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Bruce McComiskey is a strong advocate of social approaches to teaching writing. However, he opposes composition teaching that relies on cultural theory for content, because it too often prejudges the ethical character of institutions and reverts unnecessarily to product-centered practices in the classroom. He opposes what he calls the "read-this-essay-and-do-what-the-author-did method of writing instruction: read Roland Barthes's essay 'Toys' and write a similar essay; read John Fiske's essay on TV and critique a show."
McComiskey argues for teaching writing as situated in discourse itself, in the constant flow of texts produced within social relationships and institutions. He urges writing teachers not to neglect the linguistic and rhetorical levels of composing, but rather to strengthen them with attention to the social contexts and ideological investments that pervade both the processes and products of writing.
A work with a sophisticated theory base, and full of examples from McComiskey's own classrooms, Teaching Composition as a Social Process will be valued by experienced and beginning composition teachers alike.
The Challenge for Teacher Education
Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts. Analytical commentaries on the programs highlight the learning experience of these programs as well as underlying issues of needed reforms in teacher education. Included among best practices in education, cooperative learning may require a shift in program philosophy and disciplinary areas to meet the challenge of complex organizations and diverse student populations. As the essays in the volume demonstrate, a new alignment of field experiences to provide support for novices to implement cooperative strategies, and to receive timely and effective supervision for these attempts, may also be required.
In examining ideokinesis and its application to the teaching and practice of dancing, Drid Williams introduces readers to the work of Dr. Lulu Sweigard (1895-1974), a pioneer of ideokinetic principles. Drawing on her experiences during private instructional sessions with Sweigard over a two-year span, Williams discusses methods using imagery for improving body posture and alignment for ease of movement. Central to Williams's own teaching methods is the application of Sweigard's principles and general anatomical instruction, including how she used visual imagery to help prevent bodily injuries and increasing body awareness relative to movement. Williams also emphasizes the differences between kinesthetic (internal) and mirror (external) imagery and shares reactions from professional dancers who were taught using ideokinesis. Williams's account of teaching and practicing ideokinesis is supplemented with essays by Sweigard, William James, and Jean-Georges Noverre on dancing, posture, and habits.
A Teacher Self-Development and Methodology Guide
Teaching English as a Foreign or Second Language, Second Edition, is designed for those new to ESL/EFL teaching and for self-motivated teachers who seek to maximize their potential and enhance the learning of their students. This guide provides basic information that ESL/EFL teachers should know before they start teaching and many ideas on how to guide students in the skills of listening, speaking, reading, and writing. It stresses the multifaceted nature of teaching the English language to non-native speakers and is based on the real experiences of teachers. The second edition of Teaching English as a Foreign or Second Language includes a wider range of examples to coincide with a variety of teaching contexts-from K-12 schools, to university intensive language programs and refugee programs. It is also updated with discussions of technology throughout, and it considers ways in which technology can be used in teaching language skills. Sources for further study are included in each chapter and in the appendixes.
Across Campus and Across the Curriculum
To prepare today's students to meet growing global environmental challenges, colleges and universities must make environmental literacy a core learning goal for all students, in all disciplines. But what should an environmentally literate citizen know? What teaching and learning strategies are most effective in helping students think critically about human-environment interactions and sustainability, and integrate what they have learned in diverse settings? Educators from the natural and social sciences and the humanities discuss the critical content, skills, and affective qualities essential to environmental literacy. This volume is an invaluable resource for developing integrated, campus-wide programs to prepare students to think critically about, and to work to create, a sustainable society.
Although many humanities scholars have been talking and writing about the transition to the digital age for more than a decade, only in the last few years have we seen a convergence of the factors that make this transition possible: the spread of sufficient infrastructure on campuses, the creation of truly massive databases of humanities content, and a generation of students that has never known a world without easy Internet access. Teaching History in the Digital Age serves as a guide for practitioners on how to fruitfully employ the transformative changes of digital media in the research, writing, and teaching of history. T. Mills Kelly synthesizes more than two decades of research in digital history, offering practical advice on how to make best use of the results of this synthesis in the classroom and new ways of thinking about pedagogy in the digital humanities.
Philip Perkis, the accomplished photographer and educator, now presents the second edition of Teaching Photography, Notes Assembled—the slim, unassuming book that has been an unexpected hit in photography circles. This expanded edition features an additional chapter and is co-published by OB Press and RIT Cary Graphic Arts Press, both affiliated with Rochester Institute of Technology. RIT offers one of the nation’s oldest and most-respected degree programs in photographic arts and sciences. In Teaching Photography…, Perkis draws from four decades of teaching experience at such institutions as Pratt Institute, and Cooper Union, as well as School of Visual Arts in New York. He has distilled his knowledge into this volume of thoughts on visual perception, successful photo lesson exercises, and practical teaching advice for photography instructors. Perkis expresses his acute observations as a means of provoking discussion and inspiring the younger generation of photography students and educators. Carefully typeset with ample margins and devoid of photographic images, the reader is encouraged to exercise the mind’s capacity to visualize—a vital tool for the art of making photographs.
Folklore, Community, Curriculum
Through the Schoolhouse Door offers a collection of experiences from exemplary school programs and the analysis of an expert group of folklorists and educators who are dedicated not only to getting students out the door and into their communities to learn about the folk culture all around them but also to honoring the culture teachers and students bring to the classroom.
"Brilliant... important reading for those who teach music, who write the curricular plans for teaching it, and who guide prospective teachers to the profession.... It is a must-read, for it awakens thoughts about why we teach and how." -- Patricia Shehan Campbell
This quintet of essays examines the reasons why music education should be transformed, investigates the nature of education and musical transformation, and suggests alternative educational models and strategies. Estelle Jorgensen frames her argument for new approaches against the backdrop of historical musical and educational practice and draws on literature from various fields. Transforming Music Education is addressed to current and future music teachers, those who train them, and all who are interested in revolutionizing music education.
Treatment of Error offers a realistic, well-reasoned account of what teachers of multilingual writers need to know about error and how to put what they know to use. As in the first edition, Ferris again persuasively addresses the fundamental error treatment questions that plague novice and expert writing specialists alike: What types of errors should teachers respond to? When should we respond to them? What are the most efficacious ways of responding to them? And ultimately, what role should error treatment play in the teaching of the process of writing? The second edition improves upon the first by exploring changes in the field since 2002, such as the growing diversity in what is called “L2 writers,” the blurring boundaries between “native” and “non-native” speakers of English, the influence of genre studies and corpus linguistics on the teaching of writing, and the need the move beyond “error” to “second language development” in terms of approaching students and their texts. It also explores what teacher preparation programs need to do to train teachers to treat student error. The second edition features * an updating of the literature in all chapters * a new chapter on academic language development * a postscript on how to integrate error treatment/language development suggestions in Chapters 4-6 into a writing class syllabus * the addition of discussion/analysis questions at the end of each chapter, plus suggested readings, to make the book more useful in pedagogy or teacher development workshops