Faculty Recent Publications
Recent Publication Information for Anne Curzan
First Day to Final Grade, Second Edition: A Graduate Student's Guide to Teaching
First Day to Final Grade: A Graduate Student’s Guide to Teaching is designed to help new graduate student teaching assistants navigate the challenges of teaching undergraduates. Both a quick reference tool and a fluid read, the book focuses on the “how tos,” such as setting up a lesson plan, running a discussion, and grading, as well as issues specific to the teaching assistant’s unique role as both student and teacher.
This new edition incorporates newer teaching and learning pedagogy. The authors have modified sections on moving from class goals to class content, preparing for and running discussions, addressing problems within the class and with particular students, and responding to academic misconduct. In addition, the book has been updated to reflect the role of technology both inside and outside the classroom. Also included are new examples of materials throughout the text and the appendices.
All recent publications by Anne Curzan
All publications by Anne Curzan
How English Works: A Linguistic Introduction, with Michael Adams (Pearson Longman, 3rd ed., 2012); First Day to Final Grade: A Graduate Student's Guide to Teaching, with Lisa Damour (University of Michigan Press, 3rd ed., 2011); Contours of English and English Language Studies (an edited volume; University of Michigan Press, 2011); Studies in the History of the English Language II: Unfolding Conversations (an edited volume; Mouton de Gruyter, 2004); Gender Shifts in the History of English (Cambridge University Press, 2003); "Says Who? Teaching and Questioning the Rules of Grammar," PMLA (2009); "Corpus-based Approaches to the History of English," The Blackwell Companion to the History of the English Language (2008); "Corpus Linguistics and Historical Linguistics: Evidence of Language Change," The Handbook of Corpus Linguistics (Mouton de Gruyter, 2008); "The Importance of Historical Corpora, Reliability, and Reading," with Chris C. Palmer, Corpus-Based Studies in Diachronic English (Peter Lang, 2006); "Spelling Stories: A Way to Teach the History of English" & "Opening Dictionaries to Investigation," Language in the Schools (Lawrence Erlbaum, 2005); "Addressing Ideologies arouind African American English," with Alicia Beckford Wassink, Journal of English Linguistics 32.3 (2004); "The Politics of Teaching Standard English," Journal of English Linguistics 30.4 (2002); "The End of Modern English?" American Speech 75.3 (2000); "Lexicography and Questions of Authority in the College Classroom," Dictionaries 2 (2000);"Historical Corpora in the Classroom," Journal of English Linguistics 28.1 (2000); "The Compass of the Vocabulary," Lexicography and the OED: Pioneers in the Untrodden Forest, (Oxford UP, 1999); "Gender Categories in Early English Grammars: Their Message to the Modern Grammarian," Gender in Grammar and Cognition, (Mouton de Gruyter, 1999); "Third-Person Pronouns in The Peterborough Chronicle," Neuphilologische Mitteilungen 97.3 (1996).