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| buffalo state writing center: Linguistic Justice April Baker-Bell, 2020-04-28 Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate. |
| buffalo state writing center: Thinking Tools for Young Readers and Writers Carol Booth Olson, Angie Balius, Emily McCourtney, Mary Widtmann, 2018 In her new book, bestselling author and professional developer Carol Booth Olson and colleagues show teachers how to help young readers and writers construct meaning from and with texts. This practical resource offers a rich array of research-based teaching strategies, activities, and extended lessons focused on the “thinking tools” employed by experienced readers and writers. It shows teachers how to draw on the natural connections between reading and writing, and how cognitive strategies can be embedded into the teaching of narrative, informational, and argumentative texts. Including artifacts and written work produced by students across the grade levels, the authors connect the cognitive and affective domains for full student engagement. “This book seamlessly bridges the gap from research to everyday practice.... You get an extremely well-organized set of overarching instructional principles that are right for our era and brought to life through well-explained instructional guides and classroom activities.” —From the Foreword by Judith Langer, University at Albany, SUNY “I have always admired Carol Booth Olson’s work with secondary students and teachers. She now applies those essential principles and practices to elementary and middle school students. Bravo!” —P. David Pearson, professor emeritus, University of California, Berkeley |
| buffalo state writing center: Writing Centers at the Center of Change Joe Essid, Brian McTague, 2019-09-09 Writing Centers at the Center of Change looks at how eleven centers, internationally, adapted to change at their institutions, during a decade when their very success has become a valued commodity in a larger struggle for resources on many campuses. Bringing together both US and international perspectives, this volume offers solutions for adapting to change in the world of writing centers, ranging from the logistical to the pedagogical, and even to the existential. Each author discusses the origins, appropriate responses, and partners to seek when change comes from within a school or outside it. Chapters document new programs being formed under changing circumstances, and suggest ways to navigate professional or pedagogical changes that may undermine the hard work of more than four decades of writing-center professionals. The book’s audience includes writing center and learning-commons administrators, university librarians, deans, department chairs affiliated with writing centers. It will also be useful for graduate students in composition, rhetoric, and academic writing. |
| buffalo state writing center: Pre-K Stories Dana Frantz Bentley, Mariana Souto-Manning, 2019-09-06 Pre-K Stories offers a lively exploration of how one classroom community played with and collaboratively engaged in authorship. Through everyday stories, readers are invited to witness and engage with classroom practices that honor young children’s brilliance and build on their questions, interests, and strengths. Weaving together literacy, language arts, social studies, science, mathematics, and more, the authors illustrate how curriculum can be authentically and meaningfully integrated. They also offer a unique perspective on the development of language and literacy practices by framing children’s play narratives as the foundation from which rich curricula can grow. Pre-K Stories allows readers to experience the rich cadence of a classroom, while also coming to understand important theories that undergird early childhood teaching and young children’s learning. Book Features: Rich descriptions and examples of 4-year-old children’s authoring and writing processes. Engaging narratives from the perspective of an early childhood teacher and students. A unique perspective on the development of language and literacy practices through children’s play. A view of young children as powerful and capable of co-constructing curriculum with teachers. A dynamic approach that has broad implications for literacy and integrative curriculum practices in early childhood. |
| buffalo state writing center: A Young Writer's World Rebecca McMahon Giles, 2020-09 A Young Writer's World is a book about creating environments and opportunities that foster children's engagement with print, writing, and literacy. |
| buffalo state writing center: Selections from Chaucer's Canterbury Tales Geoffrey Chaucer, 1897 |
| buffalo state writing center: House of Leaves Mark Z. Danielewski, 2000-03-07 “A novelistic mosaic that simultaneously reads like a thriller and like a strange, dreamlike excursion into the subconscious.” —The New York Times Years ago, when House of Leaves was first being passed around, it was nothing more than a badly bundled heap of paper, parts of which would occasionally surface on the Internet. No one could have anticipated the small but devoted following this terrifying story would soon command. Starting with an odd assortment of marginalized youth -- musicians, tattoo artists, programmers, strippers, environmentalists, and adrenaline junkies -- the book eventually made its way into the hands of older generations, who not only found themselves in those strangely arranged pages but also discovered a way back into the lives of their estranged children. Now this astonishing novel is made available in book form, complete with the original colored words, vertical footnotes, and second and third appendices. The story remains unchanged, focusing on a young family that moves into a small home on Ash Tree Lane where they discover something is terribly wrong: their house is bigger on the inside than it is on the outside. Of course, neither Pulitzer Prize-winning photojournalist Will Navidson nor his companion Karen Green was prepared to face the consequences of that impossibility, until the day their two little children wandered off and their voices eerily began to return another story -- of creature darkness, of an ever-growing abyss behind a closet door, and of that unholy growl which soon enough would tear through their walls and consume all their dreams. |
| buffalo state writing center: Close to the Bone David Lampe, 2020-10-15 David Lampe, born and bred on the U.S. prairies, home dweller in a Rust Belt border town, is a people's poet, readily understood, a tribune of our common humanity, a teller of truth close to the bone. This is a collection of stand-alone poems that enrich one another through proximity between those of societal ruin and those that dream longingly of paradise. Includes 6 black-and-white ink drawings by Gabriela Campos. |
| buffalo state writing center: Doing PDS Keli Garas-York, Pixita del Prado Hill, Leslie K. Day, Kim Truesdell, Susan Keller-Mathers, 2017-11-01 SUNY Buffalo State is a unique urban comprehensive liberal arts public institution serving a large number of first generation college students. One flagship program at the college is the Professional Development Schools (PDS) consortium. Beginning in 1991 with one partner school, the SUNY Buffalo State PDS consortium now partners with approximately 45 schools locally, in Western New York, New York City, and across five continents. This book seeks to share the skills, knowledge, and examples of evidence-based practice of this innovative program to offer readers ideas for how teacher education and professional development might be re-conceptualized and re-energized. |
| buffalo state writing center: Landmark Essays in Contemporary Writing Center Studies Neal Lerner, Paula Gillespie, 2024-11-01 This volume collects essential writings in the field of writing center studies as it has blossomed and developed since the 1995 publication of Landmark Essays on Writing Centers. These writings offer a new generation of writing center readers' provocative ideas and research-based praxis on the topics covered in the book’s four parts: Writing Center History, Critical Perspectives on Current Practices, Writing Center Research, and Writing Centers in New Spaces. Its provocative chapters discuss issues including student agency, collaboration, social justice and marginalized populations, community engagement, and online writing instruction. Landmark Essays in Contemporary Writing Center Studies provides an up-to-date introduction to new students and a useful reference for long-time practitioners. It is essential reading for undergraduate and graduate students in composition and education, as well as writing center staff and directors. |
| buffalo state writing center: Writing at the State U Emily Isaacs, 2018-02-21 Writing at the State U presents a comprehensive, empirical examination of writing programs at 106 universities. Rather than using open survey calls and self-reporting, Emily Isaacs uses statistical analysis to show the extent to which established principles of writing instruction and administration have been implemented at state comprehensive universities, the ways in which writing at those institutions has differed from writing at other institutions over time, and how state institutions have responded to major scholarly debates concerning first-year composition and writing program administration. Isaacs’s findings are surprising: state university writing programs give lip service to important principles of writing research, but many still emphasize grammar instruction and a skills-based approach, classes continue to be outsized, faculty development is optional, and orientation toward basic writing is generally remedial. As such, she considers where a closer match between writing research and writing instruction might help to expose and remedy these difficulties and identifies strategies and areas where faculty or writing program administrators are empowered to enact change. Unique in its wide scope and methodology, Writing at the State U sheds much-needed light on the true state of the writing discipline at state universities and demonstrates the advantages of more frequent and rigorous quantitative studies of the field. |
| buffalo state writing center: High-leverage Practices in Special Education Council for Exceptional Children, Collaboration for Effective Educator Development, Accountability and Reform, 2017 Special education teachers, as a significant segment of the teaching profession, came into their own with the passage of Public Law 94-142, the Education for All Handicapped Children Act, in 1975. Since then, although the number of special education teachers has grown substantially it has not kept pace with the demand for their services and expertise. The roles and practice of special education teachers have continuously evolved as the complexity of struggling learners unfolded, along with the quest for how best to serve and improve outcomes for this diverse group of students. High-Leverage Practices in Special Education defines the activities that all special educators needed to be able to use in their classrooms, from Day One. HLPs are organized around four aspects of practice collaboration, assessment, social/emotional/behavioral practices, and instruction because special education teachers enact practices in these areas in integrated and reciprocal ways. The HLP Writing Team is a collaborative effort of the Council for Exceptional Children, its Teacher Education Division, and the CEEDAR Center; its members include practitioners, scholars, researchers, teacher preparation faculty, and education advocates--Amazon.com |
| buffalo state writing center: High Leverage Practices for Inclusive Classrooms James McLeskey, Lawrence Maheady, Bonnie Billingsley, Mary T. Brownell, Timothy J. Lewis, 2022-03-30 High Leverage Practices for Inclusive Classrooms, Second Edition offers a set of practices that are integral to the support of student learning, and that can be systematically taught, learned, and implemented by those entering the teaching profession. In this second edition, chapters have been fully updated to reflect changes in the field since its original publication, and feature all new examples illustrating the use of HLPs and incorporating culturally responsive practices. Focused primarily on Tiers 1 and 2—or work that mostly occurs with students with mild to moderate disabilities in general education classrooms—this powerful, research-based resource provides rich, practical information highly suitable for teachers, and additionally useful for teacher educators and teacher preparation programs. |
| buffalo state writing center: Intentional and Targeted Teaching Douglas Fisher, Nancy Frey, Stefani Arzonetti Hite, 2016-05-04 What is FIT Teaching? What is a FIT Teacher? The Framework for Intentional and Targeted Teaching®—or FIT Teaching®—is a research-based, field-tested, and experience-honed process that captures the essentials of the best educational environments. In contrast to restrictive pedagogical prescriptions or formulas, FIT Teaching empowers teachers to adapt the most effective planning, instructional, and assessment practices to their particular context in order to move their students’ learning from where it is now to where it should be. To be a FIT Teacher is to make a heroic commitment to learning—not just to the learning of every student in the classroom, but to the professional learning necessary to grow, inspire, and lead. This book introduces the powerful FIT Teaching Tool, which harnesses the FIT Teaching approach and presents a detailed continuum of growth and leadership. It’s a close-up look at what intentional and targeting teaching is and what successful teachers do to Plan with purpose Cultivate a learning climate Instruct with intention Assess with a system Impact student learning Designed to foster discussion among educators about what they are doing in the classroom, the FIT Teaching Tool can be used by teachers for self-assessment; by teacher peers for collegial feedback in professional learning communities; by instructional coaches to focus on the skills teachers need both onstage and off; and by school leaders to highlight their teachers’ strengths and value. Join authors Douglas Fisher, Nancy Frey, and Stefani Arzonetti Hite for an examination of what makes great teachers great, and see how educators at all grade levels and all levels of experience are taking intentional steps toward enhanced professional practice. |
| buffalo state writing center: The Purposeful Classroom Douglas Fisher, Nancy Frey, 2011 In this practical guide, authors Douglas Fisher and Nancy Frey offer a variety of strategies that K-12 teachers can use to craft effective, standards-based purpose statements, assignments, and tests across grade levels and content areas. |
| buffalo state writing center: Buffalo Noir Ed Park, Brigid Hughes, 2015-11-03 “Offbeat, disturbing, and sometimes darkly comical” crime stories set in upstate New York by Joyce Carol Oates, Lawrence Block, S.J. Rozan, and more (Kirkus Reviews). Buffalo is still the second-largest metropolis in New York State, but in recent years its designation as the Queen City has been elbowed aside by a name that’s pure noir: The City of No Illusions. Presidents came from here—and in 1901 while visiting the Pan-American Exposition, a president was killed here by a man who checked into a hotel under a name that translates as Nobody. As Buffalo saw its prosperity wane, those on the outside could only see harsh winters and Rust Belt grit, chicken wings, and sports teams that came agonizingly close. This collection of crime stories is both a treasure for mystery fans and an atmospheric tour of this moody, gritty city. Featuring brand-new stories by Joyce Carol Oates, Lawrence Block, Ed Park, Gary Earl Ross, Kim Chinquee, Christina Milletti, Tom Fontana, Dimitri Anastasopoulos, Lissa Marie Redmond, S.J. Rozan, John Wray, Brooke Costello, and Connie Porter. “From the Irish enclave of South Buffalo and a Niagara Street bar to a costly house in Nottingham Terrace and a once-grand Gothic structure in Elmwood Village, Buffalo’s past and present come to life . . . by authors who really know their city.” —Kirkus Reviews “Contributors include several mystery heavyweights. . . . Those curious about the criminal side of the second-biggest city in New York will be rewarded.” —Publishers Weekly “Each story represents a different neighborhood and cross-section of the city, and the resulting collection feels like a vivid, comprehensive tour of a distinctive place, administered by locals. There’s nothing quite like noir to shine a light, after all.” —Los Angeles Review of Books “Original short stories by established local authors with flawless credentials . . . .Together, the stories cover cityscapes well-known to Buffalonians—to name a few, Elmwood Avenue, Niagara Street, Black Rock, North Park, Delaware Park, and Allentown. Local landmarks Peace Bridge and the Anchor Bar made it in there, too.” —Examiner “Superb.” —The Buffalo News |
| buffalo state writing center: Handbook of Research on Reading Comprehension Susan E. Israel, Gerald G. Duffy, 2014-06-03 The Handbook of Research on Reading Comprehension assembles researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience to document the most recent research on the topic. It summarizes the current body of research on theory, methods, instruction, and assessment, including coverage of landmark studies. Designed to deepen understanding of how past research can be applied and has influenced the present and to stimulate new thinking about reading comprehension, the volume is organized around seven themes: historical perspectives on reading comprehension theoretical perspectives changing views of text elements of reading comprehension assessing and teaching reading comprehension cultural impact on reading comprehension where to from here? This is an essential reference volume for the international community of reading researchers, reading psychologists, graduate students, and professionals working in the area of reading and literacy. |
| buffalo state writing center: Selected Poetry John Milton, 1997 Milton's influence on English poetry and criticism has been incalculable. One of the most frequently studied early modern writers, Milton's twelve book Paradise Lost became a classic almost immediately after his death in 1674, continuing to inspire controversy and debate, and exerting inestimable influence throughout the ages. Now, Jonathan Goldberg and Stephen Orgel have culled some of his finest works, including Lycidus, Comus, Samson Agonistes, and selected extracts from Paradise Lost to make up this volume of Milton's Selected Poetry. |
| buffalo state writing center: How to Create a Culture of Achievement in Your School and Classroom Douglas Fisher, Nancy Frey, Ian Pumpian, 2012 No school improvement effort can be effective without addressing school culture, and in this book you'll learn how to put in place the five pillars essential to building a culture of achievement. |
| buffalo state writing center: Enhancing RTI Douglas Fisher, Nancy Frey, 2010-10-01 Are we missing the opportunity to reach struggling learners from the very beginning? Are we hastily—and unnecessarily— referring students to intervention programs that substitute for high-quality core instruction? What if we could eliminate the need for intervention programs in the first place? Response to Intervention (RTI) programs are only as powerful and effective as the core instruction on which they're built. High-quality instruction, then, is the key ingredient that helps all students excel, and it's at the heart of Douglas Fisher and Nancy Frey's unique approach to the RTI model — Response to Instruction and Intervention, or RTI2. In Enhancing RTI, the authors argue that students learn best when classroom instruction and supplemental intervention mirror each other in both content and purpose. This book provides K-12 teachers with the knowledge and tools they need to implement a cohesive RTI2 system that helps all children learn by proactively addressing their needs. To this end, you will learn how to * Integrate and align core instruction and supplemental intervention. * Assess your own classroom instruction, in addition to your students' responses to it. * Strengthen existing school improvement efforts within an RTI2 framework. * Utilize systematic feedback to raise student achievement. Fisher and Frey maintain that the RTI2 model not only promotes active student learning, but it also, when done right, promotes a culture of hardwired excellence at all levels of instruction. |
| buffalo state writing center: The Aesthetic Clinic Fernanda Negrete, 2020-10-01 In The Aesthetic Clinic, Fernanda Negrete brings together contemporary women writers and artists well known for their formal experimentation—Louise Bourgeois, Sophie Calle, Lygia Clark, Marguerite Duras, Roni Horn, and Clarice Lispector—to argue that the aesthetic experiences afforded by their work are underwritten by a tenacious and uniquely feminine ethics of desire. To elaborate this ethics, Negrete looks to notions of sublimation and feminine sexuality developed by Freud, Baudelaire, Mallarmé, and Nietzsche, and their reinvention with and after Jacques Lacan, including in the schizoanalysis of Gilles Deleuze and Félix Guattari. But she also highlights how psychoanalytic theory draws on writing and other creative practices to conceive of unconscious processes and the transformation sought through analysis. Thus, the aesthetic clinic of the book's title (a term Negrete adopts from Deleuze) is not an applied psychoanalysis or schizoanalysis. Rather, The Aesthetic Clinic privileges the call and constraints issued by each woman's individual work. Engaging an artwork here is less about retrieving a hidden meaning through interpretation than about receiving a precise transmission of sensation, a jouissance irreducible to meaning. Not only do art and literature serve an urgent clinical function in Negrete's reading but sublimation itself requires an embrace of femininity. |
| buffalo state writing center: Writing Centers Gary A. Olson, 1984 Prepared by writing center directors, the articles in this book examine the pedagogical theories of tutorial services and relate them to actual center practices. The 19 articles are arranged into three categories: writing center theory, writing center administration, and special concerns. Specific topics discussed in the articles include the following: (1) collaborative learning, (2) writing center research, (3) promoting cognitive development in the writing center, (4) writing centers in the two-year college, (5) developing a peer tutoring program, (6) the handbook as a supplement to a tutor training program, (7) reluctant students, (8) prewriting for the laboratory, (9) meeting the needs of foreign students, (10) tutoring business and technical students, (11) attitudes in writing center relationships, (12) financial responsibility, (13) form design and record management, and (14) undergraduate staffing in the center. A selected bibliography concludes the book. (FL) |
| buffalo state writing center: Everywhere You Don't Belong Gabriel Bump, 2020-02-04 A New York Times Book Review Notable Book of 2020 Winner of the Ernest J. Gaines Award for Literary Excellence “A comically dark coming-of-age story about growing up on the South Side of Chicago, but it’s also social commentary at its finest, woven seamlessly into the work . . . Bump’s meditation on belonging and not belonging, where or with whom, how love is a way home no matter where you are, is handled so beautifully that you don’t know he’s hypnotized you until he’s done.” —Tommy Orange, The New York Times Book Review In this alternately witty and heartbreaking debut novel, Gabriel Bump gives us an unforgettable protagonist, Claude McKay Love. Claude isn’t dangerous or brilliant—he’s an average kid coping with abandonment, violence, riots, failed love, and societal pressures as he steers his way past the signposts of youth: childhood friendships, basketball tryouts, first love, first heartbreak, picking a college, moving away from home. Claude just wants a place where he can fit. As a young black man born on the South Side of Chicago, he is raised by his civil rights–era grandmother, who tries to shape him into a principled actor for change; yet when riots consume his neighborhood, he hesitates to take sides, unwilling to let race define his life. He decides to escape Chicago for another place, to go to college, to find a new identity, to leave the pressure cooker of his hometown behind. But as he discovers, he cannot; there is no safe haven for a young black man in this time and place called America. Percolating with fierceness and originality, attuned to the ironies inherent in our twenty-first-century landscape, Everywhere You Don’t Belong marks the arrival of a brilliant young talent. |
| buffalo state writing center: Critical Writing Gerald Nosich, 2021-03-17 The main goal of Critical Writing is to provide students with a set of robust, integrated critical concepts and processes that will allow to them think through and write about a topic in a way that is built on—and permeated by—substantive critical thinking. This step-by-step guide shows: how to construct a thesis statement and the other main points that constitute the structure of the paper; how to write the paragraphs that make up the body of the paper; how to engage in productive research in a planned, self-directed way; how to make a point clear—not just grammatically or stylistically but also how to clearly convey ideas to an audience; how to think your way through the numerous unanticipated issues (including aspects of grammatical correctness, transitions, and many others) that arise while writing papers. Each step provides close and careful processes for carrying out each of these tasks, through the use of critical thinking. |
| buffalo state writing center: Teaching Large Classes Elisa Lynn Carbone, Elisa Carbone, 1998-05-27 In this useful and practical book, Elisa Carbone offers a wealth of sound advice on how to deal with a large class, from the first day to end of term evaluations. Full of examples taken from many different disciplines, Teaching Large Classes will be an ideal companion for any teacher facing the challenge of the large introductory class. |
| buffalo state writing center: The Wreckage of Intentions David Alff, 2017-11-03 The Wreckage of Intentions offers a comprehensive account of seventeenth- and eighteenth-century projects—concrete yet incomplete efforts to advance British society during a period defined by revolutions in finance and agriculture, the rise of experimental science, and the establishment of constitutional monarchy. |
| buffalo state writing center: The Lives They Left Behind Darby Penney, 2010-02 More than four hundred abandoned suitcases filled with patients' belongings were found when Willard Psychiatric Center closed in 1995 after 125 years of operation. In this fully-illustrated social history, they are skillfully examined and compared to the written record to create a moving-and devastating-group portrait of twentieth-century American psychiatric care. |
| buffalo state writing center: Freedom's Journal Jacqueline Bacon, 2007-02-09 On March 16, 1827,Freedom's Journal, the first African-American newspaper, began publication in New York. Freedom's Journal was a forum edited and controlled by African Americans in which they could articulate their concerns. National in scope and distributed in several countries, the paper connected African Americans beyond the boundaries of city or region and engaged international issues from their perspective. It ceased publication after only two years, but shaped the activism of both African-American and white leaders for generations to come. A comprehensive examination of this groundbreaking periodical, Freedom's Journal: The First African-American Newspaper is a much-needed contribution to the literature. Despite its significance, it has not been investigated comprehensively. This study examines all aspects of the publication as well as extracts historical information from the content. |
| buffalo state writing center: Girls in the Moon Janet McNally, 2016-11-29 Everyone in Phoebe Ferris’s life tells a different version of the truth. Her mother, Meg, ex-rock star and professional question evader, shares only the end of the story—the post-fame calm that Phoebe’s always known. Her sister Luna, indie rock darling of Brooklyn, preaches a stormy truth of her own making, selectively ignoring the facts she doesn’t like. And her father, Kieran, the co-founder of Meg’s beloved band, hasn’t said anything at all since he stopped calling three years ago. But Phoebe, a budding poet in search of an identity to call her own, is tired of half-truths and vague explanations. When she visits Luna in New York, she’s determined to find out how she fits in to this family of storytellers, and maybe even to continue her own tale—the one with the musician boy she’s been secretly writing for months. This soul-searching, authentic debut weaves together Phoebe’s story with scenes from the romance between Meg and Kieran that started it all—leaving behind a heartfelt reflection on family, fame, and finding your own way. |
| buffalo state writing center: Bike Path Rapist Jeff Schober, Dennis Delano, 2009-03-03 For nearly three decades, a series of rapes and murders occurred around Western New York by a nameless, faceless man dubbed “The Bike Path Rapist” by local media. Authorities had his DNA and knew his tendency to use a ligature, but could never capture the elusive criminal. His first known attacks were in the mid-1980s, continuing regularly through 1994. After a twelve-year gap, in September 2006, he returned by strangling and killing a 45-year-old mother along a rural bike path. While investigating the case, Buffalo Homicide Detective and task force member Dennis Delano reviewed unsolved rape cases from the past thirty years. He concluded that the Bike Path Rapist’s span of attacks stretched back even further, into the 1970s. Delano learned that a different man, Anthony Capozzi, had been convicted of two rapes in 1985 and was still imprisoned 22 years later. Members of the task force interviewed Capozzi, who is schizophrenic. Delano and his colleagues believed the wrong man was in jail, but had no hard evidence to secure a release. After working tirelessly on behalf of a convicted man, DNA slides were discovered at a local medical center. Capozzi was exonerated and released before Easter 2007. Bike Path Rapist: A Cop's Firsthand Account of Catching the Killer Who Terrorized a Community will examine the complex and compelling story inside the investigation of a thirty-year string of serial rapes and killings. With detailed information culled from interviews, police reports and insights from Delano and his colleagues on an elite task force that solved the crime, the book will blend the drama of Cold Case and CSI with a behind-the-scenes look at investigative techniques and angles examined by investigators. |
| buffalo state writing center: Raising Jess Vickie Rubin, 2021-08-02 2022 Readers' Favorite Gold Medal Winner in Non-Fiction - Memoir Genre Award-Winning Memoir “Courageously exploratory, making for a truly enlightening read. (Kirkus Reviews) Raising Jess is the powerful story of one family’s survival when faced with adversity. Written with compassion, honesty, and humor, it tells of a family changed forever by the birth of a child with a rare chromosome deletion and their courageous decision to choose hope. Facing the challenges of caring for her daughter, marriage struggles, and the question of having more children, Vickie Rubin gives a glimpse into the world of her family and transformation while Raising Jess. This beautiful, gripping memoir will delight and leave you wanting more. This is an inspiring story of tragedy and triumph, brilliantly and powerfully told. I highly recommend it. - Ashley Adams, Author “This is a triumphant tale.” - Cathy Shields, Author A heartwarming, compassionate story. This story will bring tears to the eyes of readers as they are educated and enraptured by one family’s journey with a child with special needs.” (5-Star Review by Emily-Jane Hills Orford for Readers' Favorite) “Couldn’t put it down! Raising Jess is an amazing book! Vickie Rubin’s writing is masterful! Highly recommend.” - Mike Steklof, Ed. D. “Beautiful Insightful Narrative That Resonates Deeply. I feel enlightened, inspired, hopeful and transformed by Vickie's story.” - Janet G. “Beautifully written and a must-read for anyone that knows someone with disabilities or wants to know a family’s perspective.” - Jill G. “I couldn’t put it down. Get a copy of this book—so pure, raw, and beautiful.” - Ashleigh Bussinger “Vickie reveals her Soul to the reader. A Must-Read for All” - Lori N. Vickie Schlanger Rubin, M.S Ed., three-time award-winning author, contributes essays to Newsweek, Buffalo News Opinion, and blogs worldwide. Vickie is an experienced public speaker and passionate advocate for families of children with disabilities. Her blog, Vickie's Views (www.vickierubin.com), gives a heartwarming and humorous view of everyday life. |
| buffalo state writing center: That Ex Rachelle Toarmino, 2020-06-09 Poetry. Rachelle Toarmino's debut collection of poems is The Glass Essay for the Tinder generation, a fiery and playful exploration of the tropes, stereotypes, and all-too-real experiences that come with being an ex. While the title suggests a meditation on leaving and being left--on absence, even on woundedness--there are no ghosts in this book. Instead, the reader finds Britney Spears and other archetypal exes and troubled lovers, from Carmela Soprano and Lorde to Anne Carson and Molly Bloom. They don't haunt the rooms of these poems: they party in them, fill them with their laughter, rage, and tender longing. Unbroken and big-hearted, they sing together of magic and pain, of old fights and new gambles, of getting over a breakup and getting over yourself. |
| buffalo state writing center: Shattering Silence: Reclaiming the Voice of Social Awareness through Poetry and Art Christina Surdi, |
| buffalo state writing center: Writing for Museums Margot Wallace, 2014-10-06 Words are everywhere in the museum. Amidst all the visual exhibits, and in many non-exhibition areas, swarm a host of words, talking to a vast swath of people in ways that visuals cannot. Signage at the information desk, brochures, exhibition videos, guided tours, membership materials, apps, and store labels: in a multi-screen world, where information explodes in every corner of the field of vision, clarity comes from the presence of words among the feast of visuals, helping contemporary audiences feel at home. Research bears out the need for a range of learning tools and it’s not just visitors who benefit from verbal cues; donors, educators, community partners, and volunteers will all engage more effectively with the museum that explains its brand mission with good writing. Whether written by administrators, staffers, freelancers, or interns, words are delivered by people in your museums with the knowledge that they will be interpreted by strangers. Your story is told everywhere, and with each narration it reinforces your brand; hopefully every single word reflects your brand. Each chapter tells how to put into words the stories you need to tell including: Blogs Brochures Exhibition videos Guided tour scripts Collateral programming talks Marketing plans Proposals to community partners Public Relations releases Social Media Solicitation letters Surveys Volunteer communications Website If you ever wished for a good writer, right on staff, ready to take on project, major or routine, here’s the help you’re looking for. |
| buffalo state writing center: The Photo-Pictorialists of Buffalo Anthony Bannon, C. Robert McElroy, Albright-Knox Art Gallery, 1981 |
| buffalo state writing center: Defining Deviance Michael A. Rembis, 2011 Drawing on the case files of the State Training school of Geneva, Illinois, the author presents a history of delinquent girls in the late nineteenth and early twentieth centuries. Focusing on contemporary perceptions of gender, sexuality, class, disability and eugenics, the work examines the involuntary commitment of girls and young women deemed by reformers to be defective and shows both the dominant social trends of the day as well as the ways in which the victims of these policies sought to mitigate their conditions. |
| buffalo state writing center: Write With Me Lynda Sentz, 2013-10-18 In this book, teacher and author Lynda Wade Sentz presents innovative strategies for involving parents in their children’s writing instruction. Elementary school teachers can use these strategies to expand writing instruction into the home and enlist parents as “writing role models” who help to reinforce classroom learning. Designed for use in conjunction with your current writing program, these activities are engaging and enjoyable. They include the Partner Journal and the Partner Scrapbook, along with several others that enable parents and children to communicate via the written word. |
| buffalo state writing center: Tutoring Second Language Writers Shanti Bruce, Ben Rafoth, 2015-12-12 Tutoring Second Language Writers, a complete update of Bruce and Rafoth’s 2009 ESL Writers, is a guide for writing center tutors that addresses the growing need for tutors who are better prepared to work with the increasingly international population of students seeking guidance at the writing center.Drawing upon philosopher John Dewey’s belief in reflective thinking as a way to help build new knowledge, the book is divided into four parts. Part 1: Actions and Identities is about creating a proactive stance toward language difference, thinking critically about labels, and the mixed feelings students may have about learning English. Part 2: Research Opportunities demonstrates writing center research projects and illustrates methods tutors can use to investigate their questions about writing center work. Part 3: Words and Passages offers four personal stories of inquiry and discovery, and Part 4: Academic Expectations describes some of the challenges tutors face when they try to help writers meet readers’ specific expectations.Advancing the conversations tutors have with one another and their directors about tutoring second language writers and writing, Tutoring Second Language Writers engages readers with current ideas and issues that highlight the excitement and challenge of working with those who speak English as a second or additional language. |
| buffalo state writing center: Writing Spaces 1 Charles Lowe, Pavel Zemliansky, 2010-06-18 Volumes in Writing Spaces: Readings on Writing offer multiple perspectives on a wide-range of topics about writing, much like the model made famous by Wendy Bishop’s “The Subject Is . . .” series. In each chapter, authors present their unique views, insights, and strategies for writing by addressing the undergraduate reader directly. Drawing on their own experiences, these teachers-as-writers invite students to join in the larger conversation about developing nearly every aspect of craft of writing. Consequently, each essay functions as a standalone text that can easily complement other selected readings in writing or writing-intensive courses across the disciplines at any level. Topics in Volume 1 of the series include academic writing, how to interpret writing assignments, motives for writing, rhetorical analysis, revision, invention, writing centers, argumentation, narrative, reflective writing, Wikipedia, patchwriting, collaboration, and genres. |
| buffalo state writing center: Science and Engineering for Grades 6-12 National Academies of Sciences, Engineering, and Medicine (U.S.). Committee on Science Investigations and Engineering Design Experiences in Grades 6-12, National Academies of Sciences, Engineering, and Medicine (U.S.). Board on Science Education, National Academies of Sciences, Engineering, and Medicine (U.S.). Division of Behavioral and Social Sciences and Education, National Academy of Engineering, 2018 Students learn by doing. Science investigation and engineering design provide an opportunity for students to do. When students engage in science investigation and engineering design, they are able to engage deeply with phenomena as they ask questions, collect and analyze data, generate and utilize evidence, and develop models to support explanations and solutions. Research studies demonstrate that deeper engagement leads to stronger conceptual understandings of science content than what is demonstrated through more traditional, memorization-intensive approaches. Investigations provide the evidence student need to construct explanations for the causes of phenomena. Constructing understanding by actively engaging in investigation and design also creates meaningful and memorable learning experiences for all students. These experiences pique students' curiosity and lead to greater interest and identity in science--Preface. |
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Buffalo mayoral candidates detail snow removal plans
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