Here’s a worthy little book to get you caught up on the sorry state of school essay instruction. I got The School Essay Manifesto: Reclaiming the Essay for Students and Teachers to find out some better ways to write first drafts before shaping them into literary analysis essays. Thomas Newkirk, the author, does describe three […]
Toulmin’s broadening of the notion of reason to include moral and practical concerns mirrors similar efforts by Locke and by Montessori, the latter of whom in discussing the Western world’s “moral paralysis” states that “reason today is hidden under a dark cloud and has almost gone down to defeat. Moral chaos in fact is nothing but one side of the coin of our psychic decline; the other side is the loss of our powers of reason. The pre-eminent characteristic of our present state is an insidious madness, and our most immediate need a return to reason.”
Allan Bloom starts his volume Shakespeare’s Politics (1964) where Flannery O’Connor leaves off: “The most striking fact about contemporary university students is that there is no longer any canon of books which forms their taste and their imagination.”
Before I started teaching, I never thought that a high school English teacher is, or should be, a reading teacher. But literary criticism really is reading instruction, and we English teachers distill literary criticism into decoctions for our students to drink with challenging texts. That’s why I’m so thankful for the New Critics, despite my […]
But I think my grading of your paper with a rubric is not as helpful to you as my reading of your paper. Before I tell you why, I want to explain the difference between grading and reading. When I grade with a rubric, I am not doing the kind of reading your piece deserves. Instead, I am reading for: reading to see if your paper meets some preordained criteria. Your paper exists outside of those criteria, however, and it deserves a subjective reading.
An irate parent called the school office this week. In her most recent newsletter, his daughter’s teacher had ended a sentence with a preposition. He told the office he was going to take the matter up with the school board. The young teacher’s principal confirmed to her that she had erred. The teacher was pretty […]
Teaching grammar to children who don’t see themselves as writers ensures that they will neither see themselves as writers nor learn grammar. Teaching grammar as a strategy for writing will ensure that students who see themselves as writers will write pinched prose. Writing is a way of thinking, and pinched writers become pinched people. When […]
I like “like,” but I hate “wait.” Some of my snootier colleagues get around to expressing their exasperation with this generation’s overuse of “like,” but I never hear anyone complain about what drives me bats: my students’ use of “wait” in addressing me. For my entire five-year teaching career, most students have addressed me as […]
I did have one of my professors pick me out of his giant English lit survey to take to lunch one day freshman year. I remember his pleasant patter at the University Cafeteria, but I never remembered anything he said. Like Stoner with his professor and, later, Stoner’s students with theirs, I must have been staring at my hands for most of the meal.