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Charles Hwang

English Companion Ning - 0 views

englishcompanion.ning.com

shared by Charles Hwang on 15 Jul 09 - Cached
  • A place to ask questions and get help. A community dedicated to helping you enjoy your work. A cafe without walls or coffee: just friends.
  • A place to ask questions and get help. A community dedicated to helping you enjoy your work. A cafe without walls or coffee: just friends.
  • anonymous on 15 Jul 09
     
    Social network for English teachers: "Where English teachers meet to help each other." Created and maintained by Jim Burke. See also www.englishcompanion.com, his other website for his own work.
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
Mark Smith

Philip Larkin, the Impossible Man - Magazine - The Atlantic - 3 views

www.theatlantic.com/...8439

poetry orwell larkin

shared by Mark Smith on 13 Apr 11 - No Cached
  • In somewhat different ways, Orwell and Larkin were phlegmatically pessimistic and at times almost misanthropic, not to say misogynistic. Both also originated from dire family backgrounds that inculcated prejudice against Jews, the colored subjects of the British Empire, and the working class.
  • In somewhat different ways, Orwell and Larkin were phlegmatically pessimistic and at times almost misanthropic, not to say misogynistic. Both also originated from dire family backgrounds that inculcated prejudice against Jews, the colored subjects of the British Empire, and the working class.
  • In somewhat different ways, Orwell and Larkin were phlegmatically pessimistic and at times almost misanthropic, not to say misogynistic. Both also originated from dire family backgrounds that inculcated prejudice against Jews, the colored subjects of the British Empire, and the working class.
  • ...8 more annotations...
  • In somewhat different ways, Orwell and Larkin were phlegmatically pessimistic and at times almost misanthropic, not to say misogynistic. Both also originated from dire family backgrounds that inculcated prejudice against Jews, the colored subjects of the British Empire, and the working class.
  • In somewhat different ways, Orwell and Larkin were phlegmatically pessimistic and at times almost misanthropic, not to say misogynistic. Both also originated from dire family backgrounds that inculcated prejudice against Jews, the colored subjects of the British Empire, and the working class.
  • In somewhat different ways, Orwell and Larkin were phlegmatically pessimistic and at times almost misanthropic, not to say misogynistic. Both also originated from dire family backgrounds that inculcated prejudice against Jews, the colored subjects of the British Empire, and the working class.
  • In somewhat different ways, Orwell and Larkin were phlegmatically pessimistic and at times almost misanthropic, not to say misogynistic. Both also originated from dire family backgrounds that inculcated prejudice against Jews, the colored subjects of the British Empire, and the working class.
  • In somewhat different ways, Orwell and Larkin were phlegmatically pessimistic and at times almost misanthropic, not to say misogynistic. Both also originated from dire family backgrounds that inculcated prejudice against Jews, the colored subjects of the British Empire, and the working class.
  • In somewhat different ways, Orwell and Larkin were phlegmatically pessimistic and at times almost misanthropic, not to say misogynistic. Both also originated from dire family backgrounds that inculcated prejudice against Jews, the colored subjects of the British Empire, and the working class.
  • In somewhat different ways, Orwell and Larkin were phlegmatically pessimistic and at times almost misanthropic, not to say misogynistic. Both also originated from dire family backgrounds that inculcated prejudice against Jews, the colored subjects of the British Empire, and the working class.
  • This is the world of wretched, tasteless food and watery drinks, dreary and crowded lodgings, outrageous plumbing, surly cynicism, long queues, shocking hygiene, and dismal, rain-lashed holidays, continually punctuated by rudeness and philistinism. In Orwell’s early fiction, all this is most graphically distilled in Keep the Aspidistra Flying, but it is an essential element of the texture of Nineteen Eighty-Four, and was quarried from the “down and out” journalism of which he produced so much
Mark Smith

Truthdig - Why the United States Is Destroying Its Education System - 7 views

www.truthdig.com/..._her_education_system_20110410

shared by Mark Smith on 12 Apr 11 - No Cached
  • “For human beings, thinking of past matters means moving in the dimension of depth, striking roots and thus stabilizing themselves, so as not to be swept away by whatever may occur—the Zeitgeist or History or simple temptation. The greatest evil is not radical, it has no roots, and because it has no roots it has no limitations, it can go to unthinkable extremes and sweep over the whole world.”
    • Mark Smith
      Mark Smith on 12 Apr 11
       
      This is as profoundly true now as it ever was.
Caroline Bachmann

SearchStories Youtube Video Maker - 2 views

www.youtube.com/searchstories

google youtube DigitalStorytelling searchstories web2.0 education teaching tools resources English

shared by Caroline Bachmann on 12 Apr 11 - Cached
  • Caroline Bachmann on 12 Apr 11
     
    Create your own Google Search Story
Caroline Bachmann

Video Writing Prompts - Teach Hub - 11 views

www.teachhub.com/...24

writing lessons prompts language education writingprompts English video teachhub teach tools resources

shared by Caroline Bachmann on 12 Apr 11 - No Cached
  • Caroline Bachmann on 12 Apr 11
     
    Video writing prompts for teaching with response questions
Caroline Bachmann

Graphic Novels CMIS Evaluation Fiction Focus - 8 views

cmisevalff.edublogs.org

books book_reviews authors library graphic novels fiction comic resources literature reading education teaching English

shared by Caroline Bachmann on 12 Apr 11 - Cached
  • Caroline Bachmann on 12 Apr 11
     
    Resources and recommendations for teaching graphic novels
Katie Dixon

Teachmeet victim selector - 7 views

primaryschoolict.com/random-name-selector

Classroom Management Smart Board web2.0 tools

shared by Katie Dixon on 11 Apr 11 - No Cached
  • Katie Dixon on 11 Apr 11
     
    Popsicle sticks 2.0
Dennis OConnor

Teaching to the Text Message - NYTimes.com - 9 views

www.nytimes.com/...20selsberg.html

teaching writing composition English

shared by Dennis OConnor on 10 Apr 11 - No Cached
  • So a few years ago, I started slipping my classes short writing assignments alongside the required papers. Once, I asked them, “Come up with two lines of copy to sell something you’re wearing now on eBay.” The mix of commerce and fashion stirred interest, and despite having 30 students in each class, I could give everyone serious individual attention. For another project, I asked them to describe the essence of the chalkboard in one or two sentences. One student wrote, “A chalkboard is a lot like memory: often jumbled, unorganized and sloppy. Even after it’s erased, there are traces of everything that’s been written on it.”
  • My ideal composition class would include assignments like “Write coherent and original comments for five YouTube videos, quickly telling us why surprised kittens or unconventional wedding dances resonate with millions,” and “Write Amazon reviews, including a bit of summary, insight and analysis, for three canonical works we read this semester (points off for gratuitous modern argot and emoticons).”
    • Leslie Healey
      Leslie Healey on 11 Apr 11
       
      these comments are more useful than the article--we do a "welcome" every morning from the night's reading. This might freshen up the "welcome" and remind them of its relevance to their lives. Thanks.
  • And short isn’t necessarily a shortcut. When you have only a sentence or two, there’s nowhere to hide.
  • ...1 more annotation...
  • Rewarding concision first will encourage students to be economical and innovative with language.
Tracee Orman

BibMe: Fast & Easy Bibliography Maker - MLA, APA, Chicago, Turabian - Free - 13 views

www.bibme.org

education research reference citation writing tools bibliography citations teachers

shared by Tracee Orman on 07 Apr 11 - Cached
  • Tracee Orman on 07 Apr 11
     
    Automatic citation creator. Paste in the website, prompts for the authors first & last name, then creates a pasteable citation for you.
Tracee Orman

Teen Twiction - 1 views

www.teentwiction.com

teachers

shared by Tracee Orman on 06 Apr 11 - No Cached
  • Tracee Orman on 06 Apr 11
     
    Educational site for teachers & students to use Twitter in class.
Dana Huff

Evolving English Teacher: #engchat: Out of the Desk & Into the Text: Using Performance ... - 5 views

evolvingenglishteacher.blogspot.com/...t-of-desk-into-text-using.html

english literature lesson lessons performance shakespeare folger teaching

shared by Dana Huff on 06 Apr 11 - No Cached
  • Dana Huff on 06 Apr 11
     
    Glenda Funk shares some performance pedagogy techniques designed to get students out of their desk and on their feet.
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