Students are most likely to speak when they believe they will be heard, and they speak better when they have something worthwhile to say. The premise behind Literacies is that the same holds true for writing. Subtitled â€œReading, Writing, Interpretation,â€ Literacies is essentially a reader with an edgeâ€”an agenda of exalting the status of student writersâ€™ voices by encouraging them to read, think, and write critically and contextually. It is a textbook rich in resources yet simultaneously designed for flexibility, making it appropriate for a significant range of college classrooms.
In her article, â€œMulticultural Classrooms, Monocultural Teachers,â€ Terry Dean discusses the plight of both teacher and student in regards to multiculturalism and the often problematic classroom situations it entails.Â Deanâ€™s primary claim is that â€œwith increasing cultural diversity in classrooms, teachers need to structure learning experiences that both help students write their way into the […]
The textbook,Â Literacies:Â Reading, Writing and Interpretation, edited by Terence Brunk, Suzanne Diamond, Priscilla Perkins, and Ken Smith, goes far beyond teaching the five-paragraph essay.Â This textbook, which is designed for beginning college-level writers, aims to empower students by helping them to find their voice through a rigorous (but enjoyable) process of interpreting and challenging diverse texts.Â […]
When the four authors ofÂ Literacies: Reading, Writing, Interpretation(Norton) constructed this text for college students in early composition courses, they were all teachers at the Rutgers University Writing Program. Terence Brunk, Suzanne Diamond, Priscilla Perkins, and Ken Smith were trying to replace a text that, in their words, â€œdid not sufficiently challenge students to develop meaningful […]