Education Commons^™

Politics, Inclusion, And Social Practice, Ronjaunee Chatterjee, Amy Wong

Amy Wong

"In the wake of the American election, Elaine Hadley’s 'Closing Remarks' from v21’s b2o issue—that we are writing, living, and teaching in a 'critical moment, some might even say a survivalist moment' in which 'the power of positive psychology does not seem adequate to the times'—appear chilling in their urgency. Hadley cautions against a pleasure and optimism largely disengaged from feminist and class critiques, as well as from what she calls 'Politics with a big P.'"

~article excerpt~

Teaching Language Variation In The Classroom: Strategies And Models From Teachers And Linguists, Michelle D. Devereaux, Chris C. Palmer

Chris C. Palmer

What A Wonderful World! Using Batchelder Books To Support Literacy, Deborah Parrott, Reneé C. Lyons

Reneé C. Lyons

Are you searching for fresh opportunities to support literacy through reader response activities? Batchelder Awards and international stories are relatively untapped resources that offer a global approach for children to expand comprehension through tales from many nations. Pairing these stories with reader response exercises provides an outstanding opportunity for collaboration with social studies and language arts teachers. Handouts will be provided. (F4-E162)

Women’S Literacy In Early Modern Spain And The New World, Ed. By Anne J. Cruz And Rosilie Hernández, Kirsten Schultz

Kirsten Schultz

No abstract provided.

“Grieving Like A Normal Person”: Examining Responses To Grief In Nina Lacour’S We Are Okay, Kate E. Kedley, Jenna Spiering

Kate Kedley

Becoming The Story In The Joyful World Of "Jack And The Beanstalk"., Kathryn F. Whitmore

Kathryn Whitmore

This article looks into the world of pretend to understand how the invitation to move, to take risks, and to become the story of Jack and the Beanstalk afforded three- to five-year-old children a means to be more than their usual selves. It describes a ten-week process drama residency studied in two preschool settings: first in three classrooms in a rural Head Start school and one year later in two classrooms in an urban Reggio-inspired child development center. The focus is on the compelling effect of engaging preschoolers’ bodies in movement and pretend, particularly for three children who presented what …

Moving Interpretations : Using Drama-Based Arts Strategies To Deepen Learning About The Diary Of A Young Girl., James S. Chisholm, Kathryn F. Whitmore, Ashley L. Shelton, Irina V. Mcgrath

Kathryn Whitmore

Three drama-based arts strategies enhanced middle grades teachers’ and students’ engagement with Anne Frank’s diary and historical circumstances.

Reading And Critiquing : An Analysis Of Talk About Strong Books For Girls., Renita Schmidt, Amanda Thein, Kathryn F. Whitmore

Kathryn Whitmore

In exploring what makes strong books for girls, these authors begin by looking at their critical conversations with each other.

Essay Writing Instructional Lexicon And Semantic Confusion, Amir Kalan

Amir Kalan

“Introduction,” “body,” and “conclusion” are the most accessible words in the instructional lexicon for ESL writing teachers when they want to describe the structure of a typical five-paragraph persuasive or argumentative essay or its shorter variations for standardized tests such as TOEFL and IELTS. They are frequently employed to refer to the three tiers of the hamburger essay in textbooks, on classroom boards, and in YouTube tutorials.

Not surprisingly, English learners also might give you the same words if asked what the main components of an essay are. Like ESL teachers, students usually use the same terms or their equivalents …

Adolescent Literacy And Collaborative Inquiry, Rob Simon, Amir Kalan

Amir Kalan

In a teacher education classroom in Toronto, groups of middle school students, teacher candidates, and university researchers, members of our research collaborative, the Teaching to Learn Project (Simon et al., 2014; Simon & the Teaching to Learn Project, 2014), discuss projects developed from curricula they coauthored for Art Spiegelman’s graphic novel Maus: A Survivor’s Tale (1986). Maus documents Spiegelman’s father’s recollections of the Holocaust and the author’s own struggles to come to terms with what it means to be the child of a Holocaust survivor.

Youth and teachers involved in the Teaching to Learn Project collectively worked through what historian …

Teaching Anglo-American Academic Writing And Intercultural Rhetoric: A Grounded Theory Study Of Practice In Ontario Secondary Schools, Amir Kalan

Amir Kalan

This qualitative research project is a grounded theory study of the experiences of five EAL (English as an additional language) academic writing instructors with intercultural rhetoric. Following the academic conversation about contrastive/intercultural rhetoric, this investigation explores narratives of classroom practice in Ontario secondary schools in order to underline L2 writing activities that are sensitive to intercultural rhetoric. This paper includes explanations of the phenomenon of intercultural rhetoric as identified by the interviewed instructors and lists practical strategies employed by the participants. These strategies are organized in three categories: (1) strategies that use the potential of students’ first languages and mother …

Conflict And Struggle : The Enemies Of Preconditions Of Basic Writing?, Min-Zhan Lu

Min-Zhan Lu

No abstract provided.

Professing Multiculturalism : The Politics Of Style In The Contact Zone., Min-Zhan Lu

Min-Zhan Lu

No abstract provided.

An Essay On The Work Of Composition : Composing English Against The Order Of Fast Capitalism., Min-Zhan Lu

Min-Zhan Lu

This is an attempt to define what being a responsible and responsive user of English might mean in a world ordered by global capital, a world where all forms of intra- and international exchanges in all areas of life are increasingly under pressure to involve English. Turning to recent work in linguistics and education, I pose a set of alternative assumptions that might help us develop more responsible and responsive approaches to the relation between English and its users (both those labeled Native-Speaking, White or Middle Class, and those Othered by these labels), the language needs and purposes of individual …

Living English Work., Min-Zhan Lu

Min-Zhan Lu

Keeping in mind the Chinese character-combination yuyan, with its multiple meanings of language, parts of language, the processes of language, and the products of those processes, the author depicts English as kept alive by many people and by many different ways of using it in a wide range of personal, social, and historical contexts. She proposes four lines of inquiry “against the grain” of English-only instruction—that living-English users weigh what English can do for them against what it has done to them; that they weigh what English can do against what it cannot do; that they understand English as being …

Delivery, Facilitas, And Copia : Job Market Preparation And The Revival Of The Fifth Canon., Joseph Turner

Joseph Turner

This essay argues that English Studies departments should implement training programs in oral delivery strategies for graduate students seeking tenure track employment. A sample a 13-week training program, modeled on elements of classical rhetorical pedagogy, can help students develop and refine stills in oral delivery necessary for academic job interviews.

Ashleigh Burleson Final Portfolio, Ashleigh Burleson

Ashleigh Burleson

No abstract provided.

Ncte On 'Why Get An M.A. In English?', Rebecca C. Potter, Margaret M. Strain

Rebecca Potter

Authors Margaret Strain and Rebecca Potter discuss with host Larry Jacobs the how and especially the why of getting the MA In English.

Degree Of Change: The Ma In English Studies, Margaret M. Strain, Rebecca C. Potter

Rebecca Potter

From the publisher: As the needs of those seeking an MA in English studies have evolved, so too have the degree’s mission and identity. Margaret M. Strain and Rebecca C. Potter, editors of Degree of Change: The MA in English Studies, argue that the MA is positioned in a dynamic contact zone—“a place where disciplinary knowledge, student need, and local exigencies interact and where disciplinary identity is constantly negotiated.”

Looking primarily at stand-alone master’s programs, this volume examines the design, delivery, and value of a master’s degree in English in the twenty-first century and challenges the characterization that MA programs …

Degree Of Change: The Ma In English Studies, Margaret M. Strain, Rebecca C. Potter

Margaret M. Strain

From the publisher: As the needs of those seeking an MA in English studies have evolved, so too have the degree’s mission and identity. Margaret M. Strain and Rebecca C. Potter, editors of Degree of Change: The MA in English Studies, argue that the MA is positioned in a dynamic contact zone—“a place where disciplinary knowledge, student need, and local exigencies interact and where disciplinary identity is constantly negotiated.”

Looking primarily at stand-alone master’s programs, this volume examines the design, delivery, and value of a master’s degree in English in the twenty-first century and challenges the characterization that MA programs …

Ncte On 'Why Get An M.A. In English?', Rebecca C. Potter, Margaret M. Strain

Margaret M. Strain

Authors Margaret Strain and Rebecca Potter discuss with host Larry Jacobs the how and especially the why of getting the MA In English.

Teaching Tolkien: Language, Scholarship, And Creativity, Adam Kotlarczyk

Adam Kotlarczyk

Why Tolkien? Let us start with the obvious—if cynical—question, almost certain to come from a skeptical administrator or colleague: why would any serious, self-respecting English teacher want to teach an author whose work is about dragons, fairies, and the fantastic? With all the increased attention to standardized testing and with the demand for rigor in read- ings in the average English curriculum, choosing a popular text might raise eyebrows among critics. The question that an English teacher may be asked (or indeed, may ask him- or herself) is: doesn't teaching Tolkien as "serious" literature just fan those flames?

Teaching Tolkien: Language, Scholarship, And Creativity, Adam Kotlarczyk

Adam Kotlarczyk

Why Tolkien? Let us start with the obvious—if cynical—question, almost certain to come from a skeptical administrator or colleague: why would any serious, self-respecting English teacher want to teach an author whose work is about dragons, fairies, and the fantastic? With all the increased attention to standardized testing and with the demand for rigor in read- ings in the average English curriculum, choosing a popular text might raise eyebrows among critics. The question that an English teacher may be asked (or indeed, may ask him- or herself) is: doesn't teaching Tolkien as "serious" literature just fan those flames?

Teaching Tolkien: Language, Scholarship, And Creativity, Adam Kotlarczyk

Adam Kotlarczyk

Why Tolkien? Let us start with the obvious—if cynical—question, almost certain to come from a skeptical administrator or colleague: why would any serious, self-respecting English teacher want to teach an author whose work is about dragons, fairies, and the fantastic? With all the increased attention to standardized testing and with the demand for rigor in read- ings in the average English curriculum, choosing a popular text might raise eyebrows among critics. The question that an English teacher may be asked (or indeed, may ask him- or herself) is: doesn't teaching Tolkien as "serious" literature just fan those flames?

Who Can Be Taught?, Elaine Chaika

Elaine Chaika

No abstract provided.

Grammars And Teaching, Elaine Chaika

Elaine Chaika

No abstract provided.

The Learning Analytics Readiness Instrument, Meghan Oster, Steven Lonn, Matthew D. Pistilli, Michael G. Brown

Matthew Pistilli

Courtroom And Classroom Across The Curriculum: The Strange Case Of Dr. Jekyll & Mr. Hyde, Jason Goldsmith

Jason Goldsmith

The Strange Case of Dr. Jekyll and Mr. Hyde draws on Robert Louis Stevensons intimate knowledge of Victorian legal culture knowledge Stevenson acquired while studying law at the University of Edinburgh. (Although he was called to the Scottish bar in 1875, he abandoned the legal profession and never practiced it.) Its trace can be found in the work's title, main characters, and narrative structure: the title suggests a legal action; Mr. Utterson is the legal representative of Henry Jekyll, who is himself both a doctor of law (LLD) and a doctor of Civil laws (DCL); and the final two chapters …

John Clare And The Art Of Politics, Jason Goldsmith

Jason Goldsmith

Jason Goldsmith's contribution to Volume 30 of the John Clare Society Journal. Article focuses on Clares poem, 'Don Juan' and its place in the University classroom.

Immersion In Esl Culture: Oral Output Through Acting, Chamkaur Gill

Chamkaur Gill

Many ESL learners exhibit diffidence in situations where they are required to speak in English. They retreat into their shells because of the threat of embarrassment and a loss of face which are consequences of making errors in grammar and pronunciation. One effective method of inducing them to speak is drama. By putting them in imaginary situations and creating make-believe identities, teachers can give them incentives to participate in oral interaction, thereby increasing the quantity of speech produced and providing increased practice in speaking in the target language. Classroom activities imbued with drama are often enjoyable and evidence indicates that …