To be successful, teachers of English in grades 6-12 need more than basic content knowledge and classroom management skills. They need a deep understanding of the goals and principles of teaching literature, writing, oral discourse, and language in order to make sound instructional decisions.
To be successful, teachers of English in grades 6-12 need more than basic content knowledge and classroom management skills. They need a deep understanding of the goals and principles of teaching literature, writing, oral discourse, and language in order to make sound instructional decisions.
Thomas M. McCann, PhD, is Professor of English at Northern Illinois University, where he contributes to the teacher licensure program. He taught English in high schools for 25 years, including 7 years working in an alternative high school. The author or coauthor of numerous books, Dr. McCann has served on the Secondary Section Steering Committee of the National Council of Teachers of English (NCTE) and on the Executive Committee of NCTE's Conference on English Education, from whom he received the Richard A. Meade Award. Dr. McCann has provided inservice professional development to schools and districts in the Chicago area and nationally. John V. Knapp, PhD, is Professor Emeritus of English at Northern Illinois University. He is the author or editor of several books and over 50 articles and reviews on literature, family systems psychology, literary criticism, and literature instruction. Since 2007, he has been editor of the literary journal Style. As an English teacher and later a professor, Dr. Knapp has educated students at every level, from middle school to doctoral seminars.
Inhaltsangabe
Foreword, Carol D. Lee Introduction: The Importance of Pedagogical Content for the Teaching of English 1. Knowing the Territory of Literature 2. Teaching in the Territory of Literature 3. The Territory of Writing: What Makes for Good Writing? 4. The Territory of Writing: How Can We Facilitate Growth? 5. The Territory of Oral Discourse 6. The Territory of Language: What Do We Teach When We Teach Language? 7. What English Teachers Should Know Appendix A. What is the "Business" of Teaching English?: Profiles of English Teachers in Action Appendix B. Knowledge about Mode and Form: What Is a Tragedy? Appendix C. Practice with Rules of Notice and Rules of Significance Appendix D. Applying Rules of Notice and Signification Appendix E. Discovering Rules of Configuration Appendix F. A Case for Discussion and Written Response Appendix G. Drawing on Knowledge about Drama: Reading a Shakespeare Play as Performance Appendix H. Using Language Analysis to "Open" a Novel References
Foreword, Carol D. Lee Introduction: The Importance of Pedagogical Content for the Teaching of English 1. Knowing the Territory of Literature 2. Teaching in the Territory of Literature 3. The Territory of Writing: What Makes for Good Writing? 4. The Territory of Writing: How Can We Facilitate Growth? 5. The Territory of Oral Discourse 6. The Territory of Language: What Do We Teach When We Teach Language? 7. What English Teachers Should Know Appendix A. What is the "Business" of Teaching English?: Profiles of English Teachers in Action Appendix B. Knowledge about Mode and Form: What Is a Tragedy? Appendix C. Practice with Rules of Notice and Rules of Significance Appendix D. Applying Rules of Notice and Signification Appendix E. Discovering Rules of Configuration Appendix F. A Case for Discussion and Written Response Appendix G. Drawing on Knowledge about Drama: Reading a Shakespeare Play as Performance Appendix H. Using Language Analysis to "Open" a Novel References
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