Designed to raise the full range of hermeneutic concerns regarding evaluation of student writing, and to spur further research and discussion, this collection of essays focuses on a reconsideration of the interpretation and evaluation practices of writing teachers. Essays include: "A Reflective Conversation: 'Tempos of Meaning'" (Margaret Himley); "The Drama of the Text" (W. Ross Winterowd); "A Hero in the Classroom" (James Thomas Zebroski); "Learning to Read Student Papers from a Feminine Perspective, I" (Elizabeth A. Flynn); "An Analysis of Response: Dream, Prayer, and Chart" (Tilly Warnock); "Teachers as Readers, Readers as Teachers" (Patricia Y. Murray); "Asking for a Text and Trying to Learn It" (Jim W. Corder); "On Intention in Student Texts" (Sharon Crowley); "Reading Intention" (Norm Katz); "Interpreting Student Writing" (Janice M. Lauer); "Learning to Read Student Papers from a Feminine Perspective, II" (John F. Flynn); "Reading Student Texts: Proteus Grabbing Proteus" (Charles Bazerman); "On Writing Reading and Reading Writing" (Lisa Ede); "Reading a Text: Does the Author Make a Difference?" (Stephen B. Kucer); "Paper Grading and the Rhetorical Stance" (James S. Baumlin and Tita French Baumlin); "Evaluating Writing to Learn: Responding to Journals" (Richard Beach); "Imagining the Past and Teaching Essay and Poetry Writing" (Anthony Petrosky); and "Responding to Responses: Good News, Bad News, and Unanswered Questions" (Lee Odell). (RS)

This selection of fiction by many of America's best writers, each coupled with a distinguished critic's response, is designed to defy the chronological secondariness of critical interpretation. During the creation of this book the majority of the contributions, chosen by the writers themselves, were as yet unpublished, providing an unmediated encounter between author and critic. Every reader extends what editors, authors, and critics have begun by adding to the imaginary space in which all texts may be woven together. This process serves as metaphor for the changing nature of any latter-day encounter with one's own literary tradition. The interfacing of texts not only illuminates the fiction, and the relationship of fiction to critics, but also informs our conceptions of text, criticism, and fiction itself.

Encountering Jesus in the New Testament has been found in conformity with the Catechism of the Catholic Church. Encountering Jesus in the New Testament helps students further their personal relationship with Jesus Christ by growing in understanding of Jesus' historical, cultural, and religious background through an in-depth look at Scriptures. Answering the question, "Who is Jesus of Nazareth, the person people of faith call "Christ, the Son of God?," is a central focus of the text. In answering this question, the students will explore how the New Testament scriptures provide us with an answer.

There is a big difference between assigning complex texts and teaching complex texts No matter what discipline you teach, learn how to use complexity as a dynamic, powerful tool for sliding the right text in front of your students’ at just the right time. Updates to this new edition include How-to’s for measuring countable features of any written work A rubric for analyzing the complexity of both literary and informational texts Classroom scenarios that show the difference between a healthy struggle and frustration The authors’ latest thinking on teacher modeling, close reading, scaffolded small group reading, and independent reading

Academic Encounters Second edition is a paired skills series with a sustained content approach to teach skills necessary for taking academic courses in English. Academic Encounters Level 1 Teacher's Manual Reading and Writing: The Natural World contains general teaching guidelines for the course, tasks by task teaching suggestions, answers for all tasks, and unit quizzes and quiz answers.

What do we mean when we talk about reading? What does it mean to "teach reading?" What place does reading have in the college writing classroom? Intertexts: Reading Pedagogy in College Writing Classrooms theoretically and practically situates the teaching of reading as a common pedagogical practice in the college writing classroom. As a whole, the book argues for rethinking the separation of reading and writing within the first-year writing classroom--for an expanded notion of reading that is based on finding and creating meaning from a variety of symbolic forms, not just print-based texts but also other forms, such as Web sites and visual images. The chapter authors represent a range of cultural, personal, and rhetorical perspectives, including cultural studies, classical rhetoric, visual rhetoric, electronic literacy, reader response theory, creative writing, and critical theories of literature and literary criticism. This volume, an important contribution to composition studies, is essential reading for researchers, instructors, writing program administrators, and students involved in college writing instruction and literature.

This volume addresses two key questions: 1) How can ephemera be understood as a critical category of literary and historical inquiry? and 2) How can ephemera serve pedagogical purposes in the classroom? Each of the essays in Encountering Ephemera 1550-1800: Scholarship, Performance, Classroom addresses these questions by exploring a diverse range of materials as well as periods. The essays collectively work to define ephemera as a complex and multi-faceted critical category in terms of its literary, cultural, and historical significance. Each contributor works to complicate the traditional binary opposition between the ephemeral/transitory and the canonical/enduring, in part by recognizing how attending to the material processes of textual production, transmission, and dissemination highlights the potential instability and mutability of texts (and textual relationships), whether discussing broadside ballads or coterie poetry. By shifting the focus to the processes by which texts are constructed and construed, the prospect of recognizing any text (regardless of its canonical status) as a static and fixed entity becomes difficult and, in turn, the ephemeral qualities that define and constitute the text’s materiality come more sharply into focus. Along these lines, the “ephemeral spaces” across and between discourses – what might be called the “ephemera of cultural poetics” – play a key role in shaping literary texts. Thus, early modern and eighteenth century ephemera constitute both the material (texts not intended to last or designed for limited cultural life) and the process (fleeting and transitory aspects of cultural production). Whether discussing the circulation of cheap print, the performative traces of music and gesture in Shakespeare’s plays, or the diffuse cultural influences that both surround and pervade literary texts, attending to ephemeral matters underscores the dynamic unfixity of early modern and eighteenth century cultural practices.

Although the Book of Hebrews "is not exactly what most of us would regard as a user-friendly book," notes Donald Hagner, "Hebrews has always been popular among Christians." Encountering the Book of Hebrews was written to help students more fully appreciate the complexities of this favorite section of Scripture. Hagner begins by exploring introductory issues (e.g., historical backgrounds, author, audience, date, purpose, structure, genre) and overarching themes (e.g., heavenly archetypes and earthly copies, the use of the Old Testament, the attitude toward Judaism). The heart of the book then offers a chapter-by-chapter exposition of Hebrews. Unlike commentaries, it does not try to be exhaustive--examining all details and answering all questions--but instead guides students to the issues that are most important for their study of this difficult book. Hagner concludes with a final look at the contribution of Hebrews to the New Testament, New Testament theology, the church, and the individual Christian. As with other volumes in the Encountering Biblical Studies series, Encountering the Book of Hebrews is designed for classroom use and includes a number of helpful features, including further-reading sections, key terms, chapter objectives, and outlines along with numerous sidebars and illustrations.

The first 10 lessons appear in the companion set, Encounters I.

Level 1: Student books 1 and 2 were published in 2012. Level 2: Student books 3 and 4 were published in 2016 -- Introduction.