Some ideas on teaching English and social activism from College English, March 2006, a publication of the National Council of Teachers of English (NCTE).
What are some problems in using personal writing in composition courses?
How it relates to academic writing and intruding into students' lives. T Barnett CE (Mar. 06), 356.
Why read?
Paule Friere: "Reading the word can allow the oppressed to read the world." B Trabold. CE (Mar. 06), 403.
How do protesting writers produce their protests in the face of oppression?
Author wants to study how oppressed protesters get their message out in spite of heavy oppression by the authorities. Uses the example of the anti-apartheid South African Weekly Mail as an example. B Trabold. CE (Mar. 06), 382-406.
Is the Corporation for Public Broadcasting (CPB) liberal in its bias?
Only 10% of the audience perceives such a bias. E Ervin. CE (Mar. 06), 407.
Other topics. 1. The rhetoric of white awareness of racism. 2. On writing outside of one's field.
Thursday, October 18, 2007
Wednesday, October 17, 2007
English Education (EngEd). October 2007.
Some ideas on preparing pre-service teachers in the teaching of English from English Education (EngEd), October 2007, a publication of the National Council of Teachers of English (NCTE).
How use technology in the classroom?
Pre-service teachers can begin communicating in various technological media on topics of social importance. TC Harste and P Albers. EngEd. (Oct. 07), 3-5.
What are some new technological tools to use in composing?
Composing on the Web. A Doering, et al. EngEd. (Oct. 07), 41.
How help pre-service teachers learn to use new technological tools?
Model them in our methods courses. They will then model them with their own students. A Doering, et al. EngEd. (Oct. 07), 42.
What are multi-modal communication tools?
Combine images, video clips and texts to engage audiences. A Doering, et al. EngEd. (Oct. 07), p. 50.
How should the new technological tools be used in the English classroom?
Not in a peripheral way but as central to communication. A Doering, et al. EngEd. (Oct. 07), 57-58.
How define literacy?
"...produced a shift in the notion of literacy from the conventional sense of reading and writing only print text to an enlarged sense of reading and writing multiple forms of non-print texts...." SM Miller. EngEd. (Oct. 07), 61.
How use technology to create meaning from reading a poem?
"In orchestrating the visual, music and narrative for a poetry video, for example, the teachers and their students performed their knowing; it was dynamic, evolving and constructed." S Miller. EngEd. (Oct 07), p. 71.
Other topic: Making aesthetic experience central to the curriculum.
Comment by RayS: In contrast to the emphasis in the preceding articles, I continue to maintain that the purpose of the English teacher is to work with words, to communicate with words, to read words, to write and speak with words, to create with words. I still think Joseph Conrad said it best: "My task is by the power of the written word to make you hear, to make you feel--it is, before all, to make you see." I maintain that images, sound and video are most valuable when they support the words we use. I remember reading in the book version of Civilization that Kenneth Clark said he could not emphasize law and economics in the TV version of his survey of the history of civilization because he could not find visuals to support those topics. Of course not. Those topics consist almost entirely of ideas. And words are the key to expressing ideas.
We are English teachers. And our job is to teach the use of words. I have no problem with teaching how to use other media to support words. We need to emphasize words because words are ideas. Pictures may be worth a thousand words as the cliche goes, but no picture will ever replace words as the best medium to express ideas. The NCTE and I do not agree on the centrality of multimedia. I maintain that to the degree that emphasis is taken away from words in our English classes, students' mastery of literacy will be significantly weakened.
How use technology in the classroom?
Pre-service teachers can begin communicating in various technological media on topics of social importance. TC Harste and P Albers. EngEd. (Oct. 07), 3-5.
What are some new technological tools to use in composing?
Composing on the Web. A Doering, et al. EngEd. (Oct. 07), 41.
How help pre-service teachers learn to use new technological tools?
Model them in our methods courses. They will then model them with their own students. A Doering, et al. EngEd. (Oct. 07), 42.
What are multi-modal communication tools?
Combine images, video clips and texts to engage audiences. A Doering, et al. EngEd. (Oct. 07), p. 50.
How should the new technological tools be used in the English classroom?
Not in a peripheral way but as central to communication. A Doering, et al. EngEd. (Oct. 07), 57-58.
How define literacy?
"...produced a shift in the notion of literacy from the conventional sense of reading and writing only print text to an enlarged sense of reading and writing multiple forms of non-print texts...." SM Miller. EngEd. (Oct. 07), 61.
How use technology to create meaning from reading a poem?
"In orchestrating the visual, music and narrative for a poetry video, for example, the teachers and their students performed their knowing; it was dynamic, evolving and constructed." S Miller. EngEd. (Oct 07), p. 71.
Other topic: Making aesthetic experience central to the curriculum.
Comment by RayS: In contrast to the emphasis in the preceding articles, I continue to maintain that the purpose of the English teacher is to work with words, to communicate with words, to read words, to write and speak with words, to create with words. I still think Joseph Conrad said it best: "My task is by the power of the written word to make you hear, to make you feel--it is, before all, to make you see." I maintain that images, sound and video are most valuable when they support the words we use. I remember reading in the book version of Civilization that Kenneth Clark said he could not emphasize law and economics in the TV version of his survey of the history of civilization because he could not find visuals to support those topics. Of course not. Those topics consist almost entirely of ideas. And words are the key to expressing ideas.
We are English teachers. And our job is to teach the use of words. I have no problem with teaching how to use other media to support words. We need to emphasize words because words are ideas. Pictures may be worth a thousand words as the cliche goes, but no picture will ever replace words as the best medium to express ideas. The NCTE and I do not agree on the centrality of multimedia. I maintain that to the degree that emphasis is taken away from words in our English classes, students' mastery of literacy will be significantly weakened.
Tuesday, October 16, 2007
Reading Research Quarterly (RRQ). October/November/December 2007.
Some research on teaching reading from the Reading Research Quarterly (RRQ), a publication of the International Reading Association (IRA).
How successful are urban children in learning to read?
"According to the National Assessment of Educational Progress (NAEP), about half the children living in urban areas in the United States cannot read at a basic level (2002)." WJ Donnell. RRQ (Oct/Nov/Dec 07), 468.
Why are urban students "at risk" in learning to read?
Poverty and ethnicity. WJ Donnell. RRQ (Oct/Nov/Dec 07), 468
How do faith-based [Christian Fundamentalist] schools approach literacy?
Their religion is an important ingredient in developing literacy. It does not necessarily produce better results. AJ Eakle. RRQ (Oct/Nov/Dec 07), 472-510.
How teach English as a Second Language (ESL) students to read and write?
14 7th- and 8th-grade students were grouped together emphasizing self-selected reading and teacher-directed large and small-group reading instruction using materials of interest to the students. Disappointed that teachers were able to succeed only with younger materials than the adolescent materials used by normal adolescent population. Could not succeed with the level of content for normal English-speaking adolescents. G Ivey and K Broaddus. RRQ (Oct/Nov/Dec 07), 512-549.
How important is vocabulary in comprehension?
The better the vocabulary scores, the better the comprehension scores. BW Riedel. RRQ (Oct/Nov/Dec 07), 547.
What skills did the National Reading Panel emphasize?
Phonemic awareness, phonics, fluency, vocabulary and comprehension. BW Reidel. RRQ (Oct/Nov/Dec 07), 546.
How effective are diagnostic instruments in providing intervention for reading difficulties?
Key concept: Does diagnostic instrument help instructors identify specific reading difficulties and provide information on how to help children with the identified reading difficulties? BW Reidel. RRQ (Oct/Nov/Dec 07), 561.
What seems to be a major problem in helping ESL students learn and use English?
How to make use of their native language in learning the second language. How to use their knowledge, academic strengths and needs in their native languages in learninng English. E Rubenstein-Avila. RRQ (Oct/Nov/Dec 07), 569.
What does multiculturalism mean?
Sensitivity to diversity in foreign-language education Two or more different cultures in a community. In general, people find it difficult to define "multiculturalism." CA Mallozzi and JA Malloy. RRQ (Oct/Nov/Dec 07), 590-597.
How is oral proficiency useful in ESL learning?
Important in learning English, but is often overlooked in instruction. RA Grant, et al. RRQ (Oct/Nov/Dec 07), 599. [RayS: Oral proficiency should be an important tool in working with English as a Second Language students because that is how native speakers of English learn to read. Learning to read in English means identifying the words in their listening and speaking vocabulary with the same words in print.]
Other topic: Reflections on the end of the editors' 5-year term at RRQ.
How successful are urban children in learning to read?
"According to the National Assessment of Educational Progress (NAEP), about half the children living in urban areas in the United States cannot read at a basic level (2002)." WJ Donnell. RRQ (Oct/Nov/Dec 07), 468.
Why are urban students "at risk" in learning to read?
Poverty and ethnicity. WJ Donnell. RRQ (Oct/Nov/Dec 07), 468
How do faith-based [Christian Fundamentalist] schools approach literacy?
Their religion is an important ingredient in developing literacy. It does not necessarily produce better results. AJ Eakle. RRQ (Oct/Nov/Dec 07), 472-510.
How teach English as a Second Language (ESL) students to read and write?
14 7th- and 8th-grade students were grouped together emphasizing self-selected reading and teacher-directed large and small-group reading instruction using materials of interest to the students. Disappointed that teachers were able to succeed only with younger materials than the adolescent materials used by normal adolescent population. Could not succeed with the level of content for normal English-speaking adolescents. G Ivey and K Broaddus. RRQ (Oct/Nov/Dec 07), 512-549.
How important is vocabulary in comprehension?
The better the vocabulary scores, the better the comprehension scores. BW Riedel. RRQ (Oct/Nov/Dec 07), 547.
What skills did the National Reading Panel emphasize?
Phonemic awareness, phonics, fluency, vocabulary and comprehension. BW Reidel. RRQ (Oct/Nov/Dec 07), 546.
How effective are diagnostic instruments in providing intervention for reading difficulties?
Key concept: Does diagnostic instrument help instructors identify specific reading difficulties and provide information on how to help children with the identified reading difficulties? BW Reidel. RRQ (Oct/Nov/Dec 07), 561.
What seems to be a major problem in helping ESL students learn and use English?
How to make use of their native language in learning the second language. How to use their knowledge, academic strengths and needs in their native languages in learninng English. E Rubenstein-Avila. RRQ (Oct/Nov/Dec 07), 569.
What does multiculturalism mean?
Sensitivity to diversity in foreign-language education Two or more different cultures in a community. In general, people find it difficult to define "multiculturalism." CA Mallozzi and JA Malloy. RRQ (Oct/Nov/Dec 07), 590-597.
How is oral proficiency useful in ESL learning?
Important in learning English, but is often overlooked in instruction. RA Grant, et al. RRQ (Oct/Nov/Dec 07), 599. [RayS: Oral proficiency should be an important tool in working with English as a Second Language students because that is how native speakers of English learn to read. Learning to read in English means identifying the words in their listening and speaking vocabulary with the same words in print.]
Other topic: Reflections on the end of the editors' 5-year term at RRQ.
Monday, October 15, 2007
Journal of Adolescent and Adult Literacy (JAAL). October 2007.
Some ideas on teaching English from the Journal of Adolescent and Adult Literacy (JAAL), October 2007, a publication of the International Reading Association.
How teach homonyms, homophones and homographs?
Homonyms, same word, different meanings (bank--for money; bank--by the side of a stream); Homophones, same sound, different words (their, there); and homographs, same spelling, different meanings (tear--to rip/ tear--cry). Special problem for English as second language learners: prior knowledge; visualizing; familiarity; categorizing; compare and contrast; modeling; guided instruction, assessment. J Jacobean, et al. JAAL (Oct. 07), 88 - 111.
What are some problems with literature discussion circles?
Teachers need to be aware of what is occurring in the discussions not relevant to the literary work; in other words, what is causing problems in discussion--problems of gender, power and ideology. [RayS: Students need to be taught how to discuss in groups.] LW Clarke. JAAL (Oct. 07), 112-131.
How deal with the frustration of dyslexia?
Teach students by-pass strategies. Be positive. Get to know the whole child. Highlight the successes. Encourage support groups. Highlight keywords. L Long, et al. JAAL (Oct. 07), 124-134.
How help struggling readers, including ESL students?
Teach students to use "think-alouds" (metacognitive) strategies. RG McKeowan and JL Gentiluai. JAAL (Oct. 07), 136-147.
What is one reason students don't like to read assigned academic reading?
The teachers don't like to read assigned reading either. [RayS: And they have not learned how to become involved in assigned reading, by way of SQ3R, etc.] M Lesley, et al. JAAL (Oct. 07), 150-162.
How help struggling readers?
One-on-one tutoring. J Cohen. JAAL (Oct. 07), 164-175.
Why is there a perpetual literacy crisis? (Why can't "Johnny" ever learn to read?)
Popular culture--sensationalist newspapers in the 1880s; movies in the 1930s; video games and text messaging today. [RayS: Interesting insight into the problem.] BT Williams. JAAL (Oct. 07), 178.
Other topic: Using blogs outside of school develops digital technology and traditional literacy.
How teach homonyms, homophones and homographs?
Homonyms, same word, different meanings (bank--for money; bank--by the side of a stream); Homophones, same sound, different words (their, there); and homographs, same spelling, different meanings (tear--to rip/ tear--cry). Special problem for English as second language learners: prior knowledge; visualizing; familiarity; categorizing; compare and contrast; modeling; guided instruction, assessment. J Jacobean, et al. JAAL (Oct. 07), 88 - 111.
What are some problems with literature discussion circles?
Teachers need to be aware of what is occurring in the discussions not relevant to the literary work; in other words, what is causing problems in discussion--problems of gender, power and ideology. [RayS: Students need to be taught how to discuss in groups.] LW Clarke. JAAL (Oct. 07), 112-131.
How deal with the frustration of dyslexia?
Teach students by-pass strategies. Be positive. Get to know the whole child. Highlight the successes. Encourage support groups. Highlight keywords. L Long, et al. JAAL (Oct. 07), 124-134.
How help struggling readers, including ESL students?
Teach students to use "think-alouds" (metacognitive) strategies. RG McKeowan and JL Gentiluai. JAAL (Oct. 07), 136-147.
What is one reason students don't like to read assigned academic reading?
The teachers don't like to read assigned reading either. [RayS: And they have not learned how to become involved in assigned reading, by way of SQ3R, etc.] M Lesley, et al. JAAL (Oct. 07), 150-162.
How help struggling readers?
One-on-one tutoring. J Cohen. JAAL (Oct. 07), 164-175.
Why is there a perpetual literacy crisis? (Why can't "Johnny" ever learn to read?)
Popular culture--sensationalist newspapers in the 1880s; movies in the 1930s; video games and text messaging today. [RayS: Interesting insight into the problem.] BT Williams. JAAL (Oct. 07), 178.
Other topic: Using blogs outside of school develops digital technology and traditional literacy.
Thursday, October 11, 2007
The Writer (Wrt). October 2007.
Some ideas on writing from The Writer, a magazine that publishes advice on writing by writers.
What to do about the subjunctive?
"If it were...." "I wish I were...." The definition of the subjunctive is "contrary to fact." If you can't figure it out, write around it. "If it were I, I would do it" becomes "I know that I would do it." "I wish it were I who could do it" becomes "I wish I could do it." The author explains the basics of the subjunctive, but he pretty much says to follow the definition of "contrary to fact" for "If" and "wish" or write around it A Plotnik. Wrt (Oct. 07), 15-16.
What is magical realism?
Realistic setting and plot jarred by the appearance of the fantastic. Quotes from five authors on the genre of magical realism. Ed. by Paola Corgo. Wrt (Oct. 07), 19-23.
How make children's books believable?
Through research, in the library, online, talking with friends and experts, or just watching kids in action. K Lay. Wrt (Oct. 07), 26-27.
How market your books?
Write blogs to which readers can respond. E Wilhelm. Wrt (Oct. 07), 28-29.
How can writing a journal help your writing?
Makes writing a habit. Set inner editor and critic aside. Write letters. Organize into random thoughts and observations, collect snippets of conversations and comments, collect quotes that inspire you. Poems. DM Raab. Wrt (Oct. 07), 30-33.
How would you write a co-journal?
Two people write and respond to each other. Then get together and read what ever they have written. [Hawthorne and his wife did this.] J Lehman. Wrt (Oct. 07), 34.
What was Johnny Cash's advice to his daughter about writing?
"Write. Write. Write. And don't care what anyone thinks." JP Morrell. Wrt. (Oct. 07), 35.
Should you shift point of view?
This author says yes. Gives examples of effective shifts in point of view. TE Kennedy. Wrt. (Oct. 07), 37-40.
Other topics:
Persecuted writers find sanctuary in the U.S.
What to consider when choosing a "print-on-demand" company.
Rankings of influential people and writers are the stuff to make arguments.
Museums devoted to Edgar Allan Poe.
Promotional book videos.
Profile of a children's book writer.
About women poets and their topics.
A writer on how she writes.
Review of a book about the Transcendentalists.
Review of a book on writing biographies.
Writing for the home [do-it-yourself] and garden market.
Review of the Bellevue Literary Review, founded by three doctors.
Example of types of commercial writing for free lancing.
What to do about the subjunctive?
"If it were...." "I wish I were...." The definition of the subjunctive is "contrary to fact." If you can't figure it out, write around it. "If it were I, I would do it" becomes "I know that I would do it." "I wish it were I who could do it" becomes "I wish I could do it." The author explains the basics of the subjunctive, but he pretty much says to follow the definition of "contrary to fact" for "If" and "wish" or write around it A Plotnik. Wrt (Oct. 07), 15-16.
What is magical realism?
Realistic setting and plot jarred by the appearance of the fantastic. Quotes from five authors on the genre of magical realism. Ed. by Paola Corgo. Wrt (Oct. 07), 19-23.
How make children's books believable?
Through research, in the library, online, talking with friends and experts, or just watching kids in action. K Lay. Wrt (Oct. 07), 26-27.
How market your books?
Write blogs to which readers can respond. E Wilhelm. Wrt (Oct. 07), 28-29.
How can writing a journal help your writing?
Makes writing a habit. Set inner editor and critic aside. Write letters. Organize into random thoughts and observations, collect snippets of conversations and comments, collect quotes that inspire you. Poems. DM Raab. Wrt (Oct. 07), 30-33.
How would you write a co-journal?
Two people write and respond to each other. Then get together and read what ever they have written. [Hawthorne and his wife did this.] J Lehman. Wrt (Oct. 07), 34.
What was Johnny Cash's advice to his daughter about writing?
"Write. Write. Write. And don't care what anyone thinks." JP Morrell. Wrt. (Oct. 07), 35.
Should you shift point of view?
This author says yes. Gives examples of effective shifts in point of view. TE Kennedy. Wrt. (Oct. 07), 37-40.
Other topics:
Persecuted writers find sanctuary in the U.S.
What to consider when choosing a "print-on-demand" company.
Rankings of influential people and writers are the stuff to make arguments.
Museums devoted to Edgar Allan Poe.
Promotional book videos.
Profile of a children's book writer.
About women poets and their topics.
A writer on how she writes.
Review of a book about the Transcendentalists.
Review of a book on writing biographies.
Writing for the home [do-it-yourself] and garden market.
Review of the Bellevue Literary Review, founded by three doctors.
Example of types of commercial writing for free lancing.
Wednesday, October 10, 2007
The Writer (Wrt). November 2007.
RayS note: For some reason, none of these topics interested me to the extent that I wanted to read the articles. I am sure someone will be interested in these topics. You will need to buy The Writer, November 2007, edition.
Author discusses neologisms like "bling" and "throwback," and then creates one, "funished," meaning he had fun writing it and now it is completed.
Begin with character, not theme or plot.
Publishers' Web sites offer book previews.
The history of Longfellow's house.
"Grammar Vandal" photographs and puts on-line signs with grammatical mistakes. Now other people are sending their photos of grammatical errors on signs.
Grant writing.
Overseas Mom turns e-mails home into published essays.
Article on how a writer had to leave a setting she had grown attached to.
On the value of taking an MFA, Master of Fine Arts degree.
Make the most of minor characters in your fiction.
Movies about writers and writing--Capote, All the President's Men, Almost Famous, etc.
Descriptions of different characteristics of writers that hold the writer back.
Read intense writing in order to write intensely.
Rookie mistakes in writing.
Podcasting what you have written.
If you're going to write about teens, write about today's teens.
Specialize in some subject in order to find articles to write.
Review of a book on a writer's experience including her being "mentored" by Howard Fast.
Publishing articles on parenting.
Review of a magazine, Ecoton, dealing with ecology.
Author discusses neologisms like "bling" and "throwback," and then creates one, "funished," meaning he had fun writing it and now it is completed.
Begin with character, not theme or plot.
Publishers' Web sites offer book previews.
The history of Longfellow's house.
"Grammar Vandal" photographs and puts on-line signs with grammatical mistakes. Now other people are sending their photos of grammatical errors on signs.
Grant writing.
Overseas Mom turns e-mails home into published essays.
Article on how a writer had to leave a setting she had grown attached to.
On the value of taking an MFA, Master of Fine Arts degree.
Make the most of minor characters in your fiction.
Movies about writers and writing--Capote, All the President's Men, Almost Famous, etc.
Descriptions of different characteristics of writers that hold the writer back.
Read intense writing in order to write intensely.
Rookie mistakes in writing.
Podcasting what you have written.
If you're going to write about teens, write about today's teens.
Specialize in some subject in order to find articles to write.
Review of a book on a writer's experience including her being "mentored" by Howard Fast.
Publishing articles on parenting.
Review of a magazine, Ecoton, dealing with ecology.
Tuesday, October 9, 2007
The Reading Teacher (RT). October 2007.
Some ideas on teaching reading and English from The Reading Teacher, a publication of the International Reading Association (IRA).
How improve vocabulary instruction?
Students learn to stop at words they don't know and try to figure out the best way to gain their meanings. [RayS: Worth thinking about.] One method is to teach groups of related words. JF Baumann, et al. RT (Oct. 007). 108-122.
What is wrong with our teaching of comprehension?
Comprehension is expected, not taught. We don't teach comprehension strategies. One strategy is to teach students how to understand the structure of narrative text. S Dymock. RT (Oct. 07), 161-167.
How improve comprehension?
Concentrate on the first three sentences of each chapter. Helps to get students thinking about what is going to happen in the text. DN Morgan and JL Williams. RT (Oct. 07), 168-172.
Other topics: Helping boys to change their attitudes toward literacy and to define their masculinity. Teachers working with 4th- and 5th- and 6th-grade students need a "tool kit" of techniques for working with content materials. Does not give specific suggestions for what the too kit should contain. Suggests four practices in teaching ESL (English as a second language) students: Explicit code and comprehension instruction. 2. Language-rich instruction--speaking and listening. 3. Socio-culturally informed instruction--students translate for parents. 4. Additive literacy instruction--focus on developing the native language.
How improve vocabulary instruction?
Students learn to stop at words they don't know and try to figure out the best way to gain their meanings. [RayS: Worth thinking about.] One method is to teach groups of related words. JF Baumann, et al. RT (Oct. 007). 108-122.
What is wrong with our teaching of comprehension?
Comprehension is expected, not taught. We don't teach comprehension strategies. One strategy is to teach students how to understand the structure of narrative text. S Dymock. RT (Oct. 07), 161-167.
How improve comprehension?
Concentrate on the first three sentences of each chapter. Helps to get students thinking about what is going to happen in the text. DN Morgan and JL Williams. RT (Oct. 07), 168-172.
Other topics: Helping boys to change their attitudes toward literacy and to define their masculinity. Teachers working with 4th- and 5th- and 6th-grade students need a "tool kit" of techniques for working with content materials. Does not give specific suggestions for what the too kit should contain. Suggests four practices in teaching ESL (English as a second language) students: Explicit code and comprehension instruction. 2. Language-rich instruction--speaking and listening. 3. Socio-culturally informed instruction--students translate for parents. 4. Additive literacy instruction--focus on developing the native language.
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