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The Utah Adventure Teacher's Resource Package accompanies the student edition and provides teachers with instructional materials that cover all of Utah's social studies standards for 4th grade. Included are Chapter Objectives, Interdisciplinary Activities, topics for further discussion and reading, an Explore the Internet section and Student Activity Pages. One Teacher's Resource Package is free with every purchase of 25 or more student editions. Please call 1-800-748-5439 ext. 175 for more information.

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The Utah Journey Student Guide is a reproducible book that provides students with Activity Masters that correlate with the student edition and a Chapter Review Study Guide that challenges students to draw conclusions and allows them different ways of demonstrating comprehension.One Student Guide is free with every purchase of 25 or more student editions. Please call 1-800-748-5439 ext. 175 for more information.

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Recommended: teachers, administrators, curriculum developers
In Teaching Composition As A Social Process, educator and scholar Bruce McComiskey advocates a social approach to teaching writing while opposing composition instruction that relies on cultural theory for content. Thislast is because relying on cultural theory for content often prejudges theethical character of institutions and reverts unnecessarily toproduct-centered practices in the classroom. McComiskey persuasively arguesfor teaching writing as situated in discourse itself, in the constant flowof texts produced within social relationships and institutions. He urgeswriting teachers not to neglect the linguistic and rhetorical levels ofcomposing, but rather strengthen them with attention to the social contextsand ideological investments that pervade both the processes and products ofwriting. Teaching Composition As A Social Process is enthusiasticallyrecommended reading for teachers at all grade levels of compositiondevelopment, and has great insightful values for school administrators andcurriculum developers as well. ... Read more

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Yancey offers a sturcture for discussing how reflection operates as students compose individual pieces of writing, as they progress through successive writings, and as they deliberately review a compiled body of their work. ... Read more

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Comprehensive
Even after 10 years, this is still one of the most cited books about working with reflection in the composition classrooom. The categorization of different types of reflections is extremely useful, especially when coupled with discussions of limits and benefits of using reflection. A must read. ... Read more

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The current trend toward machine-scoring of student work, Ericsson and Haswell argue, has created an emerging issue with implications for higher education across the disciplines, but with particular importance for those in English departments and in administration. The academic community has been silent on the issue—some would say excluded from it—while the commercial entities who develop essay-scoring software have been very active. Machine Scoring of Student Essays is the first volume to seriously consider the educational mechanisms and consequences of this trend, and it offers important discussions from some of the leading scholars in writing assessment.Reading and evaluating student writing is a time-consuming process, yet it is a vital part of both student placement and coursework at post-secondary institutions. In recent years, commercial computer-evaluation programs have been developed to score student essays in both of these contexts. Two-year colleges have been especially drawn to these programs, but four-year institutions are moving to them as well, because of the cost-savings they promise. Unfortunately, to a large extent, the programs have been written, and institutions are installing them, without attention to their instructional validity or adequacy.Since the education software companies are moving so rapidly into what they perceive as a promising new market, a wider discussion of machine-scoring is vital if scholars hope to influence development and/or implementation of the programs being created.What is needed, then, is a critical resource to help teachers and administrators evaluate programs they might be considering, and to more fully envision the instructional consequences of adopting them. And this is the resource that Ericsson and Haswell are providing here. ... Read more

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The argument of this collection is that the cultural and intellectual legacies of postmodernism impinge, significantly and daily, on the practice of the Writing Program Administrator. WPAs work in spaces where they must assume responsibility for a multifaceted program, a diverse curriculum, instructors with varying pedagogies and technological expertise—and where they must position their program in relation to a university with its own conflicted mission, and a state with its unpredictable views of accountability and assessment. The collection further argues that postmodernism offers a useful lens through which to understand the work of WPAs and to examine the discordant cultural and institutional issues that shape their work. Each chapter tackles a problem local to its author’s writing program or experience as a WPA, and each responds to existing discord in creative ways that move toward rebuilding and redirection.It is a given that accepting the role of WPA will land you squarely in the bind between modernism and postmodernism: while composition studies as a field arguably still reflects a modernist ethos, the WPA must grapple daily with postmodern habits of thought and ways of being. The effort to live in this role may or may not mean that a WPA will adopt a postmodern stance; it does mean, however, that being a WPA requires dealing with the postmodern. ... Read more

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organizing a college writing program which reflects postmodern conditions and styles
Although postmodernism is not new and most academic disciplines have assimilated postmodern thinking into their teaching approaches and outputs, college writing programs for the most part have not taken stock of what postmodernism implicates for how they teach writing or the relationship between what is taught in writing courses, especially introductory ones, and written projects in other courses. Thus, the 12 articles by authors in communications, English, and related studies address particular problems and goals. The purpose of the articles collectively is to help busy writing program administrators get a focus on what writing courses should entail in this time of postmodernism. Also dealt with are the practical issues of a coherent department of interrelated courses in consideration of the multidisciplinary, eclectic nature of postmodernism and relevant, instructive lessons and assignments. A welcome handbook for the administrators it is intended for; which contains selective material of interest to writing instructors. ... Read more

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Critical Pedagogy
Writing a paper on Heteronormativity in Literacy for a seminar class (MSEd). This book was a great addition. It helped me get through the more clinical texts out there on sexuality, i.e. Foucault, Butler, Sedgwick and the like. ... Read more

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Who is qualified to tell the story of life in the Great Basin? One who has an ear for the stories of the men and women who fenced and ditched and carved homes out of arid valleys, surrounded by towering mountains, among junipers, steaming hot pots, and alkali soils. Life here is defined by distance and faith, by scant natural resources and frail yet indomitable spirit. Cowboy ministers lay hands on a dying woman to bless her. The smell of creosote-embalmed railroad ties fills the air while we wait for freight or a postcard. The aroma of ponderosa pine lingers in the night--a carved length of knotted deadfall nailed to the wall near a child's crib. Smell, taste, and drink the stories of these people, of this place, and the poet's words will ring true. ... Read more

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