for further research and discussion, but also to suggest paths toward linguistic and cultural sensitivity in any writing classroom. It is thought-provoking reading for college administrators, writing teachers, and scholars and students of first- and second-language composition.
This anthology aims to challenge stereotypes of women travellers. Rather than simply presenting writings by Victorian women who travelled bravely around the world disregarding social convention and danger, the editors present a range of writing and possible ways of being a woman traveller. As well as the 'eccentric' woman traveller, the editors have included writings by those who might be seen as failed travellers, cautious and conventional travellers and those who did not conform to the adventurous heroine stereotype. Because travelling as a woman and writing as a woman presents the author with a number of textual problems which must be negotiated, Foster and Mills have chosen to include writings which confronted these problems and which resolved them (or did not resolve them) in different ways. These textual problems include the depiction of other women, the representation of spatial relations, the negotiations undertaken in relation to the adventure heroine narrative and character and the position taken by the author in relation to the representation of knowledge. These issues are all crucial in relation to travel writing by women, and the women, whose writing has been collected together in this anthology have made bold decisions in relation to them.
Teaching Creative Writing includes lively contributions from two dozen leading practitioners in the field. Topics addressed include history of Creative Writing, workshops, undergraduate, postgraduate, reflective activities, assessment, critical theory, and information technology.
An Anthology of Irish Literature in English 1789-1939
Author: Stephen Regan
Publisher: Oxford University Press, USA
Category: Literary Criticism
'Can we not build up a national tradition, a national literature, which shall be none the less Irish in spirit from being English in language?' W. B. YeatsThis anthology traces the history of modern Irish literature from the revolutionary era of the late eighteenth century to the early years of political independence. From Charlotte Brooke and Edmund Burke to Elizabeth Bowen and Louis MacNeice, the anthology shows how, in forging a tradition of theirown, Irish writers have continually challenged and renewed the ways in which Ireland is imagined and defined. The anthology includes a wide-ranging and generous selection of fiction, poetry, and drama. Three plays by W. B. Yeats, Augusta Gregory, and J. M. Synge are printed in their entirety, along with the opening episode of James Joyce's Ulysses. The volume also includes letters, speeches, songs,memoirs, essays, and travel writings, many of which are difficult to obtain elsewhere.'Stephen Regan's anthology vividly and valiantly presents a nation, and a national literature, coming into being.' Paul Muldoon
A theoretical, historical, and critical inquiry, this book looks at the assumptions anthologies are predicated on, how they are put together, the treatment of the poems in them, and the effects their presentations have on their readers.