CEARRIS BLOG

Jejak Panda Selamat Membaca Di Situs Kesayangan Anda judi bandarq online             This is my fourth year teaching a course called Pre-Teaching Secondary English, for first and second year students who are considering becoming middle or high school English teachers.             Each year, one of the first orders of business is to define English as a field, which is a surprisingly difficult task.   We begin by reading an article called “What Is English?” by H. A. Gleason, which was published in 1964 but that raises many questions that remain remarkably relevant more than fifty years later.             I begin by asking the students to define English as a field, and then to list all the relevant subfields of the discipline.   Gleason never provides a neat and tidy definition, but you can extract one from his conclusion.   I would paraphrase it as “The understanding, manipulation, and appreciation of language.”   His subfields are simple—literature, composition

Jejak Panda Selamat Datang Di Blog Kesayangan Anda Dan Selamat Membaca bandarq terbaik --> This Saturday I participated in the first meeting of the Connecticut College Readiness Project, run by the Center for Academic Excellence (CAE) at the University of Saint Joseph.   This year’s focus is on The Teaching of Writing. CAE Director Jess Skoppetta and Writing Center Administrator Amanda Greenwell organized the program, which included writing aktivitas administrators from USJ, UConn, Central, and Manchester Community College, as well as high school English teachers from Hartford, Manchester, Rocky Hill, and Avon. There were sixteen of us, and for the middle part of the day we were joined by nine college students from our schools. In short, we had a great day—six solid hours of discussion about writing instruction and how to help high school students be better prepared for college-level writing.   Our two discussion points were the reading/writing connection an

Jejak Panda Hallo Jumpa Lagi Kita Di Website Ini judi bandarq --> I was pretty disappointed Tuesday that not one of my students knew it was Banned Book Week.   Not one in any class.   Not one intern.   Not my graduate assistant, even.   Nobody!   But we did have good discussions of book banning and censorship in class, even though I had to carve a little time out of the assigned readings for the day. I was happy to hear, however, that none of my students was aware of there ever having been any book challenges at their schools.   This does not mean, of course, that there were none.   There very well could have been challenges that the students were unaware of.   But when I read the lists to the students of the ten most frequently challenged books last year or the top 100 most frequently banned and challenged classics, my students were shocked by how mainstream and canonical they were.   Several reported having read most of the top ten from last year, and, as one said, th

Jejak Panda Hallo Ketemu Lagi Di Situs Kesayangan Anda daftar bandarq The other day, the Connecticut State Department of Education released the student results of the first SBAC test, and we learned, well, nothing we didn’t already know.   The tests were a little harder than the CMTs or CAPT, especially in Math.   But otherwise, the students in the wealthiest towns did well and the students in the poorest towns did poorly. I shared the results with the students in my Pre-Teaching course, showing them the range, from students at New Canaan High, where 82% of 11 th graders were proficient in Literacy, to Bridgeport, where 17% and 15% of 11 th graders at Harding and Bassick, respectively, were proficient. My students were shocked, but they shouldn’t be.   Standardized tests have revealed similar discrepancies since their inception. There are many ways to look at these results.   Some would praise the tests for shedding light on the achievement gap in Connect

Jejak Panda Terima Kasih Telah Kunjungin Web Kesayangan Anda bandarq terpercaya This is my second year teaching a one-credit, honors First Year Experience course I designed called Why Read?   Like last year, I have mostly STEM majors, and we’re reading novels that deal with book banning and censorship, and using those novels as launching pads for a broader discussion about the role reading has and should have in our lives. We just began to read Fahrenheit 451 and later in the semester we’ll read The Giver . We just finished reading Brave New World .   Two weeks ago we had just gotten to the point where Bernard and Lenina get to the Reservation and meet John the Savage, and we learn that John, unlike the other people on the Reservation, can read, but that unlike the citizens of the World State who only read practical texts like manuals, John has read literature.   In particular, John has read the complete works of William Shakespeare. As I do in all my courses, I r