Ten-Second Review: View, respond and discuss.
Title: “The Necessary Balance in the Teaching of Film.” Gordon Morrell Pradl. English Journal (October 1974), 52-57. A publication of the National Council of Teachers of English (NCTE).
Quote: “…sequence of study in which students are first invited to respond to film as freely and as intensely as possible, to share their responses and to test them in relation to the film that stimulated them, and to see how their perceptions and feelings parallel or diverge from the perceptions and feelings of others.” p. 56.
Comment: A good sequence of activities for literature also. RayS.
Friday, August 29, 2008
Thursday, August 28, 2008
Critical Thinking: Broadcast News Programming
10-Second Review: Questions to encourage critical thinking about News Programming.
Title: “Media Literacy: The Right to Know.” Herb Karl. English Journal (October 1974(, 7 -9). A publication of the National Council of Teachers of English (NCTE).
Quote: “About Broadcast News Programming—What is news? What is a report? What limitations does air time impose on news reporting? Do all the networks report the same news? Do all networks report the same event in the same manner? How do news and editorial policies vary among networks and stations? What is known about censorship of specific news items and programs? What are the effects of private subsidization (i.e., advertising) on network news and editorial policy? To what extent do the networks and local stations observe the equal time provision and the fairness doctrine?”
Comment: These questions are mostly about network news. I think the most depressing programming on TV is local news with its “If it bleeds, it leads” stories of rape, fires, car crashes, murders, shootings, etc. Once again, it all comes at us so quickly that one can’t take time to sort out the questions and apply them to the content. Could there be a simpler, broad question that gets to the heart of our concerns? I am appalled at the degree to which we are bombarded by news and advertising. I can’t take the time even to think about it. RayS.
Title: “Media Literacy: The Right to Know.” Herb Karl. English Journal (October 1974(, 7 -9). A publication of the National Council of Teachers of English (NCTE).
Quote: “About Broadcast News Programming—What is news? What is a report? What limitations does air time impose on news reporting? Do all the networks report the same news? Do all networks report the same event in the same manner? How do news and editorial policies vary among networks and stations? What is known about censorship of specific news items and programs? What are the effects of private subsidization (i.e., advertising) on network news and editorial policy? To what extent do the networks and local stations observe the equal time provision and the fairness doctrine?”
Comment: These questions are mostly about network news. I think the most depressing programming on TV is local news with its “If it bleeds, it leads” stories of rape, fires, car crashes, murders, shootings, etc. Once again, it all comes at us so quickly that one can’t take time to sort out the questions and apply them to the content. Could there be a simpler, broad question that gets to the heart of our concerns? I am appalled at the degree to which we are bombarded by news and advertising. I can’t take the time even to think about it. RayS.
Thursday, August 14, 2008
Topic: Critical Viewing
10-Second Review: A series of questions about broadcast advertising
Title: “Media Literacy: The Right to Know.” Herb Karl. English Journal (October 1974), 7 – 9. A publication of the National Council of Teachers of English (NCTE).
Quote: “About Broadcast Advertising—What claims, if any, are made about the product or service advertised? What can be verified? What appeals are made and what is the nature of the appeals: sex? security? femininity? masculinity? individuality? What assumptions…underlie the appeals? Do I ‘buy’ the appeal? Generally, who uses broadcast media for advertising, when do they advertise and at whom is their advertising aimed? What larger socio-political assumptions underlie broadcast advertising?”
Comment: Writing from 2008, I think the questions are good. But the advertising comes at me so quickly today that I don’t have time to respond to these questions. I would need to isolate commercials and run them again and again in order to determine the answers to these questions. And before I would have the answers, the advertising would change, needing a whole flock of new answers. Maybe a simpler list of generic questions would be better? What should be the first question everyone should ask of an advertisement? RayS.
The purpose of English Education Archives is to present articles from the past that are still relevant in today's world.
Title: “Media Literacy: The Right to Know.” Herb Karl. English Journal (October 1974), 7 – 9. A publication of the National Council of Teachers of English (NCTE).
Quote: “About Broadcast Advertising—What claims, if any, are made about the product or service advertised? What can be verified? What appeals are made and what is the nature of the appeals: sex? security? femininity? masculinity? individuality? What assumptions…underlie the appeals? Do I ‘buy’ the appeal? Generally, who uses broadcast media for advertising, when do they advertise and at whom is their advertising aimed? What larger socio-political assumptions underlie broadcast advertising?”
Comment: Writing from 2008, I think the questions are good. But the advertising comes at me so quickly today that I don’t have time to respond to these questions. I would need to isolate commercials and run them again and again in order to determine the answers to these questions. And before I would have the answers, the advertising would change, needing a whole flock of new answers. Maybe a simpler list of generic questions would be better? What should be the first question everyone should ask of an advertisement? RayS.
The purpose of English Education Archives is to present articles from the past that are still relevant in today's world.
Wednesday, August 13, 2008
Topics: Ideas in English Journal, April 1974.
10-Second Review: Open classrooms. Peer Tutoring. Media. Future.
Open Classrooms. “Opening the Classroom in the United States.” S Drifton and M Huuse, 75-76. Discussion of open classrooms and their various meanings: physical space; abandoning curriculum barriers (multi-disciplinary teaching); openness between student and teacher. Purpose of open classrooms? To make classrooms more democratic?
Peer Tutoring. “Peer Tutoring in New York City High Schools.” John J Hassett, 77-78. Peer tutoring centers in New York City: 78 centers in 58 high schools.
Media. “Those New Media Courses Which Enhance Student Creativity.” Thomas G. Reid, 78-79. The purpose of courses in the media is to enhance student creativity.
Future. “Tomorrow’s Curriculum Today.” BB Franks and MK Howard, 80-82. Studying likely trends in the future, a trend stimulated by Toffler’s Future Shock.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
Open Classrooms. “Opening the Classroom in the United States.” S Drifton and M Huuse, 75-76. Discussion of open classrooms and their various meanings: physical space; abandoning curriculum barriers (multi-disciplinary teaching); openness between student and teacher. Purpose of open classrooms? To make classrooms more democratic?
Peer Tutoring. “Peer Tutoring in New York City High Schools.” John J Hassett, 77-78. Peer tutoring centers in New York City: 78 centers in 58 high schools.
Media. “Those New Media Courses Which Enhance Student Creativity.” Thomas G. Reid, 78-79. The purpose of courses in the media is to enhance student creativity.
Future. “Tomorrow’s Curriculum Today.” BB Franks and MK Howard, 80-82. Studying likely trends in the future, a trend stimulated by Toffler’s Future Shock.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
Tuesday, August 12, 2008
Topic: Spelling
10-Second Review: What can we learn from a list of misspelled words sent by teachers to the researcher?
Title: Review of “Commonly Misspelled Words in Grades 9 – 12.” Thomas Pollock. English Journal (April 1974), 98. A publication of the National Council of Teachers of English (NCTE).
Summary: Asked teachers to send him the next 50 misspelled words from their students. Received 50,000 misspelled words from 1706 teachers. Half the misspelling accounted for 388 words.
Twenty-five most misspelled words: their, too, receive, there, all right, separate, believe, until, coming, whether, interest(ing), writing, tried (tries), privilege, decide, finally, beginning, character, surprise, humor (ous), business, grammar, definite, disappoint, description (ive).
Types of errors: 39% errors in endings of words (examples with misspellings: appearence/ appearance, writting/writing, artical/article).
20% misspellings of vowels (examples with misspellings: jelous/jealous, magizine/magazine, theif/thief).
12 % misspellings of consonants (examples with misspellings: profecy/prophecy, embaras/embarrass, climed/climbed, morgage/mortgage).
9% prefixes (examples with misspellings: biblography/bibliography, discribe/describe).
Comment: I wonder if the same lists would occur today with spelling checkers. In my recommendations for spelling instruction, I use different categories of spelling words in my book Teaching English, How To…. I think they are more systematic: multi-syllabic/accommodate; -sede, -ceed, -cede words; words ending in -ful; indefinite vowed/grammar; rules; plurals of nouns ending in o/tomatoes, pianos; doubling final consonants/ prefer, preferred; -ly/accidentally; prefixes/dissatisfied; c/s confusion/consensus; pronunciation/amateur; words frequently confused/compliment, complement; silent letters/benign; plurals/passers-by. RayS.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
Title: Review of “Commonly Misspelled Words in Grades 9 – 12.” Thomas Pollock. English Journal (April 1974), 98. A publication of the National Council of Teachers of English (NCTE).
Summary: Asked teachers to send him the next 50 misspelled words from their students. Received 50,000 misspelled words from 1706 teachers. Half the misspelling accounted for 388 words.
Twenty-five most misspelled words: their, too, receive, there, all right, separate, believe, until, coming, whether, interest(ing), writing, tried (tries), privilege, decide, finally, beginning, character, surprise, humor (ous), business, grammar, definite, disappoint, description (ive).
Types of errors: 39% errors in endings of words (examples with misspellings: appearence/ appearance, writting/writing, artical/article).
20% misspellings of vowels (examples with misspellings: jelous/jealous, magizine/magazine, theif/thief).
12 % misspellings of consonants (examples with misspellings: profecy/prophecy, embaras/embarrass, climed/climbed, morgage/mortgage).
9% prefixes (examples with misspellings: biblography/bibliography, discribe/describe).
Comment: I wonder if the same lists would occur today with spelling checkers. In my recommendations for spelling instruction, I use different categories of spelling words in my book Teaching English, How To…. I think they are more systematic: multi-syllabic/accommodate; -sede, -ceed, -cede words; words ending in -ful; indefinite vowed/grammar; rules; plurals of nouns ending in o/tomatoes, pianos; doubling final consonants/ prefer, preferred; -ly/accidentally; prefixes/dissatisfied; c/s confusion/consensus; pronunciation/amateur; words frequently confused/compliment, complement; silent letters/benign; plurals/passers-by. RayS.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
Monday, August 11, 2008
Topic: Curriculum Guides
10-Second Review: Criticism of published curriculum guides.
Title: “The English Curriculum: Design/Programs/Trends.” Allan E. Dtimer. English Journal (April 1974), 72-74. A publication of the National Council of Teachers of English.
Summary: Review of curriculum guides submitted to the NCTE Committee to Review Curriculum Bulletins. I noted two criticisms:
1. If a curriculum said that it would change systematically and frequently, its format of a hard-bound copy did not reflect such encouragement of change.
2. Second, the members of the curriculum committee should include representative members of the public.
Comment: Given the way curriculum committees are established in summer months during the day, time could be arranged at night to meet with guests from the public who could offer their insights, recommendations, and evaluations of on-going progress, etc. RayS.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
Title: “The English Curriculum: Design/Programs/Trends.” Allan E. Dtimer. English Journal (April 1974), 72-74. A publication of the National Council of Teachers of English.
Summary: Review of curriculum guides submitted to the NCTE Committee to Review Curriculum Bulletins. I noted two criticisms:
1. If a curriculum said that it would change systematically and frequently, its format of a hard-bound copy did not reflect such encouragement of change.
2. Second, the members of the curriculum committee should include representative members of the public.
Comment: Given the way curriculum committees are established in summer months during the day, time could be arranged at night to meet with guests from the public who could offer their insights, recommendations, and evaluations of on-going progress, etc. RayS.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
Thursday, August 7, 2008
Topic: Learning and Schooling
10-Second Review: Ready for a rant on what’s wrong with education? You won’t find a better ranter than Neil Postman.
Title: “The Ecology of Learning.” Neil Postman. English Journal (April 1974), 58-64. A publication of the National Council of Teachers of English (NCTE).
Comment: Neil Postman was and is [if he’s still with us] a much-quoted and well-known critic of American education. In his opening paragraph to this article, he speaks eloquently of the differences between schooling and learning. RayS.
Quote: “The word learning…shouldn’t be there [in the title of his talk] at all. If I understand the speech I am about to give, I have not written about the conditions of learning so much as I have the conditions of schooling, and there’s a big difference between the two. Learning is to schooling what loving is to marriage, which is to say that in one instance you are talking about an intimate, life-long personal quest and, in the other, a complex social institution. I think learning can occur in school…. But if I were really inquiring into the ecology of learning, I honestly think I would never have occasion to mention school, or would mention it only in passing, since, for the most part, school is not a setting in which much attention is given to learning.” Neil Postman.
Comment: Eloquent diatribe against schools. But do hyperbole and half-truths count as doublespeak? RayS.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
Title: “The Ecology of Learning.” Neil Postman. English Journal (April 1974), 58-64. A publication of the National Council of Teachers of English (NCTE).
Comment: Neil Postman was and is [if he’s still with us] a much-quoted and well-known critic of American education. In his opening paragraph to this article, he speaks eloquently of the differences between schooling and learning. RayS.
Quote: “The word learning…shouldn’t be there [in the title of his talk] at all. If I understand the speech I am about to give, I have not written about the conditions of learning so much as I have the conditions of schooling, and there’s a big difference between the two. Learning is to schooling what loving is to marriage, which is to say that in one instance you are talking about an intimate, life-long personal quest and, in the other, a complex social institution. I think learning can occur in school…. But if I were really inquiring into the ecology of learning, I honestly think I would never have occasion to mention school, or would mention it only in passing, since, for the most part, school is not a setting in which much attention is given to learning.” Neil Postman.
Comment: Eloquent diatribe against schools. But do hyperbole and half-truths count as doublespeak? RayS.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
Wednesday, August 6, 2008
Topic: Doublespeak
10-Second Review: The NCTE campaign against “Doublespeak,” the use of language to confuse and hide meaning.
Comment: In this issue of English Journal (April 1974), (Insert), are published two National Council of Teachers of English resolutions on the issue of doublespeak. I reprint them here in hopes that a new generation of English teachers will begin to work to eliminate from public speech dishonest, purposely confusing uses of language that aim to hide, not clarify, the meanings of public words. RayS.
On Dishonest and Inhumane Uses of Language. Resolved, that the National Council of Teachers of English find means to study dishonest and inhumane uses of language and literature by advertisers, to bring offenses to public attention, and to propose classroom techniques for preparing children to cope with commercial propaganda.”
On the Relation of Language and Public Policy. Resolved, that the National Council of Teachers of English find means to study the relation of language to public policy, to keep track of, publicize and combat semantic distortion by public officials, candidates for office, political commentators and all those who transmit through the mass media.
Comment: To: Chris Matthews, CNN, et al. Someone might be watching you who watch the candidates. I think Mr. Obama and Mr. McCain should establish Offices of Response to DoubleSpeak (ORDS). RayS.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
Comment: In this issue of English Journal (April 1974), (Insert), are published two National Council of Teachers of English resolutions on the issue of doublespeak. I reprint them here in hopes that a new generation of English teachers will begin to work to eliminate from public speech dishonest, purposely confusing uses of language that aim to hide, not clarify, the meanings of public words. RayS.
On Dishonest and Inhumane Uses of Language. Resolved, that the National Council of Teachers of English find means to study dishonest and inhumane uses of language and literature by advertisers, to bring offenses to public attention, and to propose classroom techniques for preparing children to cope with commercial propaganda.”
On the Relation of Language and Public Policy. Resolved, that the National Council of Teachers of English find means to study the relation of language to public policy, to keep track of, publicize and combat semantic distortion by public officials, candidates for office, political commentators and all those who transmit through the mass media.
Comment: To: Chris Matthews, CNN, et al. Someone might be watching you who watch the candidates. I think Mr. Obama and Mr. McCain should establish Offices of Response to DoubleSpeak (ORDS). RayS.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
Tuesday, August 5, 2008
Topic: Curriculum Change
10-Second Review: One method for planning curriculum change.
Title: “Curriculum Change in English: A Process of Improvement by Cooperative Change.” JR Hancock. English Journal (April 1974), 46-48. A publication of the National Council of Teachers of English (NCTE).
Summary: Recommends a written policy on changing the curriculum.
Comment: As I am going through this particular journal, I am struck with the ideas and articles that have made significant suggestions for improving my performance as the K-12 language arts supervisor. At the time that I first read these articles, I underlined. I even occasionally annotated. But I never made use of these ideas when they could have improved not only my performance as a supervisor but the curriculum. Why didn’t I?
Too busy with everyday crises. I didn’t take time to reflect on ideas and problems. I needed then to do what I am doing now when it is too late. I needed to take the time to reflect on these ideas, as I am doing now, and to make recommendations for applying them, as I am doing now. I had established no systematic way to turn these ideas into real world improvements in the K-12 language arts curriculum.
Moral: Take not only the time to reflect on your teaching but on the ideas you encounter in the professional journals—in writing. In a journal.
Note: Part of the reason I am reviewing contemporary articles in “English Updates” (2008) and “English Education Archives” (1964-2007) is to tell what I’ve learned so that others can benefit from my ideas. I have made mistakes. I want the world of English education to know what they were, so they can benefit from what I have learned. RayS.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
Title: “Curriculum Change in English: A Process of Improvement by Cooperative Change.” JR Hancock. English Journal (April 1974), 46-48. A publication of the National Council of Teachers of English (NCTE).
Summary: Recommends a written policy on changing the curriculum.
Comment: As I am going through this particular journal, I am struck with the ideas and articles that have made significant suggestions for improving my performance as the K-12 language arts supervisor. At the time that I first read these articles, I underlined. I even occasionally annotated. But I never made use of these ideas when they could have improved not only my performance as a supervisor but the curriculum. Why didn’t I?
Too busy with everyday crises. I didn’t take time to reflect on ideas and problems. I needed then to do what I am doing now when it is too late. I needed to take the time to reflect on these ideas, as I am doing now, and to make recommendations for applying them, as I am doing now. I had established no systematic way to turn these ideas into real world improvements in the K-12 language arts curriculum.
Moral: Take not only the time to reflect on your teaching but on the ideas you encounter in the professional journals—in writing. In a journal.
Note: Part of the reason I am reviewing contemporary articles in “English Updates” (2008) and “English Education Archives” (1964-2007) is to tell what I’ve learned so that others can benefit from my ideas. I have made mistakes. I want the world of English education to know what they were, so they can benefit from what I have learned. RayS.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
Monday, August 4, 2008
Topic: Involving Students in Curriculum
10-Second Review: What can be gained by involving students in developing and criticizing the curriculum?
Title: “Seven Ways to Involve Students in Curriculum Planning.” Bernarr Folta. English Journal (April 1974), 43-45. A publication of the National Council of Teachers of English (NCTE).
Summary: Teachers may shape the curriculum, but the curriculum will be better for knowing the needs and desires of the students—and their criticisms:
Example of student evaluation of an English program:
1. Students are not aware of the purpose for each assignment.
2. Students are not aware of the skills they are supposed to learn.
3. Students are not aware of the purpose for each unit and of the entire course.
4. The course on research is important and useful.
5. Course descriptions do not match the materials actually taught.
6. Have students sit down with teachers to decide on courses they should take in the future.
Comment: How involve students at the elementary level, particularly kindergarten through third grade? Arranging to have high school and even middle school students reflect on the curriculum will have a significant effect on the curriculum. RayS.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
Title: “Seven Ways to Involve Students in Curriculum Planning.” Bernarr Folta. English Journal (April 1974), 43-45. A publication of the National Council of Teachers of English (NCTE).
Summary: Teachers may shape the curriculum, but the curriculum will be better for knowing the needs and desires of the students—and their criticisms:
Example of student evaluation of an English program:
1. Students are not aware of the purpose for each assignment.
2. Students are not aware of the skills they are supposed to learn.
3. Students are not aware of the purpose for each unit and of the entire course.
4. The course on research is important and useful.
5. Course descriptions do not match the materials actually taught.
6. Have students sit down with teachers to decide on courses they should take in the future.
Comment: How involve students at the elementary level, particularly kindergarten through third grade? Arranging to have high school and even middle school students reflect on the curriculum will have a significant effect on the curriculum. RayS.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.
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