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| Foreword | ||
| Acknowledgments | ||
| 1 | Constructing Social Worlds: An Introduction | 1 |
| Pt. I | A Model for Inquiry-Based English Instruction | |
| 2 | A Practice-Oriented Curriculum for Inquiry into Social Worlds | 17 |
| 3 | A Social Worlds Unit in Ninth-Grade English | 26 |
| 4 | Inquiry Strategies: Immersing; Identifying Concerns, Issues, and Dilemmas; and Contextualizing | 51 |
| 5 | Critiquing and Transforming Social Worlds | 67 |
| 6 | Tools for Representing Social Worlds | 84 |
| Pt. II | Resources for Studying Social Worlds | |
| 7 | Peer Worlds | 103 |
| 8 | School and Sports Worlds | 120 |
| 9 | Family and Romance Worlds | 135 |
| 10 | Community and Workplace Worlds | 151 |
| 11 | Virtual Worlds | 165 |
| 12 | Conclusion: Critical Consciousness Through Inquiry into Social Worlds | 183 |
| References | 189 | |
| Index | 199 | |
| About the Authors | 211 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Suzanne Goebelt
reviewed Inquiry-Based English Instruction: Engaging Students in Life and Literature on May 24, 2010
Inquiry-Based English Instruction: Engaging Students in Life and Literature
This book is poorly written and completely misses the mark. Sure, we want students investigating the worlds of literature and their lives-- but we also want them composing meaningful pieces of writing and becoming better communicators. All aspects of the English classroom are intertwined, and the authors of this book fail to appreciate that.
Had I followed this model when teaching in the public schools, my department chair would have probably fired me on the spot.
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