The Mina Shaughnessy Scholars Program PDF Download

Author: Fund for the Improvement of Postsecondary Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 12

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Author: Jane Maher
Publisher: National Council of Teachers of English (Ncte)
ISBN:
Category : Biography & Autobiography
Languages : en
Pages : 348

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Book Description
This book is intended to be both a biography of an extraordinary woman and a historical account of events leading to Open Admissions within the City University of New York (CUNY) in 1970, wherein every graduate of a New York City high school was guaranteed a place within the CUNY system. The book profiles Mina Shaugnessy, who devoted her professional life, and much of her personal life, to working with and for the underprepared student, whom she believed to have as much right to higher education as any more privileged student. Noting that this was not a widely shared belief in academe when Shaughnessy took over as director of CUNY's SEEK (Search for Education, Elevation, and Knowledge) Program of remedial and financial assistance and counseling, the book captures the strength and grace with which Shaughnessy faced her opponents. The book portrays Shaughnessy as a complex and fascinating person, more than as an educational icon. It acquaints the reader with the circumstances of Shaughnessy's upbringing, her family and friends, and the twists and turns that led her to a career in higher education. The book includes many of Shaughnessy's writings, which continue to serve as sources of information, confirmation, and inspiration, even after her early death from cancer in 1978. (NKA)

Author: Kelly Ritter
Publisher: SIU Press
ISBN: 0809329247
Category : Education
Languages : en
Pages : 191

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Book Description
In Before Shaughnessy: Basic Writing at Yale and Harvard, 1920–1960, Kelly Ritter uses materials from the archives at Harvard and Yale and contemporary theories of writing instruction to reconsider the definition of basic writing and basic writers within a socio-historical context. Ritter challenges the association of basic writing with only poorly funded institutions and poorly prepared students. Using Yale and Harvard as two sample case studies, Ritter shows that basic writing courses were alive and well, even in the Ivy League, in the early twentieth century. She argues not only that basic writers exist across institutional types and diverse student populations, but that the prevalence of these writers has existed far more historically than we generally acknowledge. Uncovering this forgotten history of basic writing at elite institutions, Ritter contends that the politics and problems of the identification and the definition of basic writers and basic writing began long before the work of Mina Shaughnessy in Errors and Expectations and the rise of open admissions. Indeed, she illustrates how the problems and politics have been with us since the advent of English A at Harvard and the heightened consumer-based policies that resulted in the new admissions criteria of the early twentieth-century American university. In order to recognize this long-standing reality of basic writing, we must now reconsider whether the nearly standardized, nationalized definition of “basic” is any longer a beneficial one for the positive growth and democratic development of our first-year writing programs and students.

Author: United States. Department of Education. Office of Planning, Budget, and Evaluation
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 896

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Book Description

Author: Bruce Horner
Publisher: University Press of Colorado
ISBN: 1607326205
Category : Language Arts & Disciplines
Languages : en
Pages : 225

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Book Description
Translingualism perceives the boundaries between languages as unstable and permeable; this creates a complex challenge for writing pedagogy. Writers shift actively among rhetorical strategies from multiple languages, sometimes importing lexical or discoursal tropes from one language into another to introduce an effect, solve a problem, or construct an identity. How to accommodate this reality while answering the charge to teach the conventions of one language can be a vexing problem for teachers. Crossing Divides offers diverse perspectives from leading scholars on the design and implementation of translingual writing pedagogies and programs. The volume is divided into four parts. Part 1 outlines methods of theorizing translinguality in writing and teaching. Part 2 offers three accounts of translingual approaches to the teaching of writing in private and public colleges and universities in China, Korea, and the United States. In Part 3, contributors from four US institutions describe the challenges and strategies involved in designing and implementing a writing curriculum with a translingual approach. Finally, in Part 4, three scholars respond to the case studies and arguments of the preceding chapters and suggest ways in which writing teachers, scholars, and program administrators can develop translingual approaches within their own pedagogical settings. Illustrated with concrete examples of teachers’ and program directors’ efforts in a variety of settings, as well as nuanced responses to these initiatives from eminent scholars of language difference in writing, Crossing Divides offers groundbreaking insight into translingual writing theory, practice, and reflection. Contributors: Sara Alvarez, Patricia Bizzell, Suresh Canagarajah, Dylan Dryer, Chris Gallagher, Juan Guerra, Asao B. Inoue, William Lalicker, Thomas Lavelle, Eunjeong Lee, Jerry Lee, Katie Malcolm, Kate Mangelsdorf, Paige Mitchell, Matt Noonan, Shakil Rabbi, Ann Shivers-McNair, Christine M. Tardy

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 438

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Author: United States. Congress. Senate. Committee on Appropriations. Subcommittee on Departments of Labor, Health and Human Services, Education, and Related Agencies
Publisher:
ISBN:
Category : United States
Languages : en
Pages : 1232

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Author: United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
Publisher:
ISBN:
Category : United States
Languages : en
Pages : 1262

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Book Description

Author: United States. Dept. of Education. Office of Planning, Budget, and Evaluation
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 888

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Book Description

Author: Johnnella E. Butler
Publisher: SUNY Press
ISBN: 9780791405864
Category : Social Science
Languages : en
Pages : 368

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Book Description
Some 20 essays discuss the interrelation of ethnic and women's studies, and some of the innovative theories and programs that have succeeded or failed recently. Many of them draw on the author's experience, and include such topics as the pattern of foundation grants, integrating women of color into literature and history courses, and Jewish invisibility in women's studies. Annotation copyrighted by Book News, Inc., Portland, OR