Overview

Bridging English, 5/e brings tomorrow’s English teachers the theory and practice they need to be effective in their own classrooms. Comprehensive and thoroughly up to date, this new fifth edition focuses on such new recent developments as the increasing diversity of today’s students, with their unique learning styles and needs; the expanding definition of literacy; the mounting pressures of accountability and end-of-course testing; and the challenges and opportunities arising from rapid advances in technology–subjects that the authors tackle to bring the text up to date and in step with what’s really happening in today’s classrooms.

Full Product Details

Author:   Joseph O. Milner ,  Lucy F. Milner ,  Joan F. Mitchell
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   5th edition
Dimensions:   Width: 21.60cm , Height: 2.40cm , Length: 27.40cm
Weight:   1.010kg
ISBN:  

9780132486095

ISBN 10:   0132486091
Pages:   528
Publication Date:   30 June 2011
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

1 Envisioning English 1 Initial Definitions 1 A Brief History 2 Challenges of Teaching English in the Twenty-first Century 5 Core Beliefs 7 Importance of Core Beliefs 8 • Traditional Principles of Learning 8 • Student-Centered, Active, Constructivist Learning 9 • Student-Centered Mnemonics 11 Individual Decisions 13 Conclusion 14 2 Designing Instruction 15 The Nature of Learners 15 Learning Styles 16 • Right/Left Brain 16 • Multiple Intelligences 17 The Learning Process 18 Instructional Objectives 18 • Educational Outcomes in the Cognitive Domain 19 • Differentiation 19 Four Organizational Structures 22 Lecture 23 • Whole-Class Discussion 27 • Group Work 37 • Individual Work 44 Layering the Four Approaches 46 Learning Stations 47 Learning with Technology 49 Technology in Schools 51 • Technology in the Language Arts Classroom 51 • Critical Web Evaluation 53 • National Technology Standards for Teachers and Students 54 Conclusion 54 3 Centering on Language 55 Awakening and Broadening Language Consciousness 57 Language Inquiry in the Classroom 57 • Doublespeak 59 The Story of the English Language 64 American English: 1620–Present 65 • Language and Power 66 The Study of Language: Linguistics 66 Descriptive versus Prescriptive Grammar 66 • Issues of Right and Wrong 67 The Instructional Debate 68 The Linguistic Debate: Change versus Stability 68 • The Political Debate: Cultural Diversity 71 • The Psychological or Biological Debate: Language Acquisition 76 • The Practical Debate: Research and Experience in Grammar Instruction 78 Language Instruction 80 Definitions of Grammar 80 • Grammar 1 80 • Grammar 3 80 • Grammar 2 83 • Grammar and Technology 87 • English Language Instruction for ELL Students 87 • Benchmarks for Evaluating Language Instruction 88 Conclusion 89 4 Developing an Oral Foundation 90 Classroom Talking and Listening 91 The Talking and Listening Classroom 93 Oral Language Activities 93 Activities: Individual to Group, Control to Release 94 Contents Creative Drama 101 Content Goals 101 • Personal Growth Goals 102 • Rules of the Game 103 • Resources 103 • Creative Drama Activities: Fixed to Free 103 Alternative Oral Strategies 109 Readers’ Theater 109 • Storytelling 109 • Interviewing 112 Evaluating Oracy 114 Conclusion 115 5 Responding to Literature 117 What Is Literature? 117 Why Read Literature? 118 The Death of Literature 118 • The Life of Literature 119 • Goals and Methods for Teaching Literature 119 Three Phases of the Teaching Cycle: Enter, Explore, Extend 121 Enter 121 • Explore 122 • Extend 122 Four Stages of Reading Literature 123 Reader Response 123 • Interpretive Community 124 • Formal Analysis 124 • Critical Synthesis 124 • Instructional Strategies/Teaching Activities 124 Reader Response 125 Personal Triggers 125 • Suppositional Readers 126 • Conceptual Readiness 126 • Synergistic Texts 127 • Associative Recollections 127 • Collaborative Authors 128 • Imagine This 129 • Character Continuum 130 • Character Maps 131 • Focal Judgments 132 • Opinion Survey 132 • Verbal Scales 133 • Interrogative Reading 134 • Jump Starts 135 • Title Testing 135 Interpretive Community 137 At the Point of Utterance 137 • Jump-In Reading 137 • Communal Judgments 138 • Defining Vignettes 139 • Readers’ Theater 139 • Assaying Characters 140 • Psychological Profiles 140 • Venn Diagramming 142 Formal Analysis 143 Basic Principles of Formal Analysis in the Classroom 143 • Teachable Moments 144 • Formal Discussion Questions 145 • Literary Rules to Notice 146 • Intertextuality 149 • Students Write 151 • Authors Speak 151 • Teachers Read 152 Critical Synthesis 153 A Rationale for Critical Theory in Secondary Classrooms 154 • Our Approach to Critical Theory in the Classroom 154 • Classroom Strategies 163 • Evaluation 165 • A Plea for Pluralism165 Conclusion 166 6 Celebrating Poetry 167 Finding Poetry 169 Nonliterary Prose 169 • Music 170 • Advertising 173 • Bumper Stickers 175 • Unexpected Places 175 Forging Poetry 176 Templates 178 • Fixed Forms 181 • Open Forms 184 • Wild Card 187 Discerning Poetry 188 Definition 189 • Choice 189 • Personal Response 190 • Enactment 192 • Visualization 193 • Synthesis 197 Probing Poetry 197 Adolescent Readers 199 • Selecting Poems 200 • Listening to Poems 200 • Discussing Poems: Setting, Approaches, Questions, Sequences 200 • Poets Talk 202 Placing Poetry 202 Resources 205 National Poetry Organizations 205 • Poetry Web Resources 205 Conclusion 206 7 Unlocking Texts 208 Teaching Reading 209 Profiles of Struggling Readers 209 • What Good Readers Do 210 • Strategies for Struggling Readers 211 • Struggling Readers in the Digital Age 213 viii Contents A01_MILN6095_04_SE_FM.qxd 4/14/11 6:45 PM Page viii Tackling the Classics 214 Historical Roots of the High School Canon 215 • Texts in the High School Canon 215 • The Canon Wars 216 Challenging the Canon 218 Critical Literacy Challenge 218 • Deconstructionist Challenge 219 • Reader Response Challenge 220 • Genre Challenge: Young Adult Fiction 221 • Genre Challenge: Graphic Novels 224 • Multicultural Challenge 226 Teaching Noncanonical and Canonical Texts 231 Instructional Approaches to Multicultural Literacy 231 • Multiple Strategies for Extended Texts 237 • A Reader’s Bill of Rights 246 Censorship 246 Community Standards and School Policies 247 • Allies 248 Conclusion 250 8 Engaging Drama 251 Enter, Explore, and Extend Drama Worlds 252 Entering the Plot and Setting 253 • Exploring Character 256 • Exploring Theme and Extending Interpretation 259 • Extending through Form 262 Teaching Shakespeare 263 Reading Shakespeare 264 • Performing Shakespeare 264 • Shakespearean Activities for the English Classroom 265 Conclusion 274 9 Assaying Nonfiction 275 Why Teach Nonfiction? 276 Students’ Actual Reading Choices 276 • Blurred Genres 277 • Critical Challenges to the Literary Canon 277 • Nonfiction’s Instructional Potential 278 Nonfiction Genres in the Classroom 279 Essays 279 • Biographies 283 • Autobiographies and Memoirs 288 • Testimonials 292 • Diaries and Journals 294 • Letters 294 • Newspapers 296 Nonfiction in the Fiction Classroom 300 Conclusion 302 10 Making Media Matter 303 Produce: Students As Creators 305 Electronic Media 306 • Advertisements 308 • Music 309 • Television and Radio 310 • Magazines and Comics 311 Receive: Students as Listeners and Viewers 311 Film 312 • Podcasts 316 • Music 317 • Paintings, Prints, and Photographs 318 Examine: Students as Anthropologists and Literary Critics 320 Watching Television 320 • Covering the News 322 • Examining Advertising 324 • Reading Magazines 326 Critique: Students as Media Critics 327 Do the Media Corrupt Cultural Morality or Mirror It? 328 • Do the Media Falsify Expectations of Life or Create a Sense of Possibility? 328 • Do the Media Reinforce Passivity or Promote Action? 328 • Do the Media Undermine Critical Reasoning Capacity or Promote Thoughtful Reflection? 329 • Do the Media Promote Consumerism or a Consumer Protection Mind-Set? 329 Conclusion 330 11Inspiring Writing 331 A National Writing Report Card 332 Core Beliefs about Language and Writing Instruction 333 Developmental Tasks 334 Developmental Sequence 335 Process Model 339 Basic Assumptions 339 • The Teacher’s Role 341 • A Case for Revision 343 Writing Workshops 345 Writing Workshop Principles 345 • Writing Workshop Proper 347 • Work of the Writing Workshop 348 • Physical Arrangements and Workshop Rules 351 Contents ix Portfolios 352 Variety of Contents 352 • Works in Progress 352 • Student Responsibility 353 • Portfolio Impact 353 Authentic Assessment 354 Writing Tasks Assessed, Writing Tasks Taught 354 • Authentic Writing Assignments 354 • Rubrics for Assessment 356 • State-Initiated, Performance-Based Assessment 356 • Rubrics for Classroom Instruction 358 • Full Circle 358 Conclusion 359 12 Enabling Writing 360 Four Basic Needs 361 Substance 361 • Skills 361 • Structure 361 • Style 361 Collaborative Writing 362 Environmental Journalism 364 Foxfire’s Lessons 365 • Interviewing 365 • Contemporary Excavations 365 Journal Writing 366 Write to Learn 368 Math and Science 369 • Difficult Problems 369 Sentence Combining 369 Strong Kernels 370 Vocabulary Growth 372 Acquisition 372 • Immersion 374 • Morphology 374 • Semantics 375 Research Alternatives 376 Controlled Sources Research 377 • Textual Analysis 377 • Historical Synthesis 377 • Contemporary Issues Research 377 • Scholarly Research 377 • Multigenre Research 378 Elemental Variation 379 Topology Procedures 379 Lit. Write 379 Collaborative Authors 382 Roles Around 382 • Other Collaborations 384 Apprentice Writing 385 Copying (Duplicating Exact Texts) 385 • Paraphrasing (Translating Passages) 386 • Modeling (Employing a Template) 386 • Imitating (Mimicking the Masters) 387 Summary of Research About Writing 388 Conclusion 389 13 Evaluating Learning 390 Standardized Tests 391 District- and State-Mandated Standards and Tests 392 • Standardized Achievement Tests 394 Grading and Evaluation 395 Definition of Terms 396 • Purposes of Evaluation 396 • Learning Possibilities to Be Measured 397 Alternative Methods of Evaluation 399 Self-Evaluation 399 • Portfolios 402 • Contracts 404 • Observation 400 Evaluating Knowledge and Response to Literature 406 Selected-Response (Objective) 407 • Constructed-Response (Subjective) 409 Evaluating Writing 413 Outside the Classroom 414 • Inside the Classroom 414 Alternative Grading Choices 419 Critique of Traditional Grading 423 Pedagogical Dangers 423 • Psychometric Dangers 423 • Personal Dangers 424 • Cultural Dangers 424 • Moral Dangers 424 • Unique Difficulties for English Teachers 425 Conclusion 425 14 Planning Lessons 426 Lesson Planning Models 427 Creative-Process Model 428 • Conversation-Based Model 430 • Objectives-Based Model 431 • Content-Based Model 434 Unit Planning 436 Focused or Integrated Units 437 • Inquiry-Based Planning 437 • Concept-Based Planning 439 x Contents A01_MILN6095_04_SE_FM.qxd 4/14/11 6:45 PM Page x • Topic Selection and Instructional Design 440 • Steps of Unit Development 440 • Student-Centered Planning 441 Curriculum Planning 442 Variables in Any Planning 442 Students 442 • Individualization, Interaction, and Integration 443 • Four Modes of Classroom Organization 443 • Sequence and Flexibility 443 • A Common Danger 444 • Writing Out the Lesson 444 • Planning with Discipline and Inspiration 444 Constant Classroom Structures and Concerns 446 Weekly Planning 446 • Routines and Emergencies 446 • Motivation 446 • Classroom Management 447 • Homework 447 • Block Scheduling 449 • Paper Load 450 • Advice from Experienced Teachers 451 • Learning from Mistakes 452 Conclusion 452 15 Becoming a Complete Teacher 453 Defining Yourself as a Teacher 454 Mismatch: Expectations and Actualities 454 • Shaping a Teacher Persona 455 • Defining Yourself for Your Job Interview 457 Building Public Trust 458 Include 459 • Inform 459 • Involve 459 Promoting Professional Growth 461 Goal Setting 461 • Self-Evaluation 461 • Peer Review 462 • External Assessment 463 • Action Research 465 • Guild Building 466 • Association Membership 466 Professional Leadership 468 Conclusion 469 References 471 Index 491  

Reviews

Author Information

Joe Milner is a professor of English Education at Wake Forest University and was, for 28 years, the Chairperson of the Education Department. Presently, he serves as Coordinator of the English Education Program, Director of the Advanced Placement Summer Institute, Director of the Visiting International Fellows Graduate Program, and Director of the North Carolina Literacy Project at Wake Forest University. During forty years of participation in the work of NCTE, he has served as Chair of the Conference on English Education, Chair of the International Assembly, Co-chair of the Assembly on American Literature, and a member of the Executive Committee and other committees. He is the author of eight books and numerous articles on English education, children's literature, aesthetics, linguistics, and American literature. For his years of service to English education on a national, state, and local level, he received the North Carolina English Teachers Association Lifetime Achievement award.      Lucy Milner has taught English in two urban high schools in North Carolina and English Education at Salem College. She has been involved in the North Carolina Governor’s School program for more than three decades, first as an English teacher and then as the Director of N. C. Governor’s School West. She has developed curriculum materials for several institutions and has written numerous book reviews and features for a variety of newspapers and educational journals, co-edited two books on children’s literature and English pedagogy, and co-authored five editions of Bridging English.  Like her co-authors, she has received local and state awards for her educational work, but none so cherished as having two high school annuals dedicated to her.     Joan Mitchell is completing her Ed.D. in English Education at the University of Alabama. She is an award winning English teacher in North Carolina and Colorado high schools.

Tab Content 6

Author Website:  

Customer Reviews

Recent Reviews

No review item found!

Add your own review!

Countries Available

All regions