Books

A deep dive into the rich resources available for teaching Shakespeare’s plays, Bring on the Bard is for every high school teacher—early career to veteran—looking for new, hands-on activities to draw students of all ability levels into the work and world of Shakespeare.

Editors Katherine J. Macro and Michelle Zoss and their contributors provide creative approaches that help teachers accommodate the diversity of their students and their needs, as well as move their students into innovative and thoughtful learning spaces. This book goes a long way toward answering the question, What is the role of the arts for English teachers?

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.

Say Yes to Pears tells the story of the Food Literacy course at Fern Creek High School and how food literacy works in the English classroom, beyond the English classroom, and beyond the school day.

This book is a beginning guide for ELA teachers to address harm and inequities in the classroom, school, community, and nation. Viewing adolescent literacy, as outlined in Adolescent Literacy: An NCTE Policy Research Brief, through the lens of restorative justice will help teachers recognize just how integral practicing empathy and justice is to developing adolescent literacy.

The book is grounded in foundational principles from NCTE’s position statements The Students’ Right to Read and NCTE Beliefs about the Students’ Right to Write that underlie these contributors’ practices, principles that add up to one committed declaration: Literacy is every student’s right. Principles in Practice imprint.

Complementing Crovitz and Devereaux’s successful Grammar to Get Things Done, this book demystifies grammar in context and offers day-by-day guides for teaching ten grammar concepts, giving teachers a model and vocabulary for discussing grammar in real ways with their students. Routledge and NCTE

With stories of migrants, refugees, and immigrants constantly in the news, this collection of personal narratives from first-generation immigrant scholars in rhetoric, composition, and communication is a welcome antidote to the polemics about who deserves to live in the United States and why.

The aim of the CCCC Studies in Writing & Rhetoric (SWR) series is to influence how writing gets taught at the college level. The methods of studies vary from the critical to historical to linguistic to ethnographic, and their authors draw on work in various fields that inform composition.

The Principles in Practice imprint offers teachers concrete illustrations of effective classroom practices based in NCTE research briefs and policy statements. Each book discusses the research on a specific topic, links the research to an NCTE brief or policy statement, and then demonstrates how those principles come alive in practice.

The NCTE-Routledge Research Series, copublished by the National Council of Teachers of English and Routledge, focuses on literacy studies in P-12 classroom and related contexts. Volumes in this series are primarily authored or co-authored works which are theoretically significant and broadly relevant to the P-12 literacy community. The series may also include occasional landmark compendiums of research.

The NCTE High School Literature Series helps teachers get their students excited about literature. Each brief, accessible book focuses on a single author or work and features excerpts from the writer’s works, biographical information, and samples of professional literary criticism. Rich in opportunities for classroom discussion and writing assignments, each book also offers many examples of student writing.

Four books by grade level that feature teachers demonstrating how to address the Common Core State Standards (CCSS) while staying true to what they–and you–know about effective, student-centered teaching.

Originally published by Australia’s Chalkface Press, the eight books in this exciting series have been contextualized for a North American audience. Focusing on specific texts and subtly interweaving theory and practice, these contemporary, student-friendly books are a rich resource that teachers and students can use together.

The Theory and Research Into Practice (TRIP) series presents volumes of works designed to offer a teacher audience a solid theoretical foundation in a given subject area, exposure to the pertinent research in that area, and a number of practice-oriented models designed to stimulate theory-based application in the reader’s own classroom.

The Teacher’s Introduction series is intended to provide brief and lucid glimpses into particularly difficult bodies of theory in the field of literary studies, composition studies, or literacy education.

The Refiguring English Studies series provides a forum for scholarship on English studies as a discipline, a profession, and a vocation. The series also includes scholarship that considers the discipline’s possible futures or that draws upon work in other disciplines to shed light on developments in English studies.