Titles tailored to you: all our publications are written by teachers, for teachers.
Beyond Progress in the Prison Classroom: Options and Opportunities
Anna Plemons argues that, when viewed as a microcosm of the broader enterprise, the prison classroom highlights the way that composition and rhetoric as a discipline continues to make use of colonial ways of knowing and of being that work against the decolonial intentions of the field. CCCC Studies in Writing & Rhetoric (SWR) Series
Writing Programs, Veterans Studies, and the Post-9/11 University: A Field Guide
D. Alexis Hart and Roger Thompson offer rich academic inquiry into the idea of “the veteran” as well as into ways that veteran culture has been fostered or challenged in writing classrooms, in writing centers, and in college communities more generally. CCCC Studies in Writing & Rhetoric (SWR) Series.
Symphony of Possibilities, A: A Handbook for Arts Integration in Secondary English Language Arts
A Symphony of Possibilities explores arts-based pedagogies
for secondary teachers of English language arts. Drama, music, poetry,
public art, and visual art are explored in detail by experts in their
fields sharing proven methods of instruction with secondary students and
Continuing the Journey 3: Becoming a Better Teacher of Language, Speaking, and Listening
In this third book in the Continuing the Journey series, aimed at veteran teachers yet accessible to highly capable early career teachers, Ken Lindblom and Leila Christenbury explore teaching English language, speaking, and listening.
Restorative Justice in the English Language Arts Classroom
The authors show how English teachers can think and plan using a restorative justice lens to address issues of student disconnection and alienation; adult and youth well-being in schools; and inequity and racial justice through writing, reading, speaking, and action. Principles in Practice imprint
Adventurous Thinking: Fostering Students' Rights to Read and Write in Secondary ELA Classrooms
Grounded in NCTE’s position statements “The Students’ Right to Read” and “NCTE Beliefs about the Students’ Right to Write,” this book focuses on high school English language arts classes, drawing from the work of seven teachers from across the country to illustrate how advocating for students’ rights to read and write can be revolutionary work. Principles in Practice imprint
More Grammar to Get Things Done: Daily Lessons for Teaching Grammar in Context
Crovitz and Devereaux demystify grammar in context and offer day-by-day guides for teaching ten grammar concepts, giving teachers a model and vocabulary for discussing grammar in real ways with their students.
Immigrant Scholars in Rhetoric, Composition, and Communication: Memoirs of a First Generation
Editors Letizia Guglielmo and Sergio C. Figueiredo and their contributors share the experiences of first-generation immigrant scholars in rhetoric, composition, and communication and how those experiences shape individual academic identity and, in turn, the teaching of writing and rhetoric.