ETAP 530: Reading and Writing Across the Curriculum
Spring, 2011
Course Readings

HOME

COURSE INFORMATION

COURSE GOALS

REQUIREMENTS

COURSE READINGS

ASSIGNMENTS

POLICIES

SCHEDULE

GRADING

BLACKBOARD


This page contains information about texts for ETAP 530. Deadlines for readings assignments can be found on the Course Schedule.

Books listed on this page are available at the University at Albany Bookstore or Mary Jane Books in Albany.

Articles listed below under "Additional Readings" are available through the University library's electronic reserves. To access these readings,

  1. Go to the Electronic Reserves Logon at https://ereserves.albany.edu/ and log on using your NetID and password (the same ones you use to access MyUAlbany).

  2. Use the ERES search function to find ETAP 530. (It is quickest to search for the course by using the instructor's last name: Yagelski.) Click the link for this section of ETAP 530.

  3. You will be prompted for a password. (The password to access the ETAP 530 course readings will be provided in class.) Enter the password and click "accept."

  4. You will now see a listing of all course readings contained in electronic reserve. Simply click the link to the reading you are looking for.

Please note that some of the files in our electronic reserve are PDF files, which require Adobe Acrobat Reader to open. Adobe Acrobat Reader is freely available for download on the Internet.



Required Books

Daniels, H., Zemelman, S., and Steineke, N. (2007). Content-area writing: Every teacherís guide. Portsmouth, NH: Heinemann. ISBN 0325009724

Daniels, H., and Zemelman, S. (2004). Subjects matter: Every teacherís guide to content-area reading. Portsmouth, NH: Heinemann. ISBN 0325005958




Additional Course Texts

Albertson, K., and Marwitz, M. (2001). The silent scream: Students negotiating times writing assessments. Teaching English in the Two-Year College, 144-153.

Anderson, R. S., and Speck, B. W. (1997). Suggestions for responding to the dilemma of grading students' writing. English Journal, 21-27.

Applebee, A. N., and Langer, J. A. (2006). The state of writing instruction in America's schools: What existing data tell us. Albany, NY: Center on English Learning and Achievement.

Baca, J. S. (1992). Becoming a poet. Working in the dark: Reflections of a poet of the barrio. Sante Fe, NM: Red Crane Books

Bean, T. W. (2003). Using young-adult literature to enhance comprehension in the content areas. Naperville, IL: Learning Point Associates.

Faulkner, J. (2003). "Like you have a bubble inside of you that just wants to pop": Popular culture, pleasure and the English classroom. English Teaching: Practice and Critique, 2, 2, 47-56.

Graham, S., and Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Washington, D.C.: Alliance for Excellent Education.

Herrington, A., and Moran, C. (2009). Challenges for writing teachers. Teaching the new writing: Technology, change, and assessment in the 21st-century classroom (pp. 1-17). New York: Teachers College Press.

hooks, b. (1989). Talking back. Talking back: Thinking feminist, thinking black (pp. 5-9). Boston, MA: South End Press.

Ivey, G., and Fisher, D. (2006). Creating literacy-rich schools for adolescents. Alexandria, VA: Association for Supervision and Curriculum Development.

Jordan, J. "Nobody Mean More to Me Than You and the Future Life of Willie Jordan. Harvard Educational Review 58. Reprinted in Literacies and technologies: A reader for contemporary writers. Ed. Robert P. Yagelski. New York: Longman, 2001. 454-471.

Lenhart, A., et al. (2008). Writing, technology, and teens. Washington, D.C.: Pew Internet and American Life Project.

Lu, M. (1987). From silence to words: Writing as struggle. College English 49, 437 - 448. Reprinted in Literacies and technologies: A reader for contemporary writers. Ed. Robert P. Yagelski. New York: Longman, 2001. 439-454.

National Commission on Writing in America's Schools and Colleges. (2003). The neglected "R": The need for a writing revolution. New York: College Entrance Examination Board.

Olson, C. B., and Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English Language Learners in secondary school. Research in the Teaching of English, 41, 3, 269-303.

Phelps, S. Ten years of research on adolescent literacy, 1994-2004: A review. Naperville, IL: Learning Point Associates.

Smith, F. (1983). Myths of writing. Essays into literacy (pp. 81-88). Portsmouth, NH: Heinemann.

Yagelski, R. P. (2010). Entering the conversations. Reading our world: Conversations in context (pp. 31-46). Boston, MA: Wadsworth/Cengage Learning.

Yagelski, R. P. (2000). Literacy in our lives. Literacy matters: Writing and reading the social self (pp. 20-54). New York: Teachers College Press.