Some ideas on teaching English from Research in the Teaching of English, August 2007, a publication of the National Council of Teachers of English (NCTE).
Scale of the value of each idea to me, RayS.
*Not much interest
**Some interest. I'll think about it.
***Very much interested.
What's wrong with preparing students to read literary works?
"Scaffolding," preparing students to learn by giving them background information, might be good in some aspects of language arts, but might be hurtful in literature because it leads students to expect right or wrong answers. MS Aukerman. RTE (Aug. 07), 56-103. *
[RayS.: The Junior Great Books program does not believe in preparing students to read a literary selection for just that reason--students will be forewarned that there is a right or wrong interpretation. Therefore, the Junior Great Books program simply gives the literary work to the students and tells them to read it.
In the best of all possible worlds, motivating students to read would not be necessary. In the real world, motivation is crucial. Students have too many technological distractions and will not read without some reason to do so. I always prepare students for what they are going to read, including background information, pre-teaching difficult or unfamiliar vocabulary and establishing a purpose for reading.]
What role does confidence in writing play in successful writing?
If students are confident that they have the skills to write, they are more likely to be skillful writers. F Pajares, et al. RTE (Aug. 07), 104-120. **
[RayS.: My response to this finding is "Duh." One of my goals in teaching writing is to help students gain confidence in writing. This article seems to be saying that having confidence in writing creates the self-fulfilling prophecy of successful writing. Duh.]
What should teachers focus on in teaching language in English class?
The functions of language. MJ Schleppegrell. RTE (Aug. 07), 121-128. ***
[RayS: Those functions could put grammar into context.]
Other topics in this issue of RTE: reading the literature of the Holocaust. This topic could be of interest to other readers, but not to me. RayS.
Tuesday, August 14, 2007
Monday, August 13, 2007
College English. May 2007.
Some ideas on teaching English from College English, May 2007, a publication of the National Council of Teachers of English (NCTE).
Scale of the value of each idea to me, RayS.
*Not much interest
**Some interest. I'll think about it.
***Very much interested.
What should we do about the problem of increased numbers of autistic children coming into the schools?
For whatever reason the number of diagnosed cases of autism has significantly increased. If we are going to teach autistic students to write, we need to learn as much as we can about autism. A Jurecic. CE (May 07), 421-442. *** [You can call it another medical fad, like learning disabilities, but if you are going to teach these students, you had better know about their conditions and characteristics. RayS.]
What do we know about the research on paragraphs?
The discussion of paragraphs has all but disappeared from composition research. M Duncan. CE (May 07), 470. * [The article deals with the first-sentence topic-sentence paragraph and the non-first-sentence-topic-sentence paragraph, that is, the topic sentence might appear somewhere else in the paragraph besides the first sentence. One thing I learned about the paragraph long ago is that people paragraph for a number of different reasons, including typographical variety and that the topic sentence might appear in the first of a string of paragraphs, but the following sub-paragraphs developing the same topic sentence will not have topic sentences. RayS.]
What do most writing textbooks say about paragraphs?
The first-sentence topic-sentence paragraph is designed to make for easier reading. M Duncan. CE (May 07), 490. ** [If the purpose of writing is reader comprehension, using the first-sentence topic-sentence paragraph seems like a no-brainer. Not long ago, a nephew of mine completed his doctoral dissertation in engineering. He told me that using topic sentences kept his writing under control and that when he was ready for his defense, he simply compiled all of his topic sentences to help him master the details of the content of his dissertaion. RayS.]
Other topics in this issue concern homophobia in the college English department, the problems of women's literacy through the years and a different definition of "style" [multimedia] when reading on the Internet. The topics might sound interesting, but the authors' comments on them were not of interest to me.
Scale of the value of each idea to me, RayS.
*Not much interest
**Some interest. I'll think about it.
***Very much interested.
What should we do about the problem of increased numbers of autistic children coming into the schools?
For whatever reason the number of diagnosed cases of autism has significantly increased. If we are going to teach autistic students to write, we need to learn as much as we can about autism. A Jurecic. CE (May 07), 421-442. *** [You can call it another medical fad, like learning disabilities, but if you are going to teach these students, you had better know about their conditions and characteristics. RayS.]
What do we know about the research on paragraphs?
The discussion of paragraphs has all but disappeared from composition research. M Duncan. CE (May 07), 470. * [The article deals with the first-sentence topic-sentence paragraph and the non-first-sentence-topic-sentence paragraph, that is, the topic sentence might appear somewhere else in the paragraph besides the first sentence. One thing I learned about the paragraph long ago is that people paragraph for a number of different reasons, including typographical variety and that the topic sentence might appear in the first of a string of paragraphs, but the following sub-paragraphs developing the same topic sentence will not have topic sentences. RayS.]
What do most writing textbooks say about paragraphs?
The first-sentence topic-sentence paragraph is designed to make for easier reading. M Duncan. CE (May 07), 490. ** [If the purpose of writing is reader comprehension, using the first-sentence topic-sentence paragraph seems like a no-brainer. Not long ago, a nephew of mine completed his doctoral dissertation in engineering. He told me that using topic sentences kept his writing under control and that when he was ready for his defense, he simply compiled all of his topic sentences to help him master the details of the content of his dissertaion. RayS.]
Other topics in this issue concern homophobia in the college English department, the problems of women's literacy through the years and a different definition of "style" [multimedia] when reading on the Internet. The topics might sound interesting, but the authors' comments on them were not of interest to me.
Tuesday, July 31, 2007
College English. July 2007.
Some ideas of interest to RayS. from College English, July 2007, a publication of the National Council of Teachers of English (NCTE).
Scale of the value of each idea to RayS.
* Not much interest
** Some interest. I'll think about it.
*** Great interest.
What do we know about ghostwriting?
The author of this article on ghostwriting begins wih an anecdote concerning Congressman Dennis Kucinich, who, in 2003, criticized his colleagues for having their campaign biographies ghostwritten while he, Kucinich, had written his own. Kucinich concluded by asking, "Who's the President?" when the President's words are not his.
A mildly interesting article about the degree to which politicians, celebrities, institutions and even immigrants use the practice of ghostwriting. The author discusses methods of ghostwriting and ethical concerns and gives other details about the practice. A useful and up-to-date description of a practice that exists throughout America. D Brant. CE (Jul. 07), 549-571. **
What is the attitude of students in the Bible Belt toward writing?
Author taught five years in the Bible Belt and soon learned that her student writers had one goal--not to discuss, but to convert--their readers to their view of Christianity. The teacher was concerned because these students did not learn to adapt their writing to readers who disagreed with them. S. Carter. CE (Jul. 07), 572-595. **
What is the focus of today's college admission essays?
College admission essays have been encouraged to be relaxed and confessional. A Vidali. CE (Jul. 07), 615. **
Scale of the value of each idea to RayS.
* Not much interest
** Some interest. I'll think about it.
*** Great interest.
What do we know about ghostwriting?
The author of this article on ghostwriting begins wih an anecdote concerning Congressman Dennis Kucinich, who, in 2003, criticized his colleagues for having their campaign biographies ghostwritten while he, Kucinich, had written his own. Kucinich concluded by asking, "Who's the President?" when the President's words are not his.
A mildly interesting article about the degree to which politicians, celebrities, institutions and even immigrants use the practice of ghostwriting. The author discusses methods of ghostwriting and ethical concerns and gives other details about the practice. A useful and up-to-date description of a practice that exists throughout America. D Brant. CE (Jul. 07), 549-571. **
What is the attitude of students in the Bible Belt toward writing?
Author taught five years in the Bible Belt and soon learned that her student writers had one goal--not to discuss, but to convert--their readers to their view of Christianity. The teacher was concerned because these students did not learn to adapt their writing to readers who disagreed with them. S. Carter. CE (Jul. 07), 572-595. **
What is the focus of today's college admission essays?
College admission essays have been encouraged to be relaxed and confessional. A Vidali. CE (Jul. 07), 615. **
Wednesday, July 25, 2007
English Journal. July 2007.
Some ideas on teaching English from the English Journal, 2007, a publication of the National Council of Teachers of English (NCTE). Theme is urban education.
Scale of the value of each idea to me, RayS.
*Not much interest.
**Some interest. I'll think about it.
***Very much interested. I'd try it.
Teaching. What can we learn from reflecting on our teaching?
"I began to smile in class. Instead of asking what was wrong with the students, I began reflecting on what was weak in my practice." A Mazur. EJ (Jul. 07), 15. (**) [If I were still teaching, I would probably keep a journal in which I would reflect on my teaching. RayS.]
Technique. How respond to literature?
Students completed research studies on the theme ("outcasts") of The Scarlet Letter while reading the novel. They researched the theme directly as a concept and experience, not as it is reflected in the novel. S Whitaker. EJ (Jul. 07), p. 16-18. (**)
Attitudes. What attitudes will be helpful to urban teachers?
Urban teachers must be optimistic always, resilient, forgiving of past mistakes. K Marquez-Zenkov and JA Harmon. EJ (Jul. 07), 29. (**) [It's good to be reminded. RayS. ]
Technique. What is one technique for gaining the confidence of students?
Teacher agrees to let students teach him rap and they agree to learn Chaucer and then decide how the two are related. TL Lynch. EJ (Jul. 07), 43-49. (***) [Would take some serious planning, but sounds intriguing. RayS. ]
Technique. How approach the teaching of Shakespeare?
Introduce the film of Shakespeare's play and compare with the text of Shakespeare's play; then students direct and create their own films of Shakespeare's scenes. J Bucolo. EJ (Jul. 07), 50-55. (**)
Technique. How can checklists be used in teaching?
'We need to teach so well that students no longer need help with what we have taught. Well-designed, operational checklists are an effective tool to help us do that." "Did you remember to...?" "Checklists are tangible reminders of how to approach a particular task...can internalize new processes in reading and writing...." Put the checklists around the room, reminding students how to complete reading and writing processes and assignments successfully. KD Rowlands. EJ (Jul. 07), 62. (***) [Why didn't I think of that? RayS. ]
Grading. What is your philosophy of grading?
Some questions about grading: 1. Grades should/should not reflect behavior, effort, citizenship or time management; 2. The role of final grades is/is not to teach students responsibility; 3. Teachers should/should not adjust students' grades based on cognitive ability, giftedness, work habits, or second language background; 4. A final grade is/is not an accurate reflection of achievement; 5. Students should/should not repeatedly revise a project or essay until they meet the high standards of excellence set for it. No right or wrong answers to these questions. Purpose of the questions is to help teachers think about the issue of grades and what they mean. R VanDerWeighe. EJ (Jul. 07), p. 74. (***) [Made me think about my own grading principles. RayS.]
Scale of the value of each idea to me, RayS.
*Not much interest.
**Some interest. I'll think about it.
***Very much interested. I'd try it.
Teaching. What can we learn from reflecting on our teaching?
"I began to smile in class. Instead of asking what was wrong with the students, I began reflecting on what was weak in my practice." A Mazur. EJ (Jul. 07), 15. (**) [If I were still teaching, I would probably keep a journal in which I would reflect on my teaching. RayS.]
Technique. How respond to literature?
Students completed research studies on the theme ("outcasts") of The Scarlet Letter while reading the novel. They researched the theme directly as a concept and experience, not as it is reflected in the novel. S Whitaker. EJ (Jul. 07), p. 16-18. (**)
Attitudes. What attitudes will be helpful to urban teachers?
Urban teachers must be optimistic always, resilient, forgiving of past mistakes. K Marquez-Zenkov and JA Harmon. EJ (Jul. 07), 29. (**) [It's good to be reminded. RayS. ]
Technique. What is one technique for gaining the confidence of students?
Teacher agrees to let students teach him rap and they agree to learn Chaucer and then decide how the two are related. TL Lynch. EJ (Jul. 07), 43-49. (***) [Would take some serious planning, but sounds intriguing. RayS. ]
Technique. How approach the teaching of Shakespeare?
Introduce the film of Shakespeare's play and compare with the text of Shakespeare's play; then students direct and create their own films of Shakespeare's scenes. J Bucolo. EJ (Jul. 07), 50-55. (**)
Technique. How can checklists be used in teaching?
'We need to teach so well that students no longer need help with what we have taught. Well-designed, operational checklists are an effective tool to help us do that." "Did you remember to...?" "Checklists are tangible reminders of how to approach a particular task...can internalize new processes in reading and writing...." Put the checklists around the room, reminding students how to complete reading and writing processes and assignments successfully. KD Rowlands. EJ (Jul. 07), 62. (***) [Why didn't I think of that? RayS. ]
Grading. What is your philosophy of grading?
Some questions about grading: 1. Grades should/should not reflect behavior, effort, citizenship or time management; 2. The role of final grades is/is not to teach students responsibility; 3. Teachers should/should not adjust students' grades based on cognitive ability, giftedness, work habits, or second language background; 4. A final grade is/is not an accurate reflection of achievement; 5. Students should/should not repeatedly revise a project or essay until they meet the high standards of excellence set for it. No right or wrong answers to these questions. Purpose of the questions is to help teachers think about the issue of grades and what they mean. R VanDerWeighe. EJ (Jul. 07), p. 74. (***) [Made me think about my own grading principles. RayS.]
Sunday, July 22, 2007
Language Arts. July 2007.
Some ideas from Language Arts. July 2007. A publication of the National Council of Teachers of English (NCTE), focused on elementary education.
How use technology in education effectively?
Using technology in the same way books and paper are used is not using technology. L Crafton, et al. LA (Jul. 07), 517.
How write historical fiction?
Don Brown on writing historical fiction: it wasn't the research that did it. The story had to be entirely invented. D. Brown. LA (Jul. 07), 551.
What is wrong with bilingual education?
"Several states, including California, Massachusetts and Arizona, have sought to dismantle bilingual education. Such xenophobic policies try to force a one-size-fits-all pedagogy and curriculum on all students, regardless of cultural/ linguistic/ immigrant background." L Elk and E Garza. LA (Jul. 07), 561.
Tributes to Donald Murray:
Why should teachers exchange cultures with their students?
"Near the end of his career, Donald Murray offered to exchange cultural events with his students. He would pick out a cultural event for his students (Beaux Art Trio). They would pick out a cultural event for him [REM concert]--he remembers clouds of marijuana smoke. Thomas Newkirk concludes: "I'm not sure what effect it had on his students, but I suspect that his willingness to be open to their culture made them more ready to be open to his." T Newkirk. LA (Jul. 07), 547.
What did Donald Murray mean by the "writing process"?
"Don [Murray], Tom Newkirk and I [Donald H. Graves] began writing about the process of writing in the late 1970s. We proposed that in the beginning of any piece of writing, it is best to relax, don't edit too quickly, and then push through drafts to get to the other side." DH Graves. LA (Jul. 07), 562.
What can we learn about teaching writing and learning to write from Donald Murray?
"He [Donald Murray] treated us as peers. After all, as his column attests, he was still a student of writing himself--and learning about himself--right to the end." R Winslow. Wall Street Journal. LA (Jul. 07), 563.
How use technology in education effectively?
Using technology in the same way books and paper are used is not using technology. L Crafton, et al. LA (Jul. 07), 517.
How write historical fiction?
Don Brown on writing historical fiction: it wasn't the research that did it. The story had to be entirely invented. D. Brown. LA (Jul. 07), 551.
What is wrong with bilingual education?
"Several states, including California, Massachusetts and Arizona, have sought to dismantle bilingual education. Such xenophobic policies try to force a one-size-fits-all pedagogy and curriculum on all students, regardless of cultural/ linguistic/ immigrant background." L Elk and E Garza. LA (Jul. 07), 561.
Tributes to Donald Murray:
Why should teachers exchange cultures with their students?
"Near the end of his career, Donald Murray offered to exchange cultural events with his students. He would pick out a cultural event for his students (Beaux Art Trio). They would pick out a cultural event for him [REM concert]--he remembers clouds of marijuana smoke. Thomas Newkirk concludes: "I'm not sure what effect it had on his students, but I suspect that his willingness to be open to their culture made them more ready to be open to his." T Newkirk. LA (Jul. 07), 547.
What did Donald Murray mean by the "writing process"?
"Don [Murray], Tom Newkirk and I [Donald H. Graves] began writing about the process of writing in the late 1970s. We proposed that in the beginning of any piece of writing, it is best to relax, don't edit too quickly, and then push through drafts to get to the other side." DH Graves. LA (Jul. 07), 562.
What can we learn about teaching writing and learning to write from Donald Murray?
"He [Donald Murray] treated us as peers. After all, as his column attests, he was still a student of writing himself--and learning about himself--right to the end." R Winslow. Wall Street Journal. LA (Jul. 07), 563.
English Education. July 2007.
Some ideas from English Education, July 2007, a publication of the National Council of Teachers of English (NCTE).
What is the theme of this issue of English Education?
This issue of English Education is devoted to articles on using narrative or stories in educational research. D Schaafsma and R Vinz. EngEd (Jul. 07), 277-281.
What are the traditional dimensions of scholarly research to be included also in research involving narratives and stories?
Review of relevant literature and discussion of methodology. D Schaafsma, et al. EngEd (Jul. 07), 282.
What are some questions about using narratives or stories in educational research?
"How much narrating versus theorizing? How much showing versus telling? How much authorial presence versus straight reporting? .... What allows a story to be accepted as research? What...gives it credibility?" S Perl, et al. EngEd (Jul. 07), 306.
What are some conclusions to be drawn from these articles on using narratives or stories in educational research?
The use of narratives and stories in educational research leads to problems in interpretation, but keeps the conversation going. E Gordon, et al. EngEd (Jul. 07), 350.
What is the theme of this issue of English Education?
This issue of English Education is devoted to articles on using narrative or stories in educational research. D Schaafsma and R Vinz. EngEd (Jul. 07), 277-281.
What are the traditional dimensions of scholarly research to be included also in research involving narratives and stories?
Review of relevant literature and discussion of methodology. D Schaafsma, et al. EngEd (Jul. 07), 282.
What are some questions about using narratives or stories in educational research?
"How much narrating versus theorizing? How much showing versus telling? How much authorial presence versus straight reporting? .... What allows a story to be accepted as research? What...gives it credibility?" S Perl, et al. EngEd (Jul. 07), 306.
What are some conclusions to be drawn from these articles on using narratives or stories in educational research?
The use of narratives and stories in educational research leads to problems in interpretation, but keeps the conversation going. E Gordon, et al. EngEd (Jul. 07), 350.
Monday, July 16, 2007
Reading Research Quarterly. July/August/September 2007
Some ideas from Reading Research Quarterly (RRQ) for July/August/September 2007.
How has research changed from the 1990s to the 2000s?
From an emphasis on quantitative results to qualitative results. M Dressman. RRQ (Jul/Aug/Sept, 07), 332.
How did schools in impoverished areas of South Africa become successful?
They were safe, orderly and positive learning environments, guided by strong leaders, staffed by excellent teachers who had a shared sense of competence, pride and purpose. There were high levels of school and community involvement. Some issues were class size, the quality of replacement teachers, the future of their graduates and writing instruction. M Sailors, et al. RRQ (Jul/Aug/Sept, 07), p. 365.
What is the relationship between the author of a text and environment in which it is made?
Complex. J Rowsell & K Pahl. RRQ (Jul/Aug/Sept 07), 402.
Note: One of the reasons that research in education is not very helpful is the language in which it is reported. A good example is the following article in this issue of RRQ: "Sedimented identities in Texts: Instances of Practice." What does "sedimented identities" mean? According to the authors: "We suggest that children's identities can be instantiated within texts, a concept we call sedimented identities in texts." (J Rowsell and K Pahl, p. 388.)
Ever heard of a movement called "plain English"? Maybe the ideas in this issue of RRQ mean something to you. They mean very little to me. I don't know how many trees lost their lives to produce this issue, but I don't think it was a worthwhile sacrifice.
I'm changing the format of my reports from recent professional journals in English education to Q & A. Hope they are more readable. I find lots of good ideas in these journals. I define an "idea" as something to think about, meditate on, reflect on, raise questions about, infer from, try to apply. They are "starters." They start people to thinking. Normally, I don't comment on the ideas I report because Somewhere I read that ideas last; comments are quickly forgotten. Any comments I make will come at the end of my report where you do not have to read them. RayS.
How has research changed from the 1990s to the 2000s?
From an emphasis on quantitative results to qualitative results. M Dressman. RRQ (Jul/Aug/Sept, 07), 332.
How did schools in impoverished areas of South Africa become successful?
They were safe, orderly and positive learning environments, guided by strong leaders, staffed by excellent teachers who had a shared sense of competence, pride and purpose. There were high levels of school and community involvement. Some issues were class size, the quality of replacement teachers, the future of their graduates and writing instruction. M Sailors, et al. RRQ (Jul/Aug/Sept, 07), p. 365.
What is the relationship between the author of a text and environment in which it is made?
Complex. J Rowsell & K Pahl. RRQ (Jul/Aug/Sept 07), 402.
Note: One of the reasons that research in education is not very helpful is the language in which it is reported. A good example is the following article in this issue of RRQ: "Sedimented identities in Texts: Instances of Practice." What does "sedimented identities" mean? According to the authors: "We suggest that children's identities can be instantiated within texts, a concept we call sedimented identities in texts." (J Rowsell and K Pahl, p. 388.)
Ever heard of a movement called "plain English"? Maybe the ideas in this issue of RRQ mean something to you. They mean very little to me. I don't know how many trees lost their lives to produce this issue, but I don't think it was a worthwhile sacrifice.
I'm changing the format of my reports from recent professional journals in English education to Q & A. Hope they are more readable. I find lots of good ideas in these journals. I define an "idea" as something to think about, meditate on, reflect on, raise questions about, infer from, try to apply. They are "starters." They start people to thinking. Normally, I don't comment on the ideas I report because Somewhere I read that ideas last; comments are quickly forgotten. Any comments I make will come at the end of my report where you do not have to read them. RayS.
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