Teaching Children to be Storytellers: A Handbook for Educators

The purpose of this project was to design a handbook for second grade teachers interested in teaching storytelling. By introducing children to the world of storytelling, teachers can bring the true nature of storytelling into the classroom and take full advantage of its educational benefits. Through the storytelling process, children\u27s listening, reading, and oral language skills are enhanced. Although storytelling is only one part of a literacy program, it is the means to a very important literacy goal: the development of independent, lifelong readers. The handbook includes a five-week storytelling unit that gives an explanation of how to realize and implement the benefits of storytelling in a second grade classroom

JAEPL, Vol. 8, Winter 2002-2003

Essays 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)

The teaching, assessment and examining of English language and literature from the Education Act of 1944 to the Education Reform Act of 1988

In the Preface, the focus is on the word 'standards' itself: the ineradicable human element in marking and the degree to which all marks and grades, particularly in the subject of English, are dependent upon a subjective evaluation of the quality of response - an essential component in the establishment and maintenance of standards. The various implications of the word 'standards' and the ease with with resultant ambiguities can lead the unwary commentator into wholly misleading statements are considered, and a definition is offered to serve as a touchstone for the thesis as a whole. The main body of the thesis is divided into two sections and a conclusion. Section One (containing Chapters 1-3) is largely based upon published writings about education: books, reports and papers issued by Government-appointed Committees and Councils, and officially ratified educational statistics; illustrated where appropriate by my own experience and research into the unpublished archives of Examination Boards. Section Two (containing Chapters 4-6) deals specifically with the development of GCE '0' and 'A' level examinations in English, and is very largely dependent upon my interpretation of evidence derived from examination papers, marking schemes, examiners' reports and candidates' scripts ... The Conclusion is an attempt to provide an answer to the obvious question as to why, if evidence of a widely-alleged decline in standards is as difficult to establish as the previous six chapters suggest, the charge is so widely accepted as proved. To do this it is necessary to see the matter of standards from a broader perspective than a factual focus on examination papers, candidates' scripts, examiners' reports, comparability studies and educational statistics. From the inception of the concept of a state education system there has inevitably been a political dimension to any discussion of standards, and political dimensions equally inevitably tend toward expediency and subjective reaction rather than objective assessment of perceived shortcomings. This is certainly true of the last two decades during which the political dimension has become more overt than ever before, and the gulf between political interpretation of educational achievements and that of the professionals involved has never been wider. It is the contention of the Conclusion that a key to this disparity lies in the history of the development of the National Curriculum, the nature of the political interventions therein, and the indications that these are based upon a consistent philosophy – which elevates knowledge above understanding, 'pencil-and-paper' testing above carefully weighted assessments, results above performance, and which supposes that the reintroduction of selective schools would be an automatic panacea. The Conclusion therefore looks forward beyond the stated 1988 terminal point of the study to examine the developments of the 1990s, and backward beyond the stated starting point of the 1944 Act to examine the reality of grammar school achievement. It is the final contention of this thesis that it is the fallacy and self-deception of the nostalgia for the grammar school tradition which underlies and accounts for the falsity of the claims, about declining standards

Bowdoin Orient v.117, no.1-24 (1987-1988)

https://digitalcommons.bowdoin.edu/bowdoinorient-1980s/1008/thumbnail.jp

Decomposing Figures

Originally published in 1986. The ghastly fate of a drowned man brought to a lake's surface in Wordsworth's "Prelude" typifies a fundamental pattern in Romantic writing, argues Cynthia Chase. Disfiguration involves not only a departure from representation but a disruption of the logic of figure or form, a decomposition of the figures composing the text. Ultimately it manifests the conflict between a work's meaning and its mode of performance. By means of an intense engagement with texts in the romantic tradition, Decomposing Figures rearticulates and recasts crucial concepts in recent literary theory, including the notion of the self-referential or self-reflexive nature of the literary work. Chase's readings show that, far from implying a privileged status, the work's self-reflexive structure entails its opacity, its inability to read itself, and the necessity of its decomposition

Skills and the quality of work in Wales, 2006-2012: Main results

This Report is based on survey data collected from two samples of workers: 7,213 workers aged 20-65 years old and living in Britain in 2006 and 3,200 similarly aged workers in 2012. Both surveys were boosted in Wales yielding a total sample of almost 1,000 workers in Wales – 407 respondents in 2006 and 587 in 2012. The Report explains how several different aspects of skills and the quality of employment can be measured using surveys which ask workers to report on a range of work experiences well beyond the pay they receive (Chapters 1 and Annex 1). The Report examines how these experiences differ between particular groups of worker, in what ways these experiences have changed over the last six years and how the situation in Wales differs from other parts of Britain. The Skills and Employment Survey 2012 (SES2012) and its 2006 predecessor provide a unique insight into the impact that the prolonged economic downturn is having on the working lives of the people of Wales

The Virgin Mother in the Sermons of Fra Girolamo Savonarola

This doctoral dissertation gives a comprehensive, organic and profound systematization to all that he preached to the people of his time regarding the Virgin Mother of God. No complete, organic study of Savonarolan Marian theology has been done except for the Licentiate thesis that was based mainly on the writings or treatises of the friar. This present study will examine and relate Savonarola\u27s thoughts on the Virgin Mary as they come forth from his sermons. These sermons were based on an array of biblical books, especially Old Testament prophets, and include a rich diversity of subject matter relative to this study. From high mysticism to scandalous paintings of Renaissance Madonnas, from clerical laxity and the corruption of prelates to practical advice to the faithful in assisting at Holy Mass, the sermons relate the spirit of Fra Girolamo as pastor of souls, reformer, spiritual master and popular preacher in a most passionate and graphic style. The Virgin Mother played an important role in his preaching career as she is often mentioned and praised in many ways, forms and images in his sermons. As a summation, this study will first focus upon the fifteenth century Marian doctrines and devotions. The more popular characteristics of Marian teachings and piety of the fifteenth century will be underlined. Then, the larger and more substantial part of this study, Savonarola\u27s own Marian teachings will be seen systematically and organically. The conclusion is an appraisal of the entire work in an attempt to discern whether Fra Girolamo was an innovator with original themes and creative expressions, or whether he followed the more conventional ideas and modes of his time

Chi-Thinking: Chiasmus and Cognition

The treatise proposes chiasmus is a dominant instrument that conducts processes and products of human thought. The proposition grows out of work in cognitive semantics and cognitive rhetoric. These disciplines establish that conceptualization traces to embodied image schematic knowledge. The Introduction sets out how this knowledge gathers from perceptions, experiences, and memories of the body's commonplace engagements in space. With these ideas as suppositional foundation, the treatise contends that chiastic instrumentation is a function of a corporeal mind steeped in elementary, nonverbal spatial forms or gestalts. It shows that chiasmus is a space shape that lends itself to cognition via its simple, but unique architecture and critically that architecture's particular meaning affordances. We profile some chiastic meanings over others based on local conditions. Chiastic iconicity ('lending') devolves from LINE CROSSING in 2-D and PATH CROSSING in 3-D space and from other image schemas (e.g., BALANCE, PART-TO-WHOLE) that naturally syndicate with CROSSING. Profiling and iconicity are cognitive activities. The spatio-physical and the visual aspects of cross diagonalization are discussed under the Chapter Two heading 'X-ness.' Prior to this technical discussion, Chapter One surveys the exceptional versatility and universality of chiasmus across verbal spectra, from radio and television advertisements to the literary arts. The purposes of this opening section are to establish that chiasticity merits more that its customary status as mere rhetorical figure or dispensable stylistic device and to give a foretaste of the complexity, yet automaticity of chi-thinking. The treatise's first half describes the complexity, diversity, and structural inheritance of chiasmus. The second half treats individual chiasma, everything from the most mundane instantiations to the sublime and virtuosic. Chapter Three details the cognitive dimensions of the macro chiasm, which are appreciable in the micro. It builds on the argument that chiasmus secures two cognitive essentials: association and dissociation. Chapter Four, advantaged by Kenneth Burke's "psychology of form," elects chiasmus an instrument of inordinate form and then explores the issue of Betweenity, i.e., how chiasma, like crisscrosses, direct notice to an intermediate region. The study ends on the premise that chiasmus executes form-meaning pairings with which humans are highly fluent

Shaping Diyarbakır through words. Representations and narrations of the city in Kurdish and Turkish literature during the twentieth and twenty-first century.

The aim of this dissertation is to discuss the image of the city of Diyarbakır as emerging from Kurdish and Turkish literature throughout the twentieth century. Diyarbakır city represents a highly contentious place in socio-political and cultural terms for the Kurdish vis-à-vis the Turkish imagined community. The first chapter is dedicated to the image of the city previous to the foundation of the Turkish Republic in 1923 as emerging from accounts of travellers from different ages and different languages. Then, in four different chapters, four different corpuses of Turkish and Kurdish literature are taken under the focus of the analysis. Each corpus allows the discussion of certain aspects and themes related to the city. Overall, each chapter and each corpus constitute a piece of the deconstructed literary image of the city, which is at the centre of this research. Since Diyarbakır is a contested city, its representations are deeply involved in processes of appropriation and symbolization of place. Therefore, in the shaping of literary Diyarbakır throughout the twentieth century, the conflicting political dynamics between the Turkish State and local Kurdish actors play a crucial role

Dancing Media: The Contagious Movement of Posthuman Bodies (or Towards A Posthuman Theory of Dance)

My dissertation seeks to define a posthuman theory of dance through a historical study of the dancer as an instrument or technology for exploring emergent visual media, and by positioning screendance as an experimental technique for animating posthuman relation and thought. Commonly understood as ephemeral, dance is produced by assemblages that include bodies but are not limited to them. In this way, dance exceeds the human body. There is a central tension in the practice of dance, between the persistent presumption of the dancing body as a channel for human expression, and dance as a technicity of the body—a discipline and a practice of repeated gesture—that calls into question categories of the human. A posthuman theory of dance invites examination of such tensions and interrogates traditional notions of authenticity, ownership and commodification, as well as the bounded, individual subject who can assess the surrounding world with precise clarity, certain of where the human begins and ends. The guiding historical question for my dissertation is: if it is possible to describe both a modern form of posthuman dance (turn of the 19th-20th century), and a more recent form of posthuman dance (turn of the 20th-21st century), are they part of the same assemblage or are they constituted differently, and if so, how? Throughout my four chapters, I explore an array of case studies from early modernism to advanced capitalism, including Loie Fuller’s otherworldly stage dances; the scientific motion studies of Muybridge and Marey; Fritz Lang’s dancing maschinenmensch (or the first on-screen dancing machine) in the 1927 film Metropolis; the performances of singer-dancer hologram pop star, Hatsune Miku; and American engineering firm Boston Dynamics’ dancing military robots. The figure of the “dancing machine” (McCarren) is central to my project, especially given that dance has historically been used as a means of testing machines—from automata to robots to CGI images animated with MoCap—in their capacity to be lively or human-like. In each case, I am interested in how dance continues to be productive of some kind of subjectivity (or interiority, or “soul”), even in the absence of the human body, and how technique and gesture passes between bodies, both virtual and organic, dispersing agency often attributed to the human alone. I propose that a posthuman theory of dance is a necessary intervention to the broad and contradictory field of posthumanism because dance returns us to questions about bodies that are often suspiciously ignored in theories of posthumanism, especially regarding race (and historically racist categories of non/inhumanity), thereby exposing many of posthumanism’s biases, appropriations, dispossessions and erasures. Throughout my dissertation, I look to dance as both a concrete example and as a method of thinking through the potentials and limitations of posthumanism