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Readings

Readings

In addition to Situated Learning: Legitimate, Peripheral Participation, here is a start to other course readings. They are in order of the calendar and some are supplemental. I’ll add to the list as I learn about the contexts in which you hope to teach.

Dewey, John. The School & Society. Chicago, IL: University of Chicago Press, 1900.

Wells, Gordon. “Dialogic Inquiry in Education: Building on the Legacy of Vygotsky.” Vygotskian Perspectives on Literacy Research. Carol Lee & Peter Smagorinsky (Eds). New York: Cambridge University Press, 1999. 51-85.

Brandt, Deborah. “Accumulating Literacy: Writing and Learning to Write in the Twentieth Century.” College English. 57.6 (1995), 649-668.

Nelson, Jennie. “Reading Classrooms as Text: Exploring Student Writers’ Interpretive Practices.” College Composition and Communication. 46.3 (1995), 411-429.

Shipka, Jody. “A Multimodal Task-Based Framework For Composing.” College Composition and Communication. 57.2 (2005), 277-306.

Purdy, James and Joyce Walker. “Liminal Spaces and Research Identity: The Construction of Introductory Composition Students as Researchers.” Pedagogy. 13.1 (2012), 9-41.

Brannon, Lil and C.H. Knoblauch. “On Students’ Rights to Their Own Texts: A Model of Teacher Response.” College Composition and Communication. 33.2 (1982), 157-166.

Supplemental:

Fister, Barabara. “Why the ‘Research Paper’ Isn’t Working.” Inside Higher Ed. April 12, 2011 (web).

Sommers, Nancy. “Responding to Student Writing.” College Composition and Communication. 33.2 (1982), 148-156.

Wiley, Mark. “The Popularity of Formulaic Writing (And Why We Need to Resist.)” The English Journal. 90.1 (2000), 61-67.