Archive
Writing..... Introductory Paragraph..... What should the introduction of a composition do? “A properly constructed introduction provides a general context that either implies a thesis for the essay or leads to an explicit declaration of it.” J T Crow. EJ (Mar. 05), 48.
Writing..... Journal..... What are some alternative methods for writing in journals? Write a journal, using the form of letters to someone. K Campbell. Wrt (May 05), 15. “Letter Journaling.”
Writing..... Peer review..... How effective are student comments on peers’ papers? Author finds that student comments on their peers’ papers are superficial, that the student writers do not revise along the lines suggested by their peers and that student comments are not as valuable as the teacher’s. The students say they like peer response groups but she, the teacher, is skeptical. ME Casey. TETYC (Mar. 05), 278.
Writing..... Poetry..... What are some techniques for teaching students how to write poetry? Students underline words and phrases on a page torn out of an old book; or in books they are reading. Arrange the words and phrases into a poem. I tried it. Here’s mine, taken from several pages in Schlesinger’s Robert Kennedy and His Times: “A profound emotion—the dread of war;/ Unrelenting antagonisms lead to the end of everything;/ The only victor—compulsive gloom.” L Gajdostik. CN+ (Apr. 05), 7-8.
Writing..... Prewriting..... How prepare students for writing? One way of preparing to write an essay: Summarize what happens in the beginning, in the middle and end of your essay. List 3 words or phrases that summarize the contents of your essay. HE Ollmann. N+ (Oct. 04), 8-10. Begin by outlining your article or book. C Willis. Wrt (Nov. 04), 27. How to get ideas for stories. Look for things that leave you with lingering questions. Write the story to answer those questions. T Bailey. Wrt (May 05), 13. Read the obituaries and find stories in the gaps—what’s missing from the person’s life record. L Batt. Wrt (Jan. 05), 29. Tell the story behind a photograph. L Batt. Wrt (Jan. 05), 29. Listen to stories friends, relatives and strangers tell you. L Batt. Wrt (Jan. 05), 29. With a few minutes to go in class, someone said, “Red” and everyone began to write. L Batt. Wrt (Jan. 05), 29. Start with a setting with enough detail that it can’t be mistaken for someplace else. Then let people loose in that place. L Bat. Wrt (Jan. 05), 29. Write regularly, but not always for publication. P Campbell. Wrt (Jan. 05), 34. Write something different from your preferred, habitual genre. P Campbell. Wrt (Jan. 05), 35. In ten words write the purpose of your piece. Begin with, “The purpose of this is….” P Campbell. Wrt (Jan. 05), 36. Develop a specialty. P Campbell. Wrt. (Jan. 05), 36. Write for increasing amounts of time, 5, 10, 15 minutes, using a timer. Introduce the topic and write. BD Barrett. Wrt (Jan. 050, 39-40. In the first draft write what you know and what you need to know about the topic. M Anderson. Wrt (Nov. 04), 22-23. Begin article with a single sentence that summarizes the article succinctly. Suggested by AV Manzo.
Writing..... Process..... How help students gain insight into how writers write? Share with students quotes, articles, etc. that reveal how professional writers write. Also, survey the faculty and community to learn how people who write prepare for, organize and revise their writing. Suggested by JS Damico. RT (Apr. 05), 644-652.
RT = Reading Teacher. Wrt = The Writer. CN+ = Classroom Notes Plus. TETYC = Teaching English in the Two-Year College. EJ = English Journal.
Wednesday, March 28, 2007
Tuesday, March 27, 2007
English Update. March 27, 2007. Archive
Archive
Writing..... Evaluation..... When is conscious use of “mistakes” effective in writing? Author points out that many common “errors” [sentence fragments; “they” instead of “he,” and beginning sentences with coordinating conjunctions] when used purposely can be very effective stylistically and are so used in published materials. [The problem is to make sure the students are using them stylistically, not making mistakes they don’t recognize.] D Gorrell. TETYC (May 05), 393-402.
Writing..... Evaluation..... How can teachers of writing improve their teaching? Teachers meet to evaluate their students’ writing samples. Enables them to identify problems that need to be addressed. D Fisher, et al. RT (Apr. 05), 656-666.
Writing..... Evaluation..... What are some effective methods for helping students improve their writing? Finds that both teacher correction and simple underlining of errors are superior to describing the type of error, even with underlining, for reducing long-term error. Teacher correction results in the most accurate revisions and is preferred by students for its efficiency, but students indicate that they learn more from self-correction based on teacher underlining of errors, which also requires less teacher time. [I do both—correction of 10-minute writings and student self-correction in major writing assignments. Ray. J Chandler. RTE (Nov. 04), 205. (abs.) Students make fewer errors if they learn to find their own errors and make their own corrections rather than having their errors corrected by the teacher. [How help students to “find” their own errors? Ray. ] DR Ferris. RTE (Nov. 04), 204. (abs.)
Writing..... Evaluation..... How do students’ timed essays differ from their untimed essays? Compare timed essays with students’ untimed essays. Y Cho. RTE (Nov. 04), 205. (abs.)
Writing.... Evaluation..... What are some challenges in teaching writing? Identify and describe a level of competence expected of students completing our writing courses. JF Kobler. CCC (Oct. 78), 264-266.
Writing..... Fiction..... What are some problems in writing effective fiction? “We are often offered novels of murder and detection set in some period past—Elizabethan England, Ancient China, Imperial Rome—but they are rarely successful because the author is more concerned with detailing the period than with telling a good story.” Rev. of The Detling Secret by J Symons. NYER (Feb. 7, 83), 123.
Writing..... Genre..... Are creative and expository writing categorically different? “…we need to recognize the false dichotomy between wheat we call ‘creative’ and ‘expository’ writing….” AR Gere. CCC (Oct. 78), 260.
Writing..... Grammar..... How help students improve sentence structure? After combining sentences, students choose which sentence seems to be better or best, but need to keep in mind that context and tone could affect the decision. Ray. Suggested by EH Schuster. EJ (May 05), 94-98 who had students contrast two sentences and decide which was the better expressed.
Writing..... Grammar..... How help students identify and solve problems in writing? Give students a monthly calendar. Each day of the calendar has a problem in sentence structure, usage or punctuation. Math Tchr (March 05), 480-481. [Reaction: Take the problems from grammar texts or SAT prep materials. Put them in the form of the SAT objective writing questions. You could use the same problem for a week, maybe for the entire month, like passive active voice. A way of highlighting the kinds of problems that will appear on the SAT writing section.]
Writing..... Grammar..... Are grammar and composition the same? “For years we have taught grammar and usage, thinking that we were teaching composition, but the kind of mental activity required for grammatical analysis is not the same as that required for composing a sentence.” RL Graves. CCC (Oct. 78), 227.
Writing..... Grammar..... How can a preoccupation with grammar inhibit writing ability? “This preoccupation with the skills of grammatical analysis rather than with the skills of composing is a subtle, yet crucial factor in the recently publicized decline of writing ability.” RL Graves. CCC (Oct. 78), 227.
TETYC = Teaching English in the Two-Year College. RTE = Research in the Teaching of English. RT = Reading Teacher. CCC = College Composition and Communication. NYER = The New Yorker. EJ = English Journal.
Writing..... Evaluation..... When is conscious use of “mistakes” effective in writing? Author points out that many common “errors” [sentence fragments; “they” instead of “he,” and beginning sentences with coordinating conjunctions] when used purposely can be very effective stylistically and are so used in published materials. [The problem is to make sure the students are using them stylistically, not making mistakes they don’t recognize.] D Gorrell. TETYC (May 05), 393-402.
Writing..... Evaluation..... How can teachers of writing improve their teaching? Teachers meet to evaluate their students’ writing samples. Enables them to identify problems that need to be addressed. D Fisher, et al. RT (Apr. 05), 656-666.
Writing..... Evaluation..... What are some effective methods for helping students improve their writing? Finds that both teacher correction and simple underlining of errors are superior to describing the type of error, even with underlining, for reducing long-term error. Teacher correction results in the most accurate revisions and is preferred by students for its efficiency, but students indicate that they learn more from self-correction based on teacher underlining of errors, which also requires less teacher time. [I do both—correction of 10-minute writings and student self-correction in major writing assignments. Ray. J Chandler. RTE (Nov. 04), 205. (abs.) Students make fewer errors if they learn to find their own errors and make their own corrections rather than having their errors corrected by the teacher. [How help students to “find” their own errors? Ray. ] DR Ferris. RTE (Nov. 04), 204. (abs.)
Writing..... Evaluation..... How do students’ timed essays differ from their untimed essays? Compare timed essays with students’ untimed essays. Y Cho. RTE (Nov. 04), 205. (abs.)
Writing.... Evaluation..... What are some challenges in teaching writing? Identify and describe a level of competence expected of students completing our writing courses. JF Kobler. CCC (Oct. 78), 264-266.
Writing..... Fiction..... What are some problems in writing effective fiction? “We are often offered novels of murder and detection set in some period past—Elizabethan England, Ancient China, Imperial Rome—but they are rarely successful because the author is more concerned with detailing the period than with telling a good story.” Rev. of The Detling Secret by J Symons. NYER (Feb. 7, 83), 123.
Writing..... Genre..... Are creative and expository writing categorically different? “…we need to recognize the false dichotomy between wheat we call ‘creative’ and ‘expository’ writing….” AR Gere. CCC (Oct. 78), 260.
Writing..... Grammar..... How help students improve sentence structure? After combining sentences, students choose which sentence seems to be better or best, but need to keep in mind that context and tone could affect the decision. Ray. Suggested by EH Schuster. EJ (May 05), 94-98 who had students contrast two sentences and decide which was the better expressed.
Writing..... Grammar..... How help students identify and solve problems in writing? Give students a monthly calendar. Each day of the calendar has a problem in sentence structure, usage or punctuation. Math Tchr (March 05), 480-481. [Reaction: Take the problems from grammar texts or SAT prep materials. Put them in the form of the SAT objective writing questions. You could use the same problem for a week, maybe for the entire month, like passive active voice. A way of highlighting the kinds of problems that will appear on the SAT writing section.]
Writing..... Grammar..... Are grammar and composition the same? “For years we have taught grammar and usage, thinking that we were teaching composition, but the kind of mental activity required for grammatical analysis is not the same as that required for composing a sentence.” RL Graves. CCC (Oct. 78), 227.
Writing..... Grammar..... How can a preoccupation with grammar inhibit writing ability? “This preoccupation with the skills of grammatical analysis rather than with the skills of composing is a subtle, yet crucial factor in the recently publicized decline of writing ability.” RL Graves. CCC (Oct. 78), 227.
TETYC = Teaching English in the Two-Year College. RTE = Research in the Teaching of English. RT = Reading Teacher. CCC = College Composition and Communication. NYER = The New Yorker. EJ = English Journal.
Monday, March 26, 2007
English Update. March 26, 2007. Archive
Archive
Writing..... Assignments ..... How give effective writing assignments? Students need to understand clearly the purpose of a writing assignment. A Beaufort. RTE (Nov. 04), 162. (abs.)
Writing..... Attitude..... How distinguish between an amateur and a professional writer? “The amateur wants to be a writer. The professional wants to write.” BJ Chute. Wrt (May 1950). [Wrt (May 05), 8.]
Wtiting..... Conditions..... What are ideal conditions in which to write? “Don’t look for ideal writing conditions. They don’t exist. Work where you are and with what you have.” BJ Chute. Wrt (May 1950). [Wrt (May 05), 8.]
Writing..... Creative..... How teach children to write poetry? Introduce children to writing poetry by using patterns, including free verse, Haiku, cinquain, the diamante septolet, quinzaine, quintain. IM Tiedt. “Exploring Poetry Patterns,” 1082-1084. [File]
Writing..... Creative..... How teach children to write stories? Before writing stories, children should tell them orally. MJ Tingle. EE (Jan. 70), 73.
Writing..... Creative..... How teach creative writing? After reading a particular work in a genre, students formulate the “rules” for writing in this genre. TF Haffner. N+ (Oct. 04), 3-4.
Writing..... Creativity..... How teach students to create character? Exercises in creating character. 300-word sketch involving character’s thoughts who cares passionately about something and then 300-word sketch involving character’s thoughts who feels the opposite. Write letter in which writer describes meeting you—and does not like you—and then letter from someone who likes you. G Godwin. Wrt (Dec. 04), 8. [originally, Dec. 1979.]
Writing..... Critical Thinking..... How teach argumentative writing? “Kaspar asked her students to write a letter to the person with whom they most disagreed on an issue and to present their arguments against his or her position….” LF Kaspar and ST Weiss. TETYC (Mar. 05), 286.
Writing..... Criticism of my point of view..... What is wrong with teaching the five-paragraph essay? The belief that asking students to write within a prescribed form (the 5-paragraph essay) suffocates their creativity. Assumes that students will write what is safe and correct at the expense of writing what they really want to express. That never happened in my experience. The students began with their topics, used their experiences and shaped their messages in the format of “Tell them what you are going to tell them, tell them, and tell them what you told them.” In addition, students often expanded the parts of the 5-paragraph essay to go well beyond 5 paragraphs. The introduction could go on for several paragraphs as I do in my model. The thesis sentence could be expanded into several sentences or even a paragraph as happens in many published writings. Details were expanded into several paragraphs albeit with a single topic sentence or a topic paragraph. The summary paragraph was usually just that—a single paragraph. Ray 11/04.
Writing..... Criticism of my point of view..... How are professional articles similar to and different from the 5-paragraph essay? They are similar in that they introduce the topic, state wheat they are going to say, say it and summarize what they have said. How do they differ? They are not in five paragraphs. The introduction can be paragraphs in length. The topic sentence of intermediate paragraphs is expanded into a topic paragraph with subordinate paragraphs filling out the information of the detail. The reader still gains the major ideas and details of the article by reading the first and last paragraphs and the first sentences of the intermediate paragraphs. In short, the very format of the professional article attacking the 5-paragraph essay belies the criticism of the 5-paragraph essay—“I’m still looking for one.” Authors of professional articles follow the “Tell them what you are going to tell them, tell them and tell them what you told them” formula, which the 5-paragraph essay epitomizes. Ray. 11/4.
Writing..... Culture..... How do Chinese and Western writers differ? Discusses Chinese indirectness as the favored mode of communication vs. the European/American directness and suggests that the two modes can become complementary in a new Chinese/American rhetoric. L Mao. CCC (Feb. 05), 421-469. [Reactions: I have always assumed that directness and clarity, getting to the point with no wasted time, is the desired method of communicating. Obviously other cultures do not value directness and clarity as Europeans and Americans do. Interesting point of view. I think I need to read this article more thoroughly.]
Writing..... Deaf Students..... How do the mistakes in writing by deaf students differ from those of hearing students? “Many, although not all, deaf students’ English errors are similar to those made by hearing nonnative speakers.” KL Schmitz and SK Keenan. TETYC (May 05), 371.
Writing..... Evaluation..... How well do computers evaluate student writing? “How can a computer determine accuracy, originality, valuable elaboration, empty language, language maturity, and a long list of similar qualities that are central to assessing writing? Computers can’t. We must ensure that the human element remains the dominant factor in the assessing of student writing.” PL Thomas. EJ (May 05), 29.
EJ = English Journal. TETYC = Teaching English in Two-Year Colleges. CCC = College Composition and Commuication. Wrt = The Writer. EE = Elementary English.
Writing..... Assignments ..... How give effective writing assignments? Students need to understand clearly the purpose of a writing assignment. A Beaufort. RTE (Nov. 04), 162. (abs.)
Writing..... Attitude..... How distinguish between an amateur and a professional writer? “The amateur wants to be a writer. The professional wants to write.” BJ Chute. Wrt (May 1950). [Wrt (May 05), 8.]
Wtiting..... Conditions..... What are ideal conditions in which to write? “Don’t look for ideal writing conditions. They don’t exist. Work where you are and with what you have.” BJ Chute. Wrt (May 1950). [Wrt (May 05), 8.]
Writing..... Creative..... How teach children to write poetry? Introduce children to writing poetry by using patterns, including free verse, Haiku, cinquain, the diamante septolet, quinzaine, quintain. IM Tiedt. “Exploring Poetry Patterns,” 1082-1084. [File]
Writing..... Creative..... How teach children to write stories? Before writing stories, children should tell them orally. MJ Tingle. EE (Jan. 70), 73.
Writing..... Creative..... How teach creative writing? After reading a particular work in a genre, students formulate the “rules” for writing in this genre. TF Haffner. N+ (Oct. 04), 3-4.
Writing..... Creativity..... How teach students to create character? Exercises in creating character. 300-word sketch involving character’s thoughts who cares passionately about something and then 300-word sketch involving character’s thoughts who feels the opposite. Write letter in which writer describes meeting you—and does not like you—and then letter from someone who likes you. G Godwin. Wrt (Dec. 04), 8. [originally, Dec. 1979.]
Writing..... Critical Thinking..... How teach argumentative writing? “Kaspar asked her students to write a letter to the person with whom they most disagreed on an issue and to present their arguments against his or her position….” LF Kaspar and ST Weiss. TETYC (Mar. 05), 286.
Writing..... Criticism of my point of view..... What is wrong with teaching the five-paragraph essay? The belief that asking students to write within a prescribed form (the 5-paragraph essay) suffocates their creativity. Assumes that students will write what is safe and correct at the expense of writing what they really want to express. That never happened in my experience. The students began with their topics, used their experiences and shaped their messages in the format of “Tell them what you are going to tell them, tell them, and tell them what you told them.” In addition, students often expanded the parts of the 5-paragraph essay to go well beyond 5 paragraphs. The introduction could go on for several paragraphs as I do in my model. The thesis sentence could be expanded into several sentences or even a paragraph as happens in many published writings. Details were expanded into several paragraphs albeit with a single topic sentence or a topic paragraph. The summary paragraph was usually just that—a single paragraph. Ray 11/04.
Writing..... Criticism of my point of view..... How are professional articles similar to and different from the 5-paragraph essay? They are similar in that they introduce the topic, state wheat they are going to say, say it and summarize what they have said. How do they differ? They are not in five paragraphs. The introduction can be paragraphs in length. The topic sentence of intermediate paragraphs is expanded into a topic paragraph with subordinate paragraphs filling out the information of the detail. The reader still gains the major ideas and details of the article by reading the first and last paragraphs and the first sentences of the intermediate paragraphs. In short, the very format of the professional article attacking the 5-paragraph essay belies the criticism of the 5-paragraph essay—“I’m still looking for one.” Authors of professional articles follow the “Tell them what you are going to tell them, tell them and tell them what you told them” formula, which the 5-paragraph essay epitomizes. Ray. 11/4.
Writing..... Culture..... How do Chinese and Western writers differ? Discusses Chinese indirectness as the favored mode of communication vs. the European/American directness and suggests that the two modes can become complementary in a new Chinese/American rhetoric. L Mao. CCC (Feb. 05), 421-469. [Reactions: I have always assumed that directness and clarity, getting to the point with no wasted time, is the desired method of communicating. Obviously other cultures do not value directness and clarity as Europeans and Americans do. Interesting point of view. I think I need to read this article more thoroughly.]
Writing..... Deaf Students..... How do the mistakes in writing by deaf students differ from those of hearing students? “Many, although not all, deaf students’ English errors are similar to those made by hearing nonnative speakers.” KL Schmitz and SK Keenan. TETYC (May 05), 371.
Writing..... Evaluation..... How well do computers evaluate student writing? “How can a computer determine accuracy, originality, valuable elaboration, empty language, language maturity, and a long list of similar qualities that are central to assessing writing? Computers can’t. We must ensure that the human element remains the dominant factor in the assessing of student writing.” PL Thomas. EJ (May 05), 29.
EJ = English Journal. TETYC = Teaching English in Two-Year Colleges. CCC = College Composition and Commuication. Wrt = The Writer. EE = Elementary English.
Sunday, March 25, 2007
English Update. March 25, 2007. Archive.
Archive
Vocabulary….. Context….. What is required for learning words in context? The better a child reads, the better the child will recognize words in context. Rankin & Overholser. EE (Apr. 71), 266.
Vocabulary….. Development….. How increase students’ vocabularies? Expand on words; come up with words related in some way to the target word. Example: apostatized—abandon an organization or cause. Other, related words: ostracize, emigrate, secede, blackball, blacklist, boycott, exile, banish, deport, expel, expatriate, shun, etc. Ray (2004). Suggested by C Washburne, “Short Papers on Readiness, Reading Interests, Vocabulary Development, and Comprehension.” 533-551.
Vocabulary….. Introduction to Reading….. How use vocabulary to prepare students for reading a selection? Students given key words from article or story and try to compose their own articles or story by connecting these words. Then read actual article or story. MA Richek. RT (Feb. 05), 415. [Reactions: Solution to the problem of how to use a great many vocabulary words in a chapter, article or story. Good way to introduce the chapter, article or story. ] Students given list of words to be used in article, book or story. Each student given two or three words to become expert in. They teach these words to the other students. Then the class reads the article, book or story. MA Richek. RT (Feb. 05), 417. [Reactions: Another solution for what to do when the number of vocabulary words to pre-teach is too many. Students need to be shown how to “teach” the words, the meanings of which they have mastered, how to teach them in an interesting manner.]
Vocabulary….. Nouns….. What is the spirit behind the desire to learn vocabulary? George Eliot, 1856: “I never before longed so much to know the names of things…. The desire is part of the tendency that is now constantly growing in me to escape from all vagueness and inaccuracy to the daylight of distinct vivid ideas. The mere fact of naming an object tends to give definiteness to our conception of it. We have then a sign which at once calls up in our minds the distinctive qualities which mark out for us that particular object from all others.” LS Golub. EE (May 71), 450.
Vocabulary….. Stories….. What are some interesting vocabulary activities? Students find the stories behind the names of the body’s muscles. Makes vocabulary fun and the words memorable. J Blasingame, Jr. & A P Nilsen. EJ (Mar. 05), 59-64. “Root” of the day. Each day give students word roots, on which several words are based. JW Bloodgood & LC Pacifici. RT (Nov. 04), 253.
Work/Study Skills….. Handwriting….. What is the normal progression in learning to write by hand? “The practice of beginning instruction with manuscript writing in grade one and changing to cursive by the end of the primary grades has become almost universally accepted…. 75-100 minutes per week in primary grades; 45-60 minutes per week in intermediate and upper grades. EE Plattor & ES Woestehoff. “Toward a Singular Style of Instruction in Handwriting."
Work/Study Skills….. Handwriting….. What is another point of view toward the normal progression in handwriting instruction? Suggests beginning with manuscript and maintaining it throughout the grades. Cursive is not worth the time which could be better spent on other language activities. EE Plattor & ES Woestehoff. “Toward a Singular Style of Instruction in Handwriting.” 1009-1011.
Writing….. Assignment….. What are some interesting writing assignments? “My students’ work culminates in a persuasive essay to an elected official expressing their position on a current issue.” EP Gaunder. EJ (May 05), 31. When students complained about the cafeteria, English composition teacher made the cafeteria the assignment. Researched cafeterias in other schools, interviewed people to find out why things were done as they were and drew up a set of recommendations to present to the school board. F Barton. EJ (May 05), 75.Students produce magazines with a focus and publish them using the computer. They invite fellow students interested in the same focus to contribute articles. Use “Call for Manuscripts” as a model for inviting others to contribute. Use contemporary magazines for ideas on design and formatting. T Perry. EJ (May 05), 117-121. Students measure off a square foot outside, study the area using a magnifying glass from 20 to 30 minutes, take notes and then return to the classroom and write. R Webb. “Heaven Is Under Our Feet.” 1106-1108. Give students a wordless picture book and have them write the words of the story that the pictures tell. DJ Bissett. “Literature in the Classroom.” 1190. Students use pictures of people and places that “matter” as source for topics on which to write. R Reissman. N+ (Oct. 04), 12-15.
N+ = Notes Plus. EJ = English Journal. RT = Reading Teacher. EE = Elementary English.
Vocabulary….. Context….. What is required for learning words in context? The better a child reads, the better the child will recognize words in context. Rankin & Overholser. EE (Apr. 71), 266.
Vocabulary….. Development….. How increase students’ vocabularies? Expand on words; come up with words related in some way to the target word. Example: apostatized—abandon an organization or cause. Other, related words: ostracize, emigrate, secede, blackball, blacklist, boycott, exile, banish, deport, expel, expatriate, shun, etc. Ray (2004). Suggested by C Washburne, “Short Papers on Readiness, Reading Interests, Vocabulary Development, and Comprehension.” 533-551.
Vocabulary….. Introduction to Reading….. How use vocabulary to prepare students for reading a selection? Students given key words from article or story and try to compose their own articles or story by connecting these words. Then read actual article or story. MA Richek. RT (Feb. 05), 415. [Reactions: Solution to the problem of how to use a great many vocabulary words in a chapter, article or story. Good way to introduce the chapter, article or story. ] Students given list of words to be used in article, book or story. Each student given two or three words to become expert in. They teach these words to the other students. Then the class reads the article, book or story. MA Richek. RT (Feb. 05), 417. [Reactions: Another solution for what to do when the number of vocabulary words to pre-teach is too many. Students need to be shown how to “teach” the words, the meanings of which they have mastered, how to teach them in an interesting manner.]
Vocabulary….. Nouns….. What is the spirit behind the desire to learn vocabulary? George Eliot, 1856: “I never before longed so much to know the names of things…. The desire is part of the tendency that is now constantly growing in me to escape from all vagueness and inaccuracy to the daylight of distinct vivid ideas. The mere fact of naming an object tends to give definiteness to our conception of it. We have then a sign which at once calls up in our minds the distinctive qualities which mark out for us that particular object from all others.” LS Golub. EE (May 71), 450.
Vocabulary….. Stories….. What are some interesting vocabulary activities? Students find the stories behind the names of the body’s muscles. Makes vocabulary fun and the words memorable. J Blasingame, Jr. & A P Nilsen. EJ (Mar. 05), 59-64. “Root” of the day. Each day give students word roots, on which several words are based. JW Bloodgood & LC Pacifici. RT (Nov. 04), 253.
Work/Study Skills….. Handwriting….. What is the normal progression in learning to write by hand? “The practice of beginning instruction with manuscript writing in grade one and changing to cursive by the end of the primary grades has become almost universally accepted…. 75-100 minutes per week in primary grades; 45-60 minutes per week in intermediate and upper grades. EE Plattor & ES Woestehoff. “Toward a Singular Style of Instruction in Handwriting."
Work/Study Skills….. Handwriting….. What is another point of view toward the normal progression in handwriting instruction? Suggests beginning with manuscript and maintaining it throughout the grades. Cursive is not worth the time which could be better spent on other language activities. EE Plattor & ES Woestehoff. “Toward a Singular Style of Instruction in Handwriting.” 1009-1011.
Writing….. Assignment….. What are some interesting writing assignments? “My students’ work culminates in a persuasive essay to an elected official expressing their position on a current issue.” EP Gaunder. EJ (May 05), 31. When students complained about the cafeteria, English composition teacher made the cafeteria the assignment. Researched cafeterias in other schools, interviewed people to find out why things were done as they were and drew up a set of recommendations to present to the school board. F Barton. EJ (May 05), 75.Students produce magazines with a focus and publish them using the computer. They invite fellow students interested in the same focus to contribute articles. Use “Call for Manuscripts” as a model for inviting others to contribute. Use contemporary magazines for ideas on design and formatting. T Perry. EJ (May 05), 117-121. Students measure off a square foot outside, study the area using a magnifying glass from 20 to 30 minutes, take notes and then return to the classroom and write. R Webb. “Heaven Is Under Our Feet.” 1106-1108. Give students a wordless picture book and have them write the words of the story that the pictures tell. DJ Bissett. “Literature in the Classroom.” 1190. Students use pictures of people and places that “matter” as source for topics on which to write. R Reissman. N+ (Oct. 04), 12-15.
N+ = Notes Plus. EJ = English Journal. RT = Reading Teacher. EE = Elementary English.
Saturday, March 24, 2007
English Update. March 24, 2007. Archive
Archive
Reading…. Teaching….. Do teachers’ expectations for students influence the results? The effect of expectations on the achievement of young boys learning to read: When teachers expected boys to be successful in reading, they were; when teachers did not expect boys to be successful, they were not. Do expectations affect the results? Palardy. EE (Apr. 71), 271.
Reading….. Texts….. What should textbooks include after every chapter? Textbooks should include at the end of each chapter proposed extension activities in which the students use or extend the ideas contained in the chapter. [Reaction: Might be better than the questions that usually conclude each chapter. Give students something to do with the ideas. Example: After a chapter on the major uses of the comma, ask students to take a magazine, any magazine, and see on a given page how many sentences contain commas after introductory expressions, around interrupters, and before afterthoughts.]
Speaking….. Shakespeare….. How introduce Shakespeare? Students select from among some of Shakespeare’s most famous groups of lines and then memorize and present them in a chorus. Good way to introduce students to Shakespeare. Setting can be contemporary. R Laughlin. CN+ (Apr. 05), 11-13.
Speaking….. Assignment….. How help students learn to interview? Students interview others on a topic, then turn them into monologues. A Frkovich & A Thoms. EJ (Nov. 04), 76.
Speaking….. Discussion….. How improve classroom discussion? Rules for classroom discussion, the acronym, “TRAFFIC”: Turn and look at the people you are speaking to; Repeat what has just been said to show that you understand; Answer to the best of your ability; Function; Face to face when you are speaking directly to one person; Include evidence for your answer; Conclude or summarize. D DiMarco. TETYC (May 05), 403-405.
Speaking….. Discussion….. How help students improve their questions? Students analyze the questions they ask—what type of questions are they? Suggested by R Fischbaugh. RT (Nov. 04), 296-299.
Speaking….. Interview….. How improve students’ interviewing skills? If your subject is biased, don’t begin to argue. Take it all in. Your purpose is to gather information, not to win debate points. J Brady. Wrt (Nov. 04), 31. Write out key questions in advance. Cluster questions. Use non-questions like, “Tell me about….” Hypothetical questions can elicit surprising answers. J Brady. Wrt (Nov. 04), 28-31.
Speaking….. Storytelling….. Why tell stories instead of reading them? Telling folk tales (rather than reading them) enriches and entertains in an unforgettable way. CM Kirkton. “Once Upon a Time… Folk Tales and Storytelling.” 1025.
Speaking….. Storytelling….. How prepare for story telling? “Ruth Sawyer (The Way of the Storyteller, Viking Press, 1965) suggests that would-be storytellers begin by learning their story incident by incident or picture by picture—never word by word. Work by the instinctive method of seeing your story first, of making it live for you to the point that you can make it live for others.” CM Kirkton. “Once Upon a Time… Folk Tales and Storytelling.” 1026.
Speaking….. Storytelling….. Where find stories for story telling? Tell stories based on chapters in children’s, YA and Adult books. M Garthwaite. EE. 600-603.
EE = Elementary English. Wrt = The Writer. RT = Reading Teacher. TETYC = Teaching English in Two-Year Colleges. EJ = English Journal. CN+ = Classroom Notes Plus.
Reading…. Teaching….. Do teachers’ expectations for students influence the results? The effect of expectations on the achievement of young boys learning to read: When teachers expected boys to be successful in reading, they were; when teachers did not expect boys to be successful, they were not. Do expectations affect the results? Palardy. EE (Apr. 71), 271.
Reading….. Texts….. What should textbooks include after every chapter? Textbooks should include at the end of each chapter proposed extension activities in which the students use or extend the ideas contained in the chapter. [Reaction: Might be better than the questions that usually conclude each chapter. Give students something to do with the ideas. Example: After a chapter on the major uses of the comma, ask students to take a magazine, any magazine, and see on a given page how many sentences contain commas after introductory expressions, around interrupters, and before afterthoughts.]
Speaking….. Shakespeare….. How introduce Shakespeare? Students select from among some of Shakespeare’s most famous groups of lines and then memorize and present them in a chorus. Good way to introduce students to Shakespeare. Setting can be contemporary. R Laughlin. CN+ (Apr. 05), 11-13.
Speaking….. Assignment….. How help students learn to interview? Students interview others on a topic, then turn them into monologues. A Frkovich & A Thoms. EJ (Nov. 04), 76.
Speaking….. Discussion….. How improve classroom discussion? Rules for classroom discussion, the acronym, “TRAFFIC”: Turn and look at the people you are speaking to; Repeat what has just been said to show that you understand; Answer to the best of your ability; Function; Face to face when you are speaking directly to one person; Include evidence for your answer; Conclude or summarize. D DiMarco. TETYC (May 05), 403-405.
Speaking….. Discussion….. How help students improve their questions? Students analyze the questions they ask—what type of questions are they? Suggested by R Fischbaugh. RT (Nov. 04), 296-299.
Speaking….. Interview….. How improve students’ interviewing skills? If your subject is biased, don’t begin to argue. Take it all in. Your purpose is to gather information, not to win debate points. J Brady. Wrt (Nov. 04), 31. Write out key questions in advance. Cluster questions. Use non-questions like, “Tell me about….” Hypothetical questions can elicit surprising answers. J Brady. Wrt (Nov. 04), 28-31.
Speaking….. Storytelling….. Why tell stories instead of reading them? Telling folk tales (rather than reading them) enriches and entertains in an unforgettable way. CM Kirkton. “Once Upon a Time… Folk Tales and Storytelling.” 1025.
Speaking….. Storytelling….. How prepare for story telling? “Ruth Sawyer (The Way of the Storyteller, Viking Press, 1965) suggests that would-be storytellers begin by learning their story incident by incident or picture by picture—never word by word. Work by the instinctive method of seeing your story first, of making it live for you to the point that you can make it live for others.” CM Kirkton. “Once Upon a Time… Folk Tales and Storytelling.” 1026.
Speaking….. Storytelling….. Where find stories for story telling? Tell stories based on chapters in children’s, YA and Adult books. M Garthwaite. EE. 600-603.
EE = Elementary English. Wrt = The Writer. RT = Reading Teacher. TETYC = Teaching English in Two-Year Colleges. EJ = English Journal. CN+ = Classroom Notes Plus.
Friday, March 23, 2007
English Update. March 23, 2007. LA January 2007
Language Arts. January 2007.
Theme is children’s literature.
literature….. Response….. Encourage children to respond non-judgmentally to what they are reading as a basis for later judgments. They can do so in "reading journals" in which they discuss what they are thinking while they are reading. JF Copenhaver-Johnson, et al. LA (Jan. 07), 234-244.
Literature….. Culture….. Stories—folktales, legends, myths—transmit culture. D Reese. LA (Jan. 07), 245.
Literature….. American Indians….. Books about native Americans often reinforce false stereotypes. We need to find books about native Americans that present an accurate portrayal of their culture. D Reese. LA (Jan. 07), 245-256.
Literature….. Fiction/nonfiction….. To What degree do elementary schools emphasize fiction over nonfiction? Author is disturbed by the overemphasis in elementary schools on fiction vs. nonfiction. P Colman. LA (Jan. 07), 257-268.
Literature….. Fiction/nonfiction….. Method for analyzing the degree to which a book is fiction or nonfiction. No made-up material to all made-up material; minimal information to lots of information; no narrative text to all narrative text; no expository text to all expository text; no literary devices to many literary devices; minimal author’s voice to intense author’s voice; no front-back material to copious front-back material; no visual material to copious visual material. P Colman. LA (Jan. 07), 267. [Note: In adult fiction there is almost as much information about careers, professions, cultures, industries, etc. as in nonfiction.]
Literature….. Library….. How help families read together? Library encourages families to come one night a week to read and discuss a book together. C Ward. LA (Jan. 07), 271-272.
Literature….. Picture books….. How are picture books changing? Growing importance of nonfiction picture books. CD Wolfenberger and LB Sipe. LA (Jan. 07), 276.
Archive
Reading….. Research….. What are some research-based characteristics of successful reading instruction? Research-based characteristics of reading instruction: direct instruction in phonemic awareness; explicit, systematic phonics instruction; guided, repeated oral reading; direct and indirect vocabulary instruction; comprehension strategies instruction; provide direct instruction that included making learning goals clear; asking questions to monitor student understanding and providing feedback to students about their progress; modeling and direct explanation to teach students strategies; coaching teaching style vs. telling; engage students in higher level responses. BM Taylor, et al. RRQ (Jan/Feb/Mar 05), 44-45.
Reading….. Research….. How help students complete a research project? Students select subject. Begin with dictionary. Use table of contents and index to see if available books deal with the subject. Skim pages on which subject is supposed to be dealt with. Prepare reference cards. Record info in their own words. RE Sabaroff. EE. 398.
Reading….. Response….. How model the reading process? Reads aloud a short story. The students read along silently from the overhead. Verbalizes his reactions to what he reads. Demonstrates how to interact with the text. Students were surprised that he demonstrated confusion at what he was reading. It was a story he hadn’t read before. Gave students insight into how to respond while reading. J Sommers. TETYC (Mar. 05), 298-305.
Reading….. Response….. How help students respond to reading? Create tableaux, using scenes from stories. Students try to guess what is happening. R Tortello. RT (Oct. 04), 206-207.
Reading….. Scaffolding….. What does the term “scaffolding” mean? Scaffolding means providing help when students are having difficulty completing a task. KF Clark and MF Graves. RT (Mar. 05), 570-580.
Reading….. Strategies….. How help students monitor their own reading processes? Teachers should reflect on and define the learning strategies they use, share their reflections with the students and cause students to reflect on their learning strategies. BJ Walker. RT (Apr. 05), 688-692. Give students a questionnaire in which they define their view of a good reader. Do you know any good readers? Who? How do you know he/she is a good reader? Name some things good readers do when they read. Name some things poor readers do when they read. What kind of reader are you? Tell why. JC Johnson. RT (May 05), 767.
LA = Language Arts. RT = Reading Teacher. TETYC = Teaching English in Two-Year Colleges. RRQ = Reading Research Quarterly.
Theme is children’s literature.
literature….. Response….. Encourage children to respond non-judgmentally to what they are reading as a basis for later judgments. They can do so in "reading journals" in which they discuss what they are thinking while they are reading. JF Copenhaver-Johnson, et al. LA (Jan. 07), 234-244.
Literature….. Culture….. Stories—folktales, legends, myths—transmit culture. D Reese. LA (Jan. 07), 245.
Literature….. American Indians….. Books about native Americans often reinforce false stereotypes. We need to find books about native Americans that present an accurate portrayal of their culture. D Reese. LA (Jan. 07), 245-256.
Literature….. Fiction/nonfiction….. To What degree do elementary schools emphasize fiction over nonfiction? Author is disturbed by the overemphasis in elementary schools on fiction vs. nonfiction. P Colman. LA (Jan. 07), 257-268.
Literature….. Fiction/nonfiction….. Method for analyzing the degree to which a book is fiction or nonfiction. No made-up material to all made-up material; minimal information to lots of information; no narrative text to all narrative text; no expository text to all expository text; no literary devices to many literary devices; minimal author’s voice to intense author’s voice; no front-back material to copious front-back material; no visual material to copious visual material. P Colman. LA (Jan. 07), 267. [Note: In adult fiction there is almost as much information about careers, professions, cultures, industries, etc. as in nonfiction.]
Literature….. Library….. How help families read together? Library encourages families to come one night a week to read and discuss a book together. C Ward. LA (Jan. 07), 271-272.
Literature….. Picture books….. How are picture books changing? Growing importance of nonfiction picture books. CD Wolfenberger and LB Sipe. LA (Jan. 07), 276.
Archive
Reading….. Research….. What are some research-based characteristics of successful reading instruction? Research-based characteristics of reading instruction: direct instruction in phonemic awareness; explicit, systematic phonics instruction; guided, repeated oral reading; direct and indirect vocabulary instruction; comprehension strategies instruction; provide direct instruction that included making learning goals clear; asking questions to monitor student understanding and providing feedback to students about their progress; modeling and direct explanation to teach students strategies; coaching teaching style vs. telling; engage students in higher level responses. BM Taylor, et al. RRQ (Jan/Feb/Mar 05), 44-45.
Reading….. Research….. How help students complete a research project? Students select subject. Begin with dictionary. Use table of contents and index to see if available books deal with the subject. Skim pages on which subject is supposed to be dealt with. Prepare reference cards. Record info in their own words. RE Sabaroff. EE. 398.
Reading….. Response….. How model the reading process? Reads aloud a short story. The students read along silently from the overhead. Verbalizes his reactions to what he reads. Demonstrates how to interact with the text. Students were surprised that he demonstrated confusion at what he was reading. It was a story he hadn’t read before. Gave students insight into how to respond while reading. J Sommers. TETYC (Mar. 05), 298-305.
Reading….. Response….. How help students respond to reading? Create tableaux, using scenes from stories. Students try to guess what is happening. R Tortello. RT (Oct. 04), 206-207.
Reading….. Scaffolding….. What does the term “scaffolding” mean? Scaffolding means providing help when students are having difficulty completing a task. KF Clark and MF Graves. RT (Mar. 05), 570-580.
Reading….. Strategies….. How help students monitor their own reading processes? Teachers should reflect on and define the learning strategies they use, share their reflections with the students and cause students to reflect on their learning strategies. BJ Walker. RT (Apr. 05), 688-692. Give students a questionnaire in which they define their view of a good reader. Do you know any good readers? Who? How do you know he/she is a good reader? Name some things good readers do when they read. Name some things poor readers do when they read. What kind of reader are you? Tell why. JC Johnson. RT (May 05), 767.
LA = Language Arts. RT = Reading Teacher. TETYC = Teaching English in Two-Year Colleges. RRQ = Reading Research Quarterly.
Thursday, March 22, 2007
English Update. March 22, 2007. EJ Jan. 07.
English Journal. January 2007.
Curriculum….. Word Play….. Spend some time enjoying word play—puns, obscure words, oxymorons, names, product names, car/truck/SUV names; neologisms. RW Shanley. EJ (Jan. 07), 12-14.
Literature….. Selection….. To combat the depressing nature of many required readings, choose books, stories, poetry that have a range of outlooks on life. P. Thacker. EJ (Jan. 07), 17-18.
English as a Second Language….. Plays….. Engage ESL students in putting on plays to help them become more fluent uses of English. P Bernal. EJ (Jan. 07), 26-28.
Vocabulary….. Words….. “Because they don’t announce the study of language with a capital L, they draw students into an exploration of words, and before students know it, they realize that words are interesting, important, changing and even entertaining.” R Perrin. EJ (Jan. 07), 36.
Vocabulary…. Words….. “That these activities are fun does not undercut their serious purpose. Rather, they approach important curricular goals that relate to language—addressing word development, meaning, tone, connotation, specificity, language acquisition and social contexts for language use—in a serious but not solemn fashion. Most importantly, these activities help students discover the power and pleasure of words.” R Perrin. EJ (Jan. 07), 39.
Writing….. Publishing….. Have secondary students write books and publish them. E Gordon. EJ (Jan. 07), 63-67.
Curriculum….. Interdisciplinary….. Plan an interdisciplinary unit, involving reading and activities from all disciplines. A Burke and SS Peterson. EJ (Jan. 07), 74-79.
Archive
Reading….. Professional….. How do researchers and teachers differ in what they look for when they read research? Finds that researchers focus on issues of research validity while teachers [who read their articles] focus on clarity, personal style and applicability to teaching. N Bartels. RTE (Nov. 04), 199-200. (abs.)
Reading….. Readability….. What are some problems with readability formulas? “Even the best readability formulae are divorced from the influence of reader purpose and experience.” AV Manzo. “Readability: A Postscript,” 962-965.
Reading….. Readability….. How can grammar help to establish readability? Interesting method for measuring syntactic complexity for readability. 0-count structures, SVO, etc.; 1-count structures: prepositional phrases, etc.; 2-count structures: passives, infinitives as subject, etc.; 3-count structures: clauses used as subjects, etc. M Botel and A Granowsky, “A Formula for Measuring Syntactic Complexity: A Directional Effort.” 513-516. [File]
Reading….. Readability….. What is the assumption of people who believe in using readability formulas? “Few things are more educationally foolish than assigning textbooks which are beyond the students’ reading ability.” ML Janz & EH Smith. EE. 622-624.
Reading….. Remedial….. What are the characteristics of remedial reading students? Studied a “struggling reader.” Found that the student was a successful reader in some contexts and a struggling reader in others. We need to look more carefully at “struggling readers” and should not be too quick to label them. SF Triplett. JAAL (Nov. 04), 214-222.
Reading….. Remedial….. What are the characteristics of a successful tutor? “This study identifies the specific aspects of tutoring that contributed to Mitchell’s feelings of enjoyment and pride, such as having opportunities to make choices, participating in activities that were personally relevant, working within his instructional level and focusing on his successes.” SF Triplett. JAAL (Nov 04), 221.
Reading….. Research….. What are the characteristics of successful school reading programs? Characteristics of successful schools in developing high performing readers: goal is improved student learning; strong building leadership [redirecting people’s time and energy; developing a collective sense of responsibility for school improvement; securing resources and professional development for teachers; providing opportunities for teachers to collaborate; increasing instructional time; helping school staff persist despite difficulties]; strong staff collaboration; ongoing professional development; shared student assessment data; aligned to state or district standards and assessments; reach out to parents. BM Taylor, et al. RRQ (Jan/Feb/Mar 05), pp. 43-44. [Reactions: Each one of these concepts requires some thinking about what they mean and how to implement them.]
RRQ = Reading Research Quarterly. JAAL = Journal of Adolescent and Adult Literacy. EE = Elementary English. RTE = Research in the Teaching of English.
Curriculum….. Word Play….. Spend some time enjoying word play—puns, obscure words, oxymorons, names, product names, car/truck/SUV names; neologisms. RW Shanley. EJ (Jan. 07), 12-14.
Literature….. Selection….. To combat the depressing nature of many required readings, choose books, stories, poetry that have a range of outlooks on life. P. Thacker. EJ (Jan. 07), 17-18.
English as a Second Language….. Plays….. Engage ESL students in putting on plays to help them become more fluent uses of English. P Bernal. EJ (Jan. 07), 26-28.
Vocabulary….. Words….. “Because they don’t announce the study of language with a capital L, they draw students into an exploration of words, and before students know it, they realize that words are interesting, important, changing and even entertaining.” R Perrin. EJ (Jan. 07), 36.
Vocabulary…. Words….. “That these activities are fun does not undercut their serious purpose. Rather, they approach important curricular goals that relate to language—addressing word development, meaning, tone, connotation, specificity, language acquisition and social contexts for language use—in a serious but not solemn fashion. Most importantly, these activities help students discover the power and pleasure of words.” R Perrin. EJ (Jan. 07), 39.
Writing….. Publishing….. Have secondary students write books and publish them. E Gordon. EJ (Jan. 07), 63-67.
Curriculum….. Interdisciplinary….. Plan an interdisciplinary unit, involving reading and activities from all disciplines. A Burke and SS Peterson. EJ (Jan. 07), 74-79.
Archive
Reading….. Professional….. How do researchers and teachers differ in what they look for when they read research? Finds that researchers focus on issues of research validity while teachers [who read their articles] focus on clarity, personal style and applicability to teaching. N Bartels. RTE (Nov. 04), 199-200. (abs.)
Reading….. Readability….. What are some problems with readability formulas? “Even the best readability formulae are divorced from the influence of reader purpose and experience.” AV Manzo. “Readability: A Postscript,” 962-965.
Reading….. Readability….. How can grammar help to establish readability? Interesting method for measuring syntactic complexity for readability. 0-count structures, SVO, etc.; 1-count structures: prepositional phrases, etc.; 2-count structures: passives, infinitives as subject, etc.; 3-count structures: clauses used as subjects, etc. M Botel and A Granowsky, “A Formula for Measuring Syntactic Complexity: A Directional Effort.” 513-516. [File]
Reading….. Readability….. What is the assumption of people who believe in using readability formulas? “Few things are more educationally foolish than assigning textbooks which are beyond the students’ reading ability.” ML Janz & EH Smith. EE. 622-624.
Reading….. Remedial….. What are the characteristics of remedial reading students? Studied a “struggling reader.” Found that the student was a successful reader in some contexts and a struggling reader in others. We need to look more carefully at “struggling readers” and should not be too quick to label them. SF Triplett. JAAL (Nov. 04), 214-222.
Reading….. Remedial….. What are the characteristics of a successful tutor? “This study identifies the specific aspects of tutoring that contributed to Mitchell’s feelings of enjoyment and pride, such as having opportunities to make choices, participating in activities that were personally relevant, working within his instructional level and focusing on his successes.” SF Triplett. JAAL (Nov 04), 221.
Reading….. Research….. What are the characteristics of successful school reading programs? Characteristics of successful schools in developing high performing readers: goal is improved student learning; strong building leadership [redirecting people’s time and energy; developing a collective sense of responsibility for school improvement; securing resources and professional development for teachers; providing opportunities for teachers to collaborate; increasing instructional time; helping school staff persist despite difficulties]; strong staff collaboration; ongoing professional development; shared student assessment data; aligned to state or district standards and assessments; reach out to parents. BM Taylor, et al. RRQ (Jan/Feb/Mar 05), pp. 43-44. [Reactions: Each one of these concepts requires some thinking about what they mean and how to implement them.]
RRQ = Reading Research Quarterly. JAAL = Journal of Adolescent and Adult Literacy. EE = Elementary English. RTE = Research in the Teaching of English.
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