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Leslie Healey

What Fictional Fantasy Means: better libing through Beowulf - 13 views

www.betterlivingthroughbeowulf.com/?p=7339&utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+BetterLivingThroughBeowulf+%28Better+Living+through+Beowulf%29

fantasy reading britlit

shared by Leslie Healey on 08 Jan 11 - No Cached
  • Leslie Healey on 08 Jan 11
     
    one fo my all time favorite lit blogs--what's not to like about BETTER LIVING THROUGH BEOWULF?????? read it jsut for the sheer joy of recognizing another soul who finds his /her religion in literature
  • Leslie Healey on 10 Jan 11
     
    will I ever become a good typist? I'm running out of time!
Dana Huff

Record | Columbia News - 8 views

news.columbia.edu/2297

literature reading austen socialmedia networking

shared by Dana Huff on 29 Jan 11 - No Cached
  • Dana Huff on 29 Jan 11
     
    "Mr. Darcy and Elizabeth Bennet on Facebook? With social networking the hot topic of the day, a computer science grad student, his advisor and a literature professor teamed up to analyze social interactions in 19th century British novels."
Patrick Higgins

Mr. Langley's Digital Classroom - 19 views

sites.google.com/...home

english googlesites languagearts english2.0

shared by Patrick Higgins on 04 Aug 11 - No Cached
  • Patrick Higgins on 04 Aug 11
     
    Love this example of a teacher using Google Sites to really push his transparency.  
Leslie Healey

Harold Bloom on Literary Criticism | FiveBooks | The Browser - 13 views

thebrowser.com/...ld-bloom-on-literary-criticism

LITCRIT AP reading

shared by Leslie Healey on 21 Aug 11 - No Cached
  • Leslie Healey on 21 Aug 11
     
    Interview bloom: his 5 fave litcrit books. At the end: nice bit about why we must read
Kristin Bergsagel

How To Do Things With Words : Learning Diversity - 4 views

www.learningdiversity.org/...how-to-do-things-with-words

shared by Kristin Bergsagel on 14 Apr 11 - No Cached
  • the RRSG theory of reading comprehension is predominantly cognitive rather than cultural. It depicts the text as an encoded representation of a specific situation.
  • Making and having meaning, then, transcend cognition and involve a commitment to values and the pursuit of ideals.
  • These moral qualities are essential to human life, yet they seem to be completely redundant in the case of the aforementioned reader of “the cat is on the mat.”
  • ...14 more annotations...
  • Could it be that teachers who are allegedly so obstinately unfaithful to the received theory of reading comprehension do in fact apply it in their classrooms, but fail to achieve adequate outcomes because the theory fails to explain reading as a meaningful human activity?
  • the most authoritative theory of reading comprehension misleads her into performing a futile cognitive exercise.
  • namely, instruct students to read the text creatively by transforming it into a model for exploring ideas such as self-deception, hubris, or the unintended negative consequences of well-intended parenting.
  • it doesn’t address texts adequately as media of communication between purposeful, goal-oriented actors.
  • The meaning of a message, then, is its use by the interacting parties and is therefore always much more than a mental representation. When we treat words or statements as mere representations, we fail to communicate.
  • A theory that fails to enhance communication undermines education, because education is a special form of communication dedicated to the transmission of learning.
  • The words remain his rather than theirs, conveying facts about his dream rather than becoming resources useful to them. These readers have missed yet another opportunity to make sense of the history of their nation and of their own lives in relation to it.
  • hopeful vision coupled to a darker prophecy and a threatening message.
  • This reading, then, intertwines American political history with the history of literature in a way that renders the reader herself an active participant in their making.
  • creativity, diversity, and agency
  • Readers, we propose, ought to associate the meaning of the text with its use. The texts students typically read in school, more specifically, ought to be used for the purpose of exploring ideas. Reading for this purpose is necessarily a creative endeavor because it entails transforming the text into a model of inquiry into certain aspects of the reader’s life experiences.
  • In other words, because they use the text in diverse ways, its meaning varies accordingly.
  • What is at stake is nothing less than how students relate themselves to cultural achievements that have shaped the world in which they live and the society in which they gradually mature.
  • Conversely, education researchers in universities and other research institutes are often insufficiently familiar with how children learn at school, and therefore simply do not have an adequate understanding of the problems their research should solve
Suzanne Rogers

A Key to the Lock - 3 views

people.umass.edu/...keylock.html

Keytothelock Therapeofthelock aplit

shared by Suzanne Rogers on 17 Apr 11 - No Cached
  • Suzanne Rogers on 17 Apr 11
     
    Written in 1715 by Pope (using the pseudonym Esdras Barnivelt), this humorous interpretation of The Rape of the Lock serves as a warning to critics not to take the poem too seriously. In the Key Pope exposes his own poem as a dangerous political allegory (Belinda represents Great Britain, the Lock represents the Barrier Treaty...). 
Leslie Healey

Creative Nonfiction: a definition and appreciation - 14 views

www.creativenonfiction.org/...whatiscnf.htm

creativenonfiction writing web2.0 blogging studentblog

shared by Leslie Healey on 13 Oct 12 - Cached
  • For a while the NEA experimented with “belles-lettres,” a misunderstood term that favors style over substance and did not capture the personal essence and foundation of the literature they were seeking. Eventually one of the NEA members in the meeting that day pointed out that a rebel in his English department was campaigning for the term “creative nonfiction.” That rebel was me.
  • literary craft in presenting nonfiction—that is, factually accurate prose about real people and events—in a compelling, vivid manner. To p
  • real demarcation points between fiction, which is or can be mostly imagination; traditional nonfiction (journalism and scholarship), which is mostly information; and creative nonfiction, which presents or treats information using the tools of the fiction writer while maintaining allegiance to fact.
  • ...4 more annotations...
  • George Orwell’s Down and Out in Paris and London, James Baldwin’s Notes of a Native Son Ernest Hemingway’s Death in the Afternoon, and Tom Wolfe’s The Right Stuff are classic creative nonfiction efforts—
  • communicate information (reportage) in a scenic, dramatic fashion.
  • offers flexibility and freedom while adhering to the basic tenets of reportage. In creative nonfiction, writers can be poetic and journalistic simultaneously
  • inematic techniques, from scene to dialogue to description to point of view, to write about themselves and ot
Adam Babcock

Does Your Language Shape How You Think? - NYTimes.com - 5 views

www.nytimes.com/...29language-t.html

writing english education reading language culture globe gender

shared by Adam Babcock on 29 Aug 10 - Cached
  • Native American languages impose on their speakers a picture of reality that is totally different from ours, so their speakers would simply not be able to understand some of our most basic concepts, like the flow of time or the distinction between objects
  • rash-landed on hard facts and solid common sense, when it transpired that there had never actually been any evidence to support his fantastic claims
  • new research has revealed that when we learn our mother tongue, we do after all acquire certain habits of thought that shape our experience in significant and often surprising ways.
  • ...7 more annotations...
  • if different languages influence our minds in different ways, this is not because of what our language allows us to think but rather because of what it habitually obliges us to think about
  • You may well wonder whether my companion was male or female, but I have the right to tell you politely that it’s none of your business. But if we were speaking French or German, I wouldn’t have the privilege to equivocate in this way
  • but I do have to tell you something about the timing of the event: I have to decide whether we dined, have been dining, are dining, will be dining and so on. Chinese, on the other hand, does not oblige its speakers to specify the exact time of the action in this way, because the same verb form can be used for past, present or future actions.
  • When speakers were asked to grade various objects on a range of characteristics, Spanish speakers deemed bridges, clocks and violins to have more “manly properties” like strength, but Germans tended to think of them as more slender or elegant.
  • gendered languages” imprint gender traits for objects so strongly in the mind that these associations obstruct speakers’ ability to commit information to memory
  • When French speakers saw a picture of a fork (la fourchette), most of them wanted it to speak in a woman’s voice, but Spanish speakers, for whom el tenedor is masculine, preferred a gravelly male voice for it.
  • Nonetheless, once gender connotations have been imposed on impressionable young minds, they lead those with a gendered mother tongue to see the inanimate world through lenses tinted with associations and emotional responses that English speakers — stuck in their monochrome desert of “its” — are entirely oblivious to.
Mary Worrell

BBC News - Phone texting 'helps pupils to spell' - 6 views

news.bbc.co.uk/...8468351.stm

education technology texting learning writing english

shared by Mary Worrell on 25 Jan 10 - Cached
  • Mary Worrell on 25 Jan 10
     
    A new report suggests that texting might help student spell. *gasp!*
Patrick Higgins

Reading Rockets: The Six Ts of Effective Elementary Literacy Instruction - 7 views

www.readingrockets.org/96

literacy elementary reading

shared by Patrick Higgins on 16 Feb 11 - Cached
  • The issue is less stuff vs. reading than it is a question of what sorts of and how much of stuff. When stuff dominates instructional time, warning flags should go up.
  • In less-effective classrooms, there is a lot of stuff going on for which no reliable evidence exists to support their use (e.g., test-preparation workbooks, copying vocabulary definitions from a dictionary, completing after-reading comprehension worksheets).
  • In these classrooms, lower-achieving students spent their days with books they could successfully read.
  • ...4 more annotations...
  • In other words, in too many cases the lower-achieving students receive, perhaps, an hour of appropriate instruction each day and four hours of instruction based on grade-level texts they cannot read.
  • No child who spends 80 percent of his instructional time in texts that are inappropriately difficult will make much progress academically.
  • These exemplary teachers routinely offered direct, explicit demonstrations of the cognitive strategies used by good readers when they read. In other words, they modeled the thinking that skilled readers engage while they attempt to decode a word, self-monitor for understanding, summarize while reading, or edit when composing. The "watch me" or "let me demonstrate" stance they took seems quite different from the "assign and assess" stance that dominates in less-effective classrooms (e.g., Adams, 1990; Durkin, 1978-79).
    • Patrick Higgins
      Patrick Higgins on 16 Feb 11
       
      This makes great sense: children need to see what experts do when they read.  
  • I must also note that we observed almost no test-preparation activity in these classrooms. None of the teachers relied on the increasingly popular commercial test preparation materials (e.g., workbooks, software). Instead, these teachers believed that good instruction, rich instruction, would lead to enhanced test performances.
aunt tammie

BBC News - World News America - Why do Finland's schools get the best results? - 12 views

news.bbc.co.uk/...8601207.stm

bestpractice Finland schools bbc

shared by aunt tammie on 19 Mar 11 - Cached
  • aunt tammie on 19 Mar 11
     
    good story about Finnish educational system
Adam Babcock

"Monster" analysis by Shmoop - 12 views

www.shmoop.com/kanye-monster

music hiphop

shared by Adam Babcock on 18 Mar 11 - No Cached
  • Keith Schoch on 19 Mar 11
     
    I'm all for using pop culture references in teaching, and I did read what Shmoop had to say on this particular video, but would you really feel comfortable sharing this video in class and having a discourse on it? I'm a Jay-Z fan and a hip hop lover from its earliest days, but this video and song are reprehensible on so many levels. With so much else that we can "source" for instruction, why this? Please help me understand. And don't say it's a gangsta thang.
  • Adam Babcock on 20 Mar 11
     
    To answer your first question about showing the music video: absolutely not. Why this? I'm still struggling with it. We're in an age where we are entertained by self destruction. Kanye (unfortunately, because I was a fan of his earlier work) is definitely becoming one of the monster / Charlie Sheen / Jersey Shore / reality TV burnouts. And yet, there is an audience for it... When I first skimmed the analysis, I thought I'd go back to see if Schmoop was established enough to have a worthy application of Freud to Kanye. Alas, I was mistaken. I haven't become a fan of Schmoop; they've got some work to do. I'm sorry I misplaced my "under investigation" tag in ECN's collection.
Jenny Gilbert

YouTube - Ai Weiwei detained. Here is his TED film - 1 views

www.youtube.com/watch

youtube weiwei freedom-of-speech socialmedia conflict year10 Year12 encountering-conflict

shared by Jenny Gilbert on 04 Apr 11 - No Cached
  • Jenny Gilbert on 04 Apr 11
     
    excellent video for yr 10's Mao's last dancer - and yr 12 encountering conflict. gives insight into China today, use of social media and the ways people go about gaining freedom of speech.
Patrick Higgins

The Crocodile in the Common Core Standards | Dailycensored.com - 17 views

dailycensored.com/...e-in-the-common-core-standards

shared by Patrick Higgins on 19 Oct 11 - No Cached
  • As though literacy is to prepare children only for a working environment. And as though personal opinion isn’t vital in a working environment.
    • Patrick Higgins
      Patrick Higgins on 19 Oct 11
       
      This all reminds me of the dust-up caused by Grant Wiggins in his ASCDEdge post last year regarding fiction's misguided place in our classrooms.  
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