Teaching Secondary English: Readings and Applications

Teaching Secondary English: Readings and Applications

Teaching Secondary English: Readings and Applications

Teaching Secondary English: Readings and Applications

Synopsis

This new edition of Teaching Secondary English is thoroughly revised, but its purpose has not changed. Like the popular first edition, it balances content knowledge with methodology, theory with practice, and problem-posing with suggested solutions. The tone and format are inviting, while addressing student-readers on a professional level. Rather than attempting to cover everything, the text provides a framework and materials for teaching a secondary English methods course, while allowing considerable choice for the instructor. The focus is on teaching literature, writing, and language--the basics of the profession. Attention is given to the issues that arise as one seeks to explore what it means to "teach English." The problems and tensions of becoming a teacher are discussed frankly, in a manner that helps students figure out their own attitudes and solutions. Features: * Focuses on a few central concepts in the teaching of secondary English * Provides an anthology of 22 readable and challenging essays on key topics--allowing students to hear a variety of voices and opinions * Includes an applications section for each reading that extends the discussion and asks students to explore problems and grapple with important issues related to the articles * Offers short writing assignments in questions that follow the readings and in brief writing tasks in the applications, and a longer writing assignment at the end of each chapter * Addresses student readers directly without talking down to them New in the Second Edition: * This edition is shorter, tighter, and easier to use. * The opening and concluding chapters more directly address the concerns of new teachers. * The anthology is substantially updated (of the 22 articles included, 14 are new to this edition). * Each essay is preceded by a brief introduction and followed by questions for further thought. * There are fewer applications, but these are more extensive and more fully integrated within the text. * A writing assignment is provided at the end of each chapter. * Interviews with college students--before and after student teaching--are included in Chapters 1 and 6. * The bibliographies at the end of each chapter are fully updated.

Excerpt

This new edition of Teaching Secondary English has been a long time in the making. I began planning it in the fall of 1996 and had begun the writing by early 1997. Then came the flood that devastated the Red River Valley of the North in April of 1997. For those of us in Grand Forks (ND), East Grand Forks (MN), and surrounding communities, the flood waters did more than take away our homes; they also altered our work-a-day lives forever, leaving behind a new set of priorities and (for me at least) a new kind of flexibility. Rather late in life, I learned a lesson about the inevitability of change. So in an odd and traumatic way, the flood helped shape the revision of this book. a year was lost, but when I returned to the project I found that I was more willing than before to see the book anew and make some significant changes.

Much, of course, is like the 1993 edition. As the chapter titles indicate, the range of the book is the same. I still think that the best kind of methods text does not try to cover everything. Teaching literature, writing, and language is basic to our profession, and instructors are invited to supplement this book, as I do, with other texts and materials that suit the special interests and needs of their students. the format of chapters is similar: each has a brief introduction in my words, followed by readings and some attempt to apply concepts to teaching situations. About half of the text, as before, consists of an anthology, allowing students to hear the voices of a variety of people with a range of attitudes. and the purpose has not changed. I have always wanted this to be a readable book that balances content knowledge with methodology, theory with practice, problem-posing with suggested solutions.

Still, those of you familiar with the first edition will notice some major changes. For one thing, this book is shorter than the original, unusual in this age of “new and expanded” editions. I hope, too, that the book seems tighter and more usable to you. I made a real effort . . .

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