Teaching & Learning Center

CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH Complementing Crovitz and Devereaux's successful Grammar to Get Things Done, this book demystifies grammar in context and offers day-by-day guides for teaching ten grammar concepts, giving teachers a model and vocabulary for discussing grammar in real ways with their students. Through applied practice in real-world contexts, the authors explain how to develop students' mastery of grammar and answer difficult questions about usage, demonstrating how grammar acts as a tool for specific purposes in students' lives. Accessibly written and organized, the book provides ten adaptable activity guides for each concept, illustrating instruction from a use-based perspective. Middle and high school preservice and inservice English teachers will gain confidence in their own grammar knowledge and learn how to teach grammar in ways that are uniquely accessible and purposeful for students.

CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISHThis innovative book explores how digital language and tools can be used to teach applied grammar in the classroom. With a spotlight on internet language, Crovitz, Devereaux, and Moran demonstrate how students can practice rhetorical grammar with digital tools in order to use language purposefully. With an abundance of original strategies, prompts, and questions that tap into students'existing skills, the book is designed to help students build a meta-awareness of language through critical digital literacy. Drawing on examples and activities from TikTok, Twitter, memes, texting, online videos, digital media, and more, chapters feature lesson plans centered around real-world digital scenarios that will engage and inspire students. Ideal for preservice and inservice English teachers, this book offers a blueprint for helping students use and evaluate language in the digital world and includes practical suggestions for using technology and rhetorical grammar to engage with and compose digital texts.

Teach Living Poets opens up the flourishing world of contemporary poetry to secondary teachers, giving advice on reading contemporary poetry, discovering new poets, and inviting living poets into the classroom, as well as sharing sample lessons, writing prompts, and ways to become an engaged member of a professional learning community.The #TeachLivingPoets approach, which has grown out of the vibrant movement and community founded by high school teacher Melissa Alter Smith and been codeveloped with poet and scholar Lindsay Illich, offers rich opportunities for students to improve critical reading and writing, opportunities for self-expression and social-emotional learning, and, perhaps the most desirable outcome, the opportunity to fall in love with language and discover (or renew) their love of reading. The many poems included in Teach Living Poets are representative of the diverse poets writing today.

Cross-Talk in Comp Theory is a collection of pivotal texts that mark the rebirth of a field, composition studies, beginning with the rise of the process movement. It has been thrice revised to account for shortfalls and/or changing conversations. The second edition gave an increased attention to the significance of gender, the rise in voices of people of color, and the move toward technology. The third edition deepened the conversation as it concerns technology and multimodal composing, while keeping most of what had been successful in prior editions of the collection. In the fourth edition, we recognize that discussions of discourse have become commonplace. Meanwhile, issues of social justice-who we teach, how we teach, who "we" are-have become much more prescient. Additionally, as technology changes, so too do our discussions of the role of technology and multimodality in our classrooms.

Recipient of the 2025 Divergent Award for Excellence in Literacy in a Digital Age Research PublicationTeaching Literacy Online is a practical guide for secondary and college teachers of English in digital and online environments. Like other, practical, “how to teach online” books, TLO includes an overview of good practices and guidelines for teaching in digital environments. However, it goes further, by providing detailed suggestions and examples to model good digital teaching practices. You'll learn how to apply the online teaching guidelines through:Digital organization;Engagement with materials;Analysis and synthesis of information; and The production of texts in a multitude of media and modalities.By focusing on the engagement, analysis, and production of texts, TLO positions literacy pedagogy as the driving force when making decisions about how to teach online and/or with different digital applications.

Materiality and Writing Studies: Aligning Labor, Scholarship, and Teaching takes an expansive look at the discipline of writing studies, arguing for the centering of the field's research and service on first-year writing, particularly the "new majority" of college students (who are more diverse than ever before) and those who teach them. The book features the voices of first-year writing instructors at a two-year, open-access, multi-campus institution whose students are consistently underrepresented in discussions of the discipline.Drawing from a study of 78 two-year college student writers and an analysis of nearly two decades of issues of the major journals in the field of writing studies, Holly Hassel and Cassandra Phillips sketch out a reimagined vision for writing studies that roots the scholarship, research, and service in the discipline squarely within the changing material realities of contemporary college writing instruction. CCCC Studies in Writing & Rhetoric (SWR) series

As most teachers of English now know, research shows that teaching grammar in the traditional way-through worksheets, memorizing definitions, and diagramming sentences-doesn't work, and that teaching grammar in the context of reading and writing is a better approach.In this friendly and practical book, veteran teacher educator Deborah Deanprovides vignettes of classroom conversations to show what teaching in context can look like in action;supplements the vignettes with descriptions of classroom practices to help teachers try out the ideas with their own students; andaddresses issues such as helping English language learners and native speakers navigate formal, academic English, especially in the context of testing.Dean's straightforward approach uncomplicates the task of teaching grammar in context, allowing her-and us-to share the excitement and wonder to be found in the study of language.

"What works?"As teachers, it's a question we often ask ourselves about teaching writing, and it often summarizes other, more specific questions we have:? What contributes to an effective climate for writing?? What practices and structures best support effective writing instruction?? What classroom content helps writers develop?? What tasks are most beneficial for writers learning to write?? What choices should I make as a teacher to best help my students?Using teacher-friendly language and classroom examples, Deborah Dean helps answer these questions; she looks closely at instructional practices supported by a broad range of research and weaves them together into accessible recommendations that can inspire teachers to find what works for their own classrooms and students.Initially based on the Carnegie Institute's influential Writing Next report, this second edition of What Works in Writing Instruction looks at more types of research that have been conducted in the decade since the publication of that first research report. The new research rounds out its list of recommended practices and is designed to help teachers apply the findings to their unique classroom environments. We all must find the right mix of practices and tasks for our own students, and this book offers the best of what is currently known about effective writing instruction to help teachers help students develop as writers.

A reflective and practical guide for secondary school teachers on using innovative technologies in the classroom to support multimodal literacy development.Living in a multimodal, multimedia, and multi-sensory world can be overwhelming. To prepare students to produce and consume the multimodal texts made possible through modern technologies, Schmidt and Kruger-Ross advocate for a slower and more deliberate approach to thinking and planning for teaching literacies. They showcase how technologies can expand, enhance, and inspire the consuming and producing powers of secondary students by examining visual and aural literacies before multimodal literacies. Embedded throughout the book are the voices and materials of real practicing and preservice teachers, via QR codes. Teachers of all experience levels will find new ideas to challenge, extend, and enhance their literacy practice.