Group items tagged nytimes com - UWCSEA Teachers

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Dealing With Digital Cruelty - NYTimes.com - 1 views

shared by Keri-Lee Beasley on 23 Feb 15 - No Cached

When Your Punctuation Says It All (!) - NYTimes.com - 0 views

www.nytimes.com/...r-punctuation-says-it-all.html punctuation tcrwp writing technology professional_development literacy digital_literacy

shared by Keri-Lee Beasley on 17 Mar 15 - No Cached

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What Should Children Read? - NYTimes.com - 1 views

opinionator.blogs.nytimes.com/...what-should-children-read books reading recommendations longreads essays nonfiction usa standards

shared by Katie Day on 28 Nov 12 - No Cached

There are anthologies of great literature and primary documents, but why not “30 for Under 20: Great Nonfiction Narratives?” Until such editions appear, teachers can find complex, literary works in collections like “The Best American Science and Nature Writing,” on many newspaper Web sites, which have begun providing online lesson plans using articles for younger readers, and on ProPublica.org. Last year, The Atlantic compiled examples of the year’s best journalism, and The Daily Beast has its feature “Longreads.” Longform.org not only has “best of” contemporary selections but also historical examples dating back decades.
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Adult titles, like “The Omnivore’s Dilemma,” already have young readers editions, and many adult general-interest works, such as Timothy Ferris’s “The Whole Shebang,” about the workings of the universe, are appropriate for advanced high-school students.
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In addition to a biology textbook, for example, why can’t more high school students read “The Immortal Life of Henrietta Lacks”?
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What Tom Wolfe once said about New Journalism could be applied to most student writing. It benefits from intense reporting, immersion in a subject, imaginative scene setting, dialogue and telling details. These are the very skills most English teachers want students to develop.
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In my experience, students need more exposure to nonfiction, less to help with reading skills, but as a model for their own essays and expository writing,
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Common Core dictates that by fourth grade, public school students devote half of their reading time in class to historical documents, scientific tracts, maps and other “informational texts” — like recipes and train schedules. Per the guidelines, 70 percent of the 12th grade curriculum will consist of nonfiction titles. Alarmed English teachers worry we’re about to toss Shakespeare so students can study, in the words of one former educator, “memos, technical manuals and menus.”
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Louise Phinney on 28 Nov 12

"A striking assumption animates arguments on both sides, namely that nonfiction is seldom literary and certainly not literature. Even Mr. Coleman erects his case on largely dispiriting, utilitarian grounds: nonfiction may help you win the corner office but won't necessarily nourish the soul. As an English teacher and writer who traffics in factual prose, I'm with Mr. Coleman. In my experience, students need more exposure to nonfiction, less to help with reading skills, but as a model for their own essays and expository writing, what Mr. Gladwell sought by ingesting "Talk of the Town" stories. I love fiction and poetry as much as the next former English major and often despair over the quality of what passes for "informational texts," few of which amount to narrative much less literary narrative. What schools really need isn't more nonfiction but better nonfiction, especially that which provides good models for student writing. Most students could use greater familiarity with what newspaper, magazine and book editors call "narrative nonfiction": writing that tells a factual story, sometimes even a personal one, but also makes an argument and conveys information in vivid, effective ways."

<div class="cArrow"> </div><div class="cContentInner">"A striking assumption animates arguments on both sides, namely that nonfiction is seldom literary and certainly not literature. Even Mr. Coleman erects his case on largely dispiriting, utilitarian grounds: nonfiction may help you win the corner office but won't necessarily nourish the soul. As an English teacher and writer who traffics in factual prose, I'm with Mr. Coleman. In my experience, students need more exposure to nonfiction, less to help with reading skills, but as a model for their own essays and expository writing, what Mr. Gladwell sought by ingesting "Talk of the Town" stories. I love fiction and poetry as much as the next former English major and often despair over the quality of what passes for "informational texts," few of which amount to narrative much less literary narrative. What schools really need isn't more nonfiction but better nonfiction, especially that which provides good models for student writing. Most students could use greater familiarity with what newspaper, magazine and book editors call "narrative nonfiction": writing that tells a factual story, sometimes even a personal one, but also makes an argument and conveys information in vivid, effective ways."</div>

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Katie Day on 01 Dec 12

"What schools really need isn't more nonfiction but better nonfiction, especially that which provides good models for student writing. " Totally supports my belief that nonfiction longreads are out there on the internet and are not being taken advantage of by teachers -- enough.

<div class="cArrow"> </div><div class="cContentInner">"What schools really need isn't more nonfiction but better nonfiction, especially that which provides good models for student writing. " Totally supports my belief that nonfiction longreads are out there on the internet and are not being taken advantage of by teachers -- enough.</div>

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University Caters to the Deprived - NYTimes.com - 0 views

www.nytimes.com/...ty-caters-to-the-deprived.html university asia women education global_concerns

shared by Katie Day on 29 Nov 12 - No Cached

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The Essay, an Exercise in Doubt - NYTimes.com - Philip Lopate - 1 views

opinionator.blogs.nytimes.com/...the-essay-an-exercise-in-doubt essays writing critical_thinking

shared by Katie Day on 28 Feb 13 - No Cached

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The Learning Virtues - NYTimes.com - David Brooks on book "Cultural Foundations of Lear... - 0 views

www.nytimes.com/...ooks-the-learning-virtues.html learning cultures east_vs_west books

shared by Katie Day on 03 Mar 13 - No Cached

Katie Day on 03 Mar 13

"In the Western understanding, students come to school with levels of innate intelligence and curiosity. Teachers try to further arouse that curiosity in specific subjects. There's a lot of active learning - going on field trips, building things. There's great emphasis on questioning authority, critical inquiry and sharing ideas in classroom discussion. In the Chinese understanding, there's less emphasis on innate curiosity or even on specific subject matter. Instead, the learning process itself is the crucial thing. The idea is to perfect the learning virtues in order to become, ultimately, a sage, which is equally a moral and intellectual state. These virtues include: sincerity (an authentic commitment to the task) as well as diligence, perseverance, concentration and respect for teachers. "

<div class="cArrow"> </div><div class="cContentInner">"In the Western understanding, students come to school with levels of innate intelligence and curiosity. Teachers try to further arouse that curiosity in specific subjects. There's a lot of active learning - going on field trips, building things. There's great emphasis on questioning authority, critical inquiry and sharing ideas in classroom discussion. In the Chinese understanding, there's less emphasis on innate curiosity or even on specific subject matter. Instead, the learning process itself is the crucial thing. The idea is to perfect the learning virtues in order to become, ultimately, a sage, which is equally a moral and intellectual state. These virtues include: sincerity (an authentic commitment to the task) as well as diligence, perseverance, concentration and respect for teachers. "</div>

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