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Ways of Reading: An Anthology for Writers, by David Bartholomae, Anthony Petrosky
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In the late 1970s, instructors at the University of Pittsburgh recognized that students were entering the school unprepared for the rigors of academic life. The university's response was to develop a course offering challenging material -- readings requiring serious attention -- along with a method of reading and rereading that helped students learn to read and think critically and respond in writing. That course proved enormously successful, and its materials and methods were published as Ways of Reading. Often imitated -- but never duplicated -- Ways of Reading has for over twenty years profoundly influenced the teaching of writing. It continues to offer students and instructors a uniquely exciting and challenging approach to first-year composition, integrating reading, writing, and critical thinking with an unparalleled selection of readings and editorial features. Ways of Reading helps students develop the necessary intellectual skills for college-level academic work while engaging them in conversations with key academic and cultural texts. It bridges the gap between contemporary critical theory and composition so that instructors can connect their own scholarly work with their teaching. Adopted and readopted from coast to coast in a wide variety of schools, hundreds of instructors and thousands of students confirm that it works.
- Sales Rank: #829460 in Books
- Published on: 2008-02-07
- Original language: English
- Number of items: 1
- Dimensions: 8.76" h x 1.14" w x 6.36" l, 1.93 pounds
- Binding: Paperback
- 799 pages
Review
"Ways of Reading is not prescriptive; instead, it challenges students and engages them in the timeless issues of interpretation, knowledge, and power."
-- Anne Laskaya, University of Oregon
About the Author
DAVID BARTHOLOMAE (Ph.D., Rutgers University) is one of the composition community's most highly regarded members. Professor and chair of the English Department at the University of Pittsburgh, he has published many articles on the teaching of writing and is a frequent lecturer to university faculty and writing projects nationwide. Winner of the Braddock Award and the CCC Exemplar Award, he has served as chair of CCCC and on the MLA Executive Council. He is coeditor of the Pittsburgh Series on Composition, Literacy, and Culture, published by the University of Pittsburgh Press. His collection of essays, Writing on the Margins: Essays on Composition and Teaching, was published by Bedford/St. Martin's in 2005.
ANTHONY PETROSKY (D.Ed., State University of New York at Buffalo) is a professor at the University of Pittsburgh with a joint appointment in the English Department and the School of Education, where he has regularly taught composition, reading, and writing. He has served as the director of the Pittsburgh Public Schools Critical Thinking Project, chair of the NCTE Standing Committee on Research, director for the Third National Assessment of Reading and Literature, and an elected trustee of the NCTE Research Foundation. An award-winning poet, his most recent book of poems, Crazy Love, was published in 2003.
The two together have also published Facts, Artifacts, and Counterfacts: Theory and Method for a Reading and Writing Course, a report on their course at the University of Pittsburgh, The Teaching of Writing: Eighty-fifth Yearbook of the National Society for the Study of Education, and Ways of Reading Words and Images (Bedford/St. Martin's 2003).
Most helpful customer reviews
6 of 7 people found the following review helpful.
Whoa to the naysayers
By Laine Lubar
I used this book in my Freshman comp. course with success. The essays are very difficult, so the pace of the course is very slow. We read sections of the works in class, did close reading as a class and had multiple levels of writing.
I won't lie - my workload doubled. I graded more, met with students more, revised the course as we moved through it more. This book is not for lazy professors. If you're a professor who wants to use this, then read the introduction first. Bartholomae is completely up front about how much time he spends on classwork.
The results were completely worth it and I firmly believe that the course, with all of its student moaning and groaning helped prepare my students for more rigorous work later. Read some of the senior students comments and stop treated freshmen like idiots. They will grow into this book if guided to.Ways of Reading: An Anthology for Writers
12 of 17 people found the following review helpful.
Excessive Wordiness
By amb8667
I was required to purchase this book for an English class. The "short" stories in the book are extremely lengthy and wordy. The authors take multiple pages to state what would have been sufficiently written in a short paragraph. This is not my preferred style of reading/writing, however the various authors are accredited. The passages require thought and reflection from the readers, which is good, but I do not find it helpful as a textbook for an English class. We are required to read texts that are wordy, yet expected to write with concise thoughts and statements. I think that a book that modeled the style of writing we as students are expected to utilize would be a better fit. I would not recommend this book to a teacher/professor in search of materials for students unless they wanted their students to write with superfluous and redundant language.
9 of 14 people found the following review helpful.
Over Ambitious and Under-Appealing
By Anahita
This is the "default" textbook for the sophomore English Composition course I am currently teaching. If I had been given a choice of textbook, I would definitely not have chosen this one. When I teach freshman English Comp, Business Writing and Technical Writing courses, I inform my students that they should write clearly, eschew difficult vocabulary and context in an ill-advised effort to "sound" clever, and avoid using ten words when two or three will convey the intended meaning just as well (or better). I'm disappointed to find that all of these concepts are flouted by several of the authors and selections presented in this anthology.
Perhaps this is because I enjoy reading the works of Shaw more than Shakespeare, or because I grew up during the Punk/New Wave Era instead of the Baby Boomer formative years, but when I read the glowing reviews of this book, I think, to paraphrase Shaw, that educators give it good reviews not because they like it, but because they think they ought to like it. They praise lengthy sentences and unclear prose because they believe they owe it to their positions as academics and intellectuals.
This is not to say that there is no place for these works, or indeed that all of them are poorly written. I would certainly recommend some of the essays, and Eady's poems, as a springboard for discussing racism in American society. In addition, one could use Paulo Freire's thoughts on teaching, in conjunction with Richard Rodriguez's anecdotes on being a motivated student in an unmotivated school, to examine the problems of educating individuals in a group setting. Having stated this, such topics are not always appropriate for an English Composition course; for sociology and educational psychology, yes, but for teaching principles of good writing, no.
However, the works of Foucault, McKeon and Appiah are more confusing than enlightening for the average college sophomore, and I have found that, rather than encouraging discussion, a great deal of time is wasted on trying to work out what the point of the writing is. If we want to encourage our students to read closely and respond to texts, there are better choices out there.
Ultimately, the purpose of English Composition courses is to teach writing, not to tell students, as the editors of this anthology do, that the book's selections are difficult to understand but they are to make the best of it. This is condescending at best and utterly discouraging at worst. In either case, it is not the best way to bring out students' writing skills.
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