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In Search of the Novel:Teacher-TalkNovel

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From: gcor (gcor@jersey.net)
Date: Fri Mar 24 2000 - 10:09:12 EST

  • Next message: Andrea Martine: "Re: Question on the Classics"

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    This is a good question. I, too, am interested in this DRP reading
    index, and how it is determined. When I taught Frankenstein last
    semester to students that have minimal experience with reading, I
    noticed the number of archaic words in the text. I made lists of these
    words from each chapter, the students made lists of words, too, that
    they found difficult to understand, and defined them, and then created
    voacabulary collages to begin to show what they had learned about words
    and their connections to images today. They explained the collages to
    other class members.

    Aside from the vocabulary, the students had difficulty understanding the
    shifting point of view of the story. Remember now these students in
    their first year at college had little exposure to reading classics in
    high school and theygenerally dislike reading for pleasure. I remember
    the day we discussed how the story started to be told by the Creature
    rather than by Frankenstein. Students could not believe that a novel
    could shift perspective; also, they held a strong media image of the
    monster and the name Frankenstein, so it was difficult for them to break
    this connection. Also, studdents told me that they had never read a
    story for symbolic meaning. These students had not taken AP courses in
    high school and had minimal exposure to reading a book closely by asking
    questions about its author's life, by connecting questions about life to
    the events in the plot, or by beginningto question the historical
    context for the book.

    I think this book could provide a fantastic framework for an
    interdisciplinary class of history, political science, philosophy,
    science, and literature. The book is complicated but very exciting.

    To avoid plagiarism, I had them engage in a six week "I-Search" paper
    project related to the novel, they completed study-guide questions that
    I created, they designed vocabulary collages for words that they
    identified as hard to understand, they completed questions that they
    answered in realtion to the inquiry that they were following. At the
    end of thie six weeks, students discussed what they learned through this
    process of asking a question about the novel.

    Truly,
    Gail

    ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

    Dr. Gail S. Corso
    Associate Professor of Communication Arts
    Coordinator of Writing
    Neumann College
    Aston, PA 19014-1298

    gcorso@neumann.edu
    610-558-5515

    Julia Shugert wrote:

    > How do you determine DRP (Degrees of Reading Power)?

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    <!doctype html public "-//w3c//dtd html 4.0 transitional//en">
    <html>
    This is a good question. I, too, am interested in this DRP reading index,
    and how it is determined.&nbsp;&nbsp; When I taught <i>Frankenstein</i>
    last semester to students that have minimal experience with reading, I
    noticed the number of archaic words in the text.&nbsp;&nbsp; I made lists
    of these words from each chapter, the students made lists of words, too,&nbsp;
    that they found difficult to understand, and defined them, and then created
    voacabulary collages to begin to show what they had learned about words
    and their connections to images today.&nbsp; They explained the collages
    to other class members.
    <p>Aside from the vocabulary, the students had difficulty understanding
    the shifting point of view of the story. Remember now these students in
    their first year at college had little exposure to reading classics in
    high school and theygenerally dislike reading for pleasure.&nbsp;&nbsp;
    I remember the day we discussed how the story started to be told by the
    Creature rather than by Frankenstein.&nbsp; Students could not believe
    that a novel could shift perspective; also, they held a strong media image
    of the monster and the name Frankenstein, so it was difficult for them
    to break this connection.&nbsp; Also, studdents told me that they had never
    read a story for symbolic meaning.&nbsp; These students had not taken AP
    courses in high school and had minimal exposure to reading a book closely
    by asking questions about its author's life, by connecting questions about
    life to the events in the plot, or by beginningto question the historical
    context for the book.
    <p>I think this book could provide a fantastic framework for an interdisciplinary
    class of history, political science, philosophy, science, and literature.&nbsp;
    The book is complicated but very exciting.
    <p>To avoid plagiarism, I had them engage in a six week "I-Search" paper
    project related to the novel, they completed study-guide questions that
    I created, they designed vocabulary collages for words that they identified
    as hard to understand, they completed questions that they answered in realtion
    to the inquiry that they were following.&nbsp; At the end of thie six weeks,
    students discussed what they learned through this process of asking a question
    about the novel.
    <p>Truly,
    <br>Gail
    <p>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
    <p>Dr. Gail S. Corso
    <br>Associate Professor of Communication Arts
    <br>Coordinator of Writing
    <br>Neumann College
    <br>Aston, PA 19014-1298
    <p>gcorso@neumann.edu
    <br>610-558-5515
    <p>Julia Shugert wrote:
    <blockquote TYPE=CITE>How do you determine DRP (Degrees of Reading Power)?</blockquote>
    </html>

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