Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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the expanding canon teaching multicultural literature
Workshop Home
Reader Response: Pat Mora and James Welch Reader Response: Keith Gilyard and Mourning Dove Inquiry: Rudolfo Anaya and James Baldwin Inquiry: Tomás Rivera and Esmeralda Santiago Cultural Studies: Ishmael Reed and Graciela Limón Cultural Studies: N. Scott Momaday and Russell Leong Critical Pedagogy: Octavia E. Butler and Ruthanne Lum McCunn Critical Pedagogy: Abiodun Oyewole and Lawson Fusao Inada
Theory Overview Lesson Plans Teaching Strategies Authors and Literary Works Resources
Session 1 Cultural Studies: Pat Mora and James Welch - Teaching Strategies


Sustained Silent Reading
Identifying Compelling Lines from the Text
Publishing Student Writing

 

REFLECTION - Interactive Forum

Explore two poems using four approaches.

ChannelTalk

Share your views on the discussion
board.




Download the Session 1 Guide


 
Publishing Student Writing


 Description
 Benefits


Description
Reader-response classrooms encourage a great deal of writing. Students often experiment with writing on a daily basis, honing their skills in multiple genres, from journal writing to personal essays to formal literature essays. The advice offered in small peer-response groups can help students revise, reformulate, and rewrite what they have composed.

Publication is a natural culmination for a curriculum that honors writing. Students in reader-response classrooms, encouraged as they are by daily practice, often have a strong sense of ownership of their work. They are often comfortable with an audience and have developed a facility for oral delivery through their regular work in peer-response groups. Many teachers see publication -- which can range from staging a reading to binding an actual book -- as a celebration of their students' diverse voices and hard work.

The goal of publication is to give students a wider audience, and there are many ways to "publish" beyond simply reprinting student work in book form. For example, a teacher might stage a simple in-class reading, or "read-around," in which each student reads a piece of his or her original writing. A reading could also be held in a more public place, as author Pat Mora and teacher Alfredo Lujan did when they took the class to a local coffee house. Students can take charge of advertising such a reading to the public, putting up fliers at a local elementary school, a bookstore, or the class library. Another option is to put up a "gallery walk" of work in which each student posts some of his or her writing on the walls of the classroom; members of the class can use sticky notes to write responses to the authors and post them (with their names) next to the pieces. Or a class might create a book that includes one self-chosen piece from each student; students can create a simple illustration or introduction to accompany their chosen piece, and the class can collaborate on a cover page, a table of contents, and a dedication page. The result can be as simple as a stapled "magazine" or as elaborate as a bound book that will go to each member of the class, the school library, the principal's office, and the local community center.

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Benefits
Treating students as "real" writers encourages them to take writing seriously and see it as a real-world tool rather than an isolated school activity. Publishing can also improve writing: When a student writes for a purpose, with a real audience beyond just the teacher, he or she is often motivated to make the piece as professional as possible.

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