reviews on professional reading material

for teachers of secondary students

| Elections | English Language Learners | Project Based Learning |
| Writing Across the Curriculum | Miscellaneous |

Elections

Baker, F. (2008).

Political Campaigns and Political Advertising: A Media Literacy Guide. Westport, CT: Greenwood Press.
This literacy guide offers students an opportunity to study the intersection of persuasive language and media through the lens of political campaigning and advertising. “It dissects the persuasive strategies embedded in the political messages we encounter every day in the media and demonstrates the importance of critical thinking in evaluating media 'stories.' Key concepts of media literacy are applied to political advertising in traditional media (newspapers, television, radio) and on the Internet, the new frontier of the political advertising wars. Dealing with blogs, social networking, user-generated web sites, and other electronic formats familiar to young voters, this lively introduction to the new world of political messaging appeals to readers' affinity for visual learning as well as their ability to discern messages in text.” Retrieved  August 22, 2008

This resource includes:

• Comprehensive coverage of the media as a tool of political campaigns
• Accessible format
• Sidebars highlighting critical thinking/viewing questions; key definitions, facts, dates, and data
• Substantial resources section, including timeline, glossary, and annotated lists of print and electronic materials
• Presentation correlating with state and national curriculum standards

More resources:

• http://www.frankwbaker.com/
• http://www.frankwbaker.com/media_politics.htm

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English Language Learners

Cary, S. (2004).

Going graphic: Comics at work in the multilingual classroom. Portsmouth, NH: Heinemann.
This engaging work is a “should read” for teachers of ELL students K-12. The convenient layout of the text makes information on the background/theory behind graphic literature, suggested activities, frequently asked questions, and multiple resources easy for the busy teacher to access. Follow this link for a thorough review of the book and ordering information.

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Project Based Learning

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Writing Across the Curriculum

DeSena, L. H. (2007).

Preventing plagiarism: tips and techniques. Urbana, IL: National Council Teachers of English.

DeSena offers strategies for teaching research using primary resources to foster critical thinking (grades 9 - college). Strategies and techniques covered include: Generating research topics across the content areas Identifying electronic and print-based plagiarism in student papers Designing a three-part research paper assignment that emphasizes the subjective eye/I in the research process Providing models of literary criticism that demonstrate how professionals use solid research and organization to support their arguments Avoiding plagiarism in a multicultural context, including strategies for working with second language students who may have been taught different approaches to composition and research writing

Mecouch, Suzanne. (2003).

Art of science writing. NSTA Recommends. Retrieved March 12, 2007, from http://www2.nsta.org/recommends/product.asp?id=14186

This is a unique resource for secondary science or math teachers looking for ways to connect science, math, and language arts. The following is adapted from Suzanne Mecouch’s book review posted on the NSTA’s website: visit this site . . .

• The book is divided into several sections.
• Detailed descriptions of free writing, discussion, directed writing, visualization, objective observation, and summary writing are provided.
• Pros and cons of each of the various types of essay writing are discussed, and a list of suggestions for peer and teacher criticism is included.
• “Most frequently asked questions” -- are answered insightfully and realistically.
• A large collection of science writing done by students, teachers, philosophers, poets, and fiction writers is included.
• An annotated bibliography of reference materials and an appendix with ideas unique to math writing are also included.

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Miscellaneous

Books from Heinemann Publishers

visit this site . . .
Read the annotated bibliography of various books related to reading and responding; often, excerpts are also provided. Especially noteworthy are the three selections listed below, if these volumes are not already part of your professional library:

• Atwell, Nancie. (1998) In the Middle.
• Dudden Andrasick, Kathleen. (1990) Opening Texts: Using Writing to Teach Literature.
• Romano, Tom (1987) Clearing the Way.
  
  

Gere, A., Christenbury, L., & Sassi, K. (2005).

Writing on demand. Portsmouth, NH: Heinemann.

This savvy, readable handbook should be on every teacher’s bookshelf. Although it focuses on on-demand writing, the tips and rationales can be applied to any writing assignment. The book offers practical advice that is more than just “test prep.” Gere, Christenbury, & Sassi’s book covers:

• taking essay portions of the SAT, ACT, AP and other exams
• strategies for “decoding writing prompts”
• quick organization
• test scoring
• writing for test scorers
• teacher resources
  
  

Gilmore, B. (2007).

"Is It Done Yet?": Teaching Adolescents the Art of Revision. Portsmouth, NH: Heinemann.

"Why do so many students resist revision? Maybe because it feels to them like starting over, like an indictment of their first draft, or a rejection of their ideas. Encouraging teens to see revision as process rather than criticism, as the bridge between generating ideas and finalizing their work for publication, is crucial to their growth and success as thoughtful adult writers. With “Is It Done Yet?” Barry Gilmore helps you push your writers toward a new, realistic understanding of revision while offering proven ways to overcome student resistance." Retrieved  August 22, 2008.

 

Karolides, N. (Ed.). (2000).

Reader response in secondary and college classrooms. (2nd edition). Mahway, NJ: Lawrence Erlbaum Associates.

visit this site . . .
Besides offering a cogent discussion of the reader response theory, the book provides a variety of strategies and suggestions for use in classrooms. Don’t be discouraged by the inclusion of “College Classrooms” in the title; the information is completely relevant for high school classrooms, as well. This book was reviewed at length by Patrick Inglis, University of British Columbia, in 2002. Check out his positive review that outlines major tenets and promotes this book’s thorough examination of student-as-reader/writer responses at the web site listed above.

visit other links for professional reading:

• teachers of primary grades
• teachers of intermediate grades