If you have an idea for a TRIED book, or would like to write one yourself, please get in touch. TEACHING THE NOVEL (T02) by Becky Alano Offers strategies for teaching many novels, including To Kill a Mockingbird, The Color Purple, The Scarlet Let- ter, and other oft-taught works of interest to middle-school and high-school students.
An annotated bibliogra- phy leads teachers to related resources in the ERIC database.
For grade school students with reading difficulties.
Includes guidelines for word processing skills, software selection, desktop publishing, and getting set up for teachers who might be new to computers. LANGUAGE ARTS FOR GIFTED MIDDLE SCHOOL STUDENTS (T07) by Susan J. Sorenson takes the worry out of teaching language arts to special students. PEER TEACHING AND COLLABORATIVE LEARNING IN THE LANGUAGE ARTS (G1 3) by Elizabeth McAllister Students are efficient teachers of one another in many ways, and this frees the grown-up teacher to handle matters that are too difficult for the kids, McAllister describes six different scenarios, classes set up at different ages and grade levels, so that the students can teach and tutor one another.
Steele asserts that these forces harm rather than help these groups. To bid for power as an Other, he argues, is to emphasize separation rather than community.
Far better it is, he implies, to achieve power on the basis of equality and community rather than on the basis of difference. More recently, the 20th-century Studies Conference at the University essay editing service online of Wisconsin at Milwaukee entitled "Pedagogy: The Question of the Personal" mentions, as issues to be addressed, student at Other, teacher as Other, disembodied authority, and teacher-student relations.
In such situations we encourage students to master their writing processes rather than accepting pronouncements from on high. But the writing classroom is often a thing unto itself. But are we establishing community in f or through the writing center? Or are we acceding to the Othering best websites for essays structures in the university that make us a marginalized force? Can we work from within to make the Others wandering out there part of us — a 3 3 community working toward writing instruction and abilities? Or have we consigned our students and ourselves to some kind of intellectual apartheid? The most obvious Others are the faculty (both within and without the English department). They are Others because of what they possess — power, prestige , and a commodity known as experience. They are separated by their perceived expertise and knowledge. Characterized by degree , by knowledge , by institutional status granted over 1000 years of tradition , these Others are most likely to remain Others. Any kind of student status , from undergraduate to graduate , medical, law, or technical, classifies one as a student Other. They are, traditionally, and I think ironically, trying to acquire a mantle of knowledge to become the top Other, rather than the bottom Other. An important subgroups of Others, though, is those Others who send students to the writing centers. These persons can be Others for what they have and what they do not have — that is, they have the power that can allow them to send students to the writing center, the power of authority, the power of the grade.
Not, perhaps, by working in the ways that many writing centers work. This location is good when the center promotes writing across the curriculum, but bad when the center becomes a dumping ground where students are simply sent to the center by a teacher who is dissatisfied with the way a student is writing.
They are "sick" Others, going to the center, coursework science in the now famous analogy, to get cured — or to metaphorically die unnoticed. But we can jog along the way we are going, relatively happy, I guess, and tutor those who are Others, sent by those who are Others, which makes us Others ourselves.
I am, though, keenly aware of the strongly held belief that in writing, meaning is made not in a vacuum but in a communities. We have been building writing communities, believing in the communal building of knowledge and writing ability, for ten years now. Collaborative writing, peer grouping and peer editing, team editing, grading, and writing are in our departments. When are we going to get all this outside our departments and our classrooms? Writing Centers must educate the University in writing center theory, coursework science function, and aims — in the purpose of writing in a university — so that the center can be a place where the whole university can come together. According to Stephen North, "Writing centers are simply one manifestation. We too often tell people what they want to hear to get bodies in the place. Tilly and John Warnock speak of the "revision of the instructor" wherein the writing teacher, realizing her status as a writer, helps students "authors and authorities of their own texts" (17- 18). Can we effect a revision of the instructor in non-writing center faculty? Can we help our colleagues in Physics, Engineering, Art or Sociology do what we do?
Until recently the attitude at the university where I teach was largely absent altogether. But we have a new curriculum, arrived at by three years of sweat and agony — more or less. In it is not only a charge to writing skills, but required, delineated courses for these skills to be taught, ones that each student must take. Writing centers at many schools are full to capacity right now, and are likely to remain so.
We can ask the other elements of the University to provide money to help the operating expenses of our centers — the chief of which is, of course, faculty salaries. And you can guess what the initial reaction to this may be.
But it could also be proposed that specific departments set up, with the assistance of writing program and writing center faculty, workshops in teaching writing. The primary aim would be to show the difference between the current-traditional models we suspect many cling to out of lack of knowledge, and introduce them to a more process- centered view of the writing process. The response , while proportionately small, has been very vocal and positive.