Moving Beyond the Page

Prologue
Features of this Book
Assessment Guidelines
Acknowledgements
Non-fiction
Jonathan Swift: 'A Modest Proposal'
Henry David Thoreau: 'Civil Disobedience'
Oscar Wilde: 'from De Profundis'
Emily Carr: 'Mother' *
George Orwell: 'Politics and the English Language'
Martin Luther King, Jr: 'The Purpose of Education'
Maxine Hong Kingston: 'No Name Woman'
Deborah Tannen: 'Sex, Lies, and Conversation'
Margaret Visser: 'High Heels' *
Drew Hayden Taylor: 'Pretty Like a White Boy' *
Pat Capponi: 'from Dispatches from the Poverty Line' *
Kenneth J. Harvey: 'Virtual Adultery' *
Jean Vanier: 'from Becoming Human' *
Lawrence Solomon: 'Homeless in Paradise' *
Stephen King,: 'What Writing Is'
David Sedaris,: 'Me Talk Pretty One Day'
Vandana Shiva: 'Two Myths that Keep the World Poor' *
Timothy N. Hornyak: 'from Loving the Machine: The Art and Science of Japanese Robots' *
Karim Rashid: 'from design your self' *
Rex Murphy: 'from Canada and Other Matters of Opinion' *
Fiction
Leo Tolstoy: 'God Sees the Truth but Waits'
Guy de Maupassant: 'Butterball'
Kate Chopin: 'The Story of an Hour'
Leonid Andreyev: 'The Little Angel'
Dorothy Parker: 'A Telephone Call'
Jorge Luis Borges: 'Streetcorner Man'
Flannery O'Connor: 'A Good Man Is Hard to Find'
James Baldwin: 'Sonny's Blues'
Margaret Laurence: 'The Loons' *
Austin Clarke: 'A Wedding in Toronto' *
Gabriel Garcia Marquez: 'The Handsomest Drowned Man in the World'
Angela Carter: 'The Company of Wolves'
Michael Ondaatje: 'from In the Skin of a Lion' *
Katherine Vlassie: 'A Bit of Magic' *
Katherine Govier: 'The Immaculate Conception Photography Gallery' *
Diane Schoemperlen: 'Tell It to the Walls' *
Jhumpa Lahiri: 'The Treatment of Bibi Haldar'
Joseph Boyden: 'Legless Joe versus Black Robe' *
Thomas King: 'The Baby in the Airmail Box' *
Stephen Marche: 'The Crow Procedure' *
Appendix: Sample Student Essays
The Writer's Toolbox: Tricks of the Trade
Index of Themes
Index of Authors and Works
* Writer who was born in or who lived a significant portion of his/her life in Canada

Instructor's Manual:
Summaries of main themes
Classroom discussion questions and topics
Lists of further readings, television and movie suggestions, and web links
In-class assignments and activities
TestGenerator and Test Bank:
Over 200 multiple-choice and true-or-false definition questions - students are asked to match difficult words from the text with the correct definition
Over 600 multiple-choice and true-or-false comprehension questions
160 short-essay questions
80 comparison-essay questions - students are asked to compare readings in the text
Includes page references and correct or suggested answers for each question

Elpida Morfetas is a writer and teacher who was born in Athens, Greece and raised in Toronto. She currently teaches English and women's history at Seneca College. She has taught at various high schools and colleges in Toronto and in Greece. Her writing has appeared in Our Grandmothers, Ourselves, an anthology of stories by Canadian women about the lives of their immigrant grandmothers and in the anthology TOK3: Writing the New Toronto (Zephyr Press).

Tanya Ceolin has more than ten years of experience teaching English at the college level. While volunteering for Frontier College's literacy program, she realized the impact strong reading and writing skills have not only on a personal level for the student but also on society as a whole. During her time at Seneca College and at Humber she has taught multiple writing courses: introductory, academic, technical, and business writing. She also has a long history of working with ESL and EAP programs.

Making Sense - Margot Northey and Joan McKibbin
Practical Grammar - Dr. Maxine Ruvinsky
The Empowered Writer - Eric Henderson and K. M. Moran
The Active Reader - Eric Henderson
The Concise Canadian Writer's Handbook - The late William E. Messenger, Jan de Bruyn, Judy Brown and Ramona Montagnes

Special Features

• Comprehensive and diverse selection. A collection of 20 fiction and non-fiction pieces showcasing the works of Canadian and international writers from a range of literary, ethnic, national, and social backgrounds from the nineteenth century to the present helps students develop an appreciation of a variety of works and their authors.
• Canadian content. Readings by such prominent Canadian authors as Michael Ondaatje, Margaret Laurence, Joseph Boyden, Austin Clarke, Thomas King, Emily Carr, and Rex Murphy offer Canadian perspectives on a range of topics relatable to students.
• Author introductions. Each reading is preceded by an introduction to its author with information about his or her life, influences, mentors, and interests, as well as a list of their published works or awards, providing students with the biographical and historical background required to understand the piece that follows.
• Assessment guidelines. An engaging introduction followed by a self-assessment questionnaire will help students evaluate their reading, writing, and critical thinking skills, while a set of marking guidelines will help them recognize what instructors are looking for in their assignments.
• Proofreading symbols. Appearing on the inside front and back covers, this useful list will help students recognize and understand common marking symbols and abbreviations that may show up on their writing assignments.
• Sample student essays. Appearing in an appendix, annotated student essays help to familiarize students with the proper format and style for common assignments and demonstrate that effective writing can be achieved at their level.
• 'The Writer's Toolbox: Tricks of the Trade'. This end-of-text glossary defines commonly used literary devices such as atmosphere, irony, and metaphor, making it an invaluable reference tool for students new to the discipline.
• Index of themes. Groups the readings into common themes such as family relationships, self-realization, poverty and debt, cultural and social pressure, sexual politics and gender, faith and spirituality, and the immigrant experience, encouraging students to make connections between the readings.
• PRE- AND POST-READING TOOLS:
• Abundance of learning tools. Each chapter incorporates a wide range of pre- and post-reading pedagogical tools to help strengthen students' reading, writing, and critical thinking skills.
• Pre-reading tools:
• 'In His/Her Own Words' quotes. A series of quotations from each writer give some insight into his or her writing philosophy, and personal opinions on a variety of topics such as politics, history, media, humour, and human nature.
• 'Before We Begin' questions. Pre-reading questions set the stage for the topics that will be addressed and invite students to consider how the material relates to their own experiences.
• Post-reading tools:
• 'F.Y.I.' glossary. Lists of idioms and references after each reading help students-especially those with English as an additional language-understand unfamiliar or challenging terms, enabling them to effectively discuss and write about the material.
• 'In Your Own Words: Comprehension' questions. Assess how closely students have read the text and how well they are able to summarize main ideas and recall specific details.
• 'In Your Own Words: Analysis' questions. Help students develop their critical thinking skills by encouraging them to read between the lines and formulate their own ideas on what they have read.
• 'Now Write' essay topics. Various essay topics suitable for both research and reader-response assignments enable instructors to adapt and revise the topics to suit their unique teaching structure.