Friday, April 20, 2018

Pedagogy


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Apple, M.W.  “National Reports and the Construction of Inequality.”  British Journal of Sociology of Education 7.2 (1986):  171-90.

Apple, M.W.  “Redefining Equality:  Authoritarian Populism and the Conservative Restoration.”  Teachers College Record 90.2 (1988):  167-84.

Apple, M.W.  Education and Power.  London:  Routledge and Kegan Paul, 1982.

Apple, M.W.  Ideology and Curriculum.  London:  Routledge and Kegan Paul, 1969.

Apple, M.W.  Teachers and Texts:  A Political Economy of Class and Gender Relations in Education.  New York:  Routledge and Kegan Paul, 1986.

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Baillif, Michelle.  “Seducing Composition:  A Challenge to Identity-Disclosing Pedagogies.”  Rhetoric Review 16.1 (Fall 1997):  45-57.

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Beauvais, Paul Jude.  “Sartre’s Plea and the Purposes of Writing.”  Pre/Text 10 (Spring/Summer 1989):  11-32.

Bennett, James R.  “National Power and Objectivity in the Classroom.”  College English 51 (December 1989):  805-24.

Berkowitz, Leonard J.  “Neutrality in the Classroom:  An Idle Threat.”  Perspectives 20 (Summer 1990):  32-38.

Berlin, James A. “Contemporary Composition:  The Major Pedagogical Theories.”  College English 44 (1982):  765-777.  Rpt. The Writing Teacher’s Sourcebook. Ed. Gary Tate, Edward P.J. Corbett, and Nancy Myers. 3rd ed.  New York:  Oxford UP, 1994.  9-21.

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Bishop, Wendy.  “Because Teaching Composition Is (Still) Mostly about Teaching Composition.” Composition Studies in the New Millennium: Rereading the Past, Rewriting the Future.  Ed. Lynn Z. Bloom, Donald A. Daiker, and Edward M. White.  Carbondale, IL:  Southern Illinois University Press, 2003.

Bishop, Wendy, ed.  The Subject is Writing:  Essays by Teachers and Students. 2nd. ed.  Portsmouth, NH:  Boynton/Cook, 1999.

Bleich, David.  Know and Tell:  A Writing Pedagogy of Disclosure, Genre, and Membership.  Westport, CT:  Boynton/Cook, 1998.

Blalock, Glenn.  Background Readings for Instructors Using the Bedford Handbook.  6th ed. Boston:  Bedford/St. Martin’s, 2002.

Bleich, David.  “The Materiality of Language and the Pedagogy of Exchange.”  Pedagogy 1.1 (2001):  117-141.

Blumenthal, Michael.  “A Letter to My Students.”  The Chronicle of Higher Education 17 August 2001:  B5.  <http://chronicle.com/free/v47/i49/49b00501.htm> 14 August 2001.

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Bramblett, Anne, and Alison Knoblauch, eds.  What to Expect When You’re Expected to Teach:  The Anxious Craft of Teaching Composition.  Portsmouth, NH:  Boynton/Cook, 2002.

Briggs, John Channing.  “Edifying Violence: Peter Elbow and the Pedagogical Paradox.”  JAC:  A Journal of Composition Theory 15.1 (1995): 83-102.

Britzman, Deborah.  “Is There a Queer Pedagogy?  Or, Stop Reading Straight.”  Educational Theory 45.2 (1995).  <http://www.ed.uiuc.edu/EPS/Educational-Theory/Contents/45_2_Britzman.asp>.  Accessed 2 July 2003.

Brooke, Robert, and John Hendricks.  Audience Expectations and Teacher Demands.  Carbondale and Edwardsville:  Southern Ill UP, 1989.

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Buck, Gertrude.  “Recent Tendencies in the Teaching of English Composition.”  Educational Review 22 (1901):  371-382.

Butler, Paul. “Composition as Countermonument: Towad a New Space in Writing Classrooms and Curricula.” WPA: Writing Program Administration 29.3 (Spring 2006).

Chomsky, Noam.  Chomsky on Democracy and Education.  Ed. C.P. Otero.  New York:  Routledge, 2002.

Clark, Irene L.  Concepts in Composition:  Theory and Practice in the Teaching of Writing.  Mahwah, NJ:  Lawrence Erlbaum, 2003.

Claycomb, Ryan. “Performing/Teaching/Writing: Performance Studies in the Composition Classroom.” Enculturation 6.1.

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Connors, Robert , and Cheryl Glenn.  The New St. Martin’s Guide to Teaching Writing.  Boston:  Bedford/St. Martin’s, 1999.

Corbett, Edward P.J., Nancy Myers, and Gary Tate, eds. The Writing Teacher’s Sourcebook. 4th ed. New York: Oxford UP, 1999.

Crawford, Ilene.  “Playing in Traffic:  A Timely Metaphor for Postmodern Ethnography and Composition Pedagogy.”  Composition Studies 33.2 (Fall 2005):  11-24.

Cros, A.  “Teaching by Convincing: Strategies of Argumentation in Lectures.”  Argumentation 15.2.

Daly, Brenda.  “Radical Introspection:  The Personal in Scholarship and Teaching.”  Personal Effects:  The Social Character of Scholarly Writing.  Ed. Deborah H. Holdstein and David Bleich.  Logan:  Utah State UP, 2001.  79-92.

Daniell, Beth, and Art Young.  “Resisting Writing/Resisting Writing Teachers.” The Subject is Writing:  Essays by Teachers and Students.  Ed. Wendy Bishop.  2nd. ed.  Portsmouth, NH:  Boynton/Cook, 1999.  156-166.

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Derrida, Jacques.  “The Principle of Reason:  The University in the Eyes of Its Pupils.”  Diacritics 19.3 (1983):  20.

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Dobrin, Sidney I.  Constructing Knowledges:  The Politics of Theory-Building and Pedagogy in Composition.  Albany:  SUNY P, 1997.

Donahue, Patricia, and Ellen Quandahl.  “Reading the Classroom.”  Reclaiming Pedagogy:  The Rhetoric of the Classroom. Ed. Patricia Donahue and Ellen Quandahl.  Carbondale:  Southern Ill UP, 1989.  1-16.

Donahue, Patricia, and Ellen Quandahl, eds.  Reclaiming Pedagogy:  The Rhetoric of the Classroom.  Carbondale:  Southern Illinois UP, 1989.

Donovan, Timothy R., and Ben W. McClelland, eds.  Eight Approaches to Teaching Composition.  Urbana, IL:  National Council of Teachers of English, 1980.

Duffy, Donna Killian, and Janet Wright Jones.  Teaching Within the Rhythms of the Semester.  San Francisco:  Jossey-Bass, 1995.

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Faery, Rebecca Blevins.  “Women and Writing Across the Curriculum:  Learning and Liberation.”  Teaching Writing:  Pedagogy, Gender, and Equity.  Ed. Cynthia L. Caywood and Gillian R. Overing.  Albany:  SUNY UP, 1987.  201-14.

Falbo, Bianca.  “when Teaching Is a Private Affair.”  Composition Studies 32.2 (Fall 2004):  93-108.

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Fife, Jane Mathison, and Peggy O’Neill.  “Moving beyond the Written Comment:  Narrowing the Gap between Response Practice and Research.”  College Composition and Communication 53.2 (December 2001):  300-321.

Finke, Laurie A., and Martin B. Schichtman.  “Profiting Pedants:  Symbolic Capital, Text Editing, and Cultural Reproduction.”  Disciplining Composition:  Alternative Histories, Critical Perspectives.  Ed. David R. Shumway and Craig Dionne.  SUNY P, 2002.  159-179.

Fox, Thomas.  The Social Uses of Writing:  Politics and Pedagogy.  Norwood, NJ:  Ablex, 1990.

Gale, Xin Liu, and Fredric G. Gale, eds.  (Re)Visioning Composition Textbooks:  Conflicts of Culture, Ideology, and Pedagogy.  Albany:  SUNY UP, 1999.

Gatto, John Taylor.  “Against School:  How Public Education Cripples Our Kids, and Why.”  Harper’s (September 2003):  33-38.

Gee, James Paul.  “New People in New Worlds:  Networks, the New Capitalism and Schools.”  Multiliteracies:  Literacy Learning and the Design of Social Futures.  Ed. Bill Cope and Mary Kalantzis.  New York:  Routledge, 2000.  43-68.

Gilyard, Keith. “Literacy, Identity, Imagination, Flight.”  College Composition and Communication 52.2 (December 2000):  260-272.

Glenn, Cheryl.  The St. Martin’s Guide to Teaching Writing.  5th ed.  Boston:  Bedford/St. Martin’s, 2003.

Glenn, Cheryl, and Martín Carcasson. “Rhetoric as Pedagogy.” The Sage Handbook of Rhetorical Studies. Ed. Andrea A. Lunsford. Thousand Oaks, CA: Sage, 2009. 285-292.

Graff, Gerald. Clueless in Academe:  How Schooling Obscures the Life of the Mind.  Yale UP, 2003.

Graves, Richard L., ed.  Rhetoric and Composition:  A Sourcebook for Teachers and Writers.  3rd ed.  Heinemann Boynton/Cook, 1990.

Graves, Richard L., ed.  Writing, Teaching, Learning:  A Sourcebook.  Heinemann Boynton/Cook, 1999.

Greene, Stuart, and Rebecca Schoenike Nowacek.  “Can Writing Be Taught?  Being ‘Explicit’ in the Teaching and Learning of Writing Across the Curriculum.”  Inventing a Discipline:  Rhetoric Scholarship in Honor of Richard E. Young.  Ed. Maureen Daly Goggin.  Urbana, IL:  National Council of Teachers of English, 2000.  334-372.

Gregory, Marshall.  “The Many-Headed Hydra of Theory vs. the Unifying Mission of Teaching.”  College English 59.1 (January 1997):  41-58.

Grobman, Laurie, and Joyce Kinkead, eds. Undergraduate Research in English Studies. NCTE, 2010.

Hale, Janice E.  Black Children, Their Roots, Culture and Learning Styles.  Provo, Utah:  Brigham Young UP, 1982.

Hanstedt, Paul, and Tom Amorose.  “The Idea of the Small School:  Beginning a Discussion about Composition at Small Colleges and Universities.”  Composition Studies 32.2 (Fall 2004):  13-30.

Harris, Joseph.  A Teaching Subject:  Composition Since 1966.  Upper Saddle River, NJ:  Prentice Hall, 1997.

Harris, Muriel.  “Modeling:  A Process Method of Teaching.”  College English 45 (1983):  74-84.

Haswell, Richard H. “Teaching of Writing in Higher Education.” Handbook of Research on Writing. Ed. Charles Bazerman. New York: Lawrence Erlbaum, 2008. 331-346.

Heilker, Paul.  “Learning to Walk the Walk:  Mentors, Theory, and Practice in Composition Pedagogy.”  Teaching Writing:  Landmarks and Horizons.  Eds. Christina Russell McDonald and Robert L. McDonald.  Carbondale:  Southern Illinois UP, 2002.  259-267.

Helmers, Marguerite, ed.  Intertexts:  Reading Pedagogy in College Writing Classrooms.  Mahwah, NJ:  Lawrence Erlbaum, 2003.

Hesford, Wendy.  Framing Identities:  Autobiography and the Politics of Pedagogy.  Minneapolis:  U Minnesota P, 1999.

Hewett, N.  “Reactions of Prospective English Teachers Toward Speakers of a Nonstandard Dialect.”  Language Learning 21 (1971):  205-12.

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Hill, Carolyn Ericksen.  Writing from the Margins:  Power and Pedagogy for Teachers of Composition.  New York:  Oxford UP, 1990.

Hillocks, George.  Teaching Writing as Reflexive Practice.  New York:  Columbia Teacher’s College P, 1995.

Hillocks. George, Jr.  Ways of Thinking, Ways of Teaching.  New York:  Teachers College P, 1999.

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Hjortshoj, Keith.  “The Marginality of the Left-Hand Castes (A Parable for Writing Teachers).”  College Composition and Communication 46.4 (December 1995):  491-505.

Holbrook, Alfred.  The Normal:  Or Methods of Teaching the Common Branches, Orthoepy, Orthography, Grammar, Geography, Arithmetic, and Elocution.  New York:  A.S. Barnes, 1859, 1871.

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Macedo, Donaldo.  “Our Common Culture:  A Poisonous Pedagogy.” Critical Education in the Information Age. By Manuel Castells, Ram—n Flecha, Paulo Freire, Henry A. Giroux, Donaldo Macedo, and Paul Willis.  Lanham, MD:  Rowman & Littlefield, 1999.  117-138.

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Mitchell-Kernan, Claudia.  “On the Status of Black English for Native Speakers:  An Assessment of Attitudes and Values.”  Functions of Language in the Classroom.  Ed. C.B. Cazden, V.P. John, and D. Hymes.  New York:  Teachers College P, 1972.

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