6 research outputs found
Connecting
No full textJoAnne Katzmarek—Thoughts Like Flying Grouse
Steven L. VanderStaay—I\u27m With You, Huck
Irwin Ramirez Leopando—A Moment of Connections
Christopher Sweet—The Brightening Glance
Howard Wolf—Personal Teachin
Stories of (Social) Distress: Applied Narrative Analysis and Public Policy for the Homeless
No full text
JAEPL, Vol. 10, Winter 2004-2005
No full textEssays
Lynn Z. Bloom. The Seven Deadly Virtues. The university stifles most creative writers except the most intrepid—even reckless, the good along with the bad—in the process of teaching them to write according to the conventions of the academy in general, and their specific disciplines in particular.
David L. Wallace. Shallow Literacy, Timid Teaching, and Cultural Impotence. Any attempt to move to a deeper notion of literacy in our theory and pedagogy must—among other things—involve us facing our own self interest and expecting disruption in our own classrooms, departments, and universities.
Roben Torosyan. Listening: Beyond Telling to \u27Being\u27 What We Want To Teach. In response to a culture of polarized argument, this paper shows a way to provide people with practice at deep listening and understanding. The author examines ways in which self-disclosure about problems of dialog may be an ideal means for teachers or leaders to show people alternate ways of being in the world of meaning making.
Patricia Webb and Zach Waggoner. Analyzing Dominate Cultural Narratives of Religious Plurlaism: A Study of Oprah.com. This essay analyzes Oprah.com, the website for multimedia mogul Oprah Winfrey, to examine the tensions between dominate religious ideologies and pluralism in America.
Matthew I. Feinberg. Critical Geography and the Real World in First-Year Writing Classrooms. By helping students confront the ideologies that shape their physical and cultural experiences, critical geography in first year writing classrooms may be one means of collapsing the perceived distance between the classroom and the real world.
Hildy Miller. Image into Word: Glimpses of Mental Images in Writers Writing. This essay uses thought samples and interviews to show ways writers use mental imagery in non-creative writing task.
Ed Comber. Critical Thinking Skills and Emotional-Response Discourse: Merging the Affective and Cognitive in Student-Authored Texts through Taxonomy Usage. This essay discusses a taxonomy designed to help students identify emotive-response discourse in their evolving texts, a process that joins emotion and cognitive to foster critical thinking.
Helen Walker. Connecting. JoAnne Katzmarek—Thoughts Like Flying Grouse Steven L. VanderStaay—I\u27m With You, Huck Irwin Ramirez Leopando—A Moment of Connections Christopher Sweet—The Brightening Glance Howard Wolf—Personal Teaching
Reviews
W. Keith Duffy. Memoirs of Soul: Writing your Spiritual Autobiography. (Nan Phifer, 2002).
Elizabeth Vander Lei. A Communion of Friendship: Literacy, Spiritual Practice, and Women in Recovery. (Beth Daniel, 2003).
Marian MacCurdy. Writing To Save Your Life. (Michele Weldon, 2001)
JAEPL, Vol. 8, Winter 2002-2003
No full textEssays
Charles Suhor. James Moffett\u27s Lit Crit and Holy Writ. In one of Moffett\u27s final presentations, he traced parallels between literary criticism and the study of scripture from various traditions. He explained the development of his Points of View spectrum as a response to his high school teaching experiences and presented an updated version of the spectrum.
Gina Briefs-Elgin. Something to Have at Heart: Another Look at Memorization. After tracing the history of learning by heart, this essay explores its advantages and suggest that we restore this time-honored practice which can enrich our students\u27 relationships with words and books and empower their personal lives.
Christopher C. Weaver. The Rhetoric of Recovery: Can Twelve Step Programs Inform the Teaching of Writing? The article examines the spiritual dimensions of recovery programs and explores some of the ways the rhetoric of these programs as well as the structure of twelve step meetings may illuminate the nature of composition classes and particularly of peer writing groups.
Brenda Daly. Stories of Re-Reading: Inviting Students to Reflect to Their Emotional Responses to Fiction. Although most literature courses teach students to focus on textual analysis, this essay argues that students should be given opportunities for exploring their emotional responses to the text.
Devan Cook. Successful Blunders: Reflection, Deflection, Teaching. Often we expect students\u27 experience with assignments to reflect our own or those of previous students, but we may blunder when we base our teaching on past successes. By deflecting such assignments and constructing unexpected identities, students and instructors alike learn and teach.
Terrance Riley. The Accidental Curriculum. True learning—learning which results in some permanent cognitive change—is far too unpredictable to be controlled by format curricular designs. The formal curriculum of English studies is valuable largely as a stage setting for educational accidents.
Robbie Clifton Pinter. The Landscape Listens—Hearing the Voice of the Soul. This essay offers a view of Mary Rose O\u27Reilley\u27s radical listening, applying it to the classroom as a way for teachers and students to learn to their lives.
Helen Walker. Connecting. Lisa Ruddick—We Are the Poetry Kathleen McColley Foster—Becoming a Professional: A Coming of Age Narrative from the 4C\u27s Chauna Craig—Writing the Bully Steven VanderStaay—Discipline 101 Meg Peterson—To Live Wildly Linda K. Parkyn—Coming Full Circle
Reviews
Nathaniel Teich. Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word. (Linda Christensen, 2000).
Hepzibah Roskelly. Everyone Can Write: Essays Toward a Hopeful Theory of Writing and Teaching Writing. (Peter Elbow, 2000).
Emily Nye. Saying and Silence: Listening to Composition with Bakhtin. (Frank Farmer, 2001).
Dennis Young. Teaching With Your Mouth Shut. (Donald L. Finkel, 2000)
Practice, Pedagogy and Policy: the influence of teachers’ creative writing practice on pedagogy in schools
No full textThis research aims to develop understanding of how teachers’ experience of practising creative writing influences pedagogy in schools. The research is located within a literary studies domain, responding to the context in which creative writing is most commonly taught in schools and in higher education. The central research question explored is:
• How is the pedagogy of creative writing in schools influenced by teachers’ creative writing practice?
The research explores the premise that creative writing practice has the potential to raise teachers’ ‘confidence as writers’, enabling them to ‘provide better models for pupils’ (Ofsted, 2009: p.6). This thesis examines what ‘creative writing practice’ means in the context of developing pedagogy; considers how creative writing is conceptualised by teachers; and investigates how teachers’ creative writing practice connects to pedagogic methods and approaches. The research sub questions that underpin the research are:
• How has creative writing been conceptualised in educational policy, and how do these conceptions influence pedagogy in schools?
• Does the practice of creative writing influence teachers’ conceptualisations of creative writing, and, if so, what is the impact on pedagogy?
• Does the practice of creative writing influence teachers’ perceptions of themselves as writers, and, if so, what is the impact on pedagogy?
• Does the experience of working with writers influence teachers’ pedagogic approaches in the classroom, and if so, how?
The research includes a case study involving 14 primary and secondary school teachers, engaged in developing their own creative writing practice under the guidance of professional writers. The case study approach enables exploration of the research questions through analysis of participants’ lived experience of creative writing practice and pedagogy. The analysis of the case study at the heart of this research is situated within an interpretive framework, acknowledging the complexity of multiple meanings at play in socio-cultural learning contexts. The analysis draws on Bruner’s exploration of how pedagogical approaches imply conceptions of the learner’s mind and pedagogy (Bruner, 1996), and considers the interplay between teachers’ experiences of creative writing, and their choice of pedagogical methods and approaches
