10-Second Review: The author identifies 104 clichés, not just expressions, but characters and story plots as well.
Title: “104 Worst Creative-Writing Clichés.” Randy F. Nelson. The Writer (September 2008), 30-32. The Writer is a publication that encourages writers to continue writing.
Summary: The author’s opening sentence sets the tone of the article: “Clichés, in my opinion, are substitutes for thinking.” Here is just a sampling: characters who reveal their true feelings, "more or less," "seemingly," "couldn’t be further from the truth," "in broad daylight," "harsh reality," "gaping holes," etc., etc.
Comment: This is an article that is worth keeping. Especially interesting are the clichéd story plots. RayS.
The purpose of this blog is to share interesting ideas I have found in recent American professional publications dealing with the teaching of English at all levels, elementary, secondary and college.
Thursday, September 11, 2008
Wednesday, September 10, 2008
Topic: Usage.
10-Second Review: A review of prescriptive usage in America and increasing dissatisfaction with it.
Title: “Correct Usage Is Often A Judgment Call.” John McIntyre. The Writer (September 2008), 15-16. The Writer is a publication that encourages writers to continue writing.
Summary: The title is the best summary of the article. Rails against criticism of split infinitives, ending sentences with prepositions and beginning sentences with coordinate conjunctions like “And” and “But” as superficial problems of usage. “…linguists might be persuaded to give some practical help to those of us who, rather than indulging in peevish ranting, are trying to achieve clarity of prose and reasonable practices of grammar and usage in newspapers, magazines, books and electronic publications.” p. 16.
Comment: In my blog, “Q & A on Writing,” (http://qawriting-rays.blogspot.com), I talk about the reasons for worrying about correct usage and punctuation: distractibility, i.e., from the writer’s meaning. I rate each usage or punctuation item at one of three levels: “Who cares?”= (*). “Some people will be distracted from your meaning”: = (**). “Many people will be distracted from your meaning”: = (***). RayS.
The purpose of this blog is to share interesting ideas I have found in recent American professional publications dealing with the teaching of English at all levels, elementary, secondary and college.
Title: “Correct Usage Is Often A Judgment Call.” John McIntyre. The Writer (September 2008), 15-16. The Writer is a publication that encourages writers to continue writing.
Summary: The title is the best summary of the article. Rails against criticism of split infinitives, ending sentences with prepositions and beginning sentences with coordinate conjunctions like “And” and “But” as superficial problems of usage. “…linguists might be persuaded to give some practical help to those of us who, rather than indulging in peevish ranting, are trying to achieve clarity of prose and reasonable practices of grammar and usage in newspapers, magazines, books and electronic publications.” p. 16.
Comment: In my blog, “Q & A on Writing,” (http://qawriting-rays.blogspot.com), I talk about the reasons for worrying about correct usage and punctuation: distractibility, i.e., from the writer’s meaning. I rate each usage or punctuation item at one of three levels: “Who cares?”= (*). “Some people will be distracted from your meaning”: = (**). “Many people will be distracted from your meaning”: = (***). RayS.
The purpose of this blog is to share interesting ideas I have found in recent American professional publications dealing with the teaching of English at all levels, elementary, secondary and college.
Tuesday, September 9, 2008
Topic: What do people look for in reading a story?
10-Second Review: A list of characteristics that people look for when reading a story.
Title: “What Do Readers Love in a Story? Let Us Count the Ways.” Laura Yeager. The Writer (September 2008), 13. The Writer is a publication that encourages writers to keep writing.
Summary: The characteristics that people love to find in a story are escape, positive social change, laughs, intellectual challenge, predictability, happy endings, surprise, suspense, philosophy, ‘visible’ characters and settings, an opportunity to learn something new, a connection with characters, story resolution, complete absorption or a meditative effect [You can’t put it down without thinking about it].
Comment: These traits leave out some pretty significant “literary” short stories and novels. Or do they? RayS.
The purpose of this blog is to share interesting ideas I have found in recent American professional publications dealing with the teaching of English at all levels, elementary, secondary and college.
Title: “What Do Readers Love in a Story? Let Us Count the Ways.” Laura Yeager. The Writer (September 2008), 13. The Writer is a publication that encourages writers to keep writing.
Summary: The characteristics that people love to find in a story are escape, positive social change, laughs, intellectual challenge, predictability, happy endings, surprise, suspense, philosophy, ‘visible’ characters and settings, an opportunity to learn something new, a connection with characters, story resolution, complete absorption or a meditative effect [You can’t put it down without thinking about it].
Comment: These traits leave out some pretty significant “literary” short stories and novels. Or do they? RayS.
The purpose of this blog is to share interesting ideas I have found in recent American professional publications dealing with the teaching of English at all levels, elementary, secondary and college.
Monday, September 8, 2008
Topic: Writing Goals
10-Second Review: An acronym for writing goals.
Title: “A ‘SMART’ way to set writing Goals.” Kelly L. Stone. The Writer (September 2008), p. 8. The Writer is a publication that tries to encourage writers to keep writing.
Summary: Uses the acronym “SMART” to tell the reader how to write goals. S = specific. M = measurable. A = achievable. R = realistic. T = time limit.
Comment: Wish I had that acronym when I was helping teachers to write curriculum. RayS.
The purpose of this blog is to share interesting ideas I have found in recent American professional publications dealing with the teaching of English at all levels, elementary, secondary and college.
Title: “A ‘SMART’ way to set writing Goals.” Kelly L. Stone. The Writer (September 2008), p. 8. The Writer is a publication that tries to encourage writers to keep writing.
Summary: Uses the acronym “SMART” to tell the reader how to write goals. S = specific. M = measurable. A = achievable. R = realistic. T = time limit.
Comment: Wish I had that acronym when I was helping teachers to write curriculum. RayS.
The purpose of this blog is to share interesting ideas I have found in recent American professional publications dealing with the teaching of English at all levels, elementary, secondary and college.
Thursday, September 4, 2008
Topic: Timed Writing Tests
10-Second Review: Teacher gives an acronym that tells students how to write a timed writing test.
Title: “Give Me a W!” Freda Abercrombie. English Journal (March 2008), 103-105. A publication of the National Council of Teachers of English (NCTE).
Summary: The acronym is WRITTTE. "W" stands for word choice; "R" is for real-life examples. "I" is for eye-catching introductions. "T" is for the power of three—the 3 intermediate paragraphs in the 5-paragraph essay. The second "T" is for “Tight on the Topic,” i.e. clearly related to the topic. The third "T" is for transitions. Teaches three or four transitions to remember to include. "E" is for ending—last impression. Leave the reader with something to think about.
Comment: One more acronym. But the author of this article wants to give her students steps to remember when taking timed writing tests. Shows them how to take the test. I like it. I might use a different acronym, but helping tense students to prepare for the test is an excellent idea. Reduces a complex process to a few key words. RayS.
The purpose of this blog is to share interesting ideas I have found in recent American professional publications dealing with the teaching of English at all levels, elementary, secondary and college.
Wednesday, September 3, 2008
Topic: Parent-Teacher Relations
Ten-Second Review: Sends home memo with students at the beginning of the school year asking the parents to introduce their child to the teacher via e-mail or regular letter.
Title: “More Than Just an English Student.” Michael T. Vokoun. English Journal (March 2008), 101-103. A publication of the National Council of Teachers of English (NCTE).
Quote: Here’s the memo.
I am excited about all we, as a new family, can learn about each other. In order for me to get a better idea about your child, I am going to need your help.
Could you please write me via e-mail and introduce your child to me? You may include any information that you think will help me to “get to know” him or her better. If you know the best way your child learns, let me know. If you want me to know anything about your family as well, feel free to share.
If you are e-mail challenged, please write or type a letter that you can send in with your child, and please then explain the best way to contact you about your child.
Comment: Sounds like a good idea. I’m worried that some parents might think the teacher is being nosy. I might change the language in the memo. I can bet that some students will not give it to their parents, worried that the teacher will learn something that won’t be favorable to the child. I might hold off to “back-to-school” night to introduce the idea, so that I can explain it and clarify my intentions. Still, I think the idea is a good one. I might add something about having the parent write it with the child. RayS.
The purpose of this blog is to share interesting ideas I have found in recent American professional publications dealing with the teaching of English at all levels, elementary, secondary and college.
Title: “More Than Just an English Student.” Michael T. Vokoun. English Journal (March 2008), 101-103. A publication of the National Council of Teachers of English (NCTE).
Quote: Here’s the memo.
I am excited about all we, as a new family, can learn about each other. In order for me to get a better idea about your child, I am going to need your help.
Could you please write me via e-mail and introduce your child to me? You may include any information that you think will help me to “get to know” him or her better. If you know the best way your child learns, let me know. If you want me to know anything about your family as well, feel free to share.
If you are e-mail challenged, please write or type a letter that you can send in with your child, and please then explain the best way to contact you about your child.
Comment: Sounds like a good idea. I’m worried that some parents might think the teacher is being nosy. I might change the language in the memo. I can bet that some students will not give it to their parents, worried that the teacher will learn something that won’t be favorable to the child. I might hold off to “back-to-school” night to introduce the idea, so that I can explain it and clarify my intentions. Still, I think the idea is a good one. I might add something about having the parent write it with the child. RayS.
The purpose of this blog is to share interesting ideas I have found in recent American professional publications dealing with the teaching of English at all levels, elementary, secondary and college.
Tuesday, September 2, 2008
Topic: Vocabulary
10-Second Review: Students look for short list of Latin roots in their reading and writing.
Title: “Vocabulary Instruction Goes ‘Old School.’ ” Suzanne R. Kail. English Journal (March 2008), 62-67. A publication of the National Council of Teachers of English (NCTE).
Summary: Each week class copies a short list of Latin roots. This list becomes the basis for searching their reading and writing for words based on the roots.
Comment: Interesting idea. I need to try it myself first before using it with my students. RayS.
The purpose of this blog is to share interesting ideas I have found in recent American professional publications dealing with the teaching of English at all levels, elementary, secondary and college.
Title: “Vocabulary Instruction Goes ‘Old School.’ ” Suzanne R. Kail. English Journal (March 2008), 62-67. A publication of the National Council of Teachers of English (NCTE).
Summary: Each week class copies a short list of Latin roots. This list becomes the basis for searching their reading and writing for words based on the roots.
Comment: Interesting idea. I need to try it myself first before using it with my students. RayS.
The purpose of this blog is to share interesting ideas I have found in recent American professional publications dealing with the teaching of English at all levels, elementary, secondary and college.
Subscribe to:
Posts (Atom)