Linda Adler-Kassner, Eastern Michigan University
©2006 |Pearson | Out of print
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This composition reader helps students understand the connection between education and literacy by encouraging them to write about their experiences in college.
Considering Literacy offers instructors a flexible, yet structured set of unique writing assignments that will help students develop writing strategies. Each assignment contains a list of readings included in the book to be used in conjunction with the writing assignment. The result is that students have a greater understanding of the connection between education and literacy.
An Introduction discusses issues related to reading interpretation.
“Pre-Reading Questions” ask students to reflect on why they are reading that particular section.
“Post-Reading Questions” ask students to reflect on the central theme of the reading.
“Critical Reflections” help students identify the dominant readings of each selection and consider its implications.
“Making Connection Questions” facilitates student reading across selections in the text.
Introduction for Instructors
About This Book: Approaches and Assignments
“Reading: Words and Images”
“Getting” reading
Reading questions
Strategic reading
Reading images
Assignments
“Learning from Self” Assignments
Expectations and Experiences
Influencing Your Literacy Development
The Purposes of Schooling
Why Are You Here?
“Your” Campus
Your Literacy History and Its Significance
Your Literacy Development
“Learning from Others” AssignmentsWhat’s the Purpose of Education and Literacy
Literacy Practices and Schooling
Testing Definitions: Dominant and Vernacular Literacies
What Counts as “Learning” and for Whom?
How Is Literacy/Education Defined by You and by Others?
Community Literacies
“Learning Through Research” AssignmentsDebating the Purpose of School
Representing the College Experience
Designing Assessments
What Counts, for What, and Who Says?
Analyzing Literacy Experiences
Positive Learning Experiences
What’s Taught and Why
What Counts, for What, and Who Says?
Observing Literacy Practices
“Speaking Out, Joining In, Talk Back” Assignment
Readings About Uses of Learning:
David Barton and Mary Hamilton. “Literacy Practices”
bell hooks. “Engaged Pedagogy”
Paolo Freire. “The Banking Concept of Education”
Theodore Sizer. “What High School Is”
Readings About Learners:
David Barton and Mary Hamilton. “How They’ve Fared in Education: Harry’s Literacy Practices”
Lorene Cary. From Black Ice.
Mark Edmundson. “On the Uses of a Liberal Education I: As lite entertainment for bored college students.”
Andrea Fishman. “Becoming Literate: A Lesson from the Amish”
June Jordan. “Don’t Nobody Mean More to Me Than You and the Future Life of Willie Jordan.”
Robert Louthan. “Heavy Machinery”
Mike Rose. “I Just Wanna Be Average”
Michael Ryan, “The Ditch”
Earl Shorris. “On the Uses of a Liberal Education II: As a weapon in the hands of the restless poor.”Ron Suskind. “Fierce Intimacies”
Readings About Learning (in and out of school):
W.E.B. DuBois “On Mr. Booker T. Washington and Others”
Kate Daniels. “Self-Portrait with Politics.”
Frederick Douglass. From Narrative of the Life of Frederick Douglass
Darcy Frey. “The Last Shot.”
Stanley Kaplan. “My 54-Year Love Affair with the SAT”
Nicholas Lemann. “The President’s Big Test.”
Teresa McCarty. “Classroom and Community”
Michael Moffatt. “What College Is REALLY Like”
Executive Summary of the “No Child Left Behind” Act.
“Wendy Darling”. “What ‘No Child Left Behind’ Left Behind.”
Gary Orfield and Johanna Wald. “Testing, Testing”
Peter Sacks. “Do No Harm: Stopping the Damage to American Schools”
James Traub. “The Test Mess”
Booker T. Washington “The Atlanta Exposition Address”
Photographs:
(list of photos to be added to Contents)
Credits
Index
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