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"Hill, Crag"
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The critical merits of young adult literature : coming of age
\"This examination of the literary effectiveness of young adult literature from a critical, research-oriented perspective answers two key questions asked by many teachers and scholars in the field: Does young adult literature stand up on its own as literature? Is it worthy of close study? The treatment is both conceptual and pragmatic. Each chapter discusses a topical text set of YA novels in a conceptual framework -- how these novels contribute to or deconstruct conventional wisdom about key topics from identity formation to awareness of world issues, while also providing a springboard in secondary and college classrooms for critical discussion of these novels. Uncloaking many of the issues that have been essentially invisible in discussions of YA literature, these essays can then guide the design of curriculum through which adolescent readers hone the necessary skills to unpack the ideologies embedded in YA narratives. The annotated bibliography provides supplementary articles and books germane to all the issues discussed. Closing \"End Points\" highlight and reinforce cross-cutting themes throughout the book and tie the essays together\"-- Provided by publisher.
Book
TEACHING CREATIVE WRITING
Mandates across US school districts require students to produce primarily expository and argumentative texts; few secondary level courses focus on creative writing save the (often gimmicky) poetry unit in April. While some state tests call for genre blending, this amounts to little more than attaching a narrative hook to a persuasive essay. In the dual- credit composition course I teach, there is no provision for creative modes, much to the dismay of students who vastly prefer them over academic ones. Another less well documented but equally problematic element revolves around reflection. Since the days of John Dewey, theorists have emphasized the benefits of metacognitive, critical thinking, and reflective writing has been its primary vehicle. Whether journal entry or exam question, teachers ask learners to reflect on their understandings, experiences, or growth. While research supports the spirit of this idea, students often struggle with reflective writing, not understanding its purpose or, worse, not valuing its premise.
Journal Article
Millennial Girl
A veteran high school creative writing teacher has learned to encourage students who struggle at first to articulate inchoate story ideas.
Journal Article
TEACHING CREATIVE WRITING
A veteran of the Iraq War offers advice for connecting veterans and students through creative writing workshops.
Journal Article
Teaching Creative Writing: On Moving from Teaching EighthGrade ELA to Teaching College Composition
A former middle school teacher translated writing assignment ideas from his eighth-grade classroom when he moved to teaching first-year college students.
Journal Article
Research: Exploring Trends in a Growing Field: A Content Analysis of Young Adult Literature Scholarly Book Publications 2000–2020
To understand trends in what seems to be an explosion of books written about young adult literature (YAL), the authors conducted a content analysis of scholarly books published between 2000 and 2020. The question What trends in YAL research and pedagogy do the books published in this span of time reflect? guided this inquiry to support English teacher educators in their engagement with YAL scholarship within and beyond teacher preparation. After examining 191 books, with the majority of them focusing on research and theory in YAL, findings emerged in five areas: critical events in society, shifts in public education, literacy movements, publishing trends, and scholarly community influence.
Journal Article
Giving Mrs. S More Time to Teach
Instead I encountered something I had only dreamed of in the blur of those 18 years, something I thought was forever out of reach in a high school setting: the luxury of time to reflect on lessons done, to plan new lessons, to reimagine the direction of a course, to evaluate student work in a thoughtful and timely manner rather than in a breathless rush, and then adjust my short-term and long-range plans accordingly. [...] that excellent teachers have the time to prepare such arguments, we must reduce their course load to no more than four classes a day with reasonable numbers of students in each class.
Journal Article
Speaking My Mind: Giving Mrs. S More Time to Teach
“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.
Journal Article
The Crystal Ball Project: Predicting the Future of Composition and the Preparation of Composition Teachers
In this article the authors peer into current elementary classrooms and college composition courses in 2020 to envision what K-12 and composition curricula can do now to ensure today's students are prepared for those future composition classes. The authors interviewed veteran (20 or more years) K-6 teachers in a small university town and directors of composition programs. Both interview sets expressed a concern that we are not keeping pace with the changing literacies of our students. The interviews with the K-6 teachers also showed that students bring different literacy skills to elementary school than a generation ago. In addition, the authors conducted a survey across a multicampus research university to ascertain the kinds of compositions instructors assigned and whether multimodal compositions were an option. The survey indicated that change is already occurring at the university level. The authors argue it is imperative that K-16 educators, starting with middle and high school teachers, begin to dialogue about new literacies now or we will not be ready to prepare our students at either the secondary or university levels for 2020 and beyond.
Journal Article