ETAP 655L: Perspectives on Teaching Composition in the Secondary School
Spring, 2008
Course Readings

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This page contains information about texts for ETAP 655L. 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, go to ERes and click the link for "Electronic Reserves & Reserve Pages," then search for ETAP 655L. You will be prompted for a password. (The password to access the ETAP 655L course readings will be provided in class.) Enter the password and click "accept."

A few of the following articles are available on the Web; you can access those articles by clicking the appropriate link below.



Required Books

Linda Christensen. (2000). Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word. Milwaukee, WI: Rethinking Schools.

Yagelski, Robert P. (2000). Literacy matters: Writing and reading the social self. New York: Teachers College Press.

Zemelman, Steven, & Harvey Daniels. (1988). A community of writers: Teaching writing in the junior and senior high school. Portsmouth, NH: Heinemann.




Additional Course Texts

Anderson, Rebecca S., and Speck, Bruce W. (1997). Suggestions for responding to the dilemma of grading students' writing. English Journal, 86, 1, 21-27.

Applebee, Arthur N. (2000). Alternative models of writing development. In Roselmina Indrisano and James R. Squire (Eds.), Writing: Research/Theory/Practice. Newark, DE: International Reading Association. Available at http://cela.albany.edu/publication/article/writing.htm

Applebee, Arthur N., and Langer, Judith A. (2006). The state of writing instruction in America's schools: What existing data tell us. Albany, NY: CELA.

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

Burke, Jim. (2001). Developing students’ textual intelligence through grammar. Voices From the Middle, 8, 3, 56-61.

Christensen, Linda. (2003). The politics of correction: How we can nurture students in their writing." Rethinking Schools, 18.

Delpit, Lisa. (1995). Skills and other dilemmas of a progressive black educator. Other people's children: Cultural conflict in the classroom (pp. 11-20). New York: The New Press.

Elbow, Peter. (1993). Ranking, evaluating, and liking: Sorting out three forms of judgment. College English, 55.2, 187-206.

Finders, Margaret J. (1997). Entering adolescence: Literacy and allegiance in junior high. Just girls: Hidden literacies and life in junior high (pp. 31-47). New York: Teachers College Press.

Freire, Paulo. (1993). The banking concept of education. In Pedagogy of the oppressed. (Myra Bergman Ramos, Trans.). New York: Continuum. (Original work published 1970)

Gill, David. (2000). Giving peace a chance: Gandhi and King in the English classroom. English Journal, 89.5, 74–77.

Graham, Steve, and Perrin, Dolores. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. New York: Carnegie Corporation. Available at http://www.all4ed.org/publications/WritingNext/WritingNext.pdf.

Grosskopf, David. (2004). Writing myself awake. The Quarterly, 26.2. http://www.nwp.org/cs/public/print/resource/1789

Haddox, Gretchen. (1998). Rainbow Teachers, Rainbow Students. English Journal. Available at http://www.ncte.org/library/files/Publications/Journals/ej/0872-feb98/EJ0872Rainbow.PDF.

Hartwell, Patrick. (1985). Grammar, grammars, and the teaching of grammar. College English, 47, 105-27. Reprinted in V. Villanueva (Ed.), Cross-Talk in comp theory (pp. 183-211). Urbana, IL: NCTE, 1997.

hooks, bell. (1989). Talking back. In Talking back: Thinking feminist, thinking black (pp. 5-59). Boston, MA: South End Press.

Johnson, Steven. (1997). How the computer changed my writing. In Interface culture (pp. 138-145). New York: HarperCollins.

Jordan, June. (1988). Nobody mean more to me than you and the future life of Willie Jordan. Harvard Educational Review, 58. Reprinted in R. P. Yagelski (ed.), Literacies and technologies: A reader for contemporary writers, pp. 454-71. New York: Longman, 2001.

Koch, Randy. (2004). Where writing really begins. The Quarterly. Available at http://www.writingproject.org/cs/nwpp/print/nwpr/2143.

Kress, Gunther. (1999). "English" at the crossroads: Rethinking curricula of communication in the context of the turn to the visual. In Gail E. Hawisher and Cynthia L. Selfe (Eds.), Passions, pedagogies, and 21st century technologies (pp. 66-88). Logan UT: Utah State University Press. (handout)

Lindemann, Erika. (2001). Responding to student writing. A rhetoric for writing teachers, 4th edition. New York: Oxford University Press. Pp. 224-243.

Lu, Min-zhan. (1987). From silence to words: Writing as struggle. College English, 49, 437-48. Reprinted in R. P. Yagelski (ed.), Literacies and technologies: A reader for contemporary writers, pp. 439-54. New York: Longman, 2001.

Lunsford, Andrea A., and Cheryl Glenn. (1990). Rhetorical theory and the teaching of writing. In Gail E. Hawisher and Anna O. Soter (Eds.), On Literacy and Its Teaching: Issues in English Education (pp. 174-189). Albany, NY: SUNY Press.

Maltese, Denise. (2006, December). Out of the narrow tunnel and into the universe of discourse. Voices from the Middle, 14, 2, 47–56.

Murray, Donald. (1982). The listening eye: Reflections on the writing conference." In Learning by Teaching (pp. 157-164). Portsmouth, NH: Boyton/Cook.

Murray, Donald. (1972). Teach writing as process not product. The Leaflet, 11-14. Reprinted in V. Villanueva (Ed.), Cross-Talk in comp theory, 3-6. Urbana, IL: NCTE, 1997.

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.

Nystrand, Martin. (1990). On teaching writing as a verb rather than a noun: Research on writing for high school teachers. In Gail E. Hawisher and Anna O. Soter (Eds.), On Literacy and Its Teaching: Issues in English Education (pp. 144-158). Albany, NY: SUNY Press.

Ohmann, Richard. (1979). Use definite, specific, concrete language. College English, 41, 390-97. Reprinted in G. Tate and E. P. J. Corbett (Eds.), The writing teacher's sourcebook, 2nd edition, 353-60. New York: Oxford University Press, 1988.

Owens, Derek. (2001). Sustainable composition. In C. R. Weisser and S. I. Dobrin (Eds.), Ecocomposition: Theoretical and pedagogical approaches (pp. 27-38). Albany, NY: SUNY Press.

New York State Standards for English Language Arts, Grades 9 - 12.

Santone, Susan. (2003, Dec.). Education for sustainability. Educational Leadership, 61.

Sperling, Melanie, and Freedman, Sarah W. (1987). A good girl writes like a good girl. Written Communication, 4, 343-369.

Toussant, Molly. (2007). Hey Matt! There’s a reason we write like every day! The Voice.