Published by Pearson (August 3, 2016) © 2017
Theory is balanced with practice to give students the conceptual background they need to understand their roles as teachers, and the tools to translate powerful ideas into effective classroom strategies
Conceptual frameworks, a multitude of tested teaching activities, and invitations to the reader to reflect on both are presented in each chapter.
The specific learning needs of the wide range of students a teacher will encounter—gifted learners, reluctant and struggling learners, English language learners—are addressed thoroughly, along with sound, specific instructional strategies for teaching these students in today’s diverse classrooms.
The flexible approach lets each chapter stand alone so readers can enter the book at any chapter without losing momentum or coherence.
An extensive index provides easy reference to an author, an idea, or a lesson.
UPDATED: Many pedagogical features help students navigate the content of the text: figures, tables, teaching activities, “Invitations to Reflection,” and “Effective Practice from Today’s Classrooms” that presents detailed lessons from real teachers navigating and overcoming typical classroom dilemmas. A new organizing feature, “Chapter Road Map,” aids readers in charting a course through the chapters and in returning to memorable activities and ideas upon entering the classroom
UPDATED: Teaching practices are consistent with the current requirements of the Common Core State Standards, including an increased focus on nonfiction, linguistic and literary analysis, and argumentative and informative writing.
UPDATED: Updated teaching activities are mindful of the increasingly diverse population of students with varied educational, linguistic, and cultural needs who profit from heightened attention to differentiated instruction.
UPDATED: Current research is incorporated in linguistics, literacy, and composition as well as the influence of technology on students’ learning habits and needs.
UPDATED: Revised attention is made to burgeoning genres that are establishing a stronghold in the English classroom such as nonfiction, Young Adult Literature, and graphic novels.
NEW: New technological strategies and Web resources take advantage of students’ native abilities and make the study of English more robust and relevant to students’ lives.
NEW: Features the experience, knowledge, and sensibilities of a young, new author, Joan F. Mitchell,who shares her recent experience in secondary and college teaching—particularly in the areas of writing instruction and the educational applications of technology in reading and writing.
Many pedagogical features help students navigate the content of the text: a new organizing feature, “Chapter Road Map,” aids readers in charting a course through the chapters and in returning to memorable activities and ideas upon entering the classroom
Teaching practices are consistent with the current requirements of the Common Core State Standards, including an increased focus on nonfiction, linguistic and literary analysis, and argumentative and informative writing.
Updated teaching activities are mindful of the increasingly diverse population of students with varied educational, linguistic, and cultural needs who profit from heightened attention to differentiated instruction.
Current research is incorporated in linguistics, literacy, and composition as well as the influence of technology on students’ learning habits and needs.
New technological strategies and Web resources take advantage of students’ native abilities and make the study of English more robust and relevant to students’ lives.
Revised attention is made to burgeoning genres that are establishing a stronghold in the English classroom such as nonfiction, Young Adult Literature, and graphic novels.
Features the experience, knowledge, and sensibilities of a young, new author, Joan F. Mitchell, who shares her recent experience in secondary and college teaching—particularly in the areas of writing instruction and the educational applications of technology in reading and writing.
Joe Milner is a professor of English Education at Wake Forest University and was for twenty-eight years the chair of the Education Department. Presently, he serves as director of the Advanced Placement Summer Institute, director of the North Carolina Literacy Project at Wake Forest University, a member of the board of the National Paideia Center, and editor of the NCTE Assembly on American Literature journal, Notes on American Letters. During more than forty years of participation in the work of NCTE, he has served as chair of the Conference on English Education, chair of the International Assembly, co-chair of the Assembly on American Literature, and a member of NCTE's Executive Committee. He is the author, coauthor, or coeditor of eight books and numerous articles on English education, children's literature, aesthetics, linguistics, and American literature. For his years of service to English education on a national, state, and local level, he has received the North Carolina English Teachers Association's Lifetime Achievement award (2005), and for his forty years of work in the field of education in North Carolina, he has received the state's highest civilian honor, the Order of the Long Leaf Pine (2013).
Lucy Milner grew up in a bucolic Georgia tow n, graduated from a small women's college, Agnes Scott, with a major in philosophy, and, much to her surprise and that of others, began her English teaching career in urban high schools in Georgia and North Carolina. Much later, she incorporated all that she had experienced and learned from others-colleagues met in those schools and at NCTE's state and national conferences, along with colleagues met only indirectly through their books and articles-into English methods classes at Salem College. Simultaneously, for more than three decades she was passionately engaged in North Carolina's innovative summer program, the North Carolina Governor's School , first as an English teacher and then as its director. She carried her deep commitment to teaching and learning into the development of curriculum materials for several educational institutions and into various publications: book reviews and features for newspapers and educational journals, two books on children's literature and English pedagogy (as coeditor) , and six editions of BridgingEnglish (as coauthor). She has received an award for Outstanding Practice in Instructional Development from the Association of Educational Communication and Technology (1981), a Distinguished Service Award from the North Carolina Department of Public Instruction's Exceptional Children Division (2006), and North Carolina's highest civilian award, the Order of the Long Leaf Pine for service to the state (2014).
Joan Mitchell earned her doctorate in curriculum and instruction in secondary English from the University of Alabama and currently serves as a part-time assistant professor of English Education at Wake Forest University. After completing her undergraduate degree in English and her MAEd in English education at Wake Forest University, she taught a diverse group of North Carolina and Colorado students in courses ranging from regular ninth-grade English to Advanced Placement Literature. She was recognized by NCTE's state affiliate as the state's outstanding student teacher (2002-2003) and by the University of Alabama as its most outstanding graduate student in English Education (2009-2010) and again for the most outstanding dissertation in the College of Education (2013-2014). Her research focus is the pedagogy of revision and its impact on student writing. She is a regular presenter at both NCTE and the North Carolina English Teachers Association annual conferences. Her presentations and articles have examined topics such as mentoring preservice teachers, examining inequities in students' opportunity to learn, embracing young adult literature, and revitalizing nonfiction in the classroom.
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