Ten-second review: Why do we read and write?
Title: "Writing and Painting Our Lives into Being: School, Home, and the Larger Community as Transformative Spaces for Learning.” Ralph A Cordova, Jr. Language Arts (September 2008), 18-27. A publication of the National Council of Teachers of English (NCTE).
Quote: “So, have you ever asked yourself why painters paint, writers and readers write and read? Why teachers teach? We do it because we are reaching. We reach across spaces for substance and sustenance. We understand our self-realization only in realizing the lived experiences of others. As members of multiple communities, we can learn to reach across spaces and peoples like (sic.) we reach across familiar and unfamiliar books, navigating complex terrains and emerging transformed.”
Comment: The author’s somewhat poetic response to the fundamental questions of why we read, write and teach is worth thinking about. Why do you read, write and teach? And try answering these questions without resorting to clichés.
I read to gather ideas about life and experience. I write to learn, clarify and shape what I think and to share my ideas with others. I teach to help others develop their purposes and skills for learning, reading and writing—without my assistance.
Why do you read, write and teach? And everyone teaches.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Tuesday, September 30, 2008
Monday, September 29, 2008
Topic: Parents of First Graders and Writing
10-second review: Parents of first graders should focus on meaning in their children’s writing and make only one or two corrections per piece of writing.
Title: “Every Mark on the Page: Educating Family and Community Members about Young Children’s Writing.” KF Cusumano. Language Arts (September 2008), 9-17. A publication of the National Council of the Teachers of English (NCTE).
Quote: “In fact, the homework (in first grade) began to come back looking as if a child, instead of an adult, wrote it. Family and community members began to relax a bit, choosing one or two mistakes for a child to correct per piece of writing. Some of my reluctant writers happily reported to me that their family and community members no longer made them write a rough draft, correct all their mistakes, and then rewrite it in their best handwriting”
Comment: Oh! Oh! Another issue. Should student writing be posted without correction? But it is also hard to imagine first graders writing a complete composition, correcting all their mistakes and writing a final copy in their best handwriting.
Perhaps there’s a middle road. My wife, a first-grade teacher, used to have students write paperback books on four or more folded (eight pages or more) that looked like the children’s books she read to them. First came the text. Their stories were wonderful. In the beginning she corrected their stories with them. Then they drew their pictures. They were posted with the corrections. They did not copy it over in their best handwriting. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “Every Mark on the Page: Educating Family and Community Members about Young Children’s Writing.” KF Cusumano. Language Arts (September 2008), 9-17. A publication of the National Council of the Teachers of English (NCTE).
Quote: “In fact, the homework (in first grade) began to come back looking as if a child, instead of an adult, wrote it. Family and community members began to relax a bit, choosing one or two mistakes for a child to correct per piece of writing. Some of my reluctant writers happily reported to me that their family and community members no longer made them write a rough draft, correct all their mistakes, and then rewrite it in their best handwriting”
Comment: Oh! Oh! Another issue. Should student writing be posted without correction? But it is also hard to imagine first graders writing a complete composition, correcting all their mistakes and writing a final copy in their best handwriting.
Perhaps there’s a middle road. My wife, a first-grade teacher, used to have students write paperback books on four or more folded (eight pages or more) that looked like the children’s books she read to them. First came the text. Their stories were wonderful. In the beginning she corrected their stories with them. Then they drew their pictures. They were posted with the corrections. They did not copy it over in their best handwriting. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Friday, September 26, 2008
Topic: Technology
10-second review: Technology’s use in the classroom is not centered on the technology itself, but on its uses in teaching English more effectively.
Title: “It’s Not about the Technology.” Carla Beard. Council Chronicle (September 2008), 32. A publication of the National Council of Teachers of English (NCTE).
Quote: “Noted educator David Warwick says it best: ‘The most important thing to remember about technology in our classroom is that it is not about technology…. The technology comes along because it has become the pen and paper, light and sound, of the twenty-first century.”
Comment: It’s not the technology itself, but its usefulness in teaching English. Couldn’t have said it better.
That’s the reason, back in the early 1980’s, that I rejected the most sophisticated—and expensive—word processing program developed by IBM, for a much simpler version that allowed students to add, delete, substitute, move and spell-check text almost without thinking, as staff and students learned how to use the word processor in writing instruction.
The most sophisticated word processing program might have been able to do more sophisticated things with print, but the simple program enabled staff and students to use it in learning to write. I had seen so many people discouraged by learning the sophisticated word processor, requiring concentration on how the word processor worked, that I knew my purpose needed to be to use the word processor to write almost without thinking in using its basic features. Boy, was I ever criticized for making that decision—but not by the staff or students. They appreciated its ease of use. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “It’s Not about the Technology.” Carla Beard. Council Chronicle (September 2008), 32. A publication of the National Council of Teachers of English (NCTE).
Quote: “Noted educator David Warwick says it best: ‘The most important thing to remember about technology in our classroom is that it is not about technology…. The technology comes along because it has become the pen and paper, light and sound, of the twenty-first century.”
Comment: It’s not the technology itself, but its usefulness in teaching English. Couldn’t have said it better.
That’s the reason, back in the early 1980’s, that I rejected the most sophisticated—and expensive—word processing program developed by IBM, for a much simpler version that allowed students to add, delete, substitute, move and spell-check text almost without thinking, as staff and students learned how to use the word processor in writing instruction.
The most sophisticated word processing program might have been able to do more sophisticated things with print, but the simple program enabled staff and students to use it in learning to write. I had seen so many people discouraged by learning the sophisticated word processor, requiring concentration on how the word processor worked, that I knew my purpose needed to be to use the word processor to write almost without thinking in using its basic features. Boy, was I ever criticized for making that decision—but not by the staff or students. They appreciated its ease of use. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Thursday, September 25, 2008
Topic: Research on Writing
Topic: Research-based Recommendations for Teaching Writing Effectively
10-second review: Length of papers; types of assignments; grammar; collaborative writing; compose in a variety of media; respond to drafts; variety of assessments including portfolios.
Title: “Research-based Recommendations for Effective Writing Instruction and Assessment.” James R. Squire Office for Policy Research. Council Chronicle (September 2008), 20. A publication of the National Council of Teachers of English (NCTE).
Summary:
Students should write extensively in order to prepare for 5-page papers in high school and ten-page papers in college.
Assignments should interpret and analyze.
Grammar should be functional, i.e., studied in the context of writing.
Students should learn to write collaboratively.
Students should learn to compose using a variety of media—film, slides, tape recorders as well as print.
Respond to student drafts, not just the final copy.
Evaluate writing using a variety of assessment tools—rubrics, scales and portfolios in which student papers are collected.
Comment: Can’t argue with these recommendations. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
10-second review: Length of papers; types of assignments; grammar; collaborative writing; compose in a variety of media; respond to drafts; variety of assessments including portfolios.
Title: “Research-based Recommendations for Effective Writing Instruction and Assessment.” James R. Squire Office for Policy Research. Council Chronicle (September 2008), 20. A publication of the National Council of Teachers of English (NCTE).
Summary:
Students should write extensively in order to prepare for 5-page papers in high school and ten-page papers in college.
Assignments should interpret and analyze.
Grammar should be functional, i.e., studied in the context of writing.
Students should learn to write collaboratively.
Students should learn to compose using a variety of media—film, slides, tape recorders as well as print.
Respond to student drafts, not just the final copy.
Evaluate writing using a variety of assessment tools—rubrics, scales and portfolios in which student papers are collected.
Comment: Can’t argue with these recommendations. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Wednesday, September 24, 2008
Topic: Teachers' Uses of Technology in the Classroom
Ten-second survey: Teachers use technology to duplicate what they already do with existing resources. There’s nothing innovative about teachers’ use of technology.
Title: “Learning from Teachers’ Conceptions of Technology Integration: What Do Blogs, Instant Messages and 3D Chat Rooms Have to Do with It?” BC Boling. Research in the Teaching of English (August 2008), 74-100. A publication of the National Council of Teachers of English (NCTE).
Quote: “Despite increased focus on technology and recognition that teachers must be prepared to provide technology-supported learning opportunities for students, research has shown that little technology is actually being used in classrooms in meaningful and transformative ways. Instead of using technology to contribute to learner-centered teaching approaches which can improve learning, many educators are using technology in ways that replicate what can be done with overhead projectors, television or blackboards…. …educators still face the fact that the highest likelihood of integration will occur only if they value technology integration and see compatibility between its innovative uses and their existing values and beliefs.”
Comment: I think the last sentence, which I have italicized, is significant. If teachers believe in the directed reading assignment (DRA), for example, technology must be used within that framework (build background experience, pre-teach unfamiliar vocabulary, preview to raise questions to answer when reading and apply what has been learned from reading) or teachers will not use it.
On the other hand, a superintendent I once worked with gave junior high students a problem in science, made the technology available to them on which they had been trained and students set about trying to solve the problem and produce a presentation to show that they had solved it. Chaotic to be sure, but the students succeeded in using the technology themselves, solved the problem, sometimes using different methods, and made excellent and interesting presentations. I did not think it would work, but it did.
I think that “…the highest likelihood of integration” of technology into classroom activities will occur if teacher educators use technology in innovative ways when teaching the teachers in teacher education classes. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Title: “Learning from Teachers’ Conceptions of Technology Integration: What Do Blogs, Instant Messages and 3D Chat Rooms Have to Do with It?” BC Boling. Research in the Teaching of English (August 2008), 74-100. A publication of the National Council of Teachers of English (NCTE).
Quote: “Despite increased focus on technology and recognition that teachers must be prepared to provide technology-supported learning opportunities for students, research has shown that little technology is actually being used in classrooms in meaningful and transformative ways. Instead of using technology to contribute to learner-centered teaching approaches which can improve learning, many educators are using technology in ways that replicate what can be done with overhead projectors, television or blackboards…. …educators still face the fact that the highest likelihood of integration will occur only if they value technology integration and see compatibility between its innovative uses and their existing values and beliefs.”
Comment: I think the last sentence, which I have italicized, is significant. If teachers believe in the directed reading assignment (DRA), for example, technology must be used within that framework (build background experience, pre-teach unfamiliar vocabulary, preview to raise questions to answer when reading and apply what has been learned from reading) or teachers will not use it.
On the other hand, a superintendent I once worked with gave junior high students a problem in science, made the technology available to them on which they had been trained and students set about trying to solve the problem and produce a presentation to show that they had solved it. Chaotic to be sure, but the students succeeded in using the technology themselves, solved the problem, sometimes using different methods, and made excellent and interesting presentations. I did not think it would work, but it did.
I think that “…the highest likelihood of integration” of technology into classroom activities will occur if teacher educators use technology in innovative ways when teaching the teachers in teacher education classes. RayS.
The purpose of this blog, English Updates, is to review interesting contemporary (2008-2009) articles from professional English education journals at all levels—elementary, middle school, junior high school, high school and college.
Tuesday, September 23, 2008
Topic: The Uses of Stories
Ten-second review: Telling stories is the means of interpreting experience, and learning to compose narratives enriches life.
Title: “Teaching Trickster Tales: A Comparison of Instructional Approaches.” Maria Jarvey, et al. Research in the Teaching of English (August 2008), 42-73. A publication of the National Council of Teachers of English (NCTE).
Quote: “Storytelling is one of the most powerful means we as humans have to capture, interpret and share…experience…. The creation and sharing of stories is…efficient and powerfully effective…for transmitting cultural knowledge, values and beliefs. From toddlerhood to old age, we use narratives in our lives to articulate, reflect on, and share our interpretations of experience…. Stories create templates for behavior and its interpretation…. Through narrative we develop a deeper understanding of the social world—of how others think, why they behave the way they do, and the implications individuals’ actions hold for others…. In sum, the ability to comprehend and compose narratives is intrinsic to human life, and refining these abilities adds richness and depth to that life.”
Comment: The importance of teaching students to write narratives, not only as stand-alones, but also as supporting details in expository writing.
A thought: “Stories create templates for behavior….” and yet we resist the censors’ claims that stories teach negative behavior. Just a thought.
And another thought: What are the best ways to teach students to write narratives? RayS.
This blog, English Updates, reviews selected articles from current (2008-2009) professional English education journals.
Title: “Teaching Trickster Tales: A Comparison of Instructional Approaches.” Maria Jarvey, et al. Research in the Teaching of English (August 2008), 42-73. A publication of the National Council of Teachers of English (NCTE).
Quote: “Storytelling is one of the most powerful means we as humans have to capture, interpret and share…experience…. The creation and sharing of stories is…efficient and powerfully effective…for transmitting cultural knowledge, values and beliefs. From toddlerhood to old age, we use narratives in our lives to articulate, reflect on, and share our interpretations of experience…. Stories create templates for behavior and its interpretation…. Through narrative we develop a deeper understanding of the social world—of how others think, why they behave the way they do, and the implications individuals’ actions hold for others…. In sum, the ability to comprehend and compose narratives is intrinsic to human life, and refining these abilities adds richness and depth to that life.”
Comment: The importance of teaching students to write narratives, not only as stand-alones, but also as supporting details in expository writing.
A thought: “Stories create templates for behavior….” and yet we resist the censors’ claims that stories teach negative behavior. Just a thought.
And another thought: What are the best ways to teach students to write narratives? RayS.
This blog, English Updates, reviews selected articles from current (2008-2009) professional English education journals.
Monday, September 22, 2008
Topic: Researchers as "Mythbusters."
10-second review: Researchers in education need to present their findings to teachers in entertaining and informative ways.
Title: “Professional Resources.” RJ Draper and D Fisher. Journal of Adolescent and Adult Literacy (JAAL) (September 2008), 88-92. A publication of the International Reading Association (IRA).
Summary: The authors say that the TV program Mythbusters (Discovery Channel), researches “myths” (common beliefs) and concludes either to “bust” or confirm them, reject the “myths” as untrue or accept their truth. The program is quite entertaining. Education researchers complain that teachers do not read their findings and results that also essentially “bust” (reject) or confirm educational theories and “myths.” Why not present their findings and results in a more entertaining and informative way?
Comment: Good thought. I can think of at least two reasons researchers in education do not present their findings and results in entertaining ways:
1. They are locked into the jargon of research.
2. Their findings and results are not clear-cut as are the myths in Mythbusters. Most of educational research “suggests” results and cannot be as definitive as the “myths” that are “busted” or confirmed in the TV show. Still, a more entertaining presentation of results and findings should be considered. Any ideas out there? RayS.
The purpose of this blog is to present articles of interest from professional education journals to teachers of English at all levels.
Title: “Professional Resources.” RJ Draper and D Fisher. Journal of Adolescent and Adult Literacy (JAAL) (September 2008), 88-92. A publication of the International Reading Association (IRA).
Summary: The authors say that the TV program Mythbusters (Discovery Channel), researches “myths” (common beliefs) and concludes either to “bust” or confirm them, reject the “myths” as untrue or accept their truth. The program is quite entertaining. Education researchers complain that teachers do not read their findings and results that also essentially “bust” (reject) or confirm educational theories and “myths.” Why not present their findings and results in a more entertaining and informative way?
Comment: Good thought. I can think of at least two reasons researchers in education do not present their findings and results in entertaining ways:
1. They are locked into the jargon of research.
2. Their findings and results are not clear-cut as are the myths in Mythbusters. Most of educational research “suggests” results and cannot be as definitive as the “myths” that are “busted” or confirmed in the TV show. Still, a more entertaining presentation of results and findings should be considered. Any ideas out there? RayS.
The purpose of this blog is to present articles of interest from professional education journals to teachers of English at all levels.
Friday, September 19, 2008
Topic: Educational Jargon
10-second review: Not in plain English.
Title: “(Re)Framing policy analysis.” L P Stevens. Journal of adolescent and Adult Literacy (JAAL) (September 2008), 70-72. A publication of the International Reading Association (IRA).
“Edspeak”: “Through analyses of new issues are framed, we can better understand the social contexts of our work and what is possible and not possible discursively, and this puts us in a more agentive position for engaging in and transforming dialogues about adolescents, adults and literacy.” [Bold face mine. RayS.]
Comment: Will someone please tell me what this sentence says in plain English? RayS.
This blog, English Updates, reviews selected articles from current (2008-2009) professional English education journals.
Title: “(Re)Framing policy analysis.” L P Stevens. Journal of adolescent and Adult Literacy (JAAL) (September 2008), 70-72. A publication of the International Reading Association (IRA).
“Edspeak”: “Through analyses of new issues are framed, we can better understand the social contexts of our work and what is possible and not possible discursively, and this puts us in a more agentive position for engaging in and transforming dialogues about adolescents, adults and literacy.” [Bold face mine. RayS.]
Comment: Will someone please tell me what this sentence says in plain English? RayS.
This blog, English Updates, reviews selected articles from current (2008-2009) professional English education journals.
Thursday, September 18, 2008
Topic: Digital Literacies
10-second review: Definition of “digital literacies.”
Title: “Digital Literacies Go to School: Potholes and Possibilities.” D O’Brien and C Scharber. Journal of Adolescent and Adult Literacies (JAAL) (September 2008), 66. A publication of the International Reading Association (IRA).
Summary/Quote: “State and national education standards in the United States define digital literacies with phrases such as 'using computers,' 'critically reading Web pages,' and 'understanding how to view digital images.' ”
Comment: I look forward to future columns in the Journal of Adolescent and Adult Literacy on the topic of digital literacies. The authors have defined “digital literacies” in a very general way. However, I have already started to think about what the term means in education, particularly in my teaching. “Using computers” is a very broad term. “Critically reading of Web pages” puts a frown on my face. What exactly does that mean? And “understanding how to view digital images” means absolutely nothing to me. I look forward to clarification of these three components of digital literacies by the authors and others. RayS.
This blog, English Updates, reviews selected articles from current (2008-2009) professional English education journals.
Title: “Digital Literacies Go to School: Potholes and Possibilities.” D O’Brien and C Scharber. Journal of Adolescent and Adult Literacies (JAAL) (September 2008), 66. A publication of the International Reading Association (IRA).
Summary/Quote: “State and national education standards in the United States define digital literacies with phrases such as 'using computers,' 'critically reading Web pages,' and 'understanding how to view digital images.' ”
Comment: I look forward to future columns in the Journal of Adolescent and Adult Literacy on the topic of digital literacies. The authors have defined “digital literacies” in a very general way. However, I have already started to think about what the term means in education, particularly in my teaching. “Using computers” is a very broad term. “Critically reading of Web pages” puts a frown on my face. What exactly does that mean? And “understanding how to view digital images” means absolutely nothing to me. I look forward to clarification of these three components of digital literacies by the authors and others. RayS.
This blog, English Updates, reviews selected articles from current (2008-2009) professional English education journals.
Wednesday, September 17, 2008
Topic: Ideas from The Writer Magazine
10-Second Review: film adaptations from books; dialogue; spell checkers and proofreading; Phyllis A. Whitney on “middle-of-the-book blues”; Samuel Johnson on London.
Film Adaptations from Books: “…the overwhelming majority of film adaptations lose a great deal in the process of translation from book to film, and will continue to do so.” Chuck Leddy. “Lost in Translation: The Challenge of Adapting Books to Film.” The Writer (October 2008), 9.
Dialogue: “Whether it is spoken aggressively, taken the wrong way, or meant in jest, the goal of dialogue is to produce an emotional response in the reader.” Shelly Lowenkopf. “Good Dialogue Betrays Emotion.” The Writer (October 2008), 12.
Spell Checkers and Proofreading: “…never let the spell checker be the final step in proofreading. Your eyeballs will always be your best editing tool.” [Comment: Try reading from last word to first. You’ll see the details of each word. When you read from first word to last, the normal method of reading, you will skip over the details of words as you read for ideas. RayS.] Mark Peters. “Beware of Spell-Checker Mischief.” The Writer (October 2008), 12.
Phyllis A. Whitney on “Middle-of-the-Book Blues.” [Comment: Most readers experience a lag in reading novels. Ms. Whitney admits to experiencing lag in writing them. RayS.] “Middle-of-the-book blues! I get them every time. The enthusiasm with which I started out has evaporated.” “10 Ways to Cure the MidNovel Blues.” The Writer (October 2008), 22. [Comment: My suggestion for the reader to overcome the lag is to begin reading one paragraph a page until your interest is once again caught. RayS.]
London: “Samuel Johnson uttered one of the truest sentences I have heard: ‘When a man is tired of London, he is tired of life.’ ”Patrick Hicks. “Writing London.” The Writer (October 2008), 24.
The Writer is a monthly publication written by writers for writers. Its mission is to encourage writers to keep learning about writing.
Film Adaptations from Books: “…the overwhelming majority of film adaptations lose a great deal in the process of translation from book to film, and will continue to do so.” Chuck Leddy. “Lost in Translation: The Challenge of Adapting Books to Film.” The Writer (October 2008), 9.
Dialogue: “Whether it is spoken aggressively, taken the wrong way, or meant in jest, the goal of dialogue is to produce an emotional response in the reader.” Shelly Lowenkopf. “Good Dialogue Betrays Emotion.” The Writer (October 2008), 12.
Spell Checkers and Proofreading: “…never let the spell checker be the final step in proofreading. Your eyeballs will always be your best editing tool.” [Comment: Try reading from last word to first. You’ll see the details of each word. When you read from first word to last, the normal method of reading, you will skip over the details of words as you read for ideas. RayS.] Mark Peters. “Beware of Spell-Checker Mischief.” The Writer (October 2008), 12.
Phyllis A. Whitney on “Middle-of-the-Book Blues.” [Comment: Most readers experience a lag in reading novels. Ms. Whitney admits to experiencing lag in writing them. RayS.] “Middle-of-the-book blues! I get them every time. The enthusiasm with which I started out has evaporated.” “10 Ways to Cure the MidNovel Blues.” The Writer (October 2008), 22. [Comment: My suggestion for the reader to overcome the lag is to begin reading one paragraph a page until your interest is once again caught. RayS.]
London: “Samuel Johnson uttered one of the truest sentences I have heard: ‘When a man is tired of London, he is tired of life.’ ”Patrick Hicks. “Writing London.” The Writer (October 2008), 24.
The Writer is a monthly publication written by writers for writers. Its mission is to encourage writers to keep learning about writing.
Tuesday, September 16, 2008
Topic: Overcoming Writer's Block
10-Second Review: Nine ways to get started writing—applies to stories, but to other types of writing as well.
Title: “Some Seeds to Start Your Fiction.” John Dufresne. The Writer (September 2008), 37. The Writer is a publication that encourages writers to continue writing.
Summary: Start with a line, a list, a title, a character, a situation, an event, an image, a subject, an oddity.
Comment: Some interesting ways to get started writing. RayS.
The purpose of this blog is to feature some recent articles of interest from professional publications.
Title: “Some Seeds to Start Your Fiction.” John Dufresne. The Writer (September 2008), 37. The Writer is a publication that encourages writers to continue writing.
Summary: Start with a line, a list, a title, a character, a situation, an event, an image, a subject, an oddity.
Comment: Some interesting ways to get started writing. RayS.
The purpose of this blog is to feature some recent articles of interest from professional publications.
Monday, September 15, 2008
Topic: Cliches
10-Second Review: Suggests what to do about clichés in your writing.
Title: “Exploit the Power of Clichés.” Eric Witchey. The Writer (September 2008), 24-25. The Writer is a publication that encourages writers to continue writing.
Summary: Two steps in dealing with your own clichés seemed particularly helpful: mark the clichés in your manuscript. Then go back and “tease out the deeper meanings.” The author goes on to explain: “When we write a cliché, it is often shorthand for a longer, more involved mental and emotional understanding of the situation and character.” In other words, find another, more precise way of saying what you mean.
Comment: Helpful. 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: “Exploit the Power of Clichés.” Eric Witchey. The Writer (September 2008), 24-25. The Writer is a publication that encourages writers to continue writing.
Summary: Two steps in dealing with your own clichés seemed particularly helpful: mark the clichés in your manuscript. Then go back and “tease out the deeper meanings.” The author goes on to explain: “When we write a cliché, it is often shorthand for a longer, more involved mental and emotional understanding of the situation and character.” In other words, find another, more precise way of saying what you mean.
Comment: Helpful. 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
Topic: Cliches
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.
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.
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.
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