scholarly journals Enhancing Engagement in Reading: Reader Response Journals in Secondary English Classrooms

1944 ◽  
Vol 8 (1) ◽  
Author(s):  
Janet McIntosh
Keyword(s):  
High School ◽  
Reader Response ◽  
English Teacher ◽  
High School English ◽  
Secondary English ◽  
Reading And Writing ◽  
English Classrooms ◽  
English Students ◽  
Student Journals ◽  
Positive Results

Writing reader response journals during the act of reading provides ideal opportunities for secondary English students to deepen and expand their understanding of literature. Based on data from three case studies conducted by a former high school English teacher, currently an English educator, this article examines the effectiveness of students recording response entries as they read a novel. Excerpts from student journals illustrate the positive results of combining the acts of reading and writing. Student engagement with text leads to better comprehension and through writing reflective responses, students become more effective readers.

Creating a Virtual Literacy Community between High School and University Students

2011 ◽  
pp. 531-551 ◽  
Author(s):  
Tamara L. Jetton ◽  
Cathy Soenksen
Keyword(s):  
High School ◽  
University Students ◽  
Virtual Environment ◽  
Writing Skills ◽  
University Education ◽  
English Teacher ◽  
High School English ◽  
Reading And Writing ◽  
Facilitated Communication ◽  
Computer Mediated

The authors of this chapter describe a project in which a university education professor and a high school English teacher redesigned the curricula of their classrooms, so their students could participate in a literacy project that focused on computer-mediated discussions of literature. The goal of the project was to develop both the technological literacies of these students and the more traditional literacies in the form of reading and writing skills. The Book Buddy Project afforded the authors the opportunity to create a virtual literacy community in which high school and university students incorporated the traditional literacies of reading and writing within a virtual environment that facilitated communication, collaboration, and learning with text.

Making visible the dance

2015 ◽  
Vol 14 (3) ◽  
pp. 387-403
Author(s):  
Julie Rust
Keyword(s):  
High School ◽  
New Media ◽  
Design Methodology ◽  
English Teacher ◽  
High School English ◽  
Content Type ◽  
English Classrooms ◽  
Teachers And Students ◽  
The Status ◽  
Opening Up

Purpose – This paper aims to delve deeply into the sometimes clashing interplays in English classrooms to explore the ways in which new media makes visible long-existing discourses and assumptions about the purpose of schools and the roles of teachers and students. Design/methodology/approach – This piece draws upon discourse analysis and utilizes the frame of strategies versus tactics (de Certeau, 1984) to trace the complex classroom interplays between a high school English teacher, a partnering researcher and a high school junior during the process of a month-long digital photography project. Findings – Data reveal that, at times, both teachers and students made moves to preserve the status quo of the school space (through strategies), and at other times, worked to reshape the space for more relevant purposes (through tactics.) Strategies that emerge from teacher moves include the formalization of requirements and the controlling of bodies; the student strategy described is the perpetuation of stereotypes. Teacher tactics reported include repositioning identities, reframing “the work” and opening up space for inquiry. Student tactics include resistance, shifting to the personal, subverting a given task and self-positioning. The author argues that generative potential exists at the intersection of teacher tactics and student tactics, and calls for furthering the co-construction of classroom spaces. Originality/value – By zooming in on the process, rather than the product, that ensued as the focal student created and defended her photographs representing school as jail, this paper emphasizes the agency that both teachers and students can enact in sometimes limiting classroom spaces.

What is English? Who decides? An interview with Lisa Scherff

2019 ◽  
Vol 100 (6) ◽  
pp. 45-49
Author(s):  
Rafael Heller
Keyword(s):  
High School ◽  
Language Arts ◽  
English Language ◽  
Subject Area ◽  
Classroom Teachers ◽  
English Teacher ◽  
High School English ◽  
College Professors ◽  
Arts Curriculum ◽  
The Subject

In this month’s interview, Kappan’s editor talks with high school English teacher and researcher Lisa Scherff about the ongoing struggle over who gets to define the English language arts curriculum. Dating back to the creation of the subject area, more than a century ago, classroom teachers have advocated for a varied course of study that helps students use language more effectively across a range of contexts. However, explains Scherff, they have always had to contend with college professors, textbook publishers, school boards, and others who’ve sought to constrain the curriculum.

Appearing Acts: Creating Readers in a High School English Class

1994 ◽  
Vol 64 (4) ◽  
pp. 450-474 ◽  
Author(s):  
Joan Kernan Cone
Keyword(s):  
High School ◽  
Group Discussion ◽  
Collaborative Reflection ◽  
Cultural Backgrounds ◽  
High School English ◽  
Self Perceptions ◽  
English Class ◽  
Reading Materials ◽  
Student Journals

Asking how she, as a teacher, can motivate students to discover the joy of reading, Joan Kernan Cone explores students' self-perceptions as "readers" and "non-readers." By engaging her students in this question and through her willingness to respond to their ideas Cone experiments with methods to cultivate "readers" — those who read on their own for pleasure and knowledge. Through the use of student journals, reading materials matching their interest and cultural backgrounds, and group discussion, she inspires a passion for reading. As a result of her in-class research and collaborative reflection with her students, Cone advocates creating a "community of readers" in which students can choose books, read them, talk about them, and encourage each others to read.

scholarly journals Integrating Multimodal Arguments Into High School Writing Instruction

2017 ◽  
Vol 49 (2) ◽  
pp. 181-209 ◽  
Author(s):  
Emily Howell ◽  
Tracy Butler ◽  
David Reinking
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Tools ◽  
School Students ◽  
High School English ◽  
Formative Experiment ◽  
English Classrooms ◽  
High School Writing ◽  
Essential Components ◽  
Teacher Students

We conducted a formative experiment investigating how an intervention that engaged students in constructing multimodal arguments could be integrated into high school English instruction to improve students’ argumentative writing. The intervention entailed three essential components: (a) construction of arguments defined as claims, evidence, and warrants; (b) digital tools that enabled the construction of multimodal arguments; and (c) a process approach to writing. The intervention was implemented for 11 weeks in high school English classrooms. Data included classroom observations; interviews with the teacher, students, and administrators; student reflections; and the products students created. These data, analyzed using grounded-theory coding and constant-comparison analysis, informed iterative modifications of the intervention. A retrospective analysis led to several assertions contributing to an emerging pedagogical theory that may guide efforts to promote high school students’ ability to construct arguments using digital tools.

Secondary English Students' Engagement in Reading and Writing About a Multicultural Novel

1999 ◽  
Vol 93 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Thomas W. Bean ◽  
Paul Cantu Valerio ◽  
Helen Money Senior ◽  
Fern White
Keyword(s):  
Secondary English ◽  
Reading And Writing ◽  
English Students

scholarly journals A Material Development of Speech Act as its Contribution For a Vocational High School English Handbook at an Eleven Grade

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Algajaladre Nadya Santoso ◽  
Laily Nur Affini
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Speech Acts ◽  
Speech Act ◽  
English Teacher ◽  
Vocational High School ◽  
High School English ◽  
Material Development ◽  
Directive Speech Acts ◽  
Directive Speech

Theis research has a prominet goal, idenitfying types of speech acts uttered by an English teacher at a vocational high school. This work uses Searle’s theory to discover the dominant kinds of speech act employed by the teacher. The researchers also investigated the additional utterances in showing learning movement. The research methodology is descriptive-qualitative research, where the researcher found three kinds of speech act uttered by the teacher; directive, representative, and expressive. The researchers calculated the data finding and found 297 utterances which comprised of 246 directives utterances or 82,83% of overall data, 45 representative utterances or represented the 15.15% of data, and 6 expressive utterances which covered 2,02%. The most obtrusive was directive speech acts (82.83%) and the less frequent was expressive speech act (2.02%). The most obtrusive was directive speech acts because the teacher often used directives (questioning) to handle the students in the classroom and made sure that the students understand the aims of the English material.

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