This text emerges from an ethnographic study of literacy in three African American churches. These data illuminate the ways that the primary model of a literate text is shaped and used in African American churches.
This is the first book to provide a careful treatment of theoretical issues that underlie composition teaching, theory, and research. Lee Odell and his contributors believe that composition professionals in the classroom must approach their work with what Peter Elbow calls a "theoretical stance." Teachers of writing need to take an active role in composing the theories that underlie efforts to teach their students to write. Behind everything that composition teachers do are fundamental assumptions about knowledge and the processes of teaching and learning, about the goals of education, and about the role of writing in people's lives. Odell's introduction examines the basic relationships between theory and practice. To explore specific sets of assumptions about knowledge, education, and writing, he has gathered together a group of major composition scholars, including Shirley Brice Heath, Jim W. Corder, and Anne J. Herrington. Although each author addresses a different issue, they all invite the reader to join them in the process of identifying and shaping the theories that make up the profession.
Zoies Adventures is a story about a little girl whose idyllic life is shattered when her mother vanishes without a trace. Forced to live with her evil Aunt Rose, she is finally rescued by her father, a soldier who had been wounded in Afghanistan. When Zoie visits an old hotel in Saledo, Texas, she finds herself intrigued by an old tree that is at least six hundred years old. She meets Presley, a boy genius who is a gifted piano player. They become best friends. When they chase a small animal in the tree, they find themselves in a strange world. They are in prehistoric Texasa beautiful world that is filled with danger. The first in a series, this book contains a murder mystery, adventure, and a glimpse of Texas as it was millions of years ago.
This unique collection considers the nature of writing groups inside and outside the academic environment. Exploring writing groups as contextual literacy events, editors Beverly J. Moss, Nels P. Highberg, and Melissa Nicolas bring together contributors to document and reflect on the various types of collaborations that occur in writing groups in a wide range of settings, both within and outside the academy. The chapters in this volume respond to a variety of questions about writing groups, including: *What is the impact of gender, race, and socioeconomic class on power dynamics in writing groups? *When is a writing group a community and are all writing groups communities? *How does the loca...