10-second review: Teaches students to respond in writing while they are reading, leading to questions that can become researchable topics.
Title: “Investigative Reading and Writing: Responding to Reading with Research.” BT Petersen and JN Burkland. College Composition and Communication (May 1986), 236-241. A publication of the National Council of Teachers of English (NCTE).
Summary: Authors teach students to respond in writing to what they are reading—associations, question and thoughts. “From these initial responses, students develop questions by sharing responses with other students and with their instructor. They then seek to answer their questions by asking their peers, interviewing experts, performing an experiment, conducting a survey or doing research in libraries.” Thus, from their reading, students develop research questions.
Comments: In my experience as student, teacher and supervisor, I have not seen an emphasis on annotating reading, which will improve comprehension and lead to extended reading and application of the ideas gained from reading. I think every student in secondary schools and college should be taught to annotate their reading. Annotation is one key to active reading. RayS.
Friday, October 31, 2008
Thursday, October 30, 2008
Topic: A Research Sequence
10-second review: The research sequence begins with a non-researched opinion piece and develops through a series of documented papers to the final research paper.
Title: “The Research Sequence: What To Do Before the Term Paper.” James Strickland. College Composition and Communication (May 1986), 233-236. A publication of the National Council of Teachers of English (NCTE).
Summary: The author’s “research sequence” consists of a non-researched opinion paper, a letter to the editor, proceeds through identifying dubious points, conducting research to resolve these points, formulating the thesis and writing a documented essay, conducting more research and concluding with the final researched paper.
Comment: Taking students through a sequence in research can give them a procedure, reducing the apparently complicated procedures to a series of steps. It is a sequence I would most certainly try myself first before trying it with my students.
Many of the techniques suggested in professional articles need to be tried by the teacher personally in order to learn the difficulties students might encounter unexpectedly. Another way of learning how successfully these techniques work is to set up action research in which the students become your collaborators. RayS.
Title: “The Research Sequence: What To Do Before the Term Paper.” James Strickland. College Composition and Communication (May 1986), 233-236. A publication of the National Council of Teachers of English (NCTE).
Summary: The author’s “research sequence” consists of a non-researched opinion paper, a letter to the editor, proceeds through identifying dubious points, conducting research to resolve these points, formulating the thesis and writing a documented essay, conducting more research and concluding with the final researched paper.
Comment: Taking students through a sequence in research can give them a procedure, reducing the apparently complicated procedures to a series of steps. It is a sequence I would most certainly try myself first before trying it with my students.
Many of the techniques suggested in professional articles need to be tried by the teacher personally in order to learn the difficulties students might encounter unexpectedly. Another way of learning how successfully these techniques work is to set up action research in which the students become your collaborators. RayS.
Wednesday, October 29, 2008
Topic: People as Resources for Research Papers
10-second review: Don’t overlook the interview with experienced people in researching a topic: finding them, preparing for the interview, recording the interview and incorporating the interview into the research paper are necessary steps for the successful use of the interview in research.
Title: “Research Outside the Library; Learning a Field.” T N Trzyna. College Composition and Communication (May 1986), 217-222. A publication of the National Council of Teachers of English (NCTE).
Summary: Students need to find resources outside the library for completing research. People experienced in the field of the research will have more timely information on the topic than will be found in published—and probably outdated—material. This article was written before e-mail became a popular method for conducting interviews, but students still must be able to find sources and organizations, prepare interview questions and incorporate the information into the research paper.
Comment: Including interviews in the research paper will also add a deterrent to plagiarism, since the student’s contacts and information can be checked with the source(s). But that’s not the main reason for including interviews in the research process. Timeliness of recent information is. The interview will also add interest to the research. RayS.
Title: “Research Outside the Library; Learning a Field.” T N Trzyna. College Composition and Communication (May 1986), 217-222. A publication of the National Council of Teachers of English (NCTE).
Summary: Students need to find resources outside the library for completing research. People experienced in the field of the research will have more timely information on the topic than will be found in published—and probably outdated—material. This article was written before e-mail became a popular method for conducting interviews, but students still must be able to find sources and organizations, prepare interview questions and incorporate the information into the research paper.
Comment: Including interviews in the research paper will also add a deterrent to plagiarism, since the student’s contacts and information can be checked with the source(s). But that’s not the main reason for including interviews in the research process. Timeliness of recent information is. The interview will also add interest to the research. RayS.
Tuesday, October 28, 2008
Topic: "Be Specific"
10-second review: The command by teachers on students’ written compositions to “be specific” is simplistic. Student writers do not know how to put that command into action.
Title: “Specificity in Context: Some Difficulties for the Inexperienced Writer.” SP MacDonald. College Composition and Communication (May 1986), 195-203. A publication of the National Council of Teachers of English (NCTE).
Summary: “Students…need to learn to use specifics, but merely enjoining them to do so will not produce the transformation in their writing we desire.” One device that does not help is to use examples from literature, because students are engaged in learning academic writing, not literature. The author tries to analyze the process of adding specifics, but her explanation is complicated and abstract and will probably be impossible for students to follow. So the question remains: How can we teach students to “be specific”?
Comment: One way is to show them: teachers add the specifics to the student’s composition and explain how and why they did it. RayS.
Title: “Specificity in Context: Some Difficulties for the Inexperienced Writer.” SP MacDonald. College Composition and Communication (May 1986), 195-203. A publication of the National Council of Teachers of English (NCTE).
Summary: “Students…need to learn to use specifics, but merely enjoining them to do so will not produce the transformation in their writing we desire.” One device that does not help is to use examples from literature, because students are engaged in learning academic writing, not literature. The author tries to analyze the process of adding specifics, but her explanation is complicated and abstract and will probably be impossible for students to follow. So the question remains: How can we teach students to “be specific”?
Comment: One way is to show them: teachers add the specifics to the student’s composition and explain how and why they did it. RayS.
Monday, October 27, 2008
Topic: The Role of Textbooks in Teaching
10-second review: Textbooks are tools, not crutches.
Title: “Textbooks and the Evolution of the Discipline [of Writing].” RJ Connors. College Composition and Communication (May 1986), 178-194. A publication of the National Council of Teachers of English (NCTE).
Comment: Just a reminder that teachers need to think about how to incorporate the textbook into their teaching. As a student, I have purchased expensive textbooks that were rarely if ever used by the teacher—a waste of valuable money. I have also purchased textbooks that were the course; the teacher’s lectures were irrelevant to the tests. You had to figure that out. The teachers never told you.
Did the teacher think about how to incorporate the textbook into the course? Why was the textbook chosen? Ever think to tell the students why it was chosen? Did the teacher explain to the students how to use the textbook to help them learn the ideas in the course? What does the textbook do that the teacher doesn’t?
Most college students sell their textbooks after the course because they have little value to them. Perhaps that would not be so if teachers thought about the role of the textbook in their courses. RayS.
Title: “Textbooks and the Evolution of the Discipline [of Writing].” RJ Connors. College Composition and Communication (May 1986), 178-194. A publication of the National Council of Teachers of English (NCTE).
Comment: Just a reminder that teachers need to think about how to incorporate the textbook into their teaching. As a student, I have purchased expensive textbooks that were rarely if ever used by the teacher—a waste of valuable money. I have also purchased textbooks that were the course; the teacher’s lectures were irrelevant to the tests. You had to figure that out. The teachers never told you.
Did the teacher think about how to incorporate the textbook into the course? Why was the textbook chosen? Ever think to tell the students why it was chosen? Did the teacher explain to the students how to use the textbook to help them learn the ideas in the course? What does the textbook do that the teacher doesn’t?
Most college students sell their textbooks after the course because they have little value to them. Perhaps that would not be so if teachers thought about the role of the textbook in their courses. RayS.
Thursday, October 23, 2008
Topic: Why Do We Write?
10-second review: Although college teachers gripe about the need to publish, their satisfaction in doing so has nothing to do with royalties, which rarely come to those who publish. The satisfaction is internal.
Title: “One Writer’s Secrets.” D M Murray. College Composition and Communication (May 1986), 147-152. A publication of the National Council of Teachers of English (NCTE).
Summary: “The true rewards [of writing for publication] are internal—the satisfaction of asking your own questions and finding your own answers.” p. 153.
Comment: I have always been intimidated by those who criticize writing teachers like me who do not make the writing “real,” i.e., for real audiences for read purposes, whose audience is only the teacher. I find my approach hard to defend as other teachers’ students transform communities with their writing.
But maybe the relevance of students’ writing for the teacher, beyond learning to write, lies in this article in which Donald M. Murray suggests the real rewards of writing for publication are internal—the satisfaction of asking your own questions and finding your own answers.
Perhaps this inner satisfaction, which occurs in any number of circumstances, justifies students who learn to write by writing for the writing teacher. That writing might be of interest to other people—friends, parents, relatives and even the audience at large—and therefore I try to find ways to publish that writing, but its real significance and reward still lies in the inner satisfaction of asking one’s own questions and finding one’s own answers. RayS.
Title: “One Writer’s Secrets.” D M Murray. College Composition and Communication (May 1986), 147-152. A publication of the National Council of Teachers of English (NCTE).
Summary: “The true rewards [of writing for publication] are internal—the satisfaction of asking your own questions and finding your own answers.” p. 153.
Comment: I have always been intimidated by those who criticize writing teachers like me who do not make the writing “real,” i.e., for real audiences for read purposes, whose audience is only the teacher. I find my approach hard to defend as other teachers’ students transform communities with their writing.
But maybe the relevance of students’ writing for the teacher, beyond learning to write, lies in this article in which Donald M. Murray suggests the real rewards of writing for publication are internal—the satisfaction of asking your own questions and finding your own answers.
Perhaps this inner satisfaction, which occurs in any number of circumstances, justifies students who learn to write by writing for the writing teacher. That writing might be of interest to other people—friends, parents, relatives and even the audience at large—and therefore I try to find ways to publish that writing, but its real significance and reward still lies in the inner satisfaction of asking one’s own questions and finding one’s own answers. RayS.
Wednesday, October 22, 2008
Topic: Journals in Teaching Writing
10-second review: Suggests writing lists and imaginary dialogues as journal entries.
Title: “Using the Journal for Discovery: Two Devices.” S Whitehall. College Composition and Communication (December 1987), 472-474. A publication of the National Council of Teachers of English (NCTE).
Summary: Uses lists and imaginary dialogues in daily journals as a way to generate ideas for future writing.
Comment: As I have said before, I never used personal journals in my writing classes because of the too-personal materials in them that were none of my business to read. But writing journal entries on what is being studied in class is a good idea and generating lists and writing imaginary dialogues and writing letters that you will never send are useful in developing ideas. I think I have changed my mind about using journals—although I still do not want “confessional” stuff. If students want to keep personal journals about their personal lives, they should, but they will not be part of my writing classes. RayS.
Title: “Using the Journal for Discovery: Two Devices.” S Whitehall. College Composition and Communication (December 1987), 472-474. A publication of the National Council of Teachers of English (NCTE).
Summary: Uses lists and imaginary dialogues in daily journals as a way to generate ideas for future writing.
Comment: As I have said before, I never used personal journals in my writing classes because of the too-personal materials in them that were none of my business to read. But writing journal entries on what is being studied in class is a good idea and generating lists and writing imaginary dialogues and writing letters that you will never send are useful in developing ideas. I think I have changed my mind about using journals—although I still do not want “confessional” stuff. If students want to keep personal journals about their personal lives, they should, but they will not be part of my writing classes. RayS.
Tuesday, October 21, 2008
Topic: Creative Writing Through Literary Models
10-second review: Using poetry and prose models, students learn to transcend the imitation to develop their own ideas.
Title: Using Imitations in Literature Classes.” A Loux. College Composition and Communication (December 1987), 466-472. A publication of the National Council of Teachers of English (NCTE).
Summary: Students gain an understanding of the skill used by poets and fiction writers by imitating models of their poetry and prose, usually in short selections. In most cases students might begin as simple imitators, but they soon shape their own ideas beyond the imitated form.
Comment: Try it yourself before trying it with your students. I have tried imitating literary models myself and have been impressed by how I went beyond the form into my own ideas. The model is not just a format; it’s a starting place for original composition. You might try your students at imitating cinquains and haiku and conclude with Petrarchan and Shakespearean sonnets. The students will gain insight into just how difficult literary composition is. And they will produce some very interesting writing. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Title: Using Imitations in Literature Classes.” A Loux. College Composition and Communication (December 1987), 466-472. A publication of the National Council of Teachers of English (NCTE).
Summary: Students gain an understanding of the skill used by poets and fiction writers by imitating models of their poetry and prose, usually in short selections. In most cases students might begin as simple imitators, but they soon shape their own ideas beyond the imitated form.
Comment: Try it yourself before trying it with your students. I have tried imitating literary models myself and have been impressed by how I went beyond the form into my own ideas. The model is not just a format; it’s a starting place for original composition. You might try your students at imitating cinquains and haiku and conclude with Petrarchan and Shakespearean sonnets. The students will gain insight into just how difficult literary composition is. And they will produce some very interesting writing. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Monday, October 20, 2008
Topic: Proofreading Is a Different Kind of Reading
10-second review: We need to define “revising” and “proofreading” more clearly for students.
Title: “Proofreading: A Reading/Writing Skill.” Jeannette Harris. College Composition and Communication (December 1987), 464-466. A publication of the National Council of Teachers of English (NCTE).
Summary: A thoughtful analysis of the nature of proofreading.
Quote: “Many of our students fail to detect surface errors in their compositions because…they see what they mean rather than what they write. The reason they do not perceive errors is that they read rather than proofread. Since reading is a process of anticipation and prediction, readers look only at what is necessary to predict meaning. Rather than looking at just a few words on each line, as an efficient reader does, good proofreaders force themselves to attend to the text closely and deliberately—looking specifically at each word and mark of punctuation, carefully noting not only what is there but also what is not there.”
Quote: “Finally, in addition to their reading-related problems, our students cannot proofread effectively because we—teachers, researchers, textbook writers—fail to use the term ‘proofread’ in any consistent, clearly defined manner. As a result, students often make no distinction between revising and proofreading. They equate revising with copying a paper over neatly in kink…. In effect, they collapse the entire, complicated, highly recursive process of re-writing into what is essentially manuscript preparation.”
Quote: “Consciously or unconsciously, they modify their normal reading process so that they see what is actually on the page rather than what they expect to see. One of the simplest means of modifying our normal reading process is to use a pointer—a finger, pencil, whatever—in order to force ourselves to look at each word and mark of punctuation.”
Comment: I think these quotes on proofreading are cogent. We need to distinguish between reading and proofreading and between revision and proofreading.
I define revising as adding, deleting, substituting and moving text. Students perform these operations in three ways:
1. Unity. Student writer folds a sheet of paper widthwise. The writer summarizes the main idea on one side of the folded paper. The partner reads the writer’s composition and writes a summary of the main idea on the other side. They open the paper and compare their two versions of the main idea. If the two versions of the main idea are similar, the paper is probably unified. If the expressions of the main idea do not agree, check especially the thesis sentence, the topic sentences and the final paragraph and revise as necessary.
2. Clarity. The partner re-reads the writer’s composition and places question marks in the margin of any idea that is confusing or incomplete. The writer notes the question marks, explains the meaning to the partner orally and revises the expression if necessary.
3. Awkward expression. Both writer and partner read the composition aloud. If either stumbles in reading, the place is marked and the writer decides if the expression needs to be revised.
Proofreading. The writer reads backwards, from last word to the first word, noting spelling and punctuation. Look out, especially for commas around interrupters. One might be missing. Partner then does the same, reading from last to first word noting spelling and punctuation. Not easy to do but the reader is forced to see each word and mark of punctuation individually.
Finally, the writer checks of for sentence structure by reading each sentence individually.
Worth the effort? It is if you’re writing a resume and letter of application or an office assignment or a college essay.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Title: “Proofreading: A Reading/Writing Skill.” Jeannette Harris. College Composition and Communication (December 1987), 464-466. A publication of the National Council of Teachers of English (NCTE).
Summary: A thoughtful analysis of the nature of proofreading.
Quote: “Many of our students fail to detect surface errors in their compositions because…they see what they mean rather than what they write. The reason they do not perceive errors is that they read rather than proofread. Since reading is a process of anticipation and prediction, readers look only at what is necessary to predict meaning. Rather than looking at just a few words on each line, as an efficient reader does, good proofreaders force themselves to attend to the text closely and deliberately—looking specifically at each word and mark of punctuation, carefully noting not only what is there but also what is not there.”
Quote: “Finally, in addition to their reading-related problems, our students cannot proofread effectively because we—teachers, researchers, textbook writers—fail to use the term ‘proofread’ in any consistent, clearly defined manner. As a result, students often make no distinction between revising and proofreading. They equate revising with copying a paper over neatly in kink…. In effect, they collapse the entire, complicated, highly recursive process of re-writing into what is essentially manuscript preparation.”
Quote: “Consciously or unconsciously, they modify their normal reading process so that they see what is actually on the page rather than what they expect to see. One of the simplest means of modifying our normal reading process is to use a pointer—a finger, pencil, whatever—in order to force ourselves to look at each word and mark of punctuation.”
Comment: I think these quotes on proofreading are cogent. We need to distinguish between reading and proofreading and between revision and proofreading.
I define revising as adding, deleting, substituting and moving text. Students perform these operations in three ways:
1. Unity. Student writer folds a sheet of paper widthwise. The writer summarizes the main idea on one side of the folded paper. The partner reads the writer’s composition and writes a summary of the main idea on the other side. They open the paper and compare their two versions of the main idea. If the two versions of the main idea are similar, the paper is probably unified. If the expressions of the main idea do not agree, check especially the thesis sentence, the topic sentences and the final paragraph and revise as necessary.
2. Clarity. The partner re-reads the writer’s composition and places question marks in the margin of any idea that is confusing or incomplete. The writer notes the question marks, explains the meaning to the partner orally and revises the expression if necessary.
3. Awkward expression. Both writer and partner read the composition aloud. If either stumbles in reading, the place is marked and the writer decides if the expression needs to be revised.
Proofreading. The writer reads backwards, from last word to the first word, noting spelling and punctuation. Look out, especially for commas around interrupters. One might be missing. Partner then does the same, reading from last to first word noting spelling and punctuation. Not easy to do but the reader is forced to see each word and mark of punctuation individually.
Finally, the writer checks of for sentence structure by reading each sentence individually.
Worth the effort? It is if you’re writing a resume and letter of application or an office assignment or a college essay.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Friday, October 17, 2008
Topic: Visualizing as Pre-writing
10-second review: The author suggests that students learn to visualize what they will write before putting pen to paper or fingers to keyboard.
Title: “Pre-Text and Composing.” S P Witte. College Composition and Communication (December 1987), 397-425. A publication of the National Council of Teachers of English (NCTE).
Comment: I have read about authors who have practically memorized what they are going to write in their minds before writing. This idea is one that might work for some people, might not work for others, should probably be taught as one way to prepare for writing, but not the method for preparation to write. Personally, I find that brainstorming works comfortably for me.
I think the real usefulness of this article is that students can help themselves to write by thinking about and reflecting on what they plan to write in their minds before writing. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Title: “Pre-Text and Composing.” S P Witte. College Composition and Communication (December 1987), 397-425. A publication of the National Council of Teachers of English (NCTE).
Comment: I have read about authors who have practically memorized what they are going to write in their minds before writing. This idea is one that might work for some people, might not work for others, should probably be taught as one way to prepare for writing, but not the method for preparation to write. Personally, I find that brainstorming works comfortably for me.
I think the real usefulness of this article is that students can help themselves to write by thinking about and reflecting on what they plan to write in their minds before writing. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Thursday, October 16, 2008
Topic: Previews of Short Stories
10-second review: Suggests providing previews of reading assignments for English-language learning (ELL’s) students to help them with challenging material.
Title: “Previewing Challenging Reading Selections for ESL (English as a Second Language) students.” HS Chew and MF Graves. Journal of Adolescent and Adult Literacy (April 1998), 570-571. A publication of the International Reading Association (IRA).
Summary: The teacher writes out the preview. Includes statements and questions to gain the reader’s interest. Relates to that which is familiar to the students. Questions to involve student participation. Overview of the selection, including title, characters, plot up to the climax. Directions for reading. The authors provide a sample preview for O. Henry’s “Gift of the Magi.”
Comment: The problem I am having with this idea is that the preview is written out—teacher time—is quite lengthy and will be almost as difficult for the English language learning students to read as the story itself. Some suggestions: read aloud the preview with the students as they read along. Pre-teach vocabulary—if not in the written preview, at least orally.
My second concern is that the authors view the preview as only a prop (a “scaffold”) that should later not be needed. I believe that all students should learn how to preview by themselves when they are asked to read anything that is challenging. “The Gift of the Magi” is a short story. I have developed a technique for previewing a short story.
1. Read the title. Ask students to reflect on the meaning of the title. The students raise questions.
2. Students read one sentence a column or page. Students tell what they have learned about the story. They raise questions.
3. Read one paragraph a column or page. Students tell what they have learned. They then raise questions and cancel out previous questions that have now been answered by reading one paragraph a column or page.
4. Organize the questions raised by the students and they then read to answer the questions.
5. Discuss their answers to the questions.
This type of preview does not require the teacher to spend valuable time writing out the preview. The students raise their own questions and read to answer their own questions. The teacher adds questions if the students have missed something important. This preview of short stories worked very well for my students in a community college literature and writing course. Most important, this type of preview enables students to preview all other short stories that they will read.
I’m not suggesting an either/or situation here. Both methods are useful. The written preview can lead to the independent use of my suggested preview. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Title: “Previewing Challenging Reading Selections for ESL (English as a Second Language) students.” HS Chew and MF Graves. Journal of Adolescent and Adult Literacy (April 1998), 570-571. A publication of the International Reading Association (IRA).
Summary: The teacher writes out the preview. Includes statements and questions to gain the reader’s interest. Relates to that which is familiar to the students. Questions to involve student participation. Overview of the selection, including title, characters, plot up to the climax. Directions for reading. The authors provide a sample preview for O. Henry’s “Gift of the Magi.”
Comment: The problem I am having with this idea is that the preview is written out—teacher time—is quite lengthy and will be almost as difficult for the English language learning students to read as the story itself. Some suggestions: read aloud the preview with the students as they read along. Pre-teach vocabulary—if not in the written preview, at least orally.
My second concern is that the authors view the preview as only a prop (a “scaffold”) that should later not be needed. I believe that all students should learn how to preview by themselves when they are asked to read anything that is challenging. “The Gift of the Magi” is a short story. I have developed a technique for previewing a short story.
1. Read the title. Ask students to reflect on the meaning of the title. The students raise questions.
2. Students read one sentence a column or page. Students tell what they have learned about the story. They raise questions.
3. Read one paragraph a column or page. Students tell what they have learned. They then raise questions and cancel out previous questions that have now been answered by reading one paragraph a column or page.
4. Organize the questions raised by the students and they then read to answer the questions.
5. Discuss their answers to the questions.
This type of preview does not require the teacher to spend valuable time writing out the preview. The students raise their own questions and read to answer their own questions. The teacher adds questions if the students have missed something important. This preview of short stories worked very well for my students in a community college literature and writing course. Most important, this type of preview enables students to preview all other short stories that they will read.
I’m not suggesting an either/or situation here. Both methods are useful. The written preview can lead to the independent use of my suggested preview. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Wednesday, October 15, 2008
Topic: Encouraging Students to Read
10-second review: How to prepare a book talk.
Title: ‘Marketing Literature: Variations on the Book-talk Theme.” A C Shflett. Journal of Adolescent and Adult Literacy (April 1998), 568-571. A publication of the International Reading Association (IRA).
Summary. Read the book. Find the hook that will cause students to want to read it. Make the talk about 3 to 5 minutes. Don’t give away the complete plot.
Uses as an example Jane Eyre. Explains the basic situation of being a governess for Mr. Rochester, a man with a secret. Scene: Jane in bed. A thunderstorm is roaring and crackling outside. And then the scream. Who was screaming? Mr. Rochester’s insane wife who, to keep her from hurting herself or others is locked away in the attic. What happens?
Comment: I think, if I were teaching again, I might divide my classes into three-week segments. During the first ten minutes of class, I would have the students write for ten minutes during one three-week segment. I might have a spelling test during the next three-week segment. I might have students resolve grammatical problems during the next three-week segment. And alternate reading aloud to the students and giving book talks during the fourth three-week segment. And I would finish class by having the students write a summary of the class or respond to a question related to what was covered in class. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Title: ‘Marketing Literature: Variations on the Book-talk Theme.” A C Shflett. Journal of Adolescent and Adult Literacy (April 1998), 568-571. A publication of the International Reading Association (IRA).
Summary. Read the book. Find the hook that will cause students to want to read it. Make the talk about 3 to 5 minutes. Don’t give away the complete plot.
Uses as an example Jane Eyre. Explains the basic situation of being a governess for Mr. Rochester, a man with a secret. Scene: Jane in bed. A thunderstorm is roaring and crackling outside. And then the scream. Who was screaming? Mr. Rochester’s insane wife who, to keep her from hurting herself or others is locked away in the attic. What happens?
Comment: I think, if I were teaching again, I might divide my classes into three-week segments. During the first ten minutes of class, I would have the students write for ten minutes during one three-week segment. I might have a spelling test during the next three-week segment. I might have students resolve grammatical problems during the next three-week segment. And alternate reading aloud to the students and giving book talks during the fourth three-week segment. And I would finish class by having the students write a summary of the class or respond to a question related to what was covered in class. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Tuesday, October 14, 2008
Professional Reading
10-second review: Teacher-training students discover professional reading.
Title: “A discussion, Not a Report, If You Please.” G. Taylor. Journal of Adolescent and Adult Literacy (April 1998), 561-563. A publication of the International Reading Association (IRA).
Summary: Students find articles in professional journals on the topic being taught in the teacher education course. Are required not only to share what they learned but were required also to lead a discussion about the ideas.
Comment: Some important ideas for teacher education. First, the students are learning to find professional materials related to the class topic. Second, they learn how to organize a discussion. Third, they are being introduced to professional reading and professional journals.
My workshops always centered on problems in teaching English—grammar, spelling, writing, reading in the content areas, etc. I always began my workshops by providing as many articles as I could find dealing with the issue. Teachers would read these articles and then discuss what they had learned as a way of focusing the workshop on solutions to the problems.
Of course the articles we used became part of the bibliography for the workshop’s product, giving it some credibility. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Title: “A discussion, Not a Report, If You Please.” G. Taylor. Journal of Adolescent and Adult Literacy (April 1998), 561-563. A publication of the International Reading Association (IRA).
Summary: Students find articles in professional journals on the topic being taught in the teacher education course. Are required not only to share what they learned but were required also to lead a discussion about the ideas.
Comment: Some important ideas for teacher education. First, the students are learning to find professional materials related to the class topic. Second, they learn how to organize a discussion. Third, they are being introduced to professional reading and professional journals.
My workshops always centered on problems in teaching English—grammar, spelling, writing, reading in the content areas, etc. I always began my workshops by providing as many articles as I could find dealing with the issue. Teachers would read these articles and then discuss what they had learned as a way of focusing the workshop on solutions to the problems.
Of course the articles we used became part of the bibliography for the workshop’s product, giving it some credibility. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Monday, October 13, 2008
Research Topics
10-second review: Students read a book or view a video from a discipline other than English and generate research questions from it.
Title: “Anchored Instruction: A Model for Integrating the Language Arts Through Content area Study.” ME Cena and JF Mitchell. Journal of Adolescent and Adult Literacy (April 1998), 559-561. A publication of the International Reading Association (IRA).
Summary: The authors chose a video, David MacCauley’s Cathedral as an “anchor” to stimulate questions about the Middle Ages which are then researched by the students. One of the problems with which teachers must help students was how to frame a good research question.
Comment: I like the idea and would probably use it. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Title: “Anchored Instruction: A Model for Integrating the Language Arts Through Content area Study.” ME Cena and JF Mitchell. Journal of Adolescent and Adult Literacy (April 1998), 559-561. A publication of the International Reading Association (IRA).
Summary: The authors chose a video, David MacCauley’s Cathedral as an “anchor” to stimulate questions about the Middle Ages which are then researched by the students. One of the problems with which teachers must help students was how to frame a good research question.
Comment: I like the idea and would probably use it. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Thursday, October 9, 2008
Topic: Why Writing Teachers Should Write
10-second review: Teachers who write can empathize with their students.
Title: “Teacher As Writer: Remembering the Agony, Sharing the Ecstasy.” DJ Augsburger. Journal of Adolescent and Adult Literacy (April 1998), 548-552. A publication of the International Reading Association (IRA).
Quote: “As a teacher who writes, I can remember and guide my students through the agony of writing. I can share the ecstasy and communicate the value of writing for an audience. And I am better able to guide my students through the process with useful feedback in a supportive community of fellow writers. I am ready with an enthusiastic answer and real examples when students ask, ‘Why write?’ ”
Comment: “I’ll never forget the first time I wrote for publication (“Increasing Elementary Teachers’ Reading of Professional Journals: An Inservice Program.” Reading Teacher (January 1982), 390-394). I learned a great deal about reviews of research before introducing my idea and about how to have people constructively review my work before submitting it for publication (no comments on grammar, spelling or judgments as to the article’s being good or bad, but only questions about what is not clear).
At first the peer reviewers rejected my article saying that “everybody knows this” (I received about twenty letters of gratitude from even people who worked at the International Reading Association, the publisher of the journal, and a request to republish by another journal). But the editor liked it and suggested I make some changes (supportive research) and resubmit.
Indeed, I did become more sensitive to the struggles my students were having in learning to write. I don’t care how much experience in writing I have had, I will never stop learning how to write, since each new project requires a whole new set f problems.
What were your experiences in writing and/or publishing? RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Title: “Teacher As Writer: Remembering the Agony, Sharing the Ecstasy.” DJ Augsburger. Journal of Adolescent and Adult Literacy (April 1998), 548-552. A publication of the International Reading Association (IRA).
Quote: “As a teacher who writes, I can remember and guide my students through the agony of writing. I can share the ecstasy and communicate the value of writing for an audience. And I am better able to guide my students through the process with useful feedback in a supportive community of fellow writers. I am ready with an enthusiastic answer and real examples when students ask, ‘Why write?’ ”
Comment: “I’ll never forget the first time I wrote for publication (“Increasing Elementary Teachers’ Reading of Professional Journals: An Inservice Program.” Reading Teacher (January 1982), 390-394). I learned a great deal about reviews of research before introducing my idea and about how to have people constructively review my work before submitting it for publication (no comments on grammar, spelling or judgments as to the article’s being good or bad, but only questions about what is not clear).
At first the peer reviewers rejected my article saying that “everybody knows this” (I received about twenty letters of gratitude from even people who worked at the International Reading Association, the publisher of the journal, and a request to republish by another journal). But the editor liked it and suggested I make some changes (supportive research) and resubmit.
Indeed, I did become more sensitive to the struggles my students were having in learning to write. I don’t care how much experience in writing I have had, I will never stop learning how to write, since each new project requires a whole new set f problems.
What were your experiences in writing and/or publishing? RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Wednesday, October 8, 2008
Topic: Motivating Basic Readers and Writers in College
10-second review: Uses a theme and short stories, writing and reading, to motivate both writing and reading.
Title: “Bringing Life to Reading and Writing for At-risk College Students.” CM Chamblee. Journal of Adolescent and Adult Literacy (April 1998), 532-537. A publication of the International Reading Association (IRA).
Summary: Theme was stages in life: childhood, early adolescence, later adolescence and adulthood. Students read short stories related to each stage. Before reading, students responded in writing to the teacher’s prompt related to the story and the stage in life.
Following reading, students responded in writing to an open-ended prompt “…that asked them to write about their opinions of the text, their personal life experiences evoked by reading the text, the relationship of the text to other texts they had read, and the message of the text and how it would be generalized to life.” p. 534.
Next came group discussion.
At the end of each stage of life, students added to their autobiographies.
Comment: Worth a try. Will take some preparation. Will need to find the stories. But that should be fun. Begin with your anthologies. Have some questions about how to grade this in the context of teaching students how to read and write. Sorry, but grading is a reality. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Title: “Bringing Life to Reading and Writing for At-risk College Students.” CM Chamblee. Journal of Adolescent and Adult Literacy (April 1998), 532-537. A publication of the International Reading Association (IRA).
Summary: Theme was stages in life: childhood, early adolescence, later adolescence and adulthood. Students read short stories related to each stage. Before reading, students responded in writing to the teacher’s prompt related to the story and the stage in life.
Following reading, students responded in writing to an open-ended prompt “…that asked them to write about their opinions of the text, their personal life experiences evoked by reading the text, the relationship of the text to other texts they had read, and the message of the text and how it would be generalized to life.” p. 534.
Next came group discussion.
At the end of each stage of life, students added to their autobiographies.
Comment: Worth a try. Will take some preparation. Will need to find the stories. But that should be fun. Begin with your anthologies. Have some questions about how to grade this in the context of teaching students how to read and write. Sorry, but grading is a reality. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Tuesday, October 7, 2008
Topic: Vocabulary and Literature-based Programs
10-second review: This article appeared in 1998 while the basal/whole language wars were still being fought (in professional journals, anyway). The point of the article is that using children’s literature in teaching reading provides the opportunity to teach a rich vocabulary.
Title: “Vocabulary Teaching and Learning in a Seventh-Grand Literature-based Classroom.” JM Harmon. Journal of Adolescent and Adult Literacy (April 1998), 518-529. A publication of the International Reading Association (IRA).
Summary: “Thus, vocabulary teaching was an important aspect of the literacy experiences in this literature-based program.”
Methods:
Direct vocabulary instruction plus indirect (learning from context) development of vocabulary.
Pre-teaching words likely to be unfamiliar.
Students were “vocabulary enrichers” who selected words to discuss.
Comment: I think today (2008) we’re beyond the basal vs. whole language conflict. The basal (sequenced phonics and graded word lists) and whole language (using children’s literature and trade books for rich vocabulary and interesting ideas) are used together. Still, this article suggested several helpful ways in which vocabulary was enriched while using children’s books. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Title: “Vocabulary Teaching and Learning in a Seventh-Grand Literature-based Classroom.” JM Harmon. Journal of Adolescent and Adult Literacy (April 1998), 518-529. A publication of the International Reading Association (IRA).
Summary: “Thus, vocabulary teaching was an important aspect of the literacy experiences in this literature-based program.”
Methods:
Direct vocabulary instruction plus indirect (learning from context) development of vocabulary.
Pre-teaching words likely to be unfamiliar.
Students were “vocabulary enrichers” who selected words to discuss.
Comment: I think today (2008) we’re beyond the basal vs. whole language conflict. The basal (sequenced phonics and graded word lists) and whole language (using children’s literature and trade books for rich vocabulary and interesting ideas) are used together. Still, this article suggested several helpful ways in which vocabulary was enriched while using children’s books. RayS.
This blog, English Education Archives, reviews articles of contemporary interest from past English education journals.
Monday, October 6, 2008
Topic: Comma Splices
10-second review: The comma splice has its role in professional writers’ style—contrary to what is usually considered to be a mistake.
Title: “Unraveling the Comma Splice.” AL Klinck. English Journal (March 1998), 96-98. A publication of the National Council of Teachers of English (NCTE).
Summary: Author found plenty of examples of the comma splice in professional published writing, including the classics. It’s a matter of style. “Just goes to show” that every prohibition in writing has plenty of examples in actual use, mostly for stylistic reasons.
Comment: I’ve even caught myself using comma splices—for stylistic purposes, of course, wanting to give the sentence a sense of momentum, motion. That’s the trouble with the English language. Nothing is ALWAYS wrong—or right. And I’m glad of it. RayS.
The purpose of this blog, English Education Archives, is to review articles of contemporary interest from past issues of English education journals.
Title: “Unraveling the Comma Splice.” AL Klinck. English Journal (March 1998), 96-98. A publication of the National Council of Teachers of English (NCTE).
Summary: Author found plenty of examples of the comma splice in professional published writing, including the classics. It’s a matter of style. “Just goes to show” that every prohibition in writing has plenty of examples in actual use, mostly for stylistic reasons.
Comment: I’ve even caught myself using comma splices—for stylistic purposes, of course, wanting to give the sentence a sense of momentum, motion. That’s the trouble with the English language. Nothing is ALWAYS wrong—or right. And I’m glad of it. RayS.
The purpose of this blog, English Education Archives, is to review articles of contemporary interest from past issues of English education journals.
Thursday, October 2, 2008
Topic: Teaching
10-second review: Examples and modeling in teaching students what they are expected to do.
Title: “Teaching The Outsiders to the Real Outsiders.” SM Martin. English Journal (March 1998), 81-83. A publication of the National Council of Teachers of English (NCTE).
Summary: “Clear explanations with examples or the modeling of what students are asked to do.” Class was an alternative to the regular classroom. Using examples and modeling and a number of other techniques helped to assure that students were successful in learning.
Comments: A fundamental technique in teaching: before students are asked to do something, the teacher gives the students examples of finished work and/or demonstrates (models) what the students are expected to do.
Modeling works. One of the most difficult skills for me to teach was the thesis sentence. After I discovered modeling, I modeled or demonstrated how to write one and after showing students several examples of good thesis sentences, and after I revised several of the students’ first efforts, they were able to produce accurate thesis sentences for the rest of the semester in a community college basic writing class. Boy, I wish someone had taught me like that. RayS.
The purpose of this blog, English Education Archives, is to review articles of contemporary interest from past issues of English education journals.
Title: “Teaching The Outsiders to the Real Outsiders.” SM Martin. English Journal (March 1998), 81-83. A publication of the National Council of Teachers of English (NCTE).
Summary: “Clear explanations with examples or the modeling of what students are asked to do.” Class was an alternative to the regular classroom. Using examples and modeling and a number of other techniques helped to assure that students were successful in learning.
Comments: A fundamental technique in teaching: before students are asked to do something, the teacher gives the students examples of finished work and/or demonstrates (models) what the students are expected to do.
Modeling works. One of the most difficult skills for me to teach was the thesis sentence. After I discovered modeling, I modeled or demonstrated how to write one and after showing students several examples of good thesis sentences, and after I revised several of the students’ first efforts, they were able to produce accurate thesis sentences for the rest of the semester in a community college basic writing class. Boy, I wish someone had taught me like that. RayS.
The purpose of this blog, English Education Archives, is to review articles of contemporary interest from past issues of English education journals.
Wednesday, October 1, 2008
Topic: Keeping a Diary
10-second review: Differentiates between “the traditional diary," a monotonous account of daily events, and the diary as a creative use of writing.
Title: “The Memoir Writing Project: Responding to the Developmental Needs of Students.” S Wyngaard. English Journal (March 1998), 79-81. A publication of the National Council of Teachers of English (NCTE).
Summary: Suggests seven types of writing to include in a diary: list, portrait, map of consciousness, guided imagery, altered point of view, unsent letter and dialogue. Using their diary entries, the students then produced a memoir (historical record) of their school year.
Comment: I’ve always been reluctant to assign diaries because of their personal nature, which, in my very strong opinion, is none of my business. However, the types of writing listed in this article, after students have had the opportunity to learn them and to practice them, would be a great way for students to write creatively and from different points of view—for themselves and, only if they choose, to share them with me. Good writing practice, making writing a daily part of their lives. RayS.
The purpose of this blog, English Education Archives, is to review articles of contemporary interest from past issues of English education journals.
Title: “The Memoir Writing Project: Responding to the Developmental Needs of Students.” S Wyngaard. English Journal (March 1998), 79-81. A publication of the National Council of Teachers of English (NCTE).
Summary: Suggests seven types of writing to include in a diary: list, portrait, map of consciousness, guided imagery, altered point of view, unsent letter and dialogue. Using their diary entries, the students then produced a memoir (historical record) of their school year.
Comment: I’ve always been reluctant to assign diaries because of their personal nature, which, in my very strong opinion, is none of my business. However, the types of writing listed in this article, after students have had the opportunity to learn them and to practice them, would be a great way for students to write creatively and from different points of view—for themselves and, only if they choose, to share them with me. Good writing practice, making writing a daily part of their lives. RayS.
The purpose of this blog, English Education Archives, is to review articles of contemporary interest from past issues of English education journals.
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