printed by BOOK REVIEW: Lives on the Boundary: A Moving Account of the Struggles and Achievements of America’s Educationally Underprepared By Mike Rose B.A., Loyola University M.S., University of Southern California M.A. & PhD., University of California, LA Currently : Prof. – UCLA, Graduate School Rose shares the practices used working with:  ESOL children in East Los Angeles  American Vietnam Veterans studying to reenter college  Students in college preparation programs  And as a tutorial center administrator Rose, Mike. Lives on the Boundary: A Moving Account of the Struggles and Achievements of America’s Educationally Underprepared. New York: Penguin Books, Rose, Mike. Lives on the Boundary: A Moving Account of the Struggles and Achievements of America’s Educationally Underprepared. New York: Penguin Books, Lives on the Boundary presents the experiences of Mike Rose, a qualified educator, who as a previously apathetic student growing up in Los Angeles, motivating his own unprepared students, those typically left behind in American collegiate settings. Rose shares the practices he used while working with marginalized groups of ESOL children in East Los Angeles, American Vietnam Veterans studying to reenter college, students in college preparation programs and as a tutorial center administrator. Rose does not provide details concerning great amounts of academic methodology in this work as he does in others, but presents significant examples demonstrating specific, effective methods he used. Rose advocates the type of learning suggested by Professor Erika Lindemann asserting: “Scholars repeatedly have concluded that formal grammar instruction doesn’t improve writing ability…Students learn to write by writing, not by analyzing or diagramming sentences someone else has written, not by memorizing parts of speech divorced from the context of student prose” (73). Rose’s demonstrates how the adoption of Lindemann’s suggested habitual writing by students on a wide variety of topics may ultimately assist students with proficiency for developing improved writing abilities. Rose’s account acknowledges how his teacher-mentor presented students with fundamental concepts of literature each time they gathered, challenged them by introducing a variety of works by prevalent philosophers and encouraged them to elevate their thinking in all spheres with the readings. Reflecting on the difficulty of teaching these students, Rose claims: “Ours is the first society in history to expect so many of its people to be able to perform …very sophisticated literacy activities…It is a charge most of them simply are not equipped to fulfill, for our educational ideals far outstrip our economic and political priorities” (188). For readers seeking a pedagogical book that quickly gets to the point, Lives on the Boundary does not fit that bill. Rose instead delves deeply into the background information of his life and the lives of his students to share his experience with and as one of America’s educationally underprepared. An Open Language: Selected Writing on Literacy, Learning, and Opportunity (2006)—a collection of essays exploring various subjects on education An Open Language: Selected Writing on Literacy, Learning, and Opportunity (2006)—a collection of essays exploring various subjects on education The Mind At Work: Valuing the Intelligence of the American Worker (2004)—a study exploring the complex thinking involved in common labor The Mind At Work: Valuing the Intelligence of the American Worker (2004)—a study exploring the complex thinking involved in common labor Literacy: A Critical Sourcebook, with Ellen Cushman, Barry Kroll, and Eugene R. Kintgen (2001)—a collection of essays exploring the use and acquisition of reading and writing Literacy: A Critical Sourcebook, with Ellen Cushman, Barry Kroll, and Eugene R. Kintgen (2001)—a collection of essays exploring the use and acquisition of reading and writing Possible Lives: The Promise of Public Education in America (1995)—an exploration into the problems and potential of education in America Possible Lives: The Promise of Public Education in America (1995)—an exploration into the problems and potential of education in America Critical Strategies for Academic Thinking and Writing, with Malcolm Kiniry (Third Edition, 1997)—a college textbook that outlines six effective strategies for thinking and writing Critical Strategies for Academic Thinking and Writing, with Malcolm Kiniry (Third Edition, 1997)—a college textbook that outlines six effective strategies for thinking and writing Lives on the Boundary (1989)—a semi- autobiographical account detailing the struggles and challenges of educationally underprepared students Lives on the Boundary (1989)—a semi- autobiographical account detailing the struggles and challenges of educationally underprepared students Perspectives on Literacy, editor, with Eugene R. Kintgen and Barry M. Kroll (1988)—a collection of essays focused on writing and its larger dimensions Perspectives on Literacy, editor, with Eugene R. Kintgen and Barry M. Kroll (1988)—a collection of essays focused on writing and its larger dimensions When a Writer Can’t Write: Studies in Writer’s Block and Other Composing Problems (1985)—an examination of the social and cognitive barriers that impede writing When a Writer Can’t Write: Studies in Writer’s Block and Other Composing Problems (1985)—an examination of the social and cognitive barriers that impede writing Writer’s Block: The Cognitive Dimension (1984)— study exploring thought patterns that hinder composition Writer’s Block: The Cognitive Dimension (1984)— study exploring thought patterns that hinder composition EDUCATION & CURRENT PROFESSION BOOKS BY MIKE ROSE SUMMARYwww.mikerosebooks.com

printed by TEXT REVIEW: THEY SAY, I SAY The Moves that Matter in Academic Writing By Drs. Gerald Graff and Cathy Birkenstein-Graff Graff, Gerald and Cathy Birkenstein. They Say/I Say: The Moves That Matter in Academic Writing. New York: W. W. Norton & Company, Print. In They Say/I Say, authors, Gerald Graff and Cathy Birkenstein use practical methods and a template-heavy model to teach students ways to present their material by effectively contrasting it with the ideas of others. They Say/I Say successfully illustrates ways for student- learners to produce writing that is stylistic and compelling to readers. Letter from Birmingham Jail by Martin Luther King Jr., letter is held up as an excellent way of using the “they say/I say” mode of writing. Kenneth Burke’s analogy from Philosophy of Literary Form presents the scenario of entering a conversation, already in progress, in which the new speaker must take a stance. For those critical of the use of templates, the authors respond, “Creativity and originality lie not in the avoidance of established forms, but in the imaginative use of them.” Students may use the templates in their drafting process and later revise them to fit ideas they wish to convey. The templates may also begin as part of the process to inspire direction for writing. Dr. Cathy Birkenstein is co-director of the Writing in the Disciplines program and a lecturer in English at the University of Illinois at Chicago. She received her Ph.D. from Loyola University in Chicago in American literature and has published essays on writing, most recently in College English, and, with Gerald Graff, in The Chronicle of Higher Education, Academe, and College Composition and Communication. 1 Dr. Gerald Graff is a Professor of English and Education at the University of Illinois at Chicago. He also served as President of Modern Languages Association in Dr. Graff completed his BA in English from the University of Chicago, a graduate degree and PhD in English and American literature at Stanford. 2 SOURCE 1: SOURCE 2: