Pen Pal Pursuits

2021 ◽  
pp. 48-49
Author(s):  
Marilynn L. Rapp Buxton
Keyword(s):  
Pen Pal

scholarly journals O trabalho com uma sequência didática de receitas em língua inglesa em uma escola pública

Horizontes ◽  
2014 ◽  
Vol 32 (1) ◽  
Author(s):  
Ana Paula Marques Beato-Canato ◽  
Vera Lúcia Lopes Cristovão
Keyword(s):  
Public School ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
School Year ◽  
Pen Pal ◽  
Interactionist Perspective ◽  
Development Of Language ◽  
Teaching Learning ◽  
Learning Language

Em uma perspectiva interacionista sociodiscursiva, advogamos que, para alcançar seus objetivos, o trabalho com línguas na rede regular pública de ensino pode ser planejado em sequências didáticas organizadas em torno degêneros textuais. Tais unidades visam ao desenvolvimento de capacidades de linguagem, entendidas como “aptidões requeridas para a realização de um texto numa situação de interação determinada” (DOLZ; PASQUIER; BRONCKART, 1993, p.30). A partir desses pressupostos, sequências didáticas foram aplicadas a alunos de uma escola municipal de Joinville, ao longo de um ano escolar, com o objetivo de possibilitar a participação efetiva em um projeto de troca de correspondências. Dentre os gêneros abordados, selecionamos receitas culinárias para o escopo deste artigo, que visa, assim, descrever o material elaborado e analisar as produções de um aluno de modo a ilustrar oportunidades (ou não) de desenvolvimento de capacidades de linguagem possibilitadas por um trabalho dessa natureza. Palavras-chave: Interacionismo Sociodiscursivo; gênero textual receita culinária; sequência didática; ensino-aprendizagem de língua inglesa; desenvolvimentode capacidades de linguagem.The work with a didactic sequence of recipes in English as an additional language in a public schoolAbstract In a sociodiscursive interactionist perspective, we advocate that, to achieve its goals, the work with languages in public regular schools can be planned in didactic sequences towards genres. Such units aim at the development of language capacities (DOLZ; PASQUIER; BRONCKART, 1993). Based on these principles, didactic sequences were employed with students of a public school in Joinville, during a school year, with the objective of contributing to their effective participation in a pen pal Project. Among the genres handled, cooking recipeswere taken as scope of this paper, which aims at describing the material planned and analyze the productions of one student in order to illustrate the opportunities of language capacities development enabled by a work of thisnature.Keywords: Sociodiscursive Interacionism; genre cooking recipe; didactic sequences; English language teaching/learning; language capacities development.

PEN-PAL NETWORK

1994 ◽  
Vol 6 (4) ◽  
pp. 196
Author(s):  
&NA;
Keyword(s):  
Pen Pal

“Did you like living in a trailer? Why or why not?”: Discourse and the third space in a rural pen pal exchange

2011 ◽  
Vol 27 (2) ◽  
pp. 289-297 ◽  
Author(s):  
Karen Eppley ◽  
Patrick Shannon ◽  
Lauren K. Gilbert
Keyword(s):  
Third Space ◽  
The Third ◽  
Pen Pal

scholarly journals “On the Early Letters of Ernest Hemingway: Teasing, Typing, Editing”

2015 ◽  
Vol 9 (1) ◽  
pp. 95-111
Author(s):  
Edward Allen
Keyword(s):  
Early Life ◽  
Ernest Hemingway ◽  
Life Writing ◽  
Pen Pal ◽  
Interpretative Approach

Ernest Hemingway has rarely seemed a reliable pen pal, not through any fault of his own, but because the evidence for determining any such identity has been hard to assemble. In 2011, Sandra Spanier and Robert W. Trogdon published the first volume of Hemingway’s collected letters, and in doing so, prompted a reevaluation of his epistolary habit; one that requires careful editing and close textual scrutiny. Taking the first volume of the new Letters as a case study, this essay offers an interpretative approach to matters of textuality, typographic expression, and mechanical accident that lie at the heart of Hemingway’s early life-writing.

Facilitating Meaningful Reading and Writing Practices in Urban Schools through Student-Generated Literacy Initiatives

2017 ◽  
pp. 255-273
Author(s):  
Anne Katz
Keyword(s):  
School Counselors ◽  
School Students ◽  
Student Body ◽  
Title I School ◽  
Reading And Writing ◽  
Summer Reading ◽  
Children's Book ◽  
Writing Practices ◽  
Pen Pal ◽  
The University

The Teens for Literacy program at a Title I school in downtown Savannah provides a forum for students to empower their peers and their community regarding the importance of literacy. Over the past four years, the author has had the honor of serving as faculty advisor for the project, which is a partnership between the university and school. The author collaborates with school counselors, the librarian, the Instructional Coordinator, and the principal to facilitate the initiative. A leadership team of thirteen middle school students in grades 6-8 generates ideas for promoting literacy among their peers. Student leaders have produced multiple editions of school-wide newspapers with topics they have selected; composed play vignettes spotlighting the importance of reading and writing; launched a blog with book reviews to promote summer reading among the student body; introduced a local Children's Book Festival author to the school community; established a pen pal exchange with students in Haiti; and inaugurated a school-wide poetry initiative, among other initiatives. As the year evolves, university undergraduate and graduate students are invited to serve as volunteers/mentors for various literacy projects. A Shadowing Day is held on the college campus each spring to introduce students to collegiate life.

Death Is a Lonely Business

2020 ◽  
pp. 152-159
Author(s):  
Jonathan R. Eller
Keyword(s):  
Detective Fiction ◽  
The Novel ◽  
Autobiographical Fiction ◽  
Pen Pal

Much of chapter 22 centers on the evolution of Death Is a Lonely Business, Bradbury’s first sustained experiment in autobiographical fiction. The novel represents Bradbury’s long backward glance at his life in the late 1940s, when he first realized that he would be able to be successful as a mainstream author. This chapter tracks the long road culminating in Bradbury’s return to detective fiction and the influence of such precursors and friends as Ross Macdonald, Leigh Brackett, and James Crumley. Chapter 22 concludes with a broader range of life loves and influences as Bradbury described them to his pen-pal friend and fellow poet Helen Bevington.

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